Freshman Application Changes Part III - UGA Undergraduate Admissions

Freshman Application Changes Part III - UGA Undergraduate Admissions Freshman Application Changes Part III In reviewing the UGA admissions process and the information that we ask for on the application, we started looking at Part I and Part II of the application more closely. While the separation into two parts has worked well for UGA (and for the applicants), we want to make sure we have enough information from students during certain time periods in the admissions process. For instance, during the Early Action period, our focus is primarily on an applicants academic areas (grades, rigor of classes, test scores, etc.), but occasionally we need to look at the entire applicant. In addition, UGA is starting to expand our process of reviewing files for scholarship to include more review of an applicants extra-curricular activities. As such, we will be shifting a section of Part II of the application to Part I. We will be moving the Leadership and Activity Record section to part I, which includes a students school and community activities, athletics, honors and awards, work experience and summer activities. Part II will be primarily the four short essays, as well as a small section for any updated information for deferred students. This will not change the way we review EA or RD applicants, but it gives us more information if needed, and will eliminate the issue of EA students wanting to send in a resume. I repeat, this will not change the way we review EA or RD applicants. We also hope that this will make life a little easier for deferred EA applicants, as it will give you more time to focus on just the short essays, and will be quicker for you to complete part II now.

What is borderline personality disorder Essay - 1955 Words

According to the DSM-IV(2000), Borderline Personality Disorder is a pervasive pattern of instability of interpersonal relationships, self-image, and affects, and marked impulsivity beginning by early adulthood and present in a variety of contexts, as indicated by five (or more) of the following: 1. Frantic efforts to avoid real or imagined abandonment. 2. A pattern of unstable and intense interpersonal relationships characterized by alternating between extremes of idealization and devaluation 3. Identity disturbance: markedly and persistently unstable self-image or sense of self 4. Impulsivity in at least two areas that are potentially self-damaging (e.g., spending, sex, substance abuse, reckless driving, binge eating) 5. Recurrent†¦show more content†¦Similarly, their self-image can change rapidly from extremely positive to extremely negative. Impulsive behaviors are typical among persons with borderline personality disorder, including alcohol or drug abuse, unsafe sex, ga mbling, and reckless disregard for personal safety. Self-destructive acts such as cutting and burning themselves as well as repeated suicidal threats and behaviors are common. These reactions are often out of proportion to the objective situation. Persons with borderline personality disorder may show powerful expressions of anger, panic, and despair followed by terrible feelings of self-recrimination and guilt. Such emotions are often superimposed on ongoing feelings of emptiness and loneliness (American psychiatric association, Consumer Family Information 2001). As a result, borderline personality disorder (BPD) is considered heterogeneous syndrome manifested by a vulnerability to affective instability, cognitive-perceptual distortions, and behavioral dyscontrol in the context of a chronically unstable interpersonal style. At times of interpersonal stress, patients with BPD often present an acute symptom picture characterized by (1) affective states, such as depression, anger, and hostility, (2) cognitive and perceptual distortions, chiefly schizotypal symptoms such as referential thinking, paranoid ideation, illusions, and dissociation, and (3) impulsive-aggressiveShow MoreRelatedBorderline Personality Disorder And Mental Health Disorder1726 Words   |  7 PagesBorderline Personality Disorder â€Å"What does borderline personality mean, anyhow? It appears to be a way station between neurosis and psychosis: a fractured but not disassembled psyche. Though to quote my post-Melvin psychiatrist: It s what they call people whose lifestyles bother them,† (Kaysen, 2014). Borderline personality disorder is a very serious mental health disorder and it has been around for many years. It is, like the quote says above, people whose lifestyles bother them. They don’t haveRead MorePsychology : Borderline Personality Disorder1323 Words   |  6 PagesRunning head: Borderline Personality Disorder The Study of Borderline Personality Disorder Olivia Wright Blue Ridge Community College Abstract Borderline personality disorder (BPD) falls into cluster b category which is characterized as dramatic, emotional, or erratic disorders. People with borderline personality disorder are characterized by their volatile and unstable relationships; they tend to have persistent problems in early adulthood, with frequent hospitalization, unstable personalRead MoreBorderline Personality Disorder ( Borderline )1749 Words   |  7 Pages Borderline Personality Disorder Could you picture yourself being brought face to face with an individual who has a personality similar to a mine field? In other words where or when he/she will explode is never known. This type of personality disorder is called borderline personality disorder. Borderline Personality Disorder is one of the most scariest and hidden disorders that have baffled our society as well as many health professionals for many years. The DSM IV defines borderline personalityRead MoreBorderline Personality Disorder : Psychological Disorder1333 Words   |  6 Pages Borderline Personality Disorder Kelsea P Porter Psychology Mrs. Kline 22 November 2015 Borderline Personality Disorder When instructed to write a 3-5 page paper over a psychological disorder I wondered to myself what disorder could I do to interest me enough to take so much time to look into. What one disorder would I have to force myself to research and write about that would not be completely painful? This is when I decided to write my paper over the Borderline Personality Disorder, the disorderRead MoreBorderline Personality Disorder Essay1142 Words   |  5 PagesBorderline Personality Disorder Borderline Personality Disorder is a pattern of instable moods, relationships, and a sense of identity. The Borderline Personality Disorder is usually found in the Axis I of the DSM-IV, it is can be qualified as a mood disorder because of the disturbance in mood and most Borderlines tend to have substance abuse problems, which is also found in Axis I. But Borderline Personality Disorder can also be categorized in the Axis II, because it is a personality disorderRead MoreBorderline Personality Disorder ( Borderline )1361 Words   |  6 Pages Borderline Personality Disorder is named borderline personality disorder because at one point in history they considered this disorder to be on the â€Å"borderline† between neurosis and psychosis. Borderline personality disorder is a severe mental disorder that impacts an individual’s behavior, relationships, and mood. The disorder usually begins during adolescence or young adulthood. People with BPD have a tendency of rapid change in attitude or feelings toward others because they cannot regulateRead MoreDiagnosis and Treatment of Borderline Personality Disorders Essay1197 Words   |  5 Pagesdiagnostic process for personality disorders currently covers a broad scope of various tests and symptoms, causing a source of frustration for psychiatrists (Aldhous). The symptoms and side effects of several personality disorders can tend to blur together, making diagnosis challenging (Aldhous). Most psychiatric patients are diagnosed with several personality disorders at onc e, with twenty percent of people with personality disorders simply diagnosed with a â€Å"personality disorder not otherwise specified†Read MoreBorderline Personality Disorder ( Bipolar Disorder )1653 Words   |  7 PagesIV four types of psychopathology describe Borderline Personality Disorder: affective disturbance, impulsivity, cognitive problems, and intense unstable relationships. Before diagnosis, Doctors must establish that patterns of affective instability, impulsivity, and unstable relationships have been consistent over time. Therefore, obtaining the patient’s detailed history is crucial. Many of the same features can be found in patients with Bipolar Disorder. Dysphorias, hyperactivity, impulsivity, andRead MoreBorderline Personality Disorder And Mental Disorders844 Words   |  4 PagesAs stated previously, Borderline Personality Disorder is misdiagnosed for possible several reasons. One reason co-occurrence, individuals may come into the therapist office complaining about depression, and not bring up the signs that are associated with Borderline Personality Disorder. Therapists are unaware and only treats the signs of other mental disorders. The common misdiagnosis symptoms are seen in bipolar, antisocial and substance abuse. According to SAMSHA, early detections and interventionsRead MoreBorderline Personality Disorder ( Borderline )1274 Words   |  6 PagesPaper: Borderline Personality Disorder Borderline personality disorder is a serious mental illness that directly affects one’s behavior, moods, and relationships/socialization skills. Borderline personality disorder often is associated with co-occurring disorders like depression, suicidal behaviors, anxiety, abuse of drugs and alcohol, as well as eating disorders. The behavior of a person diagnosed with borderline is also described to erratic and impulsive. The cause of borderline personality disorder

Analysis Of Graduation Day By Maya Angelou - 728 Words

Are encouraging words the uniting force when fighting injustice? In â€Å"Graduation Day,† Maya Angelou addresses how encouraging words affected the injustice she faced as a child. Angelou informs her audience about the influence encouraging words had on her and the people in her community. These uplifting words united her community in a time of overwhelming bias. Encouraging words unite oppressed people to fight injustice. Spiritual words unite communities to fight injustice and practice in good works. First, Angelou’s minister spoke encouraging words to the community the Sunday before Graduation about the trials they will face. The minister not only spoke to the graduates but also anyone fighting injustice. The minister exhorted, â€Å"‘Let your†¦show more content†¦Angelou’s encounter with her brother speaks volumes to the character he has. Not only did his words encourage, but his actions did as well. Her brother’s calming demeanor help ed unite his family in such an important and crucial time in Angelou’s life. Angelou’s mother then helped her by comforting her physically and emotionally. Angelou explains her mother’s compassion, â€Å"†¦if Momma hadn’t reached for my hand I would have drifted back to Bailey and Uncle Willie, and possibly beyond. She made a few slow jokes about my feet getting cold, and tugged me along to the now-strange building† (Angelou, 2014, p. 184). Angelou’s mother assures her that she can do this and encourages her to keep going. These moments with her family positively changed her. Although the actions did encourage Angelou, the words made a larger impact. The demeanor and eloquence in which Angelou’s mother and brother spoke kept her calm and united her with the rest of her family. This validates that words from family members have an enormous effect on people. Empowering words instill an overwhelming sense of pride. Finally, Angelouà ¢â‚¬â„¢s classmate Henry Reed unifies the community with his encouraging words. Reed’s speech is entitled â€Å"To Be or Not to Be† and completely changes the tone set by the earlier speaker, Donleavy. â€Å"His voice rose on tides of promise and fell on waves of warnings. The English teacher had helped him to create a sermon winging through Hamlet’s soliloquy† (Angelou, 2014, p. 187). Reed’sShow MoreRelatedMaya Angelou Response Essay717 Words   |  3 Pageshistory since colonial times. In her essay â€Å"Graduation,† Maya Angelou recollects the experience of her eighth grade graduation in the 1930s to examine the personal growth of humans caught in the adversity of racial discrimination. Through narrative structure, selection of detail, and use of imagery, Angelou encourages young blacks to follow their ambitions with pride, despite what the â€Å"white man† thinks of them. Through her narrative structure, Angelou aspires for young black students to maintainRead MoreI Know Why the Caged Bird Sings - Maya Angelou6502 Words   |  27 PagesAnalysis: Chapters 1–5 The lines from the poem Maya cannot finish, â€Å"What are you looking at me for? I didn’t come to stay . . .† capture two of the most significant issues she struggles with in her childhood and young adulthood: feeling ugly and awkward and never feeling attached to one place. First, Maya imagines that though people judge her unfairly by her awkward looks, they will be surprised one day when her true self emerges. At the time, she hopes that she will emerge as if in a fairy-taleRead MoreThe Honor Roll Award : The Outstanding Achievement Award1673 Words   |  7 Pagesabout impressing others. Now that I had to choose my potential career path, I had absolutely no idea where to begin. I ended up seeking help from the one person I’d least expect. My mother. My mom has never attempted to go to college. Back in her day you could secure a decent paying job with very little schooling. You just had to know the right people. My mother has worked as a Registered Nurse at the Laurel’s Nursing Home for the past 35 years but hasn’t ever taken a college credit course. SheRead MoreThe Theory Of The Contingency Theory Essay1878 Words   |  8 Pagesto take on the challenges and the opportunities that await. I had a choice to walk away, or to apply the â€Å"No Matter What Theory.† A true leader will adapt to any circumstances, to rise to the top as a transformational leader. In the words of Maya Angelou, â€Å"I will rise.† Marist Creates â€Å"No Matter What† Leaders Prior to starting Marist, my leadership skills were not developed. With the cognitive tools that Marist is providing me with, I am now on my way to becoming a transformational

Tourism in India Free Essays

string(131) " industry also witnessed an increase in the number of hotel rooms with a growth of 5 per cent during the last three to four years\." www. Yesbank. in The Travel and Hospitality Industry India’s travel, tourism and hospitality industry is one of the fastest growing service industries in the country thanks to a burgeoning middle class, increasing purchasing power, a rising inflow of foreign tourists, and successful government campaigns promoting ‘Incredible India’. We will write a custom essay sample on Tourism in India or any similar topic only for you Order Now In 2011 alone, travel and tourism contributed to 6. 4% of the GDP, and is forecast to rise by 7. 3% in 2012. In terms of employment, travel and tourism directly supported 24,975,000 jobs (5% of employment) in 2011, and is expected to rise by 3% in 2012. Also read: Importance of Advertising in Tourism Industry Foreign Exchange Earnings (FEE) from tourism in 2011 were $16,564 million with a growth of 16. 7% over 2010. 14 Clearly, India is fast becoming a popular tourist destination world over. Between April 2000 and December 2011, the hotel and tourism sector generated a total of $3,195. 70 billion in Foreign Direct Investment (FDI). 15In 2011 alone, the country welcomed 6. 29 million foreign tourists, compared to 5. 78 million in 2010. 16By 2022, international tourist arrivals are forecast to total 11,276,000, generating an expenditure of `1,382. 6 billion. 7 In 2010-11, the travel and hospitality industry faced the challenge of a significant decline in corporate travel due to serious cost cutting by global corporate houses, as well as the fear of terrorism, and a lack of a sense of safety post the 2008 Mumbai terror attacks. However, the hospitality sector has shown resilience, improving its security management and performance. With the growth of budget hotels along with low cost airlines , online travel bookings, and group travel, SMEs in the travel and tourism sector have shown rapid progress. They have been targeting niche markets specializing in corporate travel, leisure travel, and even hitherto unheard services like wedding travel and planning. â€Å"IATA statistics show that today, maximum business is generated in Asia. Asia and particularly India now have a major role to play in shaping this sector while also enjoying maximum share. However, with more disposable income, Indians prefer to travel overseas rather than within the country. We have over 14 million Indians traveling overseas, but the figure for inbound tourism stands at a dismal 6 million – this can definitely increase if we begin to seriously promote India as a destination to be explored and discovered. †, says Vivek Dadhich, Managing Director of Noida-based Bluemoon Travels, a new age travel company offering leisure travel and MICE – travel planning services for Meetings, Incentives, Conventions, and Exhibitions. As per an analysis done by retail consultancy Technopak, at the end of 2010 the Indian hotel industry’s worth was estimated around US$ 17 billion. The share of hotel and restaurant sector in the overall economy is still below 2 per cent. For the last five years the total contribution of the hospitality sector has remained stagnant. Although the overall share increased from 1. 46 per cent in 2004-05 to 1. 69 per cent in 2007-08, but then after the phase of economic meltdown in US the total share again decreased to 1. 45 per cent in 2009-10. India ranks in the 153rd position spending 0. 9% for tourism. The hotel and tourism industry’s contribution to the Indian economy by way of foreign direct investments (FDI) inflows were pegged at US$ 2. 5 billion from April 2000 to February 2011, according to the Department of Industrial Policy and Promotion (DIPP). As per an analysis done by retail consultancy Technopak, at the end of 2010 the Indian hotel industry’s worth was estimated around US$ 17 billion. The share of hotel and restaurant sector in the overall economy is still below 2 per cent. For the last five years the t otal contribution of the hospitality sector has remained stagnant. Although the overall share increased from 1. 46 per cent in 2004-05 to 1. 69 per cent in 2007-08, but then after the phase of economic meltdown in US the total share again decreased to 1. 5 per cent in 2009-10. India ranks in the 153rd position spending 0. 9% for tourism. The hotel and tourism industry’s contribution to the Indian economy by way of foreign direct investments (FDI) inflows were pegged at US$ 2. 35 billion from April 2000 to February 2011, according to the Department of Industrial Policy and Promotion (DIPP). www. oifc. com overseas Indian facilitation center According to the Tourism Satellite Accounting (TSA) research, released by World Travel and Tourism Council (WTTC) and its strategic partner Oxford Economics in 2011: * The direct contribution of Travel ;Tourism to GDP is expected to be INR 1,570. billion (US$ 35. 4 billion) (1. 9 per cent of total GDP) in 2011, rising by 8. 1 per cent per a nnum (pa) to INR 3,414. 8 billion (US$ 77. 0 billion*) (2. 0 per cent) in 2021 * The total contribution of Travel ;Tourism to GDP, including its wider economic impacts, is forecast to rise by 8. 8 per cent pa from INR 3,680. 4 billion (US$ 83. 0 billion) (4. 5 per cent of GDP) in 2011 to INR 8,523. 1 billion (US$ 191. 2 billion*) (4. 9 per cent) by 2021. Total Contribution of Travel ; Tourism to GDP Source: World Travel ; Tourism Council The TSA research also states that the sector is expected to support directly 24,931,000 jobs (5. 0 per cent of total employment) in 2011, rising by 2. 0 per cent pa to 30,439,000 jobs (5. 2 per cent) by 2021. Hotel Industry Due to increasing number of foreign tourist arrivals, together with the growth of domestic tourism in the country, the hotel industry is also witnessing continued momentum. The Indian Hospitality industry contributes around 2. 2 per cent of India’s GDP. The industry is expected to reach INR 230 billion (US$ 5. 2 billion*) by 2015, growing at a robust CAGR of 12. per cent. India will be investing around INR 448 billion (US$ 10. 1 billion*) in the hospitality industry in the next five years, according to a report ‘The Indian Hotel Industry Report – 2011 Edition’ by CYGNUS Business Consulting ; Research Firm. The industry also witnessed an increase in the number of hotel rooms with a growth of 5 per cent during the last three to four years. You read "Tourism in India" in category "Essay examples" In the next two years, a total investment of US$ 12. 2 billion (INR 545. 2 billion*) is expected that will add over 20 new international brands in the hospitality sector. Rise of budget hotels in the country, like Ginger Hotels, Lemon Tree, Sarovar Hotels, Fortune Hotels, Ibis and Choice Hotels clearly suggest a huge growth potential in the sector. The Growth Path Foreign tourist arrivals in the country have increased substantially during the past decade motivated by both, business and leisure needs and are further expected to grow at a compound annual growth rate (CAGR) of around 8 per cent during 2010-2014, as per a research report ‘Indian Tourism Industry Analysis’ by research firm RNCOS. In fact, the Tourism sector enjoyed strong growth during 2010, as indicated in the data released by the Ministry of Tourism in January 2011. As per the data, in 2010, the country experienced a strong rebound in the Tourism industry. Foreign Tourist Arrivals (FTAs) * FTAs in India during 2010 were 5. 58 million with a growth rate of 8. 1 per cent as compared to the FTAs of 5. 17 million and growth rate of (-)2. 2 per cent during 2009. * The 8. 1 per cent growth rate in FTAs for 2010 over 2009 for India is much better than UNWTO’s projected growth rate of 5 per cent to 6 per cent for the world during the same period. FTAs during the month of June 2011, was 3. 96 lakh as compared to FTAs of 3. 70 lakh during the month of June 2010 and 3. 52 lakh in June 2009. There has been a growth of 7. 2 per cent in June 2011 over June 2010 as compared to a growth of 4. 9 per cent registered in June 2010 over June 2009. FTAs during the period January-June 2011 were 29. 19 lakh with a growth of 10. 9 per cent, as compared to the FTAs of 26. 32 lakh with a growth of 8. 9 per cent during January-June 2010 over the corresponding period of 2009. * FEE from Tourism in INR terms during 2010 were INR 648. billion as compared to INR 549. 6 billion during 2009 and INR 507. 3 billion during 2008. FEE from tourism in US$ terms during 2010 were US$ 14. 2 billion as compared to US$ 11. 4 billion during 2009 and US$ 11. 7 billion during 2008. * The growth rate in FEE in INR terms during 2010 was 18. 1 per cent as compared to the growth rate of 8. 3 per cent in 2009 over 2008. Therefore, the growth rate observed in 2010 over 2009 was substantially high. The growth rate in FEE in US$ terms during 2010 was 24. 6 per cent as compared to a decline of 3 per cent in 2009 over 2008. Therefore, in US$ terms, also growth rate observed in 2010 was positive and substantially high. * FEE in INR terms during the month of June 2011 were INR 54. 4 billion as compared to INR 47. 5 billion in June 2010 and INR 38. 0 billion in June 2009. FEE in US$ terms during the month of June 2011 were US$ 1. 2 billion as compared to FEE of US$ 1. 0 billion during the month of June 2010 and US$ 0. 7 billion in June 2009. * The growth rate in FEE in INR terms in June 2011 over June 2010 was 14. 5 per cent as compared to 25. 0 per cent in June 2010 over June 2009. The growth rate in FEE in US$ terms in June 2011 over June 2010 was 18. 9 per cent as compared to the growth of 28. 1 per cent in June 2010 over June 2009. * FEE from Tourism in INR terms during January-June 2011 were INR 351. 6 billion with a growth of 12. 1 per cent, as compared to the FEE of INR 313. 7 billion with a growth of 27. 1 per cent during January-June 2010 over the corresponding period of 2009. * FEE from Tourism in terms of US$ during January-June 2011 were US$ 7. 8 billion with a growth of 14. 2 per cent, as compared to US$ 6. billion with a growth of 36. 6 per cent during January-June 2010 over the corresponding period of 2009. Visitor exports are a key component of the direct contribution of the sector. According to the TSA research, India is expected to attract 6,179,000 international tourist (overnight visitor) arrivals in 2011, generating INR 678. 6 billion (US$ 15. 3 billion) in visitor exports (foreign visitor spending, including spending on transportation). By 2021, international tourist arrivals are forecast to total 11,149,000, an increase of 6. per cent pa generating expenditure of INR 1,344. 7 billion (US$ 30. 3 billion*). Visitor Exports and International Tourist Arrivals Hospitalityindia. com Tourism in India is the largest service industry, with a contribution of 6. 23% to the national GDP and 8. 78% of the total employment in India. Indiabiz. com According to Economic Survey of 2010-11 the average annual growth rate of hotel and restaurant sector has been 8. 8 per cent for the period during 2005-06 and 2009–10. However, last two years have not been quite pleasant for the sector as growth faltered badly. Till five years ago, the sector was registering a growth of around 15 per cent but slowdown in the economy has affected the growth prospects of the sector badly and the growth rate has dropped into single digit level. The sector registered negative growth (-3. 41 per cent) in 2008–09 over the year 2007–08, which was due to the adverse global economic conditions in this year. But, the sector is back in the positive growth territory and clocked a growth of 2. 2 per cent in 2009-10. Annual growth rate (in per cent) Year|   2005-06|   2006-07|   2007-08|   2008-09|   2009-10| Hotels ; Restaurants| 17. | 14. 4| 13. 1| -3. 1| 2. 2| Source: Economic Survey 2010-11 Growth Prospects Healthy economic growth recorded in past few years, especially in the services industry, has led to increase in business travel. Higher disposable income and affordability have increased domestic leisure travel in India. Foreign tourist arrivals in India have also grown. The industryâ€℠¢s performance was hit in 2009 due to the global economic slowdown, terror attacks in Mumbai (November 2008) and H1N1 virus. However, the industry has shown signs of recovery in the first half of 2010. This is a clear indicator that the long-term prospects for the Indian travel and tourism industry are bright. India is expected to witness increased tourist activity both in the business and leisure segments in the coming years. International inbound traffic is expected to grow rapidly with increasing investment and trade activity. India has been identified as one of the fastest-growing countries in terms of tourism demand. The travel and tourism demand is expected to reach US$ 266. 1 bn (` 14,601. 7 bn) by 2019. During 2004–2009 travel and tourism demand in India increased at a compound annual growth rate (CAGR) of 16. % to US$ 91. 7 bn (` 4,412. 7 bn) and foreign exchange earnings from tourism increased ~13% to US$ 11. 39 bn. Some prominent players : Sahara group, viceroy hotels,Carlson, UAE based Istithmar hotel, Netherlands based Golden Tulip Hospitality group, IRCTC, Leela Palace and resorts, DLF Universal Major players: Indian Hotels Company Limited (the Taj group) EIH L imited (the Oberoi group) ITC Hotels Limited Indian Tourism Development Corporation Small chains: Hotel Leela Venture Asian Hotels (Hyatt International Corporation) Bharat Hotels Public Sector Chain: ITDC and HCI Govt initiatives: Incredible India Atithie devo bhava Porter’s five forces: Threat of substitute goods: Presence of many hotels around the corner Hotels have varying price ranges and amenities and it is difficult to predict customer’s choice of choosing a hotel. The internet makes the overall market more efficient while expanding the size of the potential market and creating new substitution threats. Another hotel chain may erode your customer base with a newly formulated internet approach or marketing campaign. Bargaining Power of Buyers: Business persons choosing a hotel are tech savvy and find it easy to search for cheaper hotels in internet and book them. This eliminates middle men and intermediaries which in turn increases the bargaining power. The cost of switching is very low, which is again a high bargaining power on the side of buyers. This industry has numerous customers who are  relatively very small in size. Loss of  a single customer has little impact on a hotel company and this drives down the buyers  bargaining power. Rivalry among existing competitors The rivalry among competitors in the hotel industry is fierce. When potential customers can learn about a hotel on line, the internet reduces the differences among competitors. People tend to seek the best price for the best experience and the tendency is to reduce price to be competitive. The internet covers wide geographical areas so the market is widened increasing the number of competitors. Barriers to entry: Initial investment cost is very high. A vital barrier would be differentiation. A hotel that can differential itself by location, by service, amenities or some other quality has the potential to attract and keep its clients. Another barrier to entry would be expertise. Unfortunately, in a mobile society employees frequently leave one hotel chain to work in another and they take that expertise in terms of training or of experience with them. It is in the areas of expertise and of differentiation that a hotel can make the greatest impact on its client and thereby on its bottom line. Economies of scale are also a huge factor in this industry. Profitability of hotel chains is  drastically higher  than individual operations. A new entrant cannot  compete with established players in terms or quality and price  if they cannot establish significant economies of scale. High exit barriers because of the specialized assets. Bargaining power of suppliers: Two key suppliers for hotel industry are labour and real estate. The number of suppliers for  the Hotel industry is quite large and each supplier  is very small in size compared to the leading players in the industry. These few  powerful players are indispensible to the suppliers. Substitutability of the suppliers is also quite feasible and inexpensive. Switching between real estate agents is not going to affect  a particular Hotel company significantly. However in terms of quality, training centers for employees and ICT  manufacturers who provide IT systems that for property management are relatively more difficult to replace. Therefore in terms of  substitute suppliers industry attractiveness is  moderately high. Industry’s threat of backward integration is pretty high since large hotel chains like ITC or IHCL  would have no qualms expanding into the real estate  business or developing employee training facilities in-house. Technology: Innovative designs, technological advancements and next generation interior concepts are keys to maintaining the Indian hospitality industry’s success and to attract the next generation of customers. The concept, design, plan, materials, technology each aspect used in a hotel, restaurant or any property is ever changing and breaths technology for advancement and recognition. The brand loyalty increases with the concept and luxury of the hotel, no more with names. Technology plays a vital role in helping hotels expand and provide great services to the next generation of travellers. Availability enquiries, travel arrangements, local transport, gate entry, reception desks, elevators, room, in-room features and everything travellers see and touch hotel are enhanced with the right technology and concept. To harness India’s tourism potential, several efforts are being taken for opening new destinations and exploring niche segments. However, infrastructure facilities such as air, rail, road connectivity, and hospitality services at these destinations and the connecting cities are inadequate. This remains a major hurdle for development of tourism. Roadways form a vital network in the tourist industry with almost 70% tourists in India travelling by road. Moreover, many tourist circuits depend on roads. Despite numerous efforts to improve road infrastructure, connectivity remains a major problem. There is a greater need for strengthened road and rail network, development of more expressways, and tourist-specific routes to improve connectivity to various locations across different regions. Aviation infrastructure is also critical since it is a major mode of entry for inbound tourism. Passenger traffic is expected to increase in the coming years; however infrastructure facilities at airports are cause for concern. Expansion and development of airports at major gateway cities is underway to cater to the increasing passenger traffic. However, in addition, airport facilities at important secondary cities and tourist destinations also need to be improved to be able to handle greater passenger traffic. How to cite Tourism in India, Essay examples

Juvenile Delinquency Theories Essay Example

Juvenile Delinquency Theories Essay Through an understanding of causes of juvenile delinquency society may come to deal preventively with delinquency; certainly treatment of the offender needs to be based upon an understanding of the causal mechanisms that have produced him. In this paper well describe three theories of juvenile delinquency such as Social Learning Theory, General Strain Theory and Behavioral Theory and discuss appropriate preventive programs based upon these theories. In 1977 Albert Bandura, a Stanford University psychology professor, published Social Learning Theory, in which he postulated that human learning is a continuous reciprocal interaction of cognitive, behavioral, and environmental factors. Sometimes called observational learning, social learning theory focuses on behavior modeling, in which the child observes and then imitates the behavior of adults or other children around him or her (Wiesner, Capaldi, Patterson, 2003, p. 18). In his research on social learning theory, Bandura studied how violence portrayed in mass  media  can have a tremendously negative impact on the behavior of certain types of children watching violent  television shows. What he noted was that some children will observe and then imitate the behavior of the characters on the television screen. From these observations, we can conclude that juvenile delinquency is the result of imitation of aggressive actions. We will write a custom essay sample on Juvenile Delinquency Theories specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Juvenile Delinquency Theories specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Juvenile Delinquency Theories specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Bandura determined that certain types of children learn to perform violent and aggressive actions by observing and then modeling their behavior after what they have seen. He referred to this as direct learning through instantaneous matching of the observed behavior to the modeled behavior (Wiesner et al, 2003, p. 320). Therefore, social learning theory states that learning can occur through the simple process of observing and then imitating others activities. Merton (1957) formulated a social strain theory of criminal involvement (Broidy, 2001, p. 0). Merton proposed that a society instills in its citizenry aspirations for upward mobility and a desire for selected goals. However, when legitimate avenues to goal attainment are blocked, anomie or strain sets in, which in turn compels the individual to violate the law in order to attain these goals. Lower-class persons are viewed by Merton as more susceptible to the ravages of anomie because they are more regularly thwarted in their eff orts to participate in the economic rewards of the wider society (Broidy, 2001, p. 12). Merton assumed in his theorizing that humans are conforming organisms who only violate the law when the disjunction between goals and means becomes so great that the individual believes he or she can no longer pursue socially sanctioned goals via legitimate channels. Society and certain social variables are, according to strain theorists, responsible for the majority of crime being committed in the world today. According to Merton, a society that emphasizes goals over the means to obtain these goals, and that restricts access to opportunities for legitimate advancement, is establishing the conditions for anomie and future criminality. Strain theorists have long argued that once a person is removed from a situation of anomie or frustration, negative behavior will recede (Henry, Tolan, Gorman-Smith, 2001, p. 173). Agnews (1992) general strain theory offers a promising framework for understanding juvenile delinquency. A major type of strain, according to Agnews general strain theory, consists of experiencing unpleasant events or circumstances, including aversive situations at home, particularly arguments and violence (Broidy, 2001, p. 1). The theory proposes that adolescents are pressed into delinquency by negative emotional reactions that result from being situated in an aversive situation from which they cannot escape. This blockage frustrates the adolescent and may lead to desperate avoidance and/or anger-based delinquency (Broidy, 2001, p. 23). Behavioral theory was studied by J. Watson, I. Pavlov and B. F. Skinner. It describes the outcomes of the consequences of a certain behavior on occurrence of such behavior in the future. Operant conditioning  developed by Skinner is one of the learning methods according to which the likelihood of behavior is increased or decreased by the use of reinforcement or punishment. In case of positive reinforcement a certain behavior becomes stronger by the effect of experiencing some positive condition. In case of negative reinforcement a certain behavior becomes stronger by the outcome of stopping or staying away from some negative condition. In case of extinction a certain behavior is becomes weaker by the outcome of avoiding to experiencing some positive condition or stopping some negative condition. Negative and positive reinforcements and extinction strengthen certain kinds of behavior of individuals. Punishment is a big form of  operant conditioning  used all over the world. When people are punished, it is to decrease that certain behavior produced by the individual. Therefore, behavioral theory refers to conditioning which leads to different behavioral pattern of juvenile offenders. Preventive programs based on the social learning theory require placing an individual in favorable environment where he/she would be less tempted to imitate violent behavior. One of the examples of such environment is the social services of the church. The actual role of contemporary religion in delinquency prevention is not easy to evaluate. Its potential role is tremendous, but the fulfillment of that potential depends on the vitality of a religion in the lives of its professants. The formulation through religion of a standardized morality that is in conformity with the law (not all religious beliefs and practices in the United States are legal, of course, but the exceptions are in small minority faiths for the most part) establishes a system of social control norms that overlap substantive legal norms (Wiesner et al, 2003, p. 20). The social services of the church can do muchand some of them do-in providing more experimental, intensive, and therapeutic assistance to delinquents than public resources customarily are equipped to perform. Also, community behavior can influence behavior modeling of juvenile delinquents. Community organization and planning represent tremendously significant possibilities for the development of delinq uency-deterring measures. According to the General Strain Theory, the major causes of juvenile delinquency are aversive atmosphere at home and school. The emotional atmosphere, the hostilities, and the inadequacies expressed in the parent-child relationships do greater injury to the child than do physical hurts. From a preventive point of view, then, it seems clear that the greatest hope for discouraging delinquency must lie in efforts to improve the quality and harmony of the family system. Preventive programs based on the General Strain Theory refer to effective family social work: a field designed to strengthen family life through assisting individuals and family units and, so far as possible, to improve the community circumstances essential to wholesome family living. Private agencies, and governmental services (chiefly departments of public welfare) contribute to this work; many of them today, especially in moderate-sized cities, merge child-welfare services with their family case work for more completely integrated assistance (Asetline, Gore, Gordon, 2001, p. 257). Family counseling, which is carried on in large part by the old established social agencies but which is also coming to be practiced increasingly by individual practitioners and clinics, offers much promise and some dangers. In an area where the  divorce rates  alone are a sufficient indication of the widespread need for help, trained and specialized skills focused specifically on the medical, emotional, and broader psychological requirements of the family can help to resolve difficulties before they become too serious (Asetline, Gore, Gordon, 2001, p. 258). Provisions should be available in the community for the individual who feels the need for advice about his family relationships. Such facilities should be competent of course. Traditionally much of this advisory function, when performed at all (of course, many persons needing help have refrained from seeking it either out of pride or a lack of available and known resources), has been done informally by family physicians, attorneys, or friends. It hardly need be said that none of these roles, taken by itself, gives any assurance of qualification to deal with the often subtle, profound, and technical problems involved in family pathology. Today, though specialized skills for this work are being developed and counseling bureaus are being established. One of the commonest characteristics observed among delinquent children is the dislike of school and teachers. It would seem that any real solution to this problem lies not in penalty classes or special schools with long hours-or even incarceration but in such preventive measures as vigorously attempting to adapt the educational process to the needs and interests of children. The docile rote learner-so dear to the heart of the educator-and the non-aggressive but apathetic conformist, as well as the resistant problem child, could all profit by a vitalized education. If classroom organization, program of study, and teaching methods are planned to meet the interests and needs of children and adolescents at their level of development, with rich and varied opportunities for the expression of diverse abilities and sufficient elasticity to allow the individual some freedom in adaptation, there would be far less aversion and passive indifference to school (Houchins, Guin, Schroeder, 2001, p. 110). Again it should be noted that flexible programs and good teaching are largely a matter of adequate budgets and careful selection. Ideally every school system should have attached to it or continuously available to it the facilities of a psychiatric clinic or study home to which cases of juvenile delinquency might be referred for observation and assistance. If teachers can be trained sufficiently and selected as personalities sensitive to the needs of childhood, they should be able to refer a large proportion of unadjusted children for clinical assistance early and thus prevent the development of serious conduct problems and delinquency (Houchins et al, 2001, p. 08). For most instances of children with psychological or conduct problems, the school must continue to provide formal education to meet their particular needs as well as possible. Thus arises a perennial problem in pedagogical and administrative technique: Should problem children be segregated in separate classes and separate schools where groups of unadjusted and delinquent boys are massed together, or should they be brought as much as possible into co ntact with normal children in the regular schools? According to General Strain Theory, in cases where the problems of personality are serious enough and classroom environment becomes the source of frustration for children, children should be treated for their special requirements in groups established according to their needs. If these individuals are to be taught separately they need programs and teachers that are adapted to their peculiar needs. According to the Behavioral Theory, juvenile delinquency preventive programs should be based on positive and negative reinforcements. Some of the examples of preventive programs with the use of negative reinforcements are confinement, boot camps and waiver. Although not as restrictive as confinement in a secure facility, boot camps are known for their rigid militaristic style. Juvenile participants are commonly organized into platoons and required to wear uniforms and to participate in daily regimens of drill exercises and physical training. Daily routines may extend from 5:30 or 6:00 A. M. to lights out at 9:00 or 10:00 P. M (Fagan, Zimring, 2001, p. 88). This program is focused upon changing attitudes and behavior through discipline. Another popular program of achieving delinquency prevention or reduction has been waiver of juvenile offenders to adult court. By waiving juveniles to adult court, there is an increased chance that they will come into contact with adult felony offenders and, consequently, after this contact the juvenile should learn to be better. Unlike boot camps and waiver, mentor programs involve mostly positive reinforcements in changing juvenile behavior. Most programs involve volunteer staff who see themselves as giving something to or sharing something with the youths who are being mentored (Colvin, Cullen, Vander Ven, 2002, p. 20) Mentor programs are less costly than other approaches to delinquency prevention because often the mentors are volunteers who may or may not receive reimbursement for out-of-pocket expenses related to mentoring activities. As a juvenile justice strategy, mentoring is an opportunity to provide support where it is missing and to supplement it when it is weak. In conclusion, the contributing factors that make a child delinquent are numerous and varied; they are often complexly interwoven in a single case. One single theory cannot explain the complex of conditions and circumstances producing delinquency. Similarly, application of one single preventive program will not significantly reduce juvenile delinquency. Therefore, juvenile delinquency preventive programs should be based upon several theoretical approaches and developed for every particular case of juvenile delinquency.

Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes The WritePass Journal

Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes Abstract Schools curricula in the late imperial period (1914-1945) and the development of negative racial attitudes ). Racism is clearly illustrated to have the potential to alter education, work and lifestyles of the oppressed culture (McKinney 2013).   The education system was utilized by the ruling class as one of the major promoters of racism in European powers (Bonilla-Silva 2013). The suppression of one culture in favour of another has led to a perception of unequal opportunity for those of colour (McKinney 2013). The approach taken in school curricula is credited for much of the learned negative racial attitudes visible in the world (Fredrickson 2009). This paper analyses how the negative racism attitudes were promoted in the late imperial period through the approach to educational curriculum. 2 School Curriculum and Racism The late imperial period was marred by world wars that were majorly based on the fight for supremacy (Jackson Weidman 2004).   The development of nationalistic ideas and spread of propaganda of cultural superiority were hallmarks of the era. Educational school curriculum offered during the late imperial period was focussed on developing personnel to maximize the benefits of the colonial powers in order to ensure the relevance of a specific European power (Fredrickson 2009).   Others cite the educational system as teaching varied lessons to separate areas in an effort to guide their development (McKinney 2013). During this period, schools were developed in colonies or protectorates for motives including the peaceful integration of the populations that were taken by the nation during negotiation or discovery (Jackson Weidman 2004). Education was one of the fundamental social requirements for comfort of the settlers and was expected to be provided with quality. It is argued that the colonial powers were aware that an effective education would result complications making the unique applications of knowledge essential (Elman Woodside 1995).   It was common for the ruling power to offer substandard education to the locals in areas under their influence (Elman Woodside 1995). This resulted to two forms of education curricula administered at the same time in the same country. One was meant for the dominant culture, the Anglo or whites, and the other was meant for the locals or people of colour (McKinney 2013). This kind of education system was not limited to the territories, mandates, protect orates, colonies, and dominions of the European powers.   This same system was implemented as the expansion efforts of the period created huge numbers of immigrants in Europe (Fredrickson 2009). To maintain control, the ruling party influenced the educational avenues of the incoming populations, thereby cutting their available opportunities (McKinney 2013).   This perception of imbalance created negative attitudes that were exhibited by both the ‘whites’ and other ‘coloured’ races. The education system used during the late imperial period was based on the class system, providing the elites with a better quality education (Tamanji 2011). This form of segregation was used to maintain a strict infrastructure that allowed for the ruling culture to remain dominant (McKinney 2013). This system of education was centralised and focused on industrialised societies and the capacity to spread to other parts. Nations including Britain, France, Germany, USSR, and Italy were focused on building a community that believed in their unique cultural superiority (Jackson Weidman 2004).   During this period, the colonial powers had successfully managed to secure and develop influence across many parts of the world, making their choice of education influential on a global scale (Elman Woodside 1995). The colonial powers established school curriculum that was meant to spread their cultural practices (Bale 2011). Others cite the ease of population control and influence through the advent of education (McKinney 2013).   Ã‚  This resulted in a perception that specific races were being underrated creating a primary contributor to the negative racism attitudes (Tamanji 2011). Further, the dominant culture has used the education system to spread the propaganda of their superiority among their people, establishing their overall dominance (Frederickson 2009). The discriminatory education curriculum resulted in the oppressed classes being unable to match the competencies of the colonialists (Tamanji 2011). This created another form of cultural division as the best jobs were taken by the better educated (McKinney 2013).   The fact that the school curriculum of the 1914-1945 periods advocated for strategies aimed at maintaining the supremacy of the white race made it unwelcoming by and clearly illustrates the practice of discrimination (Jackson Weidman 2004). The fundamental concept credited with the spread of Racism rests in that the dominant culture believed that good education was meant for   Ã‚  them alone as they were responsible for civilizing the world (McKinney 2013). Other races were to be provided with limited education so as to enable them to perform their normal duties with minimal complications.   The dominant culture not only assumed the role of civilizing the world, but also took the best education can offer (Jackson W eidman, 2004). This made the next generation developing under that education system feel superior to other races as they were taught courses that were not similar to other races and at the same time advocated for their superiority (Tamanji 2011).   The curriculum impacted the perception of the students and allowed them to look down upon the other races, thereby developing negative racism attitudes. With a poor educational curriculum, other races were exposed to inferior educational system that limited their levels of achievement (Jackson Weidman 2004). In a very real sense this limitation directly impacted their capacity to get a job.   They could not rise up the ranks as the position held by people in the society was determined by the levels of education (McKinney 2013). Frustration and the perception of oppression made the oppressed populations develop hatred for the dominant culture as they perceived inequality to be behind their limited capabilities in life. This further contributed to the development of negative perception of the dominant culture due to the quality of life that they led (Elman Woodside 1995).   Children from other races grew up knowing that the whites were being favoured by the education system during the late imperial period (Elman Woodside 1995).   This provided the foundation for developing negative racist attitude among the other races (Jackso n Weidman 2004). During the late imperial period the education system applied high levels of segregation where the whites were segregated from the other races (Bale 2011).   Illustrating the stark division of culture, in the United States, there were schools for whites and schools for the blacks (Bale, 2011). In nearly every way the white school was far superior to the materials provided to the African American students (McKinney 2013).   Segregation was not only was in place, but was a subject of passion and controversy (Bale 2011). There was no way a black student would be found in the same school as a white student. This promoted isolation and indifferences that cultivated negative racist attitudes among the white and the other races during those times (Elman Woodside 1995). Another key feature of the school curricula of the late imperial period was the language of learning that was designed for both whites and the other races (Fredrickson 2009). The language of teaching was chosen to promote nationalistic attitudes towards western powers for the dominant culture while developing negative attitudes by the non-whites due to segregation (Fredrickson 2009). The fact that the education system increased levels of exposure and use of specific languages such as English and French promoted the development of pride among the students whose primary language of communication was the language used in learning (Bale 2011). This pride resulted increased the perception of superiority with the argument that their language was the most civilised (Sylvester 2005). This factor is a further link to the education system of that period to the increased development of negative racism attitudes. Education was an avenue that provided a platform for spreading the propaganda of racism (Jackson Weidman 2004). The school curriculum was designed to incorporate government policies that advocated racist policy.   This was evident during the Nazi years in Germany where education system was ideology based (McKinney 2013).   The Germans utilized essays that spread the propaganda of racism and superiority of their race and students during this period were focused on developing ideologies and propaganda that they were superior to the other races (Fredrickson 2009). The German education system put more emphasis on physical education and racial doctrines while ignoring the facet of intellectual pursuit (Fredrickson 2009). This provided a platform for racism as the students were limited to learning about how important they were through the lens of education. Reduced levels of acuity in the society resulted to high levels of acceptance of the propaganda that they were superior races hen ce developing a negative racial attitude against other races (Jackson Weidman 2004). Europe during this period was marred with several wars fighting for superiority (McKinney 2013).   In nearly every case it was a cultural dispute centred on the need for a nation, and the inherent population, to be dominant in the region. The late imperial period was also characterised by changes in subject contents in most countries in Europe (Wood 2009). This was due to the fact that most nations were investing heavily in military due to fight for supremacy and did not have proper educational resources (Wood 2009).   There was only the need for a basic education that after the war left the individual unprepared.   Grammar was highly regarded with a focus on all students of a specific nation in Europe to speak one language that was considered superior (Fredrickson 2009). Further, three subjects were given more weight in school: biology, history, and language (McKinney 2013). Schools were focused on teaching students the historical importance of their race in the evolution of the world (Jackson Weidman, 2004). As an extension of this approach biology was credited with enhancing the heredity and race. The educational curriculum of the period was created to ensure that superior language became the preferred tool (Mina 2011). Others firmly believe this effort was made to force other cultures to conform and therefore gain social influence for the dominant culture (McKinney 2013). A combination of limited education that emphasised on physical education produced people that had limited opportunity to view humanity as equals.   The imperial period was focussed on ensuring that the superiority of the dominant culture is passed on to and utilized school curricula to accomplish this goal (Fredrickson 2009). This effort contributed to cultivation of the negative racism attitude among the population. 3 Conclusion Educational curriculum has had a profound impact on the state of racism during the late imperial period. Others cite the attitudes and perceptions that created the curriculum as having a larger impact. Two separate methods within the school curricula promoted negative racism attitudes: educational segregation and specialised education for the dominant culture.   Both of these concepts were promoted by the ruling regime, indicating a de facto acceptance of the racist philosophy. Further, education at this time was focused on communicating to the students how special they were as compared to other races, reinforcing their base perceptions. Conversely, the lesser classes were only given the education the establishment deemed appropriate. This approach of differential levels of education reduced the level of intellect in society, thereby allowing high levels racism being accepted. The school curriculum in this case promoted the negative racism attitudes by actively separating and culti vating the perception of varied class among school going students. The evidence presented illustrates that there were races that considered themselves superior and those that were considered inferior exhibited negative racist attitudes as a result of the approach adopted in the school curriculum that was focused on segregation and racial clustering.   Consequently, the heightened levels of racism in the world during this time were mainly as a result of it being cultivated in individuals at a very early age. This was possible as school going children were made to be clearly aware of their race and their place in the society based on what was being taught in school. This essay has illustrated that the educational curriculum was manipulated to cultivate negative racial attitudes among the young people of the early 20th century. The primary justification for this was in order to ensure the sustainability of the dominant culture. 4 References Bale, J., 2011a. Tongue-tied: Imperialism and Second Language Education in the United States, Critical Education, Vol. 2, No 8, 1920-4175. Bale, J., 2011b. The campaign for Spanish language education in the â€Å"Colossus of the North,† 1914–1945, Language Policy, Vol. 10, No. 2, pp 137-157. Bonilla-Silva, E. 2013.  Racism without Racists. Lanham: Rowman Littlefield Publishers. Elman, B. Woodside, A., 1995. Education and Society in Late Imperial China 1600-1900, The China Quarterly, 143, 902-904. Fredrickson, G. M., 2009. Racism: A Short History, Princeton, NJ: Princeton University Press. Jackson, J. P. Weidman, N. M., 2004. Race, Racism, and Science: Social Impact and Interaction, Santa Barbara, CA: ABC-CLIO Mckinney, K. D. 2013.  Being White. Hoboken: Taylor and Francis. Mina, H., 2011. National and colonial language discourses in Japan and its colonies, 1868-1945, Retrieved from http://hdl.handle.net/2429/38131 Sylvester, B.P., 2005.   Perceived negativity and the malleability of Blacks’ racial attitudes. Unpublished undergraduate honours thesis. Hanover, NH: Dartmouth College. Tamanji, A.C., 2011. Three Instances of Western Colonial Governments and Christian Missions in Cameroon Education: 1884-1961, Dissertations. Paper 106. Retrieved from http://ecommons.luc.edu/luc_diss/106 Wood, A. L., 2009.   Lynching and Spectacle: Witnessing Racial Violence in America, 1890-1940. North Carolina: The University of North Carolina Press.

University of Alabama UAB Admissions and ACT Scores

University of Alabama UAB Admissions and ACT Scores The University of Alabama at Birmingham is a moderately accessible school, accepting 58  percent of its applicants. Learn more about its admissions requirements, SAT and ACT scores that will enhance your chance of acceptance. You can calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) University of Alabama at Birmingham Acceptance Rate: 58  percentGPA, SAT and ACT Graph for UAB AdmissionsTest Scores: 25th / 75th PercentileSAT Critical Reading: 480 / 640SAT Math: 490 / 660What these SAT numbers meanCompare Alabama SAT scoresC-USA SAT comparison chartACT Composite: 21  / 28ACT English: 22 / 30ACT Math: 19 / 26What these ACT numbers meanCompare Alabama ACT scoresC-USA ACT comparison chart University of Alabama at Birmingham Description: UAB, the University of Alabama at Birmingham, is the largest employer in Alabama. Established as an academic extension of the University of Alabama in Tuscaloosa, the school became a fully-fledged university in 1969. The university has numerous strengths, particularly in the health sciences. Students can choose from a number of majors, with Biology, Nursing, Education, and Psychology among the most popular. Academics are supported by an 18 to 1 student/faculty ratio. High achieving students should check out UABs University Honors Program with its opportunities for travel and independent study. Even more prestigious is the Science and Technology Honors Program which allows students to attend symposia and conduct individual research with faculty members. Outside of the classroom, students can participate in a number of clubs and activities, including academics clubs (Anthropology Club, Criminal Justice Student Organization), performing arts groups (Rangeela, Ballroom Dancing, A Capella), and recreational clubs (Cricket Club, Bodybuilding Club, Table Tennis). UAB also has an active Greek life, with both fraternities and sororities on campus. In athletics, the UAB Blazers compete in the NCAA Division I Conference USA. Popular sports include Soccer, Football, Basketball, and Softball. Enrollment (2015) Total Enrollment: 18,333  (11,511 undergraduates)Gender Breakdown: 41 percent male / 59 percent female72 percent full-time Costs (2016-17) Tuition and Fees: $8,040  (in-state); $18,368 (out-of-state)Books: $1,200 (why so much?)Room and Board: $11,682Other Expenses: $4,886Total Cost: $25,808 (in-state); $36,136 (out-of-state) University of Alabama at Birmingham Financial Aid (2015 -15) Percentage of New Students Receiving Aid: 92  percentPercentage of New Students Receiving Types of AidGrants: 85 percentLoans: 50  percentAverage Amount of AidGrants: $8,609Loans: $6,833 Academic Programs Most Popular Majors:  Accounting, Biology, Communication Studies, Criminal Justice, Early Childhood Education, History, Nursing, PsychologyWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Retention and Graduation Rates First Year Student Retention (full-time students): 82  percentTransfer Out Rate: 24 percent4-Year Graduation Rate: 30 percent6-Year Graduation Rate: 53  percent Intercollegiate Athletic Programs Mens Sports:  Baseball, Football, Golf, Soccer, Basketball, TennisWomens Sports:  Track and Field, Basketball, Volleyball, Bowling, Soccer, Tennis, Softball, Rifle If You Like UAB, You May Also Like These Colleges: University of Alabama at HuntsvilleAuburn UniversityUniversity of AlabamaUniversity of South AlabamaAlabama AMTroy UniversityJacksonville State UniversityUniversity of West AlabamaBirmingham Southern CollegeSamford University University of Alabama at Birmingham Mission Statement: mission statement from uab.edu/plan/ UABs mission is to be a research university and academic health center that discovers, ​teaches and applies knowledge for the intellectual, cultural, social and economic benefit of Birmingham, the state and beyond. Data Source: National Center for Educational Statistics