title: Education in Germany

text: In 2000 after much public debate about Germany's perceived low international ranking in Programme for International Student Assessment (PISA), there has been a trend towards a less ideological discussion on how to develop schools. These are some of the new trends:


title: Education in Germany

text: In Germany, education is the responsibility of the states () and part of their constitutional sovereignty (). Teachers are employed by the Ministry of Education for the state and usually have a job for life after a certain period (verbeamtet) (which, however, is not comparable in timeframe nor competitiveness to the typical tenure track, e.g. at universities in the US). This practice depends on the state and is currently changing. A parents' council is elected to voice the parents' views to the school's administration. Each class elects one or two (class presidents; if two are elected usually one is male and the other female), who meet several times a year as the (students' council).


title: Education in Germany

text: A team of school presidents is also elected by the pupils each year, whose main purpose is organizing school parties, sports tournaments and the like for their fellow students. The local town is responsible for the school building and employs the janitorial and secretarial staff. For an average school of 600 – 800 students, there may be two janitors and one secretary. School administration is the responsibility of the teachers, who receive a reduction in their teaching hours if they participate.


title: Education in Germany

text: Church and state are separated in Germany. Compulsory school prayers and compulsory attendance at religious services at state schools are against the constitution. (It is expected, though, to stand politely for the school prayer even if one does not pray along.)


title: Education in Germany

text: German preschool is known as a "Kindergarten" (plural ) or , short for (meaning "children's daycare center"). Children between the ages of 2 and 6 attend , which are not part of the school system. They are often run by city or town administrations, churches, or registered societies, many of which follow a certain educational approach as represented, e.g., by Montessori or Reggio Emilia or . Forest kindergartens are well established. Attending a is neither mandatory nor free of charge, but can be partly or wholly funded, depending on the local authority and the income of the parents. All caretakers in or must have a three-year qualified education, or be under special supervision during training.


title: Education in Germany

text: The term , meaning 'pre-school', is used both for educational efforts in and for a mandatory class that is usually connected to a primary school. Both systems are handled differently in each German state. The is a type of Vorschule.


title: Education in Germany

text: During the German Empire, children were able to pass directly into secondary education after attending a privately run, fee-based which then was another sort of primary school. The Weimar Constitution banned these, feeling them to be an unjustified privilege, and the Basic Law still contains the constitutional rule (Art. 7 Sect. VI) that: "Pre-schools shall remain abolished."


title: Education in Germany

text: Homeschooling is – between (compulsory schooling) beginning with elementary school to 18 years – illegal in Germany. The illegality has to do with the prioritization of children's rights over the rights of parents: children have the right to the company of other children and adults who are not their parents, also parents cannot opt their kids out of sexual education classes because the state considers a child's right to information to be more important than a parent's desire to withhold it.


title: Education in Germany

text: After children complete their primary education (at 10 years of age, 12 in Berlin and Brandenburg), there are five options for secondary schooling:


title: Education in Germany

text: After passing through any of the above schools, pupils can start a career with an apprenticeship in the (vocational school). The is normally attended twice a week during a two, three, or three-and-a-half-year apprenticeship; the other days are spent working at a company. This is intended to provide a knowledge of theory and practice. The company is obliged to accept the apprentice on its apprenticeship scheme. After this, the apprentice is registered on a list at the ("IHK") (chamber of industry and commerce). During the apprenticeship, the apprentice is a part-time salaried employee of the company. After passing the and the exit exams of the IHK, a certificate is awarded and the young person is ready for a career up to a low management level. In some areas, the schemes teach certain skills that are a legal requirement (special positions in a bank, legal assistants).


title: Education in Germany

text: Some special areas provide different paths. After attending any of the above schools and gaining a leaving certificate like , (or , from a ) or from a or a , school leavers can start a career with an apprenticeship at a (vocational school). Here the student is registered with certain bodies, e.g. associations such as the German Bar Association (, GBA) (board of directors). During the apprenticeship, the young person is a part-time salaried employee of the institution, bank, physician or attorney's office. After leaving the and passing the exit examinations set by the German Bar Association or other relevant associations, the apprentice receives a certificate and is ready for a career at all levels except in positions which require a specific higher degree, such as a doctorate. In some areas, the apprenticeship scheme teaches skills that are required by law, including certain positions in a bank or those as legal assistants. The 16 states have exclusive responsibility in the field of education and professional education. The federal parliament and the federal government can influence the educational system only by financial aid to the states. There are many different school systems, but in each state the starting point is always the (elementary school) for a period of four years; or six years in the case of Berlin and Brandenburg.


title: Education in Germany

text: Grades 5 and 6 form an orientation or testing phase ( or ) during which students, their parents and teachers decide which of the above-mentioned paths the students should follow. In all states except Berlin and Brandenburg, this orientation phase is embedded into the program of the secondary schools. The decision for a secondary school influences the student's future, but during this phase changes can be made more easily. In practice this rarely comes to bear because teachers are afraid of sending pupils to more academic schools whereas parents are afraid of sending their children to less academic schools. In Berlin and Brandenburg, the orientation is embedded into that of the elementary schools. Teachers give a so-called educational (path) recommendation () based on scholastic achievements in the main subjects (mathematics, German, natural sciences, foreign language) and classroom behavior with details and legal implications differing from state to state: in some German states, those wishing to apply to a or require such a recommendation stating that the student is likely to make a successful transition to that type of school; in other cases anyone may apply.


title: Education in Germany

text: In Berlin 30% – 35% of places are allocated by lottery. A student's performance at primary school is immaterial.


title: Education in Germany

text: While the entry year is depending on the last year in the stepping back or skipping a grade is possible between 7th and 10th grade and only stepping back between 5th and 6th grade (so called , meaning testing grade) and 11th and 12th grade.


title: Education in Germany

text: The eastern states Saxony, Saxony-Anhalt and Thuringia combine and into and respectively. All German states have as one possibility for the more able children, and all states—except Saxony—have some , but in different forms. The states of Berlin and Hamburg have only two types of schools: comprehensive schools and Gymnasium.


title: Education in Germany

text: Learning a foreign language is compulsory throughout Germany in secondary schools and English is one of the more popular choices. Students at certain are required to learn Latin as their first foreign language and choose a second foreign language. The list of available foreign languages as well as the hours of compulsory foreign language lessons differ from state to state, but the more common choices besides Latin are English, French, Spanish, and ancient Greek. Many schools also offer voluntary study groups for the purpose of learning other languages. At which stage students begin learning a foreign language differs from state to state and is tailored to the cultural and socio-economical dynamics of each state. In some states, foreign language education starts in (primary school). For example, in North Rhine-Westphalia and Lower Saxony, English starts in the third year of elementary school. Baden-Württemberg starts with English or French in the first year. The Saarland, which borders France, begins with French in the third year of primary school and French is taught in high school as the main foreign language.


title: Education in Germany

text: It may cause problems in terms of education for families that plan to move from one German state to another as there are partially completely different curricula for nearly every subject.


title: Education in Germany

text: Adults who did not achieve a or , or reached its equivalent, have the option of attending evening classes at an or .


title: Education in Germany

text: A few organizational central points are listed below. It should however be noted that due to the decentralized nature of the education system there are many more additional differences across the 16 states of Germany.


title: Education in Germany

text: The school year starts after the summer break (different from state to state, usually end/mid of August) and is divided into two terms. There are typically 12 weeks of holidays in addition to public holidays. Exact dates differ between states, but there are generally six weeks of summer and two weeks of Christmas holiday. The other holiday periods occur in spring (during the period around Easter Sunday) and autumn (during the former harvest, where farmers used to need their children for field work). In some states schools can also schedule two or three special days off per term.


title: Education in Germany

text: Students have about 30–40 periods of 45 minutes each per week (depending on year and state), but secondary schools in particular have switched to 90-minute lessons () which count as two 'traditional' lessons. To manage classes that are taught three or five lessons per week there are two common ways. At some schools with 90-minute periods there is still one 45-minute lesson each day, mostly between the first two blocks; at other schools those subjects are taught in weekly or term rotations. There are about 12 compulsory subjects: up to three foreign languages (the first is often begun in primary school, the second one in 6th or 7th grade, and the third somewhere between 7th and 11th grade), physics, biology, chemistry, civics/social/political studies, history, geography (starting between 5th and 7th grade), mathematics, music, visual arts, German, physical education, and religious education/ethics (to be taken from primary school on). The range of offered afternoon activities is different from school to school; however, most German schools offer choirs or orchestras, and sometimes sports, theater or languages. Many of these are offered as semi-scholastic (—literally "working groups"), which are noted in students' reports but not officially graded. Other common extracurricular activities are organized as private clubs, which are very popular in Germany.


title: Education in Germany

text: There are three blocks of lessons with each lesson taking 45 minutes. After each block, there is a break of 15–20 minutes, including after the sixth lesson (the number of lessons changes from year to year, so it's possible that one would be in school until 4 o'clock). (minor fields of study) are taught two times a week; (major subjects) are taught three times.


title: Education in Germany

text: In grades 11–13, 11–12, or 12–13 (depending on the school system), each student majors in two or three subjects (), in which there are usually five lessons per week. The other subjects () are usually taught three periods per week.


title: Education in Germany

text: There are significant differences between the 16 states' alternatives to this basic template, such as or other private schools. Adults can also go back to evening school and take the exam.


title: Education in Germany

text: In Germany, Article 7, Paragraph 4 of the Grundgesetz, the constitution of Germany, guarantees the right to establish private schools. This article belongs to the first part of the German basic law, which defines civil and human rights. A right which is guaranteed in this part of the can only be suspended in a state of emergency if the respective article specifically states this possibility. That is not the case with this article. It is also not possible to abolish these rights. This unusual protection of private schools was implemented to protect them from a second or similar event in the future.


title: Education in Germany

text: Some students attend private schools through welfare subsidies. This is often the case if a student is considered to be a child at risk, such as students who have learning disabilities, special needs or come from dysfunctional home environments.


title: Education in Germany

text: After factoring in parents' socioeconomic status, children who attend private schools are not as able as those at state schools. At the Programme for International Student Assessment (PISA) for example, after considering socioeconomic class, students at private schools underperformed those at state schools. One has, however, to be careful interpreting that data: it may be that such students do not underperform because they attend a private school, but that they attend a private school because they underperform. Some private and have lower entry requirements than public and .


title: Education in Germany

text: Most German children with special needs attend a school called or (special school) that serves only such children. There are several types of special schools in Germany such as:


title: Education in Germany

text: Teachers at those schools are qualified professionals who have specialized in special-needs education while at university. Special schools often have a very favourable student-teacher ratio and facilities compared with other schools.


title: Education in Germany

text: Special schools have been criticized. It is argued that special education separates and discriminates against those who are disabled or different.


title: Education in Germany

text: Some special-needs children do not attend special schools, but are mainstreamed into a or (comprehensive school) and/or, in rare cases, into a or even a .


title: Education in Germany

text: There are very few specialist schools for gifted children. As German schools do not IQ-test children, most intellectually gifted children remain unaware that they fall into this category. The German psychologist, Detlef H. Rost, carried out a pioneer long-term study on gifted children called the . In 1987/1988 he tested 7000 third graders on a test based on the German version of the Cattell Culture Fair III test. Those who scored at least two standard deviations above the mean were categorised as gifted. A total of 151 gifted subjects participated in the study alongside 136 controls. All participants in the study were tested blind with the result that they did not discover whether they were gifted or not. The study revealed that the gifted children did very well in school. The vast majority later attended a and achieved good grades. However, 15 percent, were classified as underachievers because they attended a (two cases) or a (one case), had repeated a grade (four cases) or had grades that put them in the lower half of their class (the rest of cases). The report also concluded that most gifted persons had high self-esteem and good psychological health. Rost said that he was not in favour of special schools for the gifted. Gifted children seemed to be served well by Germany's existing school system.


title: Education in Germany

text: As of January 2015 the International Schools Consultancy (ISC) listed Germany as having 164 international schools. ISC defines an 'international school' in the following terms: "ISC includes an international school if the school delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English-speaking country, or if a school in a country where English is one of the official languages, offers an English-medium curriculum other than the country’s national curriculum and is international in its orientation." This definition is used by publications including The Economist. In 1971 the first International Baccalaureate World School was authorized in Germany. Today 70 schools offer one or more of the IB programmes including two who offer the new IB Career-related Programme.


title: Education in Germany

text: The Programme for International Student Assessment (PISA), coordinated by the OECD, assesses the skills of 15-year-olds in OECD countries and a number of partner countries. The assessment in the year 2000 demonstrated serious weaknesses in German pupils' performance. In the test of 41 countries, Germany ranked 21st in reading and 20th in both mathematics and the natural sciences, prompting calls for reform. Major newspapers ran special sections on the PISA results, which were also discussed extensively on radio and television. In response, Germany's states formulated a number of specific initiatives addressing the perceived problems behind Germany's poor performance.


title: Education in Germany

text: By 2006, German schoolchildren had improved their position compared to previous years, being ranked (statistically) significantly above average (rank 13) in science skills and statistically not significantly above or below average in mathematical skills (rank 20) and reading skills (rank 18). In 2012, Germany achieved above average results in all three areas of reading, mathematics, and natural sciences.


title: Education in Germany

text: The PISA Examination also found big differences in achievement between students attending different types of German schools. The socio-economic gradient was very high in Germany, the students' performance there being more dependent on socio-economic factors than in most other countries.


title: Education in Germany

text: Some German teachers' representatives and a number of scientists disputed the PISA findings. They claimed, amongst other things, that the questions had been ill-translated, that the samples drawn in some countries were not representative, that German students (most of whom had never done a multiple choice tests in their lives before) were disadvantaged by the multiple choice questions, that the PISA questions had no curricular validity and that PISA was "in fact an IQ-test", which according to them showed that dysgenic fertility was taking place in Germany. Additionally, the OECD was criticized for following its own agenda of a strictly economically utilitarian education policy—as opposed to humanist education policy following the German ideal of —and for trying to establish an educational testing industry without democratic legitimation.


title: Education in Germany

text: Germany has high standards for the education of craftspeople. Historically very few people attended college. In the 1950s for example, 80 percent had only ("primary school") education of 6 or 7 years. Only 5 percent of youths entered college at this time and still fewer graduated. In the 1960s, six percent of youths entered college. In 1961 there were still 8,000 cities in which no children received secondary education. However, this does not mean that Germany was a country of uneducated people. In fact, many of those who did not receive secondary education were highly skilled craftspeople and members of the upper middle class. Even though more people attend college today, a craftsperson is still highly valued in German society.


title: Education in Germany

text: Historically (prior to the 20th century) the relationship between a master craftsman and his apprentice was paternalistic. Apprentices were often very young when entrusted to a master craftsman by their parents. It was seen as the master's responsibility not only to teach the craft, but also to instill the virtues of a good craftsman. He was supposed to teach honour, loyalty, fair-mindedness, courtesy and compassion for the poor. He was also supposed to offer spiritual guidance, to ensure his apprentices fulfilled their religious duties and to teach them to "honour the Lord" (Jesus Christ) with their lives. The master craftsman who failed to do this would lose his reputation and would accordingly be dishonoured – a very bad fate in those days. The apprenticeship ended with the so-called (exculpation). The master announced in front of the trade heading that the apprentice had been virtuous and God-loving. The young person now had the right to call himself a (journeyman). He had two options: either to work for a master or to become a master himself. Working for another master had several disadvantages. One was that, in many cases, the journeyman who was not a master was not allowed to marry and found a family. Because the church disapproved of sex outside of marriage, he was obliged to become a master if he did not want to spend his life celibate. Accordingly, many of the so-called decided to go on a journey in order to become a master. This was called or Journeyman years.


title: Education in Germany

text: In those days, the crafts were called the "virtuous crafts" and the virtuousness of the craftspersons was greatly respected. For example, according to one source, a person should be greeted from "the bricklayer craftspersons in the town, who live in respectability, die in respectability, who strive for respectability and who apply respectability to their actions." In those days, the concept of the "virtuous crafts" stood in contrast to the concept of "academic freedom" as Brüdermann and Jost noticed.


title: Education in Germany

text: Nowadays, the education of craftspersons has changed – in particular self-esteem and the concept of respectability. Yet even today, a craftsperson does sometimes refer to the "craftsperson's codex of virtues" and the crafts sometimes may be referred to as the "virtuous crafts" and a craftsperson who gives a blessing at a roofing ceremony may, in many cases, remind of the "virtues of the crafts I am part of". Certain virtues are also ascribed to certain crafts. For example, a person might be called "always on time like a bricklayer" to describe punctuality. On the other hand, "virtue" and "respectability", which in the past had been the center of the life of any craftsperson became less and less important for such education. Today, a young person who wants to start an apprenticeship must first find an : this may be a master craftsperson, a master in the industrial sector () or someone else with proof of suitable qualifications in the training of apprentices. The must also provide proof of no criminal record and proof of respectability. The has to be at least 24 years of age. The has several duties, such as teaching the craft and the techniques, and instilling character and social skills. In some cases, the must also provide board and lodging. Agreement is reached on these points before the apprenticeship begins. The apprentice will also receive payment for his work. According to §17 , a first year apprentice will be paid less than someone who has been an apprentice for longer. An who provides board and lodging may set this off against the payment made. In the past, many of those who applied for an apprenticeship had only primary school education. Nowadays, only those with secondary school education apply for apprenticeships because secondary school attendance has become compulsory. In some trades, it has even become difficult for those holding the to find an apprenticeship because more and more pupils leave school with the or . The apprenticeship takes three years. During that time, the apprentice is trained by the and also attends a vocational school. This is called the German model or dual education system ().


title: Education in Germany

text: Germany's universities are recognised internationally; in the Academic Ranking of World Universities (ARWU) for 2008, six of the top 100 universities in the world are in Germany, and 18 of the top 200. Germany ranks third in the QS World University Rankings 2011.


title: Education in Germany

text: Most German universities are public institutions, charging fees of only around €60–500 per semester for each student, usually to cover expenses associated with the university cafeterias and (usually mandatory) public transport tickets. Thus, academic education is open to most citizens and studying is very common in Germany. The dual education system combines both practical and theoretical education but does not lead to academic degrees. It is more popular in Germany than anywhere else in the world and is a role model for other countries.


title: Education in Germany

text: The oldest universities of Germany are also among the oldest and best regarded in the world, with Heidelberg University being the oldest (established in 1386 and in continuous operation since then). It is followed by Cologne University (1388), Leipzig University (1409), Rostock University (1419), Greifswald University (1456), Freiburg University (1457), LMU Munich (1472) and the University of Tübingen (1477).


title: Education in Germany

text: While German universities have a strong focus on research, a large part of it is also done outside of universities in independent institutes that are embedded in academic clusters, such as within the Max Planck, Fraunhofer, Leibniz and Helmholtz institutes. This German peculiarity of "outsourcing" research leads to a competition for funds between universities and research institutes and may negatively affect academic rankings.


title: Education in Germany

text: The German tertiary education system distinguishes between two types of institutions: The term (university) is reserved for institutions which have the right to confer doctorates. Other degree-awarding higher education institutions may use the more generic term .


title: Education in Germany

text: In addition, non-university institutions of tertiary level exist in the German education system. The admission requirement is usually a previous education including work experience. As an example, for technological subjects can be cited, which are completed with a state examination (EQF level 6).


title: Education in Germany

text: Only have the right to confer doctorates and habilitations. Some universities use the term "research university" in international usage to emphasize their strength in research activity in addition to teaching, particularly to differentiate themselves from . A university covering the full range of scientific disciplines in contrast to more specialized universities might refer to itself as . Specialized universities which have the formal status of include , (Universities of Education), (Universities of Arts) and (Universities of Music). The excellence initiative has awarded eleven universities with the title University of Excellence. Professors at regular universities were traditionally required to have a doctorate as well as a habilitation. Since 2002, the junior professorship was introduced to offer a more direct path to employment as a professor for outstanding doctoral degree.


title: Education in Germany

text: There is another type of university in Germany: the (Universities of Applied Sciences), which offer mostly the same degrees as , but often concentrate on applied science (as the English name suggests) and usually have no power to award PhD-level degrees, at least not in their own right. have a more practical profile with a focus on employability. In research, they are rather geared to applied research instead of fundamental research. At a traditional university, it is important to study "why" a method is scientifically right; however, this is less important at Universities of Applied Sciences. Here the emphasis is placed on what systems and methods exist, where they come from, what their advantages and disadvantages are, how to use them in practice, when they should be used, and when not.


title: Education in Germany

text: For professors at a , at least three years of work experience are required for appointment while a habilitation is not expected. This is unlike their counterparts at traditional universities, where an academic career with research experience is necessary.


title: Education in Germany

text: Prior to the Bologna Process, graduates received a "Diplom". To differentiate it from the which was conferred by , the title is indicated starting with "Dipl." () and ending with "(FH)", e.g., "Max Mustermann" for a graduate engineer from a . The FH Diploma is roughly equivalent to a bachelor's degree. An FH Diploma does not qualify the holder for a doctoral program directly, but in practice universities admit the best FH graduates on an individual basis after an additional entrance exam or participation in theoretical classes.


title: Education in Germany

text: Students wishing to attend a German "Universität" must, as a rule, hold the "Abitur" or a subject-restricted qualification for university entrance ("Fachgebundene Hochschulreife"). For "Fachhochschulen", the "Abitur", the "Fachgebundene Hochschulreife" certification or the "Fachhochschulreife" certification (general or subject-restricted) is required.


title: Education in Germany

text: Lacking these school leaving certifications, in some states potential students can qualify for university entrance if they present additional formal proof that they will be able to keep up with their fellow students. This may take the form of a test of cognitive functioning or passing the "Begabtenprüfung" ("aptitude test", consisting of a written and oral exam). In some cases, students who do not hold the Abitur may enter university even if they do not pass the aptitude or cognitive functioning tests if they 1) have received previous vocational training, and 2) have worked at least three years and passed the "Eingangsprüfung" (entrance exam). Such is the case, for example, in Hamburg.


title: Education in Germany

text: While there are numerous ways to achieve entrance qualification to German universities, the most traditional route has always been graduation from a Gymnasium with the Abitur; however this has become less common over time. As of 2008, less than half of university freshmen in some German states had graduated from a Gymnasium. Even in Bavaria (a state with a policy of strengthening the Gymnasium) only 56 percent of freshmen had graduated from a Gymnasium. The rest were awarded the Abitur from another type of school or did not hold the Abitur certification at all.


title: Education in Germany

text: High school diplomas received from countries outside of Germany are, in many cases, not considered equivalent to the Abitur, but rather to a Realschulabschluss and therefore do not qualify the bearer for admission to a German university. However, it is still possible for such applicants to be admitted to a German university if they fulfill additional formal criteria, such as a particular grade point average or points on a standardized admissions test. These criteria depend on the school leaving certificate of the potential student and are agreed upon by the Standing Conference of the Ministers of Education and Cultural Affairs. For example, holders of the US high school diploma with a combined math and verbal score of 1300 on the SAT or 29 on the ACT may qualify for university admission.


title: Education in Germany

text: Foreign students lacking the entrance qualification can acquire a degree at a "Studienkolleg", which is often recognized as an equivalent to the "Abitur". The one-year course covers similar topics as the "Abitur" and ensures sufficient language skills to take up studies at a German university.


title: Education in Germany

text: The process of application depends on the degree program applied for, the applicant's origin and the university entrance qualification. Generally, all programs of study follow one of three admissions procedures.


title: Education in Germany

text: According to German law, universities are not permitted to discriminate against or grant preferential treatment to persons on basis of race, ethnic group, gender, social class, religion or political opinion.


title: Education in Germany

text: Public universities in Germany are funded by the federal states and do not charge tuition fees. However, all enrolled students do have to pay a semester fee ("Semesterbeitrag"). This fee consists of an administrative fee for the university (only in some of the states), a fee for "Studentenwerk", which is a statutory student affairs organization, a fee for the university's AStA ("Allgemeiner Studentenausschuss", students' government) and "Studentenschaft" (students' union), at many universities a fee for public transportation, and possibly more fees as decided by the university's students' parliament (e.g., for a cooperation with a local theater granting free entry for students). Summed up, the semester fee usually ranges between €150 and €350.


title: Education in Germany

text: In 2005, the German Federal Constitutional Court ruled that a federal law prohibiting tuition fees was unconstitutional, on the grounds that education is the sole responsibility of the states. Following this ruling, seven federal states introduced tuition fees of €500 per semester in 2006 and 2007. Due to massive student protests and a citizens' initiative which collected 70,000 signatures against tuition fees, the government of Hesse was the first to reverse course before the state election in 2008; other state governments soon followed. Several parties which spoke out for tuition fees lost state elections. Bavaria in 2013 and Lower Saxony in 2014 were the last states to abolish tuition fees.


title: Education in Germany

text: Since 1998, all German states had introduced tuition fees for long-time students ("Langzeitstudiengebühren") of €500 up to €900 per semester. These fees are required for students who study substantially longer than the standard period of study ("Regelstudienzeit"), which is a defined number of semesters for each degree program. Even after the abolition of general tuition fees, tuition fees for long-time students remain in six states. Additionally, universities may charge tuition fees for so called non-consecutive master's degree programs, which do not build directly on a bachelor's degree, such as a Master of Business Administration.


title: Education in Germany

text: With much controversy, the state of Baden-Württemberg has reintroduced tuition fees at public universities starting in 2017. From autumn 2017, students who are not citizens of an EU/EEA member state are expected to pay €1,500 per semester. Students who enroll for their second degree in Germany are expected to pay €650 per semester regardless of their country of origin. Although heavily criticised in Germany, the amount is considered below average in comparison with other European countries.


title: Education in Germany

text: There are university-sponsored scholarships in Germany and a number of private and public institutions award scholarships—usually to cover living costs and books. There is a state-funded study loan programme, called "BAföG" ("Bundesausbildungsförderungsgesetz", "Federal Education Aid Act"). It ensures that less wealthy students can receive up to €735 per month for the standard period of study if they or their parents cannot afford all of the costs involved with studying. Furthermore, students need to have a prospect of remaining in Germany to be eligible; this includes German and EU citizens, but often also long-term residents of other countries. Part (typically half) of this money is an interest-free loan that is later repaid, with the other half considered a free grant, and the amount to be repaid is capped at €10,000. Currently, around a quarter of all students in Germany receive financial support via "BAföG".


title: Education in Germany

text: For international students there are different approaches to get a full scholarship or a funding of their studies. To be able to get a scholarship a successful application is mandatory. It can be submitted upon arrival in Germany as well as after arrival. But due to the fact that many scholarships are only available to students who are already studying, the chances of an acceptance are limited for applicants from abroad. Therefore, many foreign students have to work to finance their studies.


title: Education in Germany

text: Since the end of World War II, the number of young people entering a university has more than tripled in Germany, but university attendance is still lower than that of many other European nations. This can be explained with the dual education system with its strong emphasis on apprenticeships and vocational schools. Many jobs which do require an academic degree in other countries (such as nursing) require completed vocational training instead in Germany.


title: Education in Germany

text: The rate of university graduates varies by federal state. The number is the highest in Berlin and the lowest in Schleswig-Holstein. Similarly, the ratio of school graduates with university entrance qualification varies by state between 38% and 64%.


title: Education in Germany

text: The organizational structure of German universities goes back to the university model introduced by Wilhelm von Humboldt in the early 19th century, which identifies the unity of teaching and research as well as academic freedom as ideals. Colleges elsewhere had previously dedicated themselves to religion and classic literature, and Germany's shift to a research-based model was an institutional innovation. This model lead to the foundation of Humboldt University of Berlin and influenced the higher education systems of numerous countries. Some critics argue that nowadays German universities have a rather unbalanced focus, more on education and less on research.


title: Education in Germany

text: At German universities, students enroll for a specific program of study ("Studiengang"). During their studies, students can usually choose freely from all courses offered at the university. However, all bachelor's degree programs require a number of particular compulsory courses and all degree programs require a minimum number of credits that must be earned in the core field of the program of study. It is not uncommon to spend longer than the regular period of study ("Regelstudienzeit") at university. There are no fixed classes of students who study and graduate together. Students can change universities according to their interests and the strengths of each university. Sometimes students attend multiple different universities over the course of their studies. This mobility means that at German universities there is a freedom and individuality unknown in the US, the UK, or France. Professors also choose their subjects for research and teaching freely. This academic freedom is laid down in the German constitution.


title: Education in Germany

text: Since German universities do not offer accommodation or meals, students are expected to organize and pay for board and lodging themselves. Inexpensive places in dormitories are available from "Studentenwerk", a statutory non-profit organization for student affairs. However, there are only enough places for a fraction of students. "Studentenwerk" also runs canteens and cafés on campus, which are similarly affordable. Other common housing options include renting a private room or apartment as well as living together with one or more roommates to form a "Wohngemeinschaft" (often abbreviated WG). Furthermore, many university students continue to live with their parents. One third to one half of the students works to make a little extra money, often resulting in a longer stay at university.


title: Education in Germany

text: Recently, the implementation of the Bologna Declaration introduced bachelor's and master's degrees as well as ECTS credits to the German higher education system. Previously, universities conferred Diplom and Magister degrees depending on the field of study, which usually took 4–6 years. These were the only degrees below the doctorate. In the majority of subjects, students can only study for bachelor's and master's degrees, as Diplom or Magister courses do not accept new enrollments. However, a few Diplom courses still prevail. The standard period of study is usually three years (six semesters, with 180 ECTS points) for bachelor's degrees and two years (four semesters, 120 ECTS) for master's degrees. The following Bologna degrees are common in Germany:


title: Education in Germany

text: In addition, there are courses leading to the "Staatsexamen" (state examination). These did usually not transition to bachelor's and master's degrees. For future doctors, dentists, veterinarians, pharmacists, and lawyers, the "Staatsexamen" is required to be allowed to work in their profession. For teachers, judges, and public prosecutors, it is the required degree for working in civil service. Students usually study at university for 4–8 years before they take the "First Staatsexamen". Afterwards, they go on to work in their future jobs for one or two years (depending on subject and state), before they are able to take the "Second Staatsexamen", which tests their practical abilities. While it is not an academic degree formally, the "First Staatsexamen" is equivalent to a master's degree and qualifies for doctoral studies. On request, some universities bestow an additional academic degree (e.g., Diplom-Jurist or Magister iuris) on students who have passed "First Staatsexamen".


title: Education in Germany

text: The highest German academic degree is the doctorate. Each doctoral degree has a particular designation in Latin (except for engineering, where the designation is in German), which signifies in which field the doctorate is conferred in. The doctorate is indicated before the name in abbreviated form, e.g., "Dr. rer. nat. Max Mustermann" (for a doctor in natural sciences). The prefix "Dr." is used for addressing, for example in formal letters. Outside of the academic context, however, the designation is usually dropped.


title: Education in Germany

text: While it is not an academic degree formally, the "Habilitation" is a higher, post-doctoral academic qualification for teaching independently at universities. It is indicated by appending "habil." after the designation of the doctorate, e.g., "Dr. rer. nat. habil. Max Mustermann". The holder of a Habilitation may work as "Privatdozent".


title: Education in Germany

text: Scientific research in Germany is conducted by universities and research institutes. The raw output of scientific research from Germany consistently ranks among the world's best. The national academy of Germany is the Leopoldina Academy of Sciences. Additionally, the Union of the German Academies of Sciences and Humanities acts as an umbrella organization for eight local academies and acatech is the Academy of Science and Engineering.


title: Education in Germany

text: Every year, "Deutsche Forschungsgemeinschaft" awards ten outstanding scientists working at German research institutions with the Gottfried Wilhelm Leibniz Prize, Germany's most important research prize. With a maximum of €2.5 million per award it is one of the highest endowed research prizes in the world. Additionally, numerous foundations and non-profit organizations award further prizes, medals and scholarships.


title: Education in Germany

text: 50 years ago the person least likely to attend a Gymnasium was a "Catholic working-class girl from the rural parts of Germany". Nowadays however the person least likely to attend a Gymnasium is a "minority youngster from the ghetto", who is "the son of immigrants"


title: Education in Germany

text: The influence of social class on educational achievement is much greater in western Germany than it is in eastern Germany (former GDR). An analysis of PISA data on Gymnasium pupils for the year 2000 showed that, while in western Germany the child of an academic was 7.26 times as likely as that of a skilled worker to attend, in eastern Germany a child from an academic family was only 2.78 times as likely as a working-class child to attend. The reasons for this were unclear. Some people believed that immigrants were responsible, because more uneducated immigrant families lived in western than in eastern Germany. This assumption however could not be confirmed. The difference between east and west was even stronger when only ethnic German children were studied.


title: Education in Germany

text: Social class differences in educational achievement are much more marked in Germany's big cities than they are in the rural parts of Germany. In cities with more than 300,000 inhabitants, children of academics are 14.36 times as likely as children of skilled workers to attend Gymnasium.


title: Education in Germany

text: Educational achievement varies more in German males than it does in German females: boys are more likely to attend special education schools but also more likely to be postgraduate students; 63% of pupils attending special education programs for the academically challenged are male. Males are less likely to meet the statewide performance targets, more likely to drop out of school and more likely to be classified emotionally disturbed. 86% of the pupils receiving special training because of emotional disturbance are male.


title: Education in Germany

text: Research shows a class-effect: native middle-class males perform as well as middle-class females in terms of educational achievement but lower-class males and immigrant males lag behind lower-class females and immigrant females. A lack of male role models contributes to a low academic achievement in the case of lower-class males .


title: Education in Germany

text: On the other hand, 58% of all postgraduate students and 84% of all German college professors were male in 2010.


title: Education in Germany

text: Children from poor immigrant or working-class families are less likely to succeed in school than children from middle- or upper-class backgrounds. This disadvantage for the financially challenged of Germany is greater than in any other industrialized nation. However, the true reasons stretch beyond economic ones. The poor also tend to be less educated. After allowing for parental education, money does not play a major role in children's academic outcomes.


title: Education in Germany

text: Immigrant children and youths, mostly of lower-class background, are the fastest-growing segment of the German population. So their prospects bear heavily on the well-being of the country. More than 30% of Germans aged 15 years and younger have at least one parent born abroad. In the big cities, 60% of children aged 5 years and younger have at least one parent born abroad. Immigrant children academically underperform their peers. Immigrants have tended to be less educated than native Germans.


title: Education in Germany

text: Immigrants from Pakistan, India, China and Vietnam perform exceptionally well. In eastern Germany, Vietnamese and Chinese of lower-class backgrounds outperform students from European backgrounds despite the fact that in most cases their parents are poorer and less educated than the parents of their European-born peers. Teachers in eastern Germany have also been shown to be more motivated than teachers in western Germany. That might be another reason for this Asian achievement.


title: Education in Germany

text: The ELEMENT study dealt with determinants of academic achievement in Berlin. It was carried out in Berlin, where some of the pupils started at a Gymnasium after the 4th grade, while others stayed in primary school until 6th grade and started at different schools after the 6th grade. Factors correlated with academic achievement tend to be intercorrelated (that means that they are also correlated with other factors that determine academic achievement). The number of books owned by a pupil's parents, for example, is correlated with the parents' education. Because of this Multiple Regression Analysis was used. Multiple Regression allows us to understand the influence of one variable when the other variables are held fixed.


title: Education in Germany

text: It was revealed by the study that the most important variable determining mathematical performance in the 6th grade was mathematical performance in the 4th grade. Children who have a head start in the 4th grade keep it until the 6th grade. It was also revealed by the study that some variables were immaterial. If a language other than German is spoken in the home that was correlated with poor mathematical performance in other studies. However correlation does not imply causation and the ELEMENT-study revealed that if other factors were taken into account for the language spoken at home, this had no effect on mathematical performance.


title: Education in Germany

text: The aim of another ELEMENT-study was to monitor the development of general mathematical ability. One finding is that those admitted to a Gymnasium after the fourth grade had showed better mathematical ability than those who stayed in primary school, ab initio. That was true for all social classes. Another finding was that children of all social classes did better in the sixth grade when they were at a Gymnasium. By the end of the sixth grade, those attending a Gymnasium were two years ahead of those attending a primary school.


title: Education in Germany

text: Did the Gymnasium boost students ability? There are different opinions about this. Some argue that this is the cases and even after testing performance in grade four, those who were admitted to a Gymnasium outperformed their peers who were not at grade six. That was also the interpretation of Prof. Dr. Dr. Lehman, who did the study. He stated: "The findings indicate that the Gymnasium help students of all social classes reach their full mathematical potential". Others however, who have reanalyzed the data, claimed that those attending a Gymnasium were different ab initio and could not properly be compared to those attending a primary school. The data is of high political relevance as those who are in favour of the tripartite system and those who are in favour of comprehensive schools both use it to prove their point. Those, who are in favour of comprehensive schools, claim that the data shows that the primary schools which resembles a comprehensive schools boost children's ability, while those in favour of the tripartite system argue that the data shows the Gymnasium boost students ability.


title: Education in Germany

text: Children whose families receive welfare, children whose parents dropped out of school, children of teenage parents, children raised by a lone parent, children raised in crime-ridden inner-city neighbourhoods, children who have multiple young siblings, and children who live in overcrowded substandard apartments are at risk of poor educational achievement in Germany. Often these factors go together, making it very hard for children to overcome the odds. A number of measures have been assessed to help those children reach their full potential.


title: Education in Germany

text: Kindergarten has been shown to improve school readiness in children at risk. Children attending a kindergarten were less likely to have impaired speech or impaired motor development. Only 50% of children whose parents did not graduate from school are ready for school at age six. If such children were enrolled in a high-quality three-year Kindergarten programme, 87% were ready for school at age six. Thus Kindergarten helps to overcome unequal opportunities.


title: Education in Germany

text: Families whose children are at risk for low academic achievement may be visited by trained professionals. They offer a wide variety of services that relate to each child's and each family's background and needs. Such professionals may visit pregnant low-income women and talk with them about positive health-related behaviors, such as following a healthy diet or refraining from the use of alcohol or tobacco while pregnant. Positive health-related behavior may have a major impact on children's school performance.


title: Education in Germany

text: Home visitors may provide information on childcare and social services, help parents in crisis and model problem-solving skills. They may help implement the preschool/school curriculum at home or provide a curriculum of educational games designed to improve language, development and cognitive skills. In most cases, such support is offered to families on a voluntary basis. Families who are eligible for the program may decide for themselves whether or not they want to participate. There are no penalties if they decide against it or against continuing with the program.


title: Education in Germany

text: In Germany most children are streamed by ability into different schools after fourth grade. The Progress in International Reading Literacy Study revealed that working class children needed better reading abilities than middle-class children to be nominated for the Gymnasium. After allowing for reading abilities, odds to be nominated to Gymnasium for upper-middle-class children were still 2.63 times better than for working-class children.


title: Education in Germany

text: Germany's "Left Party" brought up the discussion about affirmative action. According to Stefan Zillich, quotas should be "a possibility" to help working class children who did not do well in school gain access to a Gymnasium. Headmasters of Gymnasien have objected, saying that this type of policy would "be a disservice" to poor children, that they would not be able to academically keep up with their classmates and that they would not feel welcome at a Gymnasium. Wolfgang Harnischfeger, headmaster of a well known Berlin Gymnasium, stated: "It can be noticed in children as young as kindergarten-age, that children take after their parents. They emulate their language, their way of dressing, their way of spending their freetime. Children from Neukölln (a poor neighbourhood) would not feel good about themselves if they had to attend that type of school that mainly serves pupils from social classes different from their own. They will not be able to integrate. Every field-day, every school party will show that very soon." He also said that "this kind of policy would weaken the Gymnasium" and that this would be dangerous, because "German society could not afford to do without the truly educated adults the Gymnasium produces". Stefan Zillich has answered to this, saying that "German society can not afford having only so few adults who were truly educated". While affirmative action laws were not passed (status: January 2010) sought after schools have been guaranteed the right to employ their own quotas since the 1970s.


title: Education in Germany

text: There is a constant public debate about tracking students by ability into several types of secondary school (i.e. Gymnasium, Realschule and Hauptschule). Opponents of streaming by ability claim that streaming is unfair, that parents from higher socio-economic groups are more effective in sending children of similar aptitude to higher-level schools (Gymnasium). Proponents of streaming claim that it limits income segregation between rich and poor areas, as wealthier parents in poor neighborhoods may still send their gifted children to a fairly good public school due to streaming, giving them less motivation to move to a wealthier area. They also say that potential access to a Selective school would allow gifted children of lower-class parents living in poor neighborhoods better educational opportunities than if they were confined to schools with the average pupil population of their neighborhoods.


title: Education in Germany

text: Opponents of streaming have pointed out that countries that performed very well in PISA, such as Finland, do not stream by ability. Proponents have pointed out that German comprehensive schools ranked below other German schools on PISA and that children from the lower socio-economic groups attending comprehensive schools fare worse in PISA than middle-class students attending the same schools.


title: Education in Germany

text: In Germany international students according to the latest official data, make up nearly 15 percent of Germany's student population. Around 325,000 international students attended German universities of the winter semester 2020/2021. In 2019 according to German statistics service international students from Africa is 40,146 for schools of general education, 35,025 for vocational schools and 2,877 schools for nurses, midwives and others.


title: Education in Germany

text: For an African student willing to study in Germany, you are required to have the following documentations:


title: Education in Germany

text: In Germany scholarships are also an opportunity to finance your studies. As a country which welcomes a large number of international students, there are many scholarships offered to talented and skilled students. There are different scholarship opportunities offered by different organizations in Germany to international students from Africa seeking to study in Germany.


title: Husqvarna Motorcycles

text: Husqvarna Motorcycles GmbH (; marketed as Husqvarna) is a Swedish-origin Austrian company which designs, engineers, manufactures and distributes motocross, enduro, supermoto and street motorcycles.


title: Husqvarna Motorcycles

text: The company began producing motorcycles in 1903 at Huskvarna, Sweden, as a subsidiary of the Husqvarna armament firm. Today, Husqvarna Motorcycles GmbH is owned by PIERER Mobility Group.


title: Husqvarna Motorcycles

text: Husqvarna was founded near the town of Huskvarna in Sweden in 1689. The company started out as a maker of muskets, and the Husqvarna logo still depicts a gun sight viewed from the end of the barrel.


title: Husqvarna Motorcycles

text: As with many motorcycle manufacturers, Husqvarna first began producing bicycles in the late 19th century. In 1903, they made the jump to motorcycle manufacturing. The first "Husky" motorcycles used imported engines, and it was not until 1918 that Husqvarna began producing machines built entirely in-house. Around that time they secured a contract with the Swedish Army, and also began entering cross-country and long-distance motorcycle races. In 1920, Husqvarna established its own engine factory and the first engine to be designed was a 550 cc four-stroke 50-degree side-valve V-twin engine, similar to those made by companies like Harley-Davidson and Indian.


title: Husqvarna Motorcycles

text: Husqvarna competed in Grand Prix road racing in the 350cc and 500cc classes during the 1930s and was Sweden's largest motorcycle manufacturer by 1939. All of the racing bikes were based on a 50-degree V-twin prototype built by Folke Mannerstedt in 1931. The company team beat the Norton works team at the Swedish GP in 1931 with a 1–2 finish by Ragnar Sundqvist and Gunnar Kalén. This and the next year's success led to a full commitment to the GP tracks with Stanley Woods and Ernie Nott joining the Husqvarna riding team. That year, Nott finished third in the 350cc Junior TT and Woods ran out of gas eight miles before the finish of the Senior TT. In 1935, the company withdrew racing support, but new bikes were still produced and raced privately, while the company focused on producing a new two-stroke, two-speed commuter bike. That year, Woods won the Swedish GP (marking the fourth year in a row that a "Husky" had won) on a 500cc Husqvarna motorcycle that weighted .


title: Husqvarna Motorcycles

text: With the rise of motocross as a sport Husqvarna focused on producing light weight racing bikes. They adapted their lightweight single cylinder bike to racing and delivered the Silverpilen, meaning 'silver arrow' in Swedish. At 75 kg and designed for racing it gained widespread popularity. Sporting many innovations like telescoping front forks and hydraulic damped suspension it became an international success. The 1959 motocross championship went to Rolf Tibblin and his 250 cc Husqvarna. The 1960 world 500 cc motocross championship was won by Bill Nilsson on a four-stroke Husqvarna. In the 1960s, their lightweight, two-stroke-engined off-road bikes helped make the once-dominant British four-stroke motorcycles obsolete. Throughout the 1960s and 1970s, Husqvarna was a dominant force in the motocross world, winning 14 motocross world championships in the 125 cc, 250 cc and 500 cc divisions, 24 enduro world championships and 11 Baja 1000 victories.


title: Husqvarna Motorcycles

text: 1983 saw Husqvarna innovate again with the introduction of a 500 cc bike that set new standards for competition four-strokes. It was lightweight, air-cooled, easy-handling and changed the future of off-road racing motorcycles. It was the predecessor of the Husaberg brand.


title: Husqvarna Motorcycles

text: In 1987, the Husqvarna motorcycle division (not the other arms of the brand such as chainsaw production) was sold to Italian motorcycle manufacturer Cagiva, and years later became part of MV Agusta. A group of the company's managers and engineers were not willing to move to Italy and therefore founded Husaberg – which was acquired by KTM in 1995. Husqvarna motorcycles were then produced in Varese, Italy.


title: Husqvarna Motorcycles

text: In July 2007, Husqvarna motorcycles was purchased by BMW Motorrad for a reported . BMW planned to continue operating Husqvarna Motorcycles as a separate enterprise. All development, sales and production activities, as well as the workforce, remained at the Varese location. BMW intended to position Husqvarna as "the two-wheeled version of what Mini is to the BMW's car division".


title: Husqvarna Motorcycles

text: On 31 January 2013 BMW announced that Pierer Industrie has bought full stake in Husqvarna for an undisclosed amount. Pierer Industrie CEO, Stefan Pierer was also the CEO of Cross Industries, then the main shareholder of KTM-Sportmotorcycle parent KTM, and the CEO of KTM. Later in 2013, direct ownership of the Husqvarna company was transferred and license rights were sold from Pierer Industrie to KTM, making the newly established Husqvarna Motorcycle GmbH part of the KTM Group. Husqvarna motorcycle production at Mattighofen in Austria started on 7 October 2013. At the same time, Husqvarna spin-off Husaberg was re-united with Husqvarna, terminating the existence of the Husaberg brand.


title: Husqvarna Motorcycles

text: Recently, Husqvarna Motorcycles has been preparing its re-entry into the street motorcycle market. In 2014, the company presented prototypes of the newly developed 401 Vitpilen and 401 Svartpilen at the EICMA in Milan, Italy. Production ready versions were shown in 2016. Together with the 701 Vitpilen, which was first revealed in 2015, these motorcycles became publicly available in 2018.


title: Husqvarna Motorcycles

text: In 2017, Husqvarna Motorcycles introduced a new range of enduro motorcycles with a self-developed two-stroke fuel injection system (Transfer Port Injection - TPI). The new fuel efficient, sensor-controlled technology conforms with the Euro 4 regulations for emission management.


title: Husqvarna Motorcycles

text: Husqvarna names many of their motorcycles according to a nomenclature of engine cycle ("F" for Four-stroke, "T" for Two-stroke), application or type ("C" for motoCross machines, "E" for Enduro motorcycles, "X" for Xcountry machines, "S" for Supermotos), and engine displacement. Some models of two-stroke machines formally had the suffix "i" included to indicate that these models have transfer port injection, rather than carburetors, but Husqvarna has since changed nearly all large-displacement two-stroke models to fuel injection. For example:


title: Husqvarna Motorcycles

text: Some newer models (particularly of larger displacement) include a numbered designation of _01. These designations are not direct references to the engine displacement, but approximate values. For example:


title: Husqvarna Motorcycles

text: Husqvarna also use the names "Vitpilen" and "Svartpilen" for their range of naked street bikes, which are Swedish for "white arrow" and "black arrow", respectively.


title: Husqvarna Motorcycles

text: Husqvarna has been a regular and successful presence at international off-road racing events since the 1930s. By 2008, riders on Husqvarna machines had secured more than 70 Motocross, Enduro and Supermoto world titles as well as numerous victories at important rally races like the Baja 1000.


title: Husqvarna Motorcycles

text: Since 2015, the energy drink manufacturer Rockstar is the title sponsor of Husqvarna's off-road factory team. The Rockstar Energy Husqvarna Factory Racing Team competes in all off-road classes, participating in every event of the AMA Supercross and Motocross series. So far, it has scored titles in the 2016 FIM Cross-Country Rallies World Championship, the 2015/2016 FIM SuperEnduro World Championship and in the 2016 AMA EnduroCross Championship.


title: Husqvarna Motorcycles

text: After being acquired by KTM in 2013, Husqvarna entered the Moto3 World Championship in 2014 and 2015 as a unique constructor using their KTM-based FR250GP. The team re-entered Moto3 beginning with the 2020 season.


title: Husqvarna Motorcycles

text: Toward the end of World War II, a team comprising Bengt Magnusson (head of R&D), Stig Tham (engineer), Calle Heimdal (engine designer) and Birger Johansson investigated manufacture of a small, simple, inexpensive car. The design looked similar to the Saab 92, but with three wheels (two front, one back), and an unusual split rear window. According to some sources, the similarities with the Saab 92 may have had something to do with Sixten Sason working as designer at Husqvarna. A prototype was built in 1943, powered by a two-cylinder 500 cc DKW motorcycle engine with chain drive to the rear wheel. The wheels came from a Fiat 500. The project was cancelled in 1944, and the prototype was scrapped at the end of the 1950s.


title: Husqvarna Motorcycles

text: Husqvarna is also prominent in Swedish bicycle history. They have been one of the Swedish military bicycle manufacturers. Husqvarna's Novo hub competed well with imports, but bicycle manufacturing was discontinued in the early 1960s.


title: Tigger

text: Tigger is a fictional character, an anthropomorphic stuffed tiger. He was originally introduced in the 1928 story collection "The House at Pooh Corner", the sequel to the 1926 book "Winnie-the-Pooh" by A. A. Milne. Like other Pooh characters, Tigger is based on one of Christopher Robin Milne's stuffed toy animals. He appears in the Disney cartoon versions of Winnie the Pooh and has also appeared in his own film, "The Tigger Movie" (2000).


title: Tigger

text: He is known for his distinctive orange and black stripes, large eyes, a long chin, a springy tail, and his love of bouncing. As he says himself, "Bouncing is what Tiggers do best." Tigger never refers to himself as a tiger, but as a "Tigger". Although he often refers to himself in the third person plural (e.g. "Tiggers don't like honey!"), he maintains that he is "the only one".


title: Tigger

text: Tigger is introduced in Chapter II of "House at Pooh Corner", when he arrives at Winnie-the-Pooh's doorstep in the middle of the night, announcing himself with a stylised roar. Most of the rest of that chapter is taken up with the characters' search for a food that Tigger can eat for breakfast — despite Tigger's claims to like "everything", it is quickly proven he does not like honey, acorns, thistles, or most of the contents of Kanga's larder. In a happy coincidence, however, he discovers what Tiggers "really" like best is extract of malt, which Kanga has on hand because she gives it to her baby, Roo, as "strengthening medicine".


title: Tigger

text: Subsequently, Tigger resides with Kanga and Roo in their house in the part of the Hundred Acre Wood near the Sandy Pit. He becomes great friends with Roo (to whom he becomes a sort of older sibling figure), and Kanga treats him in much the same way she does her own son. Tigger also interacts enthusiastically with all the other characters — sometimes too enthusiastically for the likes of Rabbit, who is sometimes exasperated by Tigger's constant bouncing, Eeyore, who is once bounced into the river by Tigger, and Piglet, who always seems a little nervous about the new, large, bouncy animal in the Forest. Nonetheless, the animals are all shown to be friends.


title: Tigger

text: In addition to chapter II, Tigger also appears in Chapters IV, VI, VII, IX, and X of "The House at Pooh Corner", and is mentioned and seen in Chapter V. He is the only new major character to be introduced in "The House at Pooh Corner"; all of the others had been established in the earlier book, "Winnie-the-Pooh".


title: Tigger

text: In Ernest H. Shepard's illustrations, Tigger appears to bounce and he is capable of holding a pen with one of his front paws. Though Tigger is described by Rabbit and Piglet as "large", he does not seem particularly big in the illustrations. Pooh states once "He always seems bigger because of his bounces", implying that the other animals think of Tigger as being larger than he truly is. That assessment fits very well with Tigger's personality and his assessment of his own abilities, which he always overestimates. He is cheerful, outgoing, competitive in a friendly way, and has complete confidence in himself. Some of the things which he claims Tiggers can do in the chapter "In which it is shown That Tiggers don't climb trees" include flying, jumping farther than a kangaroo, swimming, and climbing trees. He never actually attempts any of the first three things in the course of the story, but he does try to climb a tree. He only succeeds half-way, being able to climb up but not to climb down again. Tigger also says Tiggers "never get lost"; unlike most of his other claims, this one seems to be true - he is able to find his way through the Forest even in a thick mist, despite Rabbit's attempts to lose him.


title: Tigger

text: Like most of the characters in Winnie-the-Pooh, Tigger was based on one of Christopher Robin Milne's stuffed animals, in this case a stuffed-toy tiger. However, the word "tiger" is never actually used in the book. The term "Tigger" is used instead, both as the character's name and as a description of his type of animal. No other "Tiggers" appear in the story, and at one point Tigger (who has just seen his reflection in a mirror and mistaken it for another individual) comments he thought he was the only one. Despite that belief, he constantly uses the term in the plural, as in "Tiggers don't like honey." and "So "that's" what Tiggers like!", etc. The term is always capitalized.


title: Tigger

text: In 1960 HMV recorded a dramatised version with songs (music by Harold Fraser-Simson) of two episodes from "The House at Pooh Corner" (Chapters 2 and 8), with Hugh Lloyd as Tigger, which was released on a 45 rpm EP.


title: Tigger

text: Tigger appears in the Disney cartoon versions of the Winnie the Pooh stories, beginning with "Winnie the Pooh and the Blustery Day" in 1968. He starred in his own film, "The Tigger Movie" (Disney, 2000), along with his friends from the Hundred Acre Wood.


title: Tigger

text: From 1968 to 1999, Tigger was voiced by Paul Winchell. However, Walt Disney initially planned to have the character voiced by Wally Boag, but the role was turned over to Winchell after Disney's death, since Boag's performance of the character was considered to be "too zany for a children's film". Sam Edwards voiced Tigger in a couple of albums for Disneyland Records before "Winnie the Pooh and the Blustery Day" was released. Will Ryan voiced Tigger only in the Disney Channel program "Welcome to Pooh Corner", which ran from 1983 to 1986. Later, Jim Cummings (who is also the new voice of Pooh) provided Tigger's voice, starting with later seasons of "The New Adventures of Winnie the Pooh". For a while, Cummings shared the role with Winchell, with the latter providing Tigger's speaking voice while the former sang as the character, until he took the role full-time starting with the 2000 film "The Tigger Movie".


title: Tigger

text: Since 1989, Tigger has been voiced by Jim Cummings (also the voice of Winnie the Pooh), with the exceptions of "What's the Score, Pooh?" (1990), "Eeyi Eeyi Eeyore" (1990), "" (1997), "A Winnie the Pooh Thanksgiving" (1998), "" (1999), archive footage of "Winnie the Pooh: Seasons of Giving" (1999), and The Many Adventures of Winnie the Pooh attraction at Walt Disney World, in which Winchell reprised the role of Tigger (Cummings voiced Tigger in the Disneyland version). On some albums and read-along cassettes in the early '90s, Ed Gilbert voiced Tigger.


title: Tigger

text: In the movies, Tigger sings his own theme song, "The Wonderful Thing About Tiggers", written by the Sherman Brothers and first sung in Winnie the Pooh and the Blustery Day. The song is repeated in Disney's 1974 release "Winnie the Pooh and Tigger Too!", The Many Adventures of Winnie the Pooh ride and then again in the 1977 release "The Many Adventures of Winnie the Pooh". In 1974, Paul Winchell earned a Grammy for his rendition of the song. The music was composed by Richard M. Sherman, with the lyrics and idea by Robert B. Sherman. Performed by Sam Edwards on record albums and Paul Winchell in "The Many Adventures of Winnie the Pooh" and later Jim Cummings in "The Tigger Movie", "Piglet's Big Movie", the 2011 film "Winnie the Pooh", and the 2018 live-action film "Christopher Robin". According to the song, Tigger is "the only one", which leads to his search for his family in "The Tigger Movie". The song opens up that film's first release.


title: Tigger

text: In "The New Adventures of Winnie the Pooh" and subsequent cartoons, Tigger lives in a large treehouse. A tire swing hangs prominently from a branch of the tree. In "The Tigger Movie", Tigger builds a makeshift addition (gluing the shingles on with bubble gum, using honey as brick mortar) in anticipation of a hoped-for visit by members of his family. This "family room" is eventually relocated to serve as a replacement for Eeyore's collapse-prone house of sticks.


title: Tigger

text: The Disney version of Tigger appeared in both the TV special "Cartoon All-Stars to the Rescue" and the TV series "House of Mouse". Tigger also made recurring appearances in the live-action wrap-around skits television series "The Mouse Factory", alongside the other costumed characters and celebrity guests.


title: Tigger

text: Tigger's personality in the cartoons is much like his personality in the book. He is always filled with great energy and optimism, and though always well-meaning, he can also be mischievous, and his actions have sometimes led to chaos and trouble for himself and his friends. He is very confident and possesses high self-esteem to the point of egotism. Also, he often undertakes tasks with gusto, only to later realize they were not as easy as he had originally imagined. As in the books, Tigger never refers to himself as a tiger, but as a "Tigger". When Tigger introduces himself, he often says the proper way to spell his name and that is "T-I-double-Guh-Er", which spells "Tigger".


title: Tigger

text: Tigger's language is full of malapropisms, mispronounciations, or unnecessary syllables. Examples of this include him pronouncing "villain" as "villian"; "terrible" as "terribibble"; "regulations" as "regularations"; "ridiculous" as "ridickerous" (or "ricky-diculus" in "Winnie the Pooh and the Blustery Day"); "allergic" as "allergical"; "recognize" as "recoganize"; "suspicious" as "suspicerous"; "Eureka" as "Topeka".


title: Tigger

text: A declaration often made, is that ""Tiggers are wonderful things. Their tops are made out of rubber, their bottoms are made out of springs."" In cartoon, he's often depicted bouncing around in ways which would make such a statement appear to be valid.


title: Tigger

text: In "The New Adventures of Winnie the Pooh", Tigger is often well-meaning but usually does more harm than good. In the episode "Tigger is the Mother of Invention", he invented a bulldozer-like contraption intended to provide convenience for Pooh, Piglet, and Rabbit, but the invention proved to have disastrous results, and Rabbit insisted that Tigger shut it down; however, in the winter, a depressed Tigger accidentally started the machine up, and it proved to be useful by plowing snow around Piglet's house before malfunctioning. On another occasion, Tigger attempted to mimic a superhero, "The Masked Offender", bringing mayhem to the Hundred-Acre Wood. In response, Pooh, Rabbit, Gopher, and Owl (unaware that the Masked Offender was actually Tigger) staged a hoax in which they made an inanimate monster from a sticky glue-like material. The plan worked, revealing Tigger as the Masked Offender, but the fake monster (which was on wheels) turned on its makers, ultimately resulting in Pooh, Rabbit, Gopher, and Owl hanging by the glue from a rickety bridge. Subsequently, Tigger resumed his role as the Masked Offender, and saved his friends.


title: Tigger

text: It's also shown that Tigger will jump in to help without thinking about the danger to himself. On at least three occasions, he has nearly fallen off a cliff, and "has" fallen two of those times, to retrieve something important (Half of the map in "", his locket in "The Tigger Movie", and a page of Piglet's scrapbook in "Piglet's Big Movie").


title: Tigger

text: Tigger's birthday is believed to be in October 1928, the year "The House at Pooh Corner" was first published. However, on Tigger-related merchandise, Disney often indicates Tigger's birthyear is in December 1968, a reference to the first appearance of Tigger in a Disney production, "Winnie the Pooh and the Blustery Day".


title: Tigger

text: Disney's Tigger is also remembered for his song "The Wonderful Thing About Tiggers" when he made his first appearance. However, he wasn't included in the Winnie the Pooh theme song until the 2011 film.


title: Christen Press

text: Christen Annemarie Press (born December 29, 1988) is an American soccer player for Angel City FC of the National Women's Soccer League (NWSL) and the United States national team. She first appeared for the United States national team during an international friendly against Scotland on February 9, 2013. She has made 155 appearances for her country and is currently ninth all-time with 64 goals scored.


title: Christen Press

text: Press was the recipient of the Hermann Trophy in 2010 and holds the all-time scoring and assists records at Stanford Cardinal. Following her collegiate career, Press was selected fourth overall by the Washington Freedom in the 2011 WPS Draft, where she was named WPS Rookie of the Year. She was the Damallsvenskan's top scorer in 2013 with 23 goals scored for Tyresö FF and became the first American to earn the Golden Boot award in the history of the Swedish League.


title: Christen Press

text: Press has played for the Chicago Red Stars and Utah Royals in the National Women's Soccer League (NWSL), Kopparbergs/Göteborg FC and Tyresö FF in the Swedish Damallsvenskan, magicJack in Women's Professional Soccer (WPS) and Manchester United of the English FA Women's Super League. She helped the United States win their titles at the 2015 and 2019 FIFA Women's World Cup. In 2019, she co-founded a gender-neutral lifestyle brand, re-inc, with fellow athletes Megan Rapinoe, Tobin Heath, and Meghan Klingenberg.


title: Christen Press

text: Born in Los Angeles to Cody and Stacy Press, Christen was raised in the suburb of Palos Verdes Estates with her two sisters, Channing and Tyler. Both of her parents played different sports: Cody was an American football player at Dartmouth and Stacy was a tennis player. She began playing soccer at age five and later attended Chadwick School for high school.


title: Christen Press

text: As a two-year team captain and four-year starter of her high school's soccer team, Press led Chadwick to two Southern Section Division IV titles. She also lettered in track and tennis.


title: Christen Press

text: In 2006, she was named NSCAA High School All-American and Parade Magazine All-American. During her high school career, she scored 128 goals, including 38 her junior year alone (a school record). She was named Southern Section Division IV Offensive Player of the Year twice and was a four-time Prep League Offensive MVP.


title: Christen Press

text: Press played club soccer for Slammers FC of Newport Beach, California and won the Golden Boot for most goals scored in the US Youth Soccer Association's national championship tournament.


title: Christen Press

text: Press is the all-time leading scorer for the Stanford Cardinal women's soccer team with 71 goals. While playing for the Cardinal, she broke school records for career points (183), assists (41), and shots (500); as well as single-season records for goals (26), shots (180), and game-winning goals (10). She was Stanford's second Hermann Trophy winner and a two-time runner-up at the NCAA Women's College Cup.


title: Christen Press

text: As a freshman, Press started 18 games for Stanford. She led the team in assists (6) and ranked second in goals (8), points (22) and shots (60). One of her biggest highlights of the year came in the first round of the NCAA College Cup when she scored the fastest goal in team history in the 37th second of the match. She scored twice and also assisted on another goal in the team's 7–0 victory. Press was named Pac-10 Freshman of the Year and earned first-team Freshman All-American honors.


title: Christen Press

text: During her sophomore year, Press was one of only five players in the squad to start every game of the season. She scored 16 goals and had 11 assists, while her total of 43 points ranked second in school history. In the College Cup quarterfinal against the Portland Pilots, Press scored the lone goal of the match in the 86th minute to send the Cardinal to the Final Four. She was the only player from the Cardinal squad to be named to the NCAA College Cup All-Tournament Team.


title: Christen Press

text: During her third season with the Cardinal, Press set new program records for assists (16) and shots (143). Seven of her 21 goals during the 2009 season were game-winning goals. Her 58 points raised the bar that she set during the previous season for the second-highest point total in a single season and ranked third in the nation. Press also broke her previous record for fastest goal scored in Stanford history after scoring 23 seconds into a match against BYU. In the College Cup, she scored the golden goal and had an assist in the Cardinal's 2–1 overtime win against the UCLA Bruins to send them into their first-ever cup final. They went on to lose the final to the North Carolina Tar Heels, after Press's apparent game-tying goal in the 89th minute was ruled offside. At the end of the season, Press was named to the All-Pac-10 first team and was a semi-finalist for the Hermann Trophy.


title: Christen Press

text: In her senior year, Press was the recipient of the 2010 Hermann Trophy for being the nation's top college soccer player. This marked the second consecutive win for a Stanford player following Kelley O'Hara in 2009. Press led the nation in both goals and points, while the club obtained a 23–1–2 record overall. Their only loss in 2010 came in the last match of the season in the College Cup final, which was Stanford's second consecutive runner-up finish. Press was also named Soccer America Player of the Year, Pac-10 Player of the Year, and earned All-Pac-10 first team and National Soccer Coaches Association of America (NSCAA) first-team All-American honors. She displayed academic proficiency as well, receiving Academic All-America honors and winning the Pac-10's Scholar-Athlete of the Year for soccer.


title: Christen Press

text: Press was drafted to the Washington Freedom as the fourth overall pick in the 2011 WPS Draft. Under new ownership, the team moved to Florida and was renamed magicJack. She scored her first goal in the 64th minute of magicJack's 2–0 victory over the Atlanta Beat in May. Of the goal, Press said, "It was so good to finish. Being a forward, we go into every game thinking our job is to score, so it's nice to finally get that accomplished." During a 4–0 win against the Boston Breakers in July, Press scored her first hat trick in a professional match. After losing in the semifinal of the playoffs, she was awarded the U.S. Soccer Federation's Rookie of the Year award in part for being the first-ever rookie to have a hat trick. Press finished the season having started in 16 of the 19 games in which she appeared for magicJack. Her eight goals ranked third in the league. During the offseason, Press signed with the Atlanta Beat; however, the league suspended operations before the season began.


title: Christen Press

text: After Women's Professional Soccer folded in early 2012, Press signed a new professional contract with Kopparbergs/Göteborg FC in the Damallsvenskan, the top division league in Sweden. Her first game with Göteborg was a 2012–13 UEFA Women's Champions League quarterfinal match against Arsenal that ended in a 3–0 loss.


title: Christen Press

text: During her regular season debut with Göteborg on April 10 against Djurgården, she scored two goals (a brace), with her first goal coming in the fifth minute of the match. Later in the month, she scored another brace, this time with the goals scored five minutes apart in the team's 6–0 victory over KIF Örebro. In August, Press recorded her third brace, this time scoring two minutes apart as Göteborg defeated Umeå 5–0. Press ended the year as the second-highest scorer in the Damallsvenskan with 17 league goals, behind only Anja Mittag, and scored a total of 25 in all competitions.


title: Christen Press

text: During the quarterfinals of the Swedish Cup, Press scored two goals in a 3–0 victory over Kristianstad. In the semifinals, her thirteenth-minute goal helped Göteborg defeat LdB Malmö 2–1 and progress to the championship final. Göteborg won the championship over Tyresö FF by a score of 2–1 after extra time, with Press involved in both goals. She scored in the ninth minute of the game and then drew a penalty in the added time, which Marlene Sjöberg converted to secure the cup.


title: Christen Press

text: In early 2013, Press signed with Damallsvenskan champions, Tyresö FF, in Stockholm. For the second consecutive season, she scored a goal in her regular season debut. Press scored four goals in a 10–2 win over Sunnanå SK. During the team's next match, she scored two goals helping the team defeat Jitex BK 7–0. On June 9, 2013, she scored a hat trick during the squad's 5–1 win over Kristianstads DFF. After following up with a pair of goals scored in each of Tyresö's next two matches, Press scored her second and third hat tricks of the season, the second in a 5–0 win over Jitex IK on August 24, and the following in an eventual 8–0 win against Sunnanå IF. During the team's last match of the regular season, Press scored twice against her former team, Göteborg FC, helping Tyresö win 4–1.


title: Christen Press

text: Press finished the season as the top scorer in the league with 23 goals, becoming the first American to do so in the history of the Damallsvenskan. Tyresö finished second during the regular season with a 14–6–2 record and thus qualified for the 2014–15 UEFA Women's Champions League. In October, Press scored Tyresö's only two goals during the 2013–14 UEFA Women's Champions League's Round of 32 match, securing a 2–1 aggregate win over French side Paris Saint-Germain Féminines, and sending her team to the Round of 16. In 2013, she scored three times in the Svenska Cupen and nine times in the 2013–14 UEFA Women's Champions League competitions, for a total goal tally of 37. Her nine goals scored in the Champions League helped lift the team to the 2014 UEFA Women's Champions League Final where they lost 4–3 to VfL Wolfsburg.


title: Christen Press

text: In January 2014, the Chicago Red Stars announced that Press would be joining their roster for the 2014 season following the conclusion of her time with Tyresö in the 2013–14 Champions League. After Press joined the team in late May (two months into the 2014 NWSL season), she scored a team-high of six goals while playing in only 12 matches and was awarded the team's Golden Boot. During a match on July 4 against reigning champions Portland Thorns FC at Providence Park, she scored two goals in the last fifteen minutes to equalize the score, after being down 2–0 at halftime. On August 16, she scored another brace with goals in the 17th and 60th minutes helping Chicago draw 3–3 against Western New York Flash. Chicago finished fifth during the regular season with a record. Press was named to the league's second XI team by players, coaches, and media.


title: Christen Press

text: Press returned to the Chicago Red Stars for the 2015 season. During the team's first home match against Seattle Reign FC, she scored a brace and assisted a goal scored by Jen Hoy, resulting in a 3–2 win. She was subsequently named the league's NWSL Player of the Week for week two of the season. On April 25, Press scored two early goals in a drawn match against Portland. At the end of April, having recorded four goals and one assist, Press was the league's goal leader and was named NWSL Player of the Month. Press missed the next eight games due to her participation in the 2015 FIFA Women's World Cup. After returning, she scored four goals in a three-game span, including a brace in the Red Stars' 2–2 draw with FC Kansas City on August 1.


title: Christen Press

text: During the 2016 season, Press was named captain and tallied eight goals in 14 games. She scored a goal in the NWSL Playoffs, though the Red Stars were eliminated after a 2–1 loss to the Washington Spirit in extra time.


title: Christen Press

text: Press captained the team for a second season in 2017. She was the top scorer on the team with 11 goals and the fourth highest scorer in the league. Chicago finished in fourth place during the regular season with an record, securing a berth to the playoffs. The team was defeated by regular season winners North Carolina Courage 1–0 during the semi-finals. Press was named to the NWSL Best XI at the end of the season.


title: Christen Press

text: On January 18, 2018, Press was traded to the Houston Dash as part a three-team trade which also included Carli Lloyd and Samantha Kerr. On March 10, the Dash were informed that Press would not be joining the club and had multiple offers in Sweden.


title: Christen Press

text: In March 2018, Press signed a three-month contract with her former club Kopparbergs/Göteborg FC, though the Dash still held her NWSL rights. After scoring four goals in three games, Press was named Damallsvenskan Player of the Month for April. In May, she scored a brace in the team's 3–1 win against IF Limhamn Bunkeflo. On June 19, the team announced an agreement with NWSL expansion club, Utah Royals FC, to end her contract early so she could join the Royals for the remainder of the 2018 season.


title: Christen Press

text: On June 18, Utah Royals FC announced they had acquired the rights to Press in a trade that sent Brooke Elby and six draft picks to the Chicago Red Stars. She made her debut on June 27 in a 0–0 draw against the Seattle Reign. Press appeared in 11 games during the Royals' 2018 season, and scored 2 goals. The Royals finished in fifth place during their inaugural season, missing a berth to the NWSL Playoffs by two points.


title: Christen Press

text: Press began the 2019 NWSL season assisting Lo'eau LaBonta's goal in a 1–0 over the Washington Spirit in Utah's season opener. The following week, Press scored the only goal in 1–0 Royals victory over the Orlando Pride. Press was named to the NWSL Team of the Month for April. She recorded a goal or assist in her first five games of the season but, due to her participation in the 2019 Women's World Cup and subsequent Victory Tour, missed 11 Utah games during the season. Press was named NWSL Player of the Week for Week 17 and later named NWSL Player of the Month for August, her second player of the month award. Press finished second on the team in scoring with 8 goals and was named to the end of season NWSL Best XI, her fourth time being named to the Best XI.


title: Christen Press

text: With the 2020 season disrupted by the COVID-19 pandemic, Press elected not to participate in the 2020 NWSL Challenge Cup.


title: Christen Press

text: On November 12, 2020, having left Press unprotected, Utah lost her NWSL rights to Racing Louisville FC during the 2020 NWSL Expansion Draft.


title: Christen Press

text: On September 9, 2020, Manchester United announced they had signed Press and her national team teammate Tobin Heath to one-year contracts. She made her debut on October 4 as a 77th minute substitute in a 3–0 victory over Brighton & Hove Albion. She scored her first goal for the club on October 18 as part of a 4–2 WSL victory away to West Ham United. On January 31, 2021, Press scored her second goal for the club in a 2–0 away victory against Everton. She scored during a 2–0 victory against West Ham United on March 27, 2021, the team's first match played at Old Trafford. On June 24, the club announced Press would leave upon the expiry of her contract at the end of the month.


title: Christen Press

text: On August 23, 2021, Racing Louisville traded the NWSL playing rights of Press to Angel City FC having acquired them in the 2020 NWSL Expansion Draft. In return they received Angel City's first-round pick in the 2022 NWSL Draft, $75,000 in allocation money and roster protection from Angel City in the 2021 NWSL Expansion Draft. She signed a two-year contract with an optional third year, reportedly worth a total of $700,000, making Press one of the highest-paid players in NWSL history.


title: Christen Press

text: As a member of the United States women's national soccer team player pool, Press was named to the squad for the 2012 Summer Olympics in London, though she attended as an alternate, and did not make the final roster.


title: Christen Press

text: She earned her first cap for the national team on February 9 in a friendly against Scotland. After scoring the first two goals of the match playing as a right midfielder, she provided the assist on the United States' third goal. Press is only the third woman to score two goals on her first match for the United States national team following Cindy Parlow Cone in 1996 and Sherrill Kester in 2000. The United States defeated Scotland 4–1 and Press was named Budweiser Woman of the Match. Four days later, she scored another goal during her second cap, helping the United States defeat Scotland 2–0. No other American woman has scored three goals in her first two games. Press' third cap for the national team occurred at the 2013 Algarve Cup during the team's first group stage match against Iceland on March 6, 2013. Press subbed in during the 64th minute for Carli Lloyd and the U.S. defeated Iceland 3–0. During the team's next group stage match on March 8, 2013, Press scored the fourth goal in a commanding 5–0 win over China. With the goal against China, Press became the fifth women's national team player to score at least four goals in her first four matches. She earned two additional caps at the Algarve during the knockout stage match against Sweden led by former United States coach, Pia Sundhage, and started in the final against Germany. The United States took first at the 2013 Algarve Cup with a 2–0 win over Germany. Press finished her first year with the senior national team with eight goals in 12 matches.


title: Christen Press

text: Press scored a career-high 11 goals (and ranked third-best on the national team) in 2014. During a group stage match against Argentina at the 2014 International Tournament of Brasília, she scored four goals helping the United States win 7–0, and qualify for the championship game. Earlier in the year, she scored a goal against Russia in a friendly on February 8, 2014, and again on February 13, 2014. She was selected by national team head coach Tom Sermanni to play at the 2014 Algarve Cup. In October, Press featured in the 2014 CONCACAF Women's Championship where the team won the tournament.


title: Christen Press

text: Press was named to the national team squad for the 2015 FIFA Women's World Cup in Canada. On June 8, she made her first tournament start against Australia and scored her first World Cup goal in the 61st minute. She played in four of the team's seven games, starting two, helping the United States progress to the 2015 FIFA Women's World Cup Final. The United States won the tournament after defeating Japan 5–2.


title: Christen Press

text: Press was selected as one of the 18 members of the Summer Olympics team. After the team advanced to the knockout stages, they lost in the quarter finals to Sweden. After a 1–1 draw, they lost 4–3 on a penalty shootout with Press missing the team's decisive final kick. Supporters on social media started the #DogsforChristen hashtag to cheer her up and it became a trending worldwide topic on Twitter. Press competed in all four of the team's matches and was a starting forward in the 2–2 draw against Colombia.


title: Christen Press

text: Press was one of two United States players to appear in all 25 games in 2016. She finished the year with 12 goals, which was the third straight year she recorded double-figure goals and was her best goal-scoring record on the team. She became the fifth player in team history to score double-figure goals for three consecutive years, joining Mia Hamm, Abby Wambach, Tiffeny Milbrett, and Carli Lloyd in the team record books.