Admissions

Special Admission contradicts the national belief that college sports provide upward mobility opportunities. Kirsten Hextrum documents how white middle-class youth become overrepresented on college teams. Her institutional ethnography of one elite athletic and academic institution includes over 100 hours of interviews with college rowers and track & field athletes. She charts the historic and contemporary relationships between colleges, athletics, and white middle-class communities that ensure white suburban youth are advantaged in special athletic admissions. Suburban youth start ahead in college admissions because athletic merit—the competencies desired by university recruiters—requires access to vast familial, communal, and economic resources, all of which are concentrated in their neighborhoods. Their advantages increase as youth, parents, and coaches strategically invest in and engineer novel opportunities to maintain their race and class status. Thus, college sports allow white, middle-class athletes to accelerate their racial and economic advantages through admission to elite universities.

Most IIMs and top B-schools in India have done away with the Group Discussion (GD) round and introduced the new Written Ability Test (WAT). The most cited reason for the switch was that WAT offered a more equitable platform to management aspirants to demonstrate their communication skills, which would not be affected by their typical personality traits.

This article examines music auditions in jazz education and the artistic valuation of music performances by gatekeepers working in two prestigious schools. Using the inherent insecurities of the entry-test situation as a site of ethnographic fieldwork, the article explores the whole chain of valuation needed in order to produce a hierarchical ordinal ranking of the candidates. By drawing attention to the distinction between what is being said and what is being done by the gatekeepers, a structural ambiguity is identified in the selection game: on the one hand, it is dependent on romantic notions of artistic uniqueness (originality, personality, authenticity) and on the other, it relies on the requirements of jurisdiction and equal assessment (numerical grading, standardized repertoire). The artistic doxa of jazz is constituted in opposition to two negative characters, either by framing the candidates as epigones – echoing the standard repertoire too closely – or framing them as heretics, considered as traitors to the local interpretation of the standard.

Admission is a statement oral or documentary or contained in electronic form which suggests any inference as to any fact in issue or relevant fact which is made by specified persons under specified circumstances, mentioned in sections 18 to 20...
The term “confession” is not defined anywhere in the Evidence Act. It occurs under the heading “admissions.” The definition of admission u/s 17 hence becomes applicable for confessions.
In terms of the Act, a relevant statement made in civil case is an admission and an admission made in a criminal case is a confession. Generally speaking, an admission by the accused in a criminal case admitting his guilt is known as confession. A confession is an admission made at any time by a person charged with crime stating or suggesting the inference that he has committed the crime.

Most sociological research on racial discrimination has had an “inter-racial” focus. That is, researchers have been principally concerned with the disparate treatment that people of color receive relative to Whites in different social contexts. However, recent theoretical work emerging from legal studies sug- gests that an alternative conception of “intra-racial” discrimination exists that extends beyond colorism. This theory of intra-racial discrimination stipulates that many organizations in the “post-racial” era desire some measure of racial diversity. Yet, in their efforts to achieve this racial diversity they screen people of color based on their degree of racial salience. Whether a given person of color is hired, promoted, or in the case of college admissions, accepted, is a function of whether or not Whites within the organization consider them racially palatable, or not overly concerned with race. This creates an incentive for people of color to work their identity to allay any concerns among Whites that they may be too racially salient. In this paper I critically review this work and attempt to further buttress its claims by highlighting how this process has clear historical precedent. I conclude by showing how the audit method can be used to empirically examine this practice contemporarily.

Many students find the task of composing a personal statement bewildering. For many students this will be the first time that they have been required to produce this unfamiliar form of writing.

However, like any academic task it can be learned as a skill and improved by practice. Moreover, this is an opportunity for you to express your ideas, your goals, and your dreams. More importantly, it is an opportunity for you to find your own voice.

Think about who will read your statement and how they might react. In addition, you should research your preferred courses and universities to establish what they are looking for in an ideal candidate.

Bearing in mind that the word limit is 4000 characters it is crucial to edit and revise your work to make best possible use of the space available.

This document offers 27 key points for university applicants to consider when writing a personal statement.

Higher education admissions represent an increasingly important policy focus for governments and institutions as massified systems characterized by growing competition seek to address the inter-related challenges of merit selection, fairness and equality. UNESCO commissioned this review to provide an international comparative analysis of: higher education systems; legislative and regulatory frameworks for higher education systems and admission arrangements; higher education admissions policies; and examples of good practice admission policies and programs. This review explores higher education systems, legislative frameworks and admissions policies in 28 countries in Africa, the Anglo-sphere, Asia, Latin America, the Middle East, Russia and Western Europe.

Globalization has had an ongoing and significant impact on postsecondary education, with international student migration as one of the most visible markers. Education agents have emerged as middlemen in international student recruitment industry, mediating the admissions process on behalf of their institutional and student clients. The commission-based model within which most agents operate has prompted concern about whether agent profit and not student welfare drives decision-making in the search process. While agents have become ubiquitous in international admissions, little is known about their impact of their involvement on the outcome for their student clients.

The purpose of this study was to learn more about the role of student choice in the agent-mediated Canadian postsecondary search process. The setting of this study was eight postsecondary institutions in one Canadian province. A qualitative research methodology was used, and 23 currently enrolled international students were interviewed over the course of five months. The central research question was: What is the experience of international students involved in an agent-assisted Canadian postsecondary search process?

Study findings identified several push and pull factors (Mazzarol & Soutar, 2002) and key reference groups that catalyzed student interest in education abroad and influenced initial goal construction. Respondents readily identified both affordances and limitations that they associated with hiring an agent. Students typically hired agents to compensate for the time, knowledge, connections, and expertise they and their reference groups lacked. Commission-based agents primarily influence student choice-making by offering a severely constrained set of institutional and program choices. Migration-minded students were frequently willing to subordinate concerns about institutional fit, as any earned postsecondary qualification provides a glide path to permanent residency. Respondents frequently employed creative strategies to gather additional information that could be used to verify or expand upon what their agents told them. Nearly all respondents indicated satisfaction with the search outcome, although this was correlated with the degree of institutional or program undermatching or mismatching they had experienced.

The results of this study have implications for students, postsecondary institutions, and policymakers, which are presented. Limitations of this research include the setting (several postsecondary institutions in one Canadian province), the number of respondents (23), the qualitative approach, and the underrepresentation of undergraduate students in the study sample. Directions for future research include inquiry into the experiences of students who did not use agents; students who used agents but did not persist to graduation; and the experience of students who used agents to apply to Francophone postsecondary institutions in Canada.

The advent of online education was only the launching point for a revolution of resourcing theological education for one small ATS seminary. Technology continues to ripple outward into all parts of the institution’s operations. As technological innovation continues, seminaries face opportunities for continued change of operation and delivery of services. As is to be expected, these new opportunities surface questions that will require answers as schools balance mission and survival.

This document describes the outstandingly high academic standards of admission to undergraduate studies at The University of Hong Kong (HKU), for both local and international students, as well as some selected international activities and international collaborations, including exchange partners.  Three embedded commentaries look at the background for the employment prospects for HKU graduates (virtually 100% for the last 8 consecutive years), service learning in HKU and the reasons for HKU being considered as one of the top universities in Asia.

The COVID-19 pandemic has destabilised higher education systems globally, nationally and locally.  At present, while long-term ramifications of this emergency are unclear, early and ongoing responses have sought to avert COVID-induced institutional collapse. 
Higher education systems are seeking to return to business-as-usual, while developing disruption-resilient responses by embracing rapid decision-making, technology-enabled learning, and flexible student admissions. At the same time, they are reimagining internationalization. This chapter provides a diagnostic lens through which to view how higher education systems and institutions have responded to the COVID-19 pandemic in industrialised (Australia, Japan, the United Kingdom, and the United States) and developing (Chile, India and South Africa) economies.
The study also examines how higher education stakeholders might better prepare for future crisis situations.  In particular, a range of diagnostic indicators is proposed and evidenced to highlight how stakeholders might monitor institutional and sector-wide vulnerabilities and gaps in coverage at pre-crisis and post-crisis stages.  The analysis closes with a presentation and discussion of indicators spanning system geopolitics and jurisdictions, system regulation, teaching and learning, research, pathways, governance and leadership, infrastructure, human resources and financing. 
See: https://doi.org/10.1163/9789004512672_002

SRM University which is a part of the 40-year SRM group of educational institutions among four Universities, SRM University Chennai, SRM University Delhi-NCR, Sonepat, SRM University Sikkim and SRM University, Amaravati (Andhra Pradesh) with 20 prestigious Institutions in the multiple streams is offering degree and diploma courses at various undergraduate (UG), post graduate (PG) and Doctoral Levels, in the fields of Engineering, Sciences, Business & Management Studies, Lawand Commerce. The fee structure for all these courses and is given below:
Fee Structure for the Academic year 2017-18
Domestic Students
Faculty of Engineering and Technology
Course Tuition Fee
B.Tech – Computer Science & Engineering with specialization in Cloud and Mobile based Application (in association with IBM) 2,00,000/- p.a.
B.Tech – Computer Science & Engineering with specialization in Big Data & Analytics (in association with IBM) 2,00,000/- p.a.
B.Tech - Computer Science and Engineering - (CSE) 1,50,000/- p.a.
B.Tech - Electronics and Communication Engineering - (ECE) 1,50,000/- p.a.
B.Tech - Electrical and Electronics Engineering - (EEE) 1,50,000/- p.a.
B.Tech - Mechanical Engineering - (ME) 1,50,000/- p.a.
B.Tech - Civil Engineering - (CE) 1,50,000/- p.a.
B.Tech - Bioinformatics - (BI) 1,50,000/- p.a.
B.Tech - Biomedical Engineering - (BME) 1,50,000/- p.a.
M.Tech - Computer Science & Engineering - (CSE) 1,00,000/- p.a.
M.Tech - ME / Production Engineering 1,00,000/- p.a.
M.Tech - ECE / Microelectronics 1,00,000/- p.a.
M.Tech - CE / Structural Engineering 1,00,000/- p.a.
M.Tech - Biotechnology(Pharmaceutical / Industrial) 1,00,000/- p.a.

Faculty of Law
Course Tuition Fee
Bachelor of Law - LL.B (Hons.) 1,25,000/- p.a.
Bachelor of Law - BA.LL.B (Hons.) 1,25,000/- p.a.
Bachelor of Law - BBA.LL.B (Hons.) 1,25,000/- p.a.
Master of Law - LL.M (1 year) 1,00,000/- p.a.

Faculty of Management
Course Tuition Fee
Bachelor of Business Administration – B.B.A 1,00,000/- p.a.
Master of Business Administration – MBA 1,50,000/- p.a.
Integrated MBA (5 years) 1,00,000/- p.a.

Faculty of Commerce
Course Tuition Fee
Bachelor of Commerce – B.Com. (Hons.) 60,000/- p.a.
Bachelor of Commerce – B.Com. (E-com.)* 65,000/- p.a.
Master of Commerce – M.Com. 60,000/- p.a.
(* subject to approval Govt. of Haryana)

Faculty of Science & Humanities
Course Tuition Fee
M.A – (English) & (Economics) 50,000/- p.a.
M.Sc – Microbiology (Applied / Pharmaceutical), Physics, Chemistry, Biochemistry, Biotechnology, Virology, Mathematics and Environmental Science 50,000/- p.a.

Faculty of Journalism and Mass Communication
Course Tuition Fee
Bachelor of Journalism and Mass Communication - BJMC 55,000/- p.a.
Master of Journalism and Mass Communication - MJMC 75,000/- p.a.

Faculty of Tourism, Hotel Management & Catering Technology
Course Tuition Fee
B.Sc. in Hotel Management & Catering Technology 55,000/- p.a.
Certificate Programme in Travel and Tourism Management 35,000/-

Faculty of Library and Information Sciences
Course Tuition Fee
Bachelor of Library and Information Sciences - B.Lib.I.Sc (1 year) 40,000/-
Master of Library and Information Sciences - M.Lib.I.Sc (1 year) 50,000/-

Ph.D.
Doctor of Philosophy in Tuition Fee
Engineering & Technology (CSE,ME,ECE,EEE,CE,Bio-Tech) 1,25,000/- p.a.
Physics 1,25,000/- p.a.
Chemistry 1,25,000/- p.a.
Mathematics 1,25,000/- p.a.
Biochemistry 1,25,000/- p.a.
Microbiology 1,25,000/- p.a.
Biotechnology(Pharmaceutical / Industrial) 1,25,000/- p.a.
Environmental Science 1,25,000/- p.a.
Commerce 1,00,000/- p.a.
English 1,00,000/- p.a.
Hindi 1,00,000/- p.a.
Economics 1,00,000/- p.a.
Lib.I.Sc 1,00,000/- p.a.
Business/Management Studies 1,25,000/- p.a.
Law 1,25,000/- p.a.

Other Charges
Course Library/Sports Charges Career
Development Fee
B.Tech   5,000/- p.a. 10,000/- p.a.
B.Com (Hons.), B.Com (E.Com.) *   5,000/- p.a. 10,000/- p.a.
Law   5,000/- p.a. 10,000/- p.a.
BBA/MBA/Integrated MBA   5,000/- p.a. 10,000/- p.a.
Ph. D programmes   5,000/- p.a. 10,000/- p.a.
Security 5,000/- (Refundable) for all courses /programmes including Ph.D programme.
Paper wise semester examination fee will be charged extra as per rules of the University.
Ph.D.- For Course Work, paper wise examination fee will be charged extra as per rules of the University.
Optional Charges:-
Hostel- As per rules (if applicable) Non- AC 1,20,000/- p.a.
AC 1,55,000/- p.a.
Security (One Time) (Refundable) 10,000/-
Transport Charges Applicable w.e.f. Academic Session (2017-2018)
S. No. Route From SRM University Haryana Transport Fees
1 Sonepat 35,000/- p.a.
2 Panipat 45,000/- p.a.
3 Rohtak 50,000/- p.a.
4 Karnal 50,000/- p.a.
5 Delhi 50,000/- p.a.
6 Ghaziabad (Uttar Pradesh) 50,000/- p.a.
*Please read the Policies/Guidelines before opting for the Transport Facility.
________________________________________
Transport Reimbursement Policy For Academic Session 2017-18
The reimbursement of transportation cost / fees that are deposited by students to take the transport facility for the academic session 2017-18, shall be determined by the policies given as below:
• The reimbursement of once available transportation facilities is not allowed.
• The reimbursement of transport charges /fee can be claimed only for the following reasons:
a.) Admission withdrawn
b.) Availed the hostel facility of the University.
The reimbursement will be processed after making an effective deduction of the amount deposited or the collection of applicable transport costs in the table given below.
S. No. Withdrawal/Submitted Amount of  Deduction
1 Before commencement of classes 10%
2 Up to 30 days from the date of commencement of classes 50%
3 After 30th day from the date of commencement of classes 100%
• The application for refund / adjustment of transport charges or withdrawal of the facility, duly verified by the Registrar / / Administrative Officer should be submitted with the Accounts Department.
• Transport ID Card and Transport Fee Receipt in original will be required along with the Transport Withdrawal Application / Request to process the case for Refund / Adjustment.
• The application for reimbursement / adjustment of traveling expense or facility, duly accreditated by Registrar/ Administrative Officer/ Deputy Registrar, will be submitted to the accounting department.
• Transport ID card and the cost of transportation in the original will be necessary with the receipt of withdrawal / reimbursement.

"On 4 February 2009, the University of California (UC) Board of Regents unanimously approved a new UC eligibility policy to begin in the fall of 2012; at the eleventh hour before the regents’ vote, Asian American voices from the political left raised concerns about the policy (Jaschik 2009). With the quota controversy from the 1980s still haunting the Asian American community, political leaders were wary of the perceived significant increase of Whites at the UC at the expense of Asian Americans, with marginal gains by other students of color—a negative action policy impact. Some reports about the new policy, however, have been inaccurate and even misleading in representing the new policy and may be causing more anxiety than is necessary. Given that the UC policy must meet the restrictions of Proposition 209 (California Secretary of State n.d.), could the UC be practicing negative action again, with the new university eligibility3 policy? This article provides a summary of the new policy and discusses concerns raised by Asian American leaders, providing a critical analysis of the new policy’s impact on Asian American and Pacific Islander (AAPI) applicants. The article concludes with a commentary on the need for a sustained AAPI education advocacy organization to provide proactive analysis
and leadership on education policy."

This paper is designed to study the policies regarding university admission, how the policies are positioned, and the contemporary issues faced, in terms of creation of a new varsity. In order to achieve this objective the study focuses on identifying what university policies on admissions are, by a standard literature review of government policy. The literature review covers major policies on university admissions, which have received little attention by past studies of university education in Nigeria. A qualitative approach is adopted with the use of interview as the sole research instrument through which to understand admission policy and how it affects students and institutions. Therefore, this paper fills a gap in knowledge by studying governmental policies for Nigerian university admission, with the hope of understanding how the universities operate in terms of admitting students. The findings reveal that the admission process, that might add value to the quality of graduates produced by the universities, is not considered effective due to various government policies affecting the smooth running of the system.

Prior to Nigerian independence, university education was established by the colonial masters mainly with the aim of training and supplying highly skilled manpower to take over the running of the government ministries and establishments and to promote development within the state. Since after independence, these policies, aims of establishing and running of universities have to a large extent remain the same with no major overhauling, especially in public universities. This paper examines how government policies on university education have impact on university admission in Nigeria. In order to achieve this objective the study identifies Government policies on university education and admissions and reviews them in line with the modern day realities, especially as relating to admissions in universities. The relevant literatures/documents studied and used for this paper cover major policies on university admissions, an approach which has received less attention in past studies on university education in Nigeria. This paper will therefore fill the gap in knowledge by studying government polices on Nigerian university admissions with the aim of understanding how the universities have been operating in terms of students' admission. The recent out cry that accompanied Joint Admissions and Matriculation Board (JAMB) attempt to introduce some new policies on admission to universities in Nigeria also makes this study not only relevant but also timely. A qualitative approach was adopted with the use of interviews as the sole research instrument. The findings reveal that admission processes that could add value to the quality of the graduates produced have not been considered effective due to different government policies affecting the smooth running of the system.

March-April is the season of the thick envelope and the thin envelope: when the students participating in the race to get into the most competitive colleges find out if they were accepted — and if they'll be able to afford to attend. Every year, colleges announce that it was even harder to get in than the year before. This system is a stressful disaster. For high-achieving students from the upper middle class, college admissions have become a vicious cycle: every year, colleges say they're more selective, so every year more students apply to more colleges because they're afraid they won't get in anywhere — which, in turn, makes those colleges more selective. For low-income students, college admissions can be an impenetrable process that leaves them shut out of opportunities they deserve. And the system doesn't even work well for the colleges, which need to somehow figure out which students want to attend and which are just looking for a backup. It's time to inject some sanity into the process — with a total overhaul, if necessary. Imitating the system used for medical residencies, high school assignments, and even sorority recruitment could help create a saner, fairer admissions game for students and schools alike. As a college gets more selective, it makes getting in seem nearly impossible. Students believe they should hedge their bets and spread applications around. More students apply to more colleges, but they're competing for the same number of spots. The result is that colleges look even more selective than they used to, and the chances of admission seem much smaller. There could be several factors at play. These students might value other things besides selectivity and prestige, such as being around students who share similar backgrounds and experiences. Or they might have to work to support their families and need a college where it's easier to attend part-time. Or they might assume that the college they want to attend is out of reach, financially or otherwise, and so not even try. But in a follow-up experiment, high-achieving, low-income students who were offered application fee waivers and information on graduation rates and financial aid did submit more college applications. That suggests students are suffering because they can't navigate the complicated, competitive admissions landscape on their own.

My brother appeared for NEET in 2018. NEET is a nationwide MBBS entrance exam conducted by the National Testing Agency. Once the exam was over, he had tremendous mixed feelings in his mind, as the cut off declaration day was nearing. After a long wait of 3 months, the result was finally declared and he got an AIR rank 4789 and state rank 502. It was not a great rank, yet he was satisfied. We watched a lot of videos guiding students about the counseling procedures, and tried to follow what they said. We were anxious and didn't want to make any mistake. We followed the NEET counseling process on the MCC website and registered for the same. It actually took a lot of effort to prepare the priority list of the colleges. We sat for hours, trying to make the best possible list. The day of the counseling came as a shock as he did not get through the colleges of his choice. We were really disappointed but kept our hopes tied to the next round of NEET counseling. My brother wanted to get a good college through his All India rank and not through the State Quota as our state; Jharkhand had only one up to the mark medical college where he would never be able to get a seat because of a comparatively lower state rank. Unfortunately, the second counseling also did not bring much joy to the family. We were all in a state of dilemma and shock. All the efforts he had put in were proving to be a waste. He lost all hopes of pursuing MBBS in the colleges of his choice. Our choices further narrowed down due to the family's financial constraints. As a blessing in disguise, while searching for options for him on the Internet, I came across Career Oppt's admission services for prospective MBBS students. It is a leading education consultancy that not only assists with course and college selection but also helps students with admission procedures and documentation. Career Oppt proved to be instrumental in securing a seat for my brother in MBBS course at a Top Medical College in Bangalore. Through its long established, personal connections with the administration at the college, Career Oppt bargained the lowest price for MBBS admission through Management Quota. We were really delighted. The otherwise hectic process of admission went very smoothly with the guidance of the expert career consulting team at Career Oppt. After the admission, once my brother attended the college, he'd forgotten all the pain he'd undertaken.

The current report presents the analysis and the findings resulting from the national review that was carried out in Croatia in the second half of 2014 as part of the Peer Learning for Social Dimension Project (PL4SD).

Croatia was one of the three countries that opted to participate in the initial series of the PL4SD Country Reviews. The participation of the country has been endorsed by the Ministry of Science, Education and Sports (MZOS) in Croatia and has been confirmed by the project stakeholders’ Forum, formed by the members of the BFUG Social Dimension and Lifelong Learning Working Group (2012 2015).

The PL4SD Country Reviews have the aim of providing an external and comprehensive reflection and review of initiatives and measures undertaken by a country to support the
social dimension of higher education. The objective of the review is to assist Croatia in the development of a coherent and effective national strategy for improving the social dimension of higher education.

B.Tech. in Bioinformatics is a 4 year full time degree course.  It is an interdisciplinary field that combines Computer Science, Mathematics, Statistics and Engineering to analyze and understand Biological Data. Bioinformatics use mathematical and statistical techniques for in silico analyses of biological queries.
Bioinformatics is the study of biological gene disease used in the fields of genetics and genomic as a specific analysis pipeline. Human Genome Project can be considered as the best examples of Bioinformatics. The field of bioinformatics is experiencing an explosive growth by the Human Genome Project and by rapid advances in DNA sequencing technology. With the completion of sequencing of human genome and  various plants, animals and microbes’ genomes, bioinformatics is taking up the challenges of the post-genomic era.  Bioinformatics is a fast growing era in life sciences.
SRM University offering other courses in Master of Science in Biochemistry course , PhD in Biochemistry, Best 2 years Fulltime PhD in Biochemistry, Master of Science in Biotechnology, Fulltime PhD in Pharmaceutical Biotechnology , PhD in Industrial Biotechnology, PhD in Pharmaceutical Biotechnology , Best 4 years Part time PhD in Pharmaceutical Biotechnology , Best 4 years Part-time PhD in Industrial Biotechnology.
Academics
UNDER GRADUATE COURSE

• B.Tech. - Bioinformatics (BI)
This course is specially designed for bioinformatics engineers. The curriculum of Bioinformatics includes basic knowledge of biology, computer science and information technology. 
Duration:
4 years
Eligibility:
Candidates must have passed 12th Standard or equivalent examination, recognized by State or Central Education Board with atleast 50% aggregate in PCM/PCB. For this course Physics, Chemistry, and Mathematics / Biology are the core subjects in 12th Standard.
ADMISSIONS
Admission will be on the basis of the ranks secured in the All India Engineering Entrance Examination of SRM University (SRMEEE).
Interested Candidate can  visit SRM University Website.

In response to the mismatch between student and workforce demand and a shortage of college seats in California’s public universities, our research seeks to provide a clearer picture of admissions standards, capacity challenges, and the role of state funding and policy priorities in Sacramento on the University of California (UC) and California State University (CSU) systems. We are especially concerned with the impact of increased competition faced by California students today on our ability to produce the college graduates we need.