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The effectiveness of forensics programs are only able to be valued by the quantity of graduates that find work in the legal system. With regards to the nature of the forensics courses you can become a drug analyst, a data retriever, a criminalist, a crime scene investigator, a pathology or forensic biochemistry assistant and so forth.

The actual work opportunities don’t have to be related with criminal justice necessarily due to the fact forensic services expand significantly past the restrictions of criminality, owning applications in daily life. Forensic classes could make you eligible for environmental research, customs, incidents at work investigations, fire investigations and so on.

As a result, there’s a broad collection of job options open and all you need to undertake is study and gather practical experience. Schools and licensed agencies are the establishments that offer forensics courses acknowledged countrywide and at the worldwide level.

The topics you’ll deal in are pretty wide-ranging, and every trainee gets the option of selecting a particular number of such topics from the provided list. There is overall flexibility within the framework of forensics programs, and also a very good harmony can be accomplished between the practical and the theoretical components. Depending on the specialization a number of forensics programs may be lengthier than others.

Certainly not everybody qualifies for admittance at forensics courses. From the total amount of applicants, only those with a specific kind of education and work experience are going to be picked. Forensics courses can’t be run without any educational background, since the very work in the legal system is dependent upon diverse science degrees.

Degrees in chemistry, biology, physics, genetics, computer studies, statistics, biochemistry commonly characterize admittance requirements for forensics courses. Furthermore, a criminal background is going to disqualify an applicant from the beginning.

There are various levels of training in forensics classes as well. Nonetheless, common grounds are essential for the appropriate handling of investigations. Thus, trainees must educate yourself on the complete methods which are unique for the domain they plan to work in.

Somebody that studies information forensics will learn how you can recover systems, catch unstable data, carry out incident evaluation, reduce the effect on the business and control the investigation as soon as the digital evidence has been collected. Additionally, forensic training train professionals for team work as well, since the legal system is a broad net of co-operations without which criminal justice may be nonoperational.

It has grown to be a significant pattern to associate forensic science and criminal justice with adventure, righteousness and justice. The larger demand for experts and also the social awareness of the mechanisms which support the act of justice has driven several academic institutions to produce programs, courses and distance learning platforms specializing in forensics.

There is certainly a lot of authorised forensics colleges you can decide on, depending on personal emphasis and occupation goals. Different courses can prepare people for different jobs. As a result, some will prepare you for crime scene investigations, others for laboratory work, others for computer forensics and so on.

There are 2 forms of courses furnished by forensics educational institutions: a few for BA degrees and others for MA degrees. Each includes a different competence challenge, because a number of the job opportunities connected with criminal justice call for distinctive supplementary training and a lot of years of study. Genetics lab work represents one such domain, and only the best job hopefuls with a solid education in genetics, chemistry, biology and biochemistry are decided on. When the applicant gets approved at one of several forensics schools for a masters degree, but he or she falls short of job experience, extra classes are going to be necessary.

Microscopy, forensic molecular biology, crime scene reconstruction, population data and lots of others are just a few of the programs that are common elements within the curricula of the majority of forensics colleges. Remember that capabilities are made in labs, and if you wish to be a forensic technician for instance, you need to get access to direct lab work to learn methods, strategies and also the basis of the forensic process.

This is in truth the faulty part of long distance training, due to the fact in the deficiency of in school work, skills are going to be more tricky to improve. As a result, long distance education formats continue to be in question even if they are approved.

Overall, the career in criminal justice starts with the application at many forensics colleges. However, the initial qualifying criterion is a completely clean personal record. It is best to have no convictions, zero record of substance use or various other related problems that will ensure you get discredited from the start.

Many states don’t even take applicants who smoke cigarettes, as it is true with Miami. And even if folks have access to specific training, they’ll not become hired so long as they may be endlaved by nicotine. Each one of these may seem to be tough, however the requirements as such are obvious to see and in fact accept.

Under the television influence of prime shows like CSI: Miami, a lot of people’s imagination has been fired simply by the possibility of new professions in law enforcement. A lot of pupils are actually applying for forensics lessons in middle schools and high schools. The opinions in favor and against such programs are divided and a hot argument has been initiated.

The advocates of forensics courses declare that such programs keep kids and adolescents’ fascination vivid, but right now there are other critical voices that fear this may result in converting violence into something sensational. Furthermore, the actual ethical inquiries would be more or less disturbing and also the moral concerns are not to be overlooked at all.

The actual procedure for forensics lessons should be very careful and schools should primarily focus on training people for a good social and citizen life. Thoughts differ even amongst teachers. The creation of the subject within the curriculum has already involved the implication of two hundred United states teachers in forensics classes.

Regardless of the concerns involved, several very good results have been announced as well. Common biology will barely trigger the same kind of student involvement as forensics classes. Numerous parents will still object to the courses, and it appears that the controversy is not even close to over.

When science is the principal interest and not physical violence and the sensation it generates, then forensics lessons might have a future and prove pertinent to educational objectives. The actual pupils perception of these courses will undoubtedly be swayed by the teacher’s collection of didactic resources.

A further clarification is essential here also: forensics classes elective, not required. Students might not enlist for them if their mother and father have objections or should they be not enthusiastic about the topic. No matter the case, forensic courses are new stuff and not exactly progressive in terms of social impact.

To be sincere, it is very hard to assume an objective position in relation with forensics lessons, and even those who consider they could remain neutral, may have mixed emotions about such enterprises. On the 1 hand we may express concern about the future of schooling, but alternatively it is pretty obvious why such courses are appealing and interesting.

Science seems to receive much more focus when it is analyzed within the context of criminal justice, but who is to blame for the problem? The answer to these dilemmas is most definately not simple or easy, nevertheless one thing is for certain, alterations are taking place right before our eye balls and at times there’s nothing we can do about them. We could either agree to it or combat it!

More and more young people are choosing non-traditional education to start and advance in their careers while completing and furthering their formal education. “Typical distance learners are those who don’t have access to programs, employees who work during scheduled class hours, homebound individuals, self-motivated individuals who want to take courses for self-knowledge or advancement, or those who are unable or unwilling to attend class” (Charp, 2000, p. 10). Three key elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). These elements must be keenly integrated into one smoothly and operationally functional delivery tool.

While an online method of education can be a highly effective alternative medium of education for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent learners. In order to successfully participate in an online program, student must be well organized, self-motivated, and possess a high degree of time management skills in order to keep up with the pace of the course. For these reasons, online education or e-learning is not appropriate for younger students (i.e. elementary or secondary school age), and other students who are dependent learners and have difficulty assuming responsibilities required by the online paradigm.

Millions of students use e-learning solutions in over 140 countries: corporations such as Kodak and Toyota and education providers like ExecuTrain, New Horizons, the Enoch Olinga College (ENOCIS), Phoenix University amongst the hundreds of schools and colleges.

Studies have shown student retention to be up to 250% better with online learning than with classroom courses. Several recent ones have helped frame the debate. The Sloan Consortium published a widely distributed report titled “Growing by Degrees: Online Education in the United States in 2005” that examined the growing prevalence of online education across U.S. institutions.

In addition, a study conducted by the Boston-based consulting firm Eduventures found that, while about half of institutions and more than 60 percent of employers generally accept the high quality of online learning, students’ perceptions differ. Only about 33 percent of prospective online students said that they perceive the quality of online education to be “as good as or better than” face-to-face education. Ironically, 36 percent of prospective students surveyed cited concern about employers’ acceptance of online education as a reason for their reluctance to enroll in online courses.

But what actually drives quality? A March 2006 report released by the U.S. Department of Education’s Office of Postsecondary Education identifies six quality indicators: mission, curriculum and instruction, faculty support, student and academic services, planning for sustainability and growth, and evaluation and assessment.

The debate rages on while the Pros and Cons of Online Adult Education for today’s international students are constantly analyzed to determine if this type of education platform can deliver predictable and measurable results.

The Enoch Olinga College (ENOCIS) is one institution which uses this type of delivery system. ENOCIS enhances their learning experience by offering many other “value added”, cost reducing benefits to students. Online pupils can apply for scholarships available to students of excellence and other financial aid programs like the Parent Loan for Undergraduate Students (PLUS), with attractive interest rates. They also provide convenient payment facilities, on line banking, Western Union Quick Collect, bank cards and a student who is granted a loan can start repaying it after two months if they have a corporate guarantor.

Pros of Online Education:

The key advantages of the online education experience are briefly explained below:

1. Cheaper: Online courses may be more affordable than those offered at colleges or trade schools. You may also save on transportation costs like gas, bus passes, and parking permits because you don’t need to commute to school and there are no housing or meals plans to worry about since you do not need to live on or near a college campus. Housing expenses and other costs associated with living expenses are usually the most expensive aspects of a college education, so by taking an online course you could save quite a bit of money. The best part of online education is the absence of travel and immigration problems.

2. More Convenient: By taking courses online, you’re able to decide when you study and for how long. You are also able to schedule your studying around your work or social schedule.

Since you’re not bound to a classroom, you may do your work wherever you have access to a computer and the internet. You’ll be able to set your own pace and decide exactly how fast you want to go over the material. Take online courses when you need them, not based on some college’s annual or semester schedule. You can learn when you need it (Just-In-Time)

3. Flexibility: with no set class times, you decide when to complete your assignments and readings. You set the pace. In some programs, you can even design your own degree plan. The online students can carry out their private or official work, along with the online education. They can allot more time in the topics, which they feel comparatively hard and vice versa. The speed of learning depends solely upon the students.

4. Technology: With the help of the scientific technology, students can do their online education at any place. The only mandatory pre-requisite is the availability of computer along with an internet amenity.

5. Availability: distance-learning opportunities have exploded over the past few years, with many accredited and reputable programs.

6. Accessibility: with an online course, you can work on the course just about anywhere you have computer access. Your learning options are not constrained by your geographic location. The new virtual classrooms have created a myriad of learning opportunities for global learning and education center. On line education is a new era experience adapting to the needs of the world citizen.

7. Self-Directed: you set your own pace and schedule, so you control the learning environment.

8. Time Spent in Classroom: now you can take a course on just about any subject without ever having to be in, or travel to, a classroom so you have very little wasted time. Note, however, that some distance-education programs still do have an in-class component and normally to receive a fully accredited US university degree an international student must spend one or two semesters on campus.

9. High Quality Dialog: Within an online asynchronous discussion structure, the learner is able to carefully reflect on each comment from others before responding or moving on to the next item. This structure allows students time to articulate responses with much more depth and forethought than in a traditional face-to-face discussion situation where the participant must analyze the comment of another on the spot and formulate a response or otherwise loose the chance to contribute to the discussion.

10. Student Centered: Within an online discussion, the individual student responds to the course material (lectures and course books, for example) and to comments from other students. Students usually respond to those topics within the broader conversation that most clearly speak to their individual concerns and situations resulting in several smaller conversations taking place simultaneously within the group. While students are expected to read all of their classmates’ contributions, they will become actively engaged only in those parts of the dialog most relevant to their needs. In this way, students take control of their own learning experience and tailor the class discussions to meet their own specific needs. Ideally, students make their own individual contributions to the course while at the same time take away a unique mix of information directly relevant to their needs.

11. Level Playing Field: In the online environment learners retain a considerable level of anonymity. Discriminating factors such as age, dress, physical appearance, disabilities, race and gender are largely absent. Instead, the focus of attention is clearly on the content of the discussion and the individual’s ability to respond and contribute thoughtfully and intelligently to the material at hand.

12. Synergy: The online format allows for a high level of dynamic interaction between the instructor and students and among the students themselves. Resources and ideas are shared, and continuous synergy will be generated through the learning process as each individual contributes to the course discussions and comments on the work of others. The synergy that exists in the student-centred virtual classroom is one of the unique and vital traits that the online learning format posses..

13. Access to Resources: It is easy to include distinguished guest experts or students from other institutions in an online class as well as allow students to access resources and information anywhere in the world. An instructor can compile a resource section online with links to scholarly articles, institutions, and other materials relevant to the course topic for students to access for research, extension, or in depth analysis of course content material in the global classroom.

14. Creative Teaching: The literature of adult education supports the use of interactive learning environments as contributing to self-direction and critical thinking. Some educators have made great strides in applying these concepts to their on ground teaching. The nature of the semi-autonomous and self-directed world of the virtual classroom makes innovative and creative approaches to instruction even more important. In the online environment, the facilitator and student collaborate to create a dynamic learning experience.

Cons of Online Education:

Briefly explained are some factors that could negatively affect your success with distance learning courses:

1. The Technology:

a. Equity and Accessibility to Technology: Before any online program can hope to succeed, it must have students who are able to access the online learning environment. Lack of access, whether it be for economical or logistics reasons, will exclude otherwise eligible students from the course. This is a significant issue in rural and lower socioeconomic neighbourhoods and educating the underserved peoples of the world. As far as Internet accessibility is concerned, it is not universal, and in some areas of the United States and other countries, Internet access poses a significant cost to the user. Some users pay a fixed monthly rate for their Internet connection, while others are charged for the time they spend online. If the participants’ time online is limited by the amount of Internet access they can afford, then instruction and participation in the online program will not be equitable for all students in the course. This is a limitation of online programs that rely on Internet access. Equity of access to learners of all backgrounds and parts of society

b. Requires New Skills/Technologies: if you’re not computer-savvy or are afraid of change or new technologies, then online education will probably not work for you. The online students are required to learn new skills, such as researching and reviewing the internet.

c. Computer Literacy: Both students and facilitators must possess a minimum level of computer knowledge in order to function successfully in an online environment. For example, they must be able to use a variety of search engines and be comfortable navigating on the World Wide Web, as well as be familiar with Newsgroups, FTP procedures and email. If they do not possess these technology tools, they will not succeed in an online program.

d. Limitations of Technology: User friendly and reliable technology is critical to a successful online program. However, even the most sophisticated technology is not 100% reliable. Unfortunately, it is not a question of if the equipment used in an online program will fail, but when. When everything is running smoothly, technology is intended to be low profile and is used as a tool in the learning process. In downtime situations of broken systems the technology is neither seamless nor reliable and it can detract from the learning experience.

2. The Institution: Many online education facilities are relatively new with many courses and hence, lack in modern instructors for instructing the new curriculum. Estimates show that there is still a need for an increase of more 50% of qualified instructors for online education.

b. The Administration and Faculty: Some environments are disruptive to the successful implementation of an online program. Administrators and/or faculty members who are uncomfortable with change and working with technology or feel that online programs cannot offer quality education often inhibit the process of implementation.

3. The Facilitator: Lack of Essential Online Qualities: Successful on-ground instruction does not always translate to successful online instruction. If facilitators are not properly trained in online delivery and methodologies, the success of the online program will be compromised. An instructor must be able to communicate well in writing and in the language in which the course is offered.

4. Perceptions/Reputation: while slowly changing as more and more mainstream colleges and universities embrace distance learning, there still is a stigma attached to distance education to the student’s interaction in the online education. Some of the students believe that, there are few opportunities with regards to face-to-face interactions and feedbacks.

5. No Instructor Face Time: If your learning style is one where you like personalized attention from your teachers, then online education will probably not work for you.

6. Little Support: students are expected to find their own resources for completing assignments and exams, which is empowering for some, but daunting for others. There is little support and limited guidelines provided in on line education system.

7. Lacking Social Interaction: while you often interact with classmates via email, chat rooms, or discussion groups, there are no parties or off line get-togethers.

8. No Campus Atmosphere: part of the traditional college experience, of course, is the beauty of the campus, the college spirit, but you have none of that with distance-education courses. Since you’re not on campus or in classes, you may lack opportunities to meet other students.

9. Making Time: if you are a procrastinator or one of those people who always needs an extra push to complete work, you may have a hard time making time for your online classes. On line learning requires new skills and responsibilities from learners

10. Academic honesty of online students: requires a new mindset to online assessment. Most education experts agree that rote memory testing is not the best measure of learning in any environment and new measurement and evaluation tools are evolving.

11. Types and effectiveness of assessments: The importance of outcomes in online learning cannot be over emphasized. Does the program have measurable results? Are students learning what you say they should be learning? Then there are institutional outputs: course completion rates, job placement rates (if that’s the goal of the institution), graduation rates, student success on third-party tests, and student satisfaction scores.

These factors, both the pros and cons, contribute greatly to making an informed decision about the direction of your career path and how you are going to accomplish your goals: on line, in the classroom or a combination of both.

Institutions and companies that use continuing education to meet their needs also face similar decisions. Institutions that deliver online education are confronted with a series of challenges, including the search for good faculty, use of technology, and provision of adequate student services.

The Sloan Consortium report “Growing by Degrees: Online Education in the United States in 2005” found that 64 percent of chief academic officers and faculty believe that it takes more discipline for a student to succeed in an online course than it does in a face-to-face course.

More and more major business and industry is turning to on line continuing education as a viable and cost effective resource for training its personnel. Hilton Hotel has 380 hotels worldwide and is represented in 66 countries.

When you weigh the benefits and advantages of on line adult continuing education the cost of study and flexibility of scheduling tip the scales of programs like the Enoch Olinga College, Capella and Phoenix University’s distance learning program on line adult continuing education is becoming a world wide respected form of education.

However, as with any situation, there are both pros and cons with the concept of online education and the benefits of the virtual or global classroom. You may want to evaluate both before you decide on an online education program. By examining the advantages and disadvantages, you will be able to make a more informed decision. But, at the end of the day, online learning is independent learning. A lot of structure has been put into online programs, but it still comes down to a learner sitting in front of a computer by him or herself. The knowledge you receive or the benefits it will generate either in development of self esteem or increasing earning capacity will depend sole upon you the student.

A forensic science degree usually leads you towards many types of careers, yet the evolution of one’s profession depends on a number of other aspects which are more or less associated with schooling. Practical experience seems to be essential for professional development, but the natural inclination for a certain area carries a heavy impact on this growth as well.

It goes without saying that having a forensic science degree you’ll work within the justice system, and the admittance in the ranks is very significant. You have to know that the justice system won’t ever forget about youth indiscretions, which explains why your record needs to be crystal transparent. In reality, ahead of starting any attempt to join a forensic science degree program, get familiar with all the specifics and requirements for the numerous job opportunities out there.

The intricacy of the forensic science degree levels is influenced by the expertise area you want to specialize in. There are medical assessment jobs, crime laboratory examination, engineering, crime scene research, technical assistance, psychological profiling and several others.

Prior to applying for admittance to a forensic school, try to find a number of things about the characteristics of the careers you would train for. Talking to somebody that works in the industry might allow you to get a first impression. Many opinions are biased but at least you can make an idea about what to expect.

A medical forensic science degree is most satisfying in terms of financial retribution but the work conditions are tough. For such a profession you need to study in excess of 7 years and gather plenty of experience in the laboratory. Numerous challenges and problem-solving requirements is likely to make it equally fascinating and hard to build a profession, though the benefits are rewarding.

Prior to deciding to obtain the forensic science degree you ought to select a residency providing you with some forensic concentration, and thus start training for the future career. The field of biology and chemistry degrees will turn out to be essential, whilst they may belong to the undergraduate level.

Laboratory work is a comfortable task for an individual with a forensic science degree. The work hours are set and the payment is good. You could potentially nevertheless resent doing work in the same lab every day. Natural science and chemistry degrees qualify a person for criminal investigation lab.

Furthermore, in labs where DNA analyses are executed, just specialists with degrees in biology and genetics are permitted. You will find nonetheless additional electives you can choose while attending college in support of the forensic science degree, and mineralogy, textile classes, microbiology and even botany fit in the future job prerequisites.

The Academic Ranking of World Universities (ARWU) is produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include highly cited researchers, articles indexed in major citation indices and staff winning Nobel Prizes.

The World’s Top-500 universities (2008) are mainly located in Europe (n=210; 40%), the Americas (n=190; 40%) and the Asian/Pacific region (n=100; 20%). There are nine universities located in Spain, representing 2% of the World’s Top-500 universities and 4% of the European universities in the ARWU ranking.

The Top-6 universities in Spain are: 1. University of Barcelona (ranked 152-200 in the world); 2. University Autonoma of Madrid (201-302), 2. University Complutense – madrid; 4. University Autonoma Barcelona (303-401), 4. University Polytechnic Valencia (303-401) and 4. University of Valencia (303-401). This means that the top universities are located in three largest urban centres of Spain (Madrid, Barcelona and Valencia) and the top university is not located in the capital city.

All six universities are public institutions and the total number of students per university is relatively large compared to other countries (e.g. United States, United Kingdom and the Netherlands). The average number of students for the Top-6 universities is 55,416, with a range from 33,118 at the University Autonoma of Madrid to 91,251 at the University Complutense – Madrid.

In order to make inter-country comparisons, AllAboutUni calculates the number of universities in the World’s Top-500 per million inhabitants. The overall number of universities per million inhabitants is 0.5 for industrialized countries. An earlier assessment found that small countries in Western Europe (Sweden (1.2), Finland (1.1) and Switzerland (1.0)) and New Zealand (1.2) has the highest number of universities per million inhabitants.

The number of universities in the World’s Top-500 universities that are located in Spain is 0.2 per million inhabitants. Other large industrialized countries have the following figures: Australia (0.7), the Netherlands (0.7), United Kingdom (0.7), Canada (0.6), United States (0.5), Germany (0.5), France (0.4), Italy (0.4), Japan (0.2) and South Korea (0.2). This means that the performance of Spain is very low compared to other industrialized countries. For example, Sweden has six times more universities in the ARWU ranking (per million inhabitants) than Spain.

In conclusion, Spain performs poorly when its universities are compared to other industrialized countries in the world. It does not have a university in the World’s Top-100, its best university (the University of Barcelona) is only ranked 152-200 and it has a very low density of top universities per million inhabitants compared to other industrialized countries.

An assessment carried out by AllAboutUni reveals that France has a relatively low density of the World’s Top universities compared to other countries in the world. AllAboutUni is an independent, global and interactive websites where visitors can obtain information about universities (global rankings, student reviews, university news and campus pictures).

The Academic Ranking of World Universities (ARWU) is produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include highly cited researchers, articles indexed in major citation indices and staff winning Nobel Prizes.

The World’s Top-500 universities (2008) are mainly located in Europe (n=210; 40%), the Americas (n=190; 40%) and the Asian/Pacific region (n=100; 20%) There are 23 universities located in France, representing 11% of the European universities in the ARWU ranking.

France has a population of 64 million inhabitants and the eighth largest economy in the world and fourth third in Western Europe (in terms of Gross Domestic Product), after USA, China, Japan, India, Germany, United Kingdom and Russia.

Universities in France are predominantly public institutions. Interestingly, the best students attend the ‘Grandes Ecoles’ ['Grand Schools'] (a higher education establishment outside the mainstream framework of the public universities system). Whilst the universities are open to all students who finish their high school education (with a ‘Baccalauréat’), the ‘Grandes Ecoles’ require an additional entrance exam which is highly competitive.

In comparison to French universities, the ‘Grandes Ecoles’ are relatively small institutions. For example, the University of Paris 06 (ranked 42rd in the world) has 30,000 students and the Ecole Normale Superieure Paris (ranked 73rd in the world) has 2,000 students.

The Top-5 universities in France are: 1. University of Paris 06 (ranked 42nd in the world), 2. University of Paris 11 (49th), 3. Ecole Normale Superieure Paris (73rd), 4. University of Paris 07 (101-151) and University of Strasbourg (101-151). Overall, the ‘Grandes Ecoles’ only represent 5 of the top-23 universities in France and there is a very high representation of universities located in Paris (9 out of 23).

In order to make inter-country comparisons, AllAboutUni.com calculates the number of universities in the World’s Top-500 per million inhabitants. The overall number of universities per million inhabitants is 0.5 for industrialised countries. An earlier assessment found that small countries in Western Europe (Sweden (1.2), Finland (1.1) and Switzerland (1.0)) and New Zealand (1.2) have the highest number of universities per million inhabitants.

The number of universities in the World’s Top-500 universities that are located in France is 0.4 per million inhabitants. Other large industrialized countries have the following figures: Australia (0.7), the Netherlands (0.7), United Kingdom (0.7), Canada (0.6), United States (0.5), Germany (0.5), France (0.4), Italy (0.4), Japan (0.2), South Korea (0.2) and Spain (0.2). This means that France performance is relatively low compared to other industrialised countries.

At the top of the ARWU ranking, there are only three French universities in the World’s Top-100 universities. This compares to 54 for the US, 11 for the UK, 6 for Germany, 4 each for Canada, Japan and Sweden, and 3 for Australia and Switzerland. All other countries have fewer than 3 universities in the World’s Top-100 universities.

In conclusion, France performs poorly when its universities are compared to other industrialised countries in the world. Its best university is only ranked 42nd in the world and there are only three universities in the World’s Top-100 universities. Looking at the density of top universities per million inhabitants also reveals a poor performance compared to other industrialised countries.

The University of Rajasthan is considered one of the oldest institutions of higher learning in Rajasthan. . It was established on 8th January, 1947, in the name of ‘University of Rajputana’ with the main objective of distributing knowledge and catering to the needs of the students of whole Rajasthan. It had jurisdiction over the entire state.
In the year 1956, the Rajputana University was renamed as the University of Rajasthan, keeping in one piece its enveloping jurisdiction.  With the successive creation of other universities, its affiliating jurisdiction has come down but it is regarded as the hub of Higher Education in Rajasthan paving the way for the other universities. It attracts students from all over Rajasthan and other parts of India and abroad.

‘University of Rajasthan’ is a multi-faculty University and is recognized under 2F and 12B of University Grant Commission (U.G.C) .  
It contains 36 Post Graduate Departments, 15 recognized Research Centers, 6 Constituent Colleges and 500 Affiliated Colleges spanning 6 districts.
Not a single Indian university was in the top 300 of Academic Ranking of World Universities in 2006. However, six Indian Institutes of Technology and Birla Institute of Technology and Science – Pilani, were listed among the top 20 science and technology schools in Asia by Asiaweek.[The Indian School of Business was ranked number 15 in global MBA rankings by the Financial Times of London in 2009 while the All India Institute of Medical Sciences has been recognized as a global leader in medical research and treatment.Similarly, the National Law School of India University situated in Bangalore is often considered to be the best law school in South Asia and a pioneer in legal education in India.
The University has been established by the Singhania University, Pacheri Bari, Distt. Jhunjhunu (Rajasthan) Ordinance 2007. It is a fully recognized university as per Sec. 2f of the UGC Act 1956.

Singhania University is situated at Pacheri Bari, Distt. Jhunjhunu (Rajasthan) on the Delhi-Narnaul Singhana – Pilani Road. It is about 160 kms. west of Delhi and about 165 kms. north of Jaipur. The University can be reached either by rail or by road. The nearest railway stations are Narnaul (19 kms.) and Chirawa (45 kms.)
Singhania University offers world-class infrastructure, highly qualified and dedicated faculties and excellent environment for academic and intellectual growth.

The Institute focuses on comprehensive growth of the students, working on their hearts and minds by addressing to their academic, cultural, physical and social needs in an environment of continuous interaction and growth, conducive for the enrichment of mind and body. The faculty is fully committed to impart quality education by investing all its skills and knowledge. The University endeavours not only to produce excellent academic results but also to produce excellent and successful professionals. Singhania University is top university in the list of universities of Rajasthan, located at Pacheri Bari Jhunjhunu.Rajasthan India. It offers all bachelor and master degree courses in Science and Technology, for more information call +91-1494513030, +91-9251604020 or +91-9416903103.

An assessment of the World’s Top-500 universities carried out by AllAboutUni found that a country’s top university is usually located in the capital city. AllAboutUni is an independent, global and interactive website where visitors can obtain information about universities (global rankings, student reviews, university news and campus pictures).

The Academic Ranking of World Universities (ARWU) is produced by the Institute of Higher Education at the Shanghai Jiao Tong University. Several indicators of academic or research performance are used to establish the ranking, these include highly cited researchers, articles indexed in major citation indices and staff winning Nobel Prizes.

The World’s Top-500 universities (2008) include a total of 38 countries. The AllAboutUni.com analysis looked at the top university in each country and whether it was located in the capital city. If there was more than one top university in a country and one of these is located in the capital city, the top university was considered to be located in the capital city. This was the case for Italy, where there are three top-universities (all ranked 101-151) and one of these is located in Rome (University Roma – La Sapienza). The analysis revealed that the top university was located in the capital city in 25 (66%) of the 38 countries.

The analysis was repeated for small and large countries, where large countries were defined as having a population of over 25 million inhabitants. This analysis revealed that in small countries, the top university was located in the capital city in 80% of countries (16 out of 20) and in large countries it was 50% (9 out of 18 countries).

In the small countries, the four countries where the top university was not located in the capital city were: Belgium (the top university was the University of Antwerp), Israel (University of Jerusalem), the Netherlands (University of Utrecht) and Switzerland (University of Zurich). In all other 16 small countries the top university was located in the capital city.

In the large countries, there are a number of good examples of the top university not being located in the capital city. In the United States, the top university (Harvard University) is located in Boston, Massachusetts, and not in Washington DC. In the United Kingdom, the top university (University of Cambridge) is not located in London and in Germany the top university (University of Munich) is not located in Berlin.

The reasons for this general finding go beyond the scope of the AllAboutUni.com analysis. However, factors like the economical, political, historical and even the religious development of a country will probably play an important role in determining the location of a country’s top-university. Generally speaking, these factors will favour the capital city and we found this to be particularly the case for small countries.

In conclusion, the AllAboutUni.com assessment found that top universities are usually located in the capital city (66% of all countries). This association was much stronger for small countries, where 80% of countries had their top university located in the capital city.