Loyola University New Orleans Acceptance Rate, SAT/ACT Scores, GPA

Loyola University New Orleans is a private Jesuit university with an acceptance rate of 94%. The 24-acre main campus is located in Uptown New Orleans about 20 minutes from the French Quarter. Loyola is made up of five colleges, and undergraduates can choose from 66 Bachelors degree programs. The university offers more than 130 student clubs, teams, and organizations. Loyola boasts of an 11-to-1  student / faculty ratio. On the athletic front, the Loyola Wolfpack competes in the NAIA Southern States Athletic Conference. Considering applying to Loyola University New Orleans? 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, Loyola University New Orleans had an acceptance rate of 94%. This means that for every 100 students who applied, 94 students were admitted, making Loyolas admissions process less competitive. Admissions Statistics (2017-18) Number of Applicants 4,514 Percent Admitted 94% Percent Admitted Who Enrolled (Yield) 19% SAT Scores and Requirements Loyola University New Orleans requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 42% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 640 Math 510 600 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Loyolas admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Loyola scored between 550 and 640, while 25% scored below 550 and 25% scored above 640. On the math section, 50% of admitted students scored between 510 and 600, while 25% scored below 510 and 25% scored above 600. Applicants with a composite SAT score of 1240 or higher will have particularly competitive chances at Loyola University New Orleans. Requirements Loyola does not require the SAT writing section or SAT Subject tests. Note that Loyola 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 Loyola University New Orleans requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 63% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 23 31 Math 20 26 Composite 22 28 This admissions data tells us that most of Loyola University New Orleans admitted students fall within the top 36% nationally on the ACT. The middle 50% of students admitted to Loyola received a composite ACT score between 22 and 28, while 25% scored above 28 and 25% scored below 22. Requirements Note that Loyola University New Orleans does not superscore ACT results; your highest composite ACT score will be considered. Loyola does not require the ACT writing section. GPA In 2018, the average high school GPA of Loyola University New Orleans incoming freshmen class was 3.51, and over 50% of incoming students had average GPAs of 3.5 and above. These results suggest that most successful applicants to Loyola have primarily high B grades. Self-Reported GPA/SAT/ACT Graph Loyola University New Orleans Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Loyola University New Orleans. 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 Loyola University New Orleans, which accepts over 90% of applicants, has a less competitive admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Keep in mind, however, that Loyola also has  a holistic admissions  process and admissions decisions are based on more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Loyola University New Orleans average range. Note that programs within the College of Music and Media have additional a pplication requirements including an audition, portfolio, and/or interview. In the graph above, the green and blue dots represent accepted students. You can see that most had SAT scores (ERWM) of 1000 or higher, ACT composite scores of 20 or higher, and a high school average of a B- or better. A significant number of applicants had high school GPAs in the A range. If You Like Loyola University New Orleans, You May Also Like These Schools Tulane UniversityUniversity of MiamiLoyola University ChicagoBaylor UniversityLoyola Marymount UniversityUniversity of Mississippi All admissions data has been sourced from the National Center for Education Statistics and Loyola University New Orleans Undergraduate Admissions Office. Loyola University New Orleans Acceptance Rate, SAT/ACT Scores, GPA Loyola University New Orleans is a private Jesuit university with an acceptance rate of 94%. The 24-acre main campus is located in Uptown New Orleans about 20 minutes from the French Quarter. Loyola is made up of five colleges, and undergraduates can choose from 66 Bachelors degree programs. The university offers more than 130 student clubs, teams, and organizations. Loyola boasts of an 11-to-1  student / faculty ratio. On the athletic front, the Loyola Wolfpack competes in the NAIA Southern States Athletic Conference. Considering applying to Loyola University New Orleans? 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, Loyola University New Orleans had an acceptance rate of 94%. This means that for every 100 students who applied, 94 students were admitted, making Loyolas admissions process less competitive. Admissions Statistics (2017-18) Number of Applicants 4,514 Percent Admitted 94% Percent Admitted Who Enrolled (Yield) 19% SAT Scores and Requirements Loyola University New Orleans requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 42% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 550 640 Math 510 600 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Loyolas admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Loyola scored between 550 and 640, while 25% scored below 550 and 25% scored above 640. On the math section, 50% of admitted students scored between 510 and 600, while 25% scored below 510 and 25% scored above 600. Applicants with a composite SAT score of 1240 or higher will have particularly competitive chances at Loyola University New Orleans. Requirements Loyola does not require the SAT writing section or SAT Subject tests. Note that Loyola 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 Loyola University New Orleans requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 63% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 23 31 Math 20 26 Composite 22 28 This admissions data tells us that most of Loyola University New Orleans admitted students fall within the top 36% nationally on the ACT. The middle 50% of students admitted to Loyola received a composite ACT score between 22 and 28, while 25% scored above 28 and 25% scored below 22. Requirements Note that Loyola University New Orleans does not superscore ACT results; your highest composite ACT score will be considered. Loyola does not require the ACT writing section. GPA In 2018, the average high school GPA of Loyola University New Orleans incoming freshmen class was 3.51, and over 50% of incoming students had average GPAs of 3.5 and above. These results suggest that most successful applicants to Loyola have primarily high B grades. Self-Reported GPA/SAT/ACT Graph Loyola University New Orleans Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Loyola University New Orleans. 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 Loyola University New Orleans, which accepts over 90% of applicants, has a less competitive admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Keep in mind, however, that Loyola also has  a holistic admissions  process and admissions decisions are based on more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Loyola University New Orleans average range. Note that programs within the College of Music and Media have additional a pplication requirements including an audition, portfolio, and/or interview. In the graph above, the green and blue dots represent accepted students. You can see that most had SAT scores (ERWM) of 1000 or higher, ACT composite scores of 20 or higher, and a high school average of a B- or better. A significant number of applicants had high school GPAs in the A range. If You Like Loyola University New Orleans, You May Also Like These Schools Tulane UniversityUniversity of MiamiLoyola University ChicagoBaylor UniversityLoyola Marymount UniversityUniversity of Mississippi All admissions data has been sourced from the National Center for Education Statistics and Loyola University New Orleans Undergraduate Admissions Office.

The Theory Of Child Sexual Abuse - 901 Words

After reading the article by Rind, Tromovich, and Baserman, and the other associated commentaries I have drawn a few conclusions. First I do not believe in the Rind et al. s final theory that child sexual abuse does not cause intense and extensive harm in the long term. However, I do not fully renounce all of his theories. I have concluded that their final theory needed more precise research and there were holes in their research and theory. I also believe that they did not consider the impact that their article would have on the psychological community, politics, and personal emotional impact. After I read the first article from Rind et al s, I felt shock and anger from the content. I understood that what they wanted to answer a few key questions such as, does child sexual assault (CSA) cause harm, will the harm be intense, and is the experience similar for both boys and girls in terms of the negative effects. 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Child Development for Social and Developmental-myassignmenthelp

Question: Discuss about theChild Development for Social and Developmental. Answer: Child development is a process that entails psychological, emotional and social changes. These changes happen right from the birth through adolescence. Essentially, the changes are fundamental as one transit from dependency stage to autonomy stage (Zarra?Nezhad et al. 2014). Moreover, the changes may be influenced by past events as well as the genetics determination. Child development is unique for every child although the sequence is highly predictable. In other words, child development takes place at different rates in different children. Every stage is influenced by the previous developmental experiences. Child development occurs in stages. While all stages of child development are critical, early childhood is a more crucial development stage. Chiefly, the experiences of early childhood influence the child's outcomes in the rest of their lives and also determine who the child becomes (Gentzler, Ramsey Black, 2015). While focusing on the theory of child development and that of int elligence, this paper seeks to reflect on how the two have been applicable in my personal life. Parenting style and attachment between a child and a caregiver are important and influence the development of a child (Jones, Cassidy Shaver, 2015). My childhood is one that had several twists. I am a victim of separated parents whereby my parents separated when I was only thirteen years. I was left under the custody of my mother. After separation, it was evident that mother was going to be the sole provider of the family. For this reason, my mother who is a security guard works for longer hours probably due to the nature of work and the burden of proving for the family. Consequently, although I am emotionally attached to my mother, the distance, longer hours of work, and minimal family time is a stabling block to physical attachment. However, these factors do not affect our relationship whatsoever. Additionally, the role of mother as my caregiver grows exponentially to meet my needs. She has consistently expressed immense support and psychological attachment towards me. The kind of attachment I have with my mother has led to positive consequences on my development especially in improving intelligence. Additionally, I have been able to avoid aggression, delinquency, and depression. Conversely, both attachment and parenting style have adversely affected my present relationships. It is evident that the effects of spouses divorce or separation have adverse effects on the development of children and may affect them through their entire lives (Jones et al. 2014). Although my parents separated when I was thirteen years old, my father has not been so concerned about me even before the separation. Therefore, I have known mother as the only caretaker of the family. Being brought up by a single mother and who spends a lot of time working has had detrimental effects on my relationships. The absence of one parent and the assumption of all roles by mother rendered her so controlling. It is the outcome of what is stressed by Uji and the colleagues (2013). Although she is nurturing and supportive, she makes the major decision at home. Consequently, it affects my relationship with others in that I do not want instances where I feel controlled. I disconnect from friends and pee rs who are controlling and who are always up to seek attention. John Bowlby's attachment theory and the later advancement by Mary Ainsworth contend that emotionally and psychologically attached children tend to have trust, feel secure and loved (Bowlby Ainsworth, 2013). I live a lonely life when I am away from school and when my mother goes for job and this has affected my relationships in that I cannot establish trust with friends or people close to me. Additionally, as earlier mentioned, my mother works for long hours, so we have limited time together. Thus, it is replicated in the relationships I form such that I do not have lasting ties with those that I relate with. The consequence is that I become socially withdrawn and pursue personal things on my own. I am not also talkative and avoid trouble at all the times. Although I have a challenge in maintaining a large number of relationships, I do not express negativity towards others. I listen carefully to others and respond positively if need be, and I am also happy while sharing with others. I also express enthusiasm, but I act like myself and never allowing negative influence from others. However, the major problem is building trust with the majority of peers. My mother has been my life-long primary teacher. Other than providing material necessities, she also ensures that there is an environment where I can learn skills necessary for social participation. She also compels me to embrace personal responsibility in whatever thing I engage in. another form of parenting style she expresses is the creative use of techniques, knowledge and experience. In this case, therefore, she guides me on what is wrong or right and leaves me to act responsibly. Howard Gardner discredits the determination of intelligence by evaluation of a person's IQ. He maintains that knowledge is a totality of a person's talents and skills (Gardner,1987). He also contends that people possess different talents and skills hence have varying levels of intelligence. He, therefore, proposed a multiple intelligences theory and listed eight types of intelligences (Gardner, 1987). This section of the paper explains the benefits of the theory of multiple intelligences in a school setting. Gardner (2004) contends that the theory of multiple intelligences is critical to both learners and teachers at all levels. However, in the recent decades, schools have had their main attention on only logical-mathematical and linguistic intelligence. Consequently, Nadi, Maktabi, and Hashemi (2014) compel both teachers and learners to adopt the philosophy of the multiple intelligences. Nadi, Maktabi, and Hashemi (2014) also maintain that there lie various skills and talents in designers, entrepreneurs, musicians, dancers, artists, therapists, naturalists, and architects. Noddings (2015) thus emphasize that teachers and learners should be trained on how to employ art activities, music, inner reflection, multimedia, cooperative learning, role play, and field strips in learning or teaching. Multiple intelligences are important in supporting learners both academically and behaviorally (Morgan, 2014). The centrality of the teaching philosophy is to meet all the student's academic needs. However, these needs may not be adequately satisfied when a teacher employs a single teaching strategy say like the logical-mathematical intelligence. Students' needs vary considerably since they do not possess similar or equal abilities. Therefore, Sternberg (2015) asserts that the adoption of one form of intelligence may not be beneficial to all the students hence the need to involve a broad range of intelligences in the teaching-learning milieu. Although a teacher cannot prepare a lesson for every student, Linsley, Digan, and Nugent (2016) argue that the multiple intelligences operate when a teacher allows students to work cooperatively. Such an approach gives students an opportunity to express their intelligences. Teachers also design lessons that integrate different strategies that allow all the students to participate fully in class activities. In other words, Linsey, Digan, and Nugent (2016) stress that students are gifted differently. While one form of intelligence can work effectively to one student, another may not. Thus, teachers ought to encourage students to work cooperatively and interdependently for better results. That way, every student will feel involved and have the feeling that their needs have been met. One of the intelligences that I possess is intrapersonal intelligence. Intrapersonal intelligence provides me with self-reflection opportunities. It is thus easier for me to adjust my tasks as well as select the most effective studying conditions. It is this kind of intelligence that enables me to read widely and think critically when it comes to problems solving. Besides, intrapersonal intelligence has helped me a great deal in discovering that which works for my success. Through the intelligence, I have discovered the many solutions that I can employ to improve my academic performance. For example, since I do not find it comfortable and effective to discuss a lot of things with my fellow students, I result to reading and researching widely. Similarly, I do not pay attention to what works for others since it may not work for me. I pay attention to the effective study materials since it easier for to gather information, understand it, internalize it and also apply the same. Consequen tly, I retain knowledge and perform excellently in academics. The approach has also enriched the manner in which I process information as well as how I process knowledge. Principally, gaining awareness about myself is important in that I allow more time for concentration and development better moods. In conclusion, schools focus on promoting students' self-confidence as well as helping them accomplish their dreams. Garden's multiple intelligences theory is such a framework that provides different talents and abilities for students. The theory recognizes that all the students may not possess linguistically or mathematical abilities hence may be gifted in different areas including spatial relations, interpersonal knowledge, music, and many others. The theory is an effective tool that allows a wide range of students to participate in classroom learning. The theory is beneficial to both teachers and students. Again, intrapersonal intelligence is critical in learning, information processing, and in the retention of knowledge. It involves discovering about the self. It allows individuals discover what works best for them. Essentially, intrapersonal intelligence does not only improves a person's moods but also provides them boost their concentration. References Bowlby, J., Ainsworth, M. (2013). The origins of attachment theory. Attachment Theory: Social, Developmental, and Clinical Perspectives, 45. Gardner, H. (1987). The theory of multiple intelligences. Annals of Dyslexia, 37(1), 19-35. Gardner, H. (2004). Audiences for the Theory of Multiple Intelligences. Teachers College Record, 106(1), 212-220. Gentzler, A. L., Ramsey, M. A., Black, K. R. (2015). Mothers attachment styles and their childrens self-reported security, as related to maternal socialization of childrens positive affect regulation. Attachment human development, 17(4), 376-398. Jones, J. D., Brett, B. E., Ehrlich, K. B., Lejuez, C. W., Cassidy, J. (2014). Maternalattachment style and responses to adolescents negative emotions: The mediating role of maternal emotion regulation. Parenting, 14(3-4), 235-257. Jones, J. D., Cassidy, J., Shaver, P. R. (2015). Parents self-reported attachment styles: A review of links with parenting behaviors, emotions, and cognitions. Personality and Social Psychology Review, 19(1), 44-76. Larzelere, R. E., Morris, A. S. E., Harrist, A. W. (2013). Authoritative parenting: Synthesizing nurturance and discipline for optimal child development. American Psychological Association. Linsley, P., Digan, J., Nugent, S. (2016). Emotional intelligence as part of clinical engagement. British Journal of Mental Health Nursing, 5(1), 32-37. Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 34-38. Nadi, N. F., Maktabi, G. H., Hashemi, S. S. S. (2014). Exploring The Relationship Among The Multiple Intelligences And Emotional Intelligence In High School Students. Noddings, N. (2015). The Challenge to Care in Schools, 2nd Editon. Teachers College Press. Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 28(3), 475-493. Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115. Uji, M., Sakamoto, A., Adachi, K., Kitamura, T. (2014). The impact of authoritative, authoritarian, and permissive parenting styles on childrens later mental health in Japan: Focusing on parent and child gender. Journal of Child and Family Studies, 23(2), 293-302. Zarra?Nezhad, M., Kiuru, N., Aunola, K., Zarra?Nezhad, M., Ahonen, T., Poikkeus, A. M., ... Nurmi, J. E. (2014). Social withdrawal in children moderates the association between parenting styles and the children's own socioemotional development. Journal of Child Psychology and Psychiatry, 55(11), 1260-1269. Zhao, W., Young, R. E., Breslow, L., Michel, N. M., Flett, G. L., Goldberg, J. O. (2015). Attachment style, relationship factors, and mental health stigma among adolescents. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 47(4), 263.

Preventing Aboriginal Suicide Essays - Cognition, Neuropsychology

Preventing Aboriginal Suicide PREVENTING ABORIGINAL SUICIDE: DOES A SHIFT IN THE DOMINANT SCHOOLING PARADIGM HOLD SOME PROMISE? by R. Lloyd Ryan, PhD R. Lloyd Ryan, Ph.D. P. O. Box 1072 Lewisporte, NF Phone: 709 535 8464 email: [emailprotected] It is with growing alarm, concern and compassion that we witness the continuing (and growing?) high rate of suicide in Canada's Aboriginal community. This phenomenon has numerous far-reaching and negative implications and, up to the present, few satisfactory explanations and fewer proposed solutions. It is, thus, imperative that aspects of contemporary Aboriginal personal and community living that have not yet come under sufficient scrutiny be examined and analyzed, not for anthropological or abstract sociological purposes, but for intensely personal and life purposes. It must be realized that, sometimes, it is that which is most ubiquitous and familiar which may be most ignored, the assumption being that what is common is not significant. An example is parasites borne by the river that has fed us for generations, or heavy metals in our staple food, both contributing to chronic health problems, and both ignored because we expect severe dysfunction to have exotic and unfamiliar dress. It is, thus, proposed that the existing predominant model of schooling, in this case schooling of Aboriginal children, come under careful scrutiny. Aboriginals, like most other Canadians, have accepted, now almost without question, the principle that education is the key to a secure and happy future. This principle may be as fraught with problems as the one-time equally-accepted principle that the earth was the centre of the universe and that the sun was just one of earth's satellites. Just as it was heresy to question the geo-centric universe, it is now similar heresy to question the principle, the dogma, of the value of education. It is now being questioned! This may not be merely a questioning of the value of education (whatever it is we mean by that). Indeed, Aboriginal communities have recognized that some elements of the schooling system have potential for negative impact on life and living. Now, having taken over some control of their educational systems, they have made some significant curricular changes ... and, that is good - as far as it goes. The major aspect of the problem, however, does not necessarily rest simply with the content of the curriculum, although that is undoubtedly important, so much as with the very concept of schooling, and the concomitant and consistent concepts of the nature of learning and of the child as learner. It may be the fact that the product of the educational system may not be the expected and hoped for education. In fact, that which is actually delivered and received may be antithetical to that which is anticipated and hoped for. Rather than the schooling experience providing the hoped for emancipation, it may be providing an insidious enslavement and addiction to dysfunctional concepts of what constitutes learning, and dysfunctional perceptions of personal response to that learning. In other words, the hoped for education may not be that which is supportive of Aboriginal communities or of individual Aboriginal youth or adults. There is no doubt that one could engage in a rather extensive (and possibly stimulating) philosophical discourse about what constitutes education, without arriving at an answer that would be satisfactory, either generally, or particularly to the Aboriginal community. There is, no doubt, a great need to have that debate in the general population, as well as in the Aboriginal community. To some extent, that debate, however one-sided and unfinished, has been on-going, giving rise to a number of royal commission reports and to the growth of a whole new testing industry in Canada, for example. The solution for Aboriginal communities, and indeed for the general community, does not lie in that direction, primarily because the crucial questions have been neither asked nor answered. The major question has to be How do children learn, naturally? That is, how does a child's brain learn? How do children learn? What are the implications for schooling? What are the implications for children's developing self-concept and personal confidence and conceptualization of personal value and self-worth? Is the very model of contemporary schooling so out-of-step with natural brain functioning that it precipitates the destruction of children's self-esteem, so much so that their personal and social deterioration -