Cal Poly San Luis Obispo Acceptance Rate, SAT/ACT Scores, GPA

California Polytechnic State University, San Luis Obispo (Cal Poly) is a public university with an acceptance rate of 30%. Cal Poly is the most selective of the California State universities, and successful applicants typically have grades and standardized test scores that are significantly above average. Considering applying to Cal Poly San Luis Obispo? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Why Cal Poly Location: San Luis Obispo, CaliforniaCampus Features: Cal Polys nearly 10,000-acre sprawling campus includes a ranch, arboretum, and a vineyard.Student/Faculty Ratio: 19:1Athletics: The Cal Poly Mustangs compete in the NCAA Division I Big West Conference.Highlights: Cal Poly ranks among the top undergraduate engineering schools in the country and has highly regarded schools of architecture and agriculture. The schools learn by doing philosophy extends to all majors and provides students with significant hands-on experience. Acceptance Rate During the 2017-18 admissions cycle, Cal Poly had an acceptance rate of 30%. This means that for every 100 students who applied, 30 were admitted, making Cal Polys admissions process very competitive. Admissions Statistics (2017-18) Number of Applicants 54,663 Percent Admitted 30% Percent Admitted Who Enrolled (Yield) 27% SAT Scores and Requirements Cal Poly San Luis Obispo requires all applicants to submit either SAT or ACT scores. During the 2017-18 admissions cycle, 75% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 620 700 Math 620 730 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Cal Polys admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Cal Poly scored between 620 and 700, while 25% scored below 620 and 25% scored above 700. On the math section, 50% of admitted students scored between 620 and 730, while 25% scored below 620 and 25% scored above 730. Applicants with a composite SAT score of 1430 or higher will have particularly competitive chances at Cal Poly. Requirements Cal Poly does not require the SAT writing section. Note that Cal Poly will consider your highest score from each individual section across all SAT test dates. SAT Subject test scores are not required, but if the score meets a benchmark, it may be used to fulfill certain core course requirements. ACT Scores and Requirements Cal Poly requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 57% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 26 34 Math 26 31 Composite 26 32 This admissions data tells us that most of Cal Polys admitted students fall within the top 18% nationally on the ACT. The middle 50% of students admitted to Cal Poly San Luis Obispo received a composite ACT score between 26 and 32, while 25% scored above 32 and 25% scored below 26. Requirements Note that Cal Poly does not superscore ACT results; your highest composite ACT score will be considered. Cal Poly San Luis Obispo does not require the ACT writing section. GPA In 2018, the average high school GPA for incoming Cal Poly freshman was 4.0. All incoming first-year students at Cal Poly San Luis Obispo had GPAs ranging from 2.5 to 4.0, and over 95% of admitted students had GPAs of 3.50 and above. These results suggest that most successful applicants to Cal Poly have primarily A grades. Self-Reported GPA/SAT/ACT Graph Cal Poly San Luis Obispo Applicants Self-Reported GPA/SAT/ACT Graph.   Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Cal Poly San Luis Obispo. 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 Cal Poly San Luis Obispo, which accepts just under a third of applicants, is a selective state school. In the graph above, the blue and green dots represent accepted students. As the data shows, the majority of students who got into Cal Poly had at least a B average, an SAT score (ERWM) above 1100, and an ACT composite score of 22 or higher. Chances of admission improve as those numbers go up. Realize that in the middle of the graph theres a lot of red hidden behind the green and blue. Some students who have grades and scores that are on target for Cal Poly still get rejected. What makes the difference between an acceptance and a rejection? Unlike the  University of California System, the California State University admission process is not  holistic. Except for EOP (Educational Opportunity Program) students, applicants do  not  need to submit letters of recommendation or an application essay. Instead, admissions are  based primarily on GPA and test scores. Cal Poly wants to see strong grades in the most challenging classes available—Advanced Placement, IB, Honors, and dual enrollment classes— the more rigorous your high school record, the better. Students who have taken more science and math than Cal Poly requires have a better chance at admission. All admissions data has been sourced from the National Center for Education Statistics and Cal Poly San Luis Obispo Undergraduate Admissions Office.

Analysis Of Macarena Hernandez s Story About Juanita...

It was found that Blair committed plagiarism as well as fabrication virtually throughout most of his work at the Times. Macarena Hernandez wrote a story about Juanita Anguiano â€Å"a Texas woman whose enlisted son was the only American soldier still missing in action in Iraq† (101). Blair also wrote about the subject eight days later after Hernandez’s article was published, and his Los Fresnos’s story contained similar descriptions and several chunks that were completely similar to Hernandez’s story. Hernandez confirmed that Blair had copied her story, after Blair mistakenly thought that the subject of the interview did not speak English: â€Å"maybe the quotes were so similar because he got the daughter to translate and she probably just said the same thing. At that moment, I knew [said Hernandez]. Juanita Anguiano speaks English† (105). The lack of time that exists in a newsroom is one of the main factors why mistakes occur, even in the most pres tigious newspapers, mistakes happen. Although, â€Å"Globe reporters had warned their friends at the Times to be careful around Blair† (113), he just was not in anyone’s radar. Not being in anyone’s radar may be one of the causes why the paper published Blair’s Fresnos’s story without much scrutinize. Often times, editors deposit their trust on their writers, however, it is necessary to check for any signs for plagiarism or fabrication because history has proven that the people who seem the most reliable doing their job, end up around around a

Understanding and Supporting Behavior

Question: Discuss about the Understanding and Supporting Behavior. Answer: Introduction: The essay deal with the theory of Bulotsky-Shearer, Dominguez Bell, (2012) who stated: The evidence is unequivocal children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties. Mental health problems are common during the development of children and adolescents (Quay Hogan, 2013). A lack of mental wellbeing affects social interactions and hinders classroom learning. Effective classroom learning and high social connectedness are both critical to the success of students (Lin et al., 2016). In today's society, the challenging behavior in school children is a matter of grave concern for teachers. There is an intense research conducted in this area by the cognitive scientists to develop interventions for the children. The essay defines and discusses the behavior based on the theory mentioned above and explains the social construct theory related to the behavior. Bas ed on the quote, the essay identifies the behaviors displayed by the student in learning environment. Further, the long-term complications of such behavior are presented. The essay highlights the reason for these behaviors based on the ecological theory. According to cognitive scientists, some children have difficulty regulating their emotions, their tempers flair at small provocations, find it difficult to stay on a task, build positive relations or learn a new concept (Wahler et al., 2013). These are the characteristics of disruptive behavior according to (Barkley, 2014). It can be defined as an undesirable behaviour that occurs naturally in early years of life but is considered to be pathological when continues at a later age (Carbonneau et al., 2016). This behavior also partly relates to "Attention deficit hyperactivity disorder" (ADHD), mostly detected in school age children (Barkley, 2014). It is characterized by motor overactivity, poor ability to sustain mental efforts and attend to tasks and impulsiveness. In cognitive science, this refers to a quality of "self-regulation" (Ursache, Blair Raver, 2012). Emotional and behavioral self-regulation is the growing ability in children to control their feelings and behaviour. Behavi our is a socio-cultural construct, which refers to the creation or establishment of notion regarding an object or an event that is adopted by the inhabitants of that society (Burr, 2015). On behaviour, a social construct refers to behaviors that are considered normal or natural by the society. Behavior that does not meet the prescribed societal norms is considered pathology according to the social construction theory. Therefore, disruptive behavior is considered genuine by some proponents of the social construct theory of ADHD, despite its over-diagnosis in some culture (Hilton et al., 2016). According to a theory of Bulotsky-Shearer, Dominguez Bell, (2012) The evidence is unequivocal children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties. This theory explains the consequences of lack of self-regulation in learning environment. The external behavior displayed by students lacking self-regulation in learning environment includes fighting with peers, difficulty following adult's directions, tantrums, and throwing self on the ground (Ursache et al., 2012). The internal behaviors of these children include anxiety, worry, sad, withdrawal from the social situation, and getting easily upset which significantly affect the learning process. These children have been found to exhibit poor reading and math proficiency as mentioned by Carbonneau et al., (2016). They are also at greater risk for persistent disobedience in school. They are preoccupied with wor ries that make it difficult for them to pay attention. They fear to start or finish work, for it may turn incorrect, and they restrict themselves from participating in educational activities (Racz et al., 2016). If such behaviour is not addressed at an early stage, it may have serious long-term complications such as increased absenteeism, leaving school without qualifications, mental health problems at adulthood, unemployment, family and relationships problems and loss of social connectedness (Wahler et al., 2013). Various studies have examined the issues of the child disruptive behavior and identified its causes. In this essay, the ecological theory is used to formulate the reasons for the behaviors mentioned in the theory of Bulotsky-Shearer, Dominguez Bell, (2012). American psychologist Uri Bronfenbrenner expounded ecological theory in his paper Toward an Experimental Ecology of Human Development (1977). According to the theory, the behaviour and development in children are the outcomes of the interaction between the child and the environment. The environment is divided in to four different systems. Microsystem is the first system, an immediate setting in which a child survives that is school, home, parents and the various interactions occurring in it. The second system is named mesosystem, where a child interacts with the immediate and other settings. For example, the relationship between children, parents, and school. The third system is wider than the previous two systems and is called as exosystem, which refers to a setting that influences a child indirectly, for example, parent's work place. The last one is macrosystem, which refers to all the above systems including culture, lifestyle, and values. Based on this four systems, the reasons for the behaviour discussed in the essay include poor parenting, peer pressure, poor teaching, poverty, teachers negative attitude towards students, and poor classroom facilities (Racz et al., 2016). According to Wahler et al., (2013) lack of love and affection at home, parental divorce, physical abuse in the home, may cause negative consequences. Therefore, a child may have failed to learn about the socially acceptable behaviors, resulting in-fighting and arguments with peers in class. They may seek attention by being disruptive in class. Misbehaviour in children also results due to the upbringing in a violent environment. Poor teaching at school may not generate interest in learning lessons. Harsh disciplinary measures at school such as physical punishment for doing something wrong may provoke children to rebel against a teache r by avoiding and disturbing the class. Frequent change of subject teacher, repetition in the same class may cause a student to turn disruptive. Other factors include personal loss or trauma due to family breakdown and lack of playful environment at school that may have hampered psychological well-being of a child. Chacko et al., (2015) described that disruptive behavioral problems in children are preventable and treatable. Detection and intervention of behavioral disorders in early life are beneficial in improving mental resilience. The mental health interventions must address the needs of the children and provide support to enhance student's ability to control emotions, attention, and other cognitive processes. It will eventually lead to academic and social success. The academic achievement associated with self-regulation continues into the elementary school and middle school.As per Ursache, Blair, Raver, (2012), the ability of self-regulation at emotional and behavioural level have intuitive usefulness and variety of positive outcomes in schooling. A child with good self-regulation has lower absenteeism in school, is physically healthy, demonstrate age appropriate functioning at a social and emotional level and have the positive attitude towards learning. Higher the childs ability to self-r egulate his/her behaviour, healthier is the relationship with friends and others (Duckworth Carlson, 2013). Disruptive children can benefit from tailored classroom interventions. It may include a provision of a class environment with teachers effective in addressing childs needs and challenges, use of various methods of teaching to sustain students motivation and morale (Ursache, Blair Raver, 2012). Schools should teach skills for solving social problems for an extended period. These skills may help resolve interpersonal conflicts, resist peer pressure, enhance thinking and provide more opportunities to learn in school. Parents and teachers should attend counseling sessions to learn about differences in children and support them as per their individual temperaments. Schools should incorporate the factor of play for behavioural engagement and positive academic development. The study executed by Racz et al., (2016) demonstrated that the quality of teacher and child relationship plays a crucial role in childrens behaviour. It helps make the classrooms more conducive to learning thus, benefit ing both teachers and students. Parents should deliver more warmth and compassion to meet their childs basic needs and help them in self-regulating behaviour by effective communication (Schmitt et al., 2015). Conclusively, disruptive behaviour in children accelerates learning difficulties in school and diminishes social connectedness. If such behaviour is not addressed at an early stage, it may have serious long-term complications such as leaving school without qualifications, mental health problems at adulthood, unemployment, family, and relationships problems and loss of social connectedness. Therefore, self-regulation is a major task for a young child. It is essential for children to learn self-regulation skills to focus attention, control emotions and manage behaviour. Effective teacher-child relationship is critical in childrens behaviour. Parents should be the role model for their children in adapting socially accepting behaviors. The mental health interventions must address the needs of the children and provide support to enhance student's ability to control emotions, attention, and other cognitive processes. It will eventually lead to academic and social success. A child with good self-regulation has lower absenteeism in school, are physically healthy, demonstrate age appropriate functioning at a social and emotional level and have the positive attitude towards learning. It will eventually lead to academic and social success. References Barkley, R. A. (Ed.). (2014).Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications. Bulotsky-Shearer, R. J., Dominguez, X., Bell, E. R. (2012). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child-and classroom-level influences.Journal of Educational Psychology,104(2), 421. Burr, V. (2015).Social constructionism. Routledge. Carbonneau, R., Boivin, M., Brendgen, M., Nagin, D., Tremblay, R. E. (2016). Comorbid development of disruptive behaviors from age 1 to 5 years in a population birth-cohort and association with school adjustment in first grade.Journal of abnormal child psychology,44(4), 677-690. Chacko, A., Gopalan, G., Franco, L., Dean-Assael, K., Jackson, J., Marcus, S., ... McKay, M. (2015). Multiple Family Group Service Model for Children With Disruptive Behavior Disorders Child Outcomes at Post-Treatment.Journal of emotional and behavioral disorders,23(2), 67-77. Duckworth, A. L., Carlson, S. M. (2013). Self-regulation and school success.Self-regulation and autonomy: Social and developmental dimensions of human conduct,40, 208. Hilton, D. C., Jarrett, M. A., McDonald, K. L., Ollendick, T. H. (2016). Attention Problems as a Mediator of the Relation between Executive Function and Social Problems in a Child and Adolescent Outpatient Sample.Journal of Abnormal Child Psychology, 1-12. Lin, T. J., Justice, L. M., Paul, N., Mashburn, A. J. (2016). Peer interaction in rural preschool classrooms: Contributions of childrens learning-related behaviors, language and literacy skills, and problem behaviors.Early Childhood Research Quarterly,37, 106-117. Quay, H. C., Hogan, A. E. (Eds.). (2013).Handbook of disruptive behavior disorders. Springer Science Business Media. Racz, S. J., OBrennan, L. M., Bradshaw, C. P., Leaf, P. J. (2016). The Influence of Family and Teacher Factors on Early Disruptive School Behaviors A Latent Profile Transition Analysis.Journal of Emotional and Behavioral Disorders,24(2), 67-81. Schmitt, S. A., McClelland, M. M., Tominey, S. L., Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention.Early Childhood Research Quarterly,30, 20-31. Ursache, A., Blair, C., Raver, C. C. (2012). The promotion of self?regulation as a means of enhancing school readiness and early achievement in children at risk for school failure.Child Development Perspectives,6(2), 122-128. Wahler, R. G., House, A. E., Stambaugh, E. E. (2013).Ecological Assessment of Child Problem Behavior: A Clinical Package for Home, School, and Institutional Settings: Pergamon General Psychology Series(Vol. 58). Elsevier.

The Paradox of Instant Communication free essay sample

Glenda Barrientos Technology, Society, and Culture HUMN432 Instructor:  Joey McDonald 8/1/11 The Paradox of Instant Communication The way we communication has evolved over the centuries, from flying pageants, to Morse code, telephone, to cellphone, instant messaging (IM) to video chat. We have all these different forms to communicate now a day that it’s hard to keep track of all of them. Like you try emailing someone, they facebook you, you IM them and then they text you so you call them. You use so many different types of tools to communicate that instead of them being instant they take longer and in the process a bit confusing it makes you miss when you just had one telephone with one record machine and one tape to listen to your voicemails instead of having to check all these other forms of technology. However it’s important as with all electronic communication, that people should evaluate the pros and cons when they decide how to effectively use instant communication in their lives. We will write a custom essay sample on The Paradox of Instant Communication or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though there is no arguing that technology now a day is at its best and still progressing that a few challenges arise when people get so absorbed in their own personal life. For example someone at work is texting, emailing, IM’ing with friends or family it cuts into work time and over all affect the efficiency of the company and their job. But at the same time these tools could be used to acquire information, additional material, or approval to expend resources by communicating via IMing, Email, telephone call or even text. These sources of communication can make things efficient but also very inefficient if people keep procrastinating or using them in inappropriate times. It’s important for people to know when they are allowed to use these technologies especially in the work force. A lot of people find it easier to just communicate via chat or video chat in both professional and leisure times. IM allows you to chat in real time to other people who have an IM client. But as it is immediate, you have no time to reflect on the message you are sending. For example â€Å"instant messenger services allow people to communicate instantaneously despite their geographical location. However, each person has to be online and signed into the instant messenger to communicate† (D, Stephanie). It’s also a lot easier to share files especially for people that are trying to make deals or are doing presentations for a job to another company. â€Å"However, sharing files also exposes users to potential viruses, spyware and other computer malware that could negatively affect your computer and your network† (D, Stephanie). Another issue that is arising with instant communication is in how people are spelling. I think this is happening because of how much people text since the keyboards on cellphone are small. They start creating shortcuts, which is fine for personal use, but very unprofessional when you writing a letter to a client or your boss. It makes their grammar skills look poor, lazy, and unprofessional. Emails are another form of instant communication now a day. Sending an email to someone is very easy it doesn’t take a genius to send one. But both the person and you have to have to have an email address and access to a computer or device that can access the internet. Though emails are received fast that doesnt necessarily mean you will receive a quick respond from the other person because they might not be logged in at the time. Also people waste company time at work by sending emails to friends instead of working. Instant communication isn’t really as instant as people might think it’s a lot easier to call a person or to meet up with the person. Then to have a misunderstanding on a message that could affect a lot more than a person would think. It might seem easier or faster but it involves a lot more then what I thought it would. But that doesn’t necessarily mean people will stop using it because it’s a lot easier to video chat with someone far away then to have to fly out to see them. And it’s a lot quicker to text a friend for something then to actually have to talk to them and drag on a conversation. Resources: 1. D, Stephanie. Instant Messenger Pros Cons | EHow. com. EHow | How to Videos, Articles More Trusted Advice for the Curious Life | EHow. com. Web. 02 Aug. 2011. http://www. ehow. com/list_6385160_instant-messenger-pros-cons. html.