UMBC Acceptance Rate, SAT/ACT Scores, GPA

The University of Maryland, Baltimore County is a public university with an acceptance rate of 58%. Located just 15 minutes from Baltimores Inner Harbor and 30 minutes from Washington, D.C., the university offers undergraduates 48 majors and 38 minors. For excellence in the liberal arts and sciences, UMBC was awarded a chapter of the prestigious  Phi Beta Kappa  Honor Society.  The universitys many strengths earned it a spot among the  top Maryland colleges and universities. In athletics, the UMBC Retrievers compete in the NCAA Division I America East Conference. ï » ¿Considering applying to UMBC? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, the University of Maryland, Baltimore County had an acceptance rate of 58%. This means that for every 100 students who applied, 58 were admitted, making UMBCs admissions competitive. Admissions Statistics (2017-18) Number of Applicants 11,720 Percent Admitted 58% Percent Admitted Who Enrolled (Yield) 26% SAT Scores and Requirements The University of Maryland, Baltimore County requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 91% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 600 670 Math 590 690 ERW-Evidence-Based Reading and Writing This admissions data tells us that most of UMBCs admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Maryland, Baltimore County scored between 600 and 670, while 25% scored below 600 and 25% scored above 670. On the math section, 50% of admitted student scored between 590 and 690, while 25% scored below 590 and 25% scored above 690. Applicants with a composite SAT score of 1360 or higher will have particularly competitive chances at UMBC. Requirements University of Maryland, Baltimore County does not require the SAT writing section or SAT Subject tests. Note that UMBC participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements The University of Maryland, Baltimore County requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 20% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 23 30 Math 23 28 Composite 24 29 This admissions data tells us that most of UMBCs admitted students fall within the top 26% nationally on the ACT. The middle 50% of students admitted to the University of Maryland, Baltimore County received a composite ACT score between 24 and 29, while 25% scored above 29 and 25% scored below 24. Requirements UMBC does not require the ACT writing section. Unlike many universities, the University of Maryland, Baltimore County superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA for admitted UMBC students was 3.86. This data suggests that most successful applicants to the University of Maryland, Baltimore County have primarily B/B grades. Self-Reported GPA/SAT/ACT Graph University of Maryland, Baltimore County Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the University of Maryland, Baltimore County. 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 Maryland, Baltimore County, which accepts just over half of applicants, has a somewhat competitive admissions process. Most successful applicants have grades and test scores that are above average. However, UMBC has a  holistic admissions  process involving other factors beyond your grades and test scores. A strong  application essay  and glowing  letters of recommendation  can strengthen your application, as can participation in  meaningful extracurricular activities  and a  rigorous course schedule. In the graph above, the blue and green dots represent accepted students. You can see a pretty clear division at an SAT score of about 1150 (ERWM) and an ACT score of 23. Most students above these  scores got in, and most below it did not. Youll also notice that the majority of successful applicants had high school averages of B or higher. Higher test scores and grades obviously improve your chances of getting an acceptance letter, and almost no students with A averages and above average SAT scores were rejected. All admissions data has been sourced from the National Center for Education Statistics and University of Maryland, Baltimore Countys Undergraduate Admissions Office.

The Application Of Pedagogical Principles - 1388 Words

Analyse the application of pedagogical principles in own area of specialism Pedagogy is a word that is used to describe the art and science of teaching. Pedagogical roles are the many and varied that a teacher may perform while teaching, such as structuring, soliciting, responding and reacting. Other roles involve assessing, criticising, discussing, encouraging, enquiring, evaluating, explain, giving individual instruction, lecturing, organising, presenting, questioning and answering, repeating and reviewing and team teaching and tutoring etc. (L.Walklin 2000; pg 175) In my own specialist area (Maths) I used pedagogic technologies like Power points for delivering the sessions, and for messages I would use E-mail, SMS and Twitter. For assignments I would prefer my students to use Digital library, E-books, Websites and Newsfeeds. Sometimes I give tasks like Statistical analysis, Data analysis, Spreadsheet, and Search engine to my learners to do independent work on computers. I also do Computer-based assessment tools e.g. multiple choice questions and quizzes. I also involve my students to design their own Maths posters on specific topics using computer design tools e.g. Presentation tools and Multimedia presentation. 1.2) Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism To make a purposeful, inclusive learning and teaching environment in my sessions I use a variety of creative and innovative approaches, for example I wouldShow MoreRelatedThe Application Of Pedagogical Principles1511 Words   |  7 Pages1.1 Analyse the application of pedagogical principles in own area of specialism. Teaching a specialism of any matter requires the teacher themselves to be competent and confident with their own abilities first. To be a competent carpenter requires lots of experience, dedication and time – without dedication, you will not put in the time and in turn not gain the experience. 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John Frame has defined theology as: the application of the Word of God by persons to all areas of life 7 This idea of whole life application has an impact upon our thought/orthodoxy, our action/orthopraxis and our affection/orthopathos.8,9 However, this definition, in contrast to Wolftiech, gives primacy to the authority of Scripture. WithinRead MoreTechnical and Tactical Classification of Games and Physical Activity1324 Words   |  5 Pagesof Games and Physical Activity Objective The objective of this study is to analyze the technical and tactical principles of play for the major sport classification together with the different methods and instructional approaches. Introduction The work of Dyson, Griffin and Hastie (2004) entitled Sport Education, Tactical Games and Cooperative Learning: Theoretical and Pedagogical Considerations states that many educators hold the belief that students rather than the teacher should be at theRead More5.Discussion . 5.1 Chapter Structure. This Chapter Describes1406 Words   |  6 Pagesdirect learning practices to learner desires, could configure the learning concepts, and this could change the way an instructor designs upcoming teaching and learning events. Figure 1: The LD-CM in physics teaching for higher education 5.4 Application of the Learning Design Conceptual Map A considerable amount of literature has been published on educational research methods and theories to lead decisions in teaching and learn ¬ing activities, and to assess the effect of those decisions. For thisRead MoreAdult Learning Theories and Faculty Advisor2344 Words   |  9 Pagestake both classical and operant condioning into practical consideration focusing to encourage learning vise trying to control classroom behavior. â€Å"Behavioristic teachers see people as a collection of habits† (Watson 1930). Implementing practical applications as in class activities over the material covered will facilitate a repetitious manner in which the student can process the new information and form redundancy. This will facilitate placing new information into long term memory. Wilhelm WundtRead MoreIn This Chapter K. Hyland (2016) Analyses Different Studies1614 Words   |  7 Pagesarticulated framework where many elements influence the writing process, more complex methodologies and data analyses have been utilised. Thus, the author aims at introducing them to novice researchers, underlining the main issues, the related pedagogical and research implications, and possible developments of these studies for further research. In the light of that, a first brief introduction about the concepts of texts and contexts will be provided, followed by the identification and discussionRead MoreLev Vygotsky And The Zone Of Proximal Development1522 Words   |  7 Pagesmade him stand out from other theorists of the time is that instead of centering his ideas in behavior, Vygotsky instead focused on the learning process and the potential for a child to learn. He showed the value pairing learning with a practical application, and that in doing so, it could make for mor e effective learning on the part of the child. The result of such a theory was that provided families and educators an insight on how they might be able to influence the development experience for a childRead MoreThe Importance Of The Higher Levels Of Cognitive Complexity Within The Field Of Counseling875 Words   |  4 Pagesstate that being authentic and encouraging is critical for instructors to create an effective learning environment. Several factors such as instructors’ respectful and warm behaviors have been recognized as the key contributors. In addition, several principles mentioned be McAuliffe (2014) also address the importance of learning environment. For example, creating a feeling of safety (p.31), ensuring the existence of sound relationships, showing respect for learners as agents, engaging learners (p.32)

Fundamentals of International Financial - MyAssignmenthelp.com

Question: Discuss about the Fundamentals of International Financial. Answer: Introduction This report is undertaken for providing an understanding of the concepts of international financial management. In this context, the report discusses the role of international financial markets and currency derivatives in the management of the finances of a selected international firm. The international firm selected for the purpose is Samsung Group, a multinational company headquartered in South Korea. The report has presented background information of the company discussing its major business activities. The exposure of the company to the foreign exchange risks is discussed in the report along with the strategies that can be used for managing the risks identified. Background of Company Rationale for the Selection The Samsung Group is a multinational electronic company that provides its electronic product and services across the world. The company is selected as it operates on a global platform and therefore there is huge impact of international financial markets on its operational activities. The company operating internationally is highly exposed to the risk of foreign exchange and therefore selected for analysis purpose (Lee, 2006). Brief History on its Emergence as Global Firm The company was established in the year 1983 initially as a trading company and diversified its operational functions into food processing, insurance, securities and retail. However, it entered into the electronics industry in 1960s and initially carried out its business operations in South Korea. However, after achieving success in the electronics market it globalised its activities in this market and is presently recognized as a leader in developing mobile phones and semiconductors (Michell, 2011). Key business activities and the Countries in which it carries out Its International Activities The company is actively involved in manufacturing of electronic components, medical equipment, semi-conductors, and solid state drivers, telecommunications equipment and home appliances. Besides this, it also provides services such as advertising, construction, entertainment, financial and health care services. The company provides its products and services across the world (Lee, 2006). Company Exposure to Foreign Exchange Risk The company serves to all parts of the world and therefore has to incur gains and losses in currency due to foreign exchange risk. The company has to face foreign currency risk due to various functional currencies of different countries in which it operates. The foreign currency risk occurs due to currency volatility due to exchange positions of currencies such as US Dollar, Euro, Japanese and Yen. The current foreign currency exposure of the company for USD, Euro and Yen on the basis of a hypothetical 5% currency rate change against Korean won (KRW) at the end of the financial year 2016 can be depicted as follows. (Samsung electronics co., ltd, 2016): (Source: https://images.samsung.com/is/content/samsung/p5/sg/ir/docs/170331_2016_Business_Report_vF.pdf) The Role of International Financial Markets and Currency Derivatives in Managing the Companys Finances The company conducting its operations in foreign markets and involved in international trade activities is on the risk of global currency fluctuations. This is because the rapid change in the currency conversion rates can negatively impact the performance of its business units in different countries. As such, it is essential for the company to analyze the risks associated with carrying out its business on international level for developing effective strategies for its reduction. The use of financial derivatives such as futures, swaps and options offer new ways for managing the finances (Kevin, 2009). Derivatives are means to hedge the financial risks that can arise in future due to the present actions of the company. Transactions that are influenced due to international changes in currency rates, interest rates can be easily be managed by the use of derivatives. The most common use of derivatives in managing the company finances is hedging the foreign currency risks. Foreign currency risk arises due to change in exchange rate of currency in the international market. This type of risk is very critical and requires great attention of the multinational companies. Through use of derivatives (Futures and Options), company can hedge the future international payments or receipts so that net fluctuations in the net payment and net receipt at exercise date is minimum (Levi, 2007). Derivatives are also used to hedge the interest rate risk. Interest rate risk arises due to changes in interest rate in home country and also in international country. So derivatives play an important role in ma naging such risk. Samsung actively uses derivative to hedge both the currency risk and interest rate risk as there are huge number of transactions that are made internationally by the Microsoft and they need to hedge using the derivatives (Swensen, 2009). Methods/strategies of managing risk used by the company The company for reducing the foreign exchange risk has developed and implemented a foreign exchange management policy. The foreign exchange management policy of the company has directed the business transactions such as imports and exports to be carried out in the domestic currency or matching the cash-in currency with cash-out currency. The policy also provides a definition of the foreign exchange risk, measuring period, responsibilities of the owner, management policies, hedging period and ratio. This policy of the company has also restricted the carrying out of all the speculative foreign exchange transactions. In addition to this, the company has also introduced a global foreign exchange system for managing the exposures associated with the use of receivables and payables that are denominated in the foreign currencies. The subsidiaries of the company also incorporates the use of hedging for offsetting the risk associated with the use of foreign currency through trading currency f orward contracts. The overseas business unit of the company buy or sell its currency forwards having maturity of less than a year through the use of banking institutions for minimizing the exchange risks (Jones, 2009). Conclusion Thus, it can be stated from the overall discussion held in the report that business organizations operating on a global level should identify the risk of foreign currency exchange. The identification of these types of risks is essential for developing effective strategies to minimize such risk. The reduction in the foreign currency risk is essential for multinational companies to achieve success in different parts of the world. References Jones, C. 2009. Investments: Analysis and Management. John Wiley Sons. Kevin, S. 2009. Fundamentals of International Financial Management. PHI Learning Pvt. Ltd. Lee, D. 2006. Samsung Electronics: The Global Inc. LEE Dongyoup. Levi, M. 2007. International Finance: Contemporary Issues. Routledge. Michell, A. 2011. Samsung Electronics and the Struggle for Leadership of the Electronics Industry. John Wiley Sons. Samsung electronics co., ltd. 2016. Business Report. Retrieved 5 December, 2017, from https://images.samsung.com/is/content/samsung/p5/sg/ir/docs/170331_2016_Business_Report_vF.pdf Swensen, D. 2009. Pioneering Portfolio Management: An Unconventional Approach to Institutional Investment, Fully Revised and Updated. Simon and Schuster.

Justice for Socrates and Augustine

People define justice differently according to their understanding of the situation in question. Most people confuse justice and punishment (Lyons 16). The idea behind it is that two mistakes can provide a solution which implies that a tooth for a tooth and an eye for an eye. I suppose that justice is fair treatment and acting fairly in all situations that one may come across. To get a more precise definition, justice is the course or action which will restore balance to a situation (Augustine 34).Advertising We will write a custom report sample on Justice for Socrates and Augustine specifically for you for only $16.05 $11/page Learn More In the discussion, how different philosophers define justice and how they propose on how it should be handled by different groups of people is extremely valuable (Dockendorf 24). For that case, we take two most identified philosophers who are Socrates and Augustine. The two scholars gave their definitions of justice bas ing on different perspectives but all pointing towards the same direction in giving fairness to people. For many years, people have defined justice in various ways. Plato’s work has given records on Socrates views on justice. This gives us the ability to read and understand the Socrates way of thinking toward justice. According to Socrates, justice was just good, and it could only be reached through self knowledge. He claimed that unanimous good existed and each and every person had the ability to find the good. When philosophers analyzed the justice issue, they discussed and gave their results as justice being good. This is according to Plato’s Republic first two books. Then they also looked at the opposite of justice as evil. For a person to be seen as just, he or she ought to be a good person and the crucial question here is to know what good is. Kealy indicates that good can be what is necessary, lacked or desired (Lyons 27). Socrates comes in on the same note and says that they are natural requirements but not what a person feels that he needs. A person’s nature is the daimon (the person’s inner self which seeks fulfillment). Logically the good preferred since it fulfills a person’s nature and Socrates indicate that the hunt for happiness is the normal objective in life. When I look at the word good, and the definition it leaves me puzzled. What may seem good to me might be worst to another person (Dockendorf 39). This justifies the saying that â€Å"one man’s meat is another man’s poison.† Every individual is just unique on his or her own way. The daimon of one person is much different from the other person’s daimon. Basing on this factor, Kealy proposes that one should identify his or her own potential (Augustine 43). Somebody’s ideas should not be followed to determine what is good for him or herself. This must be done considering Knowledge Next (Lyons 35). Socrates explained the ide a and notes that knowledge directs one to good and knowledge itself is good.Advertising Looking for report on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More This indicates that self knowledge directs one to knowledge of differentiating between evil and good. It is only through the understanding that one can avoid committing evil deeds. One can only commit wrong if he or she is ignorant in his own actions (Augustine 48). According to Socrates knowledge is a virtue and on the reverse is ignorance. In this case, I can cite for major virtues courage, justice, temperance and piety. All these virtues can be drawn back to knowledge. Justice can be achieved after understanding what is good and what is evil. The search for happiness can be done from good deeds but not evil. In fact, evil will results to the opposite of happiness. So when evil does not exist happiness will prevail (Augustine 50). This can be supported by observing an ill p erson go to seek medical attention from the caregivers. When compared with a man who never gets sick, it is obvious that an ailment free person is always happy than a treated man. Then basing on this comparison Socrates argues that the cure for the crime (evil) is punishment and justice enforces that punishment. In this relation, the ill free person is happier than the treated person (Lyons 37). So the person, who never did wrong, will always be happy while the wrong doer gets the punishment for his misdeeds. Then he identifies the next person who lives an evil life and does not recognize the punishment. This person is similar to a child who avoids medicine to cure his or her illness which is justice (Augustine 56). Later on the child acquires blindness due to ignorance. This child is the same as the person who commits evil and avoids getting punishment. The same behavior may continue which in turn prolongs the punishment and suffering (Dockendorf 46). Socrates proposes that there i s no need of living with unjust souls. The just souls are more important than all the possessions of the earth. He also proposes that if any person realizes that he has committed evil, he should run to the judge and get justice. If he waits for any longer, then he will be increasing the length of suffering. So it is better treating the illness earlier than later, because it would not be chronic then. According to Socrates, it is good to do just to friends when they are good to us. Then we should harm the enemies when they do evil to us. He identifies that doing evil is harmful than receiving evil or harm (Augustine 58). Doing justice may be internal; on the contrary, doing harm is unjust while a just man will never harm another. In conclusion, Socrates means that no person should harm another because it is more important to live a just life. In his view, a just soul of a poor person is far much better than a rich man’s soul who got his wealth through unjust means.Advertising We will write a custom report sample on Justice for Socrates and Augustine specifically for you for only $16.05 $11/page Learn More Saint Augustine was a God fearing person who lived in the Roman Empire. As a man of God, he worked hard to fulfill the requirements of His creator. The most prominent of these requirements was providing justice for all people (Augustine 60). This was to set a good example for the forth coming generations to follow the correct footsteps. In his live Augustine had a soul that sought the will of God so as to live that was full true human character. In his opinion, he defined justice in the concepts of desire and the will of God (Dockendorf 49). He imagined of an anthropology which gave God a central and primary influence. So he could not foresee true justice lacking the essential element of God (Augustine 64). He gives us his discussion of justice and a society that is just through the City of God in Greek Language. Augustine makes use of the Bible quoting from different books in justifying his opinions. For example, he quotes from Habakkuk that a just person is comparable to the justice of God who controls his obedient city in respect of his own grace. Form these, it tells us that a just person will always live by his Christian faith (Lyons 39). In Augustine’s view, this should be like that faith which is lively in Christian love. This love should be the love of God alone then the love for neighbors’ just like him or herself. Justice can also be seen as the respect of God through following the rule of love from the Bible. The just individual (par excellence) is an individual whose faith results from the (caritas) which is love of God and others (Lyons 47). In the City of God peoples, relationship to justice is just secondary sense in Augustine’s view justice is mainly about God. To be more precise in occasions where God does not receive His due then He has been subjected to injustic e. Justice starts and ends with Christian adoration, devotion and the love of God. In respect of God, there can be no justice without Christ (Augustine 70). The reason behind this is that Jesus Christ lived without sin, and He is truly the only just man who is a measure of justice. Augustine did not restrict himself on spiritual mediation alone. He performed the role of a magistrate by himself (Dockendorf 56). Whenever there was a conflict, he reasoned out transforming much deeper wisdom, from the Bible and Christ (Augustine 78). He applied a good example of the woman who committed adultery and Jesus told her to go and never sin any more. This is to signify that God has justice for everybody but does not give anybody chance to continue sinning.Advertising Looking for report on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Justice as defined by both Socrates and Augustine point towards the same direction although from different perspectives. According to Socrates justice is good as seen by a person and evil as understood by the person. To be able to identify good and evil one requires knowledge (Dockendorf 66). This knowledge helps one to see if good verify evil or good. He proposes that if one realizes that he has done evil he should run for justice (punishment) (Lyons 59). The highest person who gives punishment is the Judge, from Socrates point of view. Socrates states that justice should not wait; it should be done immediately to avoid increasing the suffering (Augustine 75). St. Augustine, on the other hand, believes that Jesus Christ is the only just man and justice prevails when a society relies on God. Justice comes through faith and love for oneself and others. The highest person as regarded by ST. Augustine is only God. Justice can never prevail without God in the midst (Lyons 70). In all th e definitions of justice, we find that human being is obviously just to others. For justice to prevail, it requires that all people must keep to their correct sides, and whenever one makes a mistake he should seek justice. Works Cited Dockendorf, Luc. Socrates,Virginia. West Virginia University, 1996. Print Lyons, David. Ethics and the Rule of Law, Cambridge: Cambridge University Press, 1989. Print St. Augustine. Confessions IV. New York: Long Horn publishers, 2008. Print This report on Justice for Socrates and Augustine was written and submitted by user Neil T. 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.