University of Michigan-Dearborn Acceptance Rate, SAT/ACT Scores, GPA

The University of Michigan-Dearborn is a public university with an acceptance rate of 78%. Located in Dearborn, Michigan west of Detroit, and founded in 1959 by a 196-acre gift from the Ford Motor Company, the campus features a 70-acre natural area and the Henry Ford Estate. The university has a 17-to-1 student / faculty ratio and an average class size of 26. Professional programs in business and engineering are some of the strongest and most popular among undergraduates. UM-Dearborn is largely a commuter campus and has no housing facilities. Considering applying to UM-Dearborn? 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, University of Michigan-Dearborn had an acceptance rate of 78%. This means that for every 100 students who applied, 78 students were admitted, making UM-Dearborns admissions process somewhat competitive. Admissions Statistics Number of Applicants 7,695 Percent Admitted 78% Percent Admitted Who Enrolled (Yield) 18% SAT Scores and Requirements University of Michigan-Dearborn requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 82% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 540 640 Math 530 650 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of UM-Dearborns admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to UM-Dearborn scored between 540 and 640, while 25% scored below 540 and 25% scored above 640. On the math section, 50% of admitted students scored between 530 and 650, while 25% scored below 530 and 25% scored above 650. Applicants with a composite SAT score of 1290 or higher will have particularly competitive chances at UM-Dearborn. Requirements University of Michigan-Dearborn does not require the SAT writing section or SAT Subject tests. Note that UM-Dearborn does not superscore SAT results, your highest composite SAT score will be considered. ACT Scores and Requirements University of Michigan-Dearborn requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 18% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 22 31 Math 22 28 Composite 23 30 This admissions data tells us that most of UM-Dearborns admitted students fall within the top 31% nationally on the ACT. The middle 50% of students admitted to UM-Dearborn received a composite ACT score between 23 and 30, while 25% scored above 30 and 25% scored below 23. Requirements University of Michigan-Dearborn does not require the ACT writing section. Note that UM-Dearborn does not superscore ACT results, your highest composite ACT score will be considered. GPA In 2018, the average high school GPA for incoming University of Michigan-Dearborn freshmen was 3.83, and over 64% of admitted freshmen had average high school GPAs above 3.50. These results suggest that most successful applicants to UM-Dearborn have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph University of Michigan-Dearborn Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Michigan-Dearborn. 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 University of Michigan-Dearborn, which accepts just over three-quarters of applicants, has a somewhat selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. While the UM-Dearborn application does not ask for an essay or for information about your extracurricular activities, it does require employment history and legacy status. In addition, the university gives additional weight to AP, IB, and Honors coursework. In the graph above, the blue and green dots represent students who were accepted to UM-Dearborn. Most had SAT scores (ERWM) of 1050 or higher, an ACT composite of 21 or higher, and a high school average of a B or better. A significant percentage of admitted students had grades in the A range. If You Like University of Michigan-Dearborn, You May Also Like: Michigan State UniversityNew York UniversityUniversity of ChicagoPurdue UniversityOhio State UniversityDuke UniversityUniversity of Michigan - Ann Arbor All admissions data has been sourced from the National Center for Education Statistics and University of Michigan-Dearborn Undergraduate Admissions Office.

The Proper Role of a Ruler and the Government Essay

Over the centuries, many political philosophers, historians, and thinkers have ventured to identify the ideal form of government: a theory which truly takes into account human nature as a whole and applies it accordingly. Human nature, when looked at holistically, is essentially good - men will not annihilate each other if left without a ruler, but motivation, protection, and some degree of rights must be accommodated in order to allow a state to thrive to its greatest capacity. Thus a ruler should be judged by his ability to protect the people and secure their rights, and he should come to power by the collective consent of the people. The perfect government is one in which the ruler has only the power which allows him to aid the people†¦show more content†¦Furthermore, John Locke highlights another critical matter: that absolute power should never be attained by a ruler because such rule may only lead to consequences of disadvantage to the people. He states, â€Å"Whensoe ver [...] the legislature shall [...] grasp themselves, or put into the hands of any other, an absolute power over their lives, liberties, and estates of the people, by this breach of trust they forfeit the power the people had put into their hands for quite contrary ends, and it [is transferred] to the people [...]† This passage shows that whenever a ruler attempts to gain power greater than that which the people had entrusted him with, and so attempts to become an absolute monarch, society has the right and obligation to overthrow him, and return power to a government that will not seek to abuse it. Even such drastic measures as rebellion must be taken in order to assure that rulers have only the power that allows them to protect and assist the people because when an absolute monarchy is instituted, only the ruler decides on any matter, whether those decisions will be for or against the people. Such a scenario must be prevented at all costs. 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The Changing role of women in Britain since 1900 Free Essays

Target 1: How useful is source A as evidence about attitudes towards suffragettes in 1908? Explain your answer using source and knowledge from your studies. The attitudes towards suffragettes in 1908 were mixed; everyone had their own opinions of them. Some people were very supportive on what they were doing and some of them had a very negative response. We will write a custom essay sample on The Changing role of women in Britain since 1900 or any similar topic only for you Order Now In source A there is a picture of a ‘suffragette demonstrations in London 1908’. Underneath the source the source it states â€Å"Mrs Emmeline Pankhurst leading a demonstration which 200,00 people are said to have attended.† This source does not give enough evidence to prove this statement. I explain why. In this picture it shows me the suffragettes having a peaceful demonstration they are smiling and at the same time getting what they want to say across, from my knowledge and understanding suffragettes were seen as violent and they were seen as a very confrontational group. In the source booklet under The WSPU- the suffragettes it tells me that In 1903 Emmeline Pankhurst and her daughters formed a breakaway group called the Women’s social and political union (WSPU), that was to campaign for the parliamentary vote for women on the same terms as it was granted to men, or would be in the future, their motto was â€Å"deeds not words† yet the photo paints a different picture. In source booklet source 6 under Suffragette tactics it tells me that in 1908 the suffragettes would start occasional attacks on properties such as breaking windows, etc. But yet again from source A I cannot see this. The source also states, â€Å"200,000 people are said to have attended† From source A it seems to me that at least only 1,000 people attended. In this source I can see only one policeman and he looks quite peaceful and undisturbed. If this were a demonstration where 200,000 people are said to have attended there would be hundreds of policemen on sight. This photo is very unreliable to its statement. The source says that Ms Pankhurst lead the campaign yet there is no proof to prove this. This is supposed to be a demonstration but from my understanding a demonstration is 1) an outward showing or feeling. 2) A public meeting or a march for political or moral response. 3) A show of military force. If this was a demonstration you would have seen exactly what they were demonstration from the use of banners and posters or even photos but I cannot see any of this. This photo (source A) is very unreliable and does not give enough evidence to represent that it was a suffragette demonstration in London 1908. This source is not useful evidence about suffragettes in 1908. Target 2:Source D and E are both from 1910, yet they give different views about the campaign to gain women the vote. Which is the most reliable source for investigating people’s attitudes in 1910 towards the campaign? Source D is an article from the daily sketch (newspaper) in 1910. It is about a demonstration made by women in 1910. This article is anti-suffragette; it’s against women for what they are doing. This article is about a suffragist attack on the House of Commons. The title â€Å"DISCRACEFUL SCENES†, and â€Å"120 arrests† gives you a dreadful view of the suffragettes. This source is also very negative against women because it puts them down. In the first passage it states â€Å"they caused even more violent scenes then before†. This gives you the impression that they were always violent and aggressive and that’s all they were good for. Also in the first passage it states â€Å"It was a picture of shameless recklessness†. This makes the women look disgraceful and outrageous. In Passage two the first four lines say, † One campaigner sprawled in the mud to the obvious disgust of decent men and the obvious delight of others†. This gives me the idea that some people found it a revolting and thought they were shameful, but yet some people saw it a something very positive. This source is very negative towards the suffragettes and makes them appear violent and shameful. This really affected the way people viewed the suffragettes. Source E is in favour of the suffragettes and are for the vote for women. This source is a postcard issued by the suffragettes in 1910. This postcard shows what a women may be, such as a mayor, a mother a doctor or even a teacher and still not have vote, then goes on to show what a man may be, such as a convict a lunatic, unfit for service or even a drunkard but yet still get the vote. Women were put in a lower category then these types of men; Suffragettes saw this as an insult. However I feel that both Source D and Source E are very reliable for investigating people’s attitudes towards the campaign, but I think the most common attitude towards the suffragettes at that time was Source D. Source D gives the most relevant information and is the most reliable source because these were the negative attitudes shown towards the suffragettes at this period of time. The community didn’t like to see women behaving as men or behaving inappropriately it made them look bad. This source investigates the minority of people’s attitudes towards suffragettes in 1910 but at the same time remains relevant for the investigation of people’s attitudes towards suffragettes in 1910. Target 3: Without the First World War women would have not gained the right to vote in 1918†³ Do you agree or disagree with this interpretation? I agree with this interpretation. I believe that women would have never gained the vote without the First World War. So many men had gone of to war that the women were needed to fill their places this increased the number of women in the industry. The war made it adequate for women to work such jobs. People believed that women shouldn’t be prohibited from doing work they are fit for. While the men were sent of to war, women showed how equally they worked to men, the leaders saw this as an opportunity to show what women were capable of, they showed how capable they were of doing what was seen as a man’s jobs. The suffragettes broke the stereotype of how people viewed women, women were seen as housewives, they stayed home and cook and look after the kids. Men also thought that they didn’t have the intelligence or intellect to do a â€Å"mans job†. In Source 27 on the source sheet written by E.S. Montague, Minister of munitions, in 1916 he states that: â€Å"Women of every station†¦. have proved themselves able to undertake work that before the war was regarded as solely the province of men†¦. Where is the man now who would deny women the civil rights which she has earned by her hard work?† Women were showing themselves how equally skilled they were to men, and that both sexes were equally alike. People started to see the women as people that played a likewise part in society as men and that they deserved the vote. People believed that the women earned their rights through their hard work. In Source 29 on page 68 it also state that: â€Å"†¦ Many women had witnessed the suffering and anguish of men of men as they had not seen in the previous wars and had also worked side by side with comrades and friends. It was inevitable that this would start to change mutual perceptions of and the granting of the votes at last (to women over thirty) seemed totally appropriate.† This gives me the impression that people did see the women working really due to the war and did all they could to gain the vote and the only resort and the most appropriate was to give them the vote. In Source 19; Page 66 we are shown a female tram driver it does not give us a date but it shows it shows us that women were enthusiastically involved in a man’s role. This acts helped change the way people viewed suffragettes. Before most people attitudes were biased towards giving women the vote, but after the war people attitudes change and However in 1918 the barrier against women’s suffrage was broken and a partial victory won, under the Representation of the People Act, women over 30 years of age were given the parliamentary vote if they were householders, the wives of householders, occupiers of property with an annual rent of à ¯Ã‚ ¿Ã‚ ½5 or more. About 8.5 million women were put under this new law. It was not until ten years later, however, that all women could vote on equal terms with men, at the age of 21 and over, the new bill becoming law on July 2, 1928. How to cite The Changing role of women in Britain since 1900, Papers

Musical Acoustics Paper on the Harp Essay Sample free essay sample

The Harp is the oldest known stringed instrument. made up of a frame that surrounds multiple strings. The sum of strings depends on the size and type of harp. the concert harp typically has 47 strings which ranges 6 and a half octaves. The word harp comes from the Anglo-Saxon word significance â€Å"to pluck† . Smaller instruments similar to the harp include the lyre. which has strings of the same length but of changing thickness and tenseness ; the psaltery. which has a frame unfastened merely on one side ; and the dulcimer. which is similar to the psaltery but which is played by striking the strings with a cock instead than tweaking them. The harp is thought to hold beginnings in a huntsmans bow. in the sound it created when plucked. Because of this there is no true day of the month of innovation of the harp. There are cave pictures that depict a harp like instrument in France dated to 15. 000 BC. The first types of harp were the bow harp. which has a individual curving piece of wood attached to a vibrating vas. and the angle harp which is normally called the unfastened harp. which is made of 2 pieces of wood. one being hollow to vibrate the sound. attached together at an angle with the strings strung between them. The harp was developed individually in different parts of the universe and during different clip periods but all apparently bring forthing similar types harps. In ancient Egypt there are many harps depicted in Pharaohs tombs around 5000 old ages ago the bulk of these being bow harps up to 2 meters with 19 strings. Vertical harps known as lyre harps were created in ancient Greece and coincided with the creative activity of the mathematical musical graduated table where Pythagoras discovered numerical ratios matching to intervals of the musical graduated table. During the Roman times the usage of the harp and musical instruments in general declined and did non re-emerge for many old ages. The trigon harp seems to hold been developed in Europe and incorporated a perpendicular pillar to shut the frame. the effects of this mean that it allowed the harp shaper to increase threading tenseness without falsifying the instrument which besides made the harp easier to tune as altering the tenseness of one twine no longer affected the tenseness of all the other strings. The frame of the trigon harp is usually made of wood with the sounding board being a different type to the chief organic structure. Common forests used are dapper. beech. and maple with maple being the most common. The strings are stretched between the sounding board. which is the somewhat slanted and uncurving arm of the full triangular frame. and the curved. frequently intricately carved. top. The strings are frequently made of nylon or wire. The chief modern types of harp are the pedal harp and the lever harp. Pedal harps are normally used as concert harps and normally have a figure of pedals at the base which are used for altering notes and for exchanging keys. These typically have between 41 and 47 strings. Lever harps which are normally known as Celtic harps or common people harps. are floor harps and have no pedals. These have between 20 to 40 strings. The pedal harp has been improved to include a dual action so that the note they are attached to sharpens a half step on the first depression and a farther half step on the 2nd depression. The pedals were originally designed with maulerss that attached on the terminal of the strings and pulled down fastening the twine. The maulerss were so updated to crochets. which were right-angled instead than the u-shape of the maulerss. so to bequilles. which are sets of two little levers in which each twine wrapped through ; when one of the pedals were depressed. one lever would turn clockwise and the other counter-clockwise. supplying a firmer clasp. This was a better system but it tended to interrupt and prone to a buzzing sound being produced. This was so overcome by the debut of the disc system which is made up of two brass prongs ( or forks ) extended from a phonograph record that a twine passed through earlier attaching to the tuning nog. When the matching pedal was depressed. the phonograph record turned and the strings sharpened a half step. held steadfastly against the prong. The pillar contains the rods that operate the mechanism of the pedals. Lever harps. nevertheless. do non hold pedals or rods. and the pillar’s merely purpose in these instruments is to keep up the cervix against the big sum of strain of the strings. Lever harps usage a shortening lever on the cervix following to each person twine which is to be activated ( i. e. . turned ) manually to shorten the twine and raise the tone a half measure. A twine tuned to natural may be played in crisp. but non level. A twine tuned to flat may be played in natural. but non crisp. How it is Made The harp is made of 5 chief parts these parts are the organic structure. the cervix. the pillar. the sound board and the strings. The strings are connected between the cervix and the organic structure. The cervix. where the top of the twine is connected. contains the tuning nog which alter the note of the twine by altering the tenseness. The holes in which contain the tuning nog are drilled at specific intervals so each twine is the same distance apart and that the length the twine will be the right lenghth. when connected to the sound board. The underside of the strings are connected to the sounding board. they are fed through little holes and are so tied in a knot inside the sounding board to maintain them secure. The sounding board is the upward confronting surface of the organic structure. The organic structure is hollow and reinforced with internal ribs. when a twine is plucked the organic structure resonates and sound is projected towards the participants through holes in the o rganic structure. which are chiefly used as a entree to the strings but have the added usage for projecting sound to the performing artist. and more strongly outwards towards the audience through the sounding board which is flexible and kept taut. The pillar of the harp is chiefly to back up the cervix by linking it to the organic structure to let for higher tenseness strings and more strings. it is besides used in pedal harps to incorporate the rods that control the mechanism used to alter the tenseness of strings through the public presentation. White maple is the best wood for these three sides because it is strong plenty to defy the emphasis of the strings. The sounding board is normally made of spruce. Spruce is used because it is light. strong. fictile. and evenly-grained. enabling it to react uniformly to the quivers of the strings to bring forth a rich. clear sound. The center of the sounding board. known as the centerstrip. is attached to the base of the strings and is normally made of beech. Beech is used because it is tough plenty to bear the tenseness of the strings. A modern concert harp stands about 70-75 in ( 1. 8-1. 9 m ) high. is about 40 in ( 1 m ) broad. weighs about 70-90 pound ( 32-41 kilogram ) . and has 47 strings. runing in size from a few inches to several pess in length. Some harps were dual strung which added a 2nd row of strings which were played by go throughing a finger between two strings a harper could make the corresponding chromatic note in the other row. This led to the innovation of the triple-strung harp which was designed to be played with two custodies. The triple-strung harp had three rows of strings. the two outer rows were tuned to the same diatonic graduated table while the interior row was tuned to the outer rows’ chromatic half steps. This had the benefit of vocals with quickly repeated notes being more easy played and playing the same note on either side amplified that note by increasing the resonance in the organic structure. There is no set mic’ing technique for a classical harp as mic’ing the strings will lose the organic structure and heat of the harp. and entirely mic’ing the sound board will lose the onslaught from the strings so a combination of two-channel braces. close mic’ing and ambient mic’ing is used to accomplish an accurate representation of a harp. Experiment with multiple set-ups is the standard method at entering a harp and taking the preferable coupling. an illustration of this is shown ( Microphones and Recording. 2008 ) utilizing 4 two-channel braces in assorted places around the harp. In this illustration the 4 braces used are ; a cardioid capacitor brace in ORTF formation on one side of the harp. about 3 pess off. A cardioid capacitor brace in happenstance formation. on the same side a few pess from the harp. A brace of thread mikes positioned on the lower half of the harp near to the sound box on either side of the harp. A brace of omni directional capacitor mikes above the harp on either side. The preferable brace in this case was the cardiod brace in ORTF formation described as being bright with plentifulness of item. In some cases some braces can be assorted together to bring forth a all-around reproduction of the harp but in this instance the braces were placed in many locations presenting stage issues to the mix. Alison Vardy ( hypertext transfer protocol: //www. alisonvardy. com ) has categorised different techniques used to bring forth a reproduction for certain genres these methods are ; Classical. True Classical. Pop and meditative. The classical method uses three mikes a brace on either side panned left and right positioned near the participants respective manus and a single-channel big omni-directional mike infront and above the harp to capture the room atmosphere. The true classical method uses a LR brace infront of the harp near to the organic structure with a 3rd farther back in the center to give the mix more infinite. The dad method is described as supplying a strong chiming to the mix with one mike above the participants manus capturing the action from the strings. panned partly to one side and one at the base of the harp to capture the bass of the harp. panned partly to the opposite side with a glandular fever mike out front to capture the room sound. The 4th method described as brooding uses a two-channel brace aimed towards the pillar of the harp at waist tallness with a 3rd mike above the manus centred to capture the action of the strings positioned in the Centre of the mix. hypertext transfer protocol: //en. wikipedia. org/wiki/Harp hypertext transfer protocol: //www. alisonvardy. com/harp-info/medieval-harp-history. htm hypertext transfer protocol: //www. enotes. com/harp-66393-reference/harp hypertext transfer protocol: //us. harp. com/history-of-the-harp. htm Microphones and Recording 2008 hypertext transfer protocol: //www. recording-microphones. co. uk/recording-harp. shtml