education for all

education consultancy

2009-04-03T06:11:00.000-07:00

aussie biz education consultancy
www.abec.edu.np
info@abec.edu.np

university in nepal

2009-04-03T06:09:00.000-07:00

List of universities in Nepal
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Prior to the establishment of the first college in the country, Tri-Chandra College in 1918, higher education in Nepal was nonexistent. Until 1985, Tribhuvan University had remained the one and the only university in Nepal. In the early 80s, His Majesty's Government developed the concept of a multi-university system for the country. One important assumption behind the concept was that each new university should have a distinctive nature, content and function of its own.

The first new university that was established was Mahendra Sanskrit University. The inception of this university was soon followed by Kathmandu University in 1990, Purbanchal and Pokhara Universities in 1995 and 1996 respectively. Many schools and colleges are run by private initiatives but none of the universities in Nepal are private.

Currently there are six universities in Nepal, and two institutions recognised as universities:

Tribhuvan University [1]
Kathmandu University [2]
Pokhara University [3]
Purbanchal University
Mahendra Sanskrit University
Lumbini Bouddha University
B.P. Koirala Institute of Health Sciences [4]
National Academy of Medical Sciences [5]
Mid-Western University Birendranagar
Nepal Agriculture and Forestry University, Rampur, Bharatpur
Siddartha University [6]
Retrieved from "http://en.wikipedia.org/wiki/List_of_universities_in_Nepal"

lumbini communication

2008-12-23T00:47:00.000-08:00

mero communication:LUMBINI
HI,
We have great faciality for the international call from Lumbini communication. it lies in the bus park area at mitra nagar.If you want to know then you can call me at 01-4362822.
Thank you.
Mr.Himal Sharma.
Posted by lumbini communication at 12:29 AM 0 comments
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lumbini communication
View my complete profile
visit web site:
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Naresh Boka.....

2008-10-04T09:42:00.000-07:00

due to his low attendence he get rgected from singapore goverment....

Naresh Boka.....

2008-10-04T08:08:00.000-07:00

certificate

2008-09-29T19:51:00.001-07:00

Certificate from Aussiebiz for the computer students.

Way to Earn Money

2008-09-03T22:16:00.000-07:00

To The visitor,
Thank you for visiting this site. I know all people want to earn money because all want to get faciality.all need own house, vechiele…etc.But every person do not know how to earn money. But I know it is very simple. Now I have own company, house….etc.So now I am very happy.
So if you want to be happy by earning money then just remember me. I will help everybody. No service charge. You can also call me at: 00977-9841729335.you can also email me at:
info@abec.edu.np
Pusparaj_adhikari@yahoo.com
Love2puspa86@yahoo.com
Abec.puspa@gmail.com
There are so many way to earn money from my idea.
For E.G. u want to earn money & education by abroad study then visit:
www.abec.edu.np
Work & Study programmed.
Next Example:
Earn from on line job.
Like this from which part or ways you w3ant to earn money just call me on my cell no or my office no: 01-4361006 I will help you any time.
Thank you.
Mr.Puspa Raj Adhikari
Chairman
Aussie Biz Edu.Consultancy
Nepal

me

2008-09-03T18:08:00.000-07:00

2008-09-03T07:06:00.000-07:00

my office

2008-09-03T06:21:00.000-07:00

Paisa Kamaune Sutra

2008-09-03T06:00:00.000-07:00

sathi haru namaskar.K tapai lai paisa kamau na man 6? yedi 6 vane http://wwwpusparaj-puspa.blogspot.com/ website hernus. Yesma Sabai kura lekheko 6.Hamile thorai sama ya ma pani dherai kamauna sakchham.Yesko dherai example chhan.malai pusparaj_adhikari@yahoo.com Ma email garnus ma tapai lai sabai kura E-mail ma jankari garauchhu.
Thank you.

Army

2008-09-02T08:33:00.000-07:00

GOVERNMET OF NEPAL
MINISTRY OF DEFENCE
NEPALESE ARMY HQ

TO WHOM IT MAY CONCERN

1. Be it known that number 197578 PTE Mr. Kamal Adhikari son of Mr. Khemnath Adhikari, a resident of Dhading Kiranchwok 09, having earnestly served in the served in the Nepalese Army (Ganesh Dal Battalion) from 21 June 2004 has resigned on 15 June 2007 during his 3 Years of service, Mr. Adhikari has demonstrated a of professional ability and commendable work ethics, and maintained a clean record throughout his career. His date of birth, according to army record is 08-11-1984.

2. His academic Qualifications and army courses are as stated below.
(a) Academic Qualification:
(I) Army first Class

(b) Army Courses
(I) Army Basic
(II) Billodar Basic

3. I wish him all success for his future endeavor.
STUDY IN SINGAPORE
School: Auston Institute of Management & technology
Course: Diploma in resort Management, BBA, MBA
Duration: 15 months (for Diploma in Resort Management)
Tuition fee: Sg$6600
Course schedule:
Theory: 9 months
OJT: 6 months
Location: Bridge Road Singapore
arlaili@yahoo.com
salina@basisbay.comfknisa@yahoo.com

...........................................
Mohan Pratap Singh karki
Lt Col
OIC, Army Record

European Country

2008-09-02T08:29:00.000-07:00

List of European country

Name of regiona[›] and
territory, with flag
Area
(km²)
Population
(1 July, 2002 est.)
Population density
(per km²)
Capital

Åland (Finland)
1,552 26,008 16.8 Mariehamn

Albania
28,748 3,600,523 125.2 Tirana

Andorra
468 68,403 146.2 Andorra la Vella

Austria
83,858 8,169,929 97.4 Vienna

Armeniak[›]
29,800 3,229,900 101 Yerevan

Azerbaijanl[›]
86,600 8,621,000 97 Baku

Belarus
207,600 10,335,382 49.8 Minsk

Belgium
30,510 10,274,595 336.8 Brussels

Bosnia and Herzegovina
51,129 4,448,500 77.5 Sarajevo

Bulgaria
110,910 7,621,337 68.7 Sofia

Croatia
56,542 4,437,460 77.7 Zagreb

Cypruse[›]
9,251 788,457 85 Nicosia

Czech Republic
78,866 10,256,760 130.1 Prague

Denmark
43,094 5,368,854 124.6 Copenhagen

Estonia
45,226 1,415,681 31.3 Tallinn

Faroe Islands (Denmark)
1,399 46,011 32.9 Tórshavn

Finland
336,593 5,157,537 15.3 Helsinki

Franceh[›]
547,030 59,765,983 109.3 Paris

Georgiam[›]
69,700 4,661,473 64 Tbilisi

Germany
357,021 83,251,851 233.2 Berlin

Gibraltar (UK)
5.9 27,714 4,697.3 Gibraltar

Greece
131,940 10,645,343 80.7 Athens

Guernseyd[›]
78 64,587 828.0 St. Peter Port

Hungary
93,030 10,075,034 108.3 Budapest

Iceland
103,000 307,261 2.7 Reykjavík

Ireland
70,280 4,234,925 60.3 Dublin

Isle of Mand[›]
572 73,873 129.1 Douglas

Italy
301,230 58,751,711 191.6 Rome

Jerseyd[›]
116 89,775 773.9 Saint Helier

Kazakhstanj[›]
2,724,900 15,217,711 5.6 Astana

Kosovop[›]
10,887 2,126,708 220 Pristina

Latvia
64,589 2,366,515 36.6 Riga

Liechtenstein
160 32,842 205.3 Vaduz

Lithuania
65,200 3,601,138 55.2 Vilnius

Luxembourg
2,586 448,569 173.5 Luxembourg

Macedonia
25,333 2,054,800 81.1 Skopje

Malta
316 397,499 1,257.9 Valletta

Moldovab[›]
33,843 4,434,547 131.0 Chişinău

Monaco
1.95 31,987 16,403.6 Monaco

Montenegro
13,812 616,258 44.6 Podgorica

Netherlandsi[›]
41,526 16,318,199 393.0 Amsterdam

Norway
324,220 4,525,116 14.0 Oslo

Poland
312,685 38,625,478 123.5 Warsaw

Portugalf[›]
91,568 10,409,995 110.1 Lisbon

Romania
238,391 21,698,181 91.0 Bucharest

Russiac[›]
17,075,400 142,200,000 26.8 Moscow

San Marino
61 27,730 454.6 San Marino

Serbia (including Kosovo)g[›]
88,361 9,663,742 109.4 Belgrade

Slovakia
48,845 5,422,366 111.0 Bratislava

Slovenia
20,273 1,932,917 95.3 Ljubljana

Spain
504,851 45,061,274 89.3 Madrid

Svalbard and Jan
Mayen Islands (Norway)
62,049 2,868 0.046 Longyearbyen

Sweden
449,964 9,090,113 19.7 Stockholm

Switzerland
41,290 7,507,000 176.8 Bern

Turkeyn[›]
783,562 70,586,256 93 Ankara

Ukraine
603,700 48,396,470 80.2 Kiev

United Kingdom
244,820 61,100,835 244.2 London

Vatican City
0.44 900 2,045.5 Vatican City

Total 10,180,000o[›]
731,000,000o[›]
70

Aussie Biz Edu.Consultancy.

Ph: 01-4361006, 01-2160738

www.abec.edu.np,E-mailinfo@abec.edu.np

Letter

2008-09-02T08:23:00.000-07:00

Bio-Data
Personal Information

Last Name: Bhandari

First Name: Sushma

Full Middle Name:

Marital Status and Gender (M/F):

female Nationality: Nepali
Date of Birth:

2046/ 07/05
Place of Birth: Sindhupalchok

Present Address:
maharajgunj

Permanent Address:
sindhupalchok

Telephone:
9803421189
Best Time to Call:
Fax:

E-Mail: Sweet_nanu13@yahoo.com
Family Information

Last Name:
Bhandari
First Name:
Sushma
Full Middle Name:

Relationship: Mother

Date of Birth: 2046/07/05

Education

School Name and Address:

Date:

SLC

Major/Subject:

Training

Name and Address
of School or Organization:
Online job training

Dates (To/From):
2065-02-26 to 2065-03-16
Title(s):
Online job training

References

Name and
Contact Information
(Phone/E-Mail/Etc.):

Mr,Nabin Gurung

Ph:98002839

Title or Position:
Dance Teacher

Name and Address of Institution:
Laliguras Dance Centre

COMPUTER COURSE WITH 55% DISCOUNT

Course Duration Full Rate Discount rate
(A)Basic Course: 2.5 Months Rs 2300 Rs.1035
(a)Fundamentals
(b)Ms-Word 2003
(C)Ms-Excel2003
(d)Ms-Power point2003
(e)Adobe page maker
(f)Multimedia &E-mail, Internet
(g)Free E-mail, Internet
(h) Project work

(B)Graphic Designing: 2.5 Months Rs: 5000 Rs.2250
(a)Basic Computer course Concept
(b)Adobe Page Maker
(c)Adobe Photoshop
(d)Micro media Freehand
(e)Colure Draw
(f)Free: E-mail & Internet

(C)Tally/Fact 2.5 Months Rs 7000 Rs.3150
(a) Tally 1.5 months Rs.1800
(b)Fact 2 months Rs. 3000
Note:
1. Application Fee:Rs.100
2. ID card Fee: Rs.25
3. Certificate fee:Rs.155
AUSSIE BIZ EDU.CONSULTANCY.
Samakhushi chok, Ktm, Nepal Ph: 01-4361006, 01-2160738, Fax: 01-4361006 Post Box No: 20102
Web:www.abec.edu.npE-mail:info@abec.edu.np
Dear Dr.Jan,
Hi Jan It’s me Puspa Raj Adhikari Chair man Aussie Biz education consultancy kathmandu.Nepal.i am going to inform that now Aussie Biz team worked with Miss Sona Limbu for the Singapore Especially for Manchester school. I think you know already about it.

On the biggest education fair of Nepal we have book stall as a representative of Manchester school. From this fair so many student know about Manchester school by visiting our stall (A27).
Sona focus me for 30% discount from total expenditure on that fair so I agree on her request.
Total expenditure on the fair is given below:

Stall booking charge
Total space:
Rate:
Total charge for space:
Charge of table:
Total table
Total charge of table:
Charge of chair:
Total chair:
Total charge:
Total charge of Electricity & light:

Advertised:
From News paper (Annapurna post):
Status: colour
Size:
Rate:
Total advertised from news paper…days
Total charge:

From FM (British Gurkha Network Pvt.Ltd.)
Time per advertised: 45 sec.
Total advertised per day: 6 times.
Total charge per day:
Total days of Advertised:
Total charge:
Advertised from pamphlets:
Status: color
Size:
Total piece:
Rate /piece
Total charge:

From hoarding board:
Status color (Flex print)
Size
Total board: Piece
Rate : /piece
Total charge:
Total charge to make prospectus of Manchester: (For …piece: rate: /piece (Color)

Extra: (for spot admission application form & enrollment form 500 pieces, phone bill, photocopy, transportation, wages & allowance for the worker ...etc)

Over all charge:
According to sona`s request Aussiebiz will bear 30% from over all Expenditure.
30 % of ( ) =
So Manchester have to give US$......... for the Aussie Biz. Team.
Plz inform me when can you give that amount to the Aussie Biz.
Plz send that amount on following bank address:
Name of Bank:Bank of Kathmandu.
Account holder name:Mr.Puspa Raj Adhikari
Father`s name:Mr.Mahesor Adhikari
Account no:050200006206
Account type: Normal saving
Swift code: BOKLNPKA
You can also send that amount

Bio-Data
Personal Information

Last Name: Bhandari

First Name: Sushma

Full Middle Name:

Marital Status and Gender (M/F):

female Nationality: Nepali
Date of Birth:

2046/ 07/05
Place of Birth: Sindhupalchok

Present Address:
maharajgunj

Permanent Address:
sindhupalchok

Telephone:
9803421189
Best Time to Call:
Fax:

E-Mail: Sweet_nanu13@yahoo.com
Family Information

Last Name:
Bhandari
First Name:
Sushma
Full Middle Name:

Relationship: Mother

Date of Birth: 2046/07/05

Education

School Name and Address:

Date:

SLC

Major/Subject:

Training

Name and Address
of School or Organization:
Online job training

Dates (To/From):
2065-02-26 to 2065-03-16
Title(s):
Online job training

References

Name and
Contact Information
(Phone/E-Mail/Etc.):

Mr,Nabin Gurung

Ph:98002839

Title or Position:
Dance Teacher

Name and Address of Institution:
Laliguras Dance Centre

COMPUTER COURSE WITH 55% DISCOUNT

Course Duration Full Rate Discount rate
(A)Basic Course: 2.5 Months Rs 2300 Rs.1035
(a)Fundamentals
(b)Ms-Word 2003
(C)Ms-Excel2003
(d)Ms-Power point2003
(e)Adobe page maker
(f)Multimedia &E-mail, Internet
(g)Free E-mail, Internet
(h) Project work

(B)Graphic Designing: 2.5 Months Rs: 5000 Rs.2250
(a)Basic Computer course Concept
(b)Adobe Page Maker
(c)Adobe Photoshop
(d)Micro media Freehand
(e)Colure Draw
(f)Free: E-mail & Internet

(C)Tally/Fact 2.5 Months Rs 7000 Rs.3150
(a) Tally 1.5 months Rs.1800
(b)Fact 2 months Rs. 3000
Note:
1. Application Fee:Rs.100
2. ID card Fee: Rs.25
3. Certificate fee:Rs.155
AUSSIE BIZ EDU.CONSULTANCY.
Samakhushi chok, Ktm, Nepal Ph: 01-4361006, 01-2160738, Fax: 01-4361006 Post Box No: 20102
Web:www.abec.edu.npE-mail:info@abec.edu.np
Dear Dr.Jan,
Hi Jan It’s me Puspa Raj Adhikari Chair man Aussie Biz education consultancy kathmandu.Nepal.i am going to inform that now Aussie Biz team worked with Miss Sona Limbu for the Singapore Especially for Manchester school. I think you know already about it.

On the biggest education fair of Nepal we have book stall as a representative of Manchester school. From this fair so many student know about Manchester school by visiting our stall (A27).
Sona focus me for 30% discount from total expenditure on that fair so I agree on her request.
Total expenditure on the fair is given below:

Stall booking charge
Total space:
Rate:
Total charge for space:
Charge of table:
Total table
Total charge of table:
Charge of chair:
Total chair:
Total charge:
Total charge of Electricity & light:

Advertised:
From News paper (Annapurna post):
Status: colour
Size:
Rate:
Total advertised from news paper…days
Total charge:

From FM (British Gurkha Network Pvt.Ltd.)
Time per advertised: 45 sec.
Total advertised per day: 6 times.
Total charge per day:
Total days of Advertised:
Total charge:
Advertised from pamphlets:
Status: color
Size:
Total piece:
Rate /piece
Total charge:

From hoarding board:
Status color (Flex print)
Size
Total board: Piece
Rate : /piece
Total charge:
Total charge to make prospectus of Manchester: (For …piece: rate: /piece (Color)

Extra: (for spot admission application form & enrollment form 500 pieces, phone bill, photocopy, transportation, wages & allowance for the worker ...etc)

Over all charge:
According to sona`s request Aussiebiz will bear 30% from over all Expenditure.
30 % of ( ) =
So Manchester have to give US$......... for the Aussie Biz. Team.
Plz inform me when can you give that amount to the Aussie Biz.
Plz send that amount on following bank address:
Name of Bank:Bank of Kathmandu.
Account holder name:Mr.Puspa Raj Adhikari
Father`s name:Mr.Mahesor Adhikari
Account no:050200006206
Account type: Normal saving
Swift code: BOKLNPKA
You can also send that amount

IELTS-HISTORY

2008-09-02T08:06:00.000-07:00

Select by Location Albania Algeria Argentina Armenia Australia Austria Azerbaijan Bahrain Bangladesh Belarus Belgium Bolivia Bosnia Herzegovina Brazil Brunei Bulgaria Cambodia Cameroon Canada Chile China - East China - Nth&Central China - South China - South West Colombia Costa Rica Croatia Cuba Cyprus Czech Republic Denmark East Timor Ecuador Egypt Eritrea Estonia Ethiopia Fiji Finland France Georgia Germany Ghana Greece Hong Kong Hungary India Indonesia Iran Ireland Israel Italy Jamaica Japan Jordan Kazakhstan Kenya Korea Kuwait Laos Latvia Lebanon Libya Lithuania Luxembourg Macedonia Madagascar Malaysia Malta Mauritius Mexico Mongolia Morocco Mozambique Myanmar Namibia Nepal Netherlands New Caledonia New Zealand Nigeria Norway Oman Pakistan Palestinian Territories Panama Papua New Guinea Paraguay Peru Philippines Poland Portugal Qatar Romania Russia Saudi Arabia Senegal Serbia & Montenegro Singapore Slovakia Slovenia Solomon Islands South Africa Spain Sri Lanka Sudan Sweden Switzerland Syria Tahiti Taiwan Tanzania Thailand Trinidad Tunisia Turkey Uganda Ukraine United Arab Emirates United Kingdom Uruguay USA Uzbekistan Vanuatu Venezuela Vietnam Yemen Zambia Zimbabwe Please Select Application form Notice to candidates Test Dates Research Grants Practice Materials Sample Materials Verification of Results USA Recognition List

Candidates
Global Recognition System
Teachers and Researchers
Analysis of test data
Score processing, reporting & interpretation
Common European Framework
Research
Grants and awards
Cambridge Publications
History of IELTS
Examiner Information
Test Centre Search
General Pages

IELTS > Teachers and Researchers > History of IELTS

History of IELTS

--------------------------------------------------------------------------------

IELTS test takers and the organisations which rely on IELTS test results benefit from IELTS continuing investment in quality assurance, research and development to ensure that the test remains robust and relevant.

International teams of writers contribute to IELTS test materials and we invest in on-going research to ensure that IELTS remains fair and unbiased – wherever and whenever the test is taken – and that IELTS encourages, reflects and respects international diversity and is fair to anyone who sits the test, regardless of nationality, background, gender or lifestyle.

The rigorous processes used to produce the test materials ensure that every version of the test is of a comparable level of difficulty, so that candidates’ results are consistent wherever and whenever they take the test.

These and the other benefits of IELTS today build on our history of English language testing over many decades.

The beginning
The English Language Testing Service (ELTS), as it was then known, made its first appearance in 1980 when it replaced the English Proficiency Test Battery (EPTB), a traditional largely multiple choice test battery that had been used by the British Council in its overseas student recruitment operation since the mid 1960s for the purpose of screening international applicants to universities and colleges in the UK.

The new test had an innovative format that reflected changes in language learning and teaching theory and developments in language testing. In particular, the ELTS was influenced by the growth in ‘communicative’ language learning and ‘English for specific purposes’. Test tasks were based on an analysis of the ways in which language was used in academic contexts and were intended to reflect the use of language in the ‘real world’.

Test format
The ELTS test offered a choice of six modules covering five broad areas of study of UK tertiary education, plus one non-specific area. The six modules were:

Life Sciences
Social Studies
Physical Sciences
Technology
Medicine
General Academic

There was also a Non-Academic test for vocational candidates.

Each candidate was required to take three sections in their subject area or module and two common tests in the General section:

M1 Study Skills G1 General Reading
M2 Writing G2 General Listening
M3 Individual Interview

A further feature of the test was that the three subject area modules were thematically linked: candidates were required to write on a topic connected to one of the texts in the Study Skills paper. Similarly, in the Interview the candidate would be asked to discuss a topic already covered in M1.

The ELTS Revision Project
ELTS continued in the form outlined above until 1989. During the 1980s the test numbers were quite low (4000 in 1981 rising to 10,000 by 1985), and it was clear that there were practical difficulties with the administration of the test, relating to the number of test items and the time taken to complete the test; there were also powerful reasons for change on the grounds of test redundancy.

In 1987 British Council and UCLES EFL (now known as Cambridge ESOL) commissioned Edinburgh University to conduct a validation study. (see Criper and Davies, 1988; Hughes, Porter and Weir, 1988). Following this report the ELTS Revision Project, under the academic direction of Professor Charles Alderson of Lancaster University, was set up to oversee the design and construction of the revised test. (Alderson and Clapham, 1993)

There was consensus to broaden the international participation in the revision project and in response to this the International Development Program of Australian Universities and Colleges (IDP), now known as IDP Education Australia, joined British Council and UCLES to form an international partnership, reflected in the new name for the test: The International English Language Testing System. The immediate outcome of this partnership was the secondment of an Australian academic, Professor David Ingram of Griffith University, to the revision project.

The recommendations of the revision team to simplify and shorten ELTS were accepted and a compromise was sought "between practicality and maximum predictive power". The number of subject-specific modules was reduced from six to three and the Non-Academic test was replaced by the General Module. IELTS (the International English Language Testing System) first became operational in 1989. (Clapham and Alderson, 1997)

Format of the 1989 IELTS
From 1989 IELTS candidates took two non-specialised modules, Listening and Speaking, and two specialised modules, Reading and Writing. The non-specialised modules tested general English while the specialised modules were intended to test skills in particular areas suited to a candidate's chosen course of study. Specialised reading and writing modules (incorporating a direct link between the reading and writing activities) were available in three discipline fields which linked together related fields that had previously been separate modules in the ELTS battery, as shown below:

Module A – Physical Science and Technology
Module B – Life and Medical Sciences
Module C – Business Studies and Social Sciences

Reading Module A Module B Module C General
Writing Module A Module B Module C General
Listening Non-specialised Module
Speaking Non-specialised Module

Over the next five years the number of people taking the test rose by around 15% each year so that by 1995 there were over 43,000 candidates in 210 test centres around the world.

1995 revision of IELTS
In keeping with the commitment of the IELTS partners to respond to developments in applied linguistics, measurement theory and teaching practice, further modifications to the test were implemented in April 1995. In addition to a number of modifications to improve security and administration, there were three areas of significant change:

The field-specific Reading and Writing Modules A, B and C were replaced with ONE Academic Reading Module and ONE Academic Writing Module. Details of the research behind this change to the test design can be found in Clapham (1996) who concluded that the different subject modules did not appear justified in terms of accessibility to specialists. In addition, the thematic link between the reading and writing activities was also removed to avoid confusing the assessment of reading ability with that of writing ability.
General Training Reading and Writing Modules were brought into line with the Academic Reading and Writing Modules in terms of timing allocation, length of written responses and reporting of scores. The difference between the Academic and General Training Modules is in terms of the content, context and purpose for testing rather than the scales of ability.
Measures were introduced to gather data on test performance and candidate background so that issues of fairness relating to test use and users could be more effectively monitored.

A brief summary of the 1995 revision of IELTS can be found in Charge and Taylor (1997).

Continuing development
In keeping with this history of innovation, the IELTS partners continue to be committed to the ongoing development of the test. A revision project for the Speaking Test was launched in 1998 and the revised IELTS Speaking Test was introduced in July 2001. New assessment criteria for the Writing Test were operational from January 2005. A computerised version of IELTS was also introduced in 2005 at a number of IELTS centres. Information on all these projects can be found in past issues of the IELTS Annual Review, and in Cambridge ESOL’s quarterly publication - Research Notes.

The current test retains many of the features of the 1980 ELTS including the emphasis on the comprehension of extended text in the receptive papers (Reading and Listening), and the direct testing of performance through a face-to-face Speaking test and the use of the essay and report formats in the Writing test. Other innovations such as the links of theme and content between papers and the experiment with subject specific modules have proved less successful and have not survived into the current incarnation. However, the distinction between academic and vocational purposes has stood the test of time and is still reflected in the choice of Academic and General Training modules. In recent years, the candidature has continued to grow rapidly, and by 2003 the total number of Academic and General Training candidates had exceeded half a million.

A full account of the development ELTS/IELTS and its place in the history of testing English for academic purposes is in preparation as a volume in the Studies in Language Testing series.

References

Alderson, J C and Clapham, C (eds) Examining the ELTS Test: An Account of the First Stage of the ELTS Revision Project – Research Report 2. The British Council/University of Cambridge Local Examinations Syndicate

Criper, C and Davies, A (1988) ELTS Validation Project Report: Research Report 1(i). The British Council/University of Cambridge Local Examinations Syndicate

Charge, N and Taylor, L (1997) Recent developments in IELTS. English Language Teaching Journal, 51/4. Oxford: Oxford University Press

Clapham, C (1996) The development of IELTS: a study of the effect of background knowledge on reading comprehension. Studies in Language Testing, Volume 4. Cambridge: LES/Cambridge University Press

Clapham, C and Alderson, J C (1997) Constructing and Trialling the IELTS Test - Research Report 3. The British Council/University of Cambridge Local Examinations Syndicate/IDP Education Australia

Hughes, A, Porter, D and Weir, C (1988) ELTS Validation Project Report: Proceedings of a conference held to consider the ELTS Validation Project Report - Research Report 1(iii). The British Council/University of Cambridge Local Examinations Syndicate

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CV

2008-09-02T08:04:00.000-07:00

Curriculum Vitae

Name : RATNA MANI ADHIKARI
Permanent Address : Lekhanath Municipality-11, Begnas Tal , Kaski, Pokhara, Nepal.
Temporary Address : Samakhusi-29, Kathmandu, Nepal
Father’s Name : Nilakantha Adhikari
Date of Birth : 15/06/1972 A.D.
Nationality : Nepali
Gender : Male
Marital Status : Single
Religion : Sanatan
Tribe : Aryan
Academic Qualification:
SLC SLC Board of Nepal.
Inter Mediate Prithvi Narayan Campus, Pokhara
Bachelors Degree Prithvi Narayan Campus, Pokhara
Bachelor Degree College of Science Education, Pokhara
Masters Degree Prithvi Narayan Campus, Pokhara (1st position Holder)
Masters Degree Public Administration Campus, Kathmandu
Masters Degree Patan Multiple Campus, Patan
Merit Listed in Open Competition of TU Service Commission in 2058/059 in top ten position out of 350

Field of work experience
Step by Step Boarding School, Pokhara
Annapurna Secondary School, Pokhara
Lotus Academy Secondary School, Pokhara
Uma Maheswar Secondary School, Lalitpur
Sunrise Secondary School, Kathmandu
AMS, Istanbul, Ankara Turkey– Anaesthesia Machine with Vantilator Supplier Distributor for Nepal.
ATM Company, Kwangju city, kyunggido, Korea– Business Diplomat
Medisurge International– General Secretary
Kathmandu Medical College–Bio Medical Consultant (Service Engineer) through Medisurge International.
Human Welfare Association, Lalitpur–Coordinator
Rural Studies & Development Centre (RSDC) – Chief Coordinator
Branch Survey Maintenance –Surveyor Helper
Patan Multiple Campus–Part Time Teacher
Tri- Chandra College– Part Time Teacher

Teaching Subject
English, Environment Health & Population, Social Studies, Biology, Liberian Coach, Hostel warden, School Incharge & Administrator.
Training
Rover Scout Master
Reukai
Tekwando
Basic Computer Course
Yoga

Attended Seminar in Nepal , India, Bhutan, SAARC, ASEAN
Based on Pol. Science, Medical Science & Literature.

Contact Address:
Phone No: 9803632809
E-mail: ratna_mani@yahoo.com, ratna.mani@hotmail.com

IELTS Data

2008-09-02T08:03:00.000-07:00

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Test performance 2007
Each year, multiple versions of each of the six IELTS modules (Listening, Academic Reading, General Training Reading, Academic Writing, General Training Writing, and Speaking) are released for use by centres testing IELTS candidates. Reliability estimates for the objectively and subjectively scored modules used in 2007 are reported here.

Test-taker performance 2007
IELTS is assessed on a nine-band scale and reports scores both overall and by individual skill. Overall Band Scores for Academic and General Training candidates in 2007 are reported here together with scores for the individual skills.

Percentile ranks 2007
In addition overall band percentile data is reported for candidates grouped in terms of their purpose for taking IELTS and by their first language and country of region of origin.

IELTS

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The World Speaks IELTS
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Since 1989, IELTS has been proven and trusted worldwide to provide a secure, global, authentic and customer-focused test which measures true to life ability to communicate in English. More than 6,000 education institutions, faculties, government agencies and professional organisations around the world recognise IELTS scores as a trusted and valid indicator of ability to communicate in English.

Over 1,000,000 people a year are now using IELTS to open doors throughout the English-speaking world and beyond. The test is taken every year across 120 countries, and is one of the fastest growing English language tests in the world, and sets the standard in integrity, research and innovation.

When the question is English language ability – IELTS is the answer

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UPDATES
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The prestigious East China University of Science and Technology (www.ecust.edu.cn) in Shanghai has formally recognised IELTS as a qualification for entry to its School of Business. >More

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IELTS was proud to sponsor a key plenary at the 60th NAFSA: Association of International Educators Annual Conference in Washington DC, USA in May this year. > More

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For the first time ever in a single 12 month period, more than one million people around the world (or two every minute) have gained certification in the world’s most popular English language test for immigration and higher education - The International English Language Testing System (IELTS). > More

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New Book Explores History of Language Testing and IELTS
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IELTS approved for use in UK immigration system
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Education in USA

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Sex Education

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Sex education
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An early 20th century post card documents the problem of unwanted pregnancy.
Sex education is a broad term used to describe education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, and other aspects of human sexual behavior. Common avenues for sex education are parents or caregivers, school programs, and public health campaigns.
Contents[hide]
1 Overview
2 Sex education worldwide
2.1 Africa
2.2 Asia
2.3 Europe
2.3.1 Finland
2.3.2 France
2.3.3 Germany
2.3.4 The Netherlands
2.3.5 Sweden
2.3.6 Switzerland
2.3.7 United Kingdom
2.4 United States
3 Morality of sex education
4 Lesbian, gay, bisexual, and transgender youth
5 Scientific study of sex education
6 See also
7 Notes
8 External links
//

[edit] Overview
Sex education may also be described as "sexuality education," which means that it encompasses education about all aspects of sexuality, including information about family planning, reproduction (fertilization, conception and development of the embryo and fetus, through to childbirth), plus information about all aspects of one's sexuality including: body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods.
Sex education may be taught informally, such as when someone receives information from a conversation with a parent, friend, religious leader, or through the media. It may also be delivered through sex self-help authors, magazine advice columnists, sex columnists, or through sex education web sites. Formal sex education occurs when schools or health care providers offer sex education.
Sometimes formal sex education is taught as a full course as part of the curriculum in junior high school or high school. Other times it is only one unit within a more broad health class, home economics class, or physical education class. Some schools offer no sex education, since it remains a controversial issue in several countries, particularly the United States (especially with regard to the age at which children should start receiving such education, the amount of detail that is revealed, and topics dealing with human sexual behavior, eg. safe sex practices, masturbation, premarital sex, and sexual ethics).
In 1936, Wilhelm Reich commented that sex education of his time was a work of deception, focusing on biology while concealing excitement-arousal, which is what a pubescent individual is mostly interested in. Reich added that this emphasis obscures what he believed to be a basic psychological principle: that all worries and difficulties originate from unsatisfied sexual impulses.[1]
When sex education is contentiously debated, the chief controversial points are whether covering child sexuality is valuable or detrimental; the use of birth control such as condoms and hormonal contraception; and the impact of such use on pregnancy outside marriage, teenage pregnancy, and the transmission of STIs. Increasing support for abstinence-only sex education by conservative groups has been one of the primary causes of this controversy. Countries with conservative attitudes towards sex education (including the UK and the U.S.) have a higher incidence of STIs and teenage pregnancy.[2]
The existence of AIDS has given a new sense of urgency to the topic of sex education. In many African nations, where AIDS is at epidemic levels (see HIV/AIDS in Africa), sex education is seen by most scientists as a vital public health strategy. Some international organizations such as Planned Parenthood consider that broad sex education programs have global benefits, such as controlling the risk of overpopulation and the advancement of women's rights (see also reproductive rights).
According to SIECUS, the Sexuality Information and Education Council of the United States, 93% of adults they surveyed support sexuality education in high school and 84% support it in junior high school.[3] In fact, 88% of parents of junior high school students and 80% of parents of high school students believe that sex education in school makes it easier for them to talk to their adolescents about sex.[4] Also, 92% of adolescents report that they want both to talk to their parents about sex and to have comprehensive in-school sex education.[5]

[edit] Sex education worldwide

[edit] Africa

AIDS posters in Côte d'Ivoire
Sex education in Africa has focused on stemming the growing AIDS epidemic. Most governments in the region have established AIDS education programs in partnership with the World Health Organization and international NGOs. These programs have been undercut significantly by the Global Gag Order, an initiative put in place by President Reagan, suspended by President Clinton, and re-instated by current President Bush. The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion).[6] The gag order refuses government funding for any efforts that promote condom and contraception use in addition to abstinence and monagamy. [7] According to Ugandan AIDS activists, the Global Gag Order will undermine community efforts to reduce HIV prevalence and HIV transmission. [7] The plight of Uganda is indicative of AIDS "prevention" efforts across the continent, and the sharp decrease in AIDS transmissions in an era of comprehensive sex education vs. current rates of new infections clearly elucidates which system is more effective.
Egypt teaches knowledge about male and female reproductive systems, sexual organs, contraception and STDs in public schools at the second and third years of the middle-preparatory phase (when students are aged 12–14). There is currently a coordinated program between UNDP, UNICEF, and the ministries of health and education to promote sexual education at a larger scale in rural areas and spread awareness of dangers of female genital cutting.

[edit] Asia
The state of sex education programs in Asia is at various stages of development. Indonesia, Mongolia, South Korea and Sri Lanka have a systematic policy framework for teaching about sex within schools. Malaysia, the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials. India has programs that specifically aims at school children at the age group of nine to sixteen years. These are included as subjects in the curriculum and generally involves open and frank interaction with the teachers. In India, there is a huge debate on the curriculum of sex education and when should it be increased. Attempts by state governments to introduce sex education as a compulsory part of the school curriculum have often been met with harsh criticism by political parties, who claim that sex education "is against Indian culture" and would mislead children.[2] (Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.[8])
In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation. [9]
In China, sex education traditionally consists in reading the reproduction section of biology textbooks. However, in 2000 a new five-year project was introduced by the China Family Planning Association to "promote reproductive health education among Chinese teenagers and unmarried youth" in twelve urban districts and three counties. This includes discussion about sex within human relationships as well as pregnancy and HIV prevention. [10]
The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex education, family life education, contraception and parenting. It was first launched in South Asia and then extended worldwide.[11]

[edit] Europe

[edit] Finland
In Finland, sexual education is usually incorporated into various obligatory courses, mainly as part of biology lessons (in lower grades) and later in a course related to general health issues. The Population and Family Welfare Federation provides all 15-year-olds an introductory sexual package that includes an information brochure, a condom and a cartoon love story.

[edit] France
In France, sex education has been part of school curricula since 1973. Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms, to students in grades eight and nine. In January 2000, the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students.[12]

[edit] Germany
In Germany, sex education has been part of school curricula since 1970. It normally covers all subjects concerning the growing-up process, the changing of the body, emotions, the biological process of reproduction, sexual activity, partnership, homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual violence, child abuse, and sex-transmitted diseases, but sometimes also things like sex positions. Most schools offer courses on the correct usage of contraception. There are also other media of sex education, in first place the youth magazine "Bravo", which always contains a topic where teenagers pose questions about partnership and sexuality. Though it has to be added that the importance of this particular purpose of the magazine has faded somewhat since the 1990ies, mostly due to teenagers getting the desired information from the Internet.[citation needed]

[edit] The Netherlands
Subsidized by the Dutch government, the “Lang leve de liefde” (“Long Live Love”) package, developed in the late 1980s, aims to give teenagers the skills to make their own decisions regarding health and sexuality. Nearly all secondary schools provide sex education as part of biology classes and over half of primary schools discuss sexuality and contraception. The curriculum focuses on biological aspects of reproduction as well as on values, attitudes, communication and negotiation skills. The media has encouraged open dialogue and the health-care system guarantees confidentiality and a non-judgmental approach. The Netherlands has one of the lowest teenage pregnancy rates in the world, and the Dutch approach is often seen as a model for other countries.[13]

[edit] Sweden
In Sweden, sex education has been a mandatory part of school education since 1956. The subject is usually started between ages 7 and 10, and continues up through the grades, incorporated into different subjects such as biology and history. [9]

[edit] Switzerland
In Switzerland, the content and amount of sex education is decided at the cantonal level. In Geneva, courses have been given at the secondary level since the 1950s. Interventions in primary schools were started more recently, with the objective of making children conscious of what is and isn't allowed, and able to say "No". In secondary schools (age 13-14), condoms are shown to all pupils, and are demonstrated by unfolding over the teacher's fingers. For this, classes are usually separated into girl-only and boy-only subgroups. Condoms are not distributed, however, except among older adolescents engaged in state-run non-compulsory education (age 16-17).[citation needed]

[edit] United Kingdom
In England and Wales, sex education is not compulsory in schools as parents can refuse to let their children take part in the lessons. The curriculum focuses on the reproductive system, fetal development, and the physical and emotional changes of adolescence, while information about contraception and safe sex is discretionary. Britain has one of the highest teenage pregnancy rates in Europe and sex education is a heated issue in government and media reports. In a 2000 study by the University of Brighton, many 14 to 15 year olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception.[12]
In Scotland, the main sex education program is Healthy Respect, which focuses not only on the biological aspects of reproduction but also on relationships and emotions. Education about contraception and sexually transmitted diseases are included in the program as a way of encouraging good sexual health. In response to a refusal by Catholic schools to commit to the program, however, a separate sex education program has been developed for use in those schools. Funded by the Scottish Government, the program Call to Love focuses on encouraging children to delay sex until marriage, and does not cover contraception, and as such is a form of abstinence-only sex education.[citation needed]

[edit] United States
See also: Adolescent sexuality in the United States and Abstinence-only sex education
Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics as early as grades 5 or 6.[14] However, what students learn varies widely, because curriculum decisions are so decentralized. Many states have laws governing what is taught in sex education classes or allowing parents to opt out. Some state laws leave curriculum decisions to individual school districts.[15]
For example, a 1999 study by the Guttmacher Institute found that most U.S. sex education courses in grades 7 through 12 cover puberty, HIV, STIs, abstinence, implications of teenage pregnancy, and how to resist peer pressure. Other studied topics, such as methods of birth control and infection prevention, sexual orientation, sexual abuse, and factual and ethical information about abortion, varied more widely.[16]
Two main forms of sex education are taught in American schools: comprehensive and abstinence-only. Comprehensive sex education covers abstinence as a positive choice, but also teaches about contraception and avoidance of STIs when sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive.[15]
Abstinence-only sex education tells teenagers that they should be sexually abstinent until marriage and does not provide information about contraception. In the Kaiser study, 34% of high-school principals said their school's main message was abstinence-only.
The difference between these two approaches, and their impact on teen behavior, remains a controversial subject in the U.S. Teenage birth rates had been dropping in the U.S. since 1991, but a 2007 report showed 3% increase from 2005 to 2006.[17] From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines.[18] However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world.[19] Public opinion polls conducted over the years have found that the vast majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the totally opposite conclusion.[20][21][22]
Proponents of comprehensive sex education, which include the American Psychological Association,[23] the American Medical Association,[24] the National Association of School Psychologists,[25] the American Academy of Pediatrics,[26] the American Public Health Association,[27] the Society for Adolescent Medicine [28] and the American College Health Association,[28] argue that sexual behavior after puberty is a given, and it is therefore crucial to provide information about the risks and how they can be minimized; they also claim that denying teens such factual information leads to unwanted pregnancies and STIs.
On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach their standard of moral behavior; they maintain that a morality based on sex only within the bounds of marriage is "healthy and constructive" and that value-free knowledge of the body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal government has encouraged abstinence-only education by steering over a billion dollars to such programs.[29] Some 15 states now decline the funding so that they can continue to teach comprehensive sex education.[30][31][32][33] Funding for one of the federal government's two main abstinency-only funding programs, Title V, was extended only until December 31, 2007; Congress is debating whether to continue it past that date.[34]
The impact of the rise in abstinence-only education remains a question. To date, no published studies of abstinence-only programs have found consistent and significant program effects on delaying the onset of intercourse.[19] In 2007, a study ordered by the U.S. Congress found that middle school students who took part in abstinence-only sex education programs were just as likely to have sex (and use contraception) in their teenage years as those who did not.[35] Abstinence-only advocates claimed that the study was flawed because it was too narrow and began when abstinence-only curricula were in their infancy, and that other studies have demonstrated positive effects.[36]

[edit] Morality of sex education
One approach to sex education is to view it as necessary to reduce risk behaviours such as unprotected sex, and equip individuals to make informed decisions about their personal sexual activity. Additionally, some proponents and opponents of comprehensive sex education contend that education about homosexuality encourages tolerance and understanding that homosexuality isn't something that is wrong.
Another viewpoint on sex education, historically inspired by sexologists like Wilhelm Reich and psychologists like Sigmund Freud and James W. Prescott, holds that what is at stake in sex education is control over the body and liberation from social control. Proponents of this view tend to see the political question as whether society or the individual should teach sexual mores. Sexual education may thus be seen as providing individuals with the knowledge necessary to liberate themselves from socially organized sexual oppression and to make up their own minds. In addition, sexual oppression may be viewed as socially harmful.
To another group in the sex education debate, the question is whether the state or the family should teach sexual mores. They believe that sexual mores should be left to the family, and sex-education represents state interference. They claim that some sex education curricula break down pre-existing notions of modesty and encourage acceptance of practices that those advocating this viewpoint deem immoral, such as homosexuality and premarital sex. They cite web sites such as that of the Coalition for Positive Sexuality as examples. Naturally, those that believe that homosexuality and premarital sex are a normal part of the range of human sexuality disagree with them.
Many religions teach that sexual behavior outside of marriage is immoral, so their adherents feel that this morality should be taught as part of sex education. Other religious conservatives believe that sexual knowledge is unavoidable, hence their preference for a curricula based on abstinence.[37]

[edit] Lesbian, gay, bisexual, and transgender youth

Youth seeking his father's advice on loveFrom the Haft Awrang of Jami, in the story A Father Advises his Son About Love. His counsel is to choose that lover who desires him for his inner beauty. See Sufi outlook on male love Freer and Sackler Galleries, Smithsonian Institution, Washington, DC.
Lesbian, gay, bisexual, transgender, (LGBT) youth, and those with other sexual practices, are often ignored in sex education classes, including a frequent lack of discussion about safer sex practices for manual, oral, and anal sex, despite these activities' different risk levels for sexually transmitted diseases.
Some people do not agree with comprehensive sexual education that references or discusses such practices, believing that including this additional information might be seen as encouraging homosexual behavior. Proponents of such comprehensive curricula hold that by excluding discussion of these issues or the issues of homosexuality, bisexuality, or transgenderedness, feelings of isolation, loneliness, guilt and shame as well as depression are made much worse for students who belong or believe they may belong to one of these categories, or are unsure of their sexual identity. Supporters of including LGBT issues as an integral part of comprehensive sexuality education argue that this information is still useful and relevant and reduces the likelihood of suicide, sexually transmitted disease, 'acting out' and maladaptive behavior in these students. In the absence of such discussion, these youths are said to be de facto forced to remain in the closet, while youths are left without guidance on dealing with their own possible same-gender attractions and with their LGBT classmates.
Supporters of comprehensive sex education programs argue that abstinence-only curricula (that advocate that youth should abstain from sex until marriage) ignore and marginalize lesbian, gay, bisexual, and transgender youth, who are often unable to marry a partner due to legal restrictions. Proponents of abstinence-only education often have a more conservative view of homosexuality and bisexuality and are against them being taught as normal, acceptable orientations or placed in equal footing to heterosexual acts/relations, and so they generally do not see this as a problem. Supporters of comprehensive programs feel that this is a major problem as it could lead LGBT youth to feel even more alienated and ashamed of their sexual orientation.

[edit] Scientific study of sex education
The debate over teenage pregnancy and STDs has spurred some research into the effectiveness of different approaches to sex education. In a meta-analysis, DiCenso et al. have compared comprehensive sex education programs with abstinence-only programs.[38] Their review of several studies shows that abstinence-only programs did not reduce the likelihood of pregnancy of women who participated in the programs, but rather increased it. Four abstinence programs and one school program were associated with a pooled increase of 54% in the partners of men and 46% in women (confidence interval 95% 0.95 to 2.25 and 0.98 to 2.26 respectively). The researchers conclude:
"There is some evidence that prevention programs may need to begin much earlier than they do. In a recent systematic review of eight trials of day care for disadvantaged children under 5 years of age, long term follow up showed lower pregnancy rates among adolescents. We need to investigate the social determinants of unintended pregnancy in adolescents through large longitudinal studies beginning early in life and use the results of the multivariate analyses to guide the design of prevention interventions. We should carefully examine countries with low pregnancy rates among adolescents. For example, the Netherlands has one of the lowest rates in the world (8.1 per 1000 young women aged 15 to 19 years), and Ketting & Visser have published an analysis of associated factors.[39] In contrast, the rates are:
93.0 per 1000 in the United States (85.8/1000 in 1996)
62.6 per 1000 in England and Wales
42.7 per 1000 in Canada
15.1 per 1000 in Belgium (1996)[40]
We should examine effective programs designed to prevent other high risk behaviors in adolescents. For example, Botvin et al. found that school based programs to prevent drug abuse during junior high school (ages 12–14 years) resulted in important and durable reductions in use of tobacco, alcohol, and cannabis if they taught a combination of social resistance skills and general life skills, were properly implemented, and included at least two years of booster sessions.
Few sexual health interventions are designed with input from adolescents. Adolescents have suggested that sex education should be more positive with less emphasis on anatomy and scare tactics; it should focus on negotiation skills in sexual relationships and communication; and details of sexual health clinics should be advertised in areas that adolescents frequent (for example, school toilets, shopping centres)."[38]
Also, a U.S. review, "Emerging Answers", by the National Campaign To Prevent Teenage Pregnancy examined 250 studies of sex education programs.[41] The conclusion of this review was that "the overwhelming weight of evidence shows that sex education that discusses contraception does not increase sexual activity".

[edit] See also
About Your Sexuality
Adolescent sexuality
Facts of Life
Harmful to Minors, a book by Judith Levine, which deals with sexual morality and sex education in the United States
Harm reduction
Our Whole Lives
Permissive society
Promiscuity
Refusal skills
Section 28 (UK)
Sex manual
Sexual morality
Sexual orientation
Sexual revolution
Social conservatism
Teenage pregnancy
The birds and the bees

[edit] Notes
^ Reich (1936) Die Sexualität im Kulturkampf. Part one "the failure.." 6. The puberty problem - (3°) "A reflection.." - c. sexual relationships of pubescents - paragraph 4.a (pp.198-9 of italian edition)
^ "Joy of sex education" by George Monbiot, The Guardian, 11 May 2004
^ SIECUS Report of Public Support of Sexuality Education(1999)SIECUS Report Online
^ Sex Education in America.(Washington, DC: National Public Radio, Henry J. Kaiser Family Foundation, and Kennedy School of Government, 2004), p. 5.
^ Sari Locker, (2001) Sari Says: The real dirt on everything from sex to school. HarperCollins: New York.
^ Uganda reverses the tide of HIV/AIDS
^ a b http://www.healthgap.org/camp/pepfar.html
^ Adolescents In Changing Times: Issues And Perspectives For Adolescent Reproductive Health In The ESCAP Region United Nations Social and Economic Commission for Asia and the Pacific
^ a b Sex Has Many Accents TIME
^ Sex education begins to break taboos China Development Brief, 2005-06-03
^ Involve The Young! Interview with Dr Pramilla Senanayake, assistant director-general of the International Planned Parenthood Federation
^ a b Britain: Sex Education Under Fire UNESCO Courier
^ The Dutch model UNESCO Courier
^ "Sexuality Education in Fifth and Sixth Grades in U.S. Public Schools, 1999" (September/October 2000). Family Planning Perspectices 32 (5). Retrieved on 2007-05-23.
^ a b "Sex Education in the U.S.: Policy and Politics" (PDF). Issue Update. Kaiser Family Foundation (October 2002). Retrieved on 2007-05-23.
^ "Changing Emphases in Sexuality Education In U.S. Public Secondary Schools, 1988-1999" (September/October 2000). Family Planning Perspectives 32 (6). See especially Table 3.
^ CDC National Center for Health Statistics (2007-12-05). "Teen Birth Rate Rises for First Time in 14 Years". Press release. Retrieved on 2007-12-05. “The report shows that between 2005 and 2006, the birth rate for teenagers aged 15-19 rose 3 percent, from 40.5 live births per 1,000 females aged 15-19 in 2005 to 41.9 births per 1,000 in 2006. This follows a 14-year downward trend in which the teen birth rate fell by 34 percent from its all-time peak of 61.8 births per 1,000 in 1991.”
^ "National Youth Risk Behavior Survey: 1991-2005" (PDF). U.S. Department of Health and Human Services: Centers for Control and Prevention. Retrieved on 2007-05-25.
^ a b Hauser, Debra (2004). "Five Years of Abstinence-Only-Until-Marriage Education: Assessing the Impact". Advocates for Youth. Retrieved on 2007-05-23.
^ Dailard, Cynthia (February 2001). "Sex Education: Politicians, Parents, Teachers and Teens". The Guttmacher Report on Public Policy. Guttmacher Institute. Retrieved on 2007-05-23.
^ "On Our Side: Public Support for Comprehensive Sexuality Education" (Fact Sheet). SIECUS. Retrieved on 2007-05-23.
^ "NAEA Executive Summary of Key Findings". National Abstinence Education Association (2007-05-03). Retrieved on 2007-05-24.
^ Comprehensive Sex Education is More Effective at Stopping the Spread of HIV Infection
^ AMA Policy Finder - American Medical Association
^ NASP Position Statement on Sexuality Education
^ Sexuality Education for Children and Adolescents - Committee on Psychosocial Aspects of Child and Family Health and Committee on Adolescence 108 (2): 498 - Pediatrics
^ APHA: Policy Statement Database
^ a b http://www.google.com/url?sa=t&ct=res&cd=8&url=http%3A%2F%2Fwww.adolescenthealth.org%2FPositionPaper_Abstinence_only_edu_policies_and_programs.pdf&ei=XpBYR8iOMpPs0AS50O35Cg&usg=AFQjCNFxZwyxgsY99vfZ232IXgnvHRMPgQ&sig2=SvcPtDT5aBQeYdHIudHmsg
^ "Abstinence-Only Programs: Harmful to Women & Girls: Federal Funding for Abstinence-Only Programs". Legal Momentum. Retrieved on 2007-05-25.
^ States that decline abstinence-only funding include California, Colorado, Connecticut, Maine, Massachusetts, Minnesota, Montana, New Jersey, New Mexico, Pennsylvania, Ohio, Rhode Island, Virginia, Washington, and Wisconsin.
^ "Maine Declines Federal Funds for Abstinence-Only Sex Education Programs, Says New Guidelines Prohibit 'Safe-Sex' Curriculum", Medical News Today (2005-09-23). Retrieved on 2007-05-24.
^ Huffstutter, P.J. (2007-04-09). "States refraining from abstinence-only sex education", Boston Globe, Los Angeles Times. Retrieved on 2007-05-23.
^ "An Overview of Federal Abstinence-Only Funding" (PDF). Legal Momentum (February 2007). Retrieved on 2007-05-25.[1]
^ Mixon, Melissa (2007-10-06). "Abstinence programs brace for major funding cut", Austin American-Statesman. Retrieved on 2007-10-17.
^ "Study: Abstinence programs no guarantee", CNN.com, Associated Press (2007-04-14). Retrieved on 2007-04-18.
^ National Abstinence Education Association (2007-04-13). "Mathematica Findings Too Narrow". Press release. Retrieved on 2007-05-25.
^ PBS, February 4, 2005 Religion & Ethics Newsweekly, Episode 823 Accessed 2006-12-30
^ a b DiCenso A. et al.: Interventions to Reduce Unintended Pregnancies Among Adolescents: Systematic Review of Randomized Controlled Trials. British Medical Journal 2002;324:1426.
^ Ketting, E. & Visser, A., Contraception in the Netherlands: the low abortion rate explained. Patient Education and Counseling 23
^ www.ethesis.net {in Dutch)
^ Douglas Kirby, Ph. D.: Emerging Answers: Research Findings on Programs to Reduce Teen Pregnancy. National Campaign to Prevent Teen Pregnancy, 2001. Homepage of the study.

[edit] External links
Sexuality Information and Education Council of the United States (SIECUS)
Facts on Sex Education in the United States From the Guttmacher Institute
Teachers' TV Sex and relationship education site for schools
Doinitright.org Place where teens can ask anonymous questions about sexual health
Patterns of Deceit Raise Concerns About Teenage Sex Surveys in The New York Times, about virginity pledges
The Dutch model UNESCO Courier on the success of the Netherlands.
Sex information website by the "Nederlandse Vereniging voor Seksuele Hervorming" (Dutch Society for Sexual Reform)
Sexwise Sex information for teenagers in the UK
Youth-Policy Youth reproductive health and HIV/AIDS policy in developing countries
Project Growing Up Sexually
Free downloadable slide presentations for teaching sexual education
TeenSource.org Sex education site for teens
Sex, Etc. The national magazine and Web site written by teens, for teens, on sexual health issues.
UCSB's SexInfo A website where anyone can ask a question about sex. Also has many articles on sex related topics.
The SexEdLibrary A comprehensive resource for sexuality education teachers.
Sex and the CDC, The Indypendent
An example of sex education for adults using flash animation and video
"No Matter the Approach, Sex Ed Works"
Sex ed needs a push An article written by a journalism student in HK
[show]
v • d • e Sex
History
History of human sexuality · History of erotic depictions · Sexual revolution
Sexual acts
Sexual intercourse (foreplay · positions) · Oral sex · Anal sex · Anal-oral sex · Group sex · Sexual sublimation · Barebacking · Dirty talk · Facial · Fingering · Fisting · Masturbation · Handjob · Non-penetrative sex · Sumata · Quickie
Physiological events
Ejaculation · Erection · Insemination · Orgasm · Pregnancy · Sexual arousal
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Identity
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Agricultural · Art · Bilingual · Chemistry · Language · Legal · Mathematics · Medical · Military · Music · Peace · Performing arts · Physics · Reading · Religious · Science · Sex · Technology · Vocational · More...
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v • d • e Sexual ethics
List of topics in sexual ethics
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Africa · Asia · Oceania · Europe · North America · Central America · South America
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Child pornography · Child prostitution · Child marriage
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Curriculum MBBS/BDS Nepal

2008-07-31T20:54:00.000-07:00

c
Ministry of Education and Sports
Kaiser Mahal
Rationale/Background
Ministry of Education and Sports (MOES), Nepal has fully
realized the problems of students who passed ISc/PCL/+2 and
equivalent examination with biology seeking admission in
M.B.B.S. / B.D.S. Degree.
As there was no official curriculum for MBBS/ BDS entrance
exams, MOES has recently developed a curriculum in
collaboration with TU, KU and HSEB by involving a number
of concerned professors and subject specialists with a view to
cater to the needs of the said entrance exams. In the course of
developing this curriculum, MOES has made every effort to
incorporate all the essential ingredients of a fully functional
curriculum. It is, therefore, hoped that it will go a long way in
proving to be examinee friendly as well as an effective tool to
evaluate students efficiently.
Presently the students have to appear at competitive tests
conducted by different universities, institutions and the MOES
with slightly different principles to prove their merits. Different
types of syllabi exist for the same entrance tests at different
institutions and students have to focus their effort accordingly.
In order to minimize such difficulties a common principle
acceptable to all concerned institutions to hold competitive
examination with a common syllabus has been agreed upon
under the umbrella of MOES.
The test will be conducted for 2 (two) hours on a model of
Multiple Choice Question Answer (MCQA) of 100 questions
carrying 1 (one) mark each per question. (Detail given in
Appendix)
Contents
SN Subject/Topics Page
PHYSICS
Unit I. Mechanics 1-2
Unit II. Heat & Thermodynamics 2
Unit III. Waves & Optics 3-4
Unit IV. Electricity & Magnetism 4
Unit V. Modern Physics 5
CHEMISTRY
Unit I. General & Physical Chemistry 5-9
Unit II. Inorganic Chemistry 9-11
Unit III. Organic Chemistry: 11-14
BIOLOGY ( Botany and Zoology )
BOTANY
Unit I. Structure, Reproduction and Economic Importance 15
Unit II. Structure, Reproduction and Economic Importance 15
Unit III. Plant Morphology 15
Unit IV. Taxonomy of Angiosperms 15
Unit V. Plant Anatomy 16
Unit VI. Plant Physiology 16
Unit VII. Cell Biology 16
Unit VIII. Genetics: 16
Unit IX. Developmental Biology 17
Unit X. Ecology and Biodiversity Conservation 17
Unit XI. Application of Biology 17
ZOOLOGY
Unit I. Introduction 18
Unit II. Animal Diversity and Their Classification 18
Unit III. Biology of the following 18
Unit IV. Human Diseases 19
Unit V. Rabbit Bones 19
Unit VI. Endocrinology of Mammal 19
Unit VII. Animal Tissues 19
Unit VIII. Animal Behavior 20
Unit IX. Animal Adaptation 20
Unit X. Evolution 20
Unit XI. Developmental Biology 20
MODEL QUESTIONS
1 Physics 21-29
2 Chemistry 29-36
3 Biology( Botany and Zoology ) 37-46
Appendix
MBBS/BDS Entrance Examination - Curriculum
1
PHYSICS
Unit I. Mechanics
1. Fundamental physical quantities, units and dimensions
vectors addition and subtraction, scalar and vector
products of two vectors.
2. Kinematics: velocity and speed, acceleration – velocity
– time graph; equation of motion with uniform
acceleration; projectile motion. Newton's laws of
motion, principle of conservation of linear momentum,
work done by constant and variable force, energy and
power, potential and kinetic energy, conservative and
non-conservative forces, conservation of energy,
renewable and non-renewable sources of energy, elastic
and inelastic collision,
3. Circular motion: Centripetal force, centrifugal force and
its applications
4. Gravitation: Newton's laws of gravitation, variation of
acceleration due to gravity, gravitational field intensity,
gravitational potential, potential energy in a gravitational
field, geostationary satellites, orbital velocity, parking
orbits, potential and kinetic energy of satellites, escape
velocity
5. Rotational motion: Kinetic energy due to rotational
motion, torque and couple, work done by a torque,
moment of inertia; angular momentum and its
conservation, K.E. of a rolling object.
6. Simple Harmonic Motion: simple pendulum, oscillating
systems, spring and mass, P.E. and K.E. in oscillating
systems.
7. Elasticity: molecular theory, stress, strain, Hook's law,
Young's, shear and bulk modulii, energy stored in a
MBBS/BDS Entrance Examination - Curriculum
2
stretched wire, force in a bar due to contraction or
expansion,
8. Surface tension: molecular theory of surface tension,
surface energy, excess pressure inside a spherical liquid
surface, angle of contact and capillary action.
9. Viscosity: streamline & turbulent flows, velocity
gradient, Newton's formula, coefficient of viscosity,
Poiseuille's formula, Stoke's law, methods of
determination of coefficient of viscosity
Unit II. Heat and Thermodynamics
1. Heat and temperature: thermal equilibrium, heat
capacity, principle of calorimetry, cooling laws, latent
heat. thermal expansion of solid, liquid and gas, thermal
stress, barometric correction, absolute temperature,
kinetic theory of gasses, ideal gas equation.
2. Transmission of heat: conduction, temperature
gradient, conductivity, convection, radiation, black
body, Wien's displacement law, Stefan's law, Kirchhoff's
law.
3. Hygrometry: relative and absolute humidity, phase
diagram and triple point.
4. Thermodynamics: heat and work, internal energy, first
law of thermodynamics, heat capacities of a gas,
isothermal, isobaric, isochoric and adiabatic processes,
second law of thermodynamics, Carnot's cycles,
entropy.
MBBS/BDS Entrance Examination - Curriculum
3
Unit III. Waves and Optics
1. Reflection at plane and curved surfaces: refraction at
plane surfaces, refractive indices, lateral shift, critical
angle, total internal reflection and its applications
including optical fiber, refraction through prism,
converging and diverging lenses, lens maker's formula
and combination of lenses, defects of vision, correcting
lenses.
2. Dispersion of light: white light spectrum, dispersive
power, chromatic aberration, achromatic combination of
lenses, optical instrument: spectrometer, visual angle,
angular magnification, simple and compound
microscope, prism binoculars, astronomical and
terrestrial telescopes,.
3. Photometry: luminous flux, luminous intensity,
illuminance, Lambert's cosine law and photometers.
4. Wave motion: free, damped and forced oscillation,
resonance, longitudinal and transverse wave motion,
Progressive wave: velocity of transverse wave in a
stretched string, velocity of a longitudinal wave in a
fluid, velocity of sound in air, Laplace’s correction,
effect of temperature, pressure and humidity on the
velocity of sound, principle of superposition; stationary
waves, waves in pipes, strings and rods, intensity and
intensity level, loudness, pitch and quality, noise
pollution; beats, Doppler's effect. electromagnetic
waves: electromagnetic spectrum, Huygen's wave
theory, reflection and refraction of light wave,
interference of light, coherent sources, optical path
difference, phase difference, constructive and
destructive interference, Young's double slits
experiment; diffraction of light: Fresnel and
Fraunhoffer diffraction, Single slit Fraunhoffer
MBBS/BDS Entrance Examination - Curriculum
4
diffraction, Polarization of light; Malus’ law, Brewster's
law and Polaroid.
Unit IV. Electricity & Magnetism
1. Electrostatics: electrostatic field: Coulomb's law,
electric field, electric flux, Gauss's theorem, potential
energy, electric potential, potential gradient, action of
points, Van de Graaf's generator, capacitors,
combination of capacitors, action of dielectric, relative
permittivity and dielectric strength, energy of a charged
capacitor, charging and discharging of capacitors
2. Electric current: metallic conduction, potential
difference, Ohm's law, Ohmic and non-ohmic
conductors. resistance: resistivity, combination of
resistors, Kirchhoff's laws and its application, heating
effect of electric current, Joule's laws, thermoelectric
effect, thermocouple, chemical effect of electric current,
electrolysis, Faraday's laws
3. Magnetic field: lines of forces, magnetic field due to
current, Biot Savart law, Helmholtz coils, magnetic
moment of a current loop, Ampere's theorem, force on
conductor: force on moving charges, Hall effect,
magnetic materials, magnetization, susceptibility,
permeability, domain theory, hysteresis, dia, para and
ferro-magnetism.
4. Electromagnetic induction: self induction, mutual
induction, energy stored in magnetic field of a coil. A.C.
and D.C. generator, RMS value and peak value of the
A.C. current; A.C. through L, R and C in series; power
in A.C. circuit; transformer.
MBBS/BDS Entrance Examination - Curriculum
5
Unit V. Modern Physics
1. Electron: Millikan’s oil drop experiment, gaseous
discharge, cathode rays; motion of electron in electric
field and magnetic field, thermionic emission of
electrons, specific charge of electron (e/m), cathode ray
oscilloscope, photons: photoelectric effect
2. Atoms: Bohrs theory of H-atom; energy levels;
excitation and ionization energies; production of laser;
its properties and uses, production of X-rays; properties
and uses of X-rays; de Broglie's wave. Nucleus: atomic
number; mass number and isotopes; mass energy
relation; mass defect and binding energy. Radioactivity:
properties of alpha, beta and gamma rays, G.M. tube;
absorption of beta particles and gamma rays; laws of
radioactive disintegration; half-life and mean-life;
artificial disintegration; nuclear reaction; nuclear fission
and fusion; radio isotopes; radiation hazards and safety
measures.
3. Electronics: conductor, semiconductor and insulator,
junction diode, rectifier, transistor, CE amplifier
MBBS/BDS Entrance Examination - Curriculum
6
CHEMISTRY
Unit I. General & Physical Chemistry
1. Language of Chemistry
Symbols and formulae, atoms and molecules, elements
and compounds.
2. States of Matter
Molecular interpretation of three states of matter
Gaseous state: Gas laws: Boyle's Law; Charles’ Law,
Kelvin scale of temperature; universal gas constant;
Dalton's Law of partial pressure, Graham's law of
diffusion, kinetic theory of gases (no derivation),
deviation of real gas from ideal behaviour, calculations
involving gas laws.
Liquid state: Properties of liquids, solution,
concentration of solution, concept of molarity,
solubility, effect of temperature on solubility, solubility
curve, viscosity and surface tension.
Solid state: Properties of solids, classification of solids
based on different binding forces, crystals, crystal
lattice, seven types of crystal systems.
3. Laws of Stoichiometry and Avogadro's Hypothesis
Laws of stoichiometry: Law of conservation of mass,
law of constant proportions, law of multiple proportions,
law of reciprocal proportions, Gay Lussac's law of
gaseous volumes, chemical calculations based on
stoichiometry. Atomic and molecular masses, empirical
and molecular formulae, Avogadro's hypothesis,
important deductions from Avogadro’s hypothesis,
Avogadro’s number, mole concept, determination of
chemical formulae from percent composition, problems
based on chemical equations.
MBBS/BDS Entrance Examination - Curriculum
7
4. Atomic Structure
The subatomic particles, the electrons and nucleons (
protons and neutrons), their masses and charges, the
atomic mass unit, Dalton's atomic theory, Rutherford's
experiment, Bohr's model, interpretation of hydrogen
spectra on the basis of Bohr’s model, elementary idea of
quantum mechanical model of atom, de Broglie
relation, Heisenberg uncertainty principle, quantum
numbers, atomic orbital, shapes of s and p orbitals,
Pauli's exclusion principle, Hund's rule of maximum
multiplicity; Aufbau principle, quantum designation of
electrons, electronic configuration of atoms in the
ground state up to Z = 30, Isotopes and fractional atomic
weights, nuclear fission and fusion, radioactive
disintegration and half life.
5. Chemical Bonding
Valency, octet rule, chemical bonds and Lewis structure,
ionic bonds, covalent bond, electronegativity and ionic
character of covalent bond, coordinate covalent bond,
idea of metallic bonds, intermolecular forces, van der
Waal's forces, hydrogen bonding, importance of
hydrogen bonding, VSEPR theory and shapes of
BeF2,BF3,CH4, H2O, NH3 , PF5, and SF6.
6. Oxidation and Reduction
Electronic concept of oxidation and reduction reactions,
oxidation number, balancing redox reactions by
oxidation number and ion-electron methods.
7. Periodic Table
Mendeleev's periodic table, modern periodic law and
long form of periodic table, types of elements on the
basis of periodic table, periodic trends in ionization
MBBS/BDS Entrance Examination - Curriculum
8
energy, electron affinity, atomic radii, electronegativity
and valency.
8. Acids, Bases and Salts
Classical definition, Arrhenius concept of acids, bases
and salts, Bronsted-Lowry concept, Lewis concept,
hydrogen ion concentration and pH, calculation of pH of
strong acids, neutralization, hydrolysis of salts.
9. Volumetric Analysis
Equivalent weight of elements and compounds (acids,
bases and salts), standard solution, primary and
secondary standards, different ways of expressing
concentration of solution, normality equation, titration
based on neutralization and redox reactions, indicator,
titration curve and selection of acid base indicator,
solving problems on acidimetry and alkalimetry
involving normality and molarity.
10. Electrochemistry
Electrolytic and metallic conduction, Arrhenius theory
of ionization, Faraday’s laws of electrolysis, electronic
interpretation of Faraday’s laws, mechanism of
electrolysis and criteria of product formation electrode
potential, standard electrode potential, EMF of a
galvanic cell and the use of electrode potential to predict
a chemical reaction, commercial batteries.
11. Chemical Kinetics
Rate of reaction, rate law and rate constant, order and
molecularity, half life period, factors affecting the rate
of reaction ( particle size, concentration, temperature,
and catalyst, concept of activation energy, and idea of
photochemical reaction.
MBBS/BDS Entrance Examination - Curriculum
9
12. Chemical Equilibrium
Equilibrium in physical processes, features of dynamic
equilibrium, equilibrium constant, Kp and Kc, relation
between Kp and Kc , LeChatelier’s principle: effect of
pressure, concentration, temperature and catalyst on
chemical equilibrium), equilibrium involving ions,
ionization of weak electrolytes(Ostwald’s dilution law),
degree of ionization and ionization constant, solubility
and solubility product, common ion effect and their
applications.
13. Chemical Thermodynamics
Language of thermo-chemistry, standard heats of
formation and combustion, heat of neutralization, Hess’s
law, energy changes in chemical reactions, spontaneous
processes, second law of thermodynamics, entropy and
its physical concept, entropy and criteria of spontaneity
in terms of entropy change of universe, entropy change
in phase transformations, Gibb's free energy and the
direction of chemical change, standard free energy
change and equilibrium constant, free energy and useful
work.
Unit II. Inorganic Chemistry
1. Non-metals
Hydrogen: Unique position in periodic table, isotopes,
preparation, properties and uses.
Oxygen and ozone: Preparation, properties and uses of
oxygen, classification of oxides, preparation, properties
and uses of ozone, structure of ozone, hole in the ozone
layer.
MBBS/BDS Entrance Examination - Curriculum
10
Water: Structure of water, solvent properties of water,
hard and soft water, detergents and water pollution,
heavy water.
Carbon: Allotropes of carbon including fullerene,
preparation, properties and uses of CO and CO2,
poisoning by CO.
Nitrogen: Nitrogen cycle, preparation, properties and
uses of nitrogen, preparation, properties and uses of
ammonia, principle of manufacture of ammonia by
Haber process, structure of ammonia, principle of
manufacture of nitric acid by Ostwald process,
properties and structure of and uses of nitric acid,
structure of oxides of nitrogen.
Sulphur: Allotropes of sulphur, preparation, properties
and uses of H2S, SO2, principle of manufacture of
sulphuric acid by contact process, properties and uses of
sulphuric acid, sulphur dioxide and air pollution, acid
rain.
Phosphorus: Allotropes of phosphorus, phosphine and
phosphate fertilizer.
Halogen and halogen acids: Preparation, properties and
uses, comparative study of HCl, HBr and HI, test of
halides and tincture of iodine
Noble gases: Introduction, isolation and uses of noble
gases, compounds of xenon – xenon fluorides.
2. Metals
Metals and metallurgy: Introduction, distinction
between metals and non-metals, metalloid,
electrochemical series and occurrence of metal,
metallurgical principle and metallurgical terms.
MBBS/BDS Entrance Examination - Curriculum
11
Alkali and alkaline earth metals: Periodic discussion,
general characteristics of alkali and alkaline earth
metals, principle of extraction of sodium (Down’s
process), properties and uses of sodium, principle of
manufacture of sodium carbonate, sodium hydroxide,
and their properties and uses, biological importance of
sodium and potassium, preparation, properties and uses
of quicklime, plaster of Paris and bleaching powder,
chemistry of magnesium hydroxide and Epsom salt.
Coinage metals: Introduction, occurrence, extraction
and properties of copper, chemistry of compounds of
copper and silver (CuO, Cu2O, CuSO4.5H2O, AgNO3,
and AgCl), purity of gold (carats and fineness).
Heavy metals: (zinc, iron, mercury and lead) :
Occurrence, extraction and properties of zinc, iron and
mercury, manufacture of steel, heat treatment of steel,
stainless steel, rusting of iron, galvanization, chemistry
of compounds of iron, zinc and mercury and lead (FeCl3,
FeCl3,6H2O, FeSO4. 7H2O, ZnO, ZnSO4.7 H2O,
Hg2Cl2, HgCl2,PbO, and Pb3O4), Mercury pollution and
mercury poisoning.
Unit III. Organic Chemistry
1. Organic Chemistry: some basic principles
Introduction: Definition, sources and importance of
organic compounds, detection of N, S and halogens in
organic compounds.
Bonding in organic compounds: Tetracovalency of
carbon, hybridization (sp,sp2,sp3), sigma and pi- bonds.
Electronic displacement in covalent bond: inductive
effect, eletromeric effect, mesomeric effect and
resonance.
MBBS/BDS Entrance Examination - Curriculum
12
Fission in covalent bond: Hemolytic and heterolytic
fission, electrophiles and nucleophiles, carbocation and
carbanions.
Formula of organic compounds: Empirical, molecular
and structural, functional groups, homologous series,
isomerism (structural & stereoisomerism), nomenclature
of organic compounds.
2. Hydrocarbons
Classification of hydrocarbons, sources of hydrocarbons,
nomenclature.
Alkanes: Nomenclature, preparation, properties and uses
of alkanes, octane number, preparation and properties of
methane.
Alkenes: Nomenclature, preparation, properties and uses
of alkenes, Markovnikov’s rule and peroxide effect,
preparation, properties and uses of ethene.
Alkynes: Preparation, properties and uses of ethyne,
acidic character of ethyne.
3. Organic halogen compounds
Alkyl halides: Nomenclature, nature of C-X bond,
properties and uses of alkyl halides.
Chloroform: Preparation, properties and uses.
4. Alcohols
Classification, nomenclature, distinction between 1o, 2o
and 3o alcohols, industrial preparation of ethanol
(hydration of ethene and fermentation) properties of
alcohols.
MBBS/BDS Entrance Examination - Curriculum
13
5. Ethers
Nomenclature, important methods of preparation of
diethyl ether, chemical and physical properties and uses
of diethyl ether.
6. Carbonyl Compounds
Structures and nomenclature, preparation, properties and
uses of formaldehyde, acetaldehyde and acetone, aldol
condensation, Cannizzaro reaction
7. Carboxylic Acids
Structures and nomenclature, preparation, properties and
uses of formic and acetic acid, derivatives of carboxylic
acid: acid chlorides, acid anhydrides, ester and amides
8. Amines
Structures, classification, nomenclature, distinction and
separation of primary, secondary and tertiary amines,
chemical and physical properties and uses of
ethylamine.
9. Aromatic Hydrocarbons
Benzene: Structure of benzene, nomenclature and
structure of substituted benzene, properties and uses of
benzene.
Aniline: Preparation, properties and uses.
Nitrobenzene: Preparation, properties and uses.
Phenol: Preparation, properties and uses.
10. Carbohydrates, Proteins, Nucleic Acids, and Lipids
Carbohydrates: Classification of carbohydrates,
structures of glucose and fructose, functions of
carbohydrates.
MBBS/BDS Entrance Examination - Curriculum
14
Protein: Amino acids and peptide bonds, classification
of proteins, denaturation and hydrolysis of protein,
functions of proteins.
Nucleic acids: Types and constituents of nucleic acids,
functions of nucleic acids.
Lipids: Lipids and triglycerides, phospholipids.
11. Polymers, Pesticides, Dyes and Drugs
Polymers: Polymerization (addition and condensation),
classification of polymers, and some important synthetic
polymers (polyethylene, PVC, polystyrene, Teflon,
polyester, Terylene (Dacron), nylon 66
Pesticides: Introduction, DDT, Malathion and
pheromones
Dyes: Classification of dyes with examples (based on
chemical constitution and mode of application)
Drugs: General introduction to drugs: Antiseptic,
analgesic, antipyretic, antacids, and tranquilizers.
MBBS/BDS Entrance Examination - Curriculum
15
BIOLOGY
( Botany and Zoology )
BOTANY
Unit I. Structure, Reproduction and Economic
Importance of
Bacteria, Virus and Lichens.
Unit II. Structure, Reproduction and Economic
Importance of
1. Algae: Nostoc and Spirogyra
2. Fungi: Mucor and Agaricus
3. Bryophyta: Marchantia and Funaria
4. Pteridophyta: Fern (Pteridium )
5. Gymnosperm: Pinus and Cycas
Unit III. Plant Morphology
1. Parts of a typical flowering plant (Mustard)
2. Leaf: morphology and modification
3. Root: Regions of root, Types and Modification
4. Stem: Types and Modification
5. Flower: Parts
6. Fruits: Types
7. Seeds: Dicot, Monocot
Unit IV. Taxonomy of Angiosperms
1. Basic concept of taxonomy and binominal nomenclature
2. Characteristics and Economic importance of the
following families:
Cruciferae, Solanaceae, Gramineae and Liliaceae
MBBS/BDS Entrance Examination - Curriculum
16
Unit V. Plant Anatomy
Types of tissues, Primary internal structure of root, stem
and leaf of monocot and dicot, Secondary growth of
dicot stem
Unit VI. Plant Physiology
1. Water relations (difussion, osmosis, absorption,
transpiration and ascent of sap),
2. Photosynthesis
3. Respiration
4. Growth hormones.
Unit VII. Cell Biology
1. Cell as a unit of life, structure of prokaryotic and
eukaryotic cell, cell organelles and their function.
2. Biochemically important molecules ( carbohydrates,
proteins, amino acids, nucleic acid and lipids)
3. Cell divisions (Mitosis, meiosis and their significance)
Unit VIII. Genetics
1. Mendelism, Mendel's Laws of Inheritance
2. Concept of incomplete dominance and co-dominance
3. Genetic materials (RNA and DNA), gene pool, crossing
over, sex linked inheritance and mutation.
Unit IX. Developmental Biology
1. Reproduction and development in angiosperms
2. Vegetative propagations
MBBS/BDS Entrance Examination - Curriculum
17
3. Micro and mega- sporogenesis, micro and mega-
gametogenesis
4. Pollination, fertilization and development of dicot and
monocot embryo.
Unit X. Ecology and Biodiversity Conservation
1. Plant adaptation ( hydrophytes, mesophytes and
xerophytes)
2. Types of forests in Nepal
3. Biodiversity conservation, endangered species of plants
and wildlife, causes of extinction.
4. Abiotic and biotic factors, food chain, food web, trophic
level, pond and grassland ecosystems.
5. Ecological imbalances and its consequences:
a. Green house effect
b. Depletion of ozone layer
c. Acid rain
d. Pollution: Air, water, soil, their sources of
pollution, effects and control measures
Unit XI. Application of Biology
1. Introduction to biotechnology
2. Principles of plant and animal breeding
3. Biofertilizers
4. Antibiotics, Vaccines
5. Tissue and Organ transplantation
6. Test tube baby
7. Fermentation
8. Genetic engineering and tissue culture
MBBS/BDS Entrance Examination - Curriculum
18
ZOOLOGY
Unit I. Introduction
1. Scope and branches of biology, its relation with other
subjects
2. Life and its origin, Oparin and Halden’s theory, Miller
Urey Experiments
3. Life components (Organic and inorganic)
Unit II Animal Diversity and Their Classification
General Characteristics and its classification up to class
with examples of the following:
Protozoa, Porifera, Coelenterata, Platyhelminthes,
Aschelminthes, Annelida, Arthropoda, Mollusca,
Echinodermata and Chordata.
Unit III. Biology of the following
1. Plasmodium vivax: Habit and habitat, structure
(Sporozoite), life- cycle and control of malaria.
2. Paramecium caudatum: Habit and habitat, structure,
reproduction (Binary fission and Conjugation with its
significance).
3. Pheretima posthuma: Habit and habitat, structure,
digestive, nervous and reproductive system and
economic importance of earthworms.
4. Rana tigrina: Habit and habitat, structure, digestive,
nervous, respiratory, circulatory, excretory, and
reproductive systems. Histology of the related organs.
5. Mammal (Rabbit /Man): Skin, respiratory, digestive,
nervous, circulatory, excretory, and reproductive
MBBS/BDS Entrance Examination - Curriculum
19
systems. Histology of the related organs, human blood
groups and sense organs (Eye and Ear).
Unit IV. Human Diseases
1. Socially significant : Drug abuse, Alcoholism and
Smoking.
2. Communicable: Typhoid, Tuberculosis, Ascariasis,
Girardiasis and AIDS.
3. Non-communicable: Cancer.
Unit V. Rabbit Bones
Appendicular and Axial
Unit VI. Endocrinology of Mammal
pituitary, thyroid and parathyroid, adrenal, islets of
langerhans.
Unit VII. Animal Tissues
Epithelial, Connective, Muscular and Nervous.
Unit VIII. Animal Behavior
1. Reflex action
2. Taxes
3. Leadership
4. Migration of fishes and birds: Habit and habitat,
structure, digestive, nervous and reproductive
Unit IX. Animal Adaptation
1. Aquatic.
2. Amphibians
MBBS/BDS Entrance Examination - Curriculum
20
3. Terrestrial
4. Volant (aerial)
5. Desert and parasitic
Unit X. Evolution
1. Definition, Organic evolution
2. History, theories of organic evolution ( Lamarckism,
Darwinism, Neo-Darwinism)
3. Evidences of organic evolution (morphological,
embryological, anatomical, palentological, chemical and
genetical)
4. Human evolution.
Unit XI. Developmental Biology:
Development of frog (embryonic and post embryonic
development)
MBBS/BDS Entrance Examination – Model Question
21
PHYSICS
1. A body is projected at an angle è with the vertical, with
kinetic energy, E. The potential energy at the topmost
point of the path, neglecting air resistance, is
a) zero
b) E
c) E cos2è
d) E sin2è
2. The power of a water pump is 3 kilowatt. The volume of
water it can raise in one minute to a height of 10m,
assuming g = 10ms-2, is
a) 2 m3
b) 2.4 m3
c) 4 m3
d) 1.8 m3
3. A body, attached to a string, must possess a minimum
velocity at the top of a vertical circle while moving
round without a slack in the string. Minimum velocity
will be
a) g r
b) (g r)1/2
c) 4 g r
d) (4 g r) 1/2
MBBS/BDS Entrance Examination – Model Question
22
4. If the displacement of a body in simple harmonic motion
is represented by y = r sin(ùt), in an usual motion, its
maximum acceleration will be
a) r ù
b) - r ù
c) - ù2 r
d) ù2 r
5. Two masses of 1 kg and 2 kg are 9 m apart and make a
two body system. Their centre of mass from 1 kg mass
will be at
a) 6 m
b) 4 m
c) 3 m
d) 2m
6. Poise is an unit of viscosity. Dimension of the
coefficient of viscosity is
a) M-1L-1T
b) ML-1T
c) ML-1T-1
d) MLT-1
7. Two bodies, one held 1m above the other directly, are
released simultaneously and fall freely under gravity.
After 3 second their relative separation will be
a) 0.98 m
b) 1 m
MBBS/BDS Entrance Examination – Model Question
23
c) 4.9 m
d) 9.8 m
8. If an automobile moves with constant power P, relation
between velocity and time will be
a) v á t1/2
b) v á t3/2
c) v á t2
d) v á t
9. If one mole of an ideal gas at STP is heated through 1K
the work done by the gas in heat unit will be
a) 1.98 cal
b) 8.31 cal
c) 0.831 cal
d) 83.1 cal
10. Two perfectly black bodies at Kelvin temperatures T and
T' emit the maximum wavelengths of radiation ëm and
ë'm respectively. Which of the following ratio of ëm/ë'm is
correct?
a) ëm/ë'm is directly proportional to T/T'
b) ëm/ë'm is inversely proportional to T/T'
c) ëm/ë'm is directly proportional to (T/T')4
d) ëm/ë'm is inversely proportional to (T/T')-1/4
MBBS/BDS Entrance Examination – Model Question
24
11. When water is heated from 0 to 4°C
a) cp > cv
b) cp < cv
c) cp - cv = R
d) cp = cv
12. Resolving power of the human eye is nearly
a) 342
b) 1/342
c) 3420
d) 1/3420
13. An impure spectrum of Green, Blue, Orange and Yellow
is observed on a screen when light passes through a
transparent prism. The refractive index of the prism with
respect to the colours will be maximum for
a) Blue
b) Green
c) Orange
d) Yellow
14. In a diffraction experiment a plane transmission grating
having 5500 lines/cm is illuminated by a source of light
of wavelength 6000 Angstrom. Number of maxima
observed on the screen will be
a) 2
b) 3
MBBS/BDS Entrance Examination – Model Question
25
c) 5
d) 6
15. Ratio of intensities of two sound waves is 4:9. If the
waves are superimposed the maximum intensity
produced will be
a) 4 unit
b) 16 unit
c) 25 unit
d) 81 unit
16. Velocity of sound in air at STP is 330 ms-1. The distance
covered by sound in 2 seconds when atmospheric
temperature is 30°C, will nearly be
a) 0.5 km
b) 0.7 km
c) 1 km
d) 2 km
17. If R is the radius of a resonance tube, the end correction
to be applied is
a) 0.3 R
b) 0.4 R
c) 0.5 R
d) 0.6 R
MBBS/BDS Entrance Examination – Model Question
26
18. The capacitance of a spherical conductor with radius 1m
is
a) 1 microfarad
b) 9 x 109 farad
c) 1.1 x 10-10 farad
d) 9 x 10-9 farad
19. A dielectric has strength of 106 Vm-1. The minimum
voltage to be applied across a 1 mm thick specimen to
puncture it is
a) 106 V
b) 109 V
c) 103 V
d) 2 x 106 V
20. NC-1 has the same dimension as
a) Volt meter
b) farad meter
c) farad/meter
d) Volt/meter
21. The flow of 6.25 x 1012 electrons per second from a wire
constitutes current equal to
a) µA
b) mA
c) 1A
d) 1nA
MBBS/BDS Entrance Examination – Model Question
27
22. In order that Ohm's law is obeyed, which of the
following is correct if v is drift velocity on electric field
E?
a) v á E2
b) v á E1/2
c) v = constant
d) v á E
23. Material A is used as a permanent magnet. It means
a) A has high coercivity
b) A has high retentivity
c) A has low coercivity
d) A has low retentivity
24. Two wires of the same mass and material are drawn
1mm and 2mm thick. They are connected in series and a
current is sent through them. The heat produced will be
in the ratio
a) 1:16
b) 16:1
c) 4:1
d) 2:1
25. The kinetic energy of a proton accelerated by 1V is
a) 1/1840 eV
b) 1840 eV
c) 1 eV
d) (1840)1/2 eV
MBBS/BDS Entrance Examination – Model Question
28
26. The ratio of wavelength of first line of Lyman series to
first line of Balmer series is
a) 1:4
b) 5:27
c) 27:20
d) 20:27
27. When an electron moves through a uniform magnetic
field, its speed
a) increases
b) decreases
c) remains constant
d) depends on field
28. A radioactive material of mass 1 kg has half life of 10
days. What mass of the sample will be left after 30 days?
a) 62.5 gm
b) 125 gm
c) 250 gm
d) 500 gm
29. The radius of Al27 nucleus, in fermi, is nearly
a) 1.5
b) 2.5
c) 4.5
d) 13.5
MBBS/BDS Entrance Examination – Model Question
29
30. The energy gap between the conduction band and the
valance band of certain material is 0.7 eV. The material
is
a) an insulator
b) a conductor
c) semiconductor
d) semimetal
CHEMISTRY
1. The presence of three unpaired electrons in nitrogen
atom can be explained by
a) Pauli’s exclusion principle
b) Aufbau principle
c) uncertainty principle
d) Hund’s rule.
2. Two elements A and B of electronic configuration 2,8.2
and 2,8,7 react with each other to form an ionic
compound of formula
a) A2B
b) AB2
c) A2B3
d) AB
MBBS/BDS Entrance Examination – Model Question
30
3. Gas A diffuses five time faster than gas B. The ratio of
the densities of gases A and B is
a) 1/5
b) 1/10
c) 1/20
d) 1/25
4. The number of coulombs of electricity required to
deposit 0.3 mole of Cu++ is
a) 9650
b) 2x9650
c) 4x9650
d) 6x9650
5. A balance equation is in accordance with
a) law of gaseous volume
b) Avogadro’s law
c) law of constant proportion
d) law of conservation of mass
6. Oxidation is associated with
a) change in atomic weight
b) loss of electrons
c) gain of electrons
d) evolution of gas
MBBS/BDS Entrance Examination – Model Question
31
7. The number of milli-moles of HCl required to neutralize
10 ml of 0.2 M Na2CO3 is
a) 2.0 m mole
b) 4.0 m mole
c) 0.2 m mole
d) 0.4 m mole
8. A chemical reaction will be spontaneous if
a) activation energy for the reaction is low
b) entropy decreases during a reaction
c) free energy decreases
d) free energy increases
9. A catalyst increases the rate of a chemical reaction by
a) decreasing the free energy
b) decreasing the heat of reaction
c) decreasing the activation energy
d) increasing the average speed of the reacting
molecules
10. The number of grams of oxygen required for complete
combustion of one mole of butane gas is
a) 416 gm
b) 208 gm
c) 13 gm
d) 6.5 gm
MBBS/BDS Entrance Examination – Model Question
32
11. The degree of dissociation of an electrolyte
a) decreases with dilution
b) increases with dilution
c) may increase or decrease with dilution
d) is not affected by dilution
12. For the reaction N2 + O2 . 2 NO, the equilibrium
constant Kp changes with the change in
a) total pressure
b) amount of NO
c) amount of N2 and O2
d) temperature
13. In the reaction NH3 + H2O . NH4
+ + OH-, which of
the following constitutes conjugate acid base pair
a) NH3 and H2O
b) NH4
+ and OH-
c) H2O and OH-
d) NH3 and OH-
14. 100 ml of 0.5 M H2SO4 solution and 0.1 litre of 1 M
HCl were mixed. The normality of the resulting solution
will be
a) 1.5 N
b) 0.75 N
c) 2.0 N
d) 1 N
MBBS/BDS Entrance Examination – Model Question
33
15. The pH of 10-12 M HCl is
a) 12.0
b) 2.0
c) 7.0
d) -12
16. Which of the following oxide is neutral
a) CO
b) SnO2
c) ZnO
d) SiO2
17. Aqua regia is a mixture of
a) HNO3 and HCl
b) H2SO4 and HCl
c) HNO3 and HCl
d) HNO3, HCl and H2SO4
18. When ammonia gas is passed over heated CuO,
ammonia is oxidized to
a) NO2
b) N2O
c) HNO2
d) N2
MBBS/BDS Entrance Examination – Model Question
34
19. Alkaline earth metals are
a) Na and K
b) Mg and Ca
c) Cu and Ag
d) Al and Fe
20. The function of lime stone in the extraction of iron in
blast furnace is to act as
a) an oxidizing agent
b) a reducing agent
c) flux
d) slag
21. The fineness of gold in 18 carats gold is
a) 18
b) 750
c) 888
d) 999
22. When nitrobenzene is treated with zinc dust and
ammonium chloride, we get
a) aniline
b) phenyl hydroxylamine
c) azoxybenzene
d) hydrazobenzene
MBBS/BDS Entrance Examination – Model Question
35
23. Which of the following is the strongest acid?
a) FCH2COOH
b) ClCH2COOH
c) BrCH2COOH
d) ICH2COOH
24. Which statement explains why the element carbon forms
many compounds?
a) carbon combines readily with oxygen
b) carbon have high electronegativity
c) carbon readily forms ionic bond
d) carbon readily forms covalent bonds with other
carbon atoms
25. The number of dichlorinated isomers that can be formed
by the halogenations of CH3CH2CH2CH3 is
a) 2
b) 3
c) 5
d) 6
26. The compound that undergoes Cannizzaro reaction is
a) CH3COOH
b) C2H5CHO
c) HCHO
d) CH3OCH3
MBBS/BDS Entrance Examination – Model Question
36
27. The compound that gives positive carbylamine reaction
is
a) (CH3)2NH
b) (CH3)3N
c) (CH3)4N+
d) CH3NH2
28. PVC is a
a) condensation polymer
b) addition polymer
c) copolymer
d) thermosetting polymer
29. Hydrolysis of table sugar produces
a) two molecules of glucose
b) glucose and fructose
c) glucose and galactose
d) glucose and lactose
30. The gas obtained by adding water on aluminum carbide
is
a) ethyne
b) ethane
c) methane
d) ethane
MBBS/BDS Entrance Examination – Model Question
37
BIOLOGY
(Botany and Zoology)
BOTANY
1. Founder of binomial nomenclature was:
a) Carolus Linnaeus
b) Engler
c) Darwin
d) Bentham
2. Lichens are ecologically important because they:
a) are associated with mycorrhizal roots
b) are associated with Algae and Fungi
c) are earliest settlers of barren rocks
d) can grow in polluted areas
3. On germination each Zygospore of Spirogyra gives rise to
a) Four plants
b) Three plants
c) Two plants
d) One plant
4 Which one is an edible fungus?
a) Penicillium
MBBS/BDS Entrance Examination – Model Question
38
b) Rhizopus
c) Mucor
d) Agaricus
5 Which one of the following plants are amphibians?
a) Algae
b) Bryophytes
c) Ferns
d) Gymnosperms
6. The protonema of the moss is:
a) Haploid
b) Diploid
c) Sporophyte
d) Sporophyll
7. Pollination in Cycas is carried out by:
a) wind
b) water
c) insect
d) man
8. Fruit is developed from
a) Stigma
b) Ovary
c) Anther
MBBS/BDS Entrance Examination – Model Question
39
d) Calyx
9. Climbing roots are found in
a) Asparagus
b) Betel
c) Brassica
d) Orchids
10. The family cruciferae is represented by the floral
formula
a) P 3 + 3, G 3
b) K 2+2, C4, A 2+4, G (2)
c) K 4-5, C 4-5, A 10, G 1
d) K (5), C (5), A 5, G (2)
11. Annual rings in stems determine:
a) Number of branches
b) Height of a plant
c) Thickness of the trunk
d) Age of a plant
12. An organelle in which respiration occurs is:
a) Golgi bodies
b) Ribosomes
c) Mitochondria
d) Chloroplast
MBBS/BDS Entrance Examination – Model Question
40
13. Which one of the following is not a dividing stage?
a) Prophase
b) Interphase
c) Metaphase
d) Telophase
14. Watson and Krick are known for their contributions in
discovering:
a) One-gene one-enzyme hypothesis
b) Double helix structure of DNA
c) Ascent of sap
d) C3 and C4 plants
15. Which one of the following is not found in DNA?
a) Cytocine
b) Guanine
c) Adenine
d) Uracil
16. Mendelian recombination is due to
a) Independent assortment of genes
b) Linkage of genes
c) Mutation
d) Dominance
MBBS/BDS Entrance Examination – Model Question
41
17. Which one of the following is not listed as an
endangered animal in Nepal?
a) Tiger
b) Elephant
c) Crocodile
d) Yak
18. Endosperm in angiosperm is
a) Haploid
b) Diploid
c) Triploid
d) Tetraploid
19. The concept of the ecosystem was first given by
a) E. P. Odum
b) Carl Linnaeus
c) Charles Darwin
d) A. G. Tansley
20. Ability of a plant or animal cell to repeatedly divide and
differentiate into a complete organism is
a) Cloning
b) Breeding
c) Cellular totipotency
d) Mitosis
MBBS/BDS Entrance Examination – Model Question
42
ZOOLOGY
1. For origin of life most important condition is the
presence of
a) Water
b) Carbon
c) Oxygen
d) Nitrogen
2. Classification of Porifera is based on
a) Branching
b) Spicules
c) Reproduction
d) Symmetry
3. The common feature of Plasmodium and Paramecium is
the
a) Mode of nutrition
b) Locomotary organ
c) Reproduction by fission
d) Habit
4. In Pheretima posthuma the setae are absent in
a) 14 to 16th
b) 10th to 14th
c) 2nd to 5th
MBBS/BDS Entrance Examination – Model Question
43
d) 10th to14 th
5. Innominate vein in frog collects the blood from
a) Fore limbs
b) Jaws and tongue
c) Brain and eye
d) Muscles of the trunk
6. Condyle process of the mammalian lower jaw is
articulated with the
a) Glenoid fossa of squamosal
b) Zygomatic process of upper jaw
c) Zygomatic process of the upper jaw
d) Basioccipital region of skull
7. Mammalian pictorial girdle has reduced
a) Clavicle
b) Scapula
c) Glenoid cavity
d) Coracoid
8. Which one is the dividing layer of the mammalian skin?
a) Stratum corneum
b) Stratum spongiosum
c) Stratum malpighii
d) Stratum lucidum
MBBS/BDS Entrance Examination – Model Question
44
9. Breaking of mammalian RBC is due to
a) Lacking of nucleus
b) lacking of mitochondria and endoplasm reticulum
c) Presence of haemoglobin
d) Presence of Na + in it.
10. Science related to mental disorder is
a) Psychology
b) Neurology
c) Psychiatry
d) Physiotherapy
11. Anti-blood cloating protein in the blood is the
a) Histamine
b) Heparin
c) Colagen
d) Elastin
12. Thermoregulatory centre lie in
a) Optic lobe
b) Cerebellum
c) Cerebrum
d) Diencephalon
13. Hormone responsible for milk secretion in mammals is
a) Vasopressin
MBBS/BDS Entrance Examination – Model Question
45
b) Thyroxine
c) Adrenalin
d) Luteotropic
14. Histological structure of mammalian and amphibian
kidneys differ in the
a) Distribution of blood vessels
b) Distribution of Malphigian Body (MB)
c) Structure of the MB
d) Structure of the potential cover
15. Bruner’s gland in the mammalian gut are present in the
submucosa of
a) Stomach wall
b) Ileum
c) Duodenal wall
d) Oesophagus wall
16. Bohr’s effect is the
a) Mass movement of Na + ions from the axoplasm to
the surrounding interstitial fluid
b) Dissociation of oxy-haemoglobin in the blood
capillaries due to the effect of CO2 concentration in
the body cells
c) Exchanging between HCO3 of the RBC and Cl – of
the blood plasma
d) Effect of Neurohumors on pace-maker for heart
beating.
MBBS/BDS Entrance Examination – Model Question
46
17. Progesterone hormone in Graffian follicle of mammals
is produced by the
a) Discus proligens
b) Membrana
c) Zona pellucida
d) Zona radiate
18. Which of the following organs do not indicate the
common ancestry?
a) Homologous organs
b) Analogous organs
c) Vestigial organs
d) Atavistic organs
19. Pneumatic bones are the characteristics of
a) Amphibians
b) Aquatic forms
c) Volants
d) Arboreal forms
20. Archenteron in frog gastrula is formed by the process
called
a) Epiboly
b) Emboly
c) Migration of central micromeres
d) Formation of yolk plug
MBBS/BDS Entrance Examination - Curriculum
:Appendix :
SN Subject / Topics Marks
PHYSICS 30
Unit I. Mechanics 8
Unit II. Heat & Thermodynamics 3
Unit III. Waves & Optics 6
Unit IV. Electricity & Magnetism 7
Unit V. Modern Physics 6
CHEMISTRY 30
Unit I. General & Physical Chemistry 15
Unit II. Inorganic Chemistry 6
Unit III. Organic Chemistry: 9
BIOLOGY ( Botany and Zoology ) 40
BOTANY 20
Unit I. Structure, Reproduction and Economic Importance 1
Unit II. Structure, Reproduction and Economic Importance 4
Unit III. Plant Morphology 2
Unit IV. Taxonomy of Angiosperms 1
Unit V. Plant Anatomy 1
Unit VI. Plant Physiology 2
Unit VII. Cell Biology 2
Unit VIII. Genetics: 1
Unit IX. Developmental Biology 3
Unit X. Ecology and Biodiversity Conservation 1
Unit XI. Application of Biology 2
ZOOLOGY 20
Unit I. Introduction 1
Unit II. Animal Diversity and Their Classification 1
Unit III. Biology of the following 8
Unit IV. Human Diseases 1
Unit V. Rabbit Bones 2
Unit VI. Endocrinology of Mammal 1
Unit VII. Animal Tissues 1
Unit VIII. Animal Behavior 1
Unit IX. Animal Adaptation 1
Unit X. Evolution 2
Unit XI. Developmental Biology 1

Education for all Unesco

2008-07-31T20:40:00.003-07:00

Education For All is a global movement led by UNESCO, aiming to meet the learning needs of all children, youth and adults by 2015. The movement was launched in 1990 at the World Conference on Education for All in Jomtien, Thailand. There, representatives of the international community (155 countries, as well as representatives from some 150 organizations) agreed to "universalize primary education and massively reduce illiteracy by the end of the decade". In 2000, ten years later, the international community met again in Dakar, Senegal, and took stock of many countries being far from having reached this goal. They affirmed their commitment to achieving Education for All by the year 2015, and identified six key measurable education goals which aim to meet the learning needs of all children, youth and adults by 2015.
The six goals are:
Goal 1: Expand early childhood care and education
Goal 2: Provide free and compulsory primary education for all
Goal 3: Promote learning and life skills for young people and adults
Goal 4: Increase adult literacy by 50 per cent
Goal 5: Achieve gender parity by 2005, gender equality by 2015
Goal 6: Improve the quality of education
UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All. Governments, development agencies, civil society, non-government organizations and the media are but some of the partners working toward reaching these goals.
The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015.
The Fast Track Initiative was set up to implement the EFA movement, aiming at "accelerating progress towards quality universal primary education".

ministry of education Nepal

2008-07-31T20:40:00.002-07:00

The Ministry of Education and Sports (MOES) was first created in 1951. As an apex educational body in the country, the task of initiating and systematizing educational activities across Nepal lies with this Ministry. The MOES is thus responsible for taking care of planning, management and service delivery systems in the education sector across the country. All the functional units of the MOES and other constituent and autonomous bodies within the framework of the Ministry are parts of the organization structure geared for achieving the goals and carrying out functions of the MOES. These specialized functional units are established in order to perform and oversee specialized technical activities of educational development. In order to bring educational administration more close to the people so that a conducive environment for people's participation in educational decision-making and management process could be developed the government has established regional and district level educational offices. The central office of the Ministry is responsible for overall policy development, planning, monitoring and evaluation, regional offices are seen as coordinating and monitoring agencies and the district education offices are the main implementing agencies. The Minister of Education, assisted by the State/Assistant Minister, provides political leadership to the Ministry. Organizational structure and main functions of the MOES The Ministry, as a part of the government bureaucracy, is headed by the Secretary of Education. The MOES (Organizational Structure) comprises Central Offices composed of the following four divisions, each headed by a Joint Secretary: Administration and Sports Division Higher Education and Educational Management Division Planning Division Monitoring, Evaluation and Inspection Division

Education in nepal

2008-07-31T20:40:00.001-07:00

About MOEThe Ministry of Education and Sports (MOES) was first created in 1951. As an apex educational body in the country, the task of initiating and systematizing educational activities across Nepal lies with this Ministry. The MOES is thus responsible for taking care of planning, management and service delivery systems in the education sector across the country. more......
Central offices under the Ministry of Education and Sports
Various functional offices under the Ministry of Education and Sports have been instrumental in achieving the educational goals set by the country. These offices are established in order to institutionalise the specialized technical functions of education development as well as to ensure efficiency in educational development in the country. These constituent offices, functioning as the technical wings of the Ministry are:
Department of Education
Curriculum Development Centre
National Centre for Educational Development
Non-formal Education Centre
Office of the Controller of Examinations
Teacher Records Office
Food for Education
Nepal National Library
Kaiser Library
Dilli Raman Liabrary
Higher Secondary Education Board
Council for Technical Educatioins and Vacational Traning
Janak Education Materials center More...........
Pradip NepalHon'ble Minister
Mohan Singh RathaurHon'ble State Minister
Balananda PoudelSecretary(Education)
Shankar PandeySecretary (Sports)
SLC RESULT 2064
Regular
Exempted
Distinction
First Division
Second Division
Third Division
Withheld

First Division
Second Division
Third Division
Withheld
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Education path in singapore

2008-07-31T20:40:00.000-07:00

Educational Pathways for Children with Special Needs Printable Version (95kb .pdf)
Pupils who are able, sit for the Primary School Leaving Examination (PSLE). If successful, they leave SPED schools to continue their education in mainstream secondary schools. These pupils attend regular classes and follow the curriculum of mainstream schools. Special resource teachers are deployed to designated mainstream secondary schools to assist these pupils.
Hearing Impaired (HI) pupils who communicate using sign language, can opt to attend one of 2 designated secondary schools:
Balestier Hill Secondary School
Boon Lay Secondary School
Visually Handicapped (VH) pupils from the Singapore School for the Visually Handicapped (SSVH) who pass the PSLE can choose to attend one of the designated schools for the visually handicapped as listed below:
Ahmad Ibrahim Secondary School
Bedok South Secondary School
Clementi Woods Secondary School
Dunearn Secondary School
The above schools have additional support including resource teachers to help visually handicapped pupils cope with the curriculum.
Pupils who are unable to continue their education in secondary schools will proceed to one of the training centres or workshops run by VWOs. Such training equips them with the necessary skills for employment. Those who are able are placed in open employment whilst those who require more supervision attend production sheltered workshops or work activity centres.
Special Education Links
Special Education - Home
Education Path
List of SPED Schools
Teaching in SPED Schools SPED Teacher Award 2008

SPED Teacher Award Homepage
Online Nomination Forms

Outstanding SPED Teacher Award Nomination Form
Innovation Award Nomination Form

Hardcopy Nomination Forms for Download (192kb .pdf)

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