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| Yield Protection |
Yield protectionYield protection is an admissions practice where a university or academic institute rejects or waitlists highly qualified students on the grounds that such students are bound to be accepted by more prestigious universities or programs and thus almost certainly would not enroll, thus increasing the yield rate and lowering the admitted rate. Yield rate refers to the proportion of students who matriculate (i.e. accept an admissions offer and attend the college) after acceptance to a college. Yield and admitted rates are of concern to academic institutions because they are factors in the U.S. News & World Report's annual school rankings. However, last year U.S. News dropped yield as a metric for its annual college rankings.
Some college applicants call yield protection Tufts Syndrome, though Tufts is certainly not the only school accused of implementing yield protection.
See also
- College admissions
References
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College admissionsCollege admissions is the process through which students enter undergraduate colleges. The system varies widely from country to country.
In many countries, prospective university students apply for admission during their last year of high school or community college. In some countries, there are independent organizations or government agencies to centralize the administration of standardized admission exams and the processing of applications.
United States
Students apply to one or more colleges or universities by submitting an application which each college evaluates by its own criteria. The college then decides whether to extend an offer of admission (and possibly financial aid) to the student. In general, students are admitted to the college as a whole, and not to a particular academic major, which is chosen later. The system is decentralized: each college has its own criteria for admission, even when using a common application form.
Admissions criteria may be completely mechanical, especially at large public colleges: a threshold for grade point average and/or standardized test scores, or even simply a high-school diploma ('open admissions'). They may be completely subjective at some small colleges: a perceived motivational and intellectual 'fit' based on essays, interviews, and personal recommendations. Most colleges combine the two.
The application form typically asks applicants to provide details about their academic preparation, their extracurricular activities, and special talents. Additionally, the majority of schools require applicants to write one or more essays related to their personal backgrounds, obtain recommendations from one or more teachers and a representative of their school such as a guidance counselor or principal. The Common Application is a standardized admissions application used by over 200 colleges and universities, including many of the most elite schools in the U.S. It can be submitted online and is a good way for students to minimize the paperwork associated with applying to colleges.
The prestige, ranking, and presumably the quality of a college is roughly in inverse proportion to its acceptance rate; 10-20% of applicants at elite institutions are accepted, so admission is very competitive. Many students base their entire high school education on gaining entry into the college of their choice.
Factors in admissions
Considerations that go into admissions are: scores on standardized tests, typically the SAT or ACT; grade point average (GPA) in high school; teacher recommendations; an admissions essay or personal statement; a personal interview at the college or with an alumnus/a; special skills or talents which could contribute to the college (especially sports, but also music); service to the community; and other extracurricular activities.
High SAT scores and GPAs are not enough at the most selective institutions, which look for that 'something extra' that differentiates one high-achieving applicant from another. This may include a unique passion, or dedication to extracurricular activities.
Additionally, many schools look closely at student essays and recommendations from teachers and school personnel. Interviews can also be considered at some colleges.
Many colleges also actively seek to increase racial, economic, cultural, and geographic diversity among their students both by making special efforts to recruit diverse students, and by taking their background into consideration in admissions. Thus, disadvantaged and underrepresented minorities, including Native Americans, Blacks, and Latinos, often receive a boost in their applications due to their comparatively low representation among elite schools, a process known as affirmative action.
Another select group of students receiving a comparable boost are known as legacy preferences. These are children of alumni, who are often preferred because the college wishes to maintain strong alumni ties--especially with those who contribute towards the college financially. Race preferences in admissions is a controversial practice contended by opponents who object to white and Asian students being displaced by the process. An affirmative action study by Princeton researchers in 2005 attempted to quantify the effect on applicants. According to the study, if preferential admissions were eliminated, black and Hispanic acceptance rates would dramatically fall and four out of five admissions spots that would have been offered to those students would instead be turned over to Asian students. The effect on admission rates for white students would not be pronounced. [http://www.princeton.edu/main/news/archive/S11/80/77I23/index.xml Study] [http://opr.princeton.edu/faculty/tje/espenshadessqptii.pdf PDF of study]
For students striving for the most elite institutions, a balance of good SAT I and SAT II scores (or ACT scores, which many schools accept and which is a more common test in parts of the country), good recommendations, good essays, a high GPA with a high class rank along with good awards and good extra curricular activities are the key to acceptance. Although this balance will help in admissions, sometimes they can be viewed as prerequisites to truly succeed in an elite institution of higher learning.
Occasionally the applicant may not get into a college due to factors outside of his or her immediate control. This pertains to the concept of need-blind admissions and yield protection.
Need-blind, Need-Aware admission and Guaranteeing to Meet Full Need
In need-blind admission, applicants are evaluated without regard to their ability to pay. However, need-blind admission does not necessarily mean that the financial need of an admitted student will be met. Only a handful of schools in the U.S. guarantee to meet 100% of the demonstrated financial need of all admitted students. It is therefore important to always ask colleges and universities, even those that are "need-blind" whether they guarantee to meet full need. If a school does not guarantee to meet full need, other important questions to ask include the percentage of students who apply for aid and have their full need met, the amount of an average financial aid package, and how the typical financial aid package is broken down (i.e., loans, grants, work study, etc.) Other schools practice what is called "need aware" admissions. In other words, they do consider the ability of students to pay in deciding who to admit.
Less well-endowed universities such as Tufts University and Washington University in St. Louis have need-based admissions policies, where some high-achieving applicants may be waitlisted or even rejected because the school cannot provide enough aid for the applicant's education. This is known as "admit-deny." Some of these schools will still meet the full financial needs, however dire, of the not-so-well-off students they accept. However, without the huge, mature endowments of universities such as Harvard and Yale, schools such as Tufts and Washington University must factor financial need in the admissions process in order to maintain their programs.
Extremely few schools in the U.S. are need-blind for international applicants. For the most part, these are the most selective schools in the U.S. Additionally, very few U.S. schools offer any form of financial aid for international applicants. Some schools do offer merit scholarships, based on academic achievement, to international students even though they may not offer financial aid. "Full rides" to U.S. colleges and universities are extremely rare for international students. The few colleges that do set aside financial aid for international students often offer it only to the best qualified applicants. Therefore, international undergraduate students who need substantial financial aid to study in the United States must have exceptional grades and test scores to maximize their chances of receiving it.
All students applying for financial aid must complete the Free Application for Financial Student Aid (FAFSA). International students have additional forms to complete before they can enroll, including a statement of finances required by the U.S. government.
Yield protection
Yield protection often occurs with the strongest applicants at schools that are yield-conscious. Yield refers to the proportion of students who matriculate (i.e. accept an admissions offer and attend the college) after acceptance to a college. If the yield rate is too low, some may view the school as undesirable. Yield-conscious schools who wish to inflate their yield or otherwise protect their yield from lowering employ such methods as waitlists and guaranteed transfer options to promising applicants who may appear to have numerous other college choices. Through waitlists, the applicant is not technically accepted and may never be unless the applicant shows active signs of interest in attending thereby not harming the school's acceptance rate or yield. Although the applicant has no real control over such policies, they can apply to other schools without such policies so as to not limit their options. The term "Tufts Syndrome" is sometimes used on college admissions message boards to refer to such practices of forced yield-protection, as schools like Tufts are perceived to waitlist and reject overqualified candidates for fear that they will choose other schools.
United Kingdom
The United Kingdom has a centralized system of admissions to higher education, UCAS. In general, students are not admitted to colleges as a whole, but to particular courses of study.
As Australia uses a Federal system of government, responsibility for education, and admission to Technical and Further Education colleges and undergraduate degrees at universities for domestic students, are in the domain of state and territory government (see Education in Australia). All states except Tasmania have centralised processing units for admission to undergraduate degrees for citizens of Australia and New Zealand, and for Australian permanent residents; however applications for international and postgraduate students are usually accepted by individual universities. The Australian government operates the Higher Education Contribution Scheme for undergraduate students, so admission is rarely limited by prospective students' ability to pay up-front. All states use a system that awards the recipient with an Equivalent National Tertiary Entrance Rank, or ENTER, and the award of an International Baccalaureate meets the minimum requirements for admission in every state. The Special Tertiary Admissions Test is the standard test for non-school-leavers nationwide.
In all cases, applicants must be proficient in the English language to be considered and meet the course requirements listed by the admitting institution.
The [http://www.uac.edu.au/ Universities Admission Centre] accepts applications for all NSW and ACT tertiary institutions. Applications usually comprise of standardised test results, adherence to the university's selection criteria for the applicable course, and a suitable application. The standard test for school-leavers is the Higher School Certificate in NSW, and the Year 12 Certificate in the ACT, resulting in a University Admission Index score.
The [http://www.satac.edu.au/ South Australian Tertiary Admissions Centre] accepts applications for Northern Territory tertiary institutions. Year 12 students are awarded the Northern Territory Certificate of Education and must meet course requirements.
The [http://www.qtac.edu.au/ Queensland Tertiary Admissions Centre] accepts applications for Queensland tertiary institutions. Year 12 students are awarded an Overall Position, based on their performance in class subjects and their result in the Queensland Core Skills Test, as well as meeting course requirements.
The [http://www.satac.edu.au/ South Australian Tertiary Admissions Centre] accepts applications for South Australian tertiary institutions. Year 12 students are awarded the South Australian Certificate of Education, and must meet course requirements.
Tasmanian school leavers applying for entrance at the University of Tasmania need to apply directly to the university. Tasmanian school students receive a Tertiary Entrance Rank on successful completion of the Tasmanian Certificate of Education. Students from interstate wishing to study at UTas may apply through either the Victorian Tertiary Admissions Centre, or directly through the University.
The [http://www.vtac.edu.au/ Victorian Tertiary Admissions Centre] accepts applications for Victorian tertiary institutions. Applications comprise of standardised test results and meeting institutional requirements. The standard certification for school-leavers is the Victorian Certificate of Education.
The [http://www.tisc.edu.au/ Tertiary Institutions Service Centre] accepts applications for Western Australian tertiary institutions. The standardised test for school-leavers is the Tertiary Entrance Examination.
Post-Secondary Application Service of British Columbia (British Columbia), Ontario Universities' Application Centre (Ontario).
Joint University Programmes Admissions System, using HKALE (developed and administrated by Hong Kong Examinations and Assessment Authority).
National Center for Examinations and Evaluation
National Center for University Entrance Examinations
Entrance is done after perfomring well in examinations which are a local version equivalent to the General Certificate of Education
Student Selection and Placement Center ÖSYM, prepares ÖSS
Prospective students who have passed the Abitur may decide freely what subjects to enroll in. However, in some popular subject fields such as medicine or business administration, students have to pass a certain numerus clausus — that is, they cannot enroll unless they have scored a minimum grade point average on their Abitur.
These countries probably have the most liberal system of university admission anywhere in the world, since anyone who has passed the Matura may enroll in any subject field (or even several at no additional cost) at a public university. In Belgium as well, the only prerequisite for enrolling in university studies is to have obtained a high-school diploma. In both Switzerland and Belgium, medical studies are an exception, which have a numerus clausus system due to overcrowding. This liberal admission practice led to overcrowding and high dropout rates in the more popular fields of study like psychology and journalism, as well as high failure rates on exams which are unofficially used to filter out the less-capable students. Following a ruling by the European Court of Justice issued on July 7, 2005, which forces Austria to accept nationals of other EU Member States under the same conditions as students who took their Matura in Austria, a law was passed on June 8 allowing universities to impose measures to select students in those fields which are subject to numerus clausus in Germany. Starting in 2006, the three medical universities (in Vienna, Innsbruck and Graz) will introduce entrance exams. There are no intentions to introduce a numerus clausus in any subject field.
Prospective students have to choose, two years before graduation, for a graduation type (e.g. natural science graduation type). Subjects at Dutch universities freely accept all students who have chosen the correct graduation type (e.g. to enroll in physics, the graduation type 'natural sciences' is required). All other students have to pass an exam to be enroll (this is the exception). Popular subjects, such as medicine or dental medicine have a numerus fixus, meaning that a limited number of students may enroll for this subject at a particular university. To decide who is allowed, a lottery is held in which ones grades influence chances of being chosen (an indirect and incomplete numerus clausus).
External links
- [http://www.admissionsadvice.com AdmissionsAdvice.com]- Regularly updated news blog on college admissions topics. Hundreds of links to college admissions resources.
- [http://talk.collegeconfidential.com/index.php? College Confidential] - Popular forum for college admissions advice; geared towards applicants to elite colleges.
- [http://www.commonapp.org The Common Application]- Application form accepted by over 200 colleges and universities in the United States. Free to use, can submit applications online.
- [http://autoadmit.com AutoAdmit] - Often off-topic law and college admissions advice forum; geared towards elite applicants.
- [http://www.collegefair.tv CollegeFair.tv] - Admissions videos for colleges and universities across the U.S.
Category:Colleges and universities
University
A university is an institution of higher education and of research, which grants academic degrees. A university provides both tertiary and quaternary education. University is derived from the Latin universitas, meaning corporation (since the first medieval European universities were simply groups of scholars).
medieval European universities]
History
Because of the above definition, the oldest universities in the world were all European, as the awarding of academic degrees was not a custom of older institutions of learning in Asia and Africa. However, institutions of higher learning considerably older than the most ancient European universities existed in countries such as China, Egypt and India.
The Academy, founded in 387 BC by the Greek philosopher Plato in the grove of Academos near Athens, taught its students philosophy, mathematics, and gymnastics, and is sometimes considered a forerunner of modern European universities. Other Greek cities with notable educational institutions include Kos (the home of Hippocrates), which had a medical school, and Rhodes, which had philosophical schools. Another famous classical university was the Museum and Library of Alexandria.
About a thousand years after Plato, institutions bearing a resemblance to the modern university existed in Persia and the Islamic world, notably the Academy of Gundishapur and later also al-Azhar University in Cairo.
In Asia, there were a number of institutions of higher learning that vaguely resembled universities in the Western sense of the word. In general, these are of considerable antiquity, predating western institutions of higher learning by centuries. In China, it's recorded that the education system had been established during the Yu period (2257 BC - 2208 BC) and the imperial central academy was named Shangyang (Shang means higher and Yang means school) at the time. The higher learning institution - imperial central academy, was called Piyong in Zhou Dynasty (1046 BC - 249 BC), Taixue in Han Dynasty (202 - 220) and Guozijian in Sui dynasty. For example, Nanjing University traces its source back to the imperial central academy at Nanking founded in 258 by the Kingdom of Wu. The early Chinese state depended upon literate, educated officials for operation of the empire, and an imperial examination was established in the Sui Dynasty (581 -618) for evaluating and selecting officials from the general populace. The ancient cities of Nalanda, Vikramasila, Kanchipura and Takshasila were greatly reputed centres of learning in the east, with students from all over Asia. In particular, Nalanda was a famous center of Buddhist scholarship, and as such it attracted a vast number of Buddhist scholars from China, central Asia and Southeast Asia.
In the Carolingian period, a famous academy was created by Charlemagne for the purpose of educating the children of aristocrats to help train the professionals needed to run an empire. It was a foreshadow of the rise of the University in the 11th century.
The first European medieval university was the University of Magnaura in Constantinople
(now Istanbul, Turkey), founded in 849 by the emperor Bardas, followed by the University of Salerno (9th century)University of Bologna (1088) in Bologna, Italy, and the University of Paris (c. 1100) in Paris, France. Many of the medieval universities in Western Europe were born under the aegis of the Catholic Church, usually as cathedral schools or by papal bull as Studia Generali. In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarly sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.
In Europe, young men proceeded to the university when they had completed the study of the trivium–the preparatory arts of grammar, rhetoric, and logic–and the quadrivium: arithmetic, geometry, music, and astronomy. (See degrees of Oxford University for the history of how the trivium and quadrivium developed in relation to degrees, especially in anglophone universities).
Universities are generally established by statute or charter. In the United Kingdom, for instance, a university is instituted by Act of Parliament or Royal Charter; in either case generally with the approval of Privy Council, and only such recognized bodies can award degrees of any kind.
Universities around the world
The funding and organisation of Universities is very different in different countries around the world. In some countries Universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the University must pay. In some countries the vast majority of students attend University in their local town, while in other countries Universities attract students from all over the world, and may provide University accommodation for their students.
Universities and student life in different countries
- British universities
- Dutch universities
- French universities
- Irish universities
- Italian universities
- Spanish universities
- US universities
- Egyptian universities
Selective admissions
Unlike community colleges, enrollment at a university is generally not available to all. However, admission systems vary widely around the world, as discussed in the article college admissions.
Colloquial usage
Colloquially, the term university is used around the world for a phase in one's life: "when I was at university…"; in the United States, college is often used: "when I was in college…". See college, §3, for further discussion. In the United Kingdom and Australia "University" is often contracted to simply "Uni".
The usual practice in the United States today is to call an institution made up of several faculties and granting a range of higher degrees a "university" while a smaller institution only granting bachelor's or associate's degrees is called a "college". (See liberal arts colleges, community college). Nevertheless, a few of America's oldest and most prestigious universities, such as Boston College, Dartmouth College and the College of William and Mary, have retained the term "college" in their names for historical reasons though they offer a wide range of higher degrees.
See also
- Corporate universities
- List of colleges and universities
- List of oldest universities in continuous operation
- List of academic disciplines
- Medieval universities, including list of
- Muslim educational institutions
- Private university
- Public university
- School and university in literature
- University ranking
- College applications
- Wikiportal/University
- [http://en.wikibooks.org/wiki/Wikiversity Wikiversity]
Related terms
: academia - academic rank - academy - admission - alumnus - aula - [http://en.wiktionary.org/wiki/brain_farm Brain farm ]-Bologna process - business schools - Grandes écoles - campus - college - college and university rankings - dean - degree - diploma - discipline - [http://wiktionary.org/wiki/Dissertation dissertation] - faculty - fraternities and sororities - graduate student - graduation - lecturer - medieval university - medieval university (Asia) - mega university - perpetual student - professor - provost - rector - research - scholar - senioritis - student - tenure - tuition - undergraduate - universal access - university administration
References
- Walter Ruegg (ed), A History of the University in Europe, Cambridge University Press, Cambridge (3 vols) ISBN 0521361079 (vol 3 reviewed by Laurence Brockliss in the Times Literary Supplement, no 5332, 10 June 2005, pages 3-4).
Category:Educational stages
ko:대학교
ms:Universiti
ja:大学
simple:University
th:มหาวิทยาลัย
Tufts University
Tufts University is a private university located in Medford, Massachusetts, a suburb of Boston. In 1852, Charles Tufts founded Tufts College and donated the land for the campus on Walnut Hill, the highest point in Medford. Tufts said that he wanted to set a "light on the hill." Originally affiliated with the Universalist Church, Tufts is now non-sectarian. The name was changed to "Tufts University" in 1954, although the corporate name remains "the Trustees of Tufts College." Tufts is among the most prestigious institutions in the United States, it is currently ranked 27th according to US News and World Report.
The current president of Tufts University is Lawrence S. Bacow.
Tufts was named one of America's 25 Hottest Schools [http://www.msnbc.msn.com/id/5626574/site/newsweek/] for 2005 by the Kaplan College Guide. The university hosted the signing of the Talloires Declaration (On the Civic Roles and Social Responsibilities of Higher Education), September 15–17, 2005, in Talloires, France [http://www.tufts.edu/talloiresnetwork/]. On November 4, 2005, eBay founder Pierre Omidyar and his wife Pam donated $100 million to Tufts to establish the Omidyar-Tufts Microfinance Fund [http://www.usatoday.com/money/industries/technology/2005-11-03-social-entrepreneurship_x.htm].
Institution
Tufts employs 3,500 people, with 8,500 students from across the U.S. and more than 100 countries attending classes on the university's three campuses in Massachusetts (Boston, Medford/Somerville and Grafton) and one in Talloires, France. In addition, the university is affiliated with the School of the Museum of Fine Arts, Boston and with the New England Conservatory of Music.
More than 98 percent of enrolling students state that they expect to pursue graduate or professional study. Approximately 40 percent of all undergraduates attending Tufts pursue course work outside the United States, and the university's language studies are both rigorous and mandatory. Research is a strong focus of curriculum.
language
Tufts is comprised of eight schools, shown here with date of establishment:
- The School of Arts and Sciences (1952) and the School of Engineering (1898), the only divisions of the university that award both undergraduate and graduate degrees, form the Faculty of Arts, Sciences, and Engineering.
- The Fletcher School of Law and Diplomacy (1933), America's oldest graduate school for international relations and foreign affairs.
- The School of Dental Medicine (1899)
- The School of Medicine (1893) and Sackler School of Graduate Biomedical Sciences (1981), with affiliated hospitals New England Medical Center and Bay State Hospital.
- The Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy (1981), with the USDA Human Nutrition Research Center.
- The Cummings School of Veterinary Medicine (1978), the only veterinary school in New England.
In 1910, the Jackson College for Women was established as a coordinate college adjacent to the Tufts campus. Jackson College was later integrated with Tufts College in 1980, but is recognized in the name of the undergraduate arts and sciences division, the "College of Liberal Arts and Jackson College." The campus land that was Jackson College is in the city of Somerville. Interestingly, women continued to technically graduate from Jackson College until the late '90s.
The Experimental College, ubiquitously called the "Ex College," was created on the Medford campus in 1964 as a proving ground for "innovative," experimental, and interdisciplinary curricula and courses. The college is governed by a board of five students and five faculty members who set policy and select courses.
The University College of Citizenship and Public Service was founded in 2000 with the help of a $10 million gift from eBay founder Pierre Omidyar and his wife Pam. The professed mission of the UCCPS is "to educate for active citizenship." The University College has been called the "most ambitious attempt by any research university to make public service part of its core academic mission." [http://www.boston.com/news/education/higher/articles/2004/03/14/at_tufts_civic_engagement_stretches_across_the_globe/]
In recent years, official statements [http://ee.iusb.edu/index.php?/adp/blog/how_universities_can_teach_public_service/] by the university have pointed to active citizenship, interdisciplinary programs, and an international focus as the distinguishing characteristics of the school. Tufts continues to advertise itself as one of only 38 private institutions to receive a Research I rating from the Carnegie Commission, although the categorization is obsolete. The school ranks 27 on the America's Best Colleges 2006 [http://www.usnews.com/usnews/edu/college/rankings/brief/natudoc/tier1/t1natudoc_brief.php] list by U.S. News & World Report.
Campuses
U.S. News & World Report
Tufts has four campuses.
Medford/Somerville
The main undergraduate campus is on Walnut Hill, legally located in Medford, Massachusetts. In actuality, the campus is evenly divided by the Medford/Somerville line, and interacts with both communities; the campus is informally divided into "uphill" and "downhill" by the student body. Prominent locales on the campus include the Academic Quad, the Rez Quad, the President's Lawn, and Professors Row, which has been declared a historic site by the Somerville Historic Preservation Commission.
The Medford campus is also the home of the Fletcher School. The campus is often cited for having two of the three best views in the greater Boston area of the city skyline.
A master plan for the Medford campus is currently in development between the Tufts administration and [http://www.rawnarch.com/ William Rawn Associates, Architects, Inc]. A new apartment-style dormitory, Sophia Gordon Hall, and a new arts complex are currently under construction, slated for completion in 2006. Work on an "integrated lab complex" designed to marry the natural and engineering sciences is tentatively scheduled to begin in 2007.
2007]
Boston
The medical school is located on a campus in the heart of Boston adjacent to Tufts-NEMC, a 451-bed academic medical institution that is home to both a full-service hospital for adults and the Floating Hospital for Children. All full time Tufts-NEMC physicians hold faculty appointments at Tufts.
The newest addition to the Boston campus is the $65 million, nine-story Jaharis Family Center for Biomedical and Nutrition Sciences.
Grafton
The veterinary school is located in North Grafton, Massachusetts, west of Boston on a 634-acre campus. Its facilities include the Tufts-New England Veterinary Medical Center's Hospital for Large Animals, the Foster Hospital for small animals; the Cornelius Thibeault Equine Outpatient Clinic, the Issam Fares Equine Sports Medicine Program, the Harrington Oncology Program, the Amelia Peabody Pavilion, the Jean Mayer Administration Building, the Franklin M. Loew Veterinary Medical Education Center, the Tufts Veterinary Diagnostic Laboratory, and a 250-acre working farm. The school also maintains the Ambulatory Farm Clinic in Woodstock, Connecticut and the Tufts Laboratory at the Marine Biological Laboratory at Woods Hole on Cape Cod.
Talloires
Tufts maintains a satellite campus in Talloires, France at the Tufts European Center, a former Benedictine priory built in the 11th century. The priory was purchased in 1958 by Donald MacJannet and his wife Charlotte and used as a summer camp site for several years before the MacJannets gave the campus to Tufts in 1978. Each year the center hosts a number of summer study programs, and enrolled students live with local families. The site is frequently the host of international conferences and summits.
History
1978
Charles Tufts was the donor of the land which Tufts University now occupies on the Medford-Somerville line. His donation of twenty acres was valued at $20,000 and was located on one of the highest hills in the Boston area, called Walnut Hill. The land was given to the Universalist church on the condition that it be used for a college. In 1852, the Commonwealth of Massachusetts chartered Tufts College. The original act of incorporation noted the college should promote "virtue and piety and learning in such of the languages and liberal and useful arts as shall be recommended." Having been one of the biggest influences in the establishment of the College, Hosea Ballou II became the first president of Tufts College in 1853.
A large brick-lined reservoir in the uphill quadrangle was built in between 1860 and 1863 as an emergency water supply for Charlestown, which had just suffered a disastrous fire. The "Rez" remained until it was leveled in 1947. The quad on the site now is still called the Rez Quad.
Barnum Hall was constructed in 1884 with funds donated to Tufts College by P.T. Barnum. Barnum donated the building to house his collection of animal specimens and featured the stuffed hide of Jumbo the elephant. The building was initially known as the Barnum Museum of Natural History. On April 14, 1975, a fire that began in faulty wiring in a refrigeration unit in the building gutted the Barnum Museum. The collection housed in the building was completely lost, including numerous animal specimens, Barnum's desk and bust, and the stuffed hide of Jumbo.
On July 15, 1892, the Board of Trustees voted to admit women to Tufts College.
The university remained in relative obscurity until the presidency of Jean Mayer began in 1976. Mayer established the veterinary, nutrition, and biomedical schools and acquired the Grafton and Talloires campuses. Mayer's ventures were ambitious and risky, but he managed to elevate the university out financial strife and academic obscurity. The federal government established the Jean Mayer USDA Human Nutrition Research Center on Aging (HNRCA) at Tufts.
In October 1990, Mayer convened twenty-two university leaders in Talloires to sign the Talloires Declaration (University Leaders for a Sustainable Future). In September 2005, President Bacow again convened international university leaders in the French alpine town for the adoption of the Talloires Declaration (On the Civic Roles and Social Responsibilities of Higher Education).
Culture
Talloires Declaration (On the Civic Roles and Social Responsibilities of Higher Education)
The school colors of Tufts University are brown and blue. The shade of brown is generally called chocolate brown, and the blue is variously described as between light and middle blue, or dusty sky blue. Though this color combination was chosen by the student body in 1876, the colors were not made officially the colors of the school until 1960, when the Trustees voted on the matter.
1960. Jumbo was destroyed by fire in 1974.]]
The Tufts school mascot is Jumbo the elephant, in honor of a major donation from circus owner P.T. Barnum in 1882. The stuffed remains of Barnum's Jumbo the elephant were on display in the basement of Barnum Hall until the building burned down in 1974. The ashes of Jumbo currently reside in a peanut butter jar in the athletic director's office. A small plaster-statue elephant, Jumbo II, now sits on the academic quad.
A fixture on the Medford campus is a replica of a twenty-four pound cannon taken from the deck of the U.S.S. Constitution. The city of Medford donated the cannon to the university in 1954. Since 1977, it has been used by student groups and individual students who paint messages on the cannon under the cover of night. Painting the cannon is a competitive activity. Students must guard their handiwork or run the risk of having their message painted over by a rival group. Over the years, the cannon has sported political messages, rallying cries for athletic teams, birthday greetings, and even a wedding proposal.
On the last night of class during the fall semester, several hundred students let off stress and steam by stripping and running around the Rez Quad in the annual Naked Quad Run. The run caused some controversy in 2002 when six students were injured and President Bacow publicly denounced it.
An annual concert known as Spring Fling takes place in the spring immediately before final exams on the President's Lawn. Acts over the past several years have included The Roots, Less than Jake, and Tufts alumni Guster. The night before, the Tuftonia's Day fireworks take place on the Rez Quad.
The largest undergraduate student organization at Tufts is the Leonard Carmichael Society, an umbrella organization for community and public service projects. LCS is comprised of a volunteer corps of over 1,000 and a staff of eighty-five.
Tufts is home to numerous prestigious a cappella musical groups, including the popular all-male Beelzebubs and the coed Amalgamates.
Politically, the student body at Tufts often leans left, although both parties are active on campus in student organizations. For at least the last decade, the most prominent source of news and crossword-related diversion at Tufts has been The Tufts Daily. Also influential are The Tufts Observer, a collegiate newsmagazine founded in 1895; and The Zamboni, a humor magazine.
The student body is also the target of several critiques and stereotypes. Undergraduates often contend with a boilerplate description—that the student body consists mainly of "Ivy League rejects." [http://www.princetonreview.com/college/research/profiles/studentsSay.asp?listing=1023909&category=5<ID=1]
Athletics
Tufts is a member of the Division III National Collegiate Athletic Association (NCAA) and the New England Small College Athletic Conference (NESCAC). Tufts distinguishes itself from other Division III schools by competing against some Division I teams from Boston College, Brown, Dartmouth, Harvard, and Princeton. Tufts, like other Division III schools, does not offer athletic scholarships. The sailing team alone is part of Division I at Tufts.
The Tufts football program is one of the oldest in the country. The 1,000th game in team history was played during the 2006 season. Some historians point [http://www.boston.com/sports/colleges/football/articles/2004/09/23/gridiron_gridlock?mode=PF] to a Tufts versus Harvard game in 1875 as the first between two American colleges using American football rules. Discussion of the historic game and its place in the evolution of football was featured in the Boston Globe and on ESPN.
University leadership
Notable alumni and faculty
:See List of Tufts University people.
Points of interest
- Gravity Research Foundation monument
External links
- [http://www.tufts.edu/ Tufts University] (official website)
- [http://www.tuftslife.com TuftsLife.com] (student life portal)
- [http://ase.tufts.edu/athletics/ Athletics Department]
- [http://www.tuftsdaily.com Tufts Daily] (student newspaper)
- [http://www.tuftsprimarysource.org Tufts Primary Source] (journal of conservative thought)
- [http://www.tuftsobserver.org Tufts Observer] (newsmagazine)
- [http://www.ase.tufts.edu/zamboni Zamboni] (humor magazine)
- [http://www.bubs.com Tufts Beelzebubs] (all-male a cappella)
- [http://enews.tufts.edu Tufts eNews]
- [http://tufts.jumboaccess.com TuftsReviews.com] (professor and course reviews by students)
Category:Universities and colleges in Massachusetts
Category:New England Association of Schools & Colleges
Category:Liberal arts colleges
Category:New England Small College Athletic Conference
ja:タフツ大学
College admissionsCollege admissions is the process through which students enter undergraduate colleges. The system varies widely from country to country.
In many countries, prospective university students apply for admission during their last year of high school or community college. In some countries, there are independent organizations or government agencies to centralize the administration of standardized admission exams and the processing of applications.
United States
Students apply to one or more colleges or universities by submitting an application which each college evaluates by its own criteria. The college then decides whether to extend an offer of admission (and possibly financial aid) to the student. In general, students are admitted to the college as a whole, and not to a particular academic major, which is chosen later. The system is decentralized: each college has its own criteria for admission, even when using a common application form.
Admissions criteria may be completely mechanical, especially at large public colleges: a threshold for grade point average and/or standardized test scores, or even simply a high-school diploma ('open admissions'). They may be completely subjective at some small colleges: a perceived motivational and intellectual 'fit' based on essays, interviews, and personal recommendations. Most colleges combine the two.
The application form typically asks applicants to provide details about their academic preparation, their extracurricular activities, and special talents. Additionally, the majority of schools require applicants to write one or more essays related to their personal backgrounds, obtain recommendations from one or more teachers and a representative of their school such as a guidance counselor or principal. The Common Application is a standardized admissions application used by over 200 colleges and universities, including many of the most elite schools in the U.S. It can be submitted online and is a good way for students to minimize the paperwork associated with applying to colleges.
The prestige, ranking, and presumably the quality of a college is roughly in inverse proportion to its acceptance rate; 10-20% of applicants at elite institutions are accepted, so admission is very competitive. Many students base their entire high school education on gaining entry into the college of their choice.
Factors in admissions
Considerations that go into admissions are: scores on standardized tests, typically the SAT or ACT; grade point average (GPA) in high school; teacher recommendations; an admissions essay or personal statement; a personal interview at the college or with an alumnus/a; special skills or talents which could contribute to the college (especially sports, but also music); service to the community; and other extracurricular activities.
High SAT scores and GPAs are not enough at the most selective institutions, which look for that 'something extra' that differentiates one high-achieving applicant from another. This may include a unique passion, or dedication to extracurricular activities.
Additionally, many schools look closely at student essays and recommendations from teachers and school personnel. Interviews can also be considered at some colleges.
Many colleges also actively seek to increase racial, economic, cultural, and geographic diversity among their students both by making special efforts to recruit diverse students, and by taking their background into consideration in admissions. Thus, disadvantaged and underrepresented minorities, including Native Americans, Blacks, and Latinos, often receive a boost in their applications due to their comparatively low representation among elite schools, a process known as affirmative action.
Another select group of students receiving a comparable boost are known as legacy preferences. These are children of alumni, who are often preferred because the college wishes to maintain strong alumni ties--especially with those who contribute towards the college financially. Race preferences in admissions is a controversial practice contended by opponents who object to white and Asian students being displaced by the process. An affirmative action study by Princeton researchers in 2005 attempted to quantify the effect on applicants. According to the study, if preferential admissions were eliminated, black and Hispanic acceptance rates would dramatically fall and four out of five admissions spots that would have been offered to those students would instead be turned over to Asian students. The effect on admission rates for white students would not be pronounced. [http://www.princeton.edu/main/news/archive/S11/80/77I23/index.xml Study] [http://opr.princeton.edu/faculty/tje/espenshadessqptii.pdf PDF of study]
For students striving for the most elite institutions, a balance of good SAT I and SAT II scores (or ACT scores, which many schools accept and which is a more common test in parts of the country), good recommendations, good essays, a high GPA with a high class rank along with good awards and good extra curricular activities are the key to acceptance. Although this balance will help in admissions, sometimes they can be viewed as prerequisites to truly succeed in an elite institution of higher learning.
Occasionally the applicant may not get into a college due to factors outside of his or her immediate control. This pertains to the concept of need-blind admissions and yield protection.
Need-blind, Need-Aware admission and Guaranteeing to Meet Full Need
In need-blind admission, applicants are evaluated without regard to their ability to pay. However, need-blind admission does not necessarily mean that the financial need of an admitted student will be met. Only a handful of schools in the U.S. guarantee to meet 100% of the demonstrated financial need of all admitted students. It is therefore important to always ask colleges and universities, even those that are "need-blind" whether they guarantee to meet full need. If a school does not guarantee to meet full need, other important questions to ask include the percentage of students who apply for aid and have their full need met, the amount of an average financial aid package, and how the typical financial aid package is broken down (i.e., loans, grants, work study, etc.) Other schools practice what is called "need aware" admissions. In other words, they do consider the ability of students to pay in deciding who to admit.
Less well-endowed universities such as Tufts University and Washington University in St. Louis have need-based admissions policies, where some high-achieving applicants may be waitlisted or even rejected because the school cannot provide enough aid for the applicant's education. This is known as "admit-deny." Some of these schools will still meet the full financial needs, however dire, of the not-so-well-off students they accept. However, without the huge, mature endowments of universities such as Harvard and Yale, schools such as Tufts and Washington University must factor financial need in the admissions process in order to maintain their programs.
Extremely few schools in the U.S. are need-blind for international applicants. For the most part, these are the most selective schools in the U.S. Additionally, very few U.S. schools offer any form of financial aid for international applicants. Some schools do offer merit scholarships, based on academic achievement, to international students even though they may not offer financial aid. "Full rides" to U.S. colleges and universities are extremely rare for international students. The few colleges that do set aside financial aid for international students often offer it only to the best qualified applicants. Therefore, international undergraduate students who need substantial financial aid to study in the United States must have exceptional grades and test scores to maximize their chances of receiving it.
All students applying for financial aid must complete the Free Application for Financial Student Aid (FAFSA). International students have additional forms to complete before they can enroll, including a statement of finances required by the U.S. government.
Yield protection
Yield protection often occurs with the strongest applicants at schools that are yield-conscious. Yield refers to the proportion of students who matriculate (i.e. accept an admissions offer and attend the college) after acceptance to a college. If the yield rate is too low, some may view the school as undesirable. Yield-conscious schools who wish to inflate their yield or otherwise protect their yield from lowering employ such methods as waitlists and guaranteed transfer options to promising applicants who may appear to have numerous other college choices. Through waitlists, the applicant is not technically accepted and may never be unless the applicant shows active signs of interest in attending thereby not harming the school's acceptance rate or yield. Although the applicant has no real control over such policies, they can apply to other schools without such policies so as to not limit their options. The term "Tufts Syndrome" is sometimes used on college admissions message boards to refer to such practices of forced yield-protection, as schools like Tufts are perceived to waitlist and reject overqualified candidates for fear that they will choose other schools.
United Kingdom
The United Kingdom has a centralized system of admissions to higher education, UCAS. In general, students are not admitted to colleges as a whole, but to particular courses of study.
As Australia uses a Federal system of government, responsibility for education, and admission to Technical and Further Education colleges and undergraduate degrees at universities for domestic students, are in the domain of state and territory government (see Education in Australia). All states except Tasmania have centralised processing units for admission to undergraduate degrees for citizens of Australia and New Zealand, and for Australian permanent residents; however applications for international and postgraduate students are usually accepted by individual universities. The Australian government operates the Higher Education Contribution Scheme for undergraduate students, so admission is rarely limited by prospective students' ability to pay up-front. All states use a system that awards the recipient with an Equivalent National Tertiary Entrance Rank, or ENTER, and the award of an International Baccalaureate meets the minimum requirements for admission in every state. The Special Tertiary Admissions Test is the standard test for non-school-leavers nationwide.
In all cases, applicants must be proficient in the English language to be considered and meet the course requirements listed by the admitting institution.
The [http://www.uac.edu.au/ Universities Admission Centre] accepts applications for all NSW and ACT tertiary institutions. Applications usually comprise of standardised test results, adherence to the university's selection criteria for the applicable course, and a suitable application. The standard test for school-leavers is the Higher School Certificate in NSW, and the Year 12 Certificate in the ACT, resulting in a University Admission Index score.
The [http://www.satac.edu.au/ South Australian Tertiary Admissions Centre] accepts applications for Northern Territory tertiary institutions. Year 12 students are awarded the Northern Territory Certificate of Education and must meet course requirements.
The [http://www.qtac.edu.au/ Queensland Tertiary Admissions Centre] accepts applications for Queensland tertiary institutions. Year 12 students are awarded an Overall Position, based on their performance in class subjects and their result in the Queensland Core Skills Test, as well as meeting course requirements.
The [http://www.satac.edu.au/ South Australian Tertiary Admissions Centre] accepts applications for South Australian tertiary institutions. Year 12 students are awarded the South Australian Certificate of Education, and must meet course requirements.
Tasmanian school leavers applying for entrance at the University of Tasmania need to apply directly to the university. Tasmanian school students receive a Tertiary Entrance Rank on successful completion of the Tasmanian Certificate of Education. Students from interstate wishing to study at UTas may apply through either the Victorian Tertiary Admissions Centre, or directly through the University.
The [http://www.vtac.edu.au/ Victorian Tertiary Admissions Centre] accepts applications for Victorian tertiary institutions. Applications comprise of standardised test results and meeting institutional requirements. The standard certification for school-leavers is the Victorian Certificate of Education.
The [http://www.tisc.edu.au/ Tertiary Institutions Service Centre] accepts applications for Western Australian tertiary institutions. The standardised test for school-leavers is the Tertiary Entrance Examination.
Post-Secondary Application Service of British Columbia (British Columbia), Ontario Universities' Application Centre (Ontario).
Joint University Programmes Admissions System, using HKALE (developed and administrated by Hong Kong Examinations and Assessment Authority).
National Center for Examinations and Evaluation
National Center for University Entrance Examinations
Entrance is done after perfomring well in examinations which are a local version equivalent to the General Certificate of Education
Student Selection and Placement Center ÖSYM, prepares ÖSS
Prospective students who have passed the Abitur may decide freely what subjects to enroll in. However, in some popular subject fields such as medicine or business administration, students have to pass a certain numerus clausus — that is, they cannot enroll unless they have scored a minimum grade point average on their Abitur.
These countries probably have the most liberal system of university admission anywhere in the world, since anyone who has passed the Matura may enroll in any subject field (or even several at no additional cost) at a public university. In Belgium as well, the only prerequisite for enrolling in university studies is to have obtained a high-school diploma. In both Switzerland and Belgium, medical studies are an exception, which have a numerus clausus system due to overcrowding. This liberal admission practice led to overcrowding and high dropout rates in the more popular fields of study like psychology and journalism, as well as high failure rates on exams which are unofficially used to filter out the less-capable students. Following a ruling by the European Court of Justice issued on July 7, 2005, which forces Austria to accept nationals of other EU Member States under the same conditions as students who took their Matura in Austria, a law was passed on June 8 allowing universities to impose measures to select students in those fields which are subject to numerus clausus in Germany. Starting in 2006, the three medical universities (in Vienna, Innsbruck and Graz) will introduce entrance exams. There are no intentions to introduce a numerus clausus in any subject field.
Prospective students have to choose, two years before graduation, for a graduation type (e.g. natural science graduation type). Subjects at Dutch universities freely accept all students who have chosen the correct graduation type (e.g. to enroll in physics, the graduation type 'natural sciences' is required). All other students have to pass an exam to be enroll (this is the exception). Popular subjects, such as medicine or dental medicine have a numerus fixus, meaning that a limited number of students may enroll for this subject at a particular university. To decide who is allowed, a lottery is held in which ones grades influence chances of being chosen (an indirect and incomplete numerus clausus).
External links
- [http://www.admissionsadvice.com AdmissionsAdvice.com]- Regularly updated news blog on college admissions topics. Hundreds of links to college admissions resources.
- [http://talk.collegeconfidential.com/index.php? College Confidential] - Popular forum for college admissions advice; geared towards applicants to elite colleges.
- [http://www.commonapp.org The Common Application]- Application form accepted by over 200 colleges and universities in the United States. Free to use, can submit applications online.
- [http://autoadmit.com AutoAdmit] - Often off-topic law and college admissions advice forum; geared towards elite applicants.
- [http://www.collegefair.tv CollegeFair.tv] - Admissions videos for colleges and universities across the U.S.
Category:Colleges and universities הטקטיקה והאסטרטגיה האמריקאית בעת החדשהלאחר חתימה על חוזה פריז (1783) וקבלת עצמאות מבריטניה, ארה"ב פירקה את רוב צבאה ומספר החיילים לא עלה בדרך כלל על כמה עשרות אלפים. מיליציוני באופיו, הצבא האמריקני הובס על-ידי בריטניה ב-1812, אבל היה מספיק גדול על מנת לגבור על האינדיאנים ולהביס את מקסיקו בשנות ה-40 של המאה ה-19.
האירופאים לא יחסו לארה"ב משמעות רבה וכאשר פון מולטקה נשאל מה למד ממלחמת האזרחים האמריקאית הוא ענה - "כלום". הדבר משקף את הפיגור היחסי של האמריקאים בפיתוח שיטות לחימה חדשות ושימושים בנשק חדש. אפילו במלחמת האזרחים, הם עדיין השתמשו ברובה שהיה בשימוש במלחמת העצמאות האמריקאית, ורק במשך המלחמה עברו לרובה מסוג חדש (ראו התפתחות כלי הירי).
הטקטיקה היתה שונה במידת מה מהאירופאית, בעיקר בגלל הצבא הקטן. במקום צבא אירופאי מסורבל על מאות אלפי חיליו, הצבא האמריקאי היה נייד יותר וחיפש הכרעה מהירה.
השינויים הגדולים התחילו במלחמת האזרחים האמריקאית בין השנים 1861 - 1865 עם הגידול המשמעותי בגודל הצבא. מצבא קטן שלא עלה על 40,000-50,000 איש, שני הצדדים גייסו מאות אלפי לוחמים, ובקרבות הגדולים השתתפו לפחות 100,000 איש מכל צד. שינויים חשובים נוספים היו בהכנת ספינות קיטור משוריינות לשירות (ראו מוניטור).
האסטרטגיה היתה דומה לאירופית וחיפשה קרב הכרעה או אם מדובר באויב חזק, אז התפתחה מלחמת התשה כמו במלחמת האזרחים.
לקראת סוף המאה ה-19 ארה"ב הגיחה לזירה הבין לאומית במלחמת ארצות הברית-ספרד, שכללה פעילות ימית רבה ואף פלישות אמפיביות.
קטגוריה:אסטרטגיה
קטגוריה:ארצות הברית: היסטוריה
קטגוריה:היסטוריה צבאית
קטגוריה:המאה ה-19
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