Saturday, March 14, 2020

Essay on Developmental and Social psychology The WritePass Journal

Essay on Developmental and Social psychologyï » ¿ Patch 1 Essay on Developmental and Social psychologyï » ¿ , p. 202). In effect, this theory demonstrates that children’s personalities develop from challenges which are not immediately understood. Hence, Piaget believed that imbalances exist between children’s modes of thinking and environment events which â€Å"prompt them to make mental adjustments that enable them to cope with puzzling new experiences and thereby restore cognitive equilibrium† (Kipp and Shaffer, 2012, p. 202). Cognitive theorists thereby argue that children simply adapt to the environment through their own cognitive abilities which ultimately shapes their personality. Conclusion Overall, there are clearly different views as to how an individual’s personality is shaped and although many argue that it is inherited, others disagree and believe that it is acquired from societal influences. Arguably, after reviewing both the cognitive development theory and the psychoanalytic theory it seems as though personality is in fact a mix of both nature and nurture. This is because, although children do have some traits that are inherited and exist within the unconscious mind, an individual’s thought process does actually develop from adaption. Accordingly, children are thus prompted to make mental adjustments that enable them to cope with puzzling experiences which widely influences their own personality. Patch 2 Social Psychology Introduction Social influence happens when an individual’s behaviour is affected by external factors such as conformity, compliance and obedience, bystander intervention, social loathing and social facilitating. Morton Deutsch and Harold Gerald (1955, p. 629) thus made it clear that social influence is the result of two psychological needs; informational social influence and normative social influence which are the need to be right and the need to be liked. Arguably, social influence thereby refers to the effect in which individuals have upon one another and can happen intentionally or unintentionally as a result of the way in which the person who has been influenced perceives themselves (Changing Minds, 2002, p. 1). Concepts of Social Influence Conformity, compliance and obedience are the three main areas of social influence and often occur simultaneously. This is because, â€Å"those that conform tend to be obedient and compliant† (Constable et al, 2002, p. 1).   Nevertheless, whilst conformity refers to the changes an individual makes so that they can be more like others, compliance relates to the changes an individual makes as a result of being asked. Furthermore, obedience refers to the process of obeying an order that has been made and often means that the individual has no choice but to make the changes unlike the former two social influences where the individual does have a choice. Coercion is the strongest form of social influences, nonetheless, since this forces and individual to change their behaviour even though they are reluctant to do so. Coercion is thereby the least common form of social influence since real feelings may not actually be changed. Hence, where social influence occurs voluntarily, it is evident that the individual will have made the changes themselves and therefore changes the way they feel about a particular situation. This was recognised by Rashotte who pointed out that; â€Å"social influence is the process by which individuals make real changes to their feelings and behaviours as a result of interaction with others who are perceived to be similar, desirable or expert.† In effect, Rashotte (1999, p. 4426) does not believe that social influences also consists of compliance and obedience because of the fact that individuals do not have a choice but to make the changes required from them. Because of this, it is unlikely that the feelings of an individual will actually be changed if they have been forced to make the transformation. It is questionable whether these views are accurate, nonetheless, since it has been put by Perloff (2012, p. 18); â€Å"social influence – coercion and persuasion – exerts powerful, not always positive, effects on human behaviour.† Therefore, even if the social influence has resulted involuntary, this does not indicate that social influence has not taken place. Instead, a more powerful form of change has been exerted which has had a significant impact upon human behaviour. Social facilitating is the process whereby individuals improve their behaviours when other people are watching. Therefore, whenever a person is undertaking a task, it is likely that they will do better at that task if other people are watching as they will alter their behaviour so that they can impress the onlookers. This is a mild but common form of social influence and illustrates that people can be affected by the mere presence of others. This can, however, be real, imagined or implied and was first recognised by Norman Triplett in 1898 when he conducted a study on the speed record of cyclists. It was concluded by Triplett that the speed of cyclists was faster when racing against each other than it was when racing against time alone (McLeod, 2011, p. 1). Social facilitating does depend on the individual concerned, nonetheless, because the behaviour will not always be improved and in some cases, the quality of the individuals performance may be impaired (Aiello, 2001, p.   163). Social loafing is similar to social facilitation, yet whilst social facilitation tends to improve an individual’s performance, social loafing tends to slow someone down and prevents them from working as hard. Nevertheless, social loafing does not occur when being watched by others but when working in a group with others since it is felt that many individuals work harder when they are alone than when they are in a group. This is also known as the free-rider theory which means that â€Å"self interested individuals lack incentives to contribute voluntarily to the provision of public goods, or to reveal their true valuations of such goods† (Asch and Gigliotti, 1991, p. 33). An example of social loathing was provided in a study conducted on individuals involved in a tug-of-war game. Here, it was found that â€Å"people playing tug-of-war while blindfolded pulled harder if they thought they were competing alone. When they thought others were on their team, they made less of an effort† (Coon and Mitterer, 2008, p. 541). Perspectives and Methods of Research It is evident that social influence arises because of a number of different influential factors and the only way this can be identified is by undertaking a number of different activities involving humans. This enables a determination to be made as to whether the true feelings of the individuals involved have been influenced. Nevertheless, because of the complex nature scientific studies have, it is questionable whether the thoughts, feelings and behaviours of human beings can be accurately measured through empirical methods of investigation. This is because, it has been argued by Thomas Kuhn (1970, p. 4) that empirical methods of investigation are â€Å"influenced by prior beliefs and experiences.† Essentially, it could therefore be said that the studies conducted would have produced different results if they were undertaken by a different scientist. Conclusion Overall, there are a number of different concepts of social influence which appear to have been proven by empirical methods of investigation. These include conformity, compliance and obedience, bystander intervention, social loathing and social facilitating and can occur voluntary or involuntary. Social influence thus arises as a result of two human needs which are the need to be right and the need to be liked and happen depending upon the ways in which the individual perceives themselves. In proving these different concepts, a number of scientific studies have been carried out which all aim to demonstrate how social influence affects the changes of human behaviour. Nevertheless, although these methods have proven workable in explaining human behaviour, the accuracy of these methods has been questioned. This is because; it is believed that different outcomes would be produced if a different person conducted the studies since past experiences and current knowledge are said to widely i nfluence the tests that are being performed. Despite this, it is evident that changes to human behaviour frequently arise which is largely the result of the changes that are being made within society whether they are intentional or unintentional. References Aiello, J. R. (2001). Social Facilitation from Triplett to Electronic. Group Dynamics, Theory, Research and Practice. 5(3). Asch, P. and Gigliotti, G. A. (1991). The Free-Rider Paradox: Theory, Evidence and Teaching. The Journal of Economic Education, 22(1). Bjorklund, D. F. (2011). Children’s Thinking. Wadsworth Publishing Co Inc. 5th Edition. Bouchard, T. J. Lykken, D. T. McGue, M. Segal, N. L. and Tellegen, A. (1990). Sources of Human Psychological Differences: The Minnesota Study of Twins Reared Apart. Science New Series, 250(4978). Changing Minds. (2002). Social Influence. Retrieved 27 December, 2012, from http://changingminds.org/explanations/theories/social_influence.htm Constable, S. Schuler, Z. Klaber, L. and Rakauskas, M. (1999). Conformity, Compliance and Obedience. Retrieved 27 December, 2012, from units.muohio.edu/psybersite/cults/cco.shtml Coon, D. and Mitterer, J. O. (2008). Introduction to Psychology: Gateways to Mind and Behaviour with Concept Maps and Reviews, Cengage Learning. Crews, F. (1996). The Verdict on Freud. Psychological Science, 7(63). Deutsche, M. and Gerard, H. B. (1955). A Study of Normative and Informational Social Influences upon Individual Judgement. Journal of Abnormal and Social Psychology. 51(629). Honderich, T. (1995). The Oxford Companion to Philosophy. Oxford University Press. Kipp, K. and Shaffer, D. (2012). Developmental Psychology: Childhood and Adolescence. Wadsworth Publishing Co. 9th Edition. Kuhn, T. (1970). The Structure of Scientific Revolutions. Chicago University Press. 2nd Edition. Lam, V. O’Donnell, V. L. Gillibrand, R. (2011). Development Psychology. Prentice Hall. 1st Edition. Loehlin, J. C. (1982). John Locke and Behaviour Genetics. Behaviour Genetics, 13(1). McLeod, S. (2007). Nature Nurture in Psychology. Retrieved 27 December, 2012, from simplypsychology.org/naturevsnurture.html McLeod, S. (2011). Social Facilitation. Retrieved 27 December, 2012, from simplypsychology.org/Social-Facilitation.html Perloff, R. M. (2012). The Dynamics of Persuasion: Communication and Attitudes in the Twenty-First Century. Taylor Francis. 4th Edition. Rashotte, L. (1999). Social Influence. Retrieved 27 December, 2012, from www.sociologyencyclopedia.com/fragr_image/media/social Shaffer, D. R. (2009). Social and Personality Development. Cengage Learning, 6th Edition. Stocks, J. L. (1915). Plato and the Tripartite Soul. Mind: A Quarterly Review of Psychology and Philosophy, 24(94). Shuttleworth, M. (2010). Aristotle’s Psychology. Retrieved 26 December, 2012, from http://explorable.com/aristotles-psychology.html Tomasic, T. (2006). Personality: Nature vs. Nurture or Something in Between? Retrieved 27 December, 2012, from http://serendip.brynmawr.edu/bb/neuro/neuro06/web1/ttomasic.html

Thursday, February 27, 2020

Competitive Dimensions of Operations and Supply Chain Strategies Assignment

Competitive Dimensions of Operations and Supply Chain Strategies - Assignment Example These factors influence the level of satisfaction between the company and the customers. The characteristics of the supply chain that influence this level of satisfaction also gives directions the strategies to be put in place. They include speed, flexibility and quality. All the structural strategies/approaches to improve the supply chain should be based on increasing the speed of flow of information and products in the market, enhance its flexibility as well as maintain a top-notch quality level. The structure of the supply chain should ensure that the product moves from one end to the other within the shortest period. All through the logistic activities, prompt information flow between departments should be smooth (Chi, 2010)On the flexibility issue, the structural designer of the supply chain should bear in mind and include alternative ‘routes’ to be used in case a problem is encountered along the primary route. For instance, in case of delays in transportation of a product to a customer may be due to mechanical challenges, are there any other alternatives that can be promptly applied? This concept also applies to information sharing. The last factor is the quality, whereby it is achieved through the combined subtotal of speed and flexibility. If an approach in the supply chain is highly flexible and ensures fast movement of products and information, then the whole chain is considered of quality (Sukati, I., Abdul H 2011). The decision on the approaches to monitoring the movement of products and information should be aimed at increasing speed and maintenance of flexibility. This way the management of a supply chain will be facilitating quality and hence meeting customers’ as well as company requirements. Sukati, I., Abdul H (2011). An investigation of the relationship between supply chain management practices and competitive

Monday, February 10, 2020

CS 4 - Strategic Choices Essay Example | Topics and Well Written Essays - 1000 words

CS 4 - Strategic Choices - Essay Example This forms the principal guideline of Coca-Cola whereby it designs its company activities to suit the income and preference changes in the market. It is essential to note that Coca-Cola serves various ages of individuals: Both the old and young person’s utilize the brand. Coca-Cola is widely spread around the world. The activities of Coca-Cola transcend bias even in low-income countries. The countries, under Coca-Cola service stretch from USA, Canada, Europe, Asia and Africa. The company’s headquarters manage a global channel of distribution. In turn, it produces diverse brands out of the traditional domain of soda brands (Hirschey, 2008). Additionally, Coca-Coca integrates its activities in customers, employees, partners and its leadership. As for the partners, the company’s mission regards linking customers, suppliers and the company in a competitive network of entities. Coca-cola, as well, strive to a socially just society through participation in world concer ns and other community’s issues. These community’s issues regard water, sanitation and hunger. Revision of SWOT analysis This regards the strength that Coca-Cola possesses in the beverage competition. In close relation to this, SWOT analysis addresses the loopholes to achieving an edge in beverage market. In addition, it addresses challenges and inevitable threats it faces from the markets and competitive field. The company possesses notable strengths. To begin with, Coca-Cola shares a long history of serving the beverage world. This is contrary to companies that feel out of the competitive field. Each emerging generation of customers are willing to identify with the brand. The brand name is a robust force that traverses across groups and countries. This help in the fact that individuals can easily relate to the brand without relating the same to a specific group’s link (Inkpen & Ramaswany, 2006). The company utilizes an effective advertising method of various t ypes to harness customer base. The company faces a weakness of offering almost similar products just as other beverage companies. Despite its strength, the brand loses out to other popular brands such as Pepsi. Additionally, the company faces the weakness of offering products that medical expertise has analyzed to contain harm to individuals. The larger the quantity of such products, the more risky it becomes to consume. The opportunities for Coca-cola are notable. To begin with, the company can collaborate with other brands to produce different goods. This will serve to minimize anti-market campaigns and competition. In addition, the brand can engage in production of healthy products. The company can also establish a unique taste in their beverages to edge themselves out of the brands such as Pepsi. The company’s threats regards protective measures from other countries. This relates to tariffs and policies. In addition, its expansive activities face the challenge of politica l instability in some of its operation countries (Kapferer, 2012). Strategic choices Coca-Cola has several strategic choices that build on its core strategy of diversity in service. Coca-Cola literally expands into new market territories. The main method it employs to achieve this means of distributive properties. Despite the fact that Coca Cola’s headquarters are in Atlanta, the company owns bottling companies in several countries. The benefit as regards to this strategy relates to

Friday, January 31, 2020

Throughout his novel Essay Example for Free

Throughout his novel Essay Reread the begging of section one of the novel. Write about the ways the writer uses details in this passage to make the reader think about the changes, events and ideas in the novel; in the way the writer uses detail in his passage to prepare the reader for the ending. Throughout his novel, Of mice and Men John Steinbeck presents many ideas about the bias system that prevents working class people from amounting to anything, and how the fates of ranch hands and particularly the character of Lennie are inevitable. His use of language and literary techniques in order to develop his character and setting are used to prompt the reader to consider these ideas. The vocabulary that Steinbeck choices to describe the brush in both sections one and six of the novel mirror each other. Steinbeck has Lennie repeating the actions from section one to make us think back to the beginning of the novella, and consider the characters that he has created. Steinbecks meticulous use of detail throughout the novel makes it more memorable to the reader and so when in section 6 Lennie appear[s] out of the brush they are instantly reminded of the opening, as though the novel has come full circle. Steinbeck chose to set the ending to Of Mice and Men in the same setting as he chose to set the first to show the monotony and routine of the ranch hands and despite the dreams they may have, the reality of the situation makes hopes impossible. We, as the readers are aware from the start that the text is likely to end where it began as Steinbeck has the character, Lennie repeating what George said about the brush so [he doesnt] forget it, consequently the repetition also had the phrase stick in the minds of the novels audience. So when Lennie remembers his instructions from George in section Six, so do the audience. Steinbeck sets section six of the novel after the sun had left the valley which mirrors the first section which was also set in the evening. However the night also serves another purpose of suggesting that at the end of the day also comes the end of Lennies life, making the reader consider what has happened in the novel between sections one and six to lead to this moment and the comments Steinbeck was trying to communicate. The language choices Steinbeck makes to describe Lennie are throughout often quite animalistic. Although to demonstrate his size when Lennie is described as a bear, these terms serve a secondary purpose of making Lennie seem more animal than human. The very end of the novel and Lennies death are foreshadowed by the events in section 3 when Candys dog is led away to be shot. Later on Candy reveals that he feels that he should have shot him myself, which is what George does in the way Carlson describes in the bunkhouse. These similarities make Lennie seem like an animal however the metaphor goes further, suggesting that people at the time were all treated badly or like animals as Lennie is in this novel. In conclusion, the details that Steinbeck presents the final section of the novel Of Mice and Men make the reader think about other sections of the novel, particularly the begging as much of the imagery used in the final section is either the same or similar.

Wednesday, January 22, 2020

Free College Admissions Essays: Psychology :: College Admissions Essays

College Essay about Psychology    Some say that mankind is complex beyond comprehension. I cannot, of course, speak for every other individual on this earth, but I do not believe that I am a very difficult person to understand. My life is based upon two very simple, sweeping philosophies: pragmatism in actions and idealism in thought. Thus, with these two attitudes, I characterize myself.    Pragmatism in actions. I believe utterly in one of those old cliches: we are given only a limited time upon this earth and every moment wasted is lost forever. Therefore, I do not engage in those things that I view as useless. The next question is obvious. What do I view as useless? In reality, perhaps too many things and definitely too many to address in one essay. However, I can indulge in the discussion of a few. Hate is a wasted emotion. Hate accomplishes nothing. It does not relieve hunger. It does not alleviate pain. It creates only avoidable aggression. I do not believe in any kind of hate, including prejudice and racism. My energies and time can be better spent elsewhere. Anger too. What does anger do? Nothing. It frustrates us and aggravates us, and we can avoid it. Being frustrated is not a pleasing experience for me. When I was young, or rather, when I was younger than I am now, I would explode at the smallest disturbances (I'm sorry mom and dad). Now, I have realized that anger is a waste of time, and I no longer have a temper to lose. I would much rather wallow in happiness. And in my happiness, I do not worry much over my image in the eyes of others. The important word here is much, for there are opinions of certain individuals about which I do care a great deal, but these are few. They include my family, my close friends, and those who possess the power to affect my life significantly (for example, university admissions officers). Otherwise, I pay no attention to whispers behind my back or vague rumors circulating in the air above. As long as I know the truth, however harsh it may be, and those that I care about know the truth, I am not troubled. The masses may think as they wish. They are entitled. As can probably be observed from this essay thus far, my outlook on life saves me more than a bit of stress.

Tuesday, January 14, 2020

Michael Ondaatje’s “Elizabeth” Essay

Michael Ondaatje’s â€Å"Elizabeth† portrays the life of the English Queen Elizabeth I. Ondaatje fuses prose and poetry, fact and fiction, realism and surrealism. The effect of this fusion creates a high degree of dramatic realism. It illustrates the progression and transition from childhood to adulthood. The Poem opens with a young Elizabeth harvesting apples with her father (King Henry VIII) and Uncle Jack (fictional character); preceded by a trip to the zoo. The atmosphere suddenly shifts from going to the zoo, to ice fishing with Philip (King of Spain) on a cold winter day. Abruptly, the atmosphere and time shifts again to describing Mary’s (Elizabeth’s stepsister) teeth. Then jumps to a dancing scene with Elizabeth’s confidant, Tom (Lord Thomas Seymour), which is followed by the execution of Tom. Finally, the poem ends with a rather short description of Elizabeth writing poems with another confidant, the Earl of Essex. The narrative lines and descriptive passages employed in â€Å"Elizabeth† do not flow logically and coherently from point A to point B. The names do not appear to be in historical and chronological order; however, they fit into a generalized image of the political mayhem, betrayal, and punishments of that time. Elizabeth’s stepsister â€Å"ËÅ"Bloody’ Mary Tudor, Mary’s husband Philip II of Spain, the unfortunate Lord Tom Seymour, and her late favorite, the Earl of Essex, were all executed. Ondaatje’s â€Å"Elizabeth† alters from child-voice through adolescent-voice to adult-voice, catching the tone of each stage of maturity. Ondaatje’s imitation of the tones shows how Elizabeth must, through debilitating maturity and complex situations, sacrifice passion to power, as how a young ruler would have to. For example in stanza three, Philip â€Å"broke the ice†(19) and â€Å"then he [Philip] kissed me [Elizabeth]†(22), suggests that love is deceitful, and is to be avoided. Furthermore in stanza five, â€Å"I kept the love in my palm till it blistered†(34) connotes that love is painful and not time-worthy. Death is present and apparent in last stanzas as both threat and momento mori (remembrance for the dead), even to the young mischievous girl who â€Å"hid the apple in my room/ till it shrunk like a face/  growing eyes and teeth ribs†(7-9). The symbolic references to â€Å"apple†(2) and â€Å"snake†(12) conjure up the relationship between Elizabeth’s life to that of Adam’s and Eve’s. The evil, deceptive snake in Adam and Eve convinces Eve to eat the apple, which in the end leads to her downfall. Elizabeth’s father, King Henry VIII of England, compliments and sides with snake in the zoo, by describing it as â€Å"Smart†(16). This siding of the snake might indicate to the readers of the residing evil within him. In stanza three, the image of ice fishing and eating raw, uncooked fish implies a primitive and uncivilized way of living. A primitive life is a dangerous one. The correlation between the snake, the father, and the primitiveness can lead to a sense of danger in Elizabeth’s life. Elizabeth senses the danger and evades it by becoming sly and controlling. This is indicated by the tonal transition in as she slides from thoughts of â€Å"Tom, soft laughing†(28) and â€Å"turning / with the rhythm of the sun on warped branches, / who’d hold my breast and watch it move like a snail / leaving his quick urgent love in my palm†(30-34), to his beheading, and finally to her later â€Å"cool†(44) flirtations â€Å"with white young Essex (45). Nevertheless, Elizabeth’s control of voice captures the readers’ attention. â€Å"Elizabeth† is one example of Ondaatje’s attempts to defy traditional poetry writing. And he achieves it in the incoherency of events, the un-rhythmic lines and the irregular stanzas.

Monday, January 6, 2020

University of Rochester Acceptance Rate, SAT/ACT Scores, GPA

The University of Rochester is a private research university with an acceptance rate of 29%. Located on the Genesee River on the outskirts of Rochester, New York, the University of Rochester has highly ranked programs ranging from the health sciences to music and optics. For strength in the liberal arts and sciences, the university was awarded a chapter of  Phi Beta Kappa, and due to its impressive research programs, the school earned membership in the  Association of American Universities. The universitys many strengths earned it a place among the top New York Colleges and the top Middle-Atlantic Colleges. The University of Rochester Yellowjackets compete in NCAA Division III athletics. The school fields ten mens and eleven womens intercollegiate sports. To apply, students can use the  Common Application or the Coalition Application. Applicants to the Eastman School of Music must apply directly to the program on the schools website. University of Rochester has an Early Decision program that can improve admission chances for students who are sure the university is their top choice school. Considering applying to this selective school? Here are the University of Rochester admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, the University of Rochester had an acceptance rate of 29%. This means that for every 100 students who applied, 29 were admitted, making Rochesters admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 21,255 Percent Admitted 29% Percent Admitted Who Enrolled (Yield) 24% SAT Scores and Requirements The University of Rochester has test-flexible admissions, meaning that applicants can choose to submit SAT Subject test scores, Advanced Placement exam scores, International Baccalaureate exam scores, and several international standardized tests in lieu of SAT and ACT scores. During the 2017-18 admissions cycle, 66% of admitted students submitted SAT scores. Note that beginning with application year 2019, University of Rochester will implement a test-optional application policy. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 640 710 Math 680 790 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of University of Rochesters admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Rochester scored between 640 and 710, while 25% scored below 640 and 25% scored above 710. On the math section, 50% of admitted students scored between 680 and 790, while 25% scored below 680 and 25% scored above 790. Applicants with a composite SAT score of 1500 or higher will have particularly competitive chances at the University of Rochester. Requirements The University of Rochester does not require the SAT writing section. Note that University of Rochester 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 The University of Rochester has test-flexible admissions, meaning that applicants can choose to submit SAT Subject test scores, Advanced Placement exam scores, International Baccalaureate exam scores, and several international standardized tests in lieu of SAT and ACT scores. During the 2017-18 admissions cycle, 28% of admitted students submitted ACT scores. Note that beginning with application year 2019, University of Rochester will implement a test-optional application policy. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 30 35 Math 28 34 Composite 30 34 This admissions data tells us that most of University of Rochesters admitted students fall within the top 7% nationally on the ACT. The middle 50% of students admitted to University of Rochester received a composite ACT score between 30 and 34, while 25% scored above 34 and 25% scored below 30. Requirements The University of Rochester does not require the ACT writing section. Unlike many universities, University of Rochester superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA for incoming University of Rochester freshman was 3.8. These results suggest that most successful applicants to the University of Rochester have primarily A grades. Self-Reported GPA/SAT/ACT Graph University of Rochester Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the University of Rochester. 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 The University of Rochester, which accepts fewer than a third of applicants, has a competitive admissions pool with above average GPAs and SAT/ACT scores. However, University of Rochester has a  holistic admissions process involving other factors beyond your grades and test scores. A strong application essay and short answer response and glowing  letters of recommendation can strengthen your application, as can participation in meaningful  extracurricular activities and a rigorous course schedule. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school averages of A- or higher, combined SAT scores of 1250 or higher, and ACT composite scores of 27 or better. A significant number of applicants had perfect 4.0 GPAs. All admissions data has been sourced from the National Center for Education Statistics and University of Rochester Undergraduate Admissions Office.