Should Colleges Have Search Engine On Their Curriculum?

The English modal verbs are a subset of the English auxiliary verbs used mostly to express modality (properties such as possibility, obligation, etc.). They can be distinguished from other verbs by their defectiveness (they do not have participle or infinitive forms) and by their neutralization (that they do not take the ending -(e)s in the third-person singular). The principal English modal verbs are can, could, may, might, shall, should, will, would, and must. Certain other verbs are sometimes, but not always, classed as modals; these include ought, had better, and (in certain uses) dare and need. Verbs which share only some of the characteristics of the principal modals are sometimes called "quasi-modals", "semi-modals", or "pseudo-modals".A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college offers undergraduate programs; it may be independent or the undergraduate program of a university, it is generally also used as a synonym for a university while in some instances a college may also be a residential college. A college in some countries—France (see secondary education in France), Belgium, and Switzerland—provides secondary education. However, the Collège de France is a prestigious advanced research institute in Paris.Searching or search may refer to:An engine or motor is a machine designed to convert one or more forms of energy into mechanical energy.Available energy sources include potential energy (e.g. energy of the Earth's gravitational field as exploited in hydroelectric power generation), heat energy (e.g. geothermal), chemical energy, electric potential and nuclear energy (from nuclear fission or nuclear fusion). Many of these processes generate heat as an intermediate energy form, so heat engines have special importance. Some natural processes, such as atmospheric convection cells convert environmental heat into motion (e.g. in the form of rising air currents). Mechanical energy is of particular importance in transportation, but also plays a role in many industrial processes such as cutting, grinding, crushing, and mixing. Mechanical heat engines convert heat into work via various thermodynamic processes. The internal combustion engine is perhaps the most common example of a chemical heat engine, in which heat from the combustion of a fuel causes rapid pressurisation of the gaseous combustion products in the combustion chamber, causing them to expand and drive a piston, which turns a crankshaft. Unlike internal combustion engines, a reaction engine (such as a jet engine) produces thrust by expelling reaction mass, in accordance with Newton's third law of motion. Apart from heat engines, electric motors convert electrical energy into mechanical motion, pneumatic motors use compressed air, and clockwork motors in wind-up toys use elastic energy. In biological systems, molecular motors, like myosins in muscles, use chemical energy to create forces and ultimately motion (a chemical engine, but not a heat engine). Chemical heat engines which employ air (ambient atmospheric gas) as a part of the fuel reaction are regarded as airbreathing engines. Chemical heat engines designed to operate outside of Earth's atmosphere (e.g. rockets, deeply submerged submarines) need to carry an additional fuel component called the oxidizer (although there exist super-oxidizers suitable for use in rockets, such as fluorine, a more powerful oxidant than oxygen itself); or the application needs to obtain heat by non-chemical means, such as by means of nuclear reactions. All chemically fueled heat engines emit exhaust gases. The cleanest engines emit water only. Strict zero-emissions generally means zero emissions other than water and water vapour. Only heat engines which combust pure hydrogen (fuel) and pure oxygen (oxidizer) achieve zero-emission by a strict definition (in practice, one type of rocket engine). If hydrogen is burnt in combination with air (all airbreathing engines), a side reaction occurs between atmospheric oxygen and atmospheric nitrogen resulting in small emissions of NOx, which is adverse even in small quantities. If a hydrocarbon (such as alcohol or gasoline) is burnt as fuel, large quantities of CO2 are emitted, a potent greenhouse gas. Hydrogen and oxygen from air can be reacted into water by a fuel cell without side production of NOx, but this is an electrochemical engine not a heat engine.In education, a curriculum (; plural curricula or curriculums) is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. In a 2003 study, Reys, Reys, Lapan, Holliday, and Wasman refer to curriculum as a set of learning goals articulated across grades that outline the intended mathematics content and process goals at particular points in time throughout the K–12 school program. Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curriculum is split into several categories: the explicit, the implicit (including the hidden), the excluded, and the extracurricular.Curricula may be tightly standardized, or may include a high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education, such as the United Kingdom's National Curriculum. UNESCO's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide.