Baruch College Acceptance Rate, SAT/ACT Scores, GPA

Baruch College is a public research university with an acceptance rate of 39%. Ranked nationally, Baruch College is the most selective of the 25 campuses that comprise The City University of New York (CUNY). Located near Wall Street in Midtown, Manhattan, Baruch College has a winning location for its well-regarded Zicklin School of Business. In 2018, the majority of undergraduate students (75%) were enrolled in the Zicklin School, followed by the Weissman School of Arts and Sciences (24%), and the School of Public Affairs (1%). Baruch College frequently ranks among the top New York colleges and universities. Considering applying to Baruch College? 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, Baruch College had an acceptance rate of 39%. This means that for every 100 students who applied, 39 were admitted, making Baruch Colleges admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 21,469 Percent Admitted 39% Percent Admitted Who Enrolled (Yield) 20% SAT Scores and Requirements Baruch College requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 83% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 590 670 Math 630 720 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Baruch Colleges admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Baruch College scored between 590 and 670, while 25% scored below 590 and 25% scored above 670. On the math section, 50% of admitted students scored between 630 and 720, while 25% scored below 630 and 25% scored above 720. Applicants with a composite SAT score of 1390 or higher will have particularly competitive chances at Baruch College. Requirements Baruch College does not require the SAT writing section. Note that Baruch requires applicants to submit all SAT scores, but will consider your highest section from each individual section across all SAT test dates. Baruch does not require SAT Subject tests, but will consider scores if submitted. ACT Scores and Requirements Baruch College requires that all applicants submit either SAT or ACT scores. However, Baruch does not provide information about the number of admitted students who submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th percentile Composite 25 29 This admissions data tells us that most of Baruch Colleges admitted students fall within the top 22% nationally on the ACT. The middle 50% of students admitted to Baruch received a composite ACT score between 25 and 29, while 25% scored above 29 and 25% scored below 25. Requirements Baruch College does not require the ACT writing section. Unlike many universities, Baruch superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the mean high school GPA of Baruch Colleges incoming freshman class was 89.9. This information suggests that most successful applicants to Baruch College have primarily B grades. Self-Reported GPA/SAT/ACT Graph CUNY Baruch College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Baruch College. 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 Baruch College, the most selective of the CUNY colleges, has a competitive admissions pool. Applicants must apply using the CUNY application. Baruch College wants to see high grades in rigorous courses and strong test scores. However, Baruch College has a holistic admissions process involving other factors beyond your grades and test scores. You can improve your chances of acceptance by submitting an optional application essay, glowing letters of recommendation, and a resume of extracurricular activities. In the graph above, the blue and green dots represent accepted students. Most admitted students had a high school average of B or better, a combined SAT score of 1100 or higher (ERWM), and an ACT composite score of 22 or higher. Higher test scores will certainly improve your chances, and you can see that many applicants had grades in the A range. All admissions data has been sourced from the National Center for Education Statistics and Baruch College Undergraduate Admissions Office.

Forms of Sexual Harassment A Case Study - 651 Words

Under federal law there are two distinct forms of sexual harassment (Paul, 1990). The first form is known as quid pro quo harassment and in order for an action of this form to be successful there must be involvement by a supervisor or other person in authority. The fact that Sam, the alleged harasser, is in a supervising position raises the possibility that his behavior toward Paula may be considered quid pro quo sexual harassment. The fact that Paula has reportedly requested that Sam stop approaching her relative to their continuing a romantic relationship establishes the first element of a quid pro quo action. The second element arises by virtue of the fact that Paula has requested a transfer to another department outside the control and authority of Sam and Sam has apparently blocked Paulas request. Under the requirements of a quid pro quo action the victims terms of employment or decisions regarding his or her employment must be affected (Brase, 2001). Sams decision to block Paul as transfer certainly qualifies. In defense of his action to block Paulas transfer Sam has argued that such transfer might endanger Paulas unborn child because the chemicals that are used in the requested department have been shown to be harmful to fetuses. Sams claim may be legitimate; however, his mere assertion would not qualify as a justifiable reason for denying the transfer. Sam is certainly not a medical expert and, unless such claims are documented by a proper authority outside theShow MoreRelatedSexual Harassment At The Workplace1697 Words   |  7 PagesSexual Harassment in the Workplace Eva L. Mendez-Zacher MG260, Business Law I 28 September 2014 Dr. Anita Whitby Abstract I’m conducting a study on Sexual harassment in the workplace. Sexual harassment is possible in all social and economic classes, ethnic groups, jobs and places in the community. 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The Effect of Transformation of pGLO in Bacteria Free Essays

Genetic transformation is a process that primarily is inserting new DNA into an organism to change that organism’s trait. This process has many useful benefits when used correctly in different organisms. In this lab, bacteria was transformed by inserting DNA for Green Fluorescent Proteins. We will write a custom essay sample on The Effect of Transformation of pGLO in Bacteria or any similar topic only for you Order Now The DNA for these proteins were taken from bioluminescent jellyfish Aequorea victoria. One of the main lessons of the lab is learning of the use of ‘plasmids’. Plasmids are small pieces of DNA that usually code for one trait and are easily transferable between bacteria. This transfer of plasmids between bacteria is actually extremely helpful for them and are key in their survival. The plasmid that codes for the Green Fluorescent Proteins is accompanied with a gene for resistance to the antibiotic ampicillin. To ‘switch on’ the gene for fluorescence caused by the proteins, sugar arabinose must be added to the bacteria’s environment. If there is no sugar arabinose introduced to the plates, then the bacteria will appear white and will not glow, even if the gene for the proteins is successfully inserted. If the gene was successfully inserted and there is sugar arabinose present then the bacteria will glow a fluorescent green. The objectives for this lab is was to see the effects on bacteria in four different cases. The first case is the effect on bacteria when the gene for pGLO is introduced with LB (a ‘broth’ like substance that bacteria feed off of) and ampacillin. The second case is the effect on bacteria when the gene for pGLO is introduced with LB, ampacillin, and sugar arabinose. The third case is the effect on bacteria when no gene for pGLO is introduced, but LB and ampacillin is still introduced, The fourth case is the effect on bacteria when no gene for pGLO is introduced, but bacteria is still placed in a LB enriched environment. The hypothesis for the first plate is that bacteria will grow, however it will not glow even though the pGLO gene is introduced because there is no arabinose to effectively activate the gene. The bacteria will still grow although the ampacillin (which normally kills bacteria) is present because the pGLO gene also acts as a resistant to antibiotics. The hypothesis for the second plate is that bacteria will grow and glow because the gene for pGLO is introduced with sugar arabinose to effectively turn it on. The bacteria will also not die although ampacillin is present because, alike to the first plate, the pGLO assists the bacteria in becoming resistant to antibiotics. The hypothesis for the third plate is that no bacteria will grow at all because it is an ampacillin enriched environment with no pGLO gene to help the bacteria become resistant to the antibiotic. The hypothesis for the fourth plate is that the bacteria will grow normally because although there is no pGLO gene introduced, there is also no antibiotic to prevent the bacteria from growing. (AP Biology Development Committee, 2012) Data/Results: ? Figure 1. Recorded results from observing the transformed bacteria under light and in darkness After proper incubation time, we took the plates and viewed them with the lights on and then turned the lights off to see if any of the plates had colonies that glowed. As seen in Figure 1, the first plate produced some bacteria (one colony) and did not glow. The second plate produced a decent amount of bacteria (eight colonies) and ended up glowing. The third plate did not produce any bacteria at all leaving it impossible to see if anything glowed or not. The fourth plate produced the most amount of bacteria (ten colonies) and did not glow. Conclusion: All four of our hypotheses were correct after reviewing the results. The first plate, that consisted of bacteria with pGLO in an environment of LB and ampacillin, produced colonies however they did not glow due to the fact that there was nothing to turn on the pGLO gene. There needed to be arabinose in the environment for the gene to be expressed and since there was not there was no glow. The second plate, that consisted of bacteria with pGLO in an environment of LB, ampacillin, and arabinose, produced a fair amount of colonies that did end up glowing. The bacteria glowed because the pGLO was successfully inserted and transformed and had the arabinose to express the gene. The third plate, that consisted of bacteria without pGLO in an environment of LB and ampacillin, did not produce any bacteria. This outcome was due to the fact that ampacillin kills bacteria and there was no pGLO gene to help the bacteria become resistant to the antibiotic. The fourth plate, that consisted of bacteria without pGLO in an environment of just LB, produced the most amount of bacteria because although it did not have the pGLO gene to prevent antibiotics from killing the bacteria, there were no antibiotics to have to account for. It makes sense that the fourth plate produced the most bacteria because although in both plates one and two there was pGLO to prevent the ampacillin from killing the bacteria, not all of the bacteria were likely to go through transformation correctly and therefore not all of the bacteria had the pGLO ultimately resulting in the termination of a lot of potential bacteria colonies. (AP Biology Development Committee, 2012) How to cite The Effect of Transformation of pGLO in Bacteria, Papers

Nonverbal Communication and Culture

Questions: The brief should answer the following questions: 1 ) What is the audience's current knowledge, skills-base and abilities? 2 ) What does the audience want to know? 3 ) What does the facilitator know (prior to conducting research into the topic)? 4 ) What is the goals statement? 5 ) What are the learning objectives? Answers: Effective business communication: In the contemporary world, communication is the key to success for both personal as well as professional life. Communication is more than verbal and proper understanding of non-verbal communication and ability to implement gives the advantage to an individual to express and connect with others. When an individual interact with others they send and receive non-verbal signals continuously. The gesture of an individual (how they walk, listens and eye contact) gives stronger signals than verbal communication. In a common communication, the process between two individuals constitutes 93% of non-verbal communication and only 7% of verbal interaction. Business communication can simply explained as the process of sharing of information and knowledge within the organisation and stakeholders for financial profit (AlAfnan, 2014). An organization business process on mainly three modes of communication processes: written, verbal and non-verbal communications. Each process of communication has its importance and meaning in business organizations (Okoro Washington, 2012). In the highly competitive business organization, delivering right communicational process is significantly important. Therefore, it is essential to build up successful communication skills in both oral and written. In addition, it is important to maintain right body language, as physical mannerisms, postures, and facial expressions can interpret as unconsciously communicating your feelings and psychological state (Thill Bove, 2013). In business processes, an effective manager takes both verbal as well as non-verbal communication to connect and understand the need and demand of its stakeholders i.e. the investors, customers and employee workers. Effective communication involves customizing the communication so that it fulfills the interest, benefit, objectives and necessities of the audience. The audience's current knowledge, skills-base and abilities: Understanding the audience desires and expectations, and adapting the communication process for that reason, significantly increases chances of communicating effectively. Audience analysis is the process by which a communicator analyses and assesses the demand of the listeners or audience (Okoro Washington 2012). In business communication, the primary objective is to reach the stakeholders or target audience, so it is crucial to understand the process to adapt to attract them. It is significantly important to assess the current level of knowledge, skills and abilities they possess about the message topic, which will help the communicator to face challenges and hurdles in connecting with the audiences. The audience may have cultural or ethnic biases and the more the communicator understands the target audience it is better to express the content of the message and avoid challenges in communication. The audience want to know: Communication fails when the communicator misjudges the audience, for instance, presenting highly technical presentation in front of novice audience (Guang Trotter 2012). The message conveyed in the communication must connect with the audience. The audience needs to understand the purpose of the communication. Relevant data must present before the audience when the topic is new. Authentic communication happens when both mutually concur on the meaning and consequence of the message they are exchanging. There are mainly five kinds of Audience present in a business communication process: The initial Audience: These people are the first people to undergo the process of communication before presenting it to others. For instance, if a manager has asked his subordinate to prepare a presentation for next meeting then the employee will first show the presentation to the manager before presenting it in front of other of the organization (Hamilton, 2013). Gatekeeper: The gatekeepers are the middle-level managers and executive assistant who filters the messages that are circulated within the organization and they hold the authority to approve or reject certain messages. Primary Audience: The primary audiences are the primary target audience for the communication and they decide whether to accept or reject the message of the communication. For instance, a marketing manager may present a new marketing plan but it is up to the board members whether to accept it or not. Secondary Audience: The secondary audience can observe and remark on the original message or become a part of the execution method. Watchdogs: The different business regulatory organizations and authorities who have the power to stop the communication process before the message could reach its audience. Role of the facilitator: The facilitator is the main presenter or the discussion leader in the business communication process. A facilitator concentrates on both content and process of communication. Content in communication is the main subject or problem that needs to be addressed to the audience and the process is the style or method of interaction adopted to communicate. The facilitator or the communicator should have proper and relevant knowledge and facts about the communicated topic. Sharing irrelevant facts and information can lead to chaos and disagreement within groups. The effective communicator can concentrate on the benefit of stakeholders when constructing solutions (Cornelissen, 2014)). The facilitator should have the ability to answer doubts and conflicts and creating likeliness in the audience. The goals statement of effective business communication: The goal statement in a business organization is to attract and hold the attention of the audience. The facilitator should pay more attention to the communication process by understanding the environment and other factors influencing the decision of the stakeholders. The second important objective should be handling query and objections of the stakeholders. It does not matter how much prepared a communicator is about the discussed subject/plan; he has to handle objections and queries by the stakeholders (Holtzhausen Zerfass 2014). The communication process should be the stimulating conversation between the facilitator and stakeholder to complete the communication process. The sender (communicator) should get the feedback for analyzing the effectiveness of the communication process and if the required message has conveyed to the audience (Thill Bove, 2013). A one-way communication process does not solve the purpose of a business organization. An effective business communication is a lways a two-way process. The learning objectives of this study: The learning objective of this study is to understand the complexities of the business communication process. Although analyzing the concept critically, it realized that other factors need to recognize before considering business communication. When business communication uses different methods to convey the message, the methods may have the different outcome and vary from one another. Thus, it is important to understand how these methods shape business communications. The primary objective of business communication is to peruse and convince the stakeholders. A business may have many contexts, but in most of these, the aim is to use persuasion (Guffey Loewy, 2012). Reference: Guffey, M. E., Loewy, D. (2012).Essentials of business communication. Cengage Learning. Thill, J. V., Bove, C. L. (2013).Excellence in business communication. R. B. Chatterjee, K. Subramanian (Eds.). Pearson. Grunig, J. E. (2013).Excellence in public relations and communication management. Routledge. Okoro, E. A., Washington, M. C. (2012). Workforce diversity and organizational communication: Analysis of human capital performance and productivity.Journal of Diversity Management (Online),7(1), 57. Bargiela-Chiappini, F., Nickerson, C., Planken, B. (2013).What is Business Discourse?(pp. 3-44). Palgrave Macmillan UK. Guang, T., Trotter, D. (2012). Key issues in cross-cultural business communication: Anthropological approaches to international business.African Journal of Business Management,6(22), 6456. Cornelissen, J. (2014).Corporate communication: A guide to theory and practice. Sage. Holtzhausen, D., Zerfass, A. (2014).The Routledge handbook of strategic communication. Routledge. AlAfnan, M. A. (2014, April). Interethnic workplace E-mail communication: An investigation into politeness strategies. InProceedings of the 2014 International Conference on Public Management and Education Research in Tianjin, China (iceeim-14). doi(Vol. 10). Hamilton, C. (2013).Communicating for results: A guide for business and the professions. Cengage Learning.