Final examination

A final examination, annual, exam, final interview, or simply final, is a test given to students at the end of a course of study or training. Although the term can be used in the context of physical training, it most often occurs in the academic world. Most high schools, colleges, and universities run final exams at the end of a particular academic term, typically a quarter or semester, or more traditionally at the end of a complete degree course.

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Students taking a final exam at the University of Vienna

Isolated purpose and common practice

The purpose of the test is to make a final review of the topics covered and assessment of each student's knowledge of the subject. A final is technically just a greater form of a "unit test". They have the same purpose, finals are simply larger. Not all courses or curricula culminate in a final exam; instructors may assign a term paper or final project in some courses. The weighting of the final exam also varies. It may be the largest—or only—factor in the student's course grade; in other cases, it may carry the same weight as a midterm exam, or the student may be exempted. Not all finals need be cumulative, however, as some simply cover the material presented since the last exam. For example, a microbiology course might only cover fungi and parasites on the final exam if this were the policy of the professor, and all other subjects presented in the course would then not be tested on the final exam.

Prior to the examination period most students in the Commonwealth have a week or so of intense revision and study known as swotvac.

In the UK, most universities hold a single set of "Finals" at the end of the entire degree course. In Australia, the exam period varies, with high schools commonly assigning one or two weeks for final exams, but the university period—sometimes called "exam week" or just "exams"—may stretch to a maximum of three weeks.

Practice varies widely in the United States; "finals" or the "finals period" at the university level constitutes two or three weeks after the end of the academic term, but sometimes exams are administered in the last week of instruction. Some institutions designate a "study week" or "reading period" between the end of instruction and the beginning of finals, during which no examinations may be administered. Students at many institutions know the week before finals as "dead week." Most final exams incorporate the reading material that has been assigned throughout the term.

Though common in French tertiary institutions, final exams are not often assigned in French high schools. However, French high school students hoping to continue their studies at university level will sit a national exam, known as the Baccalauréat.

In some countries and locales that hold standardised exams, it is customary for schools to administer mock examinations, with formats modelling the real exam. Students from different schools are often seen exchanging mock papers as a means of test preparation.

Take-home finals

A take-home final is an examination at the end of an academic term that is usually too long or complex to be completed in a single session as an in-class final. There is usually a deadline for completion, such as within one or two weeks of the end of the semester. A take-home final differs from a final paper, often involving research, extended texts and display of data. Most take home finals are in advanced courses such as computer science and marine biology.

Schedule

In some cases, schools will run on a modified schedule for final exams to allow students more time to do their exams. However, this is not necessarily the case for every institution.

See also

AP French Language and Culture

Advanced Placement French Language and Culture (also known as AP French Lang, AP French Language or AP French) is a course offered by the College Board to high school students in the United States as an opportunity to earn placement credit for a college-level French course. The AP French Language test is widely compared to a final examination for a French 301 college course. Enrollment requirements for AP French Language differ from school to school, but students wishing to enter it should have a good command of French grammar and vocabulary as well as prior experience in listening, reading, speaking, and writing French and a holistic cultural knowledge of francophone regions. The AP French Language and Culture exam underwent a change beginning in May 2012 designed to better test interpretive, interpersonal, and presentational communication skills.

Chiranjeet Chakraborty

Chiranjeet, also known as Deepak Chakraborty, is a Bengali Indian actor and director in the Bengali film industry located in Kolkata, West Bengal. He is also a politician and a Member of the Legislative Assembly of Government of West Bengal. He was born in November 2, 1955 at Kolkata. He has got the BFJA award for his film "Abaidha" in 2002. The film was directed by Gul Bahar Singh.

Chiranjeet completed his Higher Secondary from Mitra Institution (Main). He studied B.E In Architecture at Jadavpur University, but did not appear for his final examination. He has worked for Desh magazine and as a newsreader on TV. He is also a famous stage artist. He is married and has a daughter.

Common Final Examination

The Common Final Examination (CFE) is the final examination of the Chartered Professional Accountant (CPA) professional designation in Canada. The CFE is the culmination of the rigorous two-year graduate-level CPA program. The exam not only includes important accounting disciplines like finance, governance, strategy, and assurance, but also evaluates professional skills such as critical analysis, decision-making, and professional judgment. Previously known as the Uniform Evaluation (UFE), the UFE has been discontinued following the unification of the three accounting designations (CA, CMA, CGA) in Canada and Bermuda in June 2015.

Administered nationally by CPA Canada, and conducted regionally by the provincial/regional orders, the CFE is written over the course of three sequential days and is the culmination of years of study in financial accounting, management accounting, corporate finance, performance management, taxation and other business-related university courses. Writing the CFE requires successful completion of preliminary education requirements including CPA preparatory courses and CPA Canada's Professional Education Program (PEP). Upon passing the CFE and completing 30 months of approved practical experience, the candidate is designated a Chartered Professional Accountant and may use the CPA post-nominal letters.

The Common Final Examination is typically offered once per year in September (Fall). Sometimes, it may be offered twice a year in Spring and Fall (such as May and September 2016). The upcoming CFE dates are: September 11 - September 13, 2019. Two CFEs are scheduled for 2020, between May 26 - May 29 and September 9 - September 11, 2020.

Darrell L. Bock

Darrell L. Bock (born December 12, 1953) is an American evangelical Christian New Testament scholar. He is Executive Director of Cultural Engagement at The Hendricks Center and Senior Research Professor of New Testament studies at Dallas Theological Seminary (DTS) in Dallas, Texas, United States. Bock received his PhD from Scotland's University of Aberdeen.

Bock mentored New Testament scholars F. David Farnell and Daniel B. Wallace.His works include the monograph "Blasphemy and Exaltation" in the collection Judaism and the Final Examination of Jesus, and volumes on Luke in both the Baker Exegetical Commentary on the New Testament and the IVP New Testament Commentary Series. Bock is a past president of the Evangelical Theological Society. He serves as a corresponding editor for Christianity Today, and he has published articles in the Los Angeles Times and The Dallas Morning News.

Bock is known for his work concerning The Da Vinci Code by Dan Brown. In a response to the theological implications of the novel, Bock wrote Breaking the Da Vinci Code, his best-selling work to date. The book challenges the historicity of various extra-biblical ideas expressed in The Da Vinci Code, most notably the supposed marriage of Jesus to Mary Magdalene. He also has written many pieces for beliefnet.com and ChristianityToday.com. Bock also wrote The Missing Gospels, which argues for the existence and legitimate primacy of early Christian orthodoxy over non-canonical gospels and beliefs.

On May 17, 2006, immediately before the film The Da Vinci Code opened, Bock appeared on the TV show Nightline, talking about his book and about the movie. Bock has debated agnostic biblical scholar Bart Ehrman on whether certain epistles in the New Testament have been forged.

In 2012, he became the executive director of cultural engagement at the Hendricks Center at DTS. Bock hosts The Table Podcast, Dallas Theological Seminary's weekly cultural engagement show.

Education in Burundi

Education is compulsory in Burundi for six years, between the ages of 7 and 13. Theoretically, primary education is free at point of use.Primary education in Burundi spans six grades between the ages of 7 and 13. The next educational tier, known as Lower Secondary, comprises an additional four grades. Upper Secondary includes three further grades. Students sit exams in their penultimate year of primary school known as the Sixth Year Certificate (Certificat de la Sixième) as well as examinations in their tenth year to determine their eligeability for Upper Secondary. Finally, a final examination is set in the final year of Upper Secondary known as the Diploma for the End of Secondary Study (Diplôme de Fin d'Études Secondaires).In 2015, the gross primary enrolment rate for children (aged 5–14) was 61 percent. 26 percent of children in the same age group combined education with paid work. There was a 66 percent completion rate for primary education. The student–teacher ratio in Burundi in 2011 was 29.4:1.General levels of education in Burundi are low. In 2011, the country had an estimated literacy rate of approximately 60 percent. The Burundian government is a signatory to various international protocols against child labour.In not practice, the reality of the Burundian education system is often different from its legal structure. The fighting during the Burundian Civil War (1993–2006) did particular damage to the education system. Around 25 percent of all the country's schools were destroyed and many teachers were killed or became internally displaced. Over 6,000 Burundian children also live in refugee camps outside Burundi.

Education in Germany

The responsibility for the education system in Germany lies primarily with the states (Länder), while the federal government plays a minor role. Optional Kindergarten (nursery school) education is provided for all children between one and six years old, after which school attendance is compulsory. The system varies throughout Germany because each state (Land) decides its own educational policies. Most children, however, first attend Grundschule from the age of six to eleven.

German education is very important to the German government. There are many reasons for this, but one main reason behind this is due to the fact that Germany has the world's second oldest population. Many Germans are at the retired age and are not about of the labor market. Even if by 2060, if the population decreases the way that the Federal Statistical Office of Germany believes, the best outcome would still still result in a "decreased working-age population". Because of this the German government has found great importance from the "internationalization of education". Internationalization can help promote immigration to Germany and it can help Germany's labor shortage. Like many other countries, Germany does struggle with low death rates but also low birth rate. Many individuals are living for quite a while and even though that is fortunate for them, it harms the economy. The German population is getting older and simply cannot be supported by its youth. Immigration is seen as a solution to solve this. Internalization not only helps the labor market but also creates schools with a great global connection.

Germany's secondary education is separated into two parts, lower and upper. Lower-secondary education in Germany is meant to teach individuals basic general education and gets them ready to enter upper-secondary education. In the upper secondary level Germany has a vast variety of vocational programs. The format of secondary vocational education is put into a way to get individuals to learn high skills for a specific profession. "Most of Germany highly skilled workforce has gone through the dual system of vocational education and training also known as V.E.T.". Many Germans participate in the V.E.T. programs. These V.E.T. programs are partnered with about 430,000 companies, and about 80 percent of those companies hire individuals from those apprenticeship programs to get a full time job. This educational system is very encouraging to young individuals because they are able to actively see the fruit of their loom. The education system is encouraging to individuals because they know that most likely a job will be waiting for them when they are done with school. The skills that are gained through these V.E.T. programs are not easily transferable and once a company commits to an employ that came out of these vocational schools, they have a commitment to each other . Germany's V.E.T. programs prove that a college degree is not necessary for a good job and that training individuals for specific jobs could be successful as well German secondary education includes five types of school. The Gymnasium is designed to prepare pupils for higher education and finishes with the final examination Abitur, after grade 12 or 13. The Realschule has a broader range of emphasis for intermediate pupils and finishes with the final examination Mittlere Reife, after grade 10; the Hauptschule prepares pupils for vocational education and finishes with the final examination Hauptschulabschluss, after grade 9 and the Realschulabschluss after grade 10. There are two types of grade 10: one is the higher level called type 10b and the lower level is called type 10a; only the higher-level type 10b can lead to the Realschule and this finishes with the final examination Mittlere Reife after grade 10b. This new path of achieving the Realschulabschluss at a vocationally oriented secondary school was changed by the statutory school regulations in 1981 – with a one-year qualifying period. During the one-year qualifying period of the change to the new regulations, pupils could continue with class 10 to fulfil the statutory period of education. After 1982, the new path was compulsory, as explained above.

Other than this, there is the Gesamtschule, which combines the Hauptschule, Realschule and Gymnasium. There are also Förder- or Sonderschulen. One in 21 pupils attends a Förderschule. Nevertheless, the Förder- or Sonderschulen can also lead, in special circumstances, to a Hauptschulabschluss of both type 10a or type 10b, the latter of which is the Realschulabschluss.

The amount of extracurricular activity is determined individually by each school and varies greatly.

Many of Germany's hundred or so institutions of higher learning charge little or no tuition by international comparison. Students usually must prove through examinations that they are qualified.

In order to enter university, students are, as a rule, required to have passed the Abitur examination; since 2009, however, those with a Meisterbrief (master craftsman's diploma) have also been able to apply. Those wishing to attend a "university of applied sciences" must, as a rule, have Abitur, Fachhochschulreife, or a Meisterbrief. If lacking those qualifications, pupils are eligible to enter a university or university of applied sciences if they can present additional proof that they will be able to keep up with their fellow students through a Begabtenprüfung or Hochbegabtenstudium (which is a test confirming excellence and above average intellectual ability).

A special system of apprenticeship called Duale Ausbildung allows pupils on vocational courses to do in-service training in a company as well as at a state school.

Extended Secondary School (East Germany)

The extended secondary school, officially twelve-class general educational polytechnic secondary school, abbreviation EOS, was the standard institution of higher education in the education system of East Germany. It finished with the final examination called Reifeprüfung /Abitur (A-Level) at the end of the 12th grade, granting the Reifezeugnis, the certificate of eligibility for university entrance. The school structure was a four-class comprehensive school without any internal or external differentiation. The EOS was established in 1959 to replace the hitherto existing Oberschule as laid down by the Act on Socialistic Development of the School System in the German Democratic Republic effective December 2, 1959. The designation Gymnasium was not common in East Germany.

Final

Final, Finals or The Final may refer to:

Final (competition), the last or championship round of a sporting competition, match, game, or other contest which decides a winner for an event

Another term for playoffs, describing a sequence of contests taking place after a regular season or round-robin tournament, culminating in a final by the first definition.

final (Java), a keyword in the Java programming language

Final case, a grammatical case

Final examination, a test given at the end of a course of study or training

Part of a syllable

Final, a tone of the Gregorian mode

Final Examination (film)

Final Examination is a 2003 American Horror-thriller film which was directed by Fred Olen Ray (credited as Ed Raymond) and stars Kari Wührer, Brent Huff and Debbie Rochon.

Final examination (disambiguation)

Final examination or Final exam may refer to:

EducationAn academic final examinationArts, entertainment, and mediaFinal Exam (album), seventh album by Loudon Wainwright III

Final Exam (film), 1981 slasher film

"Final Exam" (Teen Titans), an episode of Teen Titans

"Final Exam" (The Outer Limits), a 1998 episode of The Outer Limits

Final Exam (video game), a 2013 side-scroller video game

Final Exam: A Surgeon's Reflections on Mortality, a 2007 book by Pauline Chen

Final Examination (film), 2003 film directed by Fred Olen Ray

Kadavallur Anyonyam

Kadavallur Anyonyam is a Rig Veda debate held annually at Kadavallur in Thrissur District, India. In the anyonyam two major Rig Veda schools (known as Vadakke Madhom) based in Thrissur Thirunavayatake part. Over the years, the two Brahmaswam Maths at Thrissur and Thirunavaya developed a healthy and constructive competitive spirit. Kadavalloor Anyonyam is the final examination for the Vedic scholars of these institutions.

List of governors of Penang

This is the list of people who have held the highest political office in Penang and its previous entities. Penang is a state in Malaysia.

Until the 18th century, the island of Penang was part of the Sultanate of Kedah. In 1786, the island was ceded by the Sultan of Kedah to the East India Company, Francis Light representing the company. Light renamed the island "Prince of Wales Island." In 1790, after suffering a military defeat at the hands of Light, Sultan Abdullah formally handed over the island to the British. Light was appointed Superintendent of Prince of Wales Island. From 1800 to 1805, the island was led by a Lieutenant Governor.In 1805, Prince of Wales Island became a Residency, led by a Governor. In 1826, the island, along with Malacca and Singapore, were consolidated into the Straits Settlements. Thereafter, Penang was administered by a British Resident Councillor subordinate to the Governor of the Straits Settlements.

Penang was occupied by the Japanese from 1941 to 1945. After the surrender of the Japanese, the British returned and briefly imposed military rule on Malaya before forming the Malayan Union in 1946. During the Malayan Union and the pre-independence Federation of Malaya period, Penang was administered by British Resident Commissioners.

Since independence, the head of state of Penang, the Governor (also known in Malay as the Yang di-Pertua Negeri), has been appointed by the Yang di-Pertuan Agong (King of Malaysia) on the advice of the Malaysian Prime Minister. The Governor retains only ceremonial functions, including opening and dissolving the State Assembly, conferring state awards and appointing the Chief Minister after elections. The Chief Minister is the head of the executive branch of the state government.

Matriculation examination

A matriculation examination or matriculation exam is a final examination held at secondary schools. After passing the examination, the students receive a school leaving certificate, which allows them to matriculate at university and take up their studies.

The following matriculation examinations are conducted:

A-levels – in England.

Abitur – in Germany and Lithuania.

Baccalauréat – in France.

Te'udat Bagrut – in Israel.

Tawjihi - in Jordan and the Palestinian territories.

Eindexamen – in the Netherlands.

Exit examination – in the United States.

International Baccalaureate Diploma – International.

Küpsuseksamid — in Estonia.

Leaving Certificate – in Ireland.

Matric – in South Africa and formerly in Australia.

Matura – in Albania, Austria, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Hungary, Italy, Kosovo, Liechtenstein, Macedonia, Montenegro, Poland, Serbia, Slovakia, Slovenia, Switzerland and Ukraine.

Student degree – in the Nordic countries.

Studentereksamen, Danish student degree.

Studentexamen, Swedish student degree.

Generell Studiekompetanse, Norwegian student degree.

Stúdentspróf, Icelandic student degree.

Studentsprógv, Faroese student degree.

Ylioppilastutkinto, Finnish student degree.

Selectividad – in Spain.

Unified State Exam – in Russia.

Nottingham Law School

Nottingham Law School (also known as NLS) is a law school in the UK with over 100 full-time lecturers and over 2,500 students. It is an academic and professional institution, part of Nottingham Trent University. Not to be confused with the School of Law at University of Nottingham.The institution specializes in different fields of education in law. Nottingham Law school's main goal is to provide their students careers that they are guaranteed after the completion of their graduation.The faculty of Nottingham Law School was known for developing and creating the Legal Practice Course that includes the training and schooling of law designed courses that deal with the actuality of the legal system, demonstrating the different skills required for indulging with law in the year of 1990s.

With the development of the new designed course, the professors and teachers of the Nottingham Law School decided to take the initiative of enrolling more students into the program.

The law school also took the stance on initiating part-time students into the course, as well as raising the number of seats in the course for students enrolled in full-time study.Also, Nottingham Law School participated in running the Law Society Final Examination with a number of 150 students enrolled in the course.The Law School has been given the top 'Excellent' rating by the Law Society and comparable ratings by the Bar Standards Board of England and Wales every year since its inception. It also has a significant reputation for research, particularly in insolvency and international criminal justice, with 60% being judged as of international standard in the most recent 2008 Research Assessment Exercise.

Since 1977, Nottingham Law School has also produced its own annual law journal; the Nottingham Law Journal.

Punjab Law College

Punjab Law College (Urdu: پنجاب قانون کالج‬‎, abbreviated as PLC) is a law college in Pakistan. Its chairman is Mian Amer Mehmood (former Mayor of Lahore). College is based in Lahore.

Punjab Law College Lahore has the privilege of being the first Law College in the Private Sector. It was established on 1 October 1987, under the auspices of `Islamic Commerce Educational Society (Regd)'. The objective has been to provide quality education in Law with an emphasis on the concept of Islamic Justice and its implementation in Pakistan.

University of the Punjab accredited registration to the College, vide letter No.27/4-88/590/94, dated 12 April 1988, and permanent affiliation, vide letter No.1862/P, dated 3 September 1988.

Punjab Law College, at its Lahore and Rawalpindi Campuses, offers three years' LL.B Degree program of the University of the Punjab. B.A.LL.B (only available at Lahore Campus)

LL.B degree program is spread over three Parts (Part-I, Part-II and Part-III): each closing with a final examination of the University.

B.A.LL.B program is spread over 5 years. B.A.(2 Years) and LL.B (Part-I, Part-II and Part-III), each closing with a final examination of the University.

Saishū Shiken Kujira

Saishū Shiken Kujira (最終試験くじら, "Final Examination Whale") is a Japanese visual novel developed by Circus and was first released on December 23, 2004. An all-ages version, Saishū Shiken Kujira: Alive (最終試験くじら Alive), followed on September 27, 2007 for the PlayStation 2. In 2007 the game was adapted by studio Zexcs as an original net animation series.

School Leaving Certificate (Nepal)

The School Leaving Certificate , popularly abbreviated as SLC, is the final examination in the secondary school system of Nepal. It is equivalent to GCSE, the academic qualification in England. Every student must take this examination for completing the 10th grade of their study ( according to new Education Act ), before they join higher secondary or intermediate level education (12th grade). The SLC or SEE examination is normally scheduled in April to June of every year.Now it is replaced by SEE. It was known as the "iron gate" in Nepal. In reality, however, there are indeed more obstacles regarding higher-level studies after the examination. The SLC Examinations are the most important examination in the educational system of Nepal for building an academic career. The government has a great determination that the grade system that has been recently implemented in the SLC examination will help the country to increase the literacy rate. As the new Education Act 2016 (2073) has been implemented, the SLC examination will be take place in Grade 10 as national level examination whereas the examination of Grade 10 will be known as Secondary Education Examination (S.E.E)

Sheikh Niamat Ali

He was born in a respectable Muslim family of Beniabou village of Sonarpur district in 24 Parganas, Kolkata. The original homestead of his ancestor was in Bagerhat district of Khulna. In 1956, he passed the school final examination from the South Garia Jadunath Vidya Mandir. In 1961, as a Non-Collegiate External Student, he passed the Intermediate from Surendranath College under the University of Calcutta. And in 1964, he graduated from Calcutta University. In October 1964, he left Kolkata for ever and moved to Dhaka and continued to live in Dhaka permanently since then.

Sheikh Niamat Ali (April 30, 1939 – November 24, 2003) was a Bangladeshi film director. He won Bangladesh National Film Award for Best Director in 1979, 1985 and 1995 for all the three feature films he ever made - Surja Dighal Bari, Dahan and Anyajiban respectively.

Studentexamen

Studentexamen (Swedish for "students' examination" or "students' degree") was the name of the university entrance examination in Sweden from the 17th century until 1968, during the period 1862–1968 taken as a final written and oral exam on graduation from gymnasium (secondary school). In Finland the examination (Finnish: Ylioppilastutkinto) still exists (Finland parted from Sweden 1809).

The exam traces its origin to the academic statutes from 1655 requiring the dean to examine students arriving at university before allowing matriculation. According to the school reglement of 1693, a prospective student was to have gone through both a final examination at school and an entrance examination at university. The school reglement of 1724 allowed students without a final examination from school to enroll at university, provided a person known at the university would guarantee their behaviour, which led to it becoming common for students (called sponsionsstudenter or kautionsstudenter) from wealthy families to be matriculated at a very young age, accompanied by a private tutor. Although these were not actually supposed to be allowed to graduate, this rule was not always strictly upheld.

Attempts at a reform of the system led to the proposition in 1828 of the so-called Large Commission on Education, allowing students who had not completed a studentexamen to matriculate but disallowing them both from taking a degree or receiving any form of scholarship. The proposition also defined nine disciplines: Latin, Greek, Hebrew, Modern languages, Theology, Philosophy, Mathematics, History with Geography and Natural history, of which the prospective student had to have a grade of approbatur (Latin; in Swedish godkänd) in six and admittitur (a lower grade, in Swedish called försvarlig) in the three other to be allowed to enter university. These examinations were all oral, but a few years later, written examinations were introduced in Swedish and Latin.

In 1864, the studentexamen was moved from the universities to the secondary schools. It was thus changed from being primarily an entrance examination to academic studies to being a graduation diploma from the gymnasium or läroverk. In order to retain some academic control over the standard, a system was conceived where the Crown would appoint "censors" from the universities to take part in the examinations, and, if necessary, to fail a student passed by the teachers. The name of the examination was changed to mogenhetsprövning or mogenhetsexamen ("maturity examination"), and was known under this name until 1905, when the name studentexamen was restored.

With the new secondary school system (the gymnasieskola or "gymnasium school") introduced in 1968, the final examination or studentexamen was abolished, but the word is in colloquial use for the completion of secondary school, known as gymnasieexamen, based on grades from cumulative courses.

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