title: Evan Almighty

text: "Evan Almighty" received generally negative reviews from critics. On Rotten Tomatoes, the film has an approval rating of 24%, based on 194 reviews, with an average rating of 4.5/10. The site's critical consensus reads, "Big on special effects but short on laughs, "Evan Almighty" underutilizes a star-studded cast that includes Steve Carell and Morgan Freeman." On Metacritic the film has a weighted average score of 37 out of 100, based on reviews from 33 critics, indicating "generally unfavorable reviews". Audiences polled by CinemaScore gave the film an average grade of "A−" on an A+ to F scale.


title: Evan Almighty

text: Critic Richard Roeper commended Jim Carrey for declining to reprise his role in "three of the worst sequels of all time", which included "", "Son of the Mask" and "Evan Almighty". He continued: ""Evan Almighty" is a paper-thin alleged comedy with a laugh drought of biblical proportions, and a condescendingly simplistic spiritual message." Several reviewers credit Carell's performance to significantly improving the humor of the film. Peter Travers of "Rolling Stone" gave it 1 out of 4, calling it "shamelessly juvenile, pseudo-religious, mock-sincere" and "not that funny". He praised Carell "who projects the movie’s only sense of mischief. But it’s too little and too late." He later included it on his list of the Worst Movies of 2007.


title: Evan Almighty

text: Before "Evan Almighty" was released, it was nominated for "Best Summer Movie You Haven't Seen Yet" at the 2007 MTV Movie Awards. Competing against seven other nominees, it lost to "Transformers". At the Golden Raspberry Awards "Evan Almighty" was nominated for the Worst Prequel or Sequel, but lost to "Daddy Day Camp".


title: Evan Almighty

text: "Evan Almighty: Music from and Inspired by the Motion Picture" debuted in 2007. The soundtrack debuted on June 19, 2007. "Revolution" was performed by Rascal Flatts in the film. Their version is not on the soundtrack, but it appears as a bonus track on their album "Still Feels Good". Also not included on the soundtrack are Elton John's 2006 hit, "Just Like Noah's Ark" of which only a little bit is heard during the start of building the ark, and John Mayer's "Waiting on the World to Change", used in the main ark-building montage. "Ready For a Miracle" was released as a single for the soundtrack by American country pop recording artist, LeAnn Rimes.


title: Evan Almighty

text: Rascal Flatts' version of "Revolution" peaked at number 57 on the Hot Country Songs charts, and "The Power of One" by Bomshel reached number 52 on the same.


title: Evan Almighty

text: The soundtrack was nominated for a Dove Award for Special Event Album of the Year at the 39th GMA Dove Awards. The song "Be the Miracle" by Room for Two was also nominated for Contemporary Recorded Song of the Year while "Ready for a Miracle" by LeAnn Rimes won the Dove Award for Traditional Gospel Recorded Song of the Year.


title: Ovid

text: Pūblius Ovidius Nāsō (; 20 March 43 BC – 17/18 AD), known in English as Ovid ( ), was a Roman poet who lived during the reign of Augustus. He was a contemporary of the older Virgil and Horace, with whom he is often ranked as one of the three canonical poets of Latin literature. The Imperial scholar Quintilian considered him the last of the Latin love elegists. Although Ovid enjoyed enormous popularity during his lifetime, the emperor Augustus banished him to Tomis, a Dacian province on the Black Sea, where he remained a decade until his death.


title: Ovid

text: A contemporary of the older poets Virgil and Horace, Ovid was the first major Roman poet to begin his career during Augustus's reign. Collectively, they are considered the three canonical poets of Latin literature. The Imperial scholar Quintilian described Ovid as the last of the Latin love elegists. He enjoyed enormous popularity during his lifetime, but the emperor Augustus banished him to a remote province on the Black Sea, where he remained until his death. Ovid himself attributes his exile to "carmen et error" ("a poem and a mistake"). His reluctance to disclose specifics has resulted in much speculation among scholars.


title: Ovid

text: Today, Ovid is most famous for the "Metamorphoses", a continuous mythological narrative in fifteen books written in the meter of epic. He is also known for works in elegiac couplets such as "Ars Amatoria" ("The Art of Love") and "Fasti". His poetry was much imitated during Late Antiquity and the Middle Ages, and greatly influenced Western art and literature. The "Metamorphoses" remains one of the most important sources of classical mythology today.


title: Ovid

text: Ovid writes more about his own life than most other Roman poets. Information about his biography is drawn primarily from his poetry, especially "Tristia" 4.10, which gives a lengthy autobiographical account of his life. Other sources include Seneca the Elder and Quintilian.


title: Ovid

text: Ovid was born in the Paelignian town of Sulmo (modern-day Sulmona, in the province of L'Aquila, Abruzzo), in an Apennine valley east of Rome, to an important equestrian family, the "gens Ovidia", on 20 March 43 BC – a significant year in Roman politics. Along with his brother, who excelled at oratory, Ovid was educated in rhetoric in Rome under the teachers Arellius Fuscus and Porcius Latro.


title: Ovid

text: His father wanted him to study rhetoric so that he might practice law. According to Seneca the Elder, Ovid tended to the emotional, not the argumentative pole of rhetoric. Following the death of his brother at 20 years of age, Ovid renounced law and travelled to Athens, Asia Minor, and Sicily. He held minor public posts, as one of the "tresviri capitales", as a member of the Centumviral court and as one of the "decemviri litibus iudicandis", but resigned to pursue poetry probably around 29–25 BC, a decision of which his father apparently disapproved.


title: Ovid

text: Ovid's first recitation has been dated to around 25 BC, when he was eighteen. He was part of the circle centered on the esteemed patron Marcus Valerius Messalla Corvinus, and likewise seems to have been a friend of poets in the circle of Maecenas. In "Trist." 4.10.41–54, Ovid mentions friendships with Macer, Propertius, Horace, Ponticus and Bassus. (He only barely met Virgil and Tibullus, a fellow member of Messalla's circle, whose elegies he admired greatly).


title: Ovid

text: He married three times and had divorced twice by the time he was thirty. He had one daughter and grandchildren through her. His last wife was connected in some way to the influential "gens Fabia" and helped him during his exile in Tomis (now Constanța in Romania).


title: Ovid

text: Ovid spent the first 25 years of his literary career primarily writing poetry in elegiac meter with erotic themes. The chronology of these early works is not secure, but scholars have established tentative dates. His earliest extant work is thought to be the "Heroides", letters of mythological heroines to their absent lovers, which may have been published in 19 BC, although the date is uncertain as it depends on a notice in "Am." 2.18.19–26 that seems to describe the collection as an early published work.


title: Ovid

text: The authenticity of some of these poems has been challenged, but this first edition probably contained the first 14 poems of the collection. The first five-book collection of the "Amores", a series of erotic poems addressed to a lover, Corinna, is thought to have been published in 16–15 BC; the surviving version, redacted to three books according to an epigram prefixed to the first book, is thought to have been published c. 8–3 BC. Between the publications of the two editions of the "Amores" can be dated the premiere of his tragedy "Medea", which was admired in antiquity but is no longer extant.


title: Ovid

text: Ovid's next poem, the "Medicamina Faciei" (a fragmentary work on women's beauty treatments), preceded the "Ars Amatoria" (the "Art of Love"), a parody of didactic poetry and a three-book manual about seduction and intrigue, which has been dated to AD 2 (Books 1–2 would go back to 1 BC). Ovid may identify this work in his exile poetry as the "carmen", or song, which was one cause of his banishment. The "Ars Amatoria" was followed by the "Remedia Amoris" in the same year. This corpus of elegiac, erotic poetry earned Ovid a place among the chief Roman elegists Gallus, Tibullus, and Propertius, of whom he saw himself as the fourth member.


title: Ovid

text: By 8 AD, Ovid had completed "Metamorphoses", his most ambitious work, a hexameter epic poem in 15 books. Here he catalogued encyclopedically transformations in Greek and Roman mythology, from the emergence of the cosmos to the apotheosis of Julius Caesar. The stories follow each other in the telling of human beings transformed to new bodies: trees, rocks, animals, flowers, constellations, etc. Simultaneously, he worked on the "Fasti", a six-book poem in elegiac couplets on the theme of the calendar of Roman festivals and astronomy. The composition of this poem was interrupted by Ovid's exile, and it is thought that Ovid abandoned work on the piece in Tomis. It is probably in this period that the double letters (16–21) in the "Heroides" were composed, although there is some contention over their authorship.


title: Ovid

text: In AD 8, Ovid was banished to Tomis, on the Black Sea, by the exclusive intervention of the Emperor Augustus without any participation of the Senate or of any Roman judge. This event shaped all his following poetry. Ovid wrote that the reason for his exile was "carmen et error" – "a poem and a mistake", claiming that his crime was worse than murder, more harmful than poetry.


title: Ovid

text: The Emperor's grandchildren, Julia the Younger and Agrippa Postumus (the latter adopted by him), were also banished around the same time. Julia's husband, Lucius Aemilius Paullus, was put to death for a conspiracy against Augustus, a conspiracy of which Ovid potentially knew.


title: Ovid

text: The Julian marriage laws of 18 BC, which promoted monogamous marriage to increase the population's birth rate, were fresh in the Roman mind. Ovid's writing in the "Ars Amatoria" concerned the serious crime of adultery. He may have been banished for these works, which appeared subversive to the emperor's moral legislation. However, in view of the long time that elapsed between the publication of this work (1 BC) and the exile (AD 8), some authors suggest that Augustus used the poem as a mere justification for something more personal.


title: Ovid

text: In exile, Ovid wrote two poetry collections, "Tristia" and "Epistulae ex Ponto", which illustrated his sadness and desolation. Being far from Rome, he had no access to libraries, and thus might have been forced to abandon his "Fasti", a poem about the Roman calendar, of which only the first six books exist – January through June. He learned Sarmatian and Getae.


title: Ovid

text: The five books of the elegiac "Tristia", a series of poems expressing the poet's despair in exile and advocating his return to Rome, are dated to AD 9–12. The "Ibis", an elegiac curse poem attacking an adversary at home, may also be dated to this period. The "Epistulae ex Ponto", a series of letters to friends in Rome asking them to effect his return, are thought to be his last compositions, with the first three books published in AD 13 and the fourth book between AD 14 and 16. The exile poetry is particularly emotive and personal. In the "Epistulae" he claims friendship with the natives of Tomis (in the "Tristia" they are frightening barbarians) and to have written a poem in their language ("Ex P". 4.13.19–20).


title: Ovid

text: Yet he pined for Rome – and for his third wife, addressing many poems to her. Some are also to the Emperor Augustus, yet others are to himself, to friends in Rome, and sometimes to the poems themselves, expressing loneliness and hope of recall from banishment or exile.


title: Ovid

text: The obscure causes of Ovid's exile have given rise to endless explanations from scholars. The medieval texts that mention the exile offer no credible explanations: their statements seem incorrect interpretations drawn from the works of Ovid. Ovid himself wrote many references to his offense, giving obscure or contradictory clues.


title: Ovid

text: In 1923, scholar J. J. Hartman proposed a theory that is little considered among scholars of Latin civilization today: that Ovid was never exiled from Rome and that all of his exile works are the result of his fertile imagination. This theory was supported and rejected in the 1930s, especially by Dutch authors.


title: Ovid

text: In 1985, a research paper by Fitton Brown advanced new arguments in support of Hartman's theory. Brown's article was followed by a series of supports and refutations in the short space of five years. Among the supporting reasons Brown presents are: Ovid's exile is only mentioned by his own work, except in "dubious" passages by Pliny the Elder and Statius, but no other author until the 4th century; that the author of "Heroides" was able to separate the poetic "I" of his own and real life; and that information on the geography of Tomis was already known by Virgil, by Herodotus and by Ovid himself in his "Metamorphoses".


title: Ovid

text: Most scholars, however, oppose these hypotheses. One of the main arguments of these scholars is that Ovid would not let his "Fasti" remain unfinished, mainly because this poem meant his consecration as an imperial poet.


title: Ovid

text: Ovid died at Tomis in AD 17 or 18. It is thought that the "Fasti", which he spent time revising, were published posthumously.


title: Ovid

text: The "Heroides" ("Heroines") or "Epistulae Heroidum" are a collection of twenty-one poems in elegiac couplets. The "Heroides" take the form of letters addressed by famous mythological characters to their partners expressing their emotions at being separated from them, pleas for their return, and allusions to their future actions within their own mythology. The authenticity of the collection, partially or as a whole, has been questioned, although most scholars would consider the letters mentioned specifically in Ovid's description of the work at "Am." 2.18.19–26 as safe from objection. The collection comprises a new type of generic composition without parallel in earlier literature.


title: Ovid

text: The first fourteen letters are thought to comprise the first published collection and are written by the heroines Penelope, Phyllis, Briseis, Phaedra, Oenone, Hypsipyle, Dido, Hermione, Deianeira, Ariadne, Canace, Medea, Laodamia, and Hypermnestra to their absent male lovers. Letter 15, from the historical Sappho to Phaon, seems spurious (although referred to in "Am." 2.18) because of its length, its lack of integration in the mythological theme, and its absence from Medieval manuscripts. The final letters (16–21) are paired compositions comprising a letter to a lover and a reply. Paris and Helen, Hero and Leander, and Acontius and Cydippe are the addressees of the paired letters. These are considered a later addition to the corpus because they are never mentioned by Ovid and may or may not be spurious.


title: Ovid

text: The "Heroides" markedly reveal the influence of rhetorical declamation and may derive from Ovid's interest in rhetorical "suasoriae", persuasive speeches, and "ethopoeia", the practice of speaking in another character. They also play with generic conventions; most of the letters seem to refer to works in which these characters were significant, such as the "Aeneid" in the case of Dido and Catullus 64 for Ariadne, and transfer characters from the genres of epic and tragedy to the elegiac genre of the "Heroides". The letters have been admired for their deep psychological portrayals of mythical characters, their rhetoric, and their unique attitude to the classical tradition of mythology. They also contribute significantly to conversations on how gender and identity were constructed in Augustan Rome.


title: Ovid

text: A popular quote from the Heroides anticipates Machiavelli's "the end justifies the means". Ovid had written "Exitus acta probat" - the result justifies the means.


title: Ovid

text: The "Amores" is a collection in three books of love poetry in elegiac meter, following the conventions of the elegiac genre developed by Tibullus and Propertius. Elegy originates with Propertius and Tibullus, but Ovid is an innovator in the genre. Ovid changes the leader of his elegies from the poet, to Amor (Love or Cupid). This switch in focus from the triumphs of the poet, to the triumphs of love over people is the first of its kind for this genre of poetry. This Ovidian innovation can be summarized as the use of love as a metaphor for poetry. The books describe the many aspects of love and focus on the poet's relationship with a mistress called Corinna. Within the various poems, several describe events in the relationship, thus presenting the reader with some vignettes and a loose narrative.


title: Ovid

text: Book 1 contains 15 poems. The first tells of Ovid's intention to write epic poetry, which is thwarted when Cupid steals a metrical foot from him, changing his work into love elegy.


title: Ovid

text: Poem 4 is didactic and describes principles that Ovid would develop in the "Ars Amatoria". The fifth poem, describing a noon tryst, introduces Corinna by name. Poems 8 and 9 deal with Corinna selling her love for gifts, while 11 and 12 describe the poet's failed attempt to arrange a meeting. Poem 14 discusses Corinna's disastrous experiment in dyeing her hair and 15 stresses the immortality of Ovid and love poets.


title: Ovid

text: The second book has 19 pieces; the opening poem tells of Ovid's abandonment of a Gigantomachy in favor of elegy. Poems 2 and 3 are entreaties to a guardian to let the poet see Corinna, poem 6 is a lament for Corinna's dead parrot; poems 7 and 8 deal with Ovid's affair with Corinna's servant and her discovery of it, and 11 and 12 try to prevent Corinna from going on vacation. Poem 13 is a prayer to Isis for Corinna's illness, 14 a poem against abortion, and 19 a warning to unwary husbands.


title: Ovid

text: Book 3 has 15 poems. The opening piece depicts personified Tragedy and Elegy fighting over Ovid. Poem 2 describes a visit to the races, 3 and 8 focus on Corinna's interest in other men, 10 is a complaint to Ceres because of her festival that requires abstinence, 13 is a poem on a festival of Juno, and 9 a lament for Tibullus. In poem 11 Ovid decides not to love Corinna any longer and regrets the poems he has written about her. The final poem is Ovid's farewell to the erotic muse. Critics have seen the poems as highly self-conscious and extremely playful specimens of the elegiac genre.


title: Ovid

text: About a hundred elegiac lines survive from this poem on beauty treatments for women's faces, which seems to parody serious didactic poetry. The poem says that women should concern themselves first with manners and then prescribes several compounds for facial treatments before breaking off. The style is not unlike the shorter Hellenistic didactic works of Nicander and Aratus.


title: Ovid

text: The "Ars Amatoria" is a didactic elegiac poem in three books that sets out to teach the arts of seduction and love. The first book addresses men and teaches them how to seduce women, the second, also to men, teaches how to keep a lover. The third addresses women and teaches seduction techniques. The first book opens with an invocation to Venus, in which Ovid establishes himself as a "praeceptor amoris" (1.17) – a teacher of love. Ovid describes the places one can go to find a lover, like the theater, a triumph, which he thoroughly describes, or arena – and ways to get the girl to take notice, including seducing her covertly at a banquet. Choosing the right time is significant, as is getting into her associates' confidence.


title: Ovid

text: Ovid emphasizes care of the body for the lover. Mythological digressions include a piece on the Rape of the Sabine women, Pasiphaë, and Ariadne. Book 2 invokes Apollo and begins with a telling of the story of Icarus. Ovid advises men to avoid giving too many gifts, keep up their appearance, hide affairs, compliment their lovers, and ingratiate themselves with slaves to stay on their lover's good side. The care of Venus for procreation is described as is Apollo's aid in keeping a lover; Ovid then digresses on the story of Vulcan's trap for Venus and Mars. The book ends with Ovid asking his "students" to spread his fame. Book 3 opens with a vindication of women's abilities and Ovid's resolution to arm women against his teaching in the first two books. Ovid gives women detailed instructions on appearance telling them to avoid too many adornments. He advises women to read elegiac poetry, learn to play games, sleep with people of different ages, flirt, and dissemble. Throughout the book, Ovid playfully interjects, criticizing himself for undoing all his didactic work to men and mythologically digresses on the story of Procris and Cephalus. The book ends with his wish that women will follow his advice and spread his fame saying "Naso magister erat," "Ovid was our teacher". (Ovid was known as "Naso" to his contemporaries.)


title: Ovid

text: This elegiac poem proposes a cure for the love Ovid teaches in the "Ars Amatoria", and is primarily addressed to men. The poem criticizes suicide as a means for escaping love and, invoking Apollo, goes on to tell lovers not to procrastinate and be lazy in dealing with love. Lovers are taught to avoid their partners, not perform magic, see their lover unprepared, take other lovers, and never be jealous. Old letters should be burned and the lover's family avoided. The poem throughout presents Ovid as a doctor and utilizes medical imagery. Some have interpreted this poem as the close of Ovid's didactic cycle of love poetry and the end of his erotic elegiac project.


title: Ovid

text: The "Metamorphoses", Ovid's most ambitious and well-known work, consists of a 15-book catalogue written in dactylic hexameter about transformations in Greek and Roman mythology set within a loose mytho-historical framework. The word "metamorphoses" is of Greek origin and means "transformations". Appropriately, the characters in this work undergo many different transformations. Within an extent of nearly 12,000 verses, almost 250 different myths are mentioned. Each myth is set outdoors where the mortals are often vulnerable to external influences. The poem stands in the tradition of mythological and etiological catalogue poetry such as Hesiod's "Catalogue of Women", Callimachus' "Aetia", Nicander's "Heteroeumena", and Parthenius' "Metamorphoses".


title: Ovid

text: The first book describes the formation of the world, the ages of man, the flood, the story of Daphne's rape by Apollo and Io's by Jupiter. The second book opens with Phaethon and continues describing the love of Jupiter with Callisto and Europa. The third book focuses on the mythology of Thebes with the stories of Cadmus, Actaeon, and Pentheus. The fourth book focuses on three pairs of lovers: Pyramus and Thisbe, Salmacis and Hermaphroditus, and Perseus and Andromeda. The fifth book focuses on the song of the Muses, which describes the rape of Proserpina. The sixth book is a collection of stories about the rivalry between gods and mortals, beginning with Arachne and ending with Philomela. The seventh book focuses on Medea, as well as Cephalus and Procris. The eighth book focuses on Daedalus' flight, the Calydonian boar hunt, and the contrast between pious Baucis and Philemon and the wicked Erysichthon. The ninth book focuses on Heracles and the incestuous Byblis. The tenth book focuses on stories of doomed love, such as Orpheus, who sings about Hyacinthus, as well as Pygmalion, Myrrha, and Adonis. The eleventh book compares the marriage of Peleus and Thetis with the love of Ceyx and Alcyone. The twelfth book moves from myth to history describing the exploits of Achilles, the battle of the centaurs, and Iphigeneia. The thirteenth book discusses the contest over Achilles' arms, and Polyphemus. The fourteenth moves to Italy, describing the journey of Aeneas, Pomona and Vertumnus, and Romulus and Hersilia. The final book opens with a philosophical lecture by Pythagoras and the deification of Caesar. The end of the poem praises Augustus and expresses Ovid's belief that his poem has earned him immortality.


title: Ovid

text: In analyzing the "Metamorphoses", scholars have focused on Ovid's organization of his vast body of material. The ways that stories are linked by geography, themes, or contrasts creates interesting effects and constantly forces the reader to evaluate the connections. Ovid also varies his tone and material from different literary genres; G. B. Conte has called the poem "a sort of gallery of these various literary genres". In this spirit, Ovid engages creatively with his predecessors, alluding to the full spectrum of classical poetry. Ovid's use of Alexandrian epic, or elegiac couplets, shows his fusion of erotic and psychological style with traditional forms of epic.


title: Ovid

text: A concept drawn from the Metamorphoses is the idea of the white lie or pious fraud: "pia mendacia fraude".


title: Ovid

text: Six books in elegiacs survive of this second ambitious poem that Ovid was working on when he was exiled. The six books cover the first semester of the year, with each book dedicated to a different month of the Roman calendar (January to June). The project seems unprecedented in Roman literature. It seems that Ovid planned to cover the whole year, but was unable to finish because of his exile, although he did revise sections of the work at Tomis, and he claims at "Trist." 2.549–52 that his work was interrupted after six books. Like the "Metamorphoses", the "Fasti" was to be a long poem and emulated etiological poetry by writers like Callimachus and, more recently, Propertius and his fourth book. The poem goes through the Roman calendar, explaining the origins and customs of important Roman festivals, digressing on mythical stories, and giving astronomical and agricultural information appropriate to the season. The poem was probably dedicated to Augustus initially, but perhaps the death of the emperor prompted Ovid to change the dedication to honor Germanicus. Ovid uses direct inquiry of gods and scholarly research to talk about the calendar and regularly calls himself a "vates", a seer. He also seems to emphasize unsavory, popular traditions of the festivals, imbuing the poem with a popular, plebeian flavor, which some have interpreted as subversive to the Augustan moral legislation. While this poem has always been invaluable to students of Roman religion and culture for the wealth of antiquarian material it preserves, it recently has been seen as one of Ovid's finest literary works and a unique contribution to Roman elegiac poetry.


title: Ovid

text: The "Ibis" is an elegiac poem in 644 lines, in which Ovid uses a dazzling array of mythic stories to curse and attack an enemy who is harming him in exile. At the beginning of the poem, Ovid claims that his poetry up to that point had been harmless, but now he is going to use his abilities to hurt his enemy. He cites Callimachus' "Ibis" as his inspiration and calls all the gods to make his curse effective. Ovid uses mythical exempla to condemn his enemy in the afterlife, cites evil prodigies that attended his birth, and then in the next 300 lines wishes that the torments of mythological characters befall his enemy. The poem ends with a prayer that the gods make his curse effective.


title: Ovid

text: Book 1 contains 11 poems; the first piece is an address by Ovid to his book about how it should act when it arrives in Rome. Poem 3 describes his final night in Rome, poems 2 and 10 Ovid's voyage to Tomis, 8 the betrayal of a friend, and 5 and 6 the loyalty of his friends and wife. In the final poem Ovid apologizes for the quality and tone of his book, a sentiment echoed throughout the collection.


title: Ovid

text: Book 2 consists of one long poem in which Ovid defends himself and his poetry, uses precedents to justify his work, and begs the emperor for forgiveness.


title: Ovid

text: Book 3 in 14 poems focuses on Ovid's life in Tomis. The opening poem describes his book's arrival in Rome to find Ovid's works banned. Poems 10, 12, and 13 focus on the seasons spent in Tomis, 9 on the origins of the place, and 2, 3, and 11 his emotional distress and longing for home. The final poem is again an apology for his work.


title: Ovid

text: The fourth book has ten poems addressed mostly to friends. Poem 1 expresses his love of poetry and the solace it brings; while 2 describes a triumph of Tiberius. Poems 3–5 are to friends, 7 a request for correspondence, and 10 an autobiography.


title: Ovid

text: The final book of the "Tristia" with 14 poems focuses on his wife and friends. Poems 4, 5, 11, and 14 are addressed to his wife, 2 and 3 are prayers to Augustus and Bacchus, 4 and 6 are to friends, 8 to an enemy. Poem 13 asks for letters, while 1 and 12 are apologies to his readers for the quality of his poetry.


title: Ovid

text: The "Epistulae ex Ponto" is a collection in four books of further poetry from exile. The "Epistulae" are each addressed to a different friend and focus more desperately than the "Tristia" on securing his recall from exile. The poems mainly deal with requests for friends to speak on his behalf to members of the imperial family, discussions of writing with friends, and descriptions of life in exile. The first book has ten pieces in which Ovid describes the state of his health (10), his hopes, memories, and yearning for Rome (3, 6, 8), and his needs in exile (3). Book 2 contains impassioned requests to Germanicus (1 and 5) and various friends to speak on his behalf at Rome while he describes his despair and life in exile. Book 3 has nine poems in which Ovid addresses his wife (1) and various friends. It includes a telling of the story of Iphigenia in Tauris (2), a poem against criticism (9), and a dream of Cupid (3). Book 4, the final work of Ovid, in 16 poems talks to friends and describes his life as an exile further. Poems 10 and 13 describe Winter and Spring at Tomis, poem 14 is halfhearted praise for Tomis, 7 describes its geography and climate, and 4 and 9 are congratulations on friends for their consulships and requests for help. Poem 12 is addressed to a Tuticanus, whose name, Ovid complains, does not fit into meter. The final poem is addressed to an enemy whom Ovid implores to leave him alone. The last elegiac couplet is translated: "Where’s the joy in stabbing your steel into my dead flesh?/ There’s no place left where I can be dealt fresh wounds."


title: Ovid

text: One loss, which Ovid himself described, is the first five-book edition of the "Amores", from which nothing has come down to us. The greatest loss is Ovid's only tragedy, "Medea", from which only a few lines are preserved. Quintilian admired the work a great deal and considered it a prime example of Ovid's poetic talent. Lactantius quotes from a lost translation by Ovid of Aratus' "Phaenomena", although the poem's ascription to Ovid is insecure because it is never mentioned in Ovid's other works.


title: Ovid

text: Even though it is unlikely, if the last six books of the "Fasti" ever existed, they constitute a great loss. Ovid also mentions some occasional poetry ("Epithalamium", dirge, even a rendering in Getic) which does not survive. Also lost is the final portion of the "Medicamina".


title: Ovid

text: The "Consolatio" is a long elegiac poem of consolation to Augustus' wife Livia on the death of her son Nero Claudius Drusus. The poem opens by advising Livia not to try to hide her sad emotions and contrasts Drusus' military virtue with his death. Drusus' funeral and the tributes of the imperial family are described as are his final moments and Livia's lament over the body, which is compared to birds. The laments of the city of Rome as it greets his funeral procession and the gods are mentioned, and Mars from his temple dissuades the Tiber river from quenching the pyre out of grief.


title: Ovid

text: Grief is expressed for his lost military honors, his wife, and his mother. The poet asks Livia to look for consolation in Tiberius. The poem ends with an address by Drusus to Livia assuring him of his fate in Elysium. Although this poem was connected to the "Elegiae in Maecenatem", it is now thought that they are unconnected. The date of the piece is unknown, but a date in the reign of Tiberius has been suggested because of that emperor's prominence in the poem.


title: Ovid

text: The "Halieutica" is a fragmentary didactic poem in 134 poorly preserved hexameter lines and is considered spurious. The poem begins by describing how every animal possesses the ability to protect itself and how fish use "ars" to help themselves. The ability of dogs and land creatures to protect themselves is described. The poem goes on to list the best places for fishing, and which types of fish to catch. Although Pliny the Elder mentions a "Halieutica" by Ovid, which was composed at Tomis near the end of Ovid's life, modern scholars believe Pliny was mistaken in his attribution and that the poem is not genuine.


title: Ovid

text: This short poem in 91 elegiac couplets is related to Aesop's fable of "The Walnut Tree" that was the subject of human ingratitude. In a monologue asking boys not pelt it with stones to get its fruit, the tree contrasts the formerly fruitful golden age with the present barren time, in which its fruit is violently ripped off and its branches broken. In the course of this, the tree compares itself to several mythological characters, praises the peace that the emperor provides and prays to be destroyed rather than suffer. The poem is considered spurious because it incorporates allusions to Ovid's works in an uncharacteristic way, although the piece is thought to be contemporary with Ovid.


title: Ovid

text: This poem, traditionally placed at "Amores" 3.5, is considered spurious. The poet describes a dream to an interpreter, saying that he sees while escaping from the heat of noon a white heifer near a bull; when the heifer is pecked by a crow, it leaves the bull for a meadow with other bulls. The interpreter interprets the dream as a love allegory; the bull represents the poet, the heifer a girl, and the crow an old woman. The old woman spurs the girl to leave her lover and find someone else. The poem is known to have circulated independently and its lack of engagement with Tibullan or Propertian elegy argue in favor of its spuriousness; however, the poem does seem to be datable to the early empire.


title: Ovid

text: Ovid is traditionally considered the final significant love elegist in the evolution of the genre and one of the most versatile in his handling of the genre's conventions. Like the other canonical elegiac poets Ovid takes on a persona in his works that emphasizes subjectivity and personal emotion over traditional militaristic and public goals, a convention that some scholars link to the relative stability provided by the Augustan settlement. However, although Catullus, Tibullus and Propertius may have been inspired in part by personal experience, the validity of "biographical" readings of these poets' works is a serious point of scholarly contention.


title: Ovid

text: Ovid has been seen as taking on a persona in his poetry that is far more emotionally detached from his mistress and less involved in crafting a unique emotional realism within the text than the other elegists. This attitude, coupled with the lack of testimony that identifies Ovid's Corinna with a real person has led scholars to conclude that Corinna was never a real person – and that Ovid's relationship with her is an invention for his elegiac project. Some scholars have even interpreted Corinna as a metapoetic symbol for the elegiac genre itself.


title: Ovid

text: Ovid has been considered a highly inventive love elegist who plays with traditional elegiac conventions and elaborates the themes of the genre; Quintilian even calls him a "sportive" elegist. In some poems, he uses traditional conventions in new ways, such as the "paraklausithyron" of "Am." 1.6, while other poems seem to have no elegiac precedents and appear to be Ovid's own generic innovations, such as the poem on Corinna's ruined hair ("Am." 1.14). Ovid has been traditionally seen as far more sexually explicit in his poetry than the other elegists.


title: Ovid

text: His erotic elegy covers a wide spectrum of themes and viewpoints; the "Amores" focus on Ovid's relationship with Corinna, the love of mythical characters is the subject of the "Heroides", and the "Ars Amatoria" and the other didactic love poems provide a handbook for relationships and seduction from a (mock-)"scientific" viewpoint. In his treatment of elegy, scholars have traced the influence of rhetorical education in his enumeration, in his effects of surprise, and in his transitional devices.


title: Ovid

text: Some commentators have also noted the influence of Ovid's interest in love elegy in his other works, such as the "Fasti," and have distinguished his "elegiac" style from his "epic" style. Richard Heinze in his famous "Ovids elegische Erzählung" (1919) delineated the distinction between Ovid's styles by comparing the "Fasti" and "Metamorphoses" versions of the same legends, such as the treatment of the Ceres–Proserpina story in both poems. Heinze demonstrated that, "whereas in the elegiac poems a sentimental and tender tone prevails, the hexameter narrative is characterized by an emphasis on solemnity and awe..." His general line of argument has been accepted by Brooks Otis, who wrote:


title: Ovid

text: Otis wrote that in the Ovidian poems of love, he "was burlesquing an old theme rather than inventing a new one". Otis states that the "Heroides" are more serious and, though some of them are "quite different from anything Ovid had done before [...] he is here also treading a very well-worn path" to relate that the motif of females abandoned by or separated from their men was a "stock motif of Hellenistic and neoteric poetry (the classic example for us is, of course, Catullus 66)".


title: Ovid

text: Otis also states that Phaedra and Medea, Dido and Hermione (also present in the poem) "are clever re-touchings of Euripides and Vergil". Some scholars, such as Kenney and Clausen, have compared Ovid with Virgil. According to them, Virgil was ambiguous and ambivalent while Ovid was defined and, while Ovid wrote only what he could express, Virgil wrote for the use of language.


title: Ovid

text: Ovid's works have been interpreted in various ways over the centuries with attitudes that depended on the social, religious and literary contexts of different times. It is known that since his own lifetime, he was already famous and criticized. In the "Remedia Amoris", Ovid reports criticism from people who considered his books insolent. Ovid responded to this criticism with the following:


title: Ovid

text: After such criticism subsided, Ovid became one of the best known and most loved Roman poets during the Middle Ages and the Renaissance.


title: Ovid

text: Writers in the Middle Ages used his work as a way to read and write about sex and violence without orthodox "scrutiny routinely given to commentaries on the Bible". In the Middle Ages the voluminous "", a French work that moralizes 15 books of the "Metamorphoses" was composed. This work then influenced Chaucer. Ovid's poetry provided inspiration for the Renaissance idea of humanism, and more specifically, for many Renaissance painters and writers.


title: Ovid

text: Likewise, Arthur Golding moralized his own translation of the full 15 books, and published it in 1567. This version was the same version used as a supplement to the original Latin in the Tudor-era grammar schools that influenced such major Renaissance authors as Christopher Marlowe and William Shakespeare. Many non-English authors were heavily influenced by Ovid's works as well. Montaigne, for example, alluded to Ovid several times in his "Essais", specifically in his comments on "Education of Children" when he says:


title: Ovid

text: In the 16th century, some Jesuit schools of Portugal cut several passages from Ovid's "Metamorphoses". While the Jesuits saw his poems as elegant compositions worthy of being presented to students for educational purposes, they also felt his works as a whole might corrupt students. The Jesuits took much of their knowledge of Ovid to the Portuguese colonies. According to Serafim Leite (1949), the "ratio studiorum" was in effect in Colonial Brazil during the early 17th century, and in this period Brazilian students read works like the "Epistulae ex Ponto" to learn Latin grammar.


title: Ovid

text: In Spain, Ovid is both praised and criticized by Cervantes in his "Don Quixote", where he warns against satires that can exile poets, as happened to Ovid. In the 16th century, Ovid's works were criticized in England. The Archbishop of Canterbury and the Bishop of London ordered that a contemporary translation of Ovid's love poems be publicly burned in 1599. The Puritans of the following century viewed Ovid as pagan, thus as an immoral influence.


title: Ovid

text: John Dryden composed a famous translation of the "Metamorphoses" into stopped rhyming couplets during the 17th century, when Ovid was "refashioned [...] in its own image, one kind of Augustanism making over another". The Romantic movement of the 19th century, in contrast, considered Ovid and his poems "stuffy, dull, over-formalized and lacking in genuine passion". Romantics might have preferred his poetry of exile.


title: Ovid

text: The picture "Ovid among the Scythians", painted by Delacroix, portrays the last years of the poet in exile in Scythia, and was seen by Baudelaire, Gautier and Edgar Degas. Baudelaire took the opportunity to write a long essay about the life of an exiled poet like Ovid. This shows that the exile of Ovid had some influence in 19th century Romanticism since it makes connections with its key concepts such as wildness and the misunderstood genius.


title: Ovid

text: The exile poems were once viewed unfavorably in Ovid's oeuvre. They have enjoyed a resurgence of scholarly interest in recent years, though critical opinion remains divided on several qualities of the poems, such as their intended audience and whether Ovid was sincere in the "recantation of all that he stood for before".


title: Ovid

text: The 20th Century British poet laureate, the late Ted Hughes, follows in the tradition of portraying a wild, immoral and violent Ovid in his free verse modern translation of the Metamorphoses and Ovid's portrayal of the fickle and immoral nature of the Gods.


title: Kilowatt-hour

text: A kilowatt-hour (unit symbol: kW⋅h or kW h; commonly written as kWh) is a unit of energy: one kilowatt of power for one hour. In terms of SI derived units with special names, it equals 3.6 megajoules (MJ). Kilowatt-hours are a common billing unit for electrical energy delivered to consumers by electric utilities.


title: Kilowatt-hour

text: The kilowatt-hour is a composite unit of energy equal to one kilowatt (kW) sustained for (multiplied by) one hour. Expressed in the standard unit of energy in the International System of Units (SI), the joule (symbol J), it is equal to 3,600 kilojoules or 3.6 MJ.


title: Kilowatt-hour

text: A widely used representation of the kilowatt-hour is "kWh", derived from its component units, kilowatt and hour. It is commonly used in billing for delivered energy to consumers by electric utility companies, and in commercial, educational, and scientific publications, and in the media. It is also the usual unit representation in electrical power engineering. This common representation, however, does not comply with the style guide of the International System of Units (SI).


title: Kilowatt-hour

text: The hour is a unit of time listed among the non-SI units accepted by the International Bureau of Weights and Measures for use with the SI. Its combination with the kilowatt, a standard SI unit, is therefore permitted within the standard.


title: Kilowatt-hour

text: An electric heater consuming 1,000 watts (1 kilowatt), and operating for one hour uses one kilowatt-hour of energy. A television consuming 100 watts operating continuously for 10 hours uses one kilowatt-hour. A 40-watt electric appliance operating continuously for 25 hours uses one kilowatt-hour.


title: Kilowatt-hour

text: Electrical energy is typically sold to consumers in kilowatt-hours. The cost of running an electrical device is calculated by multiplying the device's power consumption in kilowatts by the operating time in hours, and by the price per kilowatt-hour. The unit price of electricity charged by utility companies may depend on the customer's consumption profile over time. Prices vary considerably by locality. In the United States prices in different states can vary by a factor of three.


title: Kilowatt-hour

text: While smaller customer loads are usually billed only for energy, transmission services, and the rated capacity, larger consumers also pay for peak power consumption, the greatest power recorded in a fairly short time, such as 15 minutes. This compensates the power company for maintaining the infrastructure needed to provide peak power. These charges are billed as demand changes. Industrial users may also have extra charges according to the power factor of their load.


title: Kilowatt-hour

text: Major energy production or consumption is often expressed as terawatt-hours (TWh) for a given period that is often a calendar year or financial year. A 365-day year equals 8,760 hours, so over a period of one year, power of one gigawatt equates to 8.76 terawatt-hours of energy. Conversely, one terawatt-hour is equal to a sustained power of about 114 megawatts for a period of one year.


title: Kilowatt-hour

text: In terms of human power, a healthy adult male manual laborer performs work equal to about half a kilowatt-hour over an eight-hour day.


title: Kilowatt-hour

text: To convert a quantity measured in a unit in the left column to the units in the top row, multiply by the factor in the cell where the row and column intersect.


title: Kilowatt-hour

text: All the SI prefixes are commonly applied to the watt-hour: a kilowatt-hour is 1,000 Wh (kWh); a megawatt-hour is 1 million Wh (MWh); a milliwatt-hour is 1/1,000 Wh (mWh) and so on.


title: Kilowatt-hour

text: The kilowatt-hour is commonly used by electrical energy providers for purposes of billing, since the monthly energy consumption of a typical residential customer ranges from a few hundred to a few thousand kilowatt-hours. Megawatt-hours (MWh), gigawatt-hours (GWh), and terawatt-hours (TWh) are often used for metering larger amounts of electrical energy to industrial customers and in power generation. The terawatt-hour and petawatt-hour (PWh) units are large enough to conveniently express the annual electricity generation for whole countries and the world energy consumption.


title: Kilowatt-hour

text: Energy is measured in "joules", or "watt-seconds". Power is measured in "watts", or "joules per second".


title: Kilowatt-hour

text: For example, a battery stores energy. When the battery delivers its energy, it does so at a certain power, that is, the rate of delivery of the energy. The higher the power, the quicker the battery's stored energy is delivered. A higher power output will cause the battery's stored energy to be depleted in a shorter time period.


title: Kilowatt-hour

text: Electric energy production and consumption are sometimes reported on a yearly basis, in units such as megawatt-hours per year (MWh/yr) gigawatt-hours/year (GWh/yr) or terawatt-hours per year (TWh/yr). These units have dimensions of energy divided by time and thus are units of power. They can be converted to SI power units by dividing by the number of hours in a year, about .


title: Kilowatt-hour

text: Many compound units for various kinds of rates explicitly mention units of time to indicate a change over time. For example: miles per hour, kilometres per hour, dollars per hour. Power units, such as kW, already measure the rate of energy per unit time (kW=kJ/s). Kilowatt-hours are a product of power and time, not a rate of change of power with time.


title: Kilowatt-hour

text: Watts per hour (W/h) is a unit of a "change" of power per hour, i.e. an acceleration in the delivery of energy. It is used to measure the daily variation of demand (e.g. the slope of the duck curve), or ramp-up behavior of power plants. For example, a power plant that reaches a power output of from in 15 minutes has a ramp-up rate of .


title: Kilowatt-hour

text: Several other units related to kilowatt-hour are commonly used to indicate power or energy capacity or use in specific application areas.


title: Kilowatt-hour

text: Average annual energy production or consumption can be expressed in kilowatt-hours per year. This is used with loads or output that vary during the year but whose annual totals are similar from one year to the next. For example, it is useful to compare the energy efficiency of household appliances whose power consumption varies with time or the season of the year. Another use is to measure the energy produced by a distributed power source. One kilowatt-hour per year equals about 114.08 milliwatts applied constantly during one year.


title: Kilowatt-hour

text: The energy content of a battery is usually expressed indirectly by its capacity in ampere-hours; to convert ampere-hour (Ah) to watt-hours (Wh), the ampere-hour value must be multiplied by the voltage of the power source. This value is approximate, since the battery voltage is not constant during its discharge, and because higher discharge rates reduce the total amount of energy that the battery can provide. In the case of devices that output a different voltage than the battery, it is the battery voltage (typically 3.7 V for Li-ion) that must be used to calculate rather than the device output (for example, usually 5.0 V for USB portable chargers). This results in a 500 mA USB device running for about 3.7 hours on a 2,500 mAh battery, not five hours.


title: Kilowatt-hour

text: The "Board of Trade unit" (B.T.U.) is an obsolete UK synonym for kilowatt-hour. The term derives from the name of the Board of Trade which regulated the electricity industry until 1942 when the Ministry of Power took over. This should not be confused with a British Thermal Unit (BTU) which is 1055 J.


title: Kilowatt-hour

text: In India, the kilowatt-hour is often simply called a "Unit" of energy. A million units, designated "MU", is a gigawatt-hour and a BU (billion units) is a terawatt-hour.


title: Metastasis

text: Metastasis is a pathogenic agent's spread from an initial or primary site to a different or secondary site within the host's body; the term is typically used when referring to metastasis by a cancerous tumor. The newly pathological sites, then, are metastases (mets). It is generally distinguished from cancer invasion, which is the direct extension and penetration by cancer cells into neighboring tissues.


title: Metastasis

text: Cancer occurs after cells are genetically altered to proliferate rapidly and indefinitely. This uncontrolled proliferation by mitosis produces a primary heterogeneic tumour. The cells which constitute the tumor eventually undergo metaplasia, followed by dysplasia then anaplasia, resulting in a malignant phenotype. This malignancy allows for invasion into the circulation, followed by invasion to a second site for tumorigenesis.


title: Metastasis

text: Some cancer cells known as circulating tumor cells acquire the ability to penetrate the walls of lymphatic or blood vessels, after which they are able to circulate through the bloodstream to other sites and tissues in the body. This process is known (respectively) as "lymphatic" or "hematogenous" spread. After the tumor cells come to rest at another site, they re-penetrate the vessel or walls and continue to multiply, eventually forming another clinically detectable tumor. This new tumor is known as a metastatic (or "secondary") tumor. Metastasis is one of the hallmarks of cancer, distinguishing it from benign tumors. Most cancers can metastasize, although in varying degrees. Basal cell carcinoma for example rarely metastasizes.


title: Metastasis

text: When tumor cells metastasize, the new tumor is called a "secondary" or "metastatic" tumor, and its cells are similar to those in the original or primary tumor. This means that if breast cancer metastasizes to the lungs, the secondary tumor is made up of abnormal breast cells, not of abnormal lung cells. The tumor in the lung is then called "metastatic breast cancer", not "lung cancer". Metastasis is a key element in cancer staging systems such as the TNM staging system, where it represents the "M". In overall stage grouping, metastasis places a cancer in Stage IV. The possibilities of curative treatment are greatly reduced, or often entirely removed when a cancer has metastasized.


title: Metastasis

text: Initially, nearby lymph nodes are struck early. The lungs, liver, brain, and bones are the most common metastasis locations from solid tumors.


title: Metastasis

text: When the organ gets a metastatic disease it begins to shrink until its lymph nodes burst, or undergo lysis.


title: Metastasis

text: Metastatic tumors are very common in the late stages of cancer. The spread of metastasis may occur via the blood or the lymphatics or through both routes. The most common sites of metastases are the lungs, liver, brain, and the bones.


title: Metastasis

text: Currently, three main theories have been proposed to explain the metastatic pathway of cancer: the epithelial-mesenchymal transition (EMT) and mesenchymal-epithelial transition (MET) hypothesis (1), the cancer stem cell hypothesis (2), and the macrophage–cancer cell fusion hybrid hypothesis (3). Some new hypotheses were suggested as well, i.e., under the effect of particular biochemical and/or physical stressors, cancer cells can undergo nuclear expulsion with subsequent macrophage engulfment and fusion, with the formation of cancer fusion cells (CFCs).


title: Metastasis

text: Metastasis involves a complex series of steps in which cancer cells leave the original tumor site and migrate to other parts of the body via the bloodstream, via the lymphatic system, or by direct extension. To do so, malignant cells break away from the primary tumor and attach to and degrade proteins that make up the surrounding extracellular matrix (ECM), which separates the tumor from adjoining tissues. By degrading these proteins, cancer cells are able to breach the ECM and escape. The location of the metastases is not always random, with different types of cancer tending to spread to particular organs and tissues at a rate that is higher than expected by statistical chance alone. Breast cancer, for example, tends to metastasize to the bones and lungs. This specificity seems to be mediated by soluble signal molecules such as chemokines and transforming growth factor beta. The body resists metastasis by a variety of mechanisms through the actions of a class of proteins known as metastasis suppressors, of which about a dozen are known.


title: Metastasis

text: Human cells exhibit different kinds of motion: collective motility, mesenchymal-type movement, and amoeboid movement. Cancer cells often opportunistically switch between different kinds of motion. Some cancer researchers hope to find treatments that can stop or at least slow down the spread of cancer by somehow blocking some necessary step in one or more kinds of motion.


title: Metastasis

text: All steps of the metastatic cascade involve a number of physical processes. Cell migration requires the generation of forces, and when cancer cells transmigrate through the vasculature, this requires physical gaps in the blood vessels to form. Besides forces, the regulation of various types of cell-cell and cell-matrix adhesions is crucial during metastasis.


title: Metastasis

text: The metastatic steps are critically regulated by various cell types, including the blood vessel cells (endothelial cells), immune cells or stromal cells. The growth of a new network of blood vessels, called tumor angiogenesis, is a crucial hallmark of cancer. It has therefore been suggested that angiogenesis inhibitors would prevent the growth of metastases. Endothelial progenitor cells have been shown to have a strong influence on metastasis and angiogenesis. Endothelial progenitor cells are important in tumor growth, angiogenesis and metastasis, and can be marked using the Inhibitor of DNA Binding 1 (ID1). This novel finding meant that investigators gained the ability to track endothelial progenitor cells from the bone marrow to the blood to the tumor-stroma and even incorporated in tumor vasculature. Endothelial progenitor cells incorporated in tumor vasculature suggests that this cell type in blood-vessel development is important in a tumor setting and metastasis. Furthermore, ablation of the endothelial progenitor cells in the bone marrow can lead to a significant decrease in tumor growth and vasculature development. Therefore, endothelial progenitor cells are important in tumor biology and present novel therapeutic targets. The immune system is typically deregulated in cancer and affects many stages of tumor progression, including metastasis.


title: Metastasis

text: Epigenetic regulation also plays an important role in the metastatic outgrowth of disseminated tumor cells. Metastases display alterations in histone modifications, such as H3K4-methylation and H3K9-methylation, when compared to matching primary tumors. These epigenetic modifications in metastases may allow the proliferation and survival of disseminated tumor cells in distant organs.


title: Metastasis

text: A recent study shows that PKC-iota promotes melanoma cell invasion by activating Vimentin during EMT. PKC-iota inhibition or knockdown resulted in an increase in E-cadherin and RhoA levels while decreasing total Vimentin, phosphorylated Vimentin (S39) and Par6 in metastatic melanoma cells. These results suggested that PKC-ι is involved in signaling pathways which upregulate EMT in melanoma thereby directly stimulates metastasis.


title: Metastasis

text: Recently, a series of high-profile experiments suggests that the co-option of intercellular cross-talk mediated by exosome vesicles is a critical factor involved in all steps of the invasion-metastasis cascade.


title: Metastasis

text: The spread of a malignancy into body cavities can occur via penetrating the surface of the peritoneal, pleural, pericardial, or subarachnoid spaces. For example, ovarian tumors can spread transperitoneally to the surface of the liver.


title: Metastasis

text: Lymphatic spread allows the transport of tumor cells to regional lymph nodes near the primary tumor and ultimately, to other parts of the body. This is called nodal involvement, positive nodes, or regional disease. "Positive nodes" is a term that would be used by medical specialists to describe regional lymph nodes that tested positive for malignancy. It is common medical practice to test by biopsy at least one lymph node near a tumor site when carrying out surgery to examine or remove a tumor. This lymph node is then called a sentinel lymph node.


title: Metastasis

text: Lymphatic spread is the most common route of initial metastasis for carcinomas. In contrast, it is uncommon for a sarcoma to metastasize via this route. Localized spread to regional lymph nodes near the primary tumor is not normally counted as a metastasis, although this is a sign of a worse outcome.


title: Metastasis

text: The lymphatic system does eventually drain from the thoracic duct and right lymphatic duct into the systemic venous system at the venous angle and into the brachiocephalic veins, and therefore these metastatic cells can also eventually spread through the haematogenous route.


title: Metastasis

text: This is typical route of metastasis for sarcomas, but it is also the favored route for certain types of carcinoma, such as renal cell carcinoma originating in the kidney and follicular carcinomas of the thyroid. Because of their thinner walls, veins are more frequently invaded than are arteries, and metastasis tends to follow the pattern of venous flow. That is, hematogenous spread often follows distinct patterns depending on the location of the primary tumor. For example, colorectal cancer spreads primarily through the portal vein to the liver.


title: Metastasis

text: Some tumors, especially carcinomas may metastasize along anatomical canalicular spaces. These spaces include for example the bile ducts, the urinary system, the airways and the subarachnoid space. The process is similar to that of transcoelomic spread. However, often it remains unclear whether simultaneously diagnosed tumors of a canalicular system are one metastatic process or in fact independent tumors caused by the same agent (field cancerization).


title: Metastasis

text: There is a propensity for certain tumors to seed in particular organs. This was first discussed as the "seed and soil" theory by Stephen Paget in 1889. The propensity for a metastatic cell to spread to a particular organ is termed 'organotropism'. For example, prostate cancer usually metastasizes to the bones. In a similar manner, colon cancer has a tendency to metastasize to the liver. Stomach cancer often metastasises to the ovary in women, when it is called a Krukenberg tumor.


title: Metastasis

text: According to the "seed and soil" theory, it is difficult for cancer cells to survive outside their region of origin, so in order to metastasize they must find a location with similar characteristics. For example, breast tumor cells, which gather calcium ions from breast milk, metastasize to bone tissue, where they can gather calcium ions from bone. Malignant melanoma spreads to the brain, presumably because neural tissue and melanocytes arise from the same cell line in the embryo.


title: Metastasis

text: In 1928, James Ewing challenged the "seed and soil" theory and proposed that metastasis occurs purely by anatomic and mechanical routes. This hypothesis has been recently utilized to suggest several hypotheses about the life cycle of circulating tumor cells (CTCs) and to postulate that the patterns of spread could be better understood through a 'filter and flow' perspective. However, contemporary evidences indicate that the primary tumour may dictate organotropic metastases by inducing the formation of pre-metastatic niches at distant sites, where incoming metastatic cells may engraft and colonise. Specifically, exosome vesicles secreted by tumours have been shown to home to pre-metastatic sites, where they activate pro-metastatic processes such as angiogenesis and modify the immune contexture, so as to foster a favourable microenvironment for secondary tumour growth.


title: Metastasis

text: It is theorized that metastasis always coincides with a primary cancer, and, as such, is a tumor that started from a cancer cell or cells in another part of the body. However, over 10% of patients presenting to oncology units will have metastases without a primary tumor found. In these cases, doctors refer to the primary tumor as "unknown" or "occult," and the patient is said to have cancer of unknown primary origin (CUP) or unknown primary tumors (UPT). It is estimated that 3% of all cancers are of unknown primary origin. Studies have shown that, if simple questioning does not reveal the cancer's source (coughing up blood—"probably lung", urinating blood—"probably bladder"), complex imaging will not either. In some of these cases a primary tumor may appear later.


title: Metastasis

text: The use of immunohistochemistry has permitted pathologists to give an identity to many of these metastases. However, imaging of the indicated area only occasionally reveals a primary. In rare cases (e.g., of melanoma), no primary tumor is found, even on autopsy. It is therefore thought that some primary tumors can regress completely, but leave their metastases behind. In other cases, the tumor might just be too small and/or in an unusual location to be diagnosed.


title: Metastasis

text: The cells in a metastatic tumor resemble those in the primary tumor. Once the cancerous tissue is examined under a microscope to determine the cell type, a doctor can usually tell whether that type of cell is normally found in the part of the body from which the tissue sample was taken.


title: Metastasis

text: For instance, breast cancer cells look the same whether they are found in the breast or have spread to another part of the body. So, if a tissue sample taken from a tumor in the lung contains cells that look like breast cells, the doctor determines that the lung tumor is a secondary tumor. Still, the determination of the primary tumor can often be very difficult, and the pathologist may have to use several adjuvant techniques, such as immunohistochemistry, FISH (fluorescent in situ hybridization), and others. Despite the use of techniques, in some cases the primary tumor remains unidentified.


title: Metastasis

text: Metastatic cancers may be found at the same time as the primary tumor, or months or years later. When a second tumor is found in a patient that has been treated for cancer in the past, it is more often a metastasis than another primary tumor.


title: Metastasis

text: It was previously thought that most cancer cells have a low metastatic potential and that there are rare cells that develop the ability to metastasize through the development of somatic mutations. According to this theory, diagnosis of metastatic cancers is only possible after the event of metastasis. Traditional means of diagnosing cancer (e.g. a biopsy) would only investigate a subpopulation of the cancer cells and would very likely not sample from the subpopulation with metastatic potential.


title: Metastasis

text: The somatic mutation theory of metastasis development has not been substantiated in human cancers. Rather, it seems that the genetic state of the primary tumor reflects the ability of that cancer to metastasize. Research comparing gene expression between primary and metastatic adenocarcinomas identified a subset of genes whose expression could distinguish primary tumors from metastatic tumors, dubbed a "metastatic signature." Up-regulated genes in the signature include: SNRPF, HNRPAB, DHPS and securin. Actin, myosin and MHC class II down-regulation was also associated with the signature. Additionally, the metastatic-associated expression of these genes was also observed in some primary tumors, indicating that cells with the potential to metastasize could be identified concurrently with diagnosis of the primary tumor. Recent work identified a form of genetic instability in cancer called chromosome instability (CIN) as a driver of metastasis. In aggressive cancer cells, loose DNA fragments from unstable chromosomes spill in the cytosol leading to the chronic activation of innate immune pathways, which are hijacked by cancer cells to spread to distant organs.


title: Metastasis

text: Expression of this metastatic signature has been correlated with a poor prognosis and has been shown to be consistent in several types of cancer. Prognosis was shown to be worse for individuals whose primary tumors expressed the metastatic signature. Additionally, the expression of these metastatic-associated genes was shown to apply to other cancer types in addition to adenocarcinoma. Metastases of breast cancer, medulloblastoma and prostate cancer all had similar expression patterns of these metastasis-associated genes.


title: Metastasis

text: The identification of this metastasis-associated signature provides promise for identifying cells with metastatic potential within the primary tumor and hope for improving the prognosis of these metastatic-associated cancers. Additionally, identifying the genes whose expression is changed in metastasis offers potential targets to inhibit metastasis.


title: Metastasis

text: Treatment and survival is determined, to a great extent, by whether or not a cancer remains localized or spreads to other locations in the body. If the cancer metastasizes to other tissues or organs it usually dramatically increases a patient's likelihood of death. Some cancers—such as some forms of leukemia, a cancer of the blood, or malignancies in the brain—can kill without spreading at all.


title: Metastasis

text: Once a cancer has metastasized it may still be treated with radiosurgery, chemotherapy, radiation therapy, biological therapy, hormone therapy, surgery, or a combination of these interventions ("multimodal therapy"). The choice of treatment depends on many factors, including the type of primary cancer, the size and location of the metastases, the patient's age and general health, and the types of treatments used previously. In patients diagnosed with CUP it is often still possible to treat the disease even when the primary tumor cannot be located.


title: Metastasis

text: Current treatments are rarely able to cure metastatic cancer though some tumors, such as testicular cancer and thyroid cancer, are usually curable.


title: Metastasis

text: Palliative care, care aimed at improving the quality of life of people with major illness, has been recommended as part of management programs for metastasis. Results from a systematic review of the literature on radiation therapy for brain metastases found that there is little evidence to inform comparative effectiveness and patient-centered outcomes on quality of life, functional status, and cognitive effects.


title: Metastasis

text: Although metastasis is widely accepted to be the result of the tumor cells migration, there is a hypothesis saying that some metastases are the result of inflammatory processes by abnormal immune cells. The existence of metastatic cancers in the absence of primary tumors also suggests that metastasis is not always caused by malignant cells that leave primary tumors.


title: Metastasis

text: The research done by Sarna's team proved that heavily pigmented melanoma cells have Young's modulus about 4.93, when in non-pigmented ones it was only 0.98. In another experiment they found that elasticity of melanoma cells is important for its metastasis and growth: non-pigmented tumors were bigger than pigmented and it was much easier for them to spread. They shown that there are both pigmented and non-pigmented cells in melanoma tumors, so that they can both be drug-resistant and metastatic.


title: Metastasis

text: In March 2014 researchers discovered the oldest complete example of a human with metastatic cancer. The tumors had developed in a 3,000-year-old skeleton found in 2013 in a tomb in Sudan dating back to 1200 BC. The skeleton was analyzed using radiography and a scanning electron microscope. These findings were published in the "Public Library of Science" journal.


title: Metastasis

text: Metastasis is a Greek word meaning "displacement", from μετά, "meta", "next", and στάσις, "stasis", "placement".


title: Education in India

text: Education in India is primarily managed by state-run public education system, which fall under the command of the government at three levels: central, state and local. Under various articles of the Indian Constitution and the Right of Children to Free and Compulsory Education Act, 2009, free and compulsory education is provided as a fundamental right to children aged 6 to 14. The approximate ratio of public schools to private schools in India is 7:5.


title: Education in India

text: Up until 1976, education policies and implementation were determined legally by each of India's constitutional states. The 42nd amendment to the constitution in 1976 made education a 'concurrent subject'. From this point on the central and state governments shared formal responsibility for funding and administration of education. In a country as large as India, now with 28 states and eight union territories, this means that the potential for variations between states in the policies, plans, programs and initiatives for elementary education is vast. Periodically, national policy frameworks are created to guide states in their creation of state-level programs and policies. State governments and local government bodies manage the majority of primary and upper primary schools and the number of government-managed elementary schools is growing. Simultaneously the number and proportion managed by private bodies is growing. In 2005-6 83.13% of schools offering elementary education (Grades 1–8) were managed by government and 16.86% of schools were under private management (excluding children in unrecognised schools, schools established under the Education Guarantee Scheme and in alternative learning centers). Of those schools managed privately, one third are 'aided' and two thirds are 'unaided'. Enrolment in Grades 1–8 is shared between government and privately managed schools in the ratio 73:27. However in rural areas this ratio is higher (80:20) and in urban areas much lower (36:66).


title: Education in India

text: In the 2011 Census, about 73% of the population was literate, with 81% for males and 65% for females. National Statistical Commission surveyed literacy to be 77.7% in 2017–18, 84.7% for male and 70.3% for female. This compares to 1981 when the respective rates were 41%, 53% and 29%. In 1951 the rates were 18%, 27% and 9%. India's improved education system is often cited as one of the main contributors to its economic development. Much of the progress, especially in higher education and scientific research, has been credited to various public institutions. While enrolment in higher education has increased steadily over the past decade, reaching a Gross Enrolment Ratio (GER) of 26.3% in 2019, there still remains a significant distance to catch up with tertiary education enrolment levels of developed nations, a challenge that will be necessary to overcome in order to continue to reap a demographic dividend from India's comparatively young population.


title: Education in India

text: Poorly resourced public schools which suffer from high rates of teacher absenteeism may have encouraged the rapid growth of private (unaided) schooling in India, particularly in urban areas. Private schools divide into two types: recognized and unrecognized schools. Government 'recognition' is an official stamp of approval and for this, a private school is required to fulfill a number of conditions, though hardly any private schools that get 'recognition' actually fulfill all the conditions of recognition.


title: Education in India

text: At the primary and secondary level, India has a large private school system complementing the government run schools, with 29% of students receiving private education in the 6 to 14 age group. Certain post-secondary technical schools are also private. The private education market in India had a revenue of US$450 million in 2008, but is projected to be a US$40 billion market.


title: Education in India

text: As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between the ages of 6–14 were enrolled in school. This is the fourth annual survey to report enrolment above 96%. India has maintained an average enrolment ratio of 95% for students in this age group from year 2007 to 2014. As an outcome the number of students in the age group 6–14 who are not enrolled in school has come down to 2.8% in the academic year 2018 (ASER 2018). Another report from 2013 stated that there were 229 million students enrolled in different accredited urban and rural schools of India, from Class I to XII, representing an increase of 2.3 million students over 2002 total enrolment, and a 19% increase in girl's enrolment. While quantitatively India is inching closer to universal education, the quality of its education has been questioned particularly in its government run school system. While more than 95 per cent of children attend primary school, just 40 per cent of Indian adolescents attend secondary school (Grades 9–12).


title: Education in India

text: Since 2000, the World Bank has committed over $2 billion to education in India. Some of the reasons for the poor quality include absence of around 25% of teachers every day. States of India have introduced tests and education assessment system to identify and improve such schools. The Human Rights Measurement Initiative finds that India is achieving only 79.0% of what should be possible at its level of income for the right to education.


title: Education in India

text: Although there are private schools in India, they are highly regulated in terms of what they can teach, in what form they can operate (must be a non-profit to run any accredited educational institution) and all the other aspects of the operation. Hence, the differentiation between government schools and private schools can be misleading. However, in a report by Geeta Gandhi Kingdon entitled: "The Emptying of Public Schools and Growth of Private Schools in India", it is said that for sensible education-policy making, it is vital to take account of the various changing trends in the size of the private and public schooling sectors in India. Ignoring these trends involves the risk of poor policies/legislation, with adverse effects on children's education.


title: Education in India

text: In January 2019, India had over 900 universities and 40,000 colleges. In India's higher education system, a significant number of seats are reserved under affirmative action policies for the historically disadvantaged Scheduled Castes and Scheduled Tribes and Other Backward Classes. In universities, colleges, and similar institutions affiliated to the central government, there is a maximum 50% of reservations applicable to these disadvantaged groups, at the state level it can vary. Maharashtra had 73% reservation in 2014, which is the highest percentage of reservations in India.


title: Education in India

text: Early education in India commenced under the supervision of a "guru" or preceptor after initiation. The education was delivered through Gurukula. The relationship between Guru and his Shishya (students /diciples) was very important part of the education. Takshasila (in modern-day Pakistan) is one of the example of ancient higher learning institute in India from possibly 8th century BCE, however, it is debatable whether it could be regarded a university or not in modern sense, since teachers living there may not have had official membership of particular colleges, and there did not seem to have existed purpose-built lecture halls and residential quarters in a Taxila, in contrast to the later Nalanda university in eastern India. Nalanda was the oldest university-system of education in the world in the modern sense of university. There all subjects were taught in Ariano -Páli language.


title: Education in India

text: Secular institutions cropped up along Buddhist monasteries. These institutions imparted practical education, e.g. medicine. A number of urban learning centres became increasingly visible from the period between 500 BCE to 400 CE. The important urban centers of learning were Nalanda (in modern-day Bihar) and Manassa in Nagpur, among others. These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as Buddhist Páli literature, logic, páli grammar, etc. Chanakya, a Brahmin teacher, was among the most famous teachers, associated with founding of Mauryan Empire.


title: Education in India

text: Shramanas and Brahmanas historically offered education by means of donations, rather than charging fees or the procurement of funds from students or their guardians. Later, stupas, temples also became centers of education; religious education was compulsory, but secular subjects were also taught. Students were required to be brahmacaris or celibates. The knowledge in these orders was often related to the tasks a section of the society had to perform. Arts, crafts, Ayurveda, architecture were taught


title: Education in India

text: With the advent of Islam in India the traditional methods of education increasingly came under Islamic influence. Pre-Mughal rulers such as Qutb-ud-din Aybak and other Muslim rulers initiated institutions which imparted religious knowledge. Scholars such as Nizamuddin Auliya and Moinuddin Chishti became prominent educators and established Islamic monasteries. Students from Bukhara and Afghanistan visited India to study humanities and science. Islamic institution of education in India included traditional "madrassas" and "maktabs" which taught grammar, philosophy, mathematics, and law influenced by the Greek traditions inherited by Persia and the Middle East before Islam spread from these regions into India. A feature of this traditional Islamic education was its emphasis on the connection between science and humanities.


title: Education in India

text: British rule and the subsequent establishment of educational institutions saw the introduction of English as a medium of instruction. Some schools taught the curriculum through vernacular languages with English as a second language. The term "pre-modern" was used for three kinds of schools – the Arabic and Sanskrit schools which taught Muslim or Hindu sacred literature and the Persian schools which taught Persian literature. The vernacular schools across India taught reading and writing the vernacular language and arithmetic. British education became solidified into India as missionary schools were established during the 1820s.


title: Education in India

text: Education in India is a Concurrent List subject, that is both the Indian central government, and the state governments have responsibility for enacting and implementing education policy.


title: Education in India

text: The central board and most of the state boards uniformly follow the "10+2" pattern of education. In this pattern, study of 10 years is done in schools and 2 years in Junior colleges (Maharashtra) or Higher Secondary Schools(most other states), and then 3 years of study for a bachelor's degree. The first 10 years is further subdivided into 8 years of elementary education (5 years Primary School and 3 years Middle School), 2 years of Secondary education followed by 2 years of Higher Secondary Schools or Junior colleges. This pattern originated from the recommendation of the Education Commission of 1964–66.


title: Education in India

text: There are two types of educational institutions in India, 1) Recognized institutions – primary school, secondary school, special schools, intermediate schools, colleges and universities who follow courses as prescribed by universities or boards and are also open for inspection by these authorities , 2) Unrecognized Institutions, which do not fulfill conditions as stated for the recognized ones.


title: Education in India

text: Education policy is prepared by the Central Government and State Governments at national and state levels respectively. The National Policy on Education (NPE), 1986, has provided for environment awareness, science and technology education, and introduction of traditional elements such as Yoga into the Indian secondary school system. A significant feature of India's secondary school system is the emphasis on inclusion of the disadvantaged sections of the society. Professionals from established institutes are often called to support in vocational training. Another feature of India's secondary school system is its emphasis on profession based vocational training to help students attain skills for finding a vocation of his/her choosing. A significant new feature has been the extension of SSA to secondary education in the form of the Rashtriya Madhyamik Shiksha Abhiyan. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) which is the most recent initiative of Government of India to achieve the goal of universalisation of secondary education (USE). It is aimed at expanding and improving the standards of secondary education up to class X.


title: Education in India

text: National Skill Development Agency (NSDA)'s National Skills Qualification Framework (NSQF), is a quality assurance framework which grades and recognises levels of skill based on the learning outcomes acquired through both formal or informal means.


title: Education in India

text: School boards set the curriculum, conduct standardised exams mostly at 10th and 12th level to award the school diplomas. Exams at the remaining levels (also called standard, grade or class, denoting the years of schooling) are conducted by the schools.


title: Education in India

text: The Midday Meal Scheme is a school meal programme of the Government of India designed to improve the nutritional status of school-age children nationwide, by supplying free lunches on working days for children in primary and upper primary classes in government, government aided, local body, Education Guarantee Scheme, and alternative innovative education centres, "Madarsa" and "Maqtabs" supported under Sarva Shiksha Abhiyan, and National Child Labour Project schools run by the ministry of labour. Serving 120,000,000 children in over 1,265,000 schools and Education Guarantee Scheme centres, it is one of the largest in the world.


title: Education in India

text: With the twin objectives of improving health and education of the poor children, India has embarked upon an ambitious scheme of providing mid day meals (MDM) in the government and government-assisted primary schools. The administrative and logistical responsibilities of this scheme are enormous, and, therefore, offering food stamps or income transfer to targeted recipients is considered as an alternative.


title: Education in India

text: In a welcome move, Government of India made special allocations for Midday Meal Scheme during nationwide lockdown and school closure period of COVID-19 to continue nutrition delivery to children. However, many experts have differing opinions on ground level implementation of MDM amid pandemic and its actual benefit delivered to school children.


title: Education in India

text: In addition, NUEPA (National University of Educational Planning and Administration) and NCTE (National Council for Teacher Education) are responsible for the management of the education system and teacher accreditation.


title: Education in India

text: The pre-primary stage is the foundation of children's knowledge, skills and behaviour. On completion of pre-primary education, the children are sent to the primary stage but pre-primary education in India is not a fundamental right. In rural India, pre-primary schools are rarely available in small villages. But in cities and big towns, there are many established players in the pre-primary education sector. The demand for the preschools is growing considerably in the smaller towns and cities but still, only 1% of the population under age 6 is enrolled in preschool education.


title: Education in India

text: LKG and UKG stages prepare and help children emotionally, mentally, socially and physically to grasp knowledge easily in the later stages of school and college life. A systematic process of preschool education is followed in India to impart knowledge in the best possible way for a better understanding of the young children. By following an easy and interesting curriculum, teachers strive hard to make the entire learning process enjoyable for the children.


title: Education in India

text: The primary education in India is divided into two parts, namely Lower Primary (Class I-V) and Upper Primary (Middle school, Class VI-VIII). The Indian government lays emphasis on primary education (Class I-VIII) also referred to as elementary education, to children aged 6 to 14 years old. Because education laws are given by the states, duration of primary school visit alters between the Indian states. The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. However, both free education and the ban on child labour are difficult to enforce due to economic disparity and social conditions. 80% of all recognised schools at the elementary stage are government run or supported, making it the largest provider of education in the country.


title: Education in India

text: However, due to a shortage of resources and lack of political will, this system suffers from massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of teacher training. Figures released by the Indian government in 2011 show that there were 5,816,673 elementary school teachers in India. there were 2,127,000 secondary school teachers in India. Education has also been made free for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009.


title: Education in India

text: There have been several efforts to enhance quality made by the government. The District Education Revitalisation Programme (DERP) was launched in 1994 with an aim to universalise primary education in India by reforming and vitalising the existing primary education system. 85% of the DERP was funded by the central government and the remaining 15% was funded by the states. The DERP, which had opened 160,000 new schools including 84,000 alternative education schools delivering alternative education to approximately 3.5 million children, was also supported by UNICEF and other international programs. "Corruption hurts the poor disproportionately – by diverting funds intended for development, undermining a government's ability to provide basic services, feeding inequality and injustice, and discouraging foreign investment and aid" (Kofi Annan, in his statement on the adoption of the United Nations Convention against Corruption by the General Assembly, NY, November 2003). In January 2016, Kerala became the 1st Indian state to achieve 100% primary education through its literacy programme Athulyam.


title: Education in India

text: This primary education scheme has also shown a high gross enrolment ratio of 93–95% for the last three years in some states. Significant improvement in staffing and enrolment of girls has also been made as a part of this scheme. The scheme for universalisation of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrolment has been enhanced, but the levels of quality remain low.


title: Education in India

text: Secondary education covers children aged 14 to 18, a group comprising 88.5 million children according to the 2001 Census of India. The final two years of secondary is often called Higher Secondary (HS), Senior Secondary, or simply the "+2" stage. The two-halves of secondary education are each an important stage for which a pass certificate is needed, and thus are affiliated by central boards of education under HRD ministry, before one can pursue higher education, including college or professional courses.


title: Education in India

text: UGC, NCERT, CBSE and ICSE directives state qualifying ages for candidates who wish to take the standardised exams. Those at least 15 years old by 30 May for a given academic year are eligible to appear for Secondary board exams, and those 17 by the same date are eligible to appear for Higher Secondary certificate board exams. It further states that upon successful completion of Higher Secondary, one can apply to higher education under UGC control.


title: Education in India

text: Secondary education in India is examination-oriented and not course-based: students register for and take classes primarily to prepare for one of the centrally-administered examinations. Secondary school is split into 2 parts (grades 9–10 and grades 11–12) with a standardised nationwide examination at the end of grade 10 and grade 12 (colloquially referred to as "board exams"). Grade 10 examination results can be used for admission into grades 11–12 at a secondary school, pre-university program, or a vocational or technical school. Passing the grade 12 board examination leads to the granting of a secondary school completion diploma, which may be used for admission into vocational schools or universities in the country or the world.


title: Education in India

text: Most schools in India do not offer subject and scheduling flexibility due to budgeting constraints (for example, students in India are often not allowed to take Chemistry and History in grades 11–12 as they are part of different "streams"). Private candidates (that is, not studying in a school) are generally not allowed to register for, and take board examinations, but there are some exceptions such as NIOS.


title: Education in India

text: Students taking the grade 10 examination usually take five or six subjects: Two languages(at least one of them being English/Hindi), Mathematics, Science(often taught as three separate disciplines: physics, chemistry and biology; but assessed as a single subject), Social Sciences(consisting of four components: history, geography, economics and political science), and one optional subject depending on the availability of teachers. Elective or optional subjects often include computer applications, commerce, painting, music and home science.


title: Education in India

text: Students taking the grade 12 examination usually take five or six subjects with English or the local language being compulsory. Students re-enrolling in most secondary schools after grade 10 have to make the choice of choosing subjects from a "core stream" in addition to the language: Science (Mathematics, Biology, Physics, Chemistry, Computer Science, Biotechnology, Physical Education), Commerce (Accountancy, Business Studies, Economics, Entrepreunership, Informatics Practices), or Humanities (History, Political Science, Sociology, Psychology, Geography, Legal Studies, Fine Arts, Music, Dance) depending on the school. Students with the Science stream study mathematics up to single-variable calculus in grade 12.


title: Education in India

text: Most reputable universities in India require students to pass college-administered admissions tests in addition to passing a final secondary school examination for entry into a college or university. School grades are usually not sufficient for college admissions in India. Popular entrance tests include JEE, NEET and the recent CUET.


title: Education in India

text: The majority of Indian children attend government run schools.Education is free socially and economically for children until the age of 14. An Education Ministry data from 2017 showed that 65.2% (113 million,) of all school students in 20 states attend government schools (c. 2017). These include schools runs by the state and local government as well as the central government. Example of large center government run school systems are Kendriya Vidyalaya in urban areas, Jawahar Navodaya Vidyalaya for the gifted students, Kasturba Gandhi Balika Vidyalaya for girls belonging to vulnerable SC/ST/OBC classes, and Indian Army Public Schools run by the Indian Army for the children of military personnel.


title: Education in India

text: Kendriya Vidyalaya project, was started for the employees of the central government of India, who are deployed throughout the country. The government started the "Kendriya Vidyalaya" project in 1965 to provide uniform education in institutions following the same syllabus at the same pace regardless of the location to which the employee's family has been transferred.


title: Education in India

text: These are usually charitable trust run schools that receive partial funding from the government. Largest system of aided schools is run by D.A.V. College Managing Committee.


title: Education in India

text: According to a survey an estimate, 29% of Indian children were privately educated in 2014. With more than 50% children enrolling in private schools in urban areas, the balance has already tilted towards private schooling in cities; and, even in rural areas, nearly 20% of the children in 2004-5 were enrolled in private schools.


title: Education in India

text: Most middle-class families send their children to private schools, mostly in their own city, but also at boarding schools. Private schools have been established since the British Rule in India and St George's School, Chennai is the oldest private school in India. At such schools, the medium of education is often English, but Hindi and/or the state's official language is also taught as a compulsory subject. Pre-school education is mostly limited to organised neighbourhood nursery schools with some organised chains. Montessori education is also popular, due to Maria Montessori's stay in India during World War II. In 2014, four of the top ten pre-schools in Chennai were Montessori.


title: Education in India

text: Many privately owned and managed schools carry the appellation "Public", such as the Delhi Public Schools, or Frank Anthony Public Schools. These are modelled after British public schools, which are a group of older, expensive and exclusive fee-paying private independent schools in England.


title: Education in India

text: According to some research, private schools often provide superior results at a multiple of the unit cost of government schools. The reason being high aims and better vision. However, others have suggested that private schools fail to provide education to the poorest families, a selective being only a fifth of the schools and have in the past ignored Court orders for their regulation. Research with children from the same family, in which one child attends private school and the other receives a government education, has found barely any difference in their attainment. This has led some analysts to argue that the better test scores achieved by private schools in general is primarily a result of 'background advantages' enjoyed by privately educated children because they tend come from wealthier families than their government-educated peers. Such advantages may, for example, include having more educational resources at home.