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Dennis Dunaway

Dennis Dunaway (born December 9, 1946, in Cottage Grove, Oregon) is an American musician, best known as the original bass guitarist for the rock band Alice Cooper (1962–1974, 1999, 2010, 2011, 2015, 2017, 2019, 2021). He co-wrote some of the band's most notable songs, including "I'm Eighteen" and "School's Out".

Career
Dunaway's first bass was a short-scale Airline. This was used on Alice Cooper's debut album Pretties for You. The band's sophomore album, Easy Action, featured Dunaway playing a short-scale Höfner.

Later, Dunaway procured a Gibson EB-0 short scale bass, modified with a Fender Precision Bass split pickup in the treble position, that he spray painted green and called "the frog". He can be seen with it on the back cover of the Love it to Death album. Dunaway used this bass exclusively in the making of the original Alice Cooper group's first three albums. It currently is on loan to the Rock and Roll Hall of Fame. Dunaway would later switch to a Fender Jazz bass.

'Billion Dollar Babies' was the name of the band founded by Michael Bruce, Mike Marconi, Dennis Dunaway, Bob Dolin, and Neal Smith after they split from Alice Cooper in 1974. This band was embroiled in a legal suit over the usage of the name. They only released one album, 1977's Battle Axe, before disbanding.

Dennis is married to Cindy (Smith) Dunaway, Alice Cooper's original costume designer who helped create the Shock Rock fashion style. Cindy is the sister of original Alice Cooper drummer Neal Smith.

Dennis performs on Alice Cooper's Welcome 2 My Nightmare. On July 1, 2010, when talking about the newly retitled album, Welcome 2 My Nightmare, Alice said in a Radio Metal interview: "We’ll put some of the original people on it and add some new people, I’m very happy with working with Bob (Ezrin) again." Other names mentioned were: Slash, Neal Smith, Dennis Dunaway, Steven Hunter and Dick Wagner. Dunaway and Smith wrote two songs and perform, along with Michael Bruce, on three tracks on the album, released in September 2011. That same year, Dunaway and his former Alice Cooper bandmates were inducted into the Rock and Roll Hall of Fame, in the "Performer Category".

Dennis currently plays live with his bands, Blue Coupe which also comprises Joe and Albert Bouchard of Blue Öyster Cult fame and 5th Avenue Vampires. Blue Coupe's most recent single "You (Like Vampires)", written by John Elwood Cook, can be heard on iTunes or Pledgemusic. Dennis released his memoirs ''Snakes! Guillotines! Electric Chairs!'' (Thomas Dunne Books) in June 2015. The book has been penned with Rolling Stone writer, Chris Hodenfield.

Dunaway appears on bonus tracks for Alice Cooper's 2017 album Paranormal and on two songs of Cooper's 2021 album Detroit Stories. He also co-wrote the Detroit Stories track "Drunk and in Love".

In 2022, Dunaway wrote the afterword to Alice Cooper Confidential by authorized Alice Cooper biographer Jeffrey Morgan.

Discography
Solo (billed as Dennis Dunaway Project)
 * Bones from the Yard (2006)

With Alice Cooper
 * Pretties for You (1969)
 * Easy Action (1970)
 * Love It to Death (1971)
 * Killer (1971)
 * School's Out (1972)
 * Billion Dollar Babies (1973)
 * Muscle of Love (1973)
 * 1969 Live at the Whisky A Go-Go (1994)
 * Welcome 2 My Nightmare (2011)
 * Paranormal (2017)
 * Detroit Stories (2021)

With Billion Dollar Babies
 * Battle Axe (1977)

With Deadringer
 * Electrocution of the Heart (1989)

With Ant-Bee
 * Lunar Muzik (1997)

With Bouchard, Dunaway & Smith
 * Back From Hell (2001)
 * BDS Live in Paris (2003)

With 5th Avenue Vampires
 * Drawing Blood (2010)

With Blue Coupe
 * Tornado on the Tracks (2010)
 * Million Miles More (2013)
 * Eleven Even (2019)

With Hollywood Vampires
 * Hollywood Vampires (2015)

title: Dennis Dunaway


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University and college admission

University admission or college admission is the process through which students enter tertiary education at universities and colleges. Systems vary widely from country to country, and sometimes from institution to institution.

In many countries, prospective university students apply for admission during their last year of high school or community college. In some countries, there are independent organizations or government agencies to centralize the administration of standardized admission exams and the processing of applications.

Armenia
The admission to the Armenian state institutions of higher education is centralized. Students apply to universities during their last year of high school. The standardized university admission tests are administered every summer right before the start of the new academic year starting each September. Currently there are 26 registered State and private universities in Armenia. The admission to the private universities defer dependent upon the policies of each private institution.

Australia
As Australia uses a Federal system of government, responsibility for education, and admission to Technical and Further Education colleges and undergraduate degrees at universities for domestic students, are in the domain of state and territory government (see Education in Australia). All states except Tasmania have centralised processing units for admission to undergraduate degrees for citizens of Australia and New Zealand, and for Australian permanent residents; however applications for international and postgraduate students are usually accepted by individual universities. The Australian government operates the Higher Education Contribution Scheme (This has been replaced by the very similar HECS-HELP - Higher Education Loan Program) for undergraduate students, so admission is rarely limited by prospective students' ability to pay up-front. All states use a system that awards the recipient with an ATAR, and the award of an International Baccalaureate meets the minimum requirements for admission in every state. ATARs are awarded based on the level of attainment in each State's individual secondary schooling exams (such as the NSW HSC). For individuals without an ATAR, or recent secondary schooling certificate, the Special Tertiary Admissions Test is used as the standard test to provide an ATAR. The maximum possible ATAR is 99.95, indicating that the student has achieved better than 99.95% of their peers.

New South Wales and Australian Capital Territory
The Universities Admissions Centre (UAC) processes applications for admission to most undergraduate courses at participating institutions, mainly in NSW and the ACT.

It also:
 * processes applications for admission to many postgraduate courses
 * calculates the Australian Tertiary Admission Rank (ATAR) and notifies NSW HSC students of their ATAR
 * administers tertiary admissions tests, such as the Special Tertiary Admissions Test (STAT)
 * processes applications for Educational Access Schemes (EAS) and for some Equity Scholarships.

Northern Territory
The South Australian Tertiary Admissions Centre (SATAC) accepts applications for Northern Territory tertiary institutions. Year 12 students are awarded the Northern Territory Certificate of Education and must meet course requirements.

Queensland
The Queensland Tertiary Admissions Centre (QTAC) accepts applications for Queensland tertiary institutions. Year 12 students are awarded an Overall Position, based on their performance in class subjects and their school's average result in the Queensland Core Skills Test, as well as meeting course requirements.

South Australia
The South Australian Tertiary Admissions Centre (SATAC) accepts applications for South Australian tertiary institutions. Year 12 students are awarded the South Australian Certificate of Education, and must meet course requirements. Their year 12 results are compared with students from the same year to determine their Australian Tertiary Admission Rank.

Tasmania
Tasmanian school leavers applying for entrance at the University of Tasmania need to apply directly to the university. Tasmanian school students receive a Tertiary Entrance Rank on successful completion of the Tasmanian Certificate of Education. Students wishing to study at the University of Tasmania must directly apply through the University.

Victoria
The Victorian Tertiary Admissions Centre (VTAC) accepts applications for Victorian tertiary institutions. Applications consist of standardised test results and meeting institutional requirements. The standard certification for school leavers is the Victorian Certificate of Education.

Western Australia
The Tertiary Institutions Service Centre (TISC) accepts applications for Western Australian tertiary institutions. The standardised test for school leavers is the Tertiary Entrance Examination.

Austria, Switzerland, and Belgium
Austria, Switzerland, and Belgium probably have the most liberal system of university admission anywhere in the world, since anyone who has passed the Matura may enroll in any subject field (or even several at no additional cost) at a public university. In Belgium as well, the only prerequisite for enrolling in university studies is to have obtained a high-school diploma. In both Switzerland and Belgium, medical studies are an exception, which have a numerus clausus system due to overcrowding. This liberal admission practice led to overcrowding and high dropout rates in the more popular fields of study like psychology and journalism, as well as high failure rates on examinations which are unofficially used to filter out the less-capable students. Following a ruling by the European Court of Justice issued on July 7, 2005, which forces Austria to accept nationals of other EU Member States under the same conditions as students who took their Matura in Austria, a law was passed on June 8 allowing universities to impose measures to select students in those fields which are subject to numerus clausus in Germany. Starting in 2006, the three medical universities (in Vienna, Innsbruck and Graz) did introduce entrance exams. There are no intentions to introduce a numerus clausus in any subject field.

Brazil
In Brazil, the most common selection process happens via the ENEM - Exame Nacional do Ensino Médio (National High School Exam). Annually designed for high school seniors and open to people of any age, it allows people with a high school certificate to enter public and private universities. There are also different types of entrance exams in public and private universities, since not every higher education institution accepts the ENEM score. Around 3 to 8 million people register each year to take the exam.

Vestibular
In order to enter university in Brazil, candidates must undergo a public open examination called "Vestibular", which lasts about 1 week and takes place once a year. Some universities may run Vestibular twice a year, for two yearly intakes instead of only one. This option is popular with private universities, while public universities usually run Vestibular only once every year (in November, December or January). Universities offer a limited number of places, and the best ranked candidates according to their overall Vestibular grade are selected for admission. Although the Vestibular format changes from university to university, it typically consists of a week-long examination on compulsory high school subjects such as mathematics, physics, chemistry, biology, history, geography, Portuguese language and literature, and a foreign language (usually English). Private universities usually "condense" this week-long examination into a couple of days, but some public universities still require a week-long marathon.

Since public universities are completely tuition-free, competition at the Vestibular is usually fierce for a place in a public university. Due to the high number of applicants, the Vestibular at some public universities may include a preliminary elimination phase (known as "Primeira Fase"), typically consisting of multiple-choice questions and held between one and two months before the subject exams. A minimum cutoff score is normally required at the elimination phase to advance to the second part of the Vestibular.

National Unified Admissions System
In recent years, university admission criteria have been considerably changed by the introduction by the federal government of a new national secondary school exam known as ENEM (Exame Nacional do Ensino Médio) and the creation of a unified, national university application system known as SISU (Sistema de Seleção Unificada). Candidates in any Brazilian state can now apply for admission into courses available in the SISU system, even if the course of interest is offered by an out-of-state university. Places in any given course within the system are then filled based on the ranking of the applicants in descending order according to their overall grade in the ENEM. The application process is divided into three stages and candidates who fail to get a place in their course/university of interest in a given stage may re-apply either to the same or to a different course/university in subsequent stages.

In theory, any Brazilian university, either public or private, is free to join the SISU system and select their incoming freshman class based on ENEM marks. As of today, most public universities have joined SISU, but a few of them, most notably some of the most prestigious federal universities (e.g. UNIFESP, UFRJ, UFMG, UFRGS) have retained their own independent Vestibular exams, on top of the national ENEM, either for admission into all or part of their undergraduate courses.

Sometimes the ENEM replaces the old elimination Part I ("primeira fase") of the Vestibular. Alternatively, ENEM results may be used as part of the final overall grade in the Vestibular. More rarely, a few public universities have decided not to use ENEM grades at all and continue to base their admission criteria on the Vestibular only. Notable examples in the latter group include the highly prestigious federal military schools like ITA and IME. Resistance to the ENEM among some top public universities comes mostly from the perception that the national federal exam is less selective/rigorous than the older independent Vestibular.

Admission quotas
Another important recent development in university admissions in Brazil has been the introduction in most public universities of a quota system in which a certain number of places is reserved a priori to applicants of a certain racial/ethnic background who have completed their pre-university studies in a public (i.e. state-funded) school. Candidates who qualify may apply to a course of interest under the quota system either through the national SISU system or directly at their university of choice (in case that university uses both its independent Vestibular and the national ENEM exam to select applicants). Also, a few universities, as UNICAMP, have instituted a Vestibular for indigenous applicants that studied in public secondary schools, thus boosting their chances of securing a place in college.

Post-secondary preparation
There are a number of factors affecting a successful transition from high school to post-secondary institutions which should be taken into account when planning programs and interventions to assist students with the move from high school. Student affairs professionals in Canada support high school students in the transition to post-secondary institutions through a wide variety of services and programs. High school guidance counsellors and student affairs practitioners work together to provide information, programs, and workshops to high school students such as program prerequisites, post-secondary admission and application requirements, scholarship opportunities and application processes. Specific information and services related to the application and admissions process for post-secondary institutions in Canada are managed provincially. For example, in Ontario, post-secondary program information is provided through the Ontario College Application Service (OCAS) and Ontario University Application Centre (OUAC).

Undergraduate entry
In Canada, students applying from high school generally hear back from a college or university between late March and late May, though offers of admission may be extended to high achievers (through GPA or other submissions) as early as November–January. Internationals/US applicants are likely to receive an offer or rejection by early April, depending on the original submission of documents. In some cases, an institution may offer admission in a high schooler's Grade 11 year, if monetary fees are sent in early.

Dual admission
Many Canadian universities offer dual admission (admission to both the university and a partnered institution, such as a college) to students upon completion of their graduation requirements.

For example, grade 11 and 12 students at Columbia International College can apply for dual admission at Canadian universities such as York University, University of Alberta, Brock University and Cape Breton University.

College vs. university
Acceptance to a Canadian university or college often requires completion of a high school diploma (or equivalent). Some colleges or universities accept applicants based on other outcomes, such as the General Educational Development test, age and life experience, admissions testing, or other criteria.

In Canada, the difference between college and university is significantly different from the typical interpretation in the United States or even United Kingdom. A Canadian college is more similar to an American community college. In contrast, a Canadian university is comparable to an American university, and virtually all Canadian universities have endowments over $20 million, most frequently above $100 million. Almost all Canadian post-secondary institutions are publicly funded (that is, government subsidized). The few private institutions that are not government-supported are not widely known at all, have generally only been established since the 1980s, and are mostly located in British Columbia.

In the Canadian education system, which varies from province to province, colleges are geared for individuals seeking more specific technical careers, such as graphic design or animation whereas universities are geared to individuals seeking more academic careers where a university degree is a prerequisite for entrance, such as medicine or law. There are other systems in place for students to enter traditional trades (called "skilled trades" in Canada), and some provinces have unique preparatory systems or schools, such as Quebec's pre-university college level.

Admissions requirements
Admission to colleges and universities in Canada has been a direct process since the 1970s. Students generally rank their chosen institutions in order of preference and submit their transcript to the institution or provincial application service for evaluation. In the majority of cases, acceptance is based entirely on marks, with potential for elevation depending on what province an applicant may be from. Applicants in-province may have less stringent grade requirements than out-of-province applicants. For instance, a student applying from an Ontario high school to a university in Alberta or Quebec is likely to require marginally elevated grades as opposed to applying to any school in Ontario itself, where universities and colleges may have lower requirements for their own province's high school graduates.

In most cases, Canadian universities require students' high school transcript along with an application for admission. Applications for admission outline additional academic and extra curricular achievements that cannot be expressed through a students' transcript. Generally, universities require that students have taken a university-prep grade 12 English course. Additionally, programs involving mathematics and/or natural science often require students to take a university-prep grade 12 calculus course, as well as university-prep grade 12 biology, chemistry, and physics. Overall, universities base admission around a pupil's academic performance in university/advanced level courses in their grade 11 and 12 years. Also, most universities establish GPA cut offs for admission. This cut off is established based on the competitiveness of individual programs at specific universities. A more competitive program could have a cut off average of 90 percent or higher, while most prestigious programs maintain cut offs around 80 percent. Universities with more liberal application processes could have admission cut offs as low as 65 percent. Students must take university/advanced level courses in grades 11 and 12 in order to apply for university.

College
College requirements vary more significantly, though none have entrance requirements above 85 percent from a Canadian high school. In general though, many colleges (such as George Brown College, and Mohawk College) accept a very high proportion of students with averages above 70 percent, although they may place no limiting minimum for acceptance, and consequently take students with averages below 60 percent. Unlike universities, colleges do not have admission cut offs and as long as students have a passing average and the necessary courses, they can gain admission to most colleges. Incidentally, even the newest Canadian universities have larger endowments than any Canadian college, with no Canadian college having an endowment above $10 million. See List of Canadian universities by endowment.

In addition, many education systems in Canada have established different courses with varying intensity in order to curtail to a pupil's desired future. Ontario has gone the furthest with this idea, establishing two different streams in their secondary education system. The university stream includes courses that will prepare students for future studies at university, while the college stream is more applied and less intense, preparing individuals for the future pursuit of a college degree. Universities require these advanced courses for admission, while colleges will admit pupils from either stream.

Special cases
Students with an IB Diploma can generally enter either college or university more easily than other Canadian high schoolers, due to the material covered in the program. Like students with AP credits, they may also clip courses in university with faculty consent.

In the case of more select university programs, and for almost all international students, an essay, statement of intent or personal statement of experience must be submitted directly to the faculty being applied for. Additionally, letters of reference, examples of extracurricular involvement, additional community service endeavours, athletic participation, awards and scholarships won and more may all be required for acceptance to some of Canada's top programs.

Comparability of admissions
There is an array of highly competitive programs within Canadian institutions, on par with some mid- to top-tier programs in the United States. Institutions like the University of Toronto, the University of British Columbia, and McGill University find themselves ranked among the world's top universities. In addition, a large portion (upwards of 30%) of university graduates in Canada continue on to pursue further education beyond an undergraduate degree.

Post-graduate entry
Post-graduate schools in Canada are, as with other parts of the world, restricted to universities (i.e. One cannot get a master's degree from a Canadian college). Admission to any post-graduate program in Canada is difficult, with many universities having world-renowned programs, and Canadian graduate schools being the sites for many famous inventions and discoveries.

Chile
In Chile university admission as a freshman is based on the Prueba de Selección Universitaria, PSU, scores and ranking of the applicant. Chilean Traditional Universities tend to put a strong emphasis on Prueba de Selección Universitaria while the majority of the private universities use their own test or handle PSU scores in a different way than the Chilean Traditional Universities. Architecture, theatre, psychology and some medical schools do also often give high value to special tests.

China
In the People's Republic of China, the National College Entrance Examination (高考, gaokao) is given each summer and required for each student. The exam covers common school topics such as math, language, history, science, etc. Better institutions require higher scores for admittance. The required score also varies by province: students in more competitive provinces, like Jiangsu, need higher scores than students from less competitive areas such as Tibet. Conversely, wealthier cities have more universities per capita and hence lower university entrance standards than some poorer provinces such as Anhui. In 2006 for example, the minimum score to enter a key university for applicants from Beijing is 516 but the minimum score for applicants from Henan is 591.

A popular trend in recent years is for students to forfeit the National College Entrance Examination for Western education programs in order to better prepare them for admissions into US universities.

Finland
For Finland, see Numerus clausus in Finland

Some fields of study explicitly encourage applicants to judge their chances realistically. For example, a student may apply to only one medical school per year. Therefore, choosing to apply to the more competitive medical schools is risky, if the student is not sure about their strength.

For universities of technology, there is a similar, but less strict mechanism. The students gain extra priority points, which may increase their points for the first choice by up to 12.5%. A student who admitted to several programs cannot accept any other than the one with the highest priority.

Germany
In Germany prospective students who have passed the Abitur may decide freely what subjects to enroll in. Recently, however, in some of the most popular and most desired subject fields students have to pass a certain numerus clausus — that is, they cannot enroll unless they have scored a minimum grade point average on their Abitur.

There are two types of higher education institutions in Germany, the universities (including Technische Hochschulen) and the Fachhochschulen (polytechnics). A prospective student who has passed the Abitur is qualified for admission to every German university, with the exception of very few new degree programs, for which additional entrance examinations were recently introduced. A Fachhochschule, in contrast, often requires the student to complete an internship to qualify for admission.

There is also a second German school leaving exam, which qualifies prospective students for admission to higher education in Germany, the Fachhochschulreife, often called Fachabitur in colloquial usage. An internship is already part of the Fachhochschulreife itself, therefore a Fachhochschule requires no additional internship from the student. However, most universities do not accept this qualification for admission. An exception are universities in the German state of Hesse, who accept this qualification since 2004 for admission to bachelor's degree courses, but not to the traditional German Diplom degree courses. But with Fachhochschulreife (university of applied sciences entrance qualification) you can visit any Fachhochschule (university of applied sciences) in Germany. You can see the difference between a University / Technische Hochschule and a Fachoberschule very quickly: A Fachhochschule has often the words "University of Applied Science" next to its name.

Greece
Admission to the Higher Education of Greece is based on the system of entrance examinations, namely the Panhellenic Examinations, which are set one-time every year by the Ministry of Education. In order to be eligible for the entrance examinations, applicants must be upper secondary school (high school) graduates and hold an Upper Secondary School-leaving Certificate either from a lyceum, a technical high school or other equivalent recognised private upper secondary school. In Greece, the government upper secondary school-leaving certificate is an Apolytirio Lyceum. Admission to Higher Education institutions depends on the entrance examinations achievement score (grades) attained on chosen subjects on a written basis, based on the grades of upper secondary school-leaving or technical high school certificate; number of available places (numerus clausus) and on the candidates' ranked preferences among the higher education schools/ departments.

Hong Kong
All public universities in Hong Kong admit local students under the Joint University Programmes Admissions System (JUPAS).

In the old system HKALE
The major criterion of selection is HKALE result, and to a smaller extent HKCEE result and interview performance.

In the new system HKDSE
The major criterion of selection is HKDSE result. To a smaller extent interview performances and to an even smaller extent secondary school performances.

Iceland
Both public and private universities in Iceland handle their own admissions. Students apply for a specific course of study and each programme has its own requirements. These are usually a matriculation exam but sometimes a minimum number of credits in certain subjects in gymnasium or even passing an entry test is needed. Foreign students must apply half a year prior to the first semester but the time limit for Nordic citizens is not as strict.

India
Most Indian universities participate in one or another centralized admission procedure. No weight is given to applicants' past or recent academic record and their admission happens by their ranking in the entrance exam. Applicants are ranked by their entrance exam marks, and submit their preference of universities/programs based on their rank and choice. These exams mostly required expensive coaching to which poor and rural students cannot afford, and leads to some disadvantage to students without coaching, for example only 1.6% cleared NEET in Tamil Nadu without expensive coaching. Some such common entrance tests are:
 * Joint Entrance Examination – Main (JEE-Main) – Standard means of entry to the National Institutes of Technology, Indian Institutes of Information Technology ,Other Centrally Funded Technical Institutions (CFTIs), Institutions/Universities funded/recognized by participating State Governments.
 * Joint Entrance Examination – Advanced (JEE-Advanced) – Standard exams for entry to the Indian Institutes of Technology.
 * Common Law Admission Test (CLAT) – Standard means of entry to the National Law Universities across India.
 * National Eligibility cum Entrance Test (Undergraduate) (NEET (UG)) – For entry in to undergraduate medical education MBBS, The test is conducted at all India level.
 * Common University Entrance Test (CUET) – For admission to Central Government Universities and selected state universities.
 * University Course Examination – For an of the academic year, University Examination Authority, Conduct Examination twice like Semester Examination & Annual Examination.

Indonesia
In Indonesia, University and College Admission is dependent on the University or College Status. Generally, Public Universities conduct their admission in unified system of two as of 2019. Public Nationwide admissions to Public universities are subsidies by the government and students who succeed to enter university from one of the two schemes will enjoy lower to free university program fees. The first alternative is SNMPTN (Seleksi Nasional Masuk Perguruan Tinggi Negeri-Unified National Public Universities Admission). SNMPTN is a university admission scheme based on academic performances during the years of Senior High School. This selection system is designed only for students graduating during that respective year only. SNMPTN selection considers a few criteria such as student's academic grades and performances, achievements, stream or type of class (science or social, AP or Regular) and originating high school. However, not all senior students can apply, usually only 50% of the graduating class may apply for an 'A' accredited school and lower quotas for other accreditations. According to the law of the Ministry of Higher Education, the total holding admission into a public university should at least be 30% from SNMPTN; each university may allocate more. The second alternative is SBMPTN (Seleksi Bersama Masuk Perguruan Tinggi Negeri-Unified Public Universities Admission Examination).

SBMPTN is a university admission where you take two or three tests (aptitude test, natural science test, and/or social science test), applicants will also be required to submit into a practical session if the chosen major is art, music, or physical education. You also choose 3 different majors and/or universities. This examination is held nationwide once a year and unlike SNMPTN, is open to high school graduates of the last 3 years. But in 2019, there are change which you take the one or two test first held by LTMPT (State University Admission Test Agency) then submit their scores to register on SBMPTN. And also since 2019, there are no practical session if the chosen major is art, music, or physical education, which is replaced by submitting portfolio. Many students repeat or take gap years to retake the SBMPTN to get into their wanted university. According to the Ministry of Higher Education, minimum 40% of the entire public university quota should admit from SBMPTN. However, most public universities allocate 60% and above for SBMPTN due to the constantly high success rate of students who were accepted from this scheme. SBMPTN is known for its very difficult questions and challenging time-management difficulties. The exam is also held CBT (Computer-Based) starting of last year.

Most universities are conducting independent selection mechanism on their own beside SNMPTN and SBMPTN to fulfill remaining quotas such as SIMAK or PPKB from Universitas Indonesia or UTUL from Universitas Gadjah Mada (UGM). These are called special programs as they tend to be more expensive due to the incentive that these programs are not under government subsidies. Meanwhile, Private Universities usually do their admission before and after Public Universities Admission. They sometimes do several admissions. Governmental Agency Institutions does their admission independently (not included in Unified National Public Universities Admission) and will usually have their own scheme for selection.

Iran
In Iran, admission is highly competitive and only top students may achieve this honor. Undergraduate and graduate prospective students are admitted at the Iranian public universities on the basis of their GPA and the National University Entrance Exam result. International students can apply directly to admission office of each university but should take Standard Persian Language Proficiency Test, 'SAMFA Test' to show their Persian language proficiency. The SAMFA Persian language test serving by National Organization for Educational Testing (SANJESH Organization) and Centre for International Scientific Cooperation (CISC) of the Iranian Ministry of Science, Research and Technology (MSRT) The Iranian University Entrance Exam, simply known as Konkour (Persian: کنکور; from the French Concours), is a standardized test used as one of the means to gain admission to higher education in Iran for Iranians. Generally, to get a Ph.D. in non-medical majors, there are three exams, all of them called Konkour.

Ireland
In Ireland, students in their final year of secondary education apply to the Central Applications Office, listing several courses at any of the third-level institutions in order of preference. Students then receive points based on their Leaving Certificate, and places on courses are offered to those who applied who received the highest points.

Israel
In Israel there is a test called The Psychometric Entrance Test (PET). The PET covers three areas: mathematics, verbal reasoning and the English language. It is administered by the Israeli National Institute for Testing and Evaluation (NITE). University admissions are typically based on a weighted average (the "mit'am") of the PET score and the GPA of the Bagrut (High School Completion Examination). In addition, some programs in science and engineering require that the applicant's bagrut includes the maximum number of units ("5 units") for mathematics.

Some programs have two cutoffs for the mit'am, a higher one for "guaranteed admission" and a lower one for "automatic rejection". Mit'am scores between the two cutoffs may be admitted on a space-available basis.

Japan
In Japan, there are at least three methods for controlling university admissions: the AO method (involving recommendation letters for students who have performed reasonably well and have shown commitment and skill in relation to sports or other extracurricular activities), a centralised multiple choice examination known as the Common Test for University Admissions, and entrance examinations set by each of the universities. A combination of methods may also be used. For public universities, the Center Test is often used as an initial filtering stage to determine eligibility to take the more difficult examinations set by each individual university. Public national universities usually require candidates to sit examinations across a wide range of subjects, whilst private ones allow a focus on arts and humanities or sciences, reducing the burden of preparation. However, public national universities are popular due to prestige and lower fees, although some private universities are more prestigious than certain public national universities. There is usually no limit on the number of colleges to which a student may apply but public national universities tend to hold their examinations on one of two days, which means that students must in practice choose two preferred public national universities and also correctly estimate their own ability to avoid picking a university examination that is too difficult or that is too easy. To assist with this, private companies run a number of mock examinations throughout the year, enabling candidates to gauge where they rank in comparison to other candidates nationwide. Based on this they will decide which examinations they should realistically be able to attempt. Reforms are to be implemented to the Center examination in future, with extended answer questions being introduced in addition to multiple choice questions, and with official internationally recognised standardised tests in English being used to replace individual university exams in English.

Malta
In Malta entrance is done after performing well in examinations which are a local version equivalent to the General Certificate of Education.

Netherlands
In the Netherlands, prospective students have to choose, two years before graduation, for a graduation type (e.g. natural science graduation type). Subjects at Dutch universities freely accept all students who have chosen the correct graduation type (e.g. to enroll in physics, the graduation type 'natural sciences' is required). All other students have to pass an exam to be enrolled (this is the exception). Popular subjects, such as medicine or dental medicine have a numerus fixus, meaning that a limited number of students may enroll for this subject at a particular university. To decide who is allowed, a lottery is held in which ones grades influence chances of being chosen (an indirect and incomplete numerus clausus).

Nigeria
In Nigeria, undergraduate admissions into universities, polytechnics, monotechnics, and colleges of education and agriculture is administered by a centralized federal government agency known as the Joint Admissions and Matriculation Board, JAMB. The body conducts Unified Tertiary Matriculation Examination (UTME) for prospective university, polytechnics, monotechnics, and colleges of education and agriculture students seeking entrance into tertiary institutions in Nigeria. Students who obtain the minimum cut off mark of 180 in the JAMB_UME are invited by their institution of choice for a second entrance examination called the Post-UTME aptitude test which is conducted by individual tertiary institutions.

Norway
In Norway candidates are admitted to entry-level programs through the Norwegian Universities and Colleges Admission Service, that ranks qualified students based on a point scheme, that is based on grades and the degree of specialization and choice of study at upper secondary school, as well as age. At Master level admission is based on the grade average at the Bachelor level.

Pakistan
In Pakistan, public and private universities hold entrance tests for admission in undergraduate and postgraduate degrees either conducted by the university itself or by NTS. The Quota System in Pakistan is also used to give preference to students from backward areas.

For admission in engineering and medical degrees, ECAT and MDCAT are taken respectively. The appearance in these exams is mandatory for every student to pursue his degree in these disciplines in public sector universities.

Palestine
In Palestine there is a National Center for Examinations and Evaluation. Students are required to undergo the Tawjihi examinations, which then allow the universities in the West Bank to consider each candidate.

Portugal
In Portugal admission to higher education level studies requires the secondary school credential, Diploma de Ensino Secundário, which is achieved after completing the first twelve study years. Students must have studied the subjects for which they are entering to be prepared for the entrance exams. Also they are required to be previously specialised in a specific area at the secondary school, one of the following four: Science and Technologies, Economics, Languages or Arts. Students sit for one or more entrance exams, Concurso nacional for public institutions or Concurso local for private institutions. In addition to passing entrance exams, students must fulfil particular prerequisites for the chosen course. Enrollment is limited; each year the institution establishes the number of places available. For the public institutions the exam scores count for the final evaluation, which includes the secondary school average marks. Then the students have to choose six institutions/courses they prefer to attend, in preferential order. The ones, who reach the marks needed to attend the desired institution/course, given the attributed vacant, will be admitted. Some public university courses demands generally higher admission marks than most similar courses at some polytechnical institutes or private institutions. (see also Education in Portugal)

Russia
Traditionally, the universities and institutes conducted their own admissions tests regardless of the applicants' school record. There were no uniform measure of graduates' abilities; marks issued by high schools were perceived as incompatible due to grading variances between schools and regions. In 2003 the Ministry of Education launched the Unified state examination (USE) program. The set of standardized tests for high school graduates, issued uniformly throughout the country and rated independent of the student's schoolmasters, akin to North American SAT, was supposed to replace entrance exams to state universities. Thus, the reformers reasoned, the USE will empower talented graduates from remote locations to compete for admissions at the universities of their choice, at the same time eliminating admission-related bribery, then estimated at 1 billion US dollars annually. In 2003, 858 university and college workers were indicted for bribery, admission "fee" in MGIMO allegedly reached 30,000 US dollars.

University heads, notably Moscow State University rector Viktor Sadovnichiy, resisted the novelty, arguing that their schools cannot survive without charging the applicants with their own entrance hurdles. Nevertheless, the legislators enacted USE in February 2007. In 2008 it was mandatory for the students and optional for the universities; it is fully mandatory since 2009. A few higher education establishments are still allowed to introduce their own entrance tests in addition to USE scoring; such tests must be publicized in advance.(see also Education in Russia)

Saudi Arabia
Admission to colleges in Saudi Arabia depends on the high school grade as well as the scores of some standardized tests called Qiyas Tests prepared by the National Center for Assessment in Higher Education.

South Korea
In Korea there is national center for test which happens every year around November called su-neung, the College Scholastic Ability Test. Many student prepares this test from beginning of middle school throughout their highschool. It is a very big thing in Korea, and you can choose which subject you are taking the test for.

Sweden
Admission in Sweden requires completion of secondary education, along with the proper specific qualifications (e.g. science in high school to study science in college). Prospective students are admitted based on their grade point average or SAT, although majors such as theatre and architecture may require some extra work.

Thailand
At present, Thai university admissions are done through the "Thai University Central Admission System" or TCAS, a central admissions system developed by the Council of University Presidents of Thailand (CUPT). This system is divided into four rounds of admissions: portfolio admissions, quota admissions, joint admissions, and direct admissions.

Round 1: Portfolio admissions
Universities accepting students in this round have a lot of freedom in setting admission requirements but generally look at the extracurricular activities and achievements of a student, so a portfolio containing the student's basic information along with their extracurricular activities and achievements is expected by most universities. However, some programmes (especially international programmes) will also accept and use international standardised examinations in consideration such as the SAT, IELTS, BMAT, etc. After the recently announced changes that will be implemented in 2023, universities will now accept aptitude tests developed by CUPT which include the TGAT and TPAT exams.

Round 2: Quota admissions
This round of admissions is intended to provide more opportunities in education for students in areas outside of Bangkok, the capital. This round is similar to round 1 in that programmes accepting students in this round have freedom in setting their requirements. However, scores such as the TGAT, TPAT, and General Subject Tests are usually required.

Round 3: Joint admissions
In this round, universities accept students with exam scores of TGAT, TPAT, and General subject tests. Round 3 admissions are handled by the CUPT rather than the universities. After taking the exams and receiving their results, students will list up to 10 universities they want to apply for, with the top being the first choice and the bottom, the last resort. Though admissions of all higher education programmes in round 3 is done through the same system by using scores from the same set of exams, each programme has different criteria and weights given to each exam and in the case of programmes such as medicine, engineering, and many others, TPAT scores corresponding to the field in which that programme is will be used in the admissions process. For example, medical schools under COTMES will require TPAT 1 (Medical Aptitude) and 7 General Subject Tests (Physics, Chemistry, Biology, Mathematics, English, Thai, Social Studies) while engineering schools generally require TGAT, TPAT 3 (Engineering Aptitude), Physics General Subject Test, and sometimes, Chemistry and Biology General Subject Tests.

Round 4: Direct admissions
In round 4, universities have total freedom in setting their requirements and criteria. Universities can require scores in TGAT, TPAT, General subject tests, or other exams such as the SAT, and IELTS. They can also require the student's portfolio and set requirements of the student's region of origin.

Admissions exams
The Thai Aptitude Tests and General Subject Tests are exams used in the Thai University Central Admissions System. These exams include the TGAT, five TPAT exams, and nine General Subject Tests. These exams are expected to be conducted via computer-based tests at various TCAS test centres. Scores of the aptitude tests will be required by some universities accepting students through the first, second, and fourth round of TCAS and required by all universities accepting through the third round. While the scores of the General Subject Tests will be used in the second, third, and fourth round of TCAS.

Thai General Aptitude Test
The Thai General Aptitude Test or TGAT (replacing GAT in 2023) is an aptitude test aimed to test the basic or general abilities of a student such as English communication, and logical thinking. It also tests how fit the student is in becoming a future worker in Thai society.

The TGAT is divided into three sections:
 * English communication
 * Critical and Logical Thinking
 * Future workforce competencies
 * Value Creation & Innovation
 * Complex Problem Solving
 * Emotional Governance
 * Civic Engagement

Thai Professional Aptitude Tests
The Thai Professional Aptitude Tests or TPAT (replacing PAT in 2023) are aptitude tests required by universities for students applying for programmes in any of the five fields: medicine; liberal arts; science, technology, and engineering; architecture; and education. Students may choose to take the tests that are required by the programme they are applying to.

 * TPAT 1: Medical Aptitude Test (developed by the consortium of Thai medical schools, COTMES). TPAT 1 is divided into three sections:
 * Section 1: Thinking skills and Aptitude
 * Section 2: Ethics
 * Section 3: Reading analysis and synthesis
 * TPAT 2: Liberal arts Aptitude Test. TPAT 2 tests candidates' knowledge in the visual art, music theory, performance arts.
 * TPAT 3: Scientific, technological, and engineering Aptitude Test. TPAT 3 tests candidates' ability in Physics and Chemistry as well as their ability to apply their knowledge. The test is completely objective, consisting of multiple choices and student-produced response.
 * TPAT 4: Architecture Aptitude Test. TPAT 4 tests candidate's ability in non-numerical Physics and aptitude in basic arts and design. There are questions that ask students to design a room with furnitures given. These questions are completely objective and are scored by computer. The test contains a subjective section, testing candidates' ability to sketch and draw.
 * TPAT 5: Teaching and educational Aptitude Test.

General Subject Tests
While the TGAT and TPAT test the aptitude or innate ability to comprehend and understand something, the General Subject Tests are intended to test a student's knowledge of each subject and his/her ability to apply that knowledge. The General Subject Tests include:

 * Thai
 * Social studies
 * English
 * Other foreign languages (replacing PAT 7 in 2023)
 * French
 * German
 * Japanese
 * Chinese
 * Arabic
 * Pal
 * Korean
 * Applied science
 * Applied mathematics which includes two optional sections: basic and advanced
 * Biology
 * Chemistry
 * Physics

The students are responsible to report all scores to the central admission system. They are required to choose a program or faculty that they want to study in. After that, different mathematical formula is used to weighed students' scores for that program. For instance, Pharmacology requires high scores on Sciences, while Economics requires high score in Mathematics. After the score is weighed, students are offered decision only according to their scores.

Turkey
In Turkey, the Student Selection and Placement Center ÖSYM is the responsible body for organizing ÖSS, the national level university admission examination. For international student candidates, universities require YÖS exam score for admission to graduate courses.

United Kingdom
In the United Kingdom there are separate admission processes for undergraduate and postgraduate degrees. There is also The Open University which has an open door policy.

The application process
The United Kingdom has a centralised system of admissions to higher education at undergraduate level, UCAS. In general, students are not admitted to universities and colleges as a whole, but to particular courses of study.

During the first few months (September to December) of the final year of school or sixth form college (age 17/18) or after having left school, applicants register on the UCAS website and select five courses at higher education institutes (fewer choices are permitted for the more competitive subjects such as medicine and veterinary medicine). Applicants still at school receive predicted grades for their A-level by their teachers, Highers or IB subjects, which are then used for the application. Applicant who already left school applies with results already obtained. Applicants must provide a personal statement describing in their own words why they want to study that particular subject and why they would be a committed student, and their school must provide an academic reference. Some universities (e.g. Oxford, Cambridge, Manchester, Imperial College, King's College London or University College London) and some disciplines (e.g. medicine) routinely require shortlisted candidates to attend an interview and/or complete special admissions tests before deciding whether to make an offer. In the absence of tests and interviews, the personal statement and reference can be decisive, as many students are likely to apply to competitive courses with similar predicted and actual grades.

In general, applications must be received mid-January for courses that start the following Autumn. However the deadline is three months earlier, in mid-October, where the application includes a medical, dentistry or veterinary course, or any course at Oxbridge.

For each course applied for, the applicant receives a response from the institution: rejection, conditional offer or unconditional offer. If a conditional offer is received, the student can only take up the place on the course if they later fulfil the stated conditions: normally the achievement of specific grades in their forthcoming exams. If no offers are received following the initial application, or the applicant does not wish to take up any of their offers, UCAS+ can be used. Applicants can then apply to one course at a time in order to try to find a suitable offer.

Following the receipt of offers, whether after the initial application, or through UCAS+, the applicant chooses two courses for which offers have been made: a first choice and a second choice. If the conditions of the first choice offer are later met, the applicant may attend this course. If the applicant does not fulfil the conditions of their first choice, but does fulfil the conditions of their second "insurance" choice, they can attend their second choice course. If they fail to meet the conditions of both offers, they may choose to go through "clearing". This involves ringing up or sending their application to different universities in the hope of finding a place on another course. Many students do successfully find places through this route.

Factors affecting admission
Whether to admit an applicant to a course is entirely the decision of each individual university. They will base their decision on a variety of factors, but primarily the grades predicted or already received in school leaver examinations. As more and more applicants are attaining higher and higher grades in the A level examinations, most universities also use secondary admissions criteria. These may include results at GCSE or Standard grade examinations (or equivalent), the references provided on the application and the information provided on the personal statement. The personal statement can often be the deciding factor between two similar candidates so a small industry has sprung up offering false personal statements for a fee. UCAS uses "similarity detection" software to detect personal statements that have been written by third parties or copied from other sources, and universities can reject applications for this reason.

The personal statements generally describe why the applicant wants to study the subject they have applied for, what makes them suitable to study that subject, what makes them suitable to study at degree level generally, any work experience they have gained, their extracurricular activities and any other factors. This is the only way admissions tutors can normally get an impression of what a candidate is really like and assess the applicant's commitment to the subject.

In addition to the information provided on the UCAS form, some universities ask candidates to attend an interview. Oxford and Cambridge almost always interview applicants, unless, based on the UCAS form and/or admissions tests, they do not believe the applicant has any chance of admission. Other universities may choose to interview, though only in some subjects and on a much smaller scale, having already filtered out the majority of candidates. The interview gives the admissions tutors another chance to assess the candidate's suitability for the course.

Universities are increasingly being put under pressure from central Government to admit people from a wider range of social backgrounds. Social background can only be assessed by the type of school attended, as no information about income or background is otherwise required on the UCAS form.

Another important determinant of whether an offer is to be made is the amount of competition for admission to that course. The more competitive the course, the less likely an offer will be made and, therefore, the stronger the application must be. Applicants for medicine are often expected to have undertaken extensive work experience in a relevant field in order to show their commitment to the course. For the most competitive courses, less than 10% of applications may result in admission, whereas at the less competitive universities, practically all applicants may receive an offer of admission.

Ultimately, however, no matter how many extra-curricular activities and work experience have been undertaken, if the admissions tutor does not believe, based on the submitted exam results, the candidate is academically capable of completing the course, he or she will not be admitted.

A well qualified candidate applying under UCAS for five competitive courses to each of which only 10% of well qualified candidates could be accepted would have only a 40% chance of receiving at least one offer of acceptance. Alternatively, if five less competitive courses each having a 33% acceptance rate are chosen, the chance of receiving at least one offer is more than 85%. This implies that a strategy for improving the chance of receiving at least one offer, to perhaps 70%, is indicated even to well qualified candidates. It is right to know that in order to get admitted in a university in the United Kingdom, admission tests are not identified as the most important as the main factors that determine a college admission. Surveys show that strong grades in college-prep classes are important factors that can help you get in universities in easier way.

Postgraduate entry
All applications are made directly to the university or college, with no limit on the number of courses that can be applied for.

United States
In the United States, high school students apply to four-year colleges and universities, where undergraduate students may earn a bachelor's degree. Others attend community colleges or a two-year institution. These students may acquire a technical degree, a two-year associate degree, and/or prepare for transfer to four-year institutions. Nontraditional students are usually students over the age of 22 who pursue higher education. Students may apply to many institutions using the Common Application. Fees are generally charged for each application but can be waived based on financial need.

Students apply to one or more colleges by submitting an application which each college evaluates using its own criteria. The college then decides whether or not to extend an offer of admission (and possibly financial aid) to the student. The majority of colleges admit students to the college as a whole, and not to a particular academic major, although this may not be the case in some specialized programs such as engineering and architecture.

Common criteria include ACT or SAT scores, extracurricular activities, GPA, demonstrated integrity, and an application essay. Further criteria, used to varying degrees, include athletic ability, interest the student demonstrates in the college, legacy preferences (family members having attended the school), race, ability to pay full tuition, potential to donate money to the school (development case), desired class composition, perceived fit, subjective evaluation of student character (based on essays or interviews), and general discretion by the admissions office. The importance of these factors varies between universities, and selectiveness varies significantly, as measured by admissions rate. The admissions rate can range from 100% (schools that accept everyone with a high school diploma) to under 10%.

Vietnam
In Vietnam, most students apply to study in four-year colleges, universities, or academies after completing high school. Others apply to two- or three-year colleges, where they have options to transfer to a university once earned their degree, or to vocational schools. While the number of students applying to two- or three-year colleges and vocational colleges are increasing, especially the latter in recent years thanks to government's efforts, the number is still insignificant.

Preparation for college and university admissions usually do not begin until the last year of high school. Students will usually attend university fairs and career counselling sessions, organised jointly by Ho Chi Minh Communist Youth League and local governments. Representatives from both national and local colleges and universities will travel in troupe to organise booth and answer questions from students. These activities are in session throughout the school year, though different locales have different day when these activities are organised. This usually means that students in provinces most distant from major educational centres, such as Ho Chi Minh City and Hanoi, will attend these fairs and sessions last.

College and university admissions are mostly a centralised affair, coordinated by the Ministry of Education and Training (MoET). In particular, MoET works closely with colleges and institutions to determine admission quotas, taking into account of predicted market demands and instructional capability and shares information about the National High School Examination result (see below). In addition, the MoET regulates the list of admitted students, as reported from colleges and universities, to reduce inflated "candidates bubble" since students can register and be potentially accepted to many institutions at the same time.

In Vietnam, students are admitted to a particular programme, not an institution as a whole. And within any programme, colleges and universities usually offer many pathways that students can choose to apply for admissions. One common and predominant pathway is by using results of different subject combination from the National Higher School Examination. Not until recently, that schools move to diversify their admission pathways, for instance, opting for high school records or accepting international qualifications in lieu or in addition to Vietnamese ones to evaluate students admissibility. Some colleges and universities set additional requirements, especially in specialised fields such as medicine.

While there exists many subject combinations and admission pathways, this is not synonymous to a comprehensive evaluation. Colleges and universities treat applicants from each subject combinations and admission pathways as different and discreet pools. This means that students interested in one particular programme from one particular school can be admitted in, for example, four ways: two subject combinations, for example A (mathematics, physics, chemistry) and A1 (mathematics, physics, English); and two admission pathways such as using high school records and using international qualifications.

In addition, grades and academic performances are still the sole criteria for evaluation, regardless of means of admissions. Results from the national exam still play an important role, even students opt for alternative admission pathways that do not use them, as the exam is foremost a benchmark assessment to whether students can graduate from high school or not.

National High School Exam
The National High School Exam (Kỳ thi Trung học Phổ thông Quốc gia) serves both as a graduation exam and an admission exam. Colleges and universities in Vietnam use the results from this exam as the most common and the most predominant pathway to evaluate their applicants' admissibility. Results of the exam are organised into different subject combinations, fitting with the nature of the programme.

Commonly used subject combinations include:

 * Subject combination A, including mathematics, physics, chemistry.
 * Subject combination A1, including mathematics, physics, English.
 * Subject combination B, including mathematics, chemistry, biology.
 * Subject combination C, including Vietnamese literature, history, geography.
 * Subject combination D, including Vietnamese literature, mathematics, foreign language.

There are other subject combinations as well, especially for fields such as fine arts, music, kindergarten and primary school education, and physical education. Newer combinations are instated by colleges and universities as they are now given more freedom to determine their admission pathways and subject combinations.

Registration
Students register to write the exam in March or April. Because of high dependency on the national exam, they also rank their programme choices in their application form, as well as the pathways they wish to be considered for evaluation for admission. This is different from the North American but similar to the British or European admission methods. There is no limit on the number of programme students can choose and rank, but most limit themselves to five or less. Students can change their programme choices and subject combinations during this period by rewriting and resubmitting their application form. Students must pay application fees, which are proportional to the number of choices they made.

Examination
Students sit for the exam in June or July. There are three compulsory papers to write: Vietnamese Literature, Mathematics, and Foreign Language (primarily English but there are also options in Chinese, Japanese, French, German, Russian and more recently, Korean). Students then have to choose either to write a social science paper (which includes history, geography, and civics) or natural science paper (which includes physics, chemistry, and biology). Except Vietnamese Literature, all remaining papers are multiple-choice.

Exams are set in multiple days with time and date uniformed across Vietnam. In 2020 and 2021, due to COVID-19 pandemic, the exams have been organised into two sessions to accommodate local public health situations.

Results
Results are graded and released in August or September. They are also shared and open for access to all colleges and universities that use the results. Students, after their results, can also opt for remarks by submitting a petition, or change their programme choices and results combination so they can yield a better chance to get admitted.

title: University and college admission


text:
Jean-Paul Laurens

Jean-Paul Laurens (28 March 1838 – 23 March 1921) was a French painter and sculptor, and one of the last major exponents of the French Academic style.

Biography
Laurens was born in Fourquevaux and was a pupil of Léon Cogniet and Alexandre Bida. Strongly anti-clerical and republican, his work was often on historical and religious themes, through which he sought to convey a message of opposition to monarchical and clerical oppression. His erudition and technical mastery were much admired in his time, but in later years his highly realistic technique, coupled to a theatrical mise-en-scène, came to be regarded by some art-historians as overly didactic. More recently, however, his work has been re-evaluated as an important and original renewal of history painting, a genre of painting that was in decline during Laurens' lifetime.

Laurens was commissioned to paint numerous public works by the French Third Republic, including the steel vault of the Paris City Hall, the monumental series on the life of Saint Genevieve in the apse of the Panthéon, the decorated ceiling of the Odéon Theater, and the hall of distinguished citizens at the Toulouse capitol. He also provided illustrations for Augustin Thierry's Récits des temps mérovingiens ("Accounts of Merovingian Times").

Laurens was highly respected teacher at the Académie Julian, Paris, and a professor at the École nationale supérieure des Beaux-Arts in Paris, where he taught André Dunoyer de Segonzac and George Barbier. He died in Paris, aged 82. Two of his sons, Paul Albert Laurens (1870–1934) and Jean-Pierre Laurens (1875–1932), both also became painters and teachers at the Académie Julian.

Notable students

 * Moussa Ayoub
 * Marjorie Bates
 * Emilio Boggio
 * Catharine Carter Critcher
 * Cecilia Cutescu-Storck
 * Angèle Delasalle
 * Georges Dufrénoy
 * Ludwig Deutsch
 * Sears Gallagher
 * 'Harry' Phelan Gibb
 * Kahlil Gibran
 * Thomas Cooper Gotch
 * Louise Herreshoff
 * Christian Herter of Herter Brothers
 * Will Hutchins
 * A. Y. Jackson
 * Gustave Louis Jaulmes
 * Alfred Garth Jones
 * Leon Kroll
 * Mortimer Lichtenauer
 * Angele L'hermerout
 * Arturo Michelena
 * Ella Ferris Pell
 * Cristóbal Rojas
 * Robert Poughéon
 * Alexander Rummler
 * Paul Sibra
 * René Schützenberger
 * William Somerville Shanks
 * Aurélia de Souza
 * Sofia Martins de Sousa
 * Henry Scott Tuke
 * Karl Yens
 * John Goodwin Lyman

title: Jean-Paul Laurens


text:
Froebel gifts

The Froebel gifts (Fröbelgaben) are educational play materials for young children, originally designed by Friedrich Fröbel for the first kindergarten at Bad Blankenburg. Playing with Froebel gifts, singing, dancing, and growing plants were each important aspects of this child-centered approach to education. The series was later extended from the original six to at least ten sets of gifts.

Description
The Sunday Papers (Sonntagsblatt) published by Fröbel between 1838 and 1840 explained the meaning and described the use of each of his six initial "play gifts" (Spielgabe): "The active and creative, living and life producing being of each person, reveals itself in the creative instinct of the child. All human education is bound up in the quiet and conscientious nurture of this instinct of activity; and in the ability of the child, true to this instinct, to be active."

Between May 1837 and 1850, the Froebel gifts were made in Bad Blankenburg in the principality of Schwarzburg Rudolstadt, by master carpenter Löhn, assisted by artisans and women of the village. In 1850, production was moved to the Erzgebirge region of the Kingdom of Saxony in a factory established for this purpose by S F Fischer.

Fröbel also developed a series of activities ("occupations") such as sewing, weaving, and modeling with clay, for children to extend their experiences through play. Ottilie de Liagre in a letter to Fröbel in 1844 observed that playing with the Froebel gifts empowers children to be lively and free, but people can degrade it into a mechanical routine.

Each of the first five gifts was assigned a number by Fröbel in the Sunday Papers, which indicated the sequence in which each gift was to be given to the child.

Gift 1 (infant)
The first gift is a soft ball or yarn ball in solid color, which is the right size for the hand of a small child. When attached to a matching string, the ball can be moved by a mother in various ways as she sings to the child. Although Fröbel sold single balls, they are now usually supplied in sets of six balls consisting of the primary colors: red, yellow, and blue; as well as the secondary colors: purple, green, and orange. These soft balls can be squashed in the hand, and they revert to their original shapes.

The first gift was intended by Fröbel to be given to very young children. His intention was that, through holding, dropping, rolling, swinging, hiding, and revealing the balls, the child may acquire knowledge of objects and spatial relationships, movement, speed and time, color and contrast, and weights and gravity.

Gift 2 (1–2 years)
The second gift originally consisted of two wooden objects, a sphere and a cube. Fröbel called this gift "the child's delight", since he observed the joy of each child discovering the differences between the sphere and cube.

The child is already familiar with the shape of the wooden sphere, which is the same as the ball of the first gift. The wooden sphere always looks the same when viewed from any direction. Like the child, the wooden sphere is always on the move. When rolled on a hard surface, the wooden sphere produces sounds. In contrast, the wooden cube is the surprise of the second gift. It remains where it is placed, and from each direction presents a different appearance.

The second gift was developed to enable a child to explore and enjoy the differences between shapes. By attaching a string or inserting a rod in a hole drilled through these wooden geometric shapes, they can be spun by a child. Although the sphere always appears the same, the spinning cube reveals many shapes when spun in different ways. This led Fröbel to later include a wooden cylinder in the second gift, which may also be spun in many different ways.

Gift 3 (2–3 years)
The familiar shape of the cube is now divided into eight identical beechwood cubes, about one inch along each edge, which is a convenient size for the hand of a small child. A child delights in pulling apart this gift, rearranging the eight cubes in many ways, and then reassembling them in the form of a cube. This is the first building gift.

Gift 4 (2–3 years)
This second building gift at first appears the same as in Gift 3. But a surprise awaits the child when the pieces are pulled apart. Each of these eight identical beechwood blocks is a rectangular plank, twice as long and half the width of the cubes of the previous gift. Many new possibilities for play and construction arise due to these differences.

Gift 5 (3–4 years)
This building gift consists of more cubes, some of which are divided in halves or quarters.

Gift 6 (4–5 years)
A set of more complex wooden blocks that includes cubes, planks, and triangular prisms.

Influence
Froebel's gifts were adapted by Caroline Pratt for the school, which she founded in 1913 in the Greenwich Village district of New York City. This school embodied a child-centered approach to education. Children worked together to reconstruct their experiences through play. Based on the ideas of Friedrich Fröbel, the curriculum was drawn from the environment of the child; observations about the neighborhood inspired each child to reflect on their world directly so that they could make sense of their experiences.

Joachim Liebschner commented in his book, A Child's Work: Freedom and Guidance in Froebel's Educational Theory and Practice "Realising how the Gifts were eventually misused by Kindergarten teachers who followed after Fröbel, it is important to consider what Fröbel expected the gifts to achieve. He envisaged that the Gifts will teach the child to use his (or her) environment as an educational aid; secondly, that they will give the child an indication of the connection between human life and life in nature; and finally, that they will create a bond between the adult and the child who play with them".

Fröbel's building forms and movement games were forerunners of abstract art as well as a source of inspiration to the Bauhaus movement. Many modernist architects were exposed as children to Fröbel's ideas about geometry, including Frank Lloyd Wright, Le Corbusier, and Buckminster Fuller. Wright was given a set of the Froebel blocks at about age nine, and in his autobiography he cited them indirectly in explaining that he learned the geometry of architecture in kindergarten play: "For several years I sat at the little kindergarten table-top ruled by lines about four inches apart each way making four-inch squares; and, among other things, played upon these ‘unit-lines’ with the square (cube), the circle (sphere) and the triangle (tetrahedron or tripod)—these were smooth maple-wood blocks. All are in my fingers to this day." Wright later wrote, "The virtue of all this lay in the awakening of the child-mind to rhythmic structures in Nature… I soon became susceptible to constructive pattern evolving in everything I saw."

Current availability
Froebel gifts continue to be used in early childhood education in Korea and Japan, where they are made from local timber.

Reproduction sets can be ordered via the Internet.

title: Froebel gifts


text:
231 Vindobona

Vindobona (minor planet designation: 231 Vindobona) is a large Main belt asteroid. It was discovered by Austrian astronomer Johann Palisa on September 10, 1882. Vindobona is the Latin name for Vienna, Austria, the city where the discovery was made.

Its dark surface indicates a carbon-rich composition.

Photometric observations at the Organ Mesa Observatory in New Mexico during 2012 showed a rotation period of 14.245 ± 0.001 hours with a brightness variation of 0.20 ± 0.03 in magnitude. This is in agreement with previous results.

title: 231 Vindobona


text:
232 Russia

Russia (minor planet designation: 232 Russia) is a large Main belt asteroid. It is classified as a C-type asteroid and is probably composed of primitive carbonaceous material. It was discovered by Johann Palisa on 31 January 1883 in Vienna, who named it after the country of Russia.

Photometric observations of this asteroid collected during 2007 show a rotation period of 21.8 ± 0.2 hours with a brightness variation of 0.2 ± 0.02 magnitude. A follow-up study during 2014 discovered that the rotation period varied depending on the phase angle of observation. The measured rotation varied from 22.016 ± 0.004 hours at a phase angle of 21.5 degrees to 17.0, to 21.904 ± 0.002 hours at phase angles between 5.2 degrees and 9.6 degrees. The reason for this variation has to do with the shape of the asteroid.

title: 232 Russia


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Talk:Lancaster Gate tube station

Patronage
I'm surprised by the comments on low patronage at this station. In the days when I was a commuter into Paddington station, I used to walk the 1/4 mile to Lancaster Gate to get on the Central Lines relatively fast (compared to the Circle Line) service to the City; and I used to see many other people doing the same. Does this no longer happen?. -- Chris j wood 13:31, 19 Feb 2005 (UTC)

The station is indeed far quieter than any of its neighbours at all times of day and night.

I'm not sure about a lot of the comments on this page. They seem to be based on someone's personal opinion more than anything else. Although the station is certainly quieter than most central London tube stations, it is not as quiet as this article implies. The station is only about 5 minutes walk away from one of the UK's busiest railway stations, Paddington, and there are also plenty of shops and other businesses within a few minutes walk of Lancaster Gate Station. —Preceding unsigned comment added by 88.111.39.65 (talk) 15:22, 27 February 2008 (UTC)

My thoughts exactly. Some mornings it is packed with tourist and you struggle to get into the station. —Preceding unsigned comment added by 91.106.58.4 (talk) 14:23, 26 February 2010 (UTC)

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title: Talk:Lancaster Gate tube station


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Easington, East Riding of Yorkshire

Easington is a small village and civil parish in the East Riding of Yorkshire, England, in the area known as Holderness. A coastal settlement, it is situated between the Humber estuary and the North Sea at the south-eastern corner of the county, and at the end of the B1445 road from Patrington. The coastal town of Withernsea is approximately 6 mi to the north-east.

The civil parish is formed by the village of Easington and the hamlets of Kilnsea, Out Newton and Spurn Head. Bull Sand Fort is administered as part of the parish. According to the 2011 UK Census, Easington parish had a population of 691, a small decrease on the 2001 UK Census figure of 698.

The parish church of All Saints' is a Grade I listed building.

In 1823 the ecclesiastical parish incumbency was a perpetual curacy under the patronage of the Archbishop of York. The parish had a population of 488, with occupations that included a butcher, a corn miller, a weaver, two blacksmiths, two wheelwrights, two grocers, three shoemakers, four tailors, twelve farmers, two schoolmasters, a land surveyor, a yeoman, and the landlord of the Granby's Head public house. There were two carriers who operated between the village and Hull weekly.

Many years ago, the parish of Easington included Turmarr, Hoton, Northorpe, Dimlington, Old Kilnsea and Ravenser. These villages have been lost to the ever-encroaching sea, and some had disappeared as early as 1400.

The thatched tithe barn is recorded in the National Heritage List for England as a Grade II* listed building, having been designated in 1987.

Easington is significant for being the birthplace of the Anglo-Canadian poet and literary scholar, Robin Skelton (1925–97).

Gas terminal
Easington is the site of a large natural gas terminal, Easington Gas Terminal, consisting of two terminals owned and operated by BP: Centrica Storage which processes and stores gas offshore; and Gassco, operating the Norway to UK Langeled pipeline. In October 2022, Centrica announced that the undersea Rough natural gas storage facility, closed since 2017, was ready for partial re-opening. Since December 2022 the terminal pumps gas to and from the facility, which acts as a reservoir to manage seasonal trends in the supply and demand of gas in the UK.

title: Easington, East Riding of Yorkshire


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Antonio Ghislanzoni

Antonio Ghislanzoni (25 November 1824 – 16 July 1893) was an Italian journalist, poet, and novelist who wrote librettos for Verdi, among other composers, of which the best known are Aida and the revised version of La forza del destino.

Life and career
Ghislanzoni was born in Lecco, Lombardy, and studied briefly in a seminary, but was expelled for bad conduct in 1841. He then decided to study medicine in Pavia, but abandoned this after a short time to pursue a singing career as a baritone and to cultivate his literary interests.

In 1848, stimulated by the nationalist ideas of Mazzini, Ghislanzoni founded several republican newspapers in Milan but eventually had to take refuge in Switzerland. While travelling to Rome, where he wanted to help defend the nascent republic, Ghislanzoni was arrested by the French and briefly detained in Corsica.

In the mid-1850s, having forsaken the stage, Ghislanzoni became active in journalism in the bohemian circles of Milan, serving as director of Italia musicale and editor of the Gazzetta musicale di Milano. He also founded L'uomo di pietra the magazine Rivista minima, collaborating with, among others, Arrigo Boito.

In 1869, Ghislanzoni retired from journalism and returned to his native Lombardy, where he dedicated himself to literature and writing libretti for operas. He wrote many short stories in verse and diverse novels including Un suicidio a fior d'acqua (1864), Angioli nelle tenebre (1865), La contessa di Karolystria (1883), Abracadabra: Storia dell'avvenire (1884). His novel of theatrical life Gli artisti da teatro, (1865), was republished into the 20th century. He also published musical essays, the most important being Reminiscenze artistiche.

Ghislanzoni wrote some eighty-five libretti, including Edmea for Catalani (1866), Aida (1870), Fosca (1873) and Salvator Rosa (1874) for Gomes, I Lituani for Ponchielli (1874) and the second version of La forza del destino (1869). He also contributed a few verses to the revised translation into Italian of Verdi's Don Carlos.

Ghislanzoni died in Caprino Bergamasco, Bergamo in 1893 at age 68. He was an atheist.

Filmography

 * Aida, directed by Clemente Fracassi (1953)
 * Aida, directed by Claes Fellbom (1987)

title: Antonio Ghislanzoni


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User:LizardWizard

Contributor to diverse topics. Has ended up devoting most of his time, though, to arguing with prudes.

If you've ever encountered text and said to yourself "I wish I knew which language this is," check out Unamunda and see if it's useful to you.

title: User:LizardWizard


text: User talk:81.179.212.173

title: User talk:81.179.212.173


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233 Asterope

Asterope (minor planet designation: 233 Asterope) is a large main-belt asteroid that was discovered on 11 May 1883, by French astronomer Alphonse Borrelly at Marseille Observatory in Marseille, France. The asteroid was named after Asterope (or Sterope), one of the Pleiades.

This asteroid is orbiting the Sun with a semimajor axis of $102.78 km$, a period of 4.34 years, and an eccentricity of 0.10. The orbital plane is inclined by 7.68° to the plane of the ecliptic. It is a rare T-type asteroid and has a relatively dark surface. The spectrum of 233 Asterope bears a resemblance to Troilite, a sulfurous iron mineral found in most iron meteorites.

Photometric observations during 1995 show a rotation period of 19.743 hours. Measurements made with the IRAS observatory give a diameter of 109.56 ± 5.04 km and a geometric albedo of 0.08 ± 0.01. By comparison, the MIPS photometer on the Spitzer Space Telescope gives a diameter of 97.54 ± 10.32 km and a geometric albedo of 0.10 ± 0.01.

title: 233 Asterope


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File:Because of Winn-Dixie poster.JPG

Promotional poster for Because of Winn-Dixie, deemed fair use.

Fair use in Because of Winn-Dixie (film)
Though this image is subject to copyright, its use is covered by the U.S. fair use laws because:
 * 1) It's a low resolution copy of a Film Poster / VHS or DVD Cover.
 * 2) It doesn't limit the copyright owner's rights to sell the film in any way, in fact, it may encourage sales.
 * 3) Because of the low resolution, copies could not be used to make illegal copies of the artwork/image.
 * 4) The image is itself a subject of discussion in the article or used in the infobox thereof.
 * 5) The image  is significant because it was used to promoted a notable film.

Source

 * 1) Derived from a digital capture (photo/scan) of the Film Poster/ VHS or DVD Cover (creator of this digital version is irrelevant as the copyright in all equivalent images is still held by the same party). Copyright held by the film company or the artist.  Claimed as fair use regardless.

title: File:Because of Winn-Dixie poster.JPG


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Because of Winn-Dixie

Because of Winn-Dixie is a 2000 children's novel written by Kate DiCamillo. It was adapted as a 2005 family film directed by Wayne Wang, produced by Walden Media and Twentieth Century Fox, and starring AnnaSophia Robb as Opal Buloni.

Plot
A 10-year-old girl named India Opal Buloni has just moved to a trailer park in the small town of Naomi, Florida, with her father, who is known as The Preacher because he preaches at the local church. Her mother, Benjean-Megan, abandoned them when Opal was three. She describes the preacher as a turtle, always sticking his head into his shell, and never wanting to come out into the real world. This is most likely because of how sad he is about her mother, with whom he is still in love.

While in the supermarket, Opal sees a scruffy dog wrecking the store and decides to take him home, naming him Winn-Dixie after the supermarket chain. Miss Franny Block, a librarian, shares great stories about her past, including one about her great-grandfather, whose family members died while he was fighting for the South in the Civil War. He invented Litmus Lozenge candies, which tasted like root beer and strawberry but included a secret ingredient—melancholy. Anyone who tasted the candies tasted sweetness mixed with sadness. Opal learns that her sour-faced neighbor, Amanda Wilkinson, lost her younger brother Carson when he drowned in the town lake the previous summer. She vows to be nicer to her from then on.

Opal finds a dog collar that she wants to buy for Winn-Dixie, but she has no money and decides to work for the pet store to earn it. Otis, a worker at Gertrude's Pets, is unwilling to hire Opal as a cleaning girl, but she comes to work. When Opal and Winn-Dixie step into the store, the animals panic when they see the big dog. Otis plays his guitar to calm them. Opal learns that Otis once went to jail for battering a police officer who tried to confiscate his guitar after the officer told Otis he could not play music on the street because he was disturbing others.

While Opal is riding her bike and Winn-Dixie runs ahead, they meet a woman named Gloria Dump. She and Opal become good friends. Opal and Gloria, a recovering alcoholic, decide to host a small party, inspired by the one in Gone with the Wind, inviting everyone they know. In the process, Opal becomes a friend to her former enemies, the brothers Stevie and Dunlap Dewberry. She also invites Amanda Wilkinson and Sweetie Pie Thomas, a younger girl who has no pet, and so has fallen in love with Winn-Dixie. Otis and Miss Franny Block are also invited.

Opal and Gloria set up everything outdoors, but it starts to rain, so they bring the party indoors. Opal can't find Winn-Dixie anywhere, even after searching the town. Ten minutes later she returns to Gloria's home to discover that Winn-Dixie has been there all the time, hiding because he is scared of storms. The book ends with Otis playing his guitar and everyone singing one of The Preacher's songs.

Reception
Because of Winn-Dixie was the winner of a Newbery Honor distinction the year after publication. In 2000, the book won the Josette Frank Award, and in 2003 won the Mark Twain Award.

In 2007 the U.S. National Education Association listed Winn-Dixie as one of its "Teachers' Top 100 Books for Children", based on an online poll. In 2012 it was ranked number 20 on a list of the top 100 children's novels published by School Library Journal, the first of three books by DiCamillo in the Top 100.

Musical adaptation
A musical based on the novel was announced in 2011 and debuted at the Arkansas Repertory Theatre on December 5, 2013. John Tartaglia directed the play while Nell Benjamin wrote the book and lyrics and Duncan Sheik wrote the music. The musical was a part of Goodspeed Musicals' 2019 season, playing from June to September, and was directed by John Rando.

title: Because of Winn-Dixie


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Lucas Holstenius

Lucas Holstenius, born Lukas Holste, sometimes called Holstein (1596 – 2 February 1661), was a German Catholic humanist, geographer, historian, and librarian.

Life
Born at Hamburg in 1596, he studied at the gymnasium of Hamburg, and later at Leiden University, where he was closely acquainted with some of the most famous scholars of the age, including Johannes Meursius, Daniel Heinsius and Philip Cluverius, whom in 1618 he accompanied on his travels in Italy and Sicily, thus giving him a taste for the study of geography. Disappointed at his failure on his return to obtain a post in the gymnasium of his native Hamburg, he left Germany for good. Having spent two years from 1622 in England, at Oxford and London, gathering materials for his Geographi Minores, he then proceeded to Paris.

At Paris in 1624, he became librarian to the President de Mesmes, the friend of the scholarly brothers Dupuy, and the correspondent of N. Peiresc. At this time he was converted to Catholicism. He was probably led to take this step from reading the writings on mystical theology of the Greek and Latin Fathers.

In 1627 he went to Rome, and through the influence of Peiresc was admitted to the household of Cardinal Francesco Barberini, former papal nuncio and the possessor of the most important private library in Rome. In 1636 he became the cardinal's librarian. Much of Holstenius' collection was deposited in the Biblioteca Angelica in Rome.

Finally, under Innocent X, he was placed in charge of the Vatican Library. The popes sent him on various honorable missions, such as bearing the cardinal's hat to the nuncio at Warsaw in 1629, and Alexander VII sent him to Innsbruck to receive the formal abjuration of Protestantism from Christina, former Queen of Sweden. He also acted as intermediary in the conversion of the Danish nobleman, Friedrich, Landgrave of Hessen-Darmstadt and of Christoph, Graf von Rantzau.

Mostly, however, he was occupied with his studies. Holstenius formed great projects. He was a man of unwearied industry and immense learning, but he lacked the persistency to carry out the vast literary schemes he had planned. Among them, he desired to correct Philipp Clüver's errors and complete his work; to edit, translate and comment the works of the Neoplatonists; to form a collection of the unedited homilies of the Greek Fathers; to collect inscriptions; to write a critical commentary on the Greek text of the Bible; to form a collection of all the monuments and acts of the history of the popes. These diverse undertakings consumed his energies and filled his notebooks, but without profit to scholarship. His notes and collations have been used by various editors.

Holstenius died on 2 February 1661 in Rome.

Works
The principal works that Holstenius actually published are notes on Cluvier's Italia antiqua (1624); an edition of portions of Porphyry (1630), with a dissertation on his life and writings; notes on Eusebius Against Hierocles (1628), on the Sayings of the later Pythagoreans (1638), and the De diis et mundo of the neo-Platonist Sallustius (1638); an edition of Arrian's treatise on the Chase (1644), and the Codex regularum monasticarum, a collection of monastic rules (1661). This last included in an appendix the first printing of the De admonitio ad filium spiritualem. He also rediscovered and edited for the first time the Liber Diurnus Romanorum Pontificum, a collection of ancient Roman chancery formulae used in the administration of the Roman Church (1660), but this edition, however, was immediately suppressed by Alexander VII.

Holstenius is also important as the first to locate Horace's fanum Vacunae (the shrine of Vacuna, mentioned in Epistles 1.10.49) as that of Victoria in Roccagiovine following the discovery there of an inscription commemorating Vespasian's restoration of the shrine of Victoria.

After his death there were published from his papers collections of synods and ecclesiastical monuments, the Collectio romana bipartita (1662), also the acts of the martyrs Perpetua and Felicitas; Boniface; Tarachus, Probus and Andronicus (1663); Notae et castigationes in Stephan Byzantini ethnica (1684).

title: Lucas Holstenius