What Deferred or Waitlisted Students Can Do to Improve Their Chances

Students that have been deferred or waitlisted from their top choice school face a big dilemma. Should they just sit tight or is there anything they can do to better their chances of getting accepted? Understanding the Difference Between Deferred and Waitlisted Being deferred from a college is not the same as being placed on the waitlist. Most college deferrals occur when a student has applied early action (EA) or early decision (ED) to a college.  When a college defers an applicant, it means their application has been changed to a regular decision (RD) application and will be re-considered during the normal admissions review.  If the original application was a binding ED, it no longer is and the student can choose to go to another school even if accepted in the regular process. Waitlisted means that the applicant has not been accepted but could still be considered if enough students that were accepted choose not to attend the college. Even though being waitlisted sounds better than being rejected, odds of getting off a waitlist are not in a student’s favor. Christine K. VanDeVelde, journalist and coauthor of the book College Admission: From Application to Acceptance, Step by Step, explains, â€Å"Waitlists were much smaller 15-20 years ago before the common application. Colleges need to meet their enrollment numbers. With more students sending in applications, it is harder for schools to predict how many students will accept their offer so waitlists tend to be larger.† Re-Evaluate if the School Is the Right School Not being accepted to a first choice college can be upsetting. But before doing anything else, students that have been deferred or waitlisted should re-evaluate and determine whether the school is still their first choice. Several months will have passed since a student has sent in their application for consideration. In that time, some things may have changed, and it is possible a student may not be as confident that their original first choice school is still the right choice. For some students, a deferral or waitlist turns out to be good thing and an opportunity to find another school that is a better fit. What Can  Students Do if They Have Been Waitlisted? Students are not usually placed on a waitlist but told that they can choose to be placed on the waitlist.  VanDeVelde explains, â€Å"Students need to respond by submitting a form or emailing the college by a set date. If you dont, you will not be placed on the waitlist.† The waitlist letter will also let students know what, if any, additional information they will need to submit to the school, such as sending in recent grades or additional letters of recommendation. VanDelde cautions,  Ã¢â‚¬Å"Colleges usually give clear directions. Its in the students best interest to follow them.† Students that have been waitlisted may not find out until August if they have been accepted, so they do need to make a deposit at another college even if the school they have been waitlisted at remains their first choice. What Can  Students Do if They Have Been Deferred? If a student has been deferred and is 100% confident he still wants to attend the school, there are things he can do to improve his chances. Call the Admissions Office VanDeVelde says, â€Å"A student, NOT a parent, can call or email the admissions office to ask for feedback on why the student wad deferred. Maybe they are concerned about a certain grade and want to see if the student improves over the semester.† VanDeVelde advises students to advocate for themselves in a clear and articulate manner. Says VanDeVelde, â€Å"This is not about bringing pressure. It is about whether the school has room for the student.†Ã‚   Send Additional Information Make sure updated grades/transcripts have been sent in a timely manner. Beyond recent grades, students can also update the school on their recent accomplishments, honors, etc. Students can email this information to admissions along with a letter reiterating their interest and commitment to attending the school. Students may consider sending additional recommendations.  Brittany Maschal, a private college counselor, says, â€Å"An extra letter from a teacher, coach or someone else close to the student who can speak to what they have done to contribute to the university may be helpful.† Do not send recommendations from successful or famous alumni of the school unless the person truly knows the student. Maschal explains, â€Å"Many students ask if these types of letters are helpful and the answer is no. A big name vouching for you generally will not help as a stand-alone factor.† Ask Guidance Office for Assistance An admissions office may provide additional details as to why a student was deferred to a school counselor. A school counselor can also advocate on a student’s behalf. Request an Interview Some schools offer applicant interviews on or off campus with alumni or admissions representatives. Visit the College If time permits, consider visiting or re-visiting the campus. Sit in on a class, stay overnight, and take advantage of any admissions events/programming you may not have during the initial process. Consider Re-Taking Standardized Test or Taking Additional Tests As this can be time consuming, it is probably only worthwhile if the school has directly expressed concern over the test scores. Keep Grades Up and Continue With Activities Many students get second semester senioritis.  Their grades might fall or they may slack off on extracurricular activities–especially if they are feeling dejected about not getting an immediate acceptance from a first choice school.  But these senior year grades can be a determining factor for admission. Guest columnist Randi Mazzella is a freelance writer and mother of three.  She primarily writes about parenting, family life and teen issues.  Her work has appeared in many online and print publications including Teen Life, Your Teen, Scary Mommy, SheKnows and  Grown and Flown.

Traditional Behaviorism An Objective Sub Division Of...

Traditional behaviorism focused exclusively on the direct observation of objectively measurable events (Wolf, 1978). Due to declining popularity, behaviorists had to rethink their position to remain relevant (Wolf, 1978). They discovered that society typically wanted to learn about concepts and ideas that are more subjective in nature (Wolf, 1978). Behaviorists began to acknowledge the social validity, or the relevance to society, of their research (Wolf, 1978). The population now had a voice in the research of behaviorists which stimulated research into new areas, such as teaching people how best to â€Å"relate† to young people (Wolf, 1978, p. 207). Behaviorists emphasize the importance of incorporating the subjective into what had once been an objective sub-division of psychology. In applied behavior analysis behaviorists use techniques such as functional behavior assessment (FBA), to create functionally-based interventions that target maladaptive behavior. The goal of an FBA is to identify the conditions that predict behavior and the consequences that maintain behavior (Carr et al., 2002). If the link between antecedent, behavior, and consequence can be established, it will be possible to alter a behavior by changing its predictive stimuli and maintaining consequences (Bender, 2015). After forming this link by collecting data, a behavior intervention plan (BIP) will be created to diminish problem behavior (Bender, 2015). This BIP must target the function of the behavior andShow MoreRelatedLearning Theories Essay6222 Words   |  25 PagesTheories †¢ Behaviorism †¢ Constructivism †¢ Fitting the Other Theories into the Spectrum †¢ Theory of Multiple Intelligence †¢ Learning Theories and the Brain †¢ Brain Structures †¢ Implications for Learning Theory †¢ Implications for Multimedia †¢ References    By Darren Forrester Noel Jantzie Kilde: http://www.acs.ucalgary.ca/%7Egnjantzi/learning_theories.htm    This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism)Read MoreAp Psychology Review Packet12425 Words   |  50 Pagesdisease. 33.Behaviorism:  the view that psychology should be an objective science that studies behavior without reference to mental process. 34.Belief Perseverance:  clinging to ones initial conceptions after the basis has been discredited. 35.Binocular Cues:  depth cues such as retinal disparity that depend on using two eyes. 36.Bio-Feedback:  electronically recording, amplifying and feeding back information regarding a subtle physiological state. 37.Biological Psychology:  a branch of psychology concernedRead MoreHistory of Management Thought Revision17812 Words   |  72 PagesFrank offered this technique to Taylor. (3) Process charts to study the flow of work through the shop. (4) Promotion planning. (5) Pioneering work with handicapped employees. d. Psychology of Management -- Lillian s original, but not final, Ph.D. dissertation. It was not industrial psychology, per se, but the psychological intent of scientific management. e. Lillian’s efforts to bring Gilbreth’s motion study and Taylor’s time study are worth mentioning. D. Harrington Emerson Read MorePsychology14463 Words   |  58 Pageshead: BASIC HUMAN NEEDS Basic Human Needs Thane S. Pittman and Kate R. Zeigler Colby College DRAFT Chapter to appear in Kruglanski, A., Higgins, E. (2006), Social Psychology: A handbook of basic principles, 2nd Edition. New York: Guilford Publications Thane S. Pittman and Kate R. Zeigler Department of Psychology 5550 Mayflower Hill Colby College Waterville, ME 04901 207-859-5557 tpittman@colby.edu Basic Human Needs Basic Human Needs It is vain to do with more what can be done withRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesManagement Skills 8 †¢ Effective versus Successful Managerial Activities 8 †¢ A Review of the Manager’s Job 9 Enter Organizational Behavior 10 Complementing Intuition with Systematic Study 11 Disciplines That Contribute to the OB Field 13 Psychology 14 †¢ Social Psychology 14 †¢ Sociology 14 †¢ Anthropology 14 There Are Few Absolutes in OB 14 Challenges and Opportunities for OB 15 Responding to Economic Pressures 15 †¢ Responding to Globalization 16 †¢ Managing Workforce Diversity 18 †¢ Improving Customer ServiceRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagescomponent distinguishing that component from the set of components identical to it in all respects save one: they do not possess the revelant feature. Consequently, identification of the relevant feature results in the establishment of a new, unique, objective category. xvi A NOTE ON TERMINOLOGY (noyeau semique) and are, therefore, semantic variables (compare with Émile Beneveniste s extrinsic semes). The new integrity of semic nucleus plus contextual seme(s) constitutes a sememe. (Note that in

Philosophy Of Mind Essay Example For Students

Philosophy Of Mind Essay In this paper I plan to show that Searle is correct in claiming that his ChineseRoom Analogy shows that any Turing machine simulation of human understanding ofa linguistic phenomenon fails to possess any real understanding. First I willexplain the Chinese Room Analogy and how it is compared to a Turing machine. Iwill then show that the machine can not literally be said to understand. ATuring machine has a infinite number of internal states, but always begins acomputation in the initial state go. Turing machines can be generalized invarious ways. For example many machines can be connected, or a single machinesmay have more than one reader-printer under command of the control. The machinesare set to accept input and give output based on the type of input given. Whencomparing the Turing machine simulation of understanding to actual humanunderstanding you ca see the story given as input, and the answers to questionsabout the story as output. In the Chinese Room Analogy Searle supposed th at hewas locked in a room with a large batch of Chinese writing referred to asscripts. By using the term script it is meant to saythat this first batch of Chinese writing is the original or principal instrumentor document. Further more in this case he is said not to know any Chinese,either written or spoken. The Chinese writing is described by Searle as meaningless squiggles. Next he is presented with a second batch of Chinesewriting referred to as a story. The term story here is meant todescribe the second batch to be an account of incidents or events that will beused to make a statement regarding the facts pertinent to the incidents orevents that will follow. Accompanied with the second batch of writing is a setof written rules written in English that is meant to be used for correlating thetwo batches called a program. The program given toSearle is meant to used as a printed outline of a particular order to befollowed to correlate the Chinese symbols. The rules, or theprogram, wil l allow Searle to correlate the symbols entirely bytheir shape. Finally a third batch of Chinese symbols is presented along withfurther instructions in English, referred to as questions. Thequestions are implemented as a way to interrogate Searle in such amanner that his competence in the situation will be given. Thesequestions allow the third batch to be correlated with the first twobatches. It is supposed in this analogy that after a while he becomes so good atfollowing the instructions to manipulate the symbols, while giving the correctanswers, that is becomes impossible for a man from outside the direct point ofview to distinguish his answers from that of a native Chinese speaker. TheChinese Room Analogy goes a step further when he is given large batches ofEnglish, called stories, which he of course understands as nativeEnglish speaker. The story in this case is to be used just as it was in theprevious case, to describe the batch as an account of incidents or events thatwill be used to make a statement regarding the facts pertinent to the incidentsor events that will follow. Much like the case with the Chinese writingquestions are asked in English and he is able to answer them, also in English. These answers are indistinguishable from that of other native English speakers,if for no other reason that he is a native speaker himself. The difference hereis that in the Chinese case, Searle is only producing answers based onmanipulation of the symbols of which have no meaning to him, and in the Englishcase answers are given based on understanding. It is supposed that in theChinese case, Searle behaves as nothing more than a computer, performingoperations on formally specified elements. An advocate of the strong AI(Artificial Intelligence) claim that if a question and answer sequence much likethe case with the Chinese symbols, a machine is not only simulating humanability but also that the machine can be said to literally understand a storyand provide answers to questions about them. Searle declares that in regard tothe first claim where machine can literally be said to understand a story andprovide answers, that this is untrue. Obviously in the Chinese Room Analogy eventhough the inputs and outputs are indistinguishable from that of native Chinesespeaker Searle did not understand the input he was given or the output that hegave, even if he was giving the correct output for the situation. A computerwould have no more of a true understanding in this analogy than he did. Inregards to the second claim where a machine and its program explain humanability to understand stories and answer questions about them, Searle alsoclaims this to be false. He maintains that sufficient conditions ofunderstanding are not provided by computer, and therefore its programs havenothing more than he did in the Chinese Room analogy. A Strong AI supporterwould contradict this belief by alleging that when Searle read and understoodthe story in English he is doing the exact same thing as when he manipulates theChinese symbols. In both cases he was given an input and gave the correct outputfor the situation. On the other hand Searle believes that both a Turing machine,as well as the Chin ese Room Analogy are missing something that is essential totrue understanding. When he gave the correct string of symbols in the ChineseRoom analogy, he was working like a Turing machine using instructions with outfull understanding. There is syntax through manipulations, but not semantics. .ucacd28289607730608340fb9fee51482 , .ucacd28289607730608340fb9fee51482 .postImageUrl , .ucacd28289607730608340fb9fee51482 .centered-text-area { min-height: 80px; position: relative; } .ucacd28289607730608340fb9fee51482 , .ucacd28289607730608340fb9fee51482:hover , .ucacd28289607730608340fb9fee51482:visited , .ucacd28289607730608340fb9fee51482:active { border:0!important; } .ucacd28289607730608340fb9fee51482 .clearfix:after { content: ""; display: table; clear: both; } .ucacd28289607730608340fb9fee51482 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucacd28289607730608340fb9fee51482:active , .ucacd28289607730608340fb9fee51482:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucacd28289607730608340fb9fee51482 .centered-text-area { width: 100%; position: relative ; } .ucacd28289607730608340fb9fee51482 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucacd28289607730608340fb9fee51482 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucacd28289607730608340fb9fee51482 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucacd28289607730608340fb9fee51482:hover .ctaButton { background-color: #34495E!important; } .ucacd28289607730608340fb9fee51482 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucacd28289607730608340fb9fee51482 .ucacd28289607730608340fb9fee51482-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucacd28289607730608340fb9fee51482:after { content: ""; display: block; clear: both; } READ: Mrs Dalloway-Time EssaySearle possibly could be over simplifying the case by focusing only on part ofthe Turing machine of set to receive input and give output. Some supporters ofstrong AI argued that Searle could be seen as the writing instructions and tapein the Turing machine just as he was the controller in the Chinese Room analogy. Strong AI supporters contend that the controller and reading head in a Turingmachine, as well as Searle as the controller of the Chinese Room analogy, cannotbe said to understand meaning behind the stories. The problem is that thesepieces cannot understand, but the whole could. This means that the Turingmachine as a whole and the Chinese Room as a whole understood the depth, yetwhat appeared to control them did not. Searle never gave a directdefinition of understanding, yet he did declare that categorizing to give outputwhether correct or or incorrect can have understanding as single, loneinstruments. In the second scenario where Searle was given storiesin English to answer questions, he is obviously able to understand each singlecomponent in the scenario. With the comparison Searle claimed that his ChineseRoom analogy showed that any Turing machine simulation of human understandingwas incomplete. A complete understanding , much like that he possessed in thescenario containing only E nglish, is only as capable of occurring as thepiece in control. Searle is correct in claiming that his ChineseRoom Analogy shows that any Turing machine or computational simulation of humanunderstanding of a linguistic phenomenon fails to possess real understandingthat a human is able to comprehend.

K-mart Management Essays - Business, Economy Of The United States

K-mart Management K-mart's upper management is attempting to bring K-mart "upmarket" without losing the chain's discount image. The goal is to change the store's image from a no-frills discount store to a retailer of quality, brand-name merchandise offered in modern, attractive displays. K-mart is attempting to change with its typical customers, who are now more educated and sophisticated than earlier in the store's history. K-mart assembled a senior management team to evaluate the impacts that emerging social, economic and political changes in the United States would have on the future of the business. This team was called the F-Team. Once the F-Team completed it's report, K-mart management asked for specific marketing strategies to address each scenario from the F-Team's report. Of all items in the report, America's changing social class and income structure is of particular importance. The primary customer base for K-mart has been the middle class group. This group comprises about 32 percent of the population. Members of this group often buy products that are popular and trendy. They tend to be very concerned with fashion. Middle class size is in decline due to the influences of international competition. There is increased competition between countries for the labor pool. Third world workers are willing to accept wages that are up to a third less than United States workers will accept for the same tasks. American labor premium is disappearing, causing a significant downward mobility and an associated diminution of living standards and purchasing power. The group affected is K-mart's predominate customer base. This is cause of great concern to the upper management. According to the case study, this scenario will place the top group in the new social structure of the United States at about 25 percent of households, while the bottom will represent close to 65 percent. The bottom (K-mart's customers) will suffer decrease purchasing power as a result of this shift. Upper management must create a public image makeover in order to attract customers from the smaller, but more affluent upper middle class. Proper decisions by upper management will have the desired impact on imaging and positioning. This will cause K-mart to occupy a distinctive place in the target market's mind. The goals must be carefully set in order to attract customers with higher incomes, and at the same time, not alienate those already shopping at discount stores. New programs designed to help change the store's image include: 1. A new advertising campaign in which designer Martha Stewart uses K-mart products to decorate her farmhouse 2. Use of pro golfer Fuzzy Zoeller in ads to promote golf equipment 3. Co-sponsorship of a race car driven by Mario Andretti 4. In-store greeters and a toll-free customer response number. K-mart has also been working to be identified with fashion. Everything the stores carry will be considered fashionable, chic and popular. According to the case study, the efforts towards this goal have been successful. K-mart increased sales by 7.8 percent during 1992. The nature and extent of change will be decided by upper management and formulated in the offices of K-mart's headquarters, where the retailer's management team will evaluate every aspect of the company's operations. A revival is not implausible. After all, K-mart follows in the footsteps of such chains as Sears, JCPenney, and Montgomery Ward, all of which have accomplished turnaround feats of impressive magnitude. But despite the evidence of past turnarounds by similarly beleaguered chains, the thought of K-mart making such a radical change successfully seems remote. After all, generations of customers have the image of K-mart as a cheap discount store burned into their brains. The "blue light specials" invoke images of desperate shoppers madly running into or over each other to get their special buy. That image will most easily be changed in the children of K-marts present shoppers. K-mart's chief attribute in the highly competitive discount store arena is convenient locations. Unfortunately, location alone may not be enough for the Troy, Michigan-based retailer that invented discount store retailing 33 years ago. K-mart needs more; it needs a new focus and a new image, and it needs them quickly. At a similarly difficult juncture in Sears' history, the Chicago-based retailer had more going for it than does K-mart. Sears chairman Ed Brennan hired a well-respected chief executive, Arthur Martinez, who executed a masterful turnaround program. Martinez instituted the successful "Softer Side of Sears" ad campaign; sold off Sears' huge franchise-making but money-losing catalog operation and redirected catalog customers into the stores; emphasized credit opportunities through the company's Sears charge; and stressed the retailer's golden reputation with consumers in hard