University of Minnesota Acceptance Rate, SAT/ACT Scores

University of Minnesota Twin Cities is a public research university with an acceptance rate of 52%. With just under 51,000 students, the University of Minnesota in Minneapolis-St. Paul is one of the ten largest public universities in the U.S. The Twin Cities campus occupies over 1,150 acres in both Minneapolis and St. Paul along the Mississippi River. The University of Minnesota has many strong academic programs, including biological sciences, business management, and engineering. Its wide-ranging liberal arts and sciences program earned it a chapter of  Phi Beta Kappa. The University of Minnesotas Golden Gophers compete in the  Big Ten Conference  and play in the TCF Bank Stadium on the east side of campus. Considering applying to the University of Minnesota? Here are the admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, University of Minnesota had an acceptance rate of 52%. This means that for every 100 students who applied, 52 students were accepted, making University of Minnesotas admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 43,444 Percent Admitted 52% Percent Admitted Who Enrolled (Yield) 26% SAT Scores and Requirements University of Minnesota requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 14% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 620 710 Math 650 770 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of University of Minnesotas admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Minnesota scored between 620 and 710, while 25% scored below 620 and 25% scored above 710. On the math section, 50% of admitted students scored between 650 and 770, while 25% scored below 650 and 25% scored above 770. Applicants with a composite SAT score of 1480 or higher will have particularly competitive chances at University of Minnesota. Requirements University of Minnesota recommends that students take the SAT writing section. Note that University of Minnesota does not superscore SAT scores but considers the best composite score from a single test date. University of Minnesota does not require SAT Subject tests. ACT Scores and Requirements University of Minnesota requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 91% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 25 33 Math 25 30 Composite 26 31 This admissions data tells us that most of University of Minnesotas admitted students fall within the top 18% nationally on the ACT. The middle 50% of students admitted to University of Minnesota received a composite ACT score between 26 and 31, while 25% scored above 31 and 25% scored below 26. Requirements University of Minnesota recommends that students take the ACT writing section. Note that University of Minnesota does not superscore ACT scores but considers the best composite score from a single test date. GPA University of Minnesota does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph University of Minnesota Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Minnesota. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances The University of Minnesota has a competitive admissions pool, with almost half of all applicants rejected. In the scattergram above, the blue and green dots represent admitted students. You can see that most successful applicants reported B or higher averages, SAT scores of about 1150 or higher, and ACT composite scores of 24 or above. Higher numbers clearly improve your chances of acceptance. Although the University of Minnesota has a holistic admissions process, it is based largely on numerical factors. The primary criteria for acceptance at University of Minnesota is rigorous coursework, academic grades, class rank, and standardized test scores. Secondary admission factors include an outstanding talent or skill, college-level, AP, or IB coursework, strong commitment to community service, and family attendance or employment at the university. While the University of Minnesota accepts the Common Application, the school does not require the personal statement or letters of recommendation from applicants. All admissions data has been sourced from the National Center for Education Statistics and University of Minnesota Undergraduate Admissions Office.

Janes Austens Use of Realism in Persuasion Essay

Jane Austen only ever had six completed novels the last to be published being Persuasion (1818), all of which were based around the realist and novel of manners genre. Persuasion which falls into both these categories follows the tale of Anne Elliott, a character based upon the Cinderella archetype. Romanticism and novels of manners still to this day serves the same purpose, it provides the reader with a window in which to peer into someone elses life, some may have seen their reflections, especially the landed gentry of the day, who were of course Austens subject matter, for the poorer classes, who were able to read or even afford a book, it revealed what was going on behind those close doors. Persuasion is unique amongst Austens†¦show more content†¦Austens talent for detailing real life, provided her with much praise, Sir Walter Scott was just one of many who praised her methods writing in his journal; That young lady has a talent for describing the involvements an d feelings and characters of ordinary life, which is to me the most wonderful I ever met with. The big Bow-wow strain I can do myself like any now going; but the exquisite touch, which renders ordinary commonplace things and characters interesting, from the truth of description and sentiment, is denied me. As Austens narrative strategies are analysed, one is closer to revealing the reasoning behind her immense success as a novelist. The use of realism offer s and insight into the unknown for most readers, but by creating characters such as the heroine, Anne Elliott who the reader can be most associated with, assists Austen in influencing the reader. The novel uses an unknown third person omniscient narrator; this literary technique is regularly used within Austens novels. The narrator’s judgements however are similar to those that we would expect from the novels protagonist Anne Elliott. The reader is persuaded to make judgments on the characters within the novel by observing the behaviour and reactions of how they interact with the novel’s protagonist Anne. HawthorneShow MoreRelatedIn Jane Austen’s Persuasion love and family is a major thing I learned to see and control just1300 Words   |  6 PagesIn Jane Austen’s Persuasion love and family is a major thing I learned to see and control just because of this book. Jane Austen is a very interesting woman. She is 7 out of 8 kids. Her sister and her Cassandra were very close. Both had plenty of chances of marring and having a family. By 25, she had written 3 books, Persuasion not being one of them. She had written her last book in 1818, Persuasion. I n my eyes Jane was a normal England girl. She was homed school, had a big loving family, and perusedRead MoreThe Rise of the Novels in the Eighteenth Century4179 Words   |  17 Pagesof the major eighteenth-century novelists that they freed the novel from the influence and elements of high flown romance and fantasy, and used it to interpret the everyday social and psychological problems of the common man. Thus they introduced realism, democratic spirit, and psychological interest into the novel— the qualities which have since then been recognized as the essential prerequisites of-every good novel and which distinguish it from the romance and other impossible stories. Reasons forRead MoreJane Austen’s Novels and the Contemporary Social and Literary Conventions.12979 Words   |  52 Pagesthe Novel. 11 2.2. The Novel of Manners, Sentiment and Emulation. 12 2.3 The Gothic Romance. 13 3. Jane Austen and Her Novels in relation to the Contemporary Literature. 15 3.1. Austen’s Criticism about the Contemporary Fiction. 15 3.2. Jane Austen as a Conservative Writer and as a Social Critic. 16 3.3. Austen’s writing in her own perception. 17 4. Pride and Prejudice. 20 4.1. Elizabeth Bennet and Mr. Darcy – the Reversed Ideals. 20 22 5. Emma 23 5.1. Emma the heroine. 23 5.2. Men of

Language Development & Reading Process-Free-Samples for Students

Question: Discuss about the Understanding Language Development and the Reading Process in Childern. Answer: Introduction Children have a universal way of acquiring languages, regardless of the number of languages being introduced to them. For them, acquisition of language is much like a game of ball, they are given a set of rules and they are on. By rules one means the structure, rules and their use in order to learn that language. Every language learning process goes through a set of steps, through which the language can be effectively learnt. Concepts like reading skills, writing skills, contextual knowledge, knowledge of the sound units and other factors are always there to support the process of learning a language. If one considers the age group of children, then one would have to keep in mind that it is a more careful process. Taking care of a child learning a language is a very intricate role for the teachers. The foundation of ones language system is the persons basic knowledge of the language he is talking in. For that one would know that proper language training would be very important to pro vide from a very young age. Children have a very clear and capable mind, which can easily grasp any kind of knowledge so teaching them a language would be more interesting as they can be, taught any which way the teacher pleases. However, proper steps should be maintained for the process. The following essay talks in detail about each stage if language learning and development in children and how reading process is taught to a child. The essay discusses in fair details about topics such as, Reading, Phonological and Phonetic awareness in children, Alphabet and Phonic Knowledge, Concepts of Prints and Screen and Contextual, Semantic and Grammatical Information. Each of the above topics named is equally important as the other. Each of them is important in the learning process of a language for a child. These steps are vital and they shape the way a child learns a particular language, irrespective of nationality or ethnicity (McDonalds, 2013). What is reading? An infant has the capability to look at pictures, understand voices and point out towards objects near and far. It is very essential for the immediate teacher, whether in play school or home to guide them through the first steps of reading and learning. It is very essential that the first few steps of learning are guided by pictures, paintings and visually appealing methods, so that the child is never bored and finds interest in the process of learning. Drawing attention towards pictures and story books, and relating to real world objects, a child takes its very first steps towards learning. This is when a child starts understanding communication and languages used to communicate. Reading out stories to children makes up an essential part of learning for children and they gradually grow up to read on their own, from their knowledge of sound and understanding of letters. They see the written letters and learn making the sounds related to them. The next step is teaching them how to mak e simple words by adding up their knowledge of letters, and reading them from their knowledge of the sounds the letters produce. Learning to read becomes more like an automatic reflex as soon as the rhythm and melody of a language start becoming a part of the childs system. Further, reading skills are improved by introducing complex reading elements like bigger words, sentences and complex sentence structures (Masny, 2012). Phonological and Phonetic Awareness in Children Phonology is the study of the rules that govern speech and sound production. Phonetics is the study about the way in which a particular unit of speech is uttered, while phonics is the system in which symbols stand for sounds in a specific alphabetic writing system. Phonological awareness is the ability to understand segments of sounds and arrange them for oral language. Childrens curriculums mostly have events involving music classes, story-telling and rhyme classes which help them to introduce themselves to sounds and syllables, and the proper use of them. But it is to be noted that phonological awareness begins at a very early age, even before children start going to school, their home environments are where they are introduced to sounds and speech at first. A sound phonological awareness helps children to make better connections between sounds and letters (Brady and Shankweiler, 2013) When we talk of Phonetics, we mean the tiny unites of speech which corresponds to the letters of a particular alphabetic system. Awareness of any language is produced through these small sounds composing a word or sentence. When a child enters school, his phonemic awareness determines largely what kind of gripping power the child will have. It is also a fact, according to research that phonemic awareness can be developed through proper instruction, and that helps a childs reading and writing skills later. Alphabet and Phonic Knowledge Phonics is something that involves both eyes and ears, whereas just ears are needed as aids to acquire phonological knowledge. One cannot have phonic awareness without phonological awareness. So for children, it is ideal to have them introduced to sounds first before letters and visual representation are introduced to them. Phonic knowledge helps children link actions to letter sounds. This helps them to remember better. When children are taught all the letter sounds, they are further introduced to the idea of letters and sounds together and the association of both. Then they learn how to link actions with letter sounds so that they retain easily and effectively. Then they are taught how to blend sounds like oo or sh, etc. then de-coding new words become easier. This can be the first step taken towards reading (Drouin, Horner Sondergold, 2012) By Alphabet knowledge we mean the ability in children to name, distinguish shapes, identify sounds of alphabet and write them successfully. This kind of knowledge is developed through a few activities which come in the respective sequence: Reciting the alphabet Learning the letters Identifying the letter shapes that match the name Identify letter sounds Alphabet knowledge helps to develop phonological sensitivity, which includes the ability to detect and play with sound structures of spoken language. For example: being able to make different words with the /m/ sound. Phonological awareness aids the growth of the knowledge of alphabets. When children can pick out the sounds in spoken words, they can identify the letter-sound resemblance. Concepts of Print and Screen It is very essential to design proper reading- screening instruments for screening a childs learning progress. Children keep on growing in their phonological and early reading skills. The right time to start screening children has something that has drawn debates. Certain cases argue the age limit for as to when this screening should be introduced. Some views claim that children should go through screening before formal instruction has begun. Prevention of reading issues can be detected early on in life if a child does not get fully involved in the system of formal literacy instruction. The other view states that screening as a part of pre-school, precisely before they enter kindergarten will reduce the accuracy of the screening process. That can happen for two factors, namely: Children may end up scoring poorly if they are tested at such a tender age, before they have even acquired their abilities to understand languages fully. Some children, who take longer to adjust to their surrounding classrooms, will end up scoring poorly as they might not be as attentive as they should be beyond their comfort zones (Hill,2012). Print awareness stands for and understanding of structure, function and conventions of written language. The process is based on certain skills which are taught to children for a better understanding of language: Understanding the concept of letter/word Distinguishing between illustration and print Distinguishing letters from numbers Understanding punctuation marks, etc A large part of the teaching process is dependent on the printed materials. Little children should be encouraged to read from printed materials, which keep the children interested in the visually appealing study materials. This does not only have their interests, but also encourages effective learning. The basic steps towards this can be implemented by labeling things for instance, their belongings, labeling storage boxes and cupboards, writing in colored chalks on the blackboard, and other methods effective in introducing print to them. Print awareness helps children develop their observing skills, and keeps them interested in lessons. Contextual, Semantic and Grammatical/Phonic Information If a child is growing up in an environment where not too many people talk, the child will automatically talk less. Similarly, in a talkative environment the child will grow up to be talkative. But it is very essential that the child is taught the idea of context. By the idea of context we mean that when a word is uttered the meaning if the word is specific to factors surrounding it. Such as the environment, gender, day, time, etc. for effective teaching of language, a child should also be introduced to the concept of contextual words. That will widen the window of the childs understanding and he will understand the better use of words. Every school should have sessions where teachers interact with the students in a way, teaching those more about contextual functions of words. Semantic awareness stands for and understanding and correct use of meaning when it involves single words, sentences or phrases. It is something that is very necessary for language acquisition skills. It is very important for children to be taught from a very early age which meaning relates to which word, and that what semantic knowledge stands for. Sometimes it is context bound, sometimes it is not. However, baby steps are taken when it comes to teaching children because they are not expected to have the capability to understand complex meanings. So, little segment-meanings are provided to them for easier understanding (Zens NK, 2017). Grammar is the pillar of foundation when it comes to written and spoken language, which helps people to understand language better. Using a mode of communication with poor grammar is something that takes away meaning from the conversation. This can hinder proper communication and also affect ones self esteem for not having been able to communicate ones thoughts. Proper grammar makes reading and understanding easier for both parties involved in a conversation, making the conversation fruitful and enjoyable. For children also, correct grammar helps in expanding vocabulary as one can come in contact with new words and learn better and innovative ways to communicate their thoughts to the other person. Improved grammar skills always have a positive effect on learners, and it is important that children are groomed to learn correct grammar so that they grow up to speak confidently (Lowe, 2016). Learning good grammar helps in certain factors such as: Better concentration Reading and writing skills improved Enhanced thinking abilities Betterment in creative writing Better language comprehension It is a fact that grammar skills help children to prepare better for higher classes. Children advance towards a bigger world of words. Each of the above topics has been elaborated to explain how they play a major role in shaping the way a child learns and understands a language. It also determines how effectively it affects the learning process. Every step has a procedure of being taught. Every step has a specific age to be taught. This whole process helps to acquire the skill of becoming successful in using a language fluently. Each process is important in the way of learning a language. Conclusion In conclusion to the whole essay we can say that each of the above steps is extremely crucial in terms of a childs process of learning a language and developing reading skills. Children tend to learn very quickly and it is very essential to maintain the correct steps to ensure they learn any language to the best of the potential. That applies for the reading and writing skills too. For that, maintaining the decorum or steps is very important References Axford, B., Harders, P. and Wise, F., (2009). Scaffolding literacy: An integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Victoria: ACER Publishing Brady, S. A., Shankweiler, D. P. (Eds.). (2013). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Routledge. Drouin, M., Horner, S. L., Sondergeld, T. A. (2012). Alphabet knowledge in preschool: A Rasch model analysis. Early Childhood Research Quarterly, 27(3), 543-554. Hill, S. (2012). Developing early literacy: Assessment and teaching. (2nd Ed). Prahran, Victoria: Eleanor Curtain Publishing. Lowe, K. (2016). For the love of reading: Supporting struggling readers. Newtown, NSW: Primary English Teaching Association Australia. Masny, D. (2012). What is reading? A cartography of reading. Mapping multiple literacies: An introduction to Deleuzian literacy studies, 69-92. McDonald, L. (2013). A literature companion for teachers. Sydney, NSW: Primary English Teaching Association Australia. Zens NK, e. (2017). Effects of phonological awareness and semantic intervention on word-learning in children with SLI. - PubMed - NCBI. Ncbi.nlm.nih.gov. Retrieved 4 August 2017, from https://www.ncbi.nlm.nih.gov/pubmed/21271927

Is technology Neutral

This paper considers whether technology is neutral or not. The big question answered by this essay is â€Å"Is it humans who abuse technology or technology by its own nature affects humans negatively?† Technological innovations have brought so many changes in the way people go about their lives. Advertising We will write a custom essay sample on Is technology Neutral? specifically for you for only $16.05 $11/page Learn More Many recent technological innovations happened in the field of communication. The internet is currently at the center of many people’s lives and corporate entities’ operations. Technological innovations have consequences, both negative and positive. Technology is like a tool and people have first and foremost the choice to use or not use. Secondly, if they choose to use, people still have a choice on how to use technology. Technology on its own has no capacity of dictating how it should be used or if it should be used in the first place. Technology in itself is neutral and harmless. However, the way technology is used may be neutral and not neutral depending on effects on people. Socially, the application of technology is known to marginalize people. The use of technologically advanced equipments, for instance, makes some people to feel superior over others. Differences in technology used can also make some people, not in the knowing, to feel out of place in given situations. Each technological development has a main function that it is intended to accomplish. However, a technology can have many uses or aspects to it depending on how one approaches or looks at it (Bishop et al 69). Often, the developers of the technology do not consider other aspects of a given technology. As a result, although being used correctly and for a noble cause, technology can have negative consequences such as pollution, resource depletion as well as ecosystem modification. These negative consequences may affect p eople directly or indirectly. In such a case, one may be tempted to think that technology is not neutral. However, in itself, the technology remains neutral. What is questionable is the application of or continued use of the technology even after it is discovered that it has negative side effects. Socially, the adoption of technology has tended towards having dire consequences on people e.g. loss of jobs due to automation. When institutions adopt use of say computers or robots, although this may improve productivity in the institutions, many people lose a livelihood. Once again, it is good to note that the technology in itself is good. However, its adoption without considering the livelihood of many people and providing alternate employment is questionable. Rather than attribute the loss of jobs to adoption of technology, it is more appropriate to blame the loss of jobs on the decision to adopt technology. Additionally, it is important to focus on the main function of technology bu t go beyond that to explore other possible benefits and functions of the same (Sclove 10).Advertising Looking for essay on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In often cases, a technological innovation that can be used for the good of many people can also be used to harm many. This results from the multi-functionality of many technological innovations (Sclove 11). It is easy to use it for different purposes. Applying a given functionality of a given technology may yield good results; however, when another given functionality is exploited, catastrophes are witnessed. Nuclear energy can be used towards running our factories cost effectively. However, nuclear technology in the likes of Osama’s hands may mean total annihilation of some states in the world. The use of technology is often shaped by social circumstances, technology developers declared intentions and users creativity. Each technological innovatio n is often modifiable, within limits, and thus one technology becoming applicable for different purposes. Adoption and use of technology affects material things and also social organizations. The use of technology redefines social structures in a big way i.e. how people interrelate and interact with each other. Technology generally changes the value people associate to given processes. Further, its usage is known to change value structures in society. Let us take motor technology, for example, it led to people not having to stay in the same village all the time because they could easily move around and meet each other. Social networks on the internet have changed the public sphere or the general meaning of private space. While private space traditionally meant ones room or away in the woods, people this days create private niches in cyber space (Benkler 212). New technology is known to open business space thus creating myriad business opportunities for individuals. Technological c hanges may affect an organization negatively or positively depending on how it responds to the change. If organizations respond correctly, technological innovations provide an opportunity for curving out a competitive advantage. If the response is poor, organizational resources become redundant and the company has to invest heavily as it tries to catch up. Generally, change in technology often means more costs for the organization but it often pays off in the long run (Monsma 31).Advertising We will write a custom essay sample on Is technology Neutral? specifically for you for only $16.05 $11/page Learn More In daily life, it appears like people are subjects or slaves of technology rather than masters (Leiss 28-29). However, what many do not notice is that social change is driven by the people themselves. By not stopping and considering, just remaining gullible consumers of technological innovations, people allow others to drive their lives by way of t echnological innovations. In some people, capacity to influence others through use of technology has led to a grandiose obsession with the prospect of totally controlling nature (Ihde 6). The arguments presented in this essay only point to the fact that technology is neutral i.e. in itself; it is neither good nor bad. What makes technology good or bad is how we use it. Technology like any tool can be used for the harm of other or for the good of others. It is important to consider all the effects or consequences of a given action before making a move. If people applied technology with enough discretion, technology would continue to serve mankind. Work Cited Benkler, Yochai. The Wealth Of Networks: How Social Production Transforms Markets and Freedom. New Haven: Yale University Press, 2006 Bishop, Ann, P., Van House Nancy A., Buttenfield, Barbara, Pfeil. Digital Library Use: Social Practice in Design and Evaluation. MIT Press, 2003 Ihde, Don. Technology and the Life world: from Garde n to Earth. Bloomington: Indiana University Press, 1990 Leiss, William. Under Technology’s Thumb. Ontario: McGill-Queen’s Press – MQUP, 1990 Monsma, V. Stephen. Responsible Technology: a Christian Perspective. Michigan: B. Eerdmans Publishing, 1986Advertising Looking for essay on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Sclove, Richard. Democracy and Technology. New York: Guilford Press, 1995 This essay on Is technology Neutral? was written and submitted by user Bryleigh Chandler to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.