The Sri Lankan Advanced Level (A-level), is a General Certificate of Education (GCE) qualification in Sri Lanka, conducted by the Department of Examinations of the Ministry of Education. Similar to the British Advanced Level. It is usually taken by students during the optional final two years of Collegiate level (Grades 12 & 13 or external (non-school) candidate, after they have completed GCE Ordinary Level exams. The majority of candidates enter the exams via their respective schools, while candidates who have finished school education can also apply as a private applicant. The qualification is also used as an entrance exam for Sri Lankan state universities. The exams are held in three mediums Sinhala, Tamil and English.

Fields of Study[link]

The students should study for 2 years at collegiate level before taking the examination. The examination diversifies over 4 major fields of study,

1. Physical Science Stream (Combined mathematics, Physics and Chemistry)
2. Biological Science Stream (Biology (Botany and Zoology), Physics and Chemistry)
3. Commerce and Accounting Stream
4. Arts Stream

In each stream, students should face 3 subjects . Additionally there would be a General English test and a Common General test. Although the result of the General English test is not taken into account for the University Entrance selection criteria, students are expected to obtain a pass mark for the Common General test.

Exam procedure[link]

The exams are conducted each year on August, in selected national schools across the country. Invigilators and supervisors are appointed by the Department of examinations and they are typically the qualified teachers of the local school system. The students are allowed to sit for the exam 3 times only(i.e. the student can attempt 3 times in 3 years). If a student fails to gain entrance to a University or a desired course in his first attempt, he has 2 more opportunities to attempt again and gain the required marks to make up for his desired course/University. The test assessments are carried out by marking panels usually consisting of qualified and experienced school teachers in service who are guided by supervises(Usually University lecturers). It takes about 4–6 months for the final results of this island wide exam to be released and students have to wait for around 10 months 1.5 years to enter a local University, depending on the University and the course/field of study.

Criticisms[link]

In recent years the exam has become extremely competitive and even traumatic for most high school students in Sri Lanka, since only top 11% of students who pass this exam are selected to the state universities by the government agency tasked with university admission, the University Grants Commission (UGC).

Commerce and Accounting Stream[link]

Commerce and Accounting Stream has three main subjects. There are Accounting, Business Studies,Economics. But some students can studies Economics or any other subject. But in Commerce and Accounting Stream any student should learn three subjects including Accounting and Business Studies.

Physical Science Stream[link]

Physical Science Stream has four main subjects. There are Combined Mathematics, Physics, Chemistry and ICT (Information & Communication Technology), Though combined mathematics and physics are mandatory Under the new syllabus of 2011 students can choose between Chemistry and ICT.

See also[link]

• Education in Sri Lanka
• Edulanka
• List of schools in Northern Province, Sri Lanka
• Sri Lankan universities
• Government Schools in Sri Lanka
• GCE Ordinary Level in Sri Lanka

External links[link]

• Ministry of education
• Advanced Level in eduLanka
• Department of Examination

This article may require cleanup to meet Wikipedia's quality standards. No cleanup reason has been specified. Please help improve this article if you can; the talk page may contain suggestions. (August 2010)

A Level Logo

The Advanced Level General Certificate of Education, commonly referred to as an A-level, is a qualification offered by education institutions in England, Northern Ireland, Wales, Cameroon, and the Cayman Islands. It is also offered in Scotland by a small number of educational institutions, typically private fee-paying schools, where students would normally take the Scottish Qualifications Certificate Higher and Advanced Higher. A-levels are studied over a two-year period and are recognised as the standard for assessing the suitability of applicants for academic courses in English, Welsh, and Northern Irish universities.

Curriculum[link]

Curriculum 2000[link]

Following the introduction of Curriculum 2000 in September 2000 (with the first AS-level examinations held in January 2001 and A2 examinations the following year), an A-level now consists of four (or six for natural sciences) modules studied over two years. Normally, two modules are assessed in the first year, and make up a stand-alone qualification called the "AS-level" (or Advanced Subsidiary level, not to be confused with an older AS-level, the Advanced Supplementary level). Another two modules are assessed at the end of the second year, which make up the "A2". A2 modules do not form a qualification in their own right; the satisfactory completion of the AS and A2 modules in the same subject is required to constitute a complete A-level. Modules are assessed by exam papers marked by national organisations and internally assessed coursework.

The introduction of the new GCE Applied A-level suite, taken from the old VCE A-levels, generally has a more vocational twist. For example, the new GCE A-level in Applied Business combines the traditional theory based subject 'Business Studies' (which can be studied as an A-level itself) and adds a more practical and hands-on approach to it. In this case, for the mandatory modules in the AS year, the candidate is expected to create a simulated Marketing Proposal (module 1) and Recruitment and motivational package (module 2) as opposed to just studying the processes. This essentially asks the candidate to show a more thorough insight by actually applying the theory. Given that many universities have shown a dislike of vocational subjects as opposed to the traditional ones, their reaction to the new applied suite remains to be seen. However, considering the subject is now much broader and more "student-friendly" it is hoped that universities will see that this subject is no less than the traditional Business Studies given that the traditional aspect of the subject is not fully lost. The new GCE Applied A-levels are available in: Art and Design, ICT, Business, Science, and Health and Social care.

Process[link]

Studying[link]

This section may be unbalanced towards certain viewpoints. Please improve the article by adding information on neglected viewpoints, or discuss the issue on the talk page. (February 2011)

The number of A-level exams taken by students can vary. A typical route in the state sector (in which around 90% of students are educated) is to study four subjects at AS-level and then drop down to three at A2 level, although some students continue with their fourth subject. Three is usually the minimum number of A-levels required for university entrance, with some universities specifying the need for a fourth AS subject. There is no limit on the number of A-levels one can study (except in Singapore, where students are restricted to 12 "academic units" and private candidates are also limited in their number of subjects), some students do obtain five or more A-levels. It is permissible to take A-levels in languages one already speaks fluently, or courses with overlapping content. General Studies and Critical Thinking, which require a grasp of basic political ideas and current affairs in order to write essays rather than specific learning, sometimes augment a student's batch of qualifications.

While many universities do not consider an A-level in General Studies to be a stand-alone subject (and thus is not accepted as part of an offer), it may affect the offer which a student receives. For example, a student of Mathematics, Physics and Computing might receive an offer of B-B-C for a Physics degree, whereas one also taking General Studies might receive B-C-C.

Unlike A-level General Studies, Critical Thinking, which aims to improve student's analytical skills, has generally received a more positive reception from universities. Unlike General Studies, it is often given a UCAS Tariff score, and some University admissions tutors see it is an advantage when applying for competitive courses.^[1]

The A-level has been criticised for providing less breadth since many A-level students do not generally study more than three subjects in their final year.^[2] A major part of this criticism is that, while a three- or four-subject curriculum can be balanced across the spectrum (e.g., students may choose one science subject, a language subject, and a "creative" subject like Music), in many cases students choose three closely linked subjects, for instance, Mathematics, Physics and Chemistry or Sociology, Psychology, and Politics. This is in part due to university entrance requirements, which, for degree programs such as medicine, may require three related A-level subjects, but non-traditional combinations are becoming more common ("British Council Australia Education UK"). Thus, while the purpose of Curriculum 2000 was to encourage students to undertake contrasting subjects, to broaden their 'skill-base', there is a tendency to pursue similar disciplines. However, others disagree, arguing that the additional AS-level(s) studied would already have provided more breadth compared with the old system.

Grading & International Comparisons[link]

The passing grades for A-levels are A*, A, B, C, D and E. The A* grade was introduced in September 2008 for higher education entry in 2010, and is awarded to candidates who achieve an A in their overall A-level, with a score of at least 90% at A2. There is no A* grade at AS or unit level.^[3] There was formerly an O grade, awarded to candidates who did not pass the advanced level exam, but were deemed to have attained a standard equivalent to ordinary level (O level).^[4]

According to UCAS and HKEAA, the Hong Kong A-level examination has historically been benchmarked against the UK A-levels. In general, a UK A grade is broadly equivalent to a Hong Kong A-C grade. This conclusion is based mainly on the percentage of pupils achieving the respective grades in respective exams. In the UK, on average 25% of participants of each subject achieved an A grade every year, compared to the 25% A-C rate in Hong Kong - A(4%), A-B (10%), A-C (25%). According to the BBC, the percentage of students achieving an A* is about 8-10%, which essentially lies within the A-B range of their Hong Kong counterparts in respective subjects. ^[5] Comparison between UK A-levels and the Hong Kong A-levels

Examination boards[link]

A-level examinations are administered through a series of examination boards. These are the 5 GCE Examining Groups and Boards ("British Council Australia Education UK"). These were originally based on the major UK universities but have over the last 50 years merged into five very large organisations: AQA, OCR, Edexcel, WJEC and CCEA. Some of these boards also offer A-levels to international students, specifically Edexcel. Another large organization which offers GCE qualifications for international students only is CIE. OCR and CIE are both branches of the parent organization, Cambridge Assessment. In the UK it is customary for schools to register with multiple examination boards and to "mix and match" A-levels to get a combined curriculum that fits the school profile.

Usage[link]

United Kingdom[link]

A-levels are part of the Further Education process in the United Kingdom. A-levels can also be studied by students in Years 12 and 13 in a Sixth Form institution, as part of secondary school. This is an integrated part of a Secondary Education institution in many areas of the country, while others have separate Sixth Form Colleges - this is normally done as a direct continuation of the secondary education process and hence most students study for the qualification from ages 16 to 18. Students require at least 5 A*-C GCSE Grades, including English and Mathematics to meet the pre-requisite to start A-levels.

University admissions[link]

Because A-level students often apply to universities before they have taken their final exams, British universities (including Scottish universities, which receive many applicants taking A-levels) consider predicted A-level results when deciding whether applicants should be offered places. The predictions are made by students' teachers and can be unreliable. Thus, the acceptance of a student onto a course will normally be conditional on him or her actually achieving a minimum set of grades (for example, conditional offer of three A-levels at grades B-B-C). Universities may specify which subjects they wish these grades to be in (for example, conditional offer of grades A-A-B with a grade A in Mathematics).

A-level grades are also sometimes converted into numerical scores, notably through the UCAS university admission system.^[6] For example, under the UCAS system, an A* grade at A-level is worth 140 points, while an A is worth 120, a B is worth 100, a C is worth 80, a D is 60, and a E is worth 40; so a university may instead demand that an applicant achieve 280 points, instead of the equivalent offer of B-B-C. This allows greater flexibility to students, as 280 points could also, for example, be achieved through the combination A-B-D, which would not have met the requirements of a B-B-C offer because of the D grade.

Depending on the specific offer made, a combination of more than 3 subjects (typically 4 or 5) with lower grades, or points from non-academic input such as higher level music grades or a Key Skills course, may also be accepted by the university. The text of the offer determines whether this flexibility is available - "280 UCAS Points" likely would, while "280 UCAS Points from three A-level subjects" would not.

Acceptance[link]

A/AS levels are also taken in many Commonwealth and former Commonwealth countries, including Australia, Bangladesh, Brunei, Cameroon, the Commonwealth Caribbean/CARICOM Territories, Cyprus, Ecuador, Ghana, Gibraltar, Hong Kong, India, Indonesia, Malawi, Malaysia, Maldives, Malta, Mauritius, Nepal, New Zealand, Nigeria, Pakistan, Singapore, South Africa, Sri Lanka, Zambia and Zimbabwe. Due to respective changes in the systems, these examinations generally differ both in terms of content and style from the A-levels taken in the United Kingdom.

Caribbean[link]

Recently within the Caribbean there has been a move away from the GCE Advanced Level to the CXC CAPE examinations,^[7] making them a de facto university entrance examination. However, some universities also require applicants to take separate entrance examinations and the International Baccalaureate and European Baccalaureate are also accepted.

Hong Kong[link]

In Hong Kong, the British A-level has been accused of grade inflation, and thus over time the HKAL has become more strictly graded compared to its British counterpart, as shown by NARIC research.^[8] Compared to the usual 25-30% rate of achieving an A-grade in the UK AS/A2, there could be statistically fewer than 0.05% candidates scoring an "A" in a single examination in the Hong Kong Advanced Supplementary Level Examination and less than 1% rate of achieving an A-grade every year in an A-level subject.^[9]

International schools[link]

Many international schools choose to use the British system for their wide recognition. Furthermore, students may choose to sit the papers of British examination bodies at education centres around the world, such as those belonging to the British Council. According to the British Council, A-levels are similar to the American Advanced Placements^[10] which are themselves equivalent to first year courses of America's four year bachelor degrees.

Baccalaureate proposals[link]

Universities in the United Kingdom frequently demand that applicants achieve a minimum set of grades in A-level examinations, or the equivalent in other examination systems, before accepting them. While the UK government originally rejected plans to introduce an English Baccalaureate^[11] modelled on the International Baccalaureate, the Welsh Government introduced a Welsh Baccalaureate in Wales, and an English equivalent is being developed ^[12].

Criticism[link]

Grade inflation[link]

The most common criticism of the A-level system is an accusation of grade inflation. The Press have noted the steady rise in average grades for 29 consecutive years and drawn the conclusion that A-levels are becoming consistently easier.^[13] In a 2007 report Robert Coe compared students scores in the ALIS ability test with equivalent grades achieved in A level exams between 1988 and 2006. He found that students of similar ability were achieving on average about 2 grades higher in 2006 than they were in 1988. In the case of maths it was nearer to 3.5 grades higher.^[14]

The government and teaching bodies maintain that the improved grades represent higher levels of achievement due to improved and more experienced teaching methods,^[15][16] but some educationalists and journalists argue that the change is due to grade inflation and the examinations getting easier.^[17] It has been suggested that government pressure on schools to achieve high examination results has led them to coach students to pass the examination rather than understand the subject.^[18] As the cost to an examination board of changing a subject's syllabus is high they are reluctant to do so, which leads to a lengthy period over which exam questions are similar, allowing targeted teaching to anticipate the questions.^{[citation needed]} In 2000 the A-level system was changed to examine students at the end of each of the two years of A-level study, rather than only at the end of the two years. The results of the first year (AS-level) examinations has allowed students to drop subjects they find difficult after one year and to retake examinations to achieve a higher grade.^[18] The ability of unlimited resits, with the best mark going through, has improved results.^[19] Some believe that students are tending to select "easier" subjects instead of "harder" ones in order to achieve higher grades.^[20][21][22]

Universities in Britain have complained that the increasing number of A grades awarded makes it hard to distinguish between students at the upper end of the ability spectrum.^[23] The C grade was originally intended to represent the average ability, and students typically required 60% or higher across all assessments to attain it; however, the average result is now at the lower end of the B grade. Many universities have introduced their own entrance tests such as the BMAT and LNAT for specific courses or conduct interviews to select applicants. In 2005, the head of admissions at the University of Cambridge outlined changes^[24] he believed should be made to the current system, particularly the use of the Advanced Extension Awards, a more challenging qualification based on the more advanced content of the A-level syllabus. More universities have wanted to see applicants' individual module results to see how comfortably they have achieved their result.^[25] There are fears that the A-level may not offer an accurate test of ability,^[26] nor will it be a good prediction of future academic success.^[27]

Growing controversy[link]

Concern over A-level grading became national news in September 2002. The Observer ran a story making claims that A level results had been fixed. It was alleged that students had been given lower marks than they deserved in order to fix overall results, making the pass rate seem lower than it really should have been and so disproving that A levels were becoming too easy. This resulted in the Tomlinson Inquiry. As a result, some papers were re-marked but only 1,220 A level and 733 AS-level students saw an improvement to their results.^[28]

In response to concerns shown by employers and universities that it is not possible to distinguish between the large number of students achieving A grades, and in order to mirror the current GCSE standards, a debate arose in 2004 as to whether a new, higher "super A" grade (like the A* grade at GCSE) should be attainable.^[29] As will be seen in 2010, it was generally agreed that bringing in higher grades would be a much better idea than raising the grade boundaries to keep the standards consistent, and it has been proposed that on top of the A, an A* grade should be attainable at A level in order to stretch the most able students while still allowing others to achieve the grades they deserve. The Advanced Extension Award has been increasingly used to serve this purpose.^[30] From A2 exams sat in 2010, the highest A level grade will be A*, requiring an A grade overall and 90% overall average UMS in A2 papers.^[31]

The September 2004 reformation of the Mathematics syllabus, following calls that it was too hard,^[32] has attracted criticism for allegedly being made easier.^[33] In the change, content consisting of three modules (Pure 1-3) were spread to four modules (Core 1-4). It is alleged that this makes the course easier as students do less work for the same qualifications. Further reforms to make the Mathematics syllabus more popular have been met with mixed opinions.^[34] Supporters cite it will reverse the downward trend in students taking the subject whilst others are concerned that the subject is being "still incredibly difficult".

Despite ongoing work to improve the image of A-levels in the business community, a number of business leaders are beginning to express concern about the suitability of the qualification for school leavers and to urge the adoption of the International Baccalaureate in the UK instead. During 2009 concerns were raised by Sir Mike Rake, Chairman of BT Group, Sir Terry Leahy, Chairman of Tesco ^[35] and by Sir Christopher Gent, Chairman of GlaxoSmithKline.^[36] Some schools have also moved to offering the Cambridge Pre-U^[37] as an alternative to A-levels and with higher tariffs ^[38].

Burden of assessment[link]

With increased modularisation of subjects the amount of time that young adults are spending being examined in the UK has risen considerably. It was estimated in a report in 2010 that by the age of 19 children will have spent an entire year of their school education being assessed.^[39] As a result of such criticisms about the "burden of assessment", since September 2008 candidates have taken four papers for most A-levels, instead of six.^[40] This means that there are two modules for AS and two more for A2 for the majority of A levels. However, this will not be the case for all A levels: Biology, Human Biology, Chemistry, Physics, Electronics, Geology, Music, Welsh and Science will continue with six units, three units for AS and A2 respectively, and 600 UMS for the A level. Mathematics (including Further Mathematics, Additional Further Mathematics, Statistics, and the Use of Mathematics AS), will not change structurally in the 2008 reform; it will stay on 600 UMS (300 UMS for AS), but it will include the new A* grade and the 'Stretch and Challenge' provision. Also, Bengali, Modern Hebrew, Panjabi, Polish, Arabic, Japanese, Modern Greek, Biblical Hebrew, Dutch, Gujarati, Persian, Portuguese, and Turkish will remain at two units, one for AS and one for A2.^[41][42][43] However they will move to 200 UMS for A level. Chinese will also move to 200 UMS, but instead of two units, it will move to three units: AS will have two units, A2 will have one. It is the first A level to have an odd number of units since Curriculum 2000.^[44]

Cambridge University has warned that it is extremely unlikely that it will accept applicants who are taking two or more supposedly 'softer' A level subjects out of 3. It has outlined a list of subjects it considers to be 'unsuitable', which includes Accounting, Design and Technology, Film Studies, Information and Communication Technology, Media Studies, Photography, and Sports studies.^[45]

As a result of dislike of the modular system, many schools now offer the alternative International Baccalaureate Diploma qualification. The course offers more subjects, extracurricular activity, a philosophical epistemological component known as "Theory of Knowledge", as well as the requirement of an extended essay on any subject of a candidate's choice. Unlike the current AS/A2 system, the International Baccalaureate is not based on a modular system. The Diploma Programme, administered by the International Baccalaureate, is a recognised pre-university educational programme.^[46]

Former British Prime Minister Tony Blair recently suggested that one state school in every county should offer the International Baccalaureate Diploma Programme as an alternative to A levels.^[47]

^[48]

Predicted grading[link]

A possible reformation would be something called the post-qualifications applications system (PQA), where applicants apply to university after they receive their results.^[49] It has been argued that this would be fairer to applicants, especially those from lower-income families whose results were thought to be under-predicted. However, a more recent UCAS report shows that although the reliability of predicted grades declines in step with family income, this can still lead to an over-prediction effect for lower income groups. Just 45% of predicted grades are accurate - 47% are over-predictions and 9% under-predictions.^[50] A recent UCAS consultation rejected the implementation of PQA following opposition from universities, schools and awarding bodies.^[51][52]

See also[link]

• Past Papers of Advanced Level (A Level)
• List of Advanced Level subjects
• General Certificate of Secondary Education An entry qualification
• Ordinary Level An entry qualification that has been phased out in the United Kingdom
• BTEC ND Is the highest level of BTEC structure and is taken by people aged 16 or over. (Equal to A levels)
• NVQ level 3
• Advanced Vocational Certificate of Education (AVCE)
• Advanced Extension Award (AEA)
• Higher (Scottish) ("Scottish university entrance qualification")
• Advanced Higher (Scottish) ("Scottish equivalent to A level")
• Hong Kong Advanced Level Examination (HKALE)
• Singapore-Cambridge GCE Advanced Level (equivalent examination in Singapore)
• Malaysian Higher School Certificate
• Sri Lankan Advanced Level
• Matura or Maturità (similar qualification in some European countries)
• Baccalauréat (similar qualification in France)
• Abitur (similar qualification in Germany and Finland)
• Advanced Placement Program (similar qualification in the United States)
• International Baccalaureate (IB) Diploma (alternative examination found across the world)
• European Baccalaureate (examination used mainly in the European School system)
• Bagrut (similar qualification in Israel)
• Matriculation Certificate
• Sixth Term Examination Paper (STEP – used by the University of Cambridge and the University of Warwick for admissions to study mathematics at undergraduate level)
• Leaving Certificate

^[53][54]

References[link]

External links[link]

Wikibooks has more on the topic of GCE Advanced Level

• Directgov: Qualifications explained
• Qualifications and Curriculum Development Agency: A level resources
• University of Cambridge: International A & AS levels
• The Guardian 2005 A level results, 2005 AS-level results

Puma King (born February 12, 1987) is a Mexican Luchador enmascarado, or masked professional wrestler currently working for the Mexico City based professional wrestling promotion Consejo Mundial de Lucha Libre (CMLL). Puma King frequently teams with his brother, luchador Tiger Kid. Puma King's real name is not a matter of public record, as is often the case with masked wrestlers in Mexico where their private lives are kept a secret from the wrestling fans.^[1] He is part of the Casas wrestling family, son of El Felino using a ring character and a mask very similar to his father and has been trained by another uncle Negro Casas.

Professional wrestling career[link]

Puma King is part of the Casas wrestling family although he is not the son of Negro Casas, Jorge Luis Casas (El Felino) or Erick Casas but of another Casas sibling that is not involved with wrestling. He made his 2006 at the age of just 16, wrestling as Puma King. Neither Tiger Kid, nor his older brother Tiger Kid, hid the fact that they were part of the Casas family, and with the use of the feline inspired names and mask that closely resembled the mask worn by El Felino it was speculated that they were the sons of El Felino. This was later denied by Puma King and Tiger Kid, claiming that they chose their names and masks as a tribute to their favorite uncle.^[2] In an interview with SuperLuchas published in early June 2010 El Felino finally revealed that he was indeed the father of both Tiger Kid and Puma King, but had kept it a secret to allow his children to succeed or fail on their own merits and not because of their family relationship to El Felino.

Puma King worked for International Wrestling Revolution Group (IWRG) not long after his debut, and although Tiger Kid also worked for IWRG the promotion only rarely used them as a team. In 2008 Puma King joined Tiger Kid in Consejo Mundial de Lucha Libre (CMLL), the same promotion their uncles worked for. Both Puma King and Tiger Kid participated in the Trofeo Generacion Del 75 torneo cibernetico match, a tournament for wrestlers signifying the "future of CMLL during their 75th year", but lost as El Hijo del Fantasma won the trophy.^[3] Puma King teamed up with Villaño V to participate in the 2008 Gran Alternativa tournament. The Gran Alternativa tournament is an annual CMLL tournament that teams a veteran and a rookie (Novato) up for a tag team tournament. Villaño V was originally scheduled to team with El Brujo, but due to an injury Puma King was chosen to replace him.^[4] Puma King and Villaño V lost to Axxel and Blue Panther in the opening round of the tournament.^[5]

In CMLL Puma King and Tiger Kid frequently wrestle as a tag team, usually low on the card but they have made several appearances on CMLL Super Viernes, CMLL's biggest show of the week.^[6][7] In February, 2010 both Puma King and Tiger Kid became involved in El Felino's ongoing feud against La Sombra. It all began on February 2, 2010 where Puma King dressed up like his uncle El Felino to distract La Sombra during a match.^[8] A later doubleganger act backfired though and saw El Felino lose to La Sombra, which saw the end of the Tiger Kid/Puma King aid in the storyline.^[9] On April 23, 2010 Puma King participated in the 2010 Gran Alternativa, this time teaming with Último Guerrero. The team defeated Pegasso and Toscano in the first round and Durango Kid and El Texano, Jr. in the second round. In the finals of Block B Puma King and Último Guerrero were defeated by Delta and Volador, Jr.^[10] Puma King was one of 12 men who put their mask on the line as part of a 12-man steel cage match in the main event of the 2010 Infierno en el Ring. Early in the match his own brother, Tiger Kid, had betrayed his brother in order to escape the cage. Later on Puma King feigned an alliance with rival Ángel de Oro so they could both escape, only to turn on him and escape while Ángel de Oro remained in the cage. In the end Ángel de Oro defeated Fabián el Gitano in the Lucha de Apueta (bet match) portion of the match to unmask him.^[11]

Luchas de Apuestas[link]

References[link]

Professional wrestling portal

For the American ice hockey player, see Chris Moran (ice hockey).

Sir Christopher Hugh Moran
180px Air Chief Marshal Christopher H. Moran
Nickname	Boggy[1]
Born	(1956-04-28)28 April 1956 Urmston, Lancashire
Died	26 May 2010(2010-05-26) (aged 54) John Radcliffe Hospital, Oxford
Allegiance	United Kingdom
Service/branch	Royal Air Force
Rank	Air Chief Marshal
Commands held	No. IV Squadron RAF Wittering No. 1 Group Air Command
Awards	Knight Commander of the Order of the Bath Officer of the Order of the British Empire Member of the Royal Victorian Order

Air Chief Marshal Sir Christopher Hugh "Chris" Moran KCB OBE MVO ADC FRAeS (28 April 1956 – 26 May 2010) was a fast jet pilot and later a senior commander in the Royal Air Force. He died unexpectedly on 26 May 2010 and at the time of his death he was Commander-in-Chief of Air Command.

Early and family life[link]

Moran was born in Urmston, Lancashire,^[2] and educated at Bishop Ullathorne School in Coventry in the late sixties and early seventies^[3] before attending the University of Manchester Institute of Science and Technology to study Mechanical Engineering.^[1] In 1974, whilst studying at university, Moran became a university cadet in the Royal Air Force. Moran graduated from UMIST in 1977 with a BSc and went to RAF College Cranwell for his initial training with the RAF.^[4] He was later to earn an MA from King's College London.^[5] In 1980 he married Elizabeth Jane Goodwin.^[6]

Early career[link]

After completing pilot training, Moran converted onto the Harrier with No. 233 Operational Conversion Unit. In 1980 Moran entered productive service, flying Harriers with No. IV Squadron. In 1983 he returned to No. 233 Operational Conversion Unit, attending a weapons instructors' course before returning to No. IV Squadron as a Qualified Weapons Instructor. Promoted to squadron leader in 1986, Moran was appointed as a flight commander on No. IV Squadron, serving in Belize, the Falkland Islands, and on HMS Illustrious. In 1985, He was also an exchange officer with the United States Marine Corps at Cherry Point, North Carolina.^[4]

Moran commanded the Harrier squadron in the Harrier Operational Conversion Unit at RAF Wittering, and then attended the Advanced Staff Course in 1991. After a brief posting to the Ministry of Defence he was appointed Equerry to HRH The Duke of Edinburgh.^[4]

In 1994 Moran became the commanding officer of No. IV Squadron which was based in Germany. The same year Moran led his squadron to the Middle East for duties on Operation Warden which involved enforcing the no-fly zone over northern Iraq. In 1995 Moran and No. IV Squadron flew missions against the Bosnian Serbs as part of Operation Deliberate Force.^[1]

Later career[link]

Promoted to Group Captain in 1996, he was appointed Staff Officer HQ 1 Group, and in the following year, station commander of RAF Wittering. After attending the Higher Command and Staff Course in 1999 Moran became Divisional Director at the Joint Services Command and Staff College, where he also completed an MA. As an Air Commodore he was then Director of Air Staff until 2002, and then the Chief of Defence Staff's liaison officer to the US Joint Staff in Washington. In the following year he became Air Officer Commanding 1 Group as an Air Vice-Marshal. In 2005 he became Assistant Chief of Air Staff.^[4]

In 2005, Moran was appointed to the board of the Civil Aviation Authority.^[7]

He was promoted Air Marshal and became Deputy Commander Allied Joint Force Command Brunssum in May 2007, in succession to Lieutenant General D. L. Judd CB. Air Chief Marshal Moran was appointed Commander-in-Chief of Air Command on 3 April 2009.^[8] Moran was appointed a Knight Commander of the Order of the Bath (KCB) in the 2009 New Year Honours.^[9]

Moran's death was announced on the evening of 26 May 2010; he had collapsed following a triathlon at RAF Brize Norton that afternoon. He was taken to the John Radcliffe Hospital in Oxford by air ambulance, but was pronounced dead on arrival. Moran was survived by his wife Elizabeth, Lady Moran, two daughters and a son.^[10]

References[link]