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How We Crunched The Numbers

How We Crunched The Numbers by: John A. Byrne on December 05, 2017 | 0 Comments Comments 3,517 Views December 5, 2017How do you judge the value and quality of an undergraduate business education?In our second annual PoetsQuants ranking of the best undergraduate programs, we believe that the answer to that question comes down to three core issues: the quality of the raw talent coming through the door, what a school does with that talent over four years, and finally how the marketplace responds to the graduates coming off campus.  In other words, whats the quality of the incoming students, what is their view of the academic experience, and what career outcomes are achieved by the graduating class.And that is exactly the approach we take in what we sincerely believe is the best ranking of undergraduate programs currently available. This year, we rank 82 different business schools in the U.S., up significantly on the 50 ranked on our debut list last year.In the world of undergradu ate business education, there is only one other ranking that matters: U.S. News World Report.  The U.S. News list, however, is merely a subset of data from its overall university rankings. Largely a popularity contest, it is solely based on a poll of deans and senior faculty members, most of whom have little to no knowledge of the programs at rival schools. Asking deans to rate other schools is less a measure of a school’s reputation than it is a collection of prejudices partly based on the self-fulfilling prophecy of U.S. News’ own rankings.SEVERAL DEANS ASKED US TO CREATE THE RANKINGIn creating our 2017 ranking of undergraduate business schools, we invested considerable time and effort into creating a well-balanced approach that was both fair and thorough. We equally weight admission standards, the full academic experience, and employment outcomes. Those three components of a business program are critical factors of the quality of the educational experience. Exclu ding any one of them would result in a disingenuous effort to rank the very best schools.We made a few tweaks to this years methodology, but nothing that would dramatically change our approach. To our survey of alumni in the Class of 2015, we added five new questions:Was your business school experience life-changing?Do you believe your business degree will assist you in climbing to a new socioeconomic status?How instrumental do you believe your business degree will be in reaching your dream career?And a pair of questions that provide deeper insight into a schools employment stats:Was your first job after graduating in your desired industry?Was your first job after graduating at your desired company?Those two questions explore whether graduates settled for the jobs they got or really landed in industries and companies they specifically targeted for employment. That is an even higher standard for career outcomes (see Business Schools That Help You Get The Job You Really Want).SLIGHT C HANGES TO THE 2017 METHODOLOGYThe only change in the methodology is the addition of these five questions and a slight change in the distribution of the weights used to account for the new questions. The questions requiring answers that range from one-to-ten went from 12 to 15, and the weight of those questions in only the alumni position of our methodology increased to 80% from 75%. We then reduced the weight of two existing questions about signature experiences and global immersions to 10% from 25%, giving the remaining 10% weight to the desired industry/companies questions.These changes were made after we received feedback from the business schools. The methodology was originally developed not in isolation of but in collaboration with numerous business school deans and administrators. In fact, we only decided to create our ranking after being asked to do so by several business school deans, frustrated and deeply disappointed by earlier ranking efforts from other organizations.This does not mean that every business school agrees with our approach.  Several deans believed we should adjust starting salaries by cost-of-living in their geographic areas. But given the many far-flung locales where graduates choose to work, including many international locations, it was nearly impossible to devise a fair system of taking cost of living into account.Besides, we discovered that contrary to popular belief, the power of a higher education brand often exceeds either geography or industry choice as a factor in compensation. Prestige also results in a degree that more effectively travels, having value far beyond a geographic region.In the Washington, D.C., metro area, for example, Georgetown business grads pulled down total compensation of $78,413, more than $15,000 a year to start than business graduates of nearby University of Maryland. In New York, graduates from NYUs Stern School outlearned those from Fordhams Gabelli School by a similar margin: $78,349 versus $63,18 5, respectively. And undergrads from several midwestern schoolsincluding Olin in St. Louis and Ross in Ann Arbor, Michiganmade more money to start than graduates from some schools in Boston and Silicon Valley. Ross grads in Michigan pulled down $77,246 in average total pay, while Olin grads in St. Louis earned $74,482. That compares with average pay of $66,770 at Santa Clara in the heart of Silicon Valley or $64,957 at Northeastern University in Bean Town.ADMISSIONS STANDARDS (33.3%)A vital factor in judging any higher education effort is the quality of the incoming students. After all, a tremendous amount of learning—both academic and social—occur as a result of the quality of your classmates. We agree with that old cliche about playing a sport with people who are equal or better than you. If you play with someone you can always beat, you’ll never reach a level of personal excellence.We relied on three metrics to measure admissions: The average SAT scores for t he latest entering class, given a 35% weight in the admissions category; the percentage of the entering class in 2016 who finished in the top 10% of their high school class, accounting for another 35% of the category; and finally the acceptance rate for the business school program, weighted at 30%.In several instances, prospective students must pass two hurdles to get into a business school program: First, the university admissions standards and then the business school’s own admissions criteria. We used both acceptance rates to calculate the actual odds of admission for students entering a two-year business program in their junior year.This data was gathered through a survey that was completed by 93 schools.ACADEMIC EXPERIENCE (33.3%)No study of undergraduate business programs would be complete without an assessment of the academic and extracurricular elements of the educational experience. So we sent surveys to alumni of each school to determine how satisfied they were on e very level of that experience. Deans suggested that we choose alumni who had been away from their schools for two years. That would give them ample time to road test their education, to give an accurate assessment of how well prepared they were for the world of work.Our survey asked a dozen core questions of graduates, each rated on a one-to-ten scale of satisfaction. For the full list of questions and the graded results, see â€Å"2017 Rankings Report Card: How Alums Grade Their Schools.† We also asked alumni whether they had a â€Å"significant experience,† defined as a major consulting project, thesis, or other program feature instrumental to their professional development, or a meaningful global immersion.Schools that either declined to allow their Class of 2015 alumni to be surveyed or failed to meet a  10% threshold for the response rate were excluded from our ranking. Several fairly prominent schools failed to meet this threshold, including Ohio States Fisher College of Business and the University of Southern Californias Marshall School. Some 102 schools provided alumni contact info, while 93 schools completed the school survey. Of the 93 to complete the school survey, 82 also hit the minimum 10% participation rate. Of those 82 schools, 39,799 alums had the opportunity to complete the survey. Of those, 5,551 completed the survey for an overall response rate of 13.95%.EMPLOYMENT OUTCOMES (33.3%)Students who go to business school expect to get a job not long after graduating. Summer internships are a key way to open the door to a full-time job opportunity. So our employment outcomes category is based on three metrics: the percentage of the latest graduating class (the Class of 2016) to gain jobs within 90 days, weighted 50%; the average salary and bonus for the latest graduating class, adjusted by the percentage of graduates awarded a bonus, weighted 30%, and finally, the percentage of the Class of 2016 that had internships before their se nior year, weighted at 20% (see What Business Majors Made This Year for our compensation data).THE FINAL RANKINGThe results of all three categories measured were then combined equally to determine an overall ranking. In each category, index scores were created to give credit to one school’s lead over others. We publish the numerical ranking with underlying index scores so that readers can determine how useful an actual ranking could be in relationship to the other schools on the list. It’s important to note that there are nearly 700 undergraduate business programs accredited by the AACSB. The 50 business schools singled out in our debut ranking are all extraordinary, each in the top seventh percentile of accredited schools.Ultimately, this ranking and the mountains of data we are publishing is an effort to more fully inform prospective students and their parents to make the best educational decisions possible. Page 1 of 11

American Immigration Policy, Citizenship, And The...

Abstract This research describes the legal ins and outs of American immigration policy, citizenship, ‘border control’, and the relationship between foreign policy and constitutional law, regarding refugees. Since the birth of the United States in 1776, citizens, from countries all around the world have considered making the trek to America, in hopes of pursuing a different, more prosperous life. Yet, many of history’s hopeful travellers have learned- legally entering America is potentially the most strenuous part of finding their place, in the country. From the late 18th Century until now, there has been gradual increase not only in the quantity of immigrants from around the world, but also the amount of countries these immigrants are†¦show more content†¦Keywords: immigration, citizenship, aliens, border control Borders, Citizenship and Immigration Reform: America’s Legal System and its Changing Complexion A couple hundred years ago, moving from a foreign country, into the United States, was not a task easily accomplished, but it also did not warrant any sort of organized, legal action. Today, the United States Citizenship and Immigration Services, in conjunction with the Department of Homeland Security, have created a complex system for immigrants to gain legal status. Recently, the conversation regarding illegal immigration, the path to citizenship, and management of America’s borders has become a widespread debate. What rights should legal immigrants be granted? Should illegal aliens have rights of their own, or face immediate deportation? Immigration jurisprudence has produced specific language, such as the term ‘alien’, directly affecting the legal and social status of immigrants. Moreover, â€Å"analysis of modern Supreme Court opinions presents empirical date on the incidence of alienage terminology in federal court decisions† (Cunningham, 2011, p.154 5). This paper will discuss the history of U.S. immigration law, the importance of terminology and American economics, in its relationship to jurisprudence and American immigration, as well as specific policy implications provided by Supreme Court cases. Prior to

Special Education Needs free essay sample

I will also write about the medical and social model, what they are and how they relate to SEN, I will then write about the SEN Code of Practice and special educational needs coordinators and touch upon the 1987 Warnock report. The definition of SEN according to the 1996 Education act is, a child has special educational needs if he/she has a learning difficulty which calls for special educational requirements to be made for them (Farrell, 2003). A child is said to have a learning difficulty if they have a considerably greater struggle in learning than most children of the same age and they have a disability which prevents or stops from making full use of their educational facilities provided for children of the same age in schools within the area of the local educational authority (Farrell, 2003). I have chosen to discuss how the education support has changed for children suffering from the autistic spectrum disorder. The word ‘Autism’ first came about in 1911 by a Swiss Dr named Eugen Bleuler (Freedman, 2009) the term was based on the Greek word ‘autos’ meaning self; the actual disorder he was referring to was schizophrenia. Autism was later identified in 1943 by Dr Leo Kanner (Freedman, 2009) he believed mental and biological element played a key role in autism. Autistic spectrum disorders are usually present from birth or early stages of development (NRC, 2001). Autism is a disability that affects how someone communicates and interacts with others (Brill, 2008). The disability arises due to problems in the nervous system; which is made up of the brain, spinal cord, and a network of nerves that permits us to move, think, and sense the world (Brill, 2008); how an individual with autism learns and develops will depend on how the nervous system interacts with the environment around them (Brill, 2008). Autism affects vital human behaviours e. g. social interaction, the ability to communicate ideas and feelings, imagination, and the ability to form close bonds and feelings (NRC, 2001). Children with autism look physically normal however they display a series of behaviours that are autism related (Brill, 2008); doctors usually identify autism by looking at a variety of signs that point to the condition and how it affects the way the person learns and develops; the signs can be mild or severe depending on the child as we are all different (Brill, 2008). Autistic disorders usually have long lasting effects on how children are as social beings, how they learn to look after their selves and participate in their community (NRC, 2001). A range of autistic behaviours is called autism spectrum disorder; at one end of the spectrum is Asperger syndrome which is the mildest form of autism those with the disorder function more self-reliantly unlike those with more severe autism (Brill, 2008) children with Asperger tend to speak by the time they are age four but their voices usually lack emotion. Children with Asperger normally have some trouble interacting with their peers (Brill, 2008). Asperger sufferers tend to test well but lack common sense; experts believe that Asperger is a different disability to autism (Brill, 2008). The most severe the type of autism the more it affects your learning and behaviour to the point that in some cases it can cause mental retardation which greatly slows the learning and progress of a young child (Brill, 2008). Many of those with autism have difficulties handling information through their senses; they usually hear, feel or see too much or too little arriving material which causes them to either under or over react (Brill, 2008). Some common signs of children suffering from autism are they tend to withdraw and become silent or unresponsive, they throw tantrums to block out smells, sounds, touch and sights which they find disturbing (Brill, 2008) and they take longer to reach the common stages of childhood e. g. walking and talking; autism halts normal progression (Brill, 2008). The autistic spectrum sometimes occurs along with mental retardation and language disorders therefore educational planning must address both autistic needs and the needs associated with accompanying disabilities (Brill, 2008). By the 1960’s autism was finally identified as a disorder of its own; in 1965, Dr O. Ivar Lovas and colleagues at a university developed a treatment for autism called applied behaviour of analysis (ABA) (Freedman, 2009); ABA is the use of techniques and principles to bring about a good change in behaviour (Freedman, 2009). ABA focuses on the principles that explains how learning takes place e. g. through positive reinforcement; if good behaviour is followed by a reward the behaviour is more likely to be repeated. This technique could be used not only in the classroom but at home by parents (Freedman, 2009). ABA has become a very popular and widely known treatment for autism through the years especially through the last decade where it has been used to help autistic people lead normal and productive lives. Another popular treatment for autism was discovered in the 1990s by Drs Serna Wieder and Stanley Greenspan called floortime which was based on brain research that showed human development is built on interactions with others (Freedman, 2009) in contrast to ABA which aims to change behaviour, floortime concentrates on improving social skills, imagination and emotional abilities. When discussing SEN we must touch upon the issue of labelling; there are both positive and negative aspects to labelling an autistic child. Some positives are it leads to the child getting the treatment and specialist help they need (Lauchlan, Boyle) , it raises awareness and the understanding of autism and it helps in supporting the families and children with autism by giving them more details about their condition (Lauchlan, Boyle) . Some negatives to labelling are it can sometimes lead to bullying by peers and the use of bad language to describe those with autism, which can sometimes lead to devastating consequences and it can make children with autism feel inferior to typically developing children (Lauchlan, Boyle). Labelling can also lead to social disadvantage and exclusion from mainstream society and also some people with disabilities use their impairment as an excuse or scapegoat for things they find difficult. The use of labels are useful to special educational needs children as if they were dropped it would mean that the specialist help they require would no longer be available to them as they would be given the same workload and support as typically developing children so labelling benefits more than hurts them. The SEN Code of Practice was made to give necessary advice and help to the LEA, schools, social services, and early education setting on how best to provide the help for children with disabilities (DfES, 2001). The Education act 1993 placed a duty on the secretary of state to issue a Code of Practice and make compulsory changes to it every few years. The first Code of Practice was written in 1994; schools, health, social services and settings must abide by the SEN Code of Practice (DfES, 2001) and although the Code of Practice does not tell professionals how to react or deal with every individual situation it advises and guides them on how best to deal with the situation (DfES, 2001). In 2001 the Code of Practice was revised; more rules were added e. g. more rights for children with SEN educated in mainstream schools, the LEA must offer parents more information help and advice on how best to give their child the best education and schools and early years settings must give each other more support (DfES, 2001). During the 1960’s people with autism were still very much viewed as ‘not normal’ this was not helped by the medical model (TOU, 2006). The medical model defines those with disabilities by their impairments.

THE GLASS MENAGERIE How Lauras relationship with Jim changed the tone of the play

Introduction The Glass Menagerie play was written by Tennessee Williams. Born in 1911 in Mississippi, Williams lived in Tennessee as well as Mississippi until their family moved to St. Louis. The play seems to draw parallel with Williams’ own family, whose lifestyle was almost like that of the Wingfield family.Advertising We will write a custom research paper sample on THE GLASS MENAGERIE: How Laura’s relationship with Jim changed the tone of the play specifically for you for only $16.05 $11/page Learn More During his time as a writer, Williams received various awards especially in this play, The Glass Menagerie. Among his awards was the prestigious New York Drama Critics Circle, which he won four times (The Book of the Dead Man 109-110). His play, The Glass Menagerie gained popularity throughout United States. The play portrays Williams’ use of thematic devices and production values. It is based on a melancholic family that struggle s with several issues in life ranging from single parenthood to family conflicts and financial support. This paper will analyze Tennessee Williams’ play with much focus on how Laura’s relationship with Jim changed the tone of play (Williams 155). The Glass Menagerie The whole drama takes place in St. Louis, at narrator’s family home (Tom). Tom lives in a small apartment with his mother and sister. The latter is crippled on one of her legs and is disillusioned by her glasses. Tom’s father, Mr. Wingfield is said to have deserted the family for a long period and the play does not go on explain why he left, although he sends greetings postcard to his family, he disappears from the scene. Tom’s mother Amanda or Mrs. Wingfield is depicted as persistently reprimanding Tom over almost all issues of his life, ranging from his personality to eating habits, among others. The Family struggles both financially and emotionally given the disappearance of Tom†™s father. Amanda is more sociable compared to her daughter Laura who is very shy and delicate. Tom works to support his family but is divided on whether to pursue life far away from his family, so he plots to desert them and eventually does. Jim is Tom’s friend and was in the same school as Laura, he is engaged and when he tells this to Laura on their first meeting after school, she is heartbroken because she loved him. The story ends in disharmony when Tom finally decides to abandon his family obligations and never to return (Bradford 1-2). Character analysis In Tennessee Williams’ play, The Glass Menagerie, four characters are well brought out, that is Tom, his mother Amanda, Sister Laura and friend Jim. The characters meet together on the day Tom invites Jim to their house, and Laura’s mother thinks she has got a suitor for is her daughter.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Tom Wingfield Tom Wingfield is the only son of the Wingfield family; He lives with his mother Amanda and sister Laura. His father deserted them and so he carries on, his responsibility by providing for the family, he later leaves the family never to return. He is frustrated with life and wants to leave for a strange adventure. This comes out clearly when he talks to Jim about his future at their house and even leaves the family. Tom also performs as the narrator in the play. Laura Wingfield Laura is Tom’s sister and has been out of high school for six years. She is shy and only focuses on her glass figurines. She is crippled and loves Jim so much but gets disappointed when Jim tells her he is engaged. She is described as losing touch with reality and as fragile as her glass collections. She is tender, especially in the way she deals with Jim. Laura is lonely and this is conveyed when her mother tries to find a suitor for her. She is also cheerful as she receives Jim, her dream man, into the house and even faints for Joy. Amanda Wingfield Amanda is both Tom and Laura’s mother. She is depicted as loving; this is conveyed in her love for them. She keeps track of her children’s emotional and physical status, for instance, she reprimands Tom for bad eating habits as well as the job he does. She tries to help Laura gain confidence and even tries to find a suitor for her in Jim. She is also temperamental especially towards Tom; she expects too much from her son and is greatly disappointed in Him. Laura is caring, she wants good things for her children and keeps them on course where possible, and this she does when she prepares Laura for Jim. Amanda is also lonely, for she is single and deserted by her husband, frequent quarreling in the house also keeps her lonely (Bradford 1-2). Jim Jim is Tom’s friend at work and they were in the same high school with Laura. He is described as a well mannered, handsome and po lite young man who studies public speaking so as to become an executive. He is empathetic; this is seen in how he encourages Laura to be confident and even dances with her. Jim is also truthful, this is seen in the way he tells Laura that he is engaged to be married. How Laura’s relationship with Jim changed the tone of the play Earlier in the play, we are told that Laura was shy and delicate just like her glass figurines. Her mother had tried to cheer her and find her a suitor to no avail. She could not go out like the others ladies, instead she remained fixed on her glass figurines.Advertising We will write a custom research paper sample on THE GLASS MENAGERIE: How Laura’s relationship with Jim changed the tone of the play specifically for you for only $16.05 $11/page Learn More Jovial Tone Just before Jim came into the house, expectation was high; Amanda was trying all her best to prepare Laura for her suitor Jim. Everyone was cheerful, expectant and hoping for the best except Jim who had intentionally defaulted in paying electricity bill. Jim seemed not to care much for her sister Laura as he kept dragging his feet on bringing her a suitor. We are told that Laura and Jim were in high school together, along with Tom. Laura had a childhood dream, to get married to Jim; he was the most handsome boy that had ever happened to her. Aggressive Tone When Jim entered the house, he was perplexed as to the welcoming he received. Everything was ready and Amanda was cheerful, Laura on the other hand, was both surprised and excited as to the scene that was presented before her. She even fainted at the thought of meeting her dream man. The tone of play changes when Jim reveals to Laura that he is engaged. Laura had hoped to finally find her man Jim, especially when he made the initiative to talk to her, but this did not work out, she was disappointed and dejected for the man was never going to be with her. Aggressive tone is qu ite rampant towards the end of this play as Amanda furiously demands answers from Tom as to why he had brought someone’s fiancà ©e. Anger flares in all direction from Amanda, while Laura cries uncontrollably. Tom decides to desert the family. He leaves his mother and sister helpless and jobless. This sentiment is shared by Amanda when she flares her anger at Tom towards the end of the play. Sad tone Laura is on a sad note having missed the opportunity to have her man. She is dejected and disappointed in what has happened. Amanda on the other hand is very much disappointed and regrets having spent a lot of cash on preparation of Laura for an engaged person. The tone is sad and everything looks gloomy as Tom leaves home for an adventure. Angry Tone The story ends in an angry tone as anger flares everywhere, Amanda is very annoyed by Tom’s behavior of bringing an engaged friend to meet her sister. This enrages her and breaks the family code that was already loose and uns table due to hardships and conflicts. Tom therefore decides to leave her family and never returns (Bradford 1-2).Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion The play starts in a melancholic state and continues as family members struggle with hardships, Amanda is expecting too much from her children; Laura is very shy and delicate, while Tom is fantasizing about the world. These young adults need to make it in life, the mother tries to make them so but they seem unprepared, the tone of the play starts in mild state, moves through a jovial state when Amanda and Laura meet Jim, but the tone moves back to an aggressive, angry as well as sad tone. This is because of their disappointment in Jim and Tom who had brought him, the family breaks from Tom as he escapes and leaves his responsibilities (Pretorius 339-3560). Works Cited â€Å"The Book of the Dead Man (The Red Wheelbarrow).†Boulevard. 109-110. OpoJaz, Inc., 2010. Literary Reference Center.EBSCO.Web. Bradford, Wade. â€Å"The Glass Menagerie.† About.com Guide. 02.05. 2011. 02.05.2011. https://www.thoughtco.com/the-glass-menagerie-overview-2713491 Pretorius, Eliz abeth J. â€Å"Issues of complexity in reading: Putting Occam’s razor aside for now.† Southern African Linguistics Applied Language Studies 28.4 (2010): 339-356. Academic Search Premier. EBSCO.Web. Williams, William Carlos. â€Å"The Red Wheelbarrow.†Literature: Craft Voice. Eds. Nicholas Delbanco and Alan Cheuse. New York: McGraw-Hill, 2009.155.Print. This research paper on THE GLASS MENAGERIE: How Laura’s relationship with Jim changed the tone of the play was written and submitted by user Annie Goodwin 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.