Free Essays on Lucky Kid

Today Bill Gates is synonymous with money (it’s hard not to be when one is worth, give or take, 60 billion dollars), but it wasn’t always that way. On October 28, 1955 William Henry Gates II was just a regular newborn; his mother counted all his toes and fingers to make sure they were all there and thanked whatever higher powers are up there for this gift from heaven. His life proceeded as normally as one’s can when one is fated to be the richest man in the world. Bill started his schooling in the public school system, but he soon surpassed the best that the government had to offer so his parents, perhaps sensing his great future, enrolled him in a private school by the name of Lakeside. This was to be a momentous decision, for at Lakeside little William was first introduced to computers. The school, understanding that computers were to be integral parts of the future world, decided to purchase one of the machines, or at least access to one. Being as this was 1968, computers were large and quite expensive so the school purchased time on a computer from GE. For Bill Gates and a handful of other students the allure of the computer was irresistible; they spent all day and night huddled around the computer, and when they were not actually at the computer they were reading books about the machines. A problem arose: the students, who would someday become the founders of the largest computer cooperation in the world, had used up all the computer time their school had money for. The dilemma was soon remedied by an altruistic man who owned a computer company. Ah, but our young hackers were not nearly finished with their mischief, they had much fun exploring the new computer system and were in fact too smart for it. They wiggled their way in and out of files they should never have seen and even altered data. When the computer children were banned from the machine for several weeks they formed the Lakeside Programmers Group, some kids set ... Free Essays on Lucky Kid Free Essays on Lucky Kid Today Bill Gates is synonymous with money (it’s hard not to be when one is worth, give or take, 60 billion dollars), but it wasn’t always that way. On October 28, 1955 William Henry Gates II was just a regular newborn; his mother counted all his toes and fingers to make sure they were all there and thanked whatever higher powers are up there for this gift from heaven. His life proceeded as normally as one’s can when one is fated to be the richest man in the world. Bill started his schooling in the public school system, but he soon surpassed the best that the government had to offer so his parents, perhaps sensing his great future, enrolled him in a private school by the name of Lakeside. This was to be a momentous decision, for at Lakeside little William was first introduced to computers. The school, understanding that computers were to be integral parts of the future world, decided to purchase one of the machines, or at least access to one. Being as this was 1968, computers were large and quite expensive so the school purchased time on a computer from GE. For Bill Gates and a handful of other students the allure of the computer was irresistible; they spent all day and night huddled around the computer, and when they were not actually at the computer they were reading books about the machines. A problem arose: the students, who would someday become the founders of the largest computer cooperation in the world, had used up all the computer time their school had money for. The dilemma was soon remedied by an altruistic man who owned a computer company. Ah, but our young hackers were not nearly finished with their mischief, they had much fun exploring the new computer system and were in fact too smart for it. They wiggled their way in and out of files they should never have seen and even altered data. When the computer children were banned from the machine for several weeks they formed the Lakeside Programmers Group, some kids set ...

Advance Paper 2

The CSSA accepts no liability for any reliance use or purpose related to these ‘Trial’ question papers. Advice on HSC examination issues is only to be obtained from the NSW Board of Studies. 5400-1 Section I – Module A: Comparative Study of Texts and Context 20 marks Attempt either Question 1 or Question 2 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate understanding of the meanings of a pair of texts when considered together †¢ evaluate the relationships between texts and contexts †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 1 – Elective 1: Exploring Connections (20 marks) To what extent are texts enriched through their connection with other texts? Respond to this question in relation to the pair of prescribed texts that you have studied. The prescribed texts are: †¢ Shakespearean Drama and Film – William Shakespeare, King Richard III AND – Al Pacino, Lookingfor Richard †¢ Prose Fiction and Poetry – Patrick White, The Aunt’s Story AND – Rosemary Dobson, Selected Poems * Young Girl at a Window * Chance Met * Landscape in Italy * Azay-Le-Rideau * The Rape of Europa * Romantic * Primitive Painters Question 1 continues on page 3 Question 1 (continued) †¢ Prose Fiction and Nonfiction * Jane Austen, Pride and Prejudice AND * Fay Weldon, Letters to Alice on First Reading Jane Austen †¢ Poetry and Drama * * * * * * * * * * John Donne, Selected Poetry Death be not proud This is my playes last scene At the round earths imagin ‘d corners blow If poisonous minerals Hymne to God my God, in my sicknesse A Valediction: forbidding mourning The Apparition TheRelique The Sunne Rising AND * Margaret Edson, W;t End of Question 1 In your answer you will be assessed on how well you: †¢ demonstrate understanding of the meanings of a pair of texts when considered together †¢ evaluate the relationships between texts and contexts †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 2 – Elective 2: Texts in Time (20 marks) Compare the ways in which texts offer insights into the human experience. Respond to this statement in relation to the pair of prescribed texts that you have studied. The prescribed texts are: †¢ Prose Fiction and Film – Mary Shelley, Frankenstein AND – Ridley Scott, Blade Runner (Director’s Cut) †¢ Prose Fiction and Poetry – F Scott Fitzgerald, The Great Gatsby AND – Elizabeth Barrett Browning, Aurora Leigh and Other Poems – Sonnets I, XIII, XIV, XXI, XXII, XXVIII, XXXII, XLIII †¢ Drama and Nonfiction – Edward Albee, Who’s Afraid of Virginia Woolf AND – Virginia Woolf, A Room of One’s Own Section II – Module B: Critical Study of Texts 0 marks Attempt ONE question from Questions 3-7 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, pu rpose and form Question 3 – Shakespearean Drama (20 marks) How is your personal response to Hamlet shaped by the interaction of characters in the play? William Shakespeare, Hamlet Question 4 – Prose Fiction (20 marks) (a) How is your personal response to In the Skin of a Lion shaped by the interaction of characters in the novel? Michael Ondaatje, In the Skin of a Lion OR (b) How is your personal response to Cloudstreet shaped by the interaction of characters in the novel? — Tim Winton, Cloudstreet OR (c) How is your personal response to Sixty Lights shaped by the interaction of characters in the novel? Gail Jones, Sixty Lights OR (d) How is your personal response to Jane Eyre shaped by the interaction of characters in the novel? Charlotte Bronte, Jane Eyre Please turn over In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 5 – Drama or Film (20 marks) (a) How is your personal response to A Doll’s House shaped by the interaction of characters in the play? Henrik Ibsen, A Doll’s House OR b) How is your personal response to Citizen Kane shaped by the interaction of characters in the film? Orson Welles, Citizen Kane Question 6 – Poetry (20 marks) (a) How is your personal response to the poetry of Yeats shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: William Butler Yeats, WB Yeats: Poems selected by Seamus Heaney * An Irish Airman * When You Are Old * Among School Children * The Wild Swans at Coole * Leda and the Swan * The Second Coming * Easter 1916 OR Question 6 continues on page 7 6 Question 6 (continued) (b) How is your personal response to the poetry of Harwood shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: Gwen Harwood, Selected Poems * Father and Child (Parts I II) * The Violets * At Mornington * A Valediction * Triste Triste * The Sharpness of Death * Mother Who Gave me Life OR (c) How is your personal response to the poetry of Slessor shaped by a perception of voice in the poems? In your answer, refer to THREE of the poems set for study. The prescribed poems are: Kenneth Slessor, Selected Poems * Out of Time * Five Bells * Sleep * Five Visions of Captain Cook * Sensuality * Elegy in a Botanical Garden * Beach Burial End of Question 6 In your answer you will be assessed on how well you: †¢ demonstrate an informed understanding of the ideas expressed in the text †¢ evaluate the text’s language, content and construction †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 7 – Nonfiction (20 marks) (a) How is your personal response to Orwell’s essays shaped by a perception of voice in these texts? In your answer, refer to THREE of the essays set for study. * George Orwell, George Orwell: Essays The prescribed essays are: * Why I Write * Notes on Nationalism * Good Bad Books * The Sporting Spirit * Politics and the English Language * Writers and Leviathan OR (b) How is your personal response to speeches shaped by a perception of the passion of the speaker? In your answer, refer to THREE of the speeches set for study * Speeches The prescribed speeches are: * Margaret Atwood – Spotty-Handed Villainesses, 1994 * Paul Keating – Funeral Service of the Unknown Australian Soldier, 1993 * Noel Pearson -An Australian History for Us All, 1996 * Aung San Suu Kyi – Keynote Address at the Beijing World Conference on Women, 1995 * Faith Bandler -Faith, Hope and Reconciliation, 1999 * Deane, William – It is Still Winter at Home, 1999 * Anwar Sadat – Speech to the Israeli Knesset, 1977 BLANK PAGE Please turn over Section III – Module C: Representation and Text 20 marks Attempt ONE question from Questions 8-9 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: †¢ demonstrate understanding of and evaluate the relationship between representation and meaning †¢ organise, develop and express ideas using language appropriate to audience, purpose and form Question 8 – Elective 1: Conflicting Perspectives (20 marks) You are speaking to an audience of your peers. Compose a speech in which you demonstrate how your understanding of conflicting perspectives is shaped by the construction of the texts. In your response, refer to your prescribed text and TWO texts of your own choosing. The prescribed texts are: †¢ †¢ †¢ Shakespearean Drama Prose Fiction Drama or Film – William Shakespeare, Julius Caesar – David Guterson, Snow Falling on Cedars – Peter Whelan, The Herbal Bed OR — Barry Levinson, Wag the Dog †¢ Poetry – Ted Hughes, Birthday Letters * Fulbright Scholars * The Shot * The Minotaur * Sam * Your Paris * Red — Geoffrey Robertson, The Justice Game * The Trials ofOz * Michael X on Death Row * ‘The Romans in Britain’ * The Prisoner of Venda Nonfiction * Show Trials * Diana in the Dock: Does Privacy Matter? * Afterword: The Justice Game 10 Question 9 – Elective 2: History and Memory (20 marks) You are speaking to an audience of your peers. Compose a speech in which you demonstrate how your understanding of the interplay between history and memory is shaped by the construction of the texts. In your response, refer to your prescribed text and TWO texts of your own choosing. The prescribed texts are: †¢ Prose Fiction – Maxine Hong Kingston, The Woman Warrior: Memoirs, of a Girlhood Among Ghosts OR – Peter Carey, The True History of the Kelly Gang †¢ †¢ Film Poetry – Stephen Frears, The Queen – Denise Levertov, Selected Poems * Ways of Conquest * Don’t You Hear That Whistle Blowin’†¦ * In Thai Binh (Peace) Province * A Time Past * Libation * A Letter to Marek About a Photograph * The Pilots †¢ Nonfiction or Multimedia – Mark Raphael Baker, The Fiftieth Gate OR Smithsonian National Museum of American History September 11 website End of paper 11 EXAMINERS Pamela Nutt (Convenor) Catherine Anderson Tanya Appleby Nicole Archard Darren Barker Lorna Ciesiolka Marian Henry Katherina Lathouras Alistair Symons PLC Sydney, Croydon St Patrick’s College, Strathfield Tara Anglican School for Girls, Nth Parramatta Kincoppal-Rose Bay, School of the Sacred Heart OLMC, Parramatta Educational C onsultant Marist College, Pagewood Knox Grammar School, Wahroonga Mount St Joseph, Milperra 12

Will lowering the legal drinking age to 18 have a positive or negative Research Proposal

Will lowering the legal drinking age to 18 have a positive or negative impact (could narrow it to binge-drinking by college students) - Research Proposal Example Societies form concepts from experience; what defines a chair in one culture could very well differ from the definition of a chair in another. In certain cultures, what is perceived as an adult human being often too differs from culture to culture. There is no easy, clear-cut biological answer to the question of how one is to differentiate between the pre-adult and adult stages of human development; if there were, many ethical and political dilemmas which face contemporary societies would be answered without difficulty. Nevertheless, modern Western civilization has a clear ambivalence towards the subject of what it considers to be an adequate level of maturity in a human being to make him or her an adult human being. One concern which is intimately connected with and ultimately contingent upon the dividing line between these two stages of human life is the age at which young people are allowed to consume alcohol without restrictions. Most states in the United States have set the MLDA 1 at 21 years; thus, the age which the government respects individuals as having the proper level of maturity stands at 21 years (Montgomer, Foley and Wolfson). Youth drinking beneath this MLDA represents a serious public safety risk, both to the offenders themselves and those around them. This includes large social costs which come from irresponsible behavior. Public policies in the United States either aim to reduce alcohol supply to or alcohol demand from youth. Certain factors stand in the way of state public policies being properly enforced or having their intended effect: neighboring states may have differing policies, alcohol companies may lobby against strict enforcement, and the ubiquity of alcohol in contemporary society makes the acquisition of the substance almost too easy for underage drinkers. Whether or not such policies are, or can be, enforced according to law is a question to be addressed in turn. For much time, the solution to the rising occurrences

The Movement of Travel Services Online Case Study

The Movement of Travel Services Online - Case Study Example of large call volumes and increase the number of varied types of calls throughout several sites which enhances the recording of customer interaction and eventually leads to general consistency in experience of customers, improved productivity of supervisors, increase in reservation sales and improvement of the quality of services offered. Another future strategic role that the call centers can perform is to improve the access of information. The overload of information makes it hard for customers to understand about the services and products offered in the various hotels. In that case, call centers will help to improve the marketing of the services and get to pass the right information to the hotel customers (Enz, 2010). It will then be easy to get and retain customers for a very long time especially in the competitive market. It is however recommended that hotels chains do some improvements on the positioning of the call centers. The call centers should be in strategic positions where customers can easily contact and be served efficiently. This will then increase customer satisfaction. Hotel call centers should be positioned where there is internet access. This will make the receipt and dissemination of information very effective and very reliable on the part of the customers. 2. According to (Enz, 2010), the shifting of hotel bookings from the initial use of agents to the use their own websites has proved to be more efficient and the initiative worked very well. Online booking from hotel websites increased the growth of transactions was modest due to the adoption of direct online transactions done by suppliers in hotels. The optimization of search engines and building of keywords made the online transactions very effective. The level of activities such as reservations cancellations and loyal guest were well catered for through online services. This was then a very wise move for hotels because it has increased the efficiency and effectiveness of

Graduation Speech :: Graduation Speech, Commencement Address

Will you be who you were meant to be, or will you be who everyone wants you to be. It is up to you to decide your destination, but it is the events along the way that shape the final outcome. As we sit here at graduation, having suffered and prospered through four years at County High School, it is hard to forget the memories we've shared. At the same time, it is easy to see how the past four years have shaped who we are today and impacted our future forever. Who can forget being a freshman: finally out of middle school, we took on the world in a school of 1,400 that was only suited for 900. We've sat in not only moldy portables but also condemned bleachers, seen rusty water, squished together in the gym to display our spirit and learned what it means to truly work hard. We took the challenge presented to us and chose to succeed in one way or another. Whether on the playing field, in the classroom, with an instrument or in the community, the launching of our high school career began our journey and began the adventure to become our destiny. And who can forget the friendships we've made along the way? Some will last a lifetime, and some will last no longer than tomorrow, but either way, it's okay because we will forever be impacted by it. As a class, we've laughed together, cried together, skipped class, failed tests, aced tests we forgot we were taking and now, we're graduating together. Whatever the event, we did it as a whole. Through all of this, there were the teachers of Arlington High School. Of the finest quality, I doubt anyone would argue they are masters of making us mad and then being our biggest ally. Remember the sodium bomb in chemistry? How about the career search, the I search and the scholarly paper in English? We are now masters at finding the slope of a line courtesy of the math department, and who hasn't had the quadratic formula engrained in their mind? All because of the teachers who have supported us through these past years. Without them, our outcome in life would be dismally different. They taught us to be who we are and proud of it at that. And now - guess what - it's up to us. We are the beholders of tomorrow, and we determine the future.

Determine Disinfectant and Antiseptic Effectiveness Using Zone Inhibition Method

Lab Report Title Page: Determine Disinfectant and Antiseptic Effectiveness Using Zone Inhibition Method Prepared for: By: Date: Introduction Page: Abstract This study is to examine the effects of different types of disinfectants by disk diffusion method using common agents such as Betadine, Clorox, Crest, Kiss My Face, Listerine, and Lysol. Wound care and general cleaning of home surfaces is a part of daily activity for many of the general population. Knowing which agents are effective against the bacteria that most commonly cause infection, disease, and illness allows educated decisions on which agents to use. We compared the bactericidal effectiveness of 6 common agents widely used by the general public against 3 common bacterial organisms. Introduction Sterilization kills all organisms in or on an object or substance. Disinfectants and antiseptics do not sterilize since many types of organisms and spores are not killed. Disinfectants are described as antimicrobial agents that are used on inanimate objects such as an instrument or structural surfaces. The term antiseptic is usually applied to antimicrobial agents that are used on living tissue such as skin and throat mucosa. A disinfectant must be capable of killing pathogens while it is in contact with them, so that they cannot grow again when it is removed. This action is said to be cidal (lethal), and it is described according to the type of organisms it kills as bactericidal, sporicidal, fungicidal, virucidal, etc†¦ If the antimicrobial substance merely inhibits the organisms while it is in contact with them, they may be able to multiply again when it is removed. In this case, the agent is said to have static activity and may be described as bacteriostatic, fungistatic, etc†¦ Microorganisms of different groups are not uniformly susceptible to chemical disinfection due to the structures of their cell walls. As an example, Mycobacterium are more resistant than most other bacteria because of their waxy cell walls. Of all microbial forms, bacterial endospores display the greatest resistance to both chemical and physical agents of disinfection. The efficacy claimed for a given disinfectant in killing vegetative bacterial species may have no bearing on its ability to destroy bacterial or fungal spores, mycobacteria, some viruses or prions. A number of factors must be considered when choosing a disinfectant besides type of organism. These include exposure time, concentration of the antimicrobial agent, temperature, optimal pH activity of the antimicrobial agents, the concentration of the microorganisms present, and the toxicity of the agent for skin or its effect on materials to be disinfected. Here we will test the effectiveness of various antimicrobial substances by inoculating culture plates with the test organisms and then applying the disinfectant/antiseptic to the inoculated plate by a filter paper disk that has been dipped into the disinfectant/antiseptic. This is a disk diffusion method that is similar to the method used to test the effectiveness of various chemotherapeutic agents. We will then measure the zone-of-inhibition. With this method, the presence of such a clear zone (lack of growth) surrounding the chemical shows either the cells have been killed or that their growth has been inhibited. A zone of inhibition does not discriminate between bacterio-static and bactericidal chemicals. The 6 agents we will be testing are: Betadine (B) – A povidone-iodine preparation used mainly for skin disinfection and wound treatment. Kills a wide range of disease-causing organisms including bacteria, fungi, many viruses, and most micro-organisms. Does not affect hydrophilic viruses such as polyomavirus and PBFD. Clorox (C) – A biguanide preparation of Sodium Hypochlorite used mainly for surface cleaning in various environments such as homes and hospitals to kill microorganisms. Bleach is effective as a disinfectant and kills many micro-organisms, but is not a viable solution to the spread of tuberculosis, bacterial spores and Chlamydia. Crest (Cr) – A widely used antimicrobial for oral bacteria and biofilms. Especially useful on Gram-negative micro-organisms such as Aggregatibacter actinomycetemcomitans, Campylobacter rectus, Eikenella corrodens, and Fusobacterium nucleatum. Kiss My Face (Kf) – An organic alternative to typical alcohol based mouthwashes using aloe vera as antimicrobial agent and grapefruit extract as a polyphenol. Proven useful with Trichophyton mentagrophytes and Staphylococcus aureus. _ _. Listerine (Li) – An alcohol based antiseptic mouth rinse containing the active ingredient ethanol which is toxic to bacteria at concentrations of only 7%. Reduces dental carries, plaque and gingivitis. Lysol (Ly) – A O-phenylphenol preparation of cresols used for surface cleaning in various environments such as homes and hospitals to kill microorganisms such as fungi, Tuberculosis, certain viruses,_ staphylococcus_ and Pseudomonas bacteria. Does not kill nonenveloped viruses, such as _parvovirus, polyomavirus, papillomavirus, adenovirus and reovirus_, nor will they kill all bacteria types. The three common bacteria we will be testing against are: Pseudomonas aeruginosa – An ubiquitous environmental organism associated with whirlpools whereby infection is caused by immersion in contaminated water. Staphylococcus aureus – A normal flora organism on the skin surfaces of most healthy humans. Escherichia coli – A large and diverse group of organisms associated with fecal remnants that have been ingested causing infection. Materials and Methods Page: Materials and Methods T-Soy plates (TSA) – Lawn spreading method Sterile swabs Forceps Sterile filter paper disks Disinfectants/Antiseptics We will follow the specific instructions to carry out this experiment as noted in Lab 16 p90 of Symbiosis by Pearson. Results Page: Results and Discussion This experiment was conducted to show how different disinfectants and antiseptics kill bacteria. The results of our experiment under normal room conditions on the TSA agar were as follows: Conclusion Page: Conclusion Previous research has shown that if an antiseptic disinfectant agent does not kill bacteria, the risk of infection is significantly higher. We used a Gram-negative (P aeruginosa), a Gram-positive (S aureus), and a Gram-negative (_E. coli_) bacterium for bactericidal testing procedures. We allowed the TSA agar to mature over a 7 day period and then noted our results by viewing and measuring the zone inhibition (mm). Findings were that while all had an effect, there were differences among how effective each agent was against each strain of bacterium used. Surface cleaning agents – Lysol was most effective against S. aureus and E. Coli, while Clorox did significantly well with all three bacterium. It appears from our findings that Clorox is the most effective disinfectant and antimicrobial of the six agents tested. Oral care agents – The effects of Listerine were less than stealer, while the organic product Kiss My Face was more effective with all three types of bacteria. Crest rated low as an effective agent for all three types of bacteria. It is important to note that the standard deviation rose as high as 7. 8, which is a significant difference in the resulting data accuracy. Literature Cited Pearson, 2010. Symbiosis Lab 16 Disk Diffusion Assay to Determine Disinfectant and Antiseptic Effectiveness, pp. 89-91. Pearson Custom Publishing Vicki S. Rabenberg, Christopher D. Ingersoll, Michelle A. Sandrey, and Mary T. Johnson. The Bactericidal And Cytotoxic Effects Of Antimicrobial Wound Cleansers. 2002. Centers for Disease Control and Prevention http://www. cdc. gov/nczved/divisions/dfbmd/diseases/ecoli_o157h7/index. html#spread Violet I. Haraszthy, DDS, MS, PhD; Joseph J. Zambon, DDS, PhD;Prem K. Sreenivasan, PhD. The Antimicrobial Efficacy of Commercial Dentifrices Featured in General Dentistry. 2010 Agarry O. , Olaleye M. T, and Bello-Michael, C. O. Comparative antimicrobial activities of aloe vera gel and leaf. African Journal of Biotechnology Vol. 4 (12), pp. 1413-1414, 2005. ZDENKA CVETNI, ANDA VLADIMIR-KNE. Antimicrobial activity of grapefruit seed and pulp ethanolic extract. Department of Microbiology Faculty of Pharmacy and BiochemistryUniversity of Zagreb in conjunction with the Croatia and Department of Pharmacognosy Faculty of Pharmacy and Biochemistry University of Zagreb, Croatia. 2004.

The Juilliard School Acceptance Rate, SAT/ACT Scores

The Juilliard School is a performing arts conservatory with an acceptance rate of 8%. Located in New York City, The Juilliard School is highly selective with a reputation as one of the top performing arts institutions in the country. Juilliard alumni have collectively won hundreds of prestigious national awards including Grammys, Tonys, and Emmys. The campus, part of Manhattan’s Lincoln Center for the Performing Arts, is surrounded by nearly 30 theaters and performing arts facilities, immersing the conservatory in the city’s artistic and performance culture. Students receive individual faculty attention, with average class sizes of 12 students and a  student/faculty ratio  of 5-to-1. Considering applying to this highly selective school? Here are The Juilliard School admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, The Juilliard School had an acceptance rate of 8%. This means that for every 100 students who applied, 8 students were admitted, making Juilliards admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 2,848 Percent Admitted 8% Percent Admitted Who Enrolled (Yield) 56% SAT and ACT Scores and Requirements The Juilliard School does not require SAT or ACT test scores for most applicants. Students who were home schooled must provide SAT or ACT scores and applicants whose native language is not English will need to demonstrate their competence in English by providing SAT, ACT, or TOEFL scores. Juilliard recommends the writing component of the SAT or ACT for homeschooled applicants and students whose native language is not English. GPA The Juilliard School does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph The Juilliard School Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to The Juilliard School. 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 Juilliard School, one of the best performing arts conservatories in the country, has a highly competitive admissions pool with a low acceptance rate. However, Juilliards admissions process has little to do with high school grades and standardized test scores. Juilliard has a holistic admissions process focused primarily on auditions, application essays, and letters of recommendation. The data in the scattergram above seems to lack a true pattern. Admitted students tend to have above-average grades and test scores, but this is largely because students who excel in the performing arts tend to be solid students. Youll notice that most admitted students had a GPA over a 3.0, combined SAT scores (ERWM) of 1000 or better, and an ACT composite of 20 or higher. ACT and SAT scores, however, are not a required part of the Juilliard application except for home-schooled and international students. And whether you have a B average or an A average, your audition will be the deciding factor for admission. Bear in mind that some majors at Juilliard are more competitive than others. Juilliard typically admits 24 students in dance and 8 to 10 undergraduates for actor training. The greatest number of undergraduates are admitted to the music department, and the level of competition varies depending on the instrument or program. Some fields such as voice, piano, and violin pre-screen applicants before they are invited to audition.   If You Like The Juilliard School, You May Also Like These Schools Applicants to The Juilliard School tend to apply to other schools with highly regarded performing arts programs. Popular choices include  New York University, Yale University, Berklee College of Music, and New England Conservatory of Music. All admissions data has been sourced from the National Center for Education Statistics and The Juilliard School Undergraduate Admissions Office.