West Chester University Acceptance Rate, SAT/ACT Scores, GPA

West Chester University of Pennsylvania is a public university with an acceptance rate of 74%. WCU offers 125 undergraduate majors across its colleges of Education, Health Sciences, Arts and Sciences, Business and Public Affairs, and Visual and Performing Arts. Academics are supported by a 19-to-1  student/faculty ratio. WCU is a member of the NCAA Division II Pennsylvania State Athletic Conference (PSAC) with 23 mens and womens varsity teams. Considering applying to West Chester University? 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, West Chester University had an acceptance rate of 74%. This means that for every 100 students who applied, 74 students were admitted, making West Chesters admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 12,002 Percent Admitted 74% Percent Admitted Who Enrolled (Yield) 31% SAT Scores and Requirements West Chester University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 88% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 530 610 Math 520 590 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of West Chester Universitys admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to WCU scored between 530 and 610, while 25% scored below 530 and 25% scored above 610. On the math section, 50% of admitted students scored between 520 and 590, while 25% scored below 520 and 25% scored above 590. Applicants with a composite SAT score of 1200 or higher will have particularly competitive chances at West Chester University. Requirements West Chester University does not require the SAT writing section or SAT Subject tests. Note that WCU participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements West Chester University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 11% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 20 26 Math 19 25 Composite 21 26 This admissions data tells us that most of WCUs admitted students fall within the top 42% nationally on the ACT. The middle 50% of students admitted to West Chester received a composite ACT score between 21 and 26, while 25% scored above 26 and 25% scored below 21. Requirements Note that West Chester does not superscore ACT results; your highest composite ACT score will be considered. WCU does not require the ACT writing section. GPA In 2018, the average high school GPA of West Chester Universitys incoming freshmen class was 3.43. This data suggests that most successful applicants to WCU have primarily B grades. Self-Reported GPA/SAT/ACT Graph West Chester University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to West Chester University of Pennsylvania. 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 West Chester University of Pennsylvania, which accepts nearly three-quarters of applicants, has moderately selective admissions. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. West Chester also takes into consideration the rigor of your high school courses, not grades alone.  Applicants can strengthen their application by submitting an optional personal statement and showing involvement in meaningful extracurricular activities. Note that WCU does not require  letters of recommendation. Some programs at West Chester University have additional requirements: music applicants must audition, art students must submit a portfolio, and several health-related fields require an interview. In the scattergram above, the blue and green dots represent accepted students. The great majority had combined SAT scores (ERWM) of 1000 or higher, an ACT composite score of 20 or higher, and an unweighted high school average of B or better. Grades and test scores above these lower ranges will significantly increase your chances of being admitted, and you can see that a large percentage of accepted students had grades up in the A range. Interested in West Chester University? You May Also Like These Schools University of PittsburghTemple UniversityPenn State UniversityDrexel UniversityUniversity of Cincinnati All admissions data has been sourced from the National Center for Education Statistics and West Chester University of Pennsylvania Undergraduate Admissions Office.

Essay about How Chritianity Affected People in India

How did Christianity affect the people of India? Introductory Religions have been around for many thousands of years. Catholicism is one of the largest religions in the world. India is a country in Asia, and is a little bigger than Texas, but has over 2 billion people. A 2001 survey showed there to a little over â€Å"24 million Christians† in India (Christianity). This topic was appealing to me because I had lived in a boarding school in India from fourth grade to sixth grade. I had seen the effects of this religion on the people and how they reacted towards change. I had seen how people adapted to the religion and how people put down the religion turning to other religions such as Hinduism and Buddhism. I can relate to these people because†¦show more content†¦Background The British people had been in India since the 18th century, and had enslaved the people, but finally left in 1947. Throughout this time, the Indian people were being forced to do things that the English people did not want to do. The Indian people were enslaved by a much more powerful nation. The main religion of India is Hinduism. This religion is much more complicated than many other religions, instead of one main god there are many gods. Many things that Indian people do have been altered to mean other things (mission frontier). There are also people that are called demi gods, who somewhat have the power of god and are able to use their powers whenever they want to. An example of this is a man named khans. He had the powers of a god because he had prayed for a very long time, and had done something else that is not very important. During this time there was a god by the name of Krishna whose uncle was khans. Khans had become evil through the lust of power and Krishna had to stop him (Park). This shows just one of the many beliefs of the Hindu people. Many people had gone to India to show the people what Christianity has to offer and many people reaped the benefits. According to one Indian resident, many of the people that the Christians tried to help were the poor.

Digital Fortress Chapter 34 Free Essays

Susan sat alone in Node 3, waiting for her tracer. Hale had decided to step outside and get some air-a decision for which she was grateful. Oddly, however, the solitude in Node 3 provided little asylum. We will write a custom essay sample on Digital Fortress Chapter 34 or any similar topic only for you Order Now Susan found herself struggling with the new connection between Tankado and Hale. â€Å"Who will guard the guards?† she said to herself. Quis custodiet ipsos custodes. The words kept circling in her head. Susan forced them from her mind. Her thoughts turned to David, hoping he was all right. She still found it hard to believe he was in Spain. The sooner they found the pass-keys and ended this, the better. Susan had lost track of how long she’d been sitting there waiting for her tracer. Two hours? Three? She gazed out at the deserted Crypto floor and wished her terminal would beep. There was only silence. The late-summer sun had set. Overhead, the automatic fluorescents had kicked on. Susan sensed time was running out. She looked down at her tracer and frowned. â€Å"Come on,† she grumbled. â€Å"You’ve had plenty of time.† She palmed her mouse and clicked her way into her tracer’s status window. â€Å"How long have you been running, anyway?† Susan opened the tracer’s status window-a digital clock much like the one on TRANSLTR; it displayed the hours and minutes her tracer had been running. Susan gazed at the monitor expecting to see a readout of hours and minutes. But she saw something else entirely. What she saw stopped the blood in her veins. TRACER ABORTED â€Å"Tracer aborted!† she choked aloud. â€Å"Why?† In a sudden panic, Susan scrolled wildly through the data, searching the programming for any commands that might have told the tracer to abort. But her search went in vain. It appeared her tracer had stopped all by itself. Susan knew this could mean only one thing-her tracer had developed a bug. Susan considered â€Å"bugs† the most maddening asset of computer programming. Because computers followed a scrupulously precise order of operations, the most minuscule programming errors often had crippling effects. Simple syntactical errors-such as a programmer mistakenly inserting a comma instead of a period-could bring entire systems to their knees. Susan had always thought the term â€Å"bug† had an amusing origin: It came from the world’s first computer-the Mark 1-a room-size maze of electromechanical circuits built in 1944 in a lab at Harvard University. The computer developed a glitch one day, and no one was able to locate the cause. After hours of searching, a lab assistant finally spotted the problem. It seemed a moth had landed on one of the computer’s circuit boards and shorted it out. From that moment on, computer glitches were referred to as bugs. â€Å"I don’t have time for this,† Susan cursed. Finding a bug in a program was a process that could take days. Thousands of lines of programming needed to be searched to find a tiny error-it was like inspecting an encyclopedia for a single typo. Susan knew she had only one choice-to send her tracer again. She also knew the tracer was almost guaranteed to hit the same bug and abort all over again. Debugging the tracer would take time, time she and the commander didn’t have. But as Susan stared at her tracer, wondering what error she’d made, she realized something didn’t make sense. She had used this exact same tracer last month with no problems at all. Why would it develop a glitch all of a sudden? As she puzzled, a comment Strathmore made earlier echoed in her mind. Susan, I tried to send the tracer myself, but the data it returned was nonsensical. Susan heard the words again. The data it returned†¦ She cocked her head. Was it possible? The data it returned? If Strathmore had received data back from the tracer, then it obviously was working. His data was nonsensical, Susan assumed, because he had entered the wrong search strings-but nonetheless, the tracer was working. Susan immediately realized that there was one other possible explanation for why her tracer aborted. Internal programming flaws were not the only reasons programs glitched; sometimes there were external forces-power surges, dust particles on circuit boards, faulty cabling. Because the hardware in Node 3 was so well tuned, she hadn’t even considered it. Susan stood and strode quickly across Node 3 to a large bookshelf of technical manuals. She grabbed a spiral binder marked SYS-OP and thumbed through. She found what she was looking for, carried the manual back to her terminal, and typed a few commands. Then she waited while the computer raced through a list of commands executed in the past three hours. She hoped the search would turn up some sort of external interrupt-an abort command generated by a faulty power supply or defective chip. Moments later Susan’s terminal beeped. Her pulse quickened. She held her breath and studied the screen. ERROR CODE 22 Susan felt a surge of hope. It was good news. The fact that the inquiry had found an error code meant her tracer was fine. The trace had apparently aborted due to an external anomaly that was unlikely to repeat itself. Error code 22. Susan racked her memory trying to remember what code 22 stood for. Hardware failures were so rare in Node 3 that she couldn’t remember the numerical codings. Susan flipped through the SYS-OP manual, scanning the list of error codes. 19: CORRUPT HARD PARTITION 20: DC SPIKE 21: MEDIA FAILURE When she reached number 22, she stopped and stared a long moment. Baffled, she double-checked her monitor. ERROR CODE 22 Susan frowned and returned to the SYS-OP manual. What she saw made no sense. The explanation simply read: 22: MANUAL ABORT How to cite Digital Fortress Chapter 34, Essay examples

Digital Fortress Chapter 34 Free Essays

Susan sat alone in Node 3, waiting for her tracer. Hale had decided to step outside and get some air-a decision for which she was grateful. Oddly, however, the solitude in Node 3 provided little asylum. We will write a custom essay sample on Digital Fortress Chapter 34 or any similar topic only for you Order Now Susan found herself struggling with the new connection between Tankado and Hale. â€Å"Who will guard the guards?† she said to herself. Quis custodiet ipsos custodes. The words kept circling in her head. Susan forced them from her mind. Her thoughts turned to David, hoping he was all right. She still found it hard to believe he was in Spain. The sooner they found the pass-keys and ended this, the better. Susan had lost track of how long she’d been sitting there waiting for her tracer. Two hours? Three? She gazed out at the deserted Crypto floor and wished her terminal would beep. There was only silence. The late-summer sun had set. Overhead, the automatic fluorescents had kicked on. Susan sensed time was running out. She looked down at her tracer and frowned. â€Å"Come on,† she grumbled. â€Å"You’ve had plenty of time.† She palmed her mouse and clicked her way into her tracer’s status window. â€Å"How long have you been running, anyway?† Susan opened the tracer’s status window-a digital clock much like the one on TRANSLTR; it displayed the hours and minutes her tracer had been running. Susan gazed at the monitor expecting to see a readout of hours and minutes. But she saw something else entirely. What she saw stopped the blood in her veins. TRACER ABORTED â€Å"Tracer aborted!† she choked aloud. â€Å"Why?† In a sudden panic, Susan scrolled wildly through the data, searching the programming for any commands that might have told the tracer to abort. But her search went in vain. It appeared her tracer had stopped all by itself. Susan knew this could mean only one thing-her tracer had developed a bug. Susan considered â€Å"bugs† the most maddening asset of computer programming. Because computers followed a scrupulously precise order of operations, the most minuscule programming errors often had crippling effects. Simple syntactical errors-such as a programmer mistakenly inserting a comma instead of a period-could bring entire systems to their knees. Susan had always thought the term â€Å"bug† had an amusing origin: It came from the world’s first computer-the Mark 1-a room-size maze of electromechanical circuits built in 1944 in a lab at Harvard University. The computer developed a glitch one day, and no one was able to locate the cause. After hours of searching, a lab assistant finally spotted the problem. It seemed a moth had landed on one of the computer’s circuit boards and shorted it out. From that moment on, computer glitches were referred to as bugs. â€Å"I don’t have time for this,† Susan cursed. Finding a bug in a program was a process that could take days. Thousands of lines of programming needed to be searched to find a tiny error-it was like inspecting an encyclopedia for a single typo. Susan knew she had only one choice-to send her tracer again. She also knew the tracer was almost guaranteed to hit the same bug and abort all over again. Debugging the tracer would take time, time she and the commander didn’t have. But as Susan stared at her tracer, wondering what error she’d made, she realized something didn’t make sense. She had used this exact same tracer last month with no problems at all. Why would it develop a glitch all of a sudden? As she puzzled, a comment Strathmore made earlier echoed in her mind. Susan, I tried to send the tracer myself, but the data it returned was nonsensical. Susan heard the words again. The data it returned†¦ She cocked her head. Was it possible? The data it returned? If Strathmore had received data back from the tracer, then it obviously was working. His data was nonsensical, Susan assumed, because he had entered the wrong search strings-but nonetheless, the tracer was working. Susan immediately realized that there was one other possible explanation for why her tracer aborted. Internal programming flaws were not the only reasons programs glitched; sometimes there were external forces-power surges, dust particles on circuit boards, faulty cabling. Because the hardware in Node 3 was so well tuned, she hadn’t even considered it. Susan stood and strode quickly across Node 3 to a large bookshelf of technical manuals. She grabbed a spiral binder marked SYS-OP and thumbed through. She found what she was looking for, carried the manual back to her terminal, and typed a few commands. Then she waited while the computer raced through a list of commands executed in the past three hours. She hoped the search would turn up some sort of external interrupt-an abort command generated by a faulty power supply or defective chip. Moments later Susan’s terminal beeped. Her pulse quickened. She held her breath and studied the screen. ERROR CODE 22 Susan felt a surge of hope. It was good news. The fact that the inquiry had found an error code meant her tracer was fine. The trace had apparently aborted due to an external anomaly that was unlikely to repeat itself. Error code 22. Susan racked her memory trying to remember what code 22 stood for. Hardware failures were so rare in Node 3 that she couldn’t remember the numerical codings. Susan flipped through the SYS-OP manual, scanning the list of error codes. 19: CORRUPT HARD PARTITION 20: DC SPIKE 21: MEDIA FAILURE When she reached number 22, she stopped and stared a long moment. Baffled, she double-checked her monitor. ERROR CODE 22 Susan frowned and returned to the SYS-OP manual. What she saw made no sense. The explanation simply read: 22: MANUAL ABORT How to cite Digital Fortress Chapter 34, Essay examples

What Is a Communal Family free essay sample

The word commune has various meanings to different people. The term communal family refers to two or more groups of families that live together and share facilities in some form of society. It is actually a form of communal living forum. A communal family is a combination of two or more families living together. It portrays a picture of a huge number of adults and children living together in some form of society. A communal family is two or more families living together and sharing the facilities. Some of these families come together for economical reasons while others are due to similar beliefs and cultures. Families that come together for economical reasons are able to save more money during difficult financial times. Discussion essay – Block pattern Title: Advantages and Disadvantages of communal life for Pacific people C: Communal life for Pacific people L: Advantages/ Disadvantages/ Communal life D: Evaluate (Discuss) Introduction Context: Pacific people Subject: Communal life is very much paramount in the upbringing of younger generations of Pacific community. We will write a custom essay sample on What Is a Communal Family? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Limited Subject: Communal life usually has a pivotal role in the maturity of individuals. Issue: Is communal life really a player to lead Pacific people to be mature, disciplined and successful or does it also has drastic effects on their life to lead then into failure? Thesis statement: For this reason, this essay will discuss in detail both the arguments that acts against and favoring the communal life for Pacific people. Abstract This essay will discuss the major reasons for the decline in communal living in the Pacific. Firstly the essay examines issues in regards to social change which are migration and conflict of interest. Secondly, the essay will discuss concerns from an economic standpoint where education and employment are considered. Thirdly, the essay will look at cultural issues in regards to Westernization and cultural identity. The essay concludes that the Pacific people need to realise in order for communal life to stay alive, these issues must be dealt with. Countries in the Pacific have their own unique way of living. Communal living is seen to be the traditional way of life in the Pacific. People are bound together by their culture and tradition. Therefore, this way of life is slowly declining and being forgotten due to many major reasons. Some of these major reasons for the decline in communal life within the Pacific are likely due to issues such as social change, economic and culture. Firstly one of the issues for the decline in communal living in the Pacific is social change. Migration is an issue related to social change, people looking for a diverse lifestyle elsewhere plays a major role in the decline in communal life in the Pacific. People want to experience a different way of life from the traditional communal way of living (Stahl Appleyard, 2007). For example, Cook Islanders that still reside in a communal way of living, everything from chores to eating and entertainment are done together with the other members of the family or community, but many are pulling away from this way of life because they prefer to do things on their own.. Also, to consider is the migration of people from a different culture and tradition into the pacific, who will have an influence on the Pacific islanders who may turn away from the communal lifestyle. Communal Life in the Pacific Almost every country is experiencing changes due to today’s modern society. Communal life is the traditional way of living which has advantages from which most people can benefit in any society. This form of living is very common in some parts of the Pacific where most people are bound to be together with their traditions. However, it is important to consider that this traditional way of living is being forgotten today and there are many reasons for this decline in the communal life in the Pacific. The major reasons for the decline are in terms of cultural, social and economic. Firstly, there are cultural issues for the decline in the communal life in the Pacific. To begin with, one of the cultural issues leading to a decline in the communal life today is loss of culture which almost all the people in the society are experiencing. The decline in religious activities, ways of doing, habits, feelings and behavior of identity that had previously tied almost all the people together has caused them to fall apart. For example, in an Indian community in Fiji, the Hindus used to have a religious gathering known as Ramayana where followers of the Hindu â€Å"dharma† would gather together for this special occasion but today this gathering is dieing out in few places. Loss of culture, therefore, leads to a decline in commune way of living. A related aspect to the cultural issues is Westernization which is also one of the major reasons for the decline in the communal life. Strong influence of western cultures has changed the lifestyle of most of the people in many countries where by some people prefer to live as those of western countries do. For example, many Fijian villages were having an intentional community of people living together and sharing common interest in the society such as special gathering in villages when there is a new baby born or eating together when a big feast is held, however, today those traditions are no longer