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Cambridge University
Cambridge is on of the United Kingdom's top universities. Questions here include entry requirements, as well as facilities and course options located there.
231 Questions
What grades do you need to get into Cambridge unirversity?
Just ask COUNSELLOR or TUTOR at your colledge!! hop it helped
Generally you just have to be a HS grad or equivalent (ged) How many credits are re'd by your HS are determined by it & can then ascertain if GED or finishing more practical. If transferring from jr, generally need equivalent of AA but stay as long as you can take accredited courses (transferable) as is cheaper.
Where can I get the answers to the Cambridge Latin Course Omnibus Workbook Unit 1?
i dont think that you can get the direct answers, but wot i do is go on to the camebridge latin course website, click on book 2 and then ur stage, and then click on "explore the story" you can click on the words and they tell u what they mean.
What are the disadvantages of decentralization?
Centralization and Decentralization? Description An organization has to make strategic and operational decisions. Where and by whom should these decisions be made? And: how should the organization structure be adapted? Centralization and Decentralization are two opposite ways to transfer decision-making power and to change the organizational structure of organizations accordingly. Centralization: * Definition: The process of transferring and assigning decision-making authority to higher levels of an organizational hierarchy. * In a centralized organization, the decision-making has been moved to higher levels or tiers of the organization, such as a head office, or a corporate center. * Knowledge, information and ideas are concentrated at the top, and decisions are cascaded down the organization. * The span of control of top managers is relatively broad, and there are relatively many tiers in the organization. Compare: Fayol. Decentralization: * Definition: The process of transferring and assigning decision-making authority to lower levels of an organizational hierarchy. * In a decentralized organization, the decision-making has been moved to lower levels or tiers of the organization, such as divisions, branches, departments or subsidiaries. * Knowledge, information and ideas are flowing from the bottom to the top of the organization. * The span of control of top managers is relatively small, and there are relatively few tiers in the organization, because there is more autonomy in the lower ranks. Three Forms of decentralization * Deconcentration. The weakest form of decentralization. Decision making authority is redistributed to lower or regional levels of the same central organization. * Delegation. A more extensive form of decentralization. Through delegation the responsibility for decision-making is transferred to semi-autonomous organizations not wholly controlled by the central organization, but ultimately accountable to it. * Devolution. A third type of decentralization is devolution. The authority for decision-making is transferred completely to autonomous organizational units. Strengths of Centralization. Characteristics * Philosophy / emphasis on: top-down control, leadership, vision, strategy. * Decision-making: strong, authoritarian, visionary, charismatic. * Organizational change: shaped by top, vision of leader. * Execution: decisive, fast, coordinated. Able to respond quickly to major issues and changes. * Uniformity. Low risk of dissent or conflicts between parts of the organization. Strengths of Decentralization. Characteristics * Philosophy / emphasis on: bottom-up, political, cultural and learning dynamics. * Decision-making: democratic, participative, detailed. * Organizational change: emerging from interactions, organizational dynamics. * Execution: evolutionary, emergent. Flexible to adapt to minor issues and changes. Participation, accountability. Low risk of not-invented-here behavior.
What GCSE grades do you need to apply for cambridge university?
Depending on the subject, you will need equivelant AAB in A-Levels. If you have these results there is no guarentee that you will be accepted. You will have to attend two interviews, and competition for places is very fierce. Cambridge also appose grades obtained in re-sits, and expect you to achieve good grades first time round.
What is Cambridge university's address?
The address of Clare College Cambridge is Trinity Lane Cambridge CB2 1TL,United Kingdom. Clare College is a constituent college of the University of Cambridge in United Kingdom.
Which is the biggest college of the university of Cambridge?
The biggest university in London is London University with around 135,000 students.
When were college goalposts moved?
The NFL moved the goal posts from the goal line to the end line for the 1974 season.
Is Cambridge Intercontinental University degrees scam?
No, Cambridge Intercontinental University is an Accredited Online University offering courses in Cybersecurity, Ethical Hacking, Network Security, and IT Management. Cambridge Intercontinental University is accredited by QAHE and has gained many recognitions since 2002.
Cambridge Intercontinental University offers a range of hands-on courses that are known for their practical labs and real-world scenarios in Cybersecurity, Ethical Hacking, Computer Science, Data Networks, Telecom Management, and IT Security leading to Online Accredited BSc, MSc, and MBA degrees in respective specialization.
Where is the Cambridge Historical Society in Cambridge Illinois located?
The address of the Cambridge Historical Society is: 209 East Court St, Cambridge, IL 61238
What are the SAT requirements for Rice University?
foo u is sappsed to help me with the answers dam it..
What is Cambridge University motto?
Hinc lucem et pocula sacra (Motto of the University of Cambridge, England) (Translation: Here [we receive] light and sacred draughts; "here" refers to the University and "light and sacred draughts" are metaphors for knowledge, wisdom.) Hinc lucem et pocula sacra (Motto of the University of Cambridge, England) (Translation: Here [we receive] light and sacred draughts; "here" refers to the University and "light and sacred draughts" are metaphors for knowledge, wisdom.)
Is Clonard College Geelong haunted?
No its not why would you think that. It has a cellar but its got computers in it
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Well, it's kind of a mystery. To be honest, I think it is haunted.
I used to go to Clonard way back when, and my friends and I always dared each other to go down the cellar and bring one random item back.
We knew... well we thought we knew... that the cellar was full of old junk. Just computers and stuff.
Whenever we went down there we were always REALLY scared, mainly because it was just so dark. We always ran as fast as we could to get out.
Usually we would emerge with a plain old thing, like a broken torch or a pile of old notes.
But one day our friend Sue went down there by herself as a dare. We heard screams, but we just assumed it was for attention so we rolled our eyes and didn't bother to ask if she was alright.
She was down there for ages and when we called out to her she didn't reply.
We got a bit worried, so we ran off.
That was the worst mistake we've ever made.
I wasn't there for the rest of it, and the stories vary from person to person, but this is the most common of all.
After a few hours of silence, a math teacher (who doesn't work at Clonard anymore) heard a bit of sniffling coming from the cellar. He knew, just as all the teachers knew, about the dares that all us girls gave each other to go down the cellar. He assumed that she had been dared to go down there and had injured herself on the way. He opened the cellar door, and called out to her asking if she was hurt.
The sniffling stopped.
He closed the door and turned around, only to hear loud sobs.
He opened the door and asked again. No reply.
He closed it, and this time he could hear howling.
He began to grow slightly scared, as anyone would in this situation, but he sucked it up and opened the door again.
He grabbed a flashlight from a teachers draw, and slowly walked down the stairs.
But no matter where he shone the light, he could not see anything but neatly stacked piles of used items.
He ran back up the stairs, beginning to become very frightened.
As soon as he kicked the door closed, he knew he made a mistake.
Screams as loud as you can possibly imagine came from the cellar.
I was on the complete other side of the school in a science class, and could hear them perfectly.
They were the type of screams that you only find in horror movies, but they were real and thousands of times more scary.
Naturally, all the teachers ran as fast as they possibly could to the cellar but they were too late.
The cellar door was wide open, and the maths teacher was lying on the floor unconscious and covered in blood.
He did not die, he didn't even have a mark on him.
The blood was not his, and although everyone assumed it was Sues we never found her.
For the next year or so everyone stayed clear from the cellar, but that didn't change anything.
Two months after it all, people started to see her watching them. It definitely shook them up, but the worst case of all was my friend Kate. Kate kept seeing Sue, almost every day she saw her. In the end no one believed her. A lot of people had made it up, so it was hard to tell who was telling the truth or not. I was fortunate enough to not have seen Sue, although i do believe that Kate was telling the truth the whole time. When people stopped believing Kate, Kate stopped speaking up about it. Although i did catch her, looking at a random place and going as pale as a ghost. It all ended one day in a SOSE class. I was seated next to Kate that day and I witnessed it all. In the middle of a lecture Kate screamed and fell to the floor. She held her ears and started sobbing and asking for people to make it stop. No one knew what to do, and Kate was taken to the hospital. I visited her that night, and she told me that she could hear Sues screams, and see exactly what happened to her in the cellar. I begged her to tell me what really happened, but Kate just shook her head and mumbled something incoherent. I guess it was too painful for her to relive.
Kate was moved to a different school as soon as she was allowed to leave the hospital, i never heard from her again.
Nothing much happened after that until the next year. I was in year 12, and we had a full year level photo. This was the only Sue related thing to happen to me, all the rest of our group had seen her watching them at one point, although some people never admitted to it happening.
It was a very warm day, and we all had big smiles on our faces in the photos, however when the camera flashed a strange cold breeze came over me. No one else felt it.
When we got the photos back I left it on the table for my mother to see, and went off to watch T.V.
I had never ever heard my mother scream, let alone as loud as she did when she saw the photo. I ran to help her, but she was frozen in place with the school photo in her hand.
I prized it from her fingers and looked at it.
It took me a few moments to realise what was wrong with it.
All of our year level were smiling, just like all of our photos. Except for one person.
Next to me, was Sue.
She was covered in blood and was wearing tattered clothing.
The look she was giving me was... indescribable.
Her face was contorted into a expression that is impossible for any human being to achieve. All i could tell from it was that she was pissed.
I am now a lot older and wiser and nothing else has happened, although I live in constant fear of her. Sometimes i swear i can see her in a large crowd of people, but it's only for a split second so i can never tell if it's paranoia or not.
I don't think it is, as this question presumably asked by a current student causes me to think that she is still out there, playing games with young teens who remind her of us.
If you don't believe this I understand, but at least leave this page knowing that YOU WILL NEVER. EVER. GO INTO THAT CELLAR!
What is a final tiebreaker called?
The "Twelve Point Tie Break" is the final tiebreaker and was formally introduced on a Grand Slam level in 1970 at the US Open. Points in this tiebreaker are counted using ordinary numbers. The set is won by the player who wins at least seven points in the tie-break but also has two points more than his opponent. www.playsportsaustin.com The above is incorrect. In 1970 the "Nine Point 'Sudden Death' Tie Break" was introduced at the US Open. It was the first player to reach 5 points, with each player serving two points at a time for the first three cycles. Player 1 served two points. Player 2 served two points. If necessary Player 1 would serve both points. If neither player had reached 5 points Player 2 would serve again, should the tie-break reach 4 all, Player 2 would serve the final point with Player 1 given the option of which side, deuce or ad, from which to receive it. That ninth point, win or lose, would decide the set. The Nine Point Tie Break would be played at the US Open from 1970 to 1974. In 1975 the "Twelve Point 'Lingering Death' Tie-Breaker" was adopted. While played at Forest Hills, tie breaks, were accompanied by the display of a red flag on court to draw attention to the new format, a tradition that lasted from 1970-1977 until the US Open moved to its current location in Flushing Meadows, NY.
Why is speed limit less in built up areas than in motorway?
because your more likely to hit some one in built up areas then motorway
What grades do you need to get into Cambridge or Oxford University?
Minimum of 3 As at A Level (preferably A*!) - in subjects appropriate to your intended degree course, or at least a score of 39 in the IB. 4 US AP scores of 5+ would probably be acceptable - plus high SATs scores & a good High School Diploma.
Additionally, British applicants need - realistically - to have at least 7-8 GCSE passes at A*- A, including English, Mathematics, Science, a Language other than English (Modern or Classical), plus at least one Arts/ Humanities subject (eg History, English Lit, Art, Music, Drama/ Theatre, Classical Civilization etc), & one involving Societal Study (eg Geography, History, Economics/ Business, Religious Studies, Sociology, Citizenship, Politics & Govt, Archaeology & Anthropology etc.).
Oxford & Cambridge do not explicitly state this as a requirement, but in truth, if an applicant does not have a VERY strong GCSE profile s/he will not get past first base in the application process! Without exception, every student of mine who's got into Oxbridge had at least 10 A*- A GCSE passes; those with lower grades failed.
It's important to understand, however, that grades in exams taken are only part of the story. Applicants invariably have to sit some sort of subject aptitude test, & then there are the interviews!
Oxbridge admissions interviews are highly academically focused: they're looking for original thinkers who can apply their knowledge in innovative ways. They look for real enthusiasm for the subject(s) of intended study - an obsessive interest even! As one admissions tutor said to me - "We want geeks!". They're also, in truth, seeking out those who they sense will be interesting to teach: inevitable given the 1:1 nature of the Oxbridge tutorial/ "supervisions" teaching system. Without doubt, they love intellectual flexibility plus tenacity - an unusual combination.
The hard reality is that hundreds of "straight A" students apply to Oxbridge - far more than the places available. Inevitably, therefore, a degree of subjectivity creeps into the admissions process, & many who could readily cope with the courses will not get places.
Much has been said/ written about "class bias" in the selection process. IMO, it is total nonsense that students from private schools are favoured. In my experience, if anything, the opposite pertains! Certainly, a northern, or "Cockney", or "Scouse", "Brum", or "Wegian" accent will be no handicap to a bright student who knows her/ his stuff, has enthusiasm, & is able/ willing to think laterally & demonstrate original insights into problems/ issues.
Unfortunately, however, it is also true that far too many state schools in the UK simply do not teach their students with the requisite academic rigour to prepare them adequately for the demands of the Oxbridge selection process; in this sense, state school pupils are often at a disadvantage compared with those from the private sector. Admissions tutors agonise over this; there are now numerous "outreach" programmes etc, & they do try very hard to make appropriate allowances in interview for candidates from "disadvantaged" backgrounds, but this can only go so far!
