Bard College Costs and Admissions Data

Bard College Costs and Admissions Data With an acceptance rate of 56  percent, Bard College is considered a somewhat selective school. Bard is a test-optional school, meaning that students who didnt take  or did poorly on the ACT or SAT, can still be considered for admission. Admissions to Bard are need-blind and test-optional, so a strong academic and extracurricular record are a must for this highly selective college. Since Bard uses the Common Application, students will have to complete the essay portion of that application. Applicants must also submit high school transcripts, letters of recommendation; optional materials include a resume of activities, awards,  and art portfolios for those interested in the art programs at Bard.   Admissions Data (2016) Bard College Acceptance Rate: 56%GPA, SAT and ACT Data for AdmissionTest ScoresSAT Critical Reading: 640 medianSAT Math: 620 medianACT Composite: 29 medianNote: Bard is a test-optional college Bard College Description: Located in Annandale-on-Hudson, a picturesque town about 90 miles north of New York City, Bard College is one of the countrys top liberal arts colleges. Bard prides itself on its faculty and a 10 to 1  student/faculty ratio. They tout 98 percent of classes having fewer than 30 students The faculty includes five MacArthur Fellows, and the school has been home to four recipients of the Nobel Prize in Literature. For a small college, Bard is remarkably international, with 22 percent of students representing 51 countries other than the U.S. On the athletic front, the Raptors compete in the NCAA Division III, within the Liberty League. Popular sports include basketball, soccer, lacrosse, swimming, and track and field. Enrollment (2016) Total Enrollment: 2,304  (1,970 undergraduates)Gender Breakdown: 42% Male / 58% Female96% Full-time Costs (2016 - 17) Tuition and Fees: $51,384Books: $950Room and Board: $14,540Other Expenses: $1,750Total Cost: $68,624 Bard College Financial Aid (2015- 16) Percentage of New Students Receiving Aid: 66%Percentage of New Students Receiving Types of AidGrants: 62%Loans: 48%Average Amount of AidGrants: $37,368Loans: $7,349 Academic Programs The most popular majors are  Fine Arts, Languages and Literatures, Sciences, and Social Sciences. Intercollegiate Athletic Programs Mens Sports:  Soccer, Lacrosse, Baseball, Volleyball, Cross Country, Basketball, Swimming, Tennis, Track and Field, SquashWomens Sports:  Swimming, Volleyball, Cross Country, Track and Field, Soccer, Lacrosse, Basketball, Tennis Graduation and Retention Rates First Year Student Retention (full-time students): 86%Transfer-out Rate: - %4-year Graduation Rate: 69%6-year Graduation Rate: 78% Data Source National Center for Educational Statistics Bard and the Common Application Bard College uses the Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples

The eNotes Blog Teachers Corner Helping Students Understand and Appreciate CulturalDiversity

Teachers Corner Helping Students Understand and Appreciate CulturalDiversity The world has been getting smaller for some time. It now seems to be shrinking at warp speed, rapidly erasing the last vestiges of cultural isolation. Never has it been more important to understand other cultures and to recognize and appreciate cultural diversity. Fortunately, in preparing kids to live and work in the even smaller world they will inherit, there’s much that can be done in the classroom to promote cultural awareness and to help them understand people whose cultural heritage is different from their own. How a classroom looks communicates ideas and shapes students’ perceptions of the world. If a picture is worth a thousand words, then a collection of pictures that reflect cultural diversity communicates the idea that the world is made up of many different cultures, each one unique in its own ways. Displaying multicultural bulletin boards of people, places, and customs sends the message that all cultures are interesting and worthy of attention. Many color photos of multicultural bulletin boards (K-12) can be found online, good examples of teaching without saying a word. Respecting and appreciating cultural diversity can be taught by modeling. When teachers recognize and appreciate diversity among their students, their actions indicate clearly that cultural differences should be respected and explored, not ignored or rejected, so that we can better understand ourselves and others. They send the message that it’s good we’re not all the same. Some ways to make the point: Show an interest in students’ names. Besides making sure to pronounce them correctly, express an interest in the etymology and cultural significance of their names. When working with ESL students, use an online translation site to write occasional notes or make comments on their papers in their own language. Regardless of what the note or comment might say, it’s the underlying message that’s important: Your language and your culture are valued. Give kids opportunities to explore their ethnic backgrounds and the cultures that make up their heritage. A few activities that would allow them to do it: interviewing parents, grandparents, and other relatives familiar with family history researching the history of a family surname making a family tree researching a country of family origin (the language, food, music, holidays, traditions, shared beliefs and values, social norms, or whatever else they want to find out) creating posters or PowerPoint presentations that reflect what they have learned through their research writing about the cultural traditions observed in their own families Have students share their findings with one another so that they can develop a greater understanding and appreciation of the diversity that exists among their friends and classmates. Lessons with opportunities for students to read and write about other cultures promote understanding and appreciation of cultural diversity. There are hundreds of age-appropriate multicultural books and stories for elementary students, including multicultural folk tales and legends. For secondary students, many novels, short stories, and poems famous in world literature reflect the cultures of different countries. For students of any age, literature that draws them into cultures different from their own fosters their understanding that although we are not all alike in national origin and cultural heritage, we are united by universal feelings, conflicts, and experiences that transcend our differences. Participating in the traditions of different countries is fun and constructive. A quick internet search produces dozens of class activities that allow kids to learn more about different countries and to enjoy participating in some of their traditions. A few examples: Have students research some common phrases in different languages (please, thank you, you’re welcome, pardon me, etc.) and use them in class for several days. Acquaint students with an unusual game that’s popular in another country, and play it as a class activity. Organize students into teams to create a cookbook with several traditional recipes from another country and illustrated with pictures or drawings that reflect the culture. Have the kids share their cookbooks with other teams. If possible, prepare and sample some of the dishes in class. Have students work in teams to research the music of a different culture and lead the class in a song that represents it. Recognize holidays celebrated in different countries throughout the year, and observe them with holiday class activities; dozens of them are described in many online sites designed for teachers. Helping students understand and appreciate cultural diversity benefits them now, as well as in the future. Learning about different cultures around the world makes it easier for kids to understand and relate to the family next door or down the block that speaks a different language or follows the customs of a different heritage. It makes it possible to forge relationships at school and in the community with those unlike themselves, because they’re learning that despite people’s differences, they have much in common to share. Most important, understanding cultural diversity illuminates and underscores an essential truth about humanity: The whole really is greater than the sum of its parts. This is a guest post from Staff Writer, Susan Hurn. Susan is a former high school English teacher and college instructor. She loves writing for and also enjoys good books, creative writing, and all things related to history.  Let us know if you’re interested in contributing to the   blog.

The Three Ideological Elements on Totalitarianism Essay

The Three Ideological Elements on Totalitarianism - Essay Example American Revolution focused more on the political freedom instead of the basic economic needs. She also determines an important link between the constitution and revolution; totalitarianism and modernism and post modernism and ideology and terror. Introduction: Totalitarianism has been the driving force for the political and philosophical debates for centuries, resulting in direct questioning of the ideological thinking of the time which induces a person or society to act in accordance with the existing system. Hannah Arendt can be considered a feminist authority on the political debates which as emerged in the context of Totalitarianism. Her political philosophy is diverse and challenging; has been nurtured for the sole purpose of evoking strong desire for freedom and emancipation which has been the core force leading to revolutions around the world. This element is very significant in the forces which lead to American and French revolution. The issue of totalitarianism is as present today as it was centuries ago, it is the push for domination leading towards evil and terror experienced by the dominant society, in which the strings of control lies in the hands of selected few autocratic and power hungry people like Hitler an d Stalin. Her phenomenal attention to the understanding of the ideology behind totalitarianism is rooted in the concept of 'total domination' (Bernestein, 2002). According to Arendt total domination, "strives to organize the infinite plurality and differentiation of human beings as if all of humanity were just one individual .... The problem is to fabricate something that does not exist, namely, a kind of human species resembling other animal species whose only 'freedom' would consist in 'preserving the species'. Totalitarian domination attempts to achieve this goal through ideological indoctrination of the elite formations and through absolute terror in the camps. . ."(Arendt, 1968,pg.438). The concentration and extermination camps symbolize this "logic of total domination"(Bernstein,2002); they are the laboratories in which the ideological conviction that "everything is possible"(Bernstein,2002) is tested. Her insightful analysis of the political thought draws its force from the general political concepts which are seated in the core drivers of the political vehicle like authority, power, state and sovereignty. She evaluates the ideologies in the light of the totalitarian movement for "total domination" and its terror filled impact on the human race leading to revolutions and global political changes. She aims to integrate the phenomenological prioritization which is based on experiential characteristic of the human race and attempts to uncover the fundamental structures of the political experience through the ages of turmoil, revolution and political changes. Arendt's phenomenological approach aims to investigate the availability of the structures and the characteristics of the political being as distinct from the moral, practical, artistic, productive and other forms of life. Her work focuses on the human action oriented with labour, action and work which are the characteristics use d to uncover the phenomenologi

Habeas corpus Essay Example | Topics and Well Written Essays - 1250 words

Habeas corpus - Essay Example y the various causes of imprisonment of the prisoners and then take decisions about the further progress relating to their imprisonment (Federal Judicial Center, 2013). Habeas Corpus is a petition, which has been originated from the English common law during the period of fifteenth century. In the year 1679, the writ became the part of the England Statutory law. This plan has been initiated by the American colonial court as a part of common law with the inclusion of certain rights. In the year 1789, it can be apparently observed that the ‘writ of Habeas Corpus’ was mainly issued by the federal court with the influence of Congress for the prisoners who were in federal custody. However in the year 1807, Supreme Court countered federal court and declared that the federal court will not be the issuer of the ‘Writ of Habeas Corpus’ due to having lack of authority (Epstein et al., 2014; Paschal, 1970). The historical evolution of habeas corpus with the inclusion of English and American traditions can be mainly determined with varied rights that it entails for protecting civil liberties. It will be vital to mention in this simila r concern that the major rights of this writ can be ascertained as assessing the rights to be granted to the individuals belonging to America and most vitally determining whether individuals are imprisoned legitimately or must be released immediately from custody among others (Garrett, 2012). It will be vital to mention that the ‘Federal Habeas Corpus’ is available for all the prisoners of the US. In relation to the above context, it can be affirmed that the writ also works as a protector of human rights. It is applicable for all people regardless of gender, race and social status and especially for all the people who are imprisoned in federal nation. As apparently noted, the deferral of habeas corpus becomes necessary at the time of occurring any sort of rebellion and invasion that lay the chances of hampering individual interests

Corporation Tech Essay Example for Free

Corporation Tech Essay Corporation Tech will face many security risks with their current network. The user domain is the single most vulnerable part of any network and as such poses the most obvious security risk. To mitigate risks involving the users is to implement policies and training to educate the user on proper use and security best practices. By educating the user on security practices such as secure passwords, safe web surfing, and securing their workstations, many potential attacks can be avoided. Policies and training are also necessary because they can be used as evidence when taking administrative action against a user or intruder in the event the system or data information is compromised. Laptops and workstations have their own set of security risks associated with them. They are vulnerable to being compromised by malware, spyware, or even hackers that take advantage of certain exploits. Laptops, workstations and mobile devices are susceptible to malicious software attacks, theft or loss. Viruses and malware can affect these devices and are usually acquired through contaminated email attachments and hyperlinks that redirect the user to exploited web sites or are transferred through USB storage devices. Viruses and malware can also be acquired by downloading infected files or programs that are designed by hackers. Because of the need to protect systems against threats, all workstations and laptops should be secured with antivirus and firewall software and updated and patched on a regular basis to fix vulnerabilities with the software that hackers may exploit. Since the laptops are mobile by nature they are at risk of being stolen along with all of the data saved on their hard drives. The best security method for this would be to encrypt the hard drives on the laptops and where feasible only store sensitive data on corporate servers and allow authorized user  remote access to the data via SSHVPN sessions. Physical security or lack thereof also poses a huge risk; if an attacker has physical access to your equipment they do not actually need your log in credentials to access data. Attackers could boot your systems up on a live CD and compromise your information without leaving any trace in the logs other than a restart. Even if an attacker has a narrow window for physical access to your systems, they can steal the hardware and gain access to the data from it at their convenience. Secure all removable equipment is locked storage locations with security controls such as cameras and biometric access devices. Distributed Denial of Service (DDOS) attacks are a major concern when it comes to the company’s servers; this is done when a botnet sends an overwhelming amount of requests to the servers until they shut down. The best method to deal with this is to install security hardware or software that can detect these kinds of attacks as they are beginning to take place and filter that traffic out. The hardware is often very effective but also can be very expensive which can be a whole different issue but if you have the funding available I would recommend purchasing the hardware. SQL injections are one of the most common attacks on web based applications, these attacks occur when an attacker inserts a SQL statement that is not authorized through a SQL data channel such as the login screen. This best way to mitigate this risk is to implement string checking for special SQL characters or install software to check the web application for injection vulnerabilities. The software may cost a little money but it will help to prevent unauthorized access to information in your database.

Comparing the Judgmental Society in Ministers Black Veil and Scarlet Letter :: comparison compare contrast essays

A Judgmental Society in Ministers Black Veil and Scarlet Letter Our society is too judgmental and it always has been. Even in the time Hawthorne wrote of in The Scarlet Letter and in "The Ministers Black Veil" people judged before they knew the truth. Objects were judged even though they had no relevance on what really happened. In "The Ministers Black Veil" no one knew why the minister wore the veil but everyone assumed it meant shame and that he had something to hide. I think that the minister thought that it was his mission to show how superficial the people were. The ministers own fiancee left him because no one knew anything about the veil he wore. Again in The Scarlet Letter, I can think of two more major examples where an object was used as a sign or omen. The first is of course the letter, it meant evil, shame, and sin to the townspeople. All it was, was a letter nothing more, nothing less. The second object that people took as a prolific sign was the weeds on a grave. They reasoned that the weeds were there because of the sins of that person, and that the weeds grew because flowers could not. People then and now take symbols too deeply and meaningful. People often take events to be meaningful and supernatural. In The Scarlet Letter the meteor meant some great act of God or the Devil was about to take place. All a meteor is, is a chunk of rock of that is being incinerated in our atmosphere. As a second example, when a person was up on the scaffold it meant that they deserved scorn and ridicule and no mercy. The scaffold meant you had shame and guilt and it was for all the others to see. In those times people were taken to mean things as well. Hester was good hearted and almost clean but was seen as a sinful evil person, to be avoided at all costs. Chillingworth was seen as a kindhearted doctor only there to help people when in actuallity he was an evil, sadistic man concerned only with his complete revenge on Dimesdale. The minister, or reverend, is seen as a holy reverent person, to be looked upon as a level of holiness to achieve.

The Mother and the Father Figures in Frank McCourt’s Angela’s Ashes

Angela’s Ashes is the bleak, humorous and very compelling memoir of the author’s childhood in Limerick, Ireland, during the Great Depression. The book is, at the same time, a historical account, a work of fiction and an autobiography. First and foremost however, Angela’s Ashes is a personal narrative that evokes the struggles of an individual growing up in adverse and dire conditions. The narrative focuses directly on the author’s childhood and adolescence, a time when the individual is much more prone to vulnerability and powerlessness. The story is so appealing to the reader precisely because it is filtered through the eyes of a child who is directly exposed to the abuse of social, economical and political forces that surpass his comprehension. Thus, the narrative functions as a deconstruction of the innocent and paradisiacal childhood. The child experiences the most abject forms of physical misery, hunger and illness as well as the permanent feeling of guilt and depression of being a burden to his own mother. The mother-son relationship described in the book is one of the most effective threads of the narrative, as it represents the way in which â€Å"amor matris† can be modified and received differently under the strain of very hard social circumstances. The most obvious form of abuse for the helpless child hero is the social and political context he is entrapped in. In 1935, Frank’s family flees Brooklyn because of the general poverty and deterioration that had spread in the United States during the Great Depression. After this inverse emigration to their homeland however, the family discovers an even grimmer and more disheartening poverty. In this context, the figure of a careless and drunken father and that of a defeated and abject mother are very potent realities for the child. Both of the parents are extremely powerful influences for the child and both of them function as ambivalent figures. Malachy, the father, who is supposed to offer support and stability to the poverty stricken family, is unreliable because of his inability to hold any job and because of his alcohol addiction. The fact that he completely deserts the family after leaving for England to find work is an addition to the negative influence he exerts. Frank and his brothers have to suffer because the father fails to offer them even minimal protection from the dire social realities of the day. At the same time however, he is also the one who tells his children the first folktales of Irish heroes, procuring them a slight comfort amidst the dire conditions of life and feeding their imagination and their hopes. The mother figure is also ambivalent. Frank both loves her and loathes her at the same time. He is moved by her devotion to her children and by her motherly love but he is also repulsed at times when he sees the contemptible and humiliating condition she brings herself to in order to save her family from starvation. Frank encounters his mother accidentally when she is begging in the streets to get the remains of the priests’ dinner and is shocked by her condition. Later on, when the family has to find shelter with a cousin named Laman Griffin, the child is again appalled when he discovers the sexual nature of the relationship that his mother has with Laman. These absurd and horrendous compromises that the mother has to make in order to be able to sustain her family inspire Frank with a permanent feeling of guilt at being he himself one of the objects of her sacrifice. The mother-son relationship is therefore marked by this need of an exaggerated proof of devotion and motherly love on the part of the mother. Angela is therefore a perfect instance of a mother’s powerful love for her children, and Frank McCourt points this out in his narrative in various ways. Given the circumstances of the family however, their relationship is more complex than that. The child is discomfited by the guilt of feeling as a burden to his mother, instead of being comforted by the warmth of a mother’s protective care. In the context of his tragic childhood, Frank feels even more poignantly the influence of his parents’ failures and qualities, at the same time.