On the SAT, How Many People Get a 1400, 1500, or 1600

On the SAT, How Many People Get a 1400, 1500, or 1600 SAT / ACT Prep Online Guides and Tips How many students get a high score on the SAT? How many students get a perfect score? Here we look at the number of students and the percentile of these top ranks. Then we find out whether you should retake the SAT if you get these scores. Note:This guide was created when the SAT used its old 2400 scoring scale. Unfortunately, we don't have the same data for the current version of the SAT (out of 1600 points), but we do have a conversion chart below so you can convert your 1600-scale SAT score to a 2400-scale score and still make use of the information in this article. SAT Score Conversion Chart Below is the conversion chart you can use to convert your current SAT score to the old 2400-scale version of the SAT. For example, if you scored an 1150 on the current version of the SAT, that's equivalent to a 1590 on the old SAT. So 1590 is the score you'd use for reference as you read the rest of the article to get a sense of where you rank in regards to other SAT test takers. New SAT Old SAT New SAT Old SAT New SAT Old SAT 1600 2390 1200 1670 800 1060 1590 2370 1190 1650 790 1040 1580 2350 1180 1640 780 1030 1570 2330 1170 1620 770 1010 1560 2300 1160 1610 760 990 1550 2280 1150 1590 750 980 1540 2260 1140 1570 740 960 1530 2230 1130 1560 730 950 1520 2210 1120 1540 720 930 1510 2190 1110 1530 710 910 1500 2170 1100 1510 700 900 1490 2150 1090 1490 690 880 1480 2130 1080 1480 680 870 1470 2110 1070 1460 670 860 1460 2090 1060 1450 660 850 1450 2080 1050 1430 650 840 1440 2060 1040 1420 640 830 1430 2040 1030 1400 630 820 1420 2020 1020 1390 620 810 1410 2000 1010 1370 610 800 1400 1990 1000 1360 600 790 1390 1970 990 1340 590 780 1380 1950 980 1330 580 770 1370 1930 970 1310 570 760 1360 1920 960 1300 560 750 1350 1900 950 1280 550 740 1340 1880 940 1270 540 730 1330 1870 930 1250 530 730 1320 1850 920 1240 520 720 1310 1840 910 1220 510 710 1300 1820 900 1210 500 700 1290 1810 890 1200 490 690 1280 1790 880 1180 480 680 1270 1780 870 1170 470 670 1260 1760 860 1150 460 660 1250 1750 850 1140 450 650 1240 1730 840 1120 440 640 1230 1710 830 1110 430 630 1220 1700 820 1090 420 620 1210 1680 810 1070 410 610 400 600 Which SAT Data Is the Most Important for You? Before we talk about the exact numbers, it's important to know which data you should care about. Take a score like 2200. According to the College Board, who has comprehensive statistics on all takers of the official SAT, there are 2,574 students who got exactly a 2200 in 2014. However, if you are comparing yourself to the College Board's official numbers, you should be careful about how they construct it.The College Board is only looking at 2014 college-bound seniors - so if you are pretty far removed from this group, it won't represent how you're performing. For example, if you are a sophomore, a 2200 will be much more impressive than the official table of numbers suggests because you've had two less years of school compared to high school seniors. Percentiles vs Absolute Numbers You should also consider whether you should care about absolute numbers or percentiles most. If you care about how you're doing compared to the average test taker, you might care more about percentiles - a 2200 is 98th percentile (or inverted top 2 percentile). This tells you you're within the top 2% of test takers. Picture the median test taker in your mind: aUS student who performs average in class and prepares just a few hours for the SAT. When does comparing against this person help you determine where you are? I suggest that the absolute number of people matters more.After all, Harvard takes in a class of 1200 per year, the top ten colleges probably take in around 20,000, and how you numerically fit into that picture matters more. Cumulative Numbers Back to absolute numbers - 2,574 students got a 2200. But that doesn't mean that if you got a 2200, you're within the top 2,574 students. You have to count all the people who got 2200 or above. In statistics, this is called the cumulative number. This is important because you're not just competing against people who got a 2200 exactly - you're pretty much neck-to-neck with those who got 2210, 2220 and so forth. That's why you want to look at people who got a score or above. This number is most useful to figure out the sort of colleges you're competitive for. For example, if you're in the top 3000 or so, you're competitive for every college, since the top two to three colleges together accept that many per year. Likewise, wherever you place, you can count the slots colleges have above that. The Raw Facts Here is the table showing data for scores from 2200 to 2400, and below is more explanation of what each of the columns show. Score Number of Students Cumulative Number Precise Top Percentile 2400 583 583 0.0348% 2350 630 2969 0.1775% 2300 1371 8812 0.5269% 2250 1914 17225 1.0299% 2200 2574 28834 1.7241% Your Score = The SAT 3-Section Score (out of 2400) Number of Students = Number of students in 2014 who got exactly your score. This number is not cumulative and isn't the best measure of performance. Cumulative Number = This is the total number of students in 2014 who got the same score as you or more. This is the group you're competing with. Precise Percentile = Here we include the precise percentile this score puts you in. The College Board represents percentiles only roughly - they just tell you 99%+ in your score report. We use their exact numbers to re-run the calculation and tell you what exact top fraction you're in. Bonus: Should You Retake the SAT? I've written before that students can easily get 100 points more or less during different SATs without doing anything different, and colleges know that. A change of 100 points is not statistically significant. Does that mean colleges don't care about a 100 point difference - that colleges don't care between a SAT score of 2150 and a 2250, or between a 2250 and 2350? Not at all - because the idea of statistical significance is not the same as expected difference. (This is where my master's degree in statistics can shine!) Statistical significance measures whether someone who got 2350 could get 2250 by likely chance - the answer is absolutely yes! But expected difference measures whether on average, someone who happens to get a 2350 is better than someone who got a 2250 - the answer is also yes. It's not hard to understand intuitively - if you get a 2350 you probably just got a couple of questions wrong, all due to a careless mistake. When you get in the 2250 zone, you're getting up to half a dozen wrong, and that on average reflects a degree of care and mastery that's simply different from a 2350. Our advice then is that especially due to superscoring, even if you're getting 2200, it's worth retaking it up to just above a 2300. What's Next? Not happy with your SAT score?If you want to raise your score,check out our guide on low SAT scoresfor helpful tips. For more strategies, take a look at our guides to getting a perfect SAT score on Reading, Math, Writing and overall. What kinds of study materials do you need to study for the SAT? We break down what the best prep books are (and which books to avoid) in this expert guide. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Bus 698-week 13 Essay Example | Topics and Well Written Essays - 1000 words - 1

Bus 698-week 13 - Essay Example †¢ The environment is dynamic: certain issues in the environment may draw high attention currently than they might have done previously (Gallup poll keep consistency in questions of measurement to some political polls even if events at some point had made questions less for this same reason). †¢ People are dynamic. The moment the respondent matures, varying answers reflect not only their level of maturity but also sensitivity and familiarity of the topics. Measurement session may tune participants into topics once altered. The participants of the group may change due to illness, become potential parents, loose interests or even die hence dropping out longitudinal sample study. This is the right time for discussion whether respondents that are being replaced are required to be matched for the results to be comparable in the study of longitudinal. 2. The possibilities for the student choices are fairly broad. The question does well as a group exercise where you divide findings, and each group picks more than one facts from the subset of findings to base on for argument. Additionally, it is a great time to reinforce that even fewer statistics can be more memorable than many statistics when making a point to capture the attention. 3. Students often have varied costs linked with reaching diverse subsets of the sample. Although it is not yet right time to discuss budgetary of research, Students have the wrong perception that online surveys are the best as far as cost constraint is concerned. It is the right time to discuss on the web survey that they are no free, and many other factors influence the online survey or any other method. Apparently, proof point was in a position of trying to establish an IT provider in UK, so quoting U.S statistics study would not encompass captured concentration once felt is important in UK. If the first study in UK shows cohesion with US then reassessment of data could be done if it were

Questions Assignment Example | Topics and Well Written Essays - 2500 words

Questions - Assignment Example Secondly, many of the practices of Ancient Egypt still exists in various forms in African societies. And although most of these practices have systematically disappeared over the past 500 years due to Islamic and Christian influences, most African tribes continue to pay homage to the dead and some even worship ancestors. This is the exact traditions that were held sacred in Ancient Egypt. This is because the Egyptians saw their leaders as a link between the contemporary society and the supernatural world. Hence, there was a lot of attention that was given to the leaders of the community. The beliefs in the Afterlife led to the creation of pyramids which exist to this day as a way of keeping the Pharaohs eternally alive. Although Africans moved from these regions many years ago, they still have traditions like preserving the dead, having very elaborate funerals and the beliefs in spiritual systems and structures similar to what existed in Ancient Egypt. The culture and political struc tures of Africa continue to show resemblance with what existed in Egypt. Paleontology primarily shows evidence of changes in weather and other natural conditions that explains the need for Africans to move in various directions from the Nile Valley. Global warming and other challenges like war caused Africans to move in other directions. Then the desertification of the mid-section of Africa led to the creation of what is now the world’s largest desert. This caused Africans to move further south. And when the Sahara was fully formed, most Africans could not move to North Africa to link up to mainstream activities and technologies. Therefore, they moved in small scattered communities that were in the interior of West Africa and East Africa. Other conditions caused Africans to move further down south to places like the coast of West Africa, Central Africa and Southern Africa. After the decline of Classical Egypt, persons

Audit Consultant Essay Example for Free

Audit Consultant Essay The Science of Scientific Writing If the reader is to grasp what the writer means, the writer must understand what the reader needs George D. Gopen and Judith A. Swan* *George D. Gopen is associate professor of English and Director of Writing Programs at Duke University. He holds a Ph. D. in English from Harvard University and a J. D. from Harvard Law School. Judith A. Swan teaches scientific writing at Princeton University. Her Ph. D. , which is in biochemistry, was earned at the Massachusetts Institute of Technology. Address for Gopen: 307 Allen Building, Duke University, Durham, NC 27706 Science is often hard to read. Most people assume that its difficulties are born out of necessity, out of the extreme complexity of scientific concepts, data and analysis. We argue here that complexity of thought need not lead to impenetrability of expression; we demonstrate a number of rhetorical principles that can produce clarity in communication without oversimplifying scientific issues. The results are substantive, not merely cosmetic: Improving the quality of writing actually improves the quality of thought. The fundamental purpose of scientific discourse is not the mere presentation of information and thought, but rather its actual communication. It does not matter how pleased an author might be to have converted all the right data into sentences and paragraphs; it matters only whether a large majority of the reading audience accurately perceives what the author had in mind. Therefore, in order to understand how best to improve writing, we would do well to understand better how readers go about reading. Such an understanding has recently become available through work done in the fields of rhetoric, linguistics and cognitive psychology. It has helped to produce a methodology based on the concept of reader expectations. Writing with the Reader in Mind: Expectation and Context Readers do not simply read; they interpret. Any piece of prose, no matter how short, may mean in 10 (or more) different ways to 10 different readers. This methodology of reader expectations is founded on the recognition that readers make many of their most important interpretive decisions about the substance of prose based on clues they receive from its structure. This interplay between substance and structure can be demonstrated by something as basic as a simple table. Let us say that in tracking the temperature of a liquid over a period of time, an investigator takes measurements every three minutes and records a list of temperatures. Those data could be presented by a number of written structures. Here are two possibilities: t(time)=15’, T(temperature)=32? , t=0’, T=25? ; t=6’, T=29? ; t=3’, T=27? ; t=12’, T=32? ; t=9’; T=31? time (min) 0 3 6 9 12 15 temperature(? C) 25 27 29 31 32 32 Precisely the same information appears in both formats, yet most readers find the second easier to interpret. It may be that the very familiarity of the tabular structure makes it easier to use. But, more significantly, the structure of the second table provides the reader with an easily perceived context (time) in which the significant piece of information (temperature) can be interpreted. The contextual material appears on the left in a pattern that produces an expectation of regularity; the interesting results appear on the right in a less obvious pattern, the discovery of which is the point of the table. If the two sides of this simple table are reversed, it becomes much harder to read. temperature(? C) 25 27 29 31 32 32 time(min) 0 3 6 9 12 15. Since we read from left to right, we prefer the context on the left, where it can more effectively familiarize the reader. We prefer the new, important information on the right, since its job is to intrigue the reader. Information is interpreted more easily and more uniformly if it is placed where most readers expect to find it. These needs and expectations of readers affect the interpretation not only of tables and illustrations but also of prose itself. Readers have relatively fixed expectations about where in the structure of prose they will encounter particular items of its substance. If writers can become consciously aware of these locations, they can better control the degrees of recognition and emphasis a reader will give to the various pieces of information being presented. Good writers are intuitively aware of these expectations; that is why their prose has what we call shape. This underlying concept of reader expectation is perhaps most immediately evident at the level of the largest units of discourse. (A unit of discourse is defined as anything with a beginning and an end: a clause, a sentence, a section, an article, etc. ) A research article, for example, is generally divided into recognizable sections, sometimes labeled Introduction, Experimental Methods, Results and Discussion. When the sections are confusedwhen too much experimental detail is found in the Results section, or when discussion and results interminglereaders are often equally confused. In smaller units of discourse the functional divisions are not so explicitly labeled, but readers have definite expectations all the same, and they search for certain information in particular places. If these structural expectations are continually violated, readers are forced to divert energy from understanding the content of a passage to unraveling its structure. As the complexity of the context increases moderately, the possibility of misinterpretation or noninterpretation increases dramatically. We present here some results of applying this methodology to research reports in the scientific literature. We have taken several passages from research articles (either published or accepted for publication) and have suggested ways of rewriting them by applying principles derived from the study of reader expectations. We have not sought to transform the passages into plain English for the use of the general public; we have neither decreased the jargon nor diluted the science. We have striven not for simplification but for clarification. Reader Expectations for the Structure of Prose Here is our first example of scientific prose, in its original form: The smallest of the URF’s (URFA6L), a 207-nucleotide (nt) reading frame overlapping out of phase the NH2-terminal portion of the adenosinetriphosphatase (ATPase) subunit 6 gene has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene. The functional significance of the other URF’s has been, on the contrary, elusive. Recently, however, immunoprecipitation experiments with antibodies to purified, rotenone-sensitive NADH-ubiquinone oxido-reductase [hereafter referred to as respiratory chain NADH dehydrogenase or complex I] from bovine heart, as well as enzyme fractionation studies, have indicated that six human URF’s (that is, URF1, URF2, URF3, URF4, URF4L, and URF5, hereafter referred to as ND1, ND2, ND3, ND4, ND4L, and ND5) encode subunits of complex I. This is a large complex that also contains many subunits synthesized in the cytoplasm. * [*The full paragraph includes one more sentence: Support for such functional identification of the URF products has come from the finding that the purified rotenone-sensitive NADH dehydrogenase from Neurospora crassa contains several subunits synthesized within the mitochondria, and from the observation that the stopper mutant of Neurospora crassa, whose mtDNA lacks two genes homologous to URF2 and URF3, has no functional complex I. We have omitted this sentence both because the passage is long enough as is and because it raises no additional structural issues. ] Ask any ten people why this paragraph is hard to read, and nine are sure to mention the technical vocabulary; several will also suggest that it requires specialized background knowledge. Those problems turn out to be only a small part of the difficulty. Here is the passage again, with the difficult words temporarily lifted: The smallest of the URF’s, and [A], has been identified as a [B] subunit 8 gene. The functional significance of the other URF’s has been, on the contrary, elusive. Recently, however, [C] experiments, as well as [D] studies, have indicated that six human URF’s [1-6] encode subunits of Complex I. This is a large complex that also contains many subunits synthesized in the cytoplasm. It may now be easier to survive the journey through the prose, but the passage is still difficult. Any number of questions present themselves: What has the first sentence of the passage to do with the last sentence? Does the third sentence contradict what we have been told in the second sentence? Is the functional significance of URF’s still elusive? Will this passage lead us to further discussion about URF’s, or about Complex I, or both? Information is interpreted more easily and more  uniformly if it is placed where most readers expect to find it. Knowing a little about the subject matter does not clear up all the confusion. The intended audience of this passage would probably possess at least two items of essential technical information: first, URF stands for Uninterrupted Reading Frame, which describes a segment of DNA organized in such a way that it could encode a protein, although no such protein product has yet been identified; second, both APTase and NADH oxido-reductase are enzyme complexes central to energy metabolism. Although this information may provide some sense of comfort, it does little to answer the interpretive questions that need answering. It seems the reader is hindered by more than just the scientific jargon. To get at the problem, we need to articulate something about how readers go about reading. We proceed to the first of several reader expectations. Subject-Verb Separation Look again at the first sentence of the passage cited above. It is relatively long, 42 words; but that turns out not to be the main cause of its burdensome complexity. Long sentences need not be difficult to read; they are only difficult to write. We have seen sentences of over 100 words that flow easily and persuasively toward their clearly demarcated destination. Those well-wrought serpents all had something in common: Their structure presented information to readers in the order the readers needed and expected it. Beginning with the exciting material and ending with a lack of luster often leaves us disappointed and destroys our sense of momentum. The first sentence of our example passage does just the opposite: it burdens and obstructs the reader, because of an all-too-common structural defect. Note that the grammatical subject (the smallest) is separated from its verb (has been identified) by 23 words, more than half the sentence. Readers expect a grammatical subject to be followed immediately by the verb. Anything of length that intervenes between subject and verb is read as an interruption, and therefore as something of lesser importance. The reader’s expectation stems from a pressing need for syntactic resolution, fulfilled only by the arrival of the verb. Without the verb, we do not know what the subject is doing, or what the sentence is all about. As a result, the reader focuses attention on the arrival of the verb and resists recognizing anything in the interrupting material as being of primary importance. The longer the interruption lasts, the more likely it becomes that the interruptive material actually contains important information; but its structural location will continue to brand it as merely interruptive. Unfortunately, the reader will not discover its true value until too late-until the sentence has ended without having produced anything of much value outside of that subject-verb interruption. In this first sentence of the paragraph, the relative importance of the intervening material is difficult to evaluate. The material might conceivably be quite significant, in which case the writer should have positioned it to reveal that importance. Here is one way to incorporate it into the sentence structure: The smallest of the URF’s is URFA6L, a 207-nucleotide (nt) reading frame overlapping out of phase the NH2-terminal portion of the adenosinetriphosphatase (ATPase) subunit 6 gene; it has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene. On the other hand, the intervening material might be a mere aside that diverts attention from more important ideas; in that case the writer should have deleted it, allowing the prose to drive more directly toward its significant point: The smallest of the URF’s (URFA6L) has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene. Only the author could tell us which of these revisions more accurately reflects his intentions. These revisions lead us to a second set of reader expectations. Each unit of discourse, no matter what the size, is expected to serve a single function, to make a single point. In the case of a sentence, the point is expected to appear in a specific place reserved for emphasis. The Stress Position It is a linguistic commonplace that readers naturally emphasize the material that arrives at the end of a sentence. We refer to that location as a stress position. If a writer is consciously aware of this tendency, she can arrange for the emphatic information to appear at the moment the reader is naturally exerting the greatest reading emphasis. As a result, the chances greatly increase that reader and writer will perceive the same material as being worthy of primary emphasis. The very structure of the sentence thus helps persuade the reader of the relative values of the sentence’s contents. The inclination to direct more energy to that which arrives last in a sentence seems to correspond to the way we work at tasks through time. We tend to take something like a mental breath as we begin to read each new sentence, thereby summoning the tension with which we pay attention to the unfolding of the syntax. As we recognize that the sentence is drawing toward its conclusion, we begin to exhale that mental breath. The exhalation produces a sense of emphasis. Moreover, we delight in being rewarded at the end of a labor with something that makes the ongoing effort worthwhile. Beginning with the exciting material and ending with a lack of luster often leaves us disappointed and destroys our sense of momentum. We do not start with the strawberry shortcake and work our way up to the broccoli. When the writer puts the emphatic material of a sentence in any place other than the stress position, one of two things can happen; both are bad. First, the reader might find the stress position occupied by material that clearly is not worthy of emphasis. In this case, the reader must discern, without any additional structural clue, what else in the sentence may be the most likely candidate for emphasis. There are no secondary structural indications to fall back upon. In sentences that are long, dense or sophisticated, chances soar that the reader will not interpret the prose precisely as the writer intended. The second possibility is even worse: The reader may find the stress position occupied by something that does appear capable of receiving emphasis, even though the writer did not intend to give it any stress. In that case, the reader is highly likely to emphasize this imposter material, and the writer will have lost an important opportunity to influence the reader’s interpretive process. The stress position can change in size from sentence to sentence. Sometimes it consists of a single word; sometimes it extends to several lines. The definitive factor is this: The stress position coincides with the moment of syntactic closure. A reader has reached the beginning of the stress position when she knows there is nothing left in the clause or sentence but the material presently being read. Thus a whole list, numbered and indented, can occupy the stress position of a sentence if it has been clearly announced as being all that remains of that sentence. Each member of that list, in turn, may have its own internal stress position, since each member may produce its own syntactic closure. Within a sentence, secondary stress positions can be formed by the appearance of a properly used colon or semicolon; by grammatical convention, the material preceding these punctuation marks must be able to stand by itself as a complete sentence. Thus, sentences can be extended effortlessly to dozens of words, as long as there is a medial syntactic closure for every piece of new, stress-worthy information along the way. One of our revisions of the initial sentence can serve as an example: The smallest of the URF’s is URFA6L, a 207-nucleotide (nt) reading frame overlapping out of phase the NH2-terminal portion of the adenosinetriphosphatase (ATPase) subunit 6 gene; it has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene. By using a semicolon, we created a second stress position to accommodate a second piece of information that seemed to require emphasis. We now have three rhetorical principles based on reader expectations: First, grammatical subjects should be followed as soon as possible by their verbs; second, every unit of discourse, no matter the size, should serve a single function or make a single point; and, third, information intended to be emphasized should appear at points of syntactic closure. Using these principles, we can begin to unravel the problems of our example prose. Note the subject-verb separation in the 62-word third sentence of the original passage: Recently, however, immunoprecipitation experiments with antibodies to purified, rotenone-sensitive NADH-ubiquinone oxido-reductase [hereafter referred to as respiratory chain NADH dehydrogenase or complex I] from bovine heart, as well as enzyme fractionation studies, have indicated that six human URF’s (that is, URF1, URF2, URF3, URF4, URF4L, and URF5,  hereafter referred to as ND1, ND2, ND3, ND4, ND4L and ND5) encode subunits of complex I. After encountering the subject (experiments), the reader must wade through 27 words (including three hyphenated compound words, a parenthetical interruption and an as well as phrase) before alighting on the highly uninformative and disappointingly anticlimactic verb (have indicated). Without a moment to recover, the reader is handed a that clause in which the new subject (six human URF’s) is separated from its verb (encode) by yet another 20 words. If we applied the three principles we have developed to the rest of the sentences of the example, we could generate a great many revised versions of each. These revisions might differ significantly from one another in the way their structures indicate to the reader the various weights and balances to be given to the information. Had the author placed all stress-worthy material in stress positions, we as a reading community would have been far more likely to interpret these sentences uniformly. We couch this discussion in terms of likelihood  because we believe that meaning is not inherent in discourse by itself; meaning requires the combined participation of text and reader. All sentences are infinitely interpretable, given an infinite number of interpreters. As communities of readers, however, we tend to work out tacit agreements as to what kinds of meaning are most likely to be extracted from certain articulations. We cannot succeed in making even a single sentence mean one and only one thing; we can only increase the odds that a large majority of readers will tend to interpret our discourse according to our intentions. Such success will follow from authors becoming more consciously aware of the various reader expectations presented here. W e cannot succeed in making even a single sentence mean one and only one thing; we can only increase the odds that a large majority of readers will tend to interpret our discourse according to our intentions. Here is one set of revisionary decisions we made for the example: The smallest of the URF’s, URFA6L, has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene; but the functional significance of other URF’s has been more elusive. Recently, however, several human URF’s have been shown to encode subunits of rotenone-sensitive NADH-ubiquinone oxido-reductase. This is a large complex that also contains many subunits synthesized in the cytoplasm; it will be referred to hereafter as respiratory chain NADH dehydrogenase or complex I. Six subunits of Complex I were shown by enzyme fractionation studies and immunoprecipitation experiments to be encoded by six human URF’s (URF1, URF2, URF3, URF4, URF4L, and URF5); these URF’s will be referred to subsequently as ND1, ND2, ND3, ND4, ND4L and ND5. Sheer length was neither the problem nor the solution. The revised version is not noticeably shorter than the original; nevertheless, it is significantly easier to interpret. We have indeed deleted certain words, but not on the basis of wordiness or excess length. (See especially the last sentence of our revision. ) When is a sentence too long? The creators of readability formulas would have us believe there exists some fixed number of words (the favorite is 29) past which a sentence is too hard to read. We disagree. We have seen 10-word sentences that are virtually impenetrable  and, as we mentioned above, 100-word sentences that flow effortlessly to their points of resolution. In place of the word-limit concept, we offer the following definition: A sentence is too long when it has more viable candidates for stress positions than there are stress positions available. Without the stress position’s locational clue that its material is intended to be emphasized, readers are left too much to their own devices in deciding just what else in a sentence might be considered important. In revising the example passage, we made certain decisions about what to omit and what to emphasize. We put subjects and verbs together to lessen the reader’s syntactic burdens; we put the material we believed worthy of emphasis in stress positions; and we discarded material for which we could not discern significant connections. In doing so, we have produced a clearer passagebut not one that necessarily reflects the author’s intentions; it reflects only our interpretation of the author’s intentions. The more problematic the structure, the less likely it becomes that a grand majority of readers will perceive the discourse in exactly the way the author intended. T he information that begins a sentence establishes  for the reader a perspective for viewing the sentence as a unit. It is probable that many of our readersand perhaps even the authorswill disagree with some of our choices. If so, that disagreement underscores our point: The original failed to communicate its ideas and their connections clearly. If we happened to have interpreted the passage as you did, then we can make a different point: No one should have to work as hard as we did to unearth the content of a single passage of this length. The Topic Position To summarize the principles connected with the stress position, we have the proverbial wisdom, Save the best for last. To summarize the principles connected with the other end of the sentence, which we will call the topic position, we have its proverbial contradiction, First things first. In the stress position the reader needs and expects closure and fulfillment; in the topic position the reader needs and expects perspective and context. With so much of reading comprehension affected by what shows up in the topic position, it behooves a writer to control what appears at the beginning of sentences with great care. The information that begins a sentence  establishes for the reader a perspective for viewing the sentence as a unit: Readers expect a unit of discourse to be a story about whoever shows up first. Bees disperse pollen and Pollen is dispersed by bees are two different but equally respectable sentences about the same facts. The first tells us something about bees; the second tells us something about pollen. The passivity of the second sentence does not by itself impair its quality; in fact, Pollen is dispersed by bees is the superior sentence if it appears in a paragraph that intends to tell us a continuing story about pollen. Pollen’s story at that moment is a passive one. Readers also expect the material occupying the topic position to provide them with linkage (looking backward) and context (looking forward). The information in the topic position prepares the reader for upcoming material by connecting it backward to the previous discussion. Although linkage and context can derive from several sources, they stem primarily from material that the reader has already encountered within this particular piece of discourse. We refer to this familiar, previously introduced material as old information. Conversely, material making its first appearance in a discourse is new information. When new information is important enough to receive emphasis, it functions best in the stress position. When old information consistently arrives in the topic position, it helps readers to construct the logical flow of the argument: It focuses attention on one particular strand of the discussion, both harkening backward and leaning forward. In contrast, if the topic position is constantly occupied by material that fails to establish linkage and context, readers will have difficulty perceiving both the connection to the previous sentence and the projected role of the new sentence in the development of the paragraph as a whole. Here is a second example of scientific prose that we shall attempt to improve in subsequent discussion: Large earthquakes along a given fault segment do not occur at random intervals because it takes time to accumulate the strain energy for the rupture. The rates at which tectonic plates move and accumulate strain at their boundaries are approximately uniform. Therefore, in first approximation, one may expect that large ruptures of the same fault segment will occur at approximately constant time intervals. If subsequent main shocks have different amounts of slip across the fault, then the recurrence time may vary, and the basic idea of periodic mainshocks must be modified. For great plate boundary ruptures the length and slip often vary by a factor of 2. Along the southern segment of the San Andreas fault the recurrence interval is 145 years with variations of several decades. The smaller the standard deviation of the average recurrence interval, the more specific could be the long term prediction of a future mainshock. This is the kind of passage that in subtle ways can make readers feel badly about themselves. The individual sentences give the impression of being intelligently fashioned: They are not especially long or convoluted; their vocabulary is appropriately professional but not beyond the ken of educated general readers; and they are free of grammatical and dictional errors. On first reading, however, many of us arrive at the paragraph’s end without a clear sense of where we have been or where we are going. When that happens, we tend to berate ourselves for not having paid close enough attention. In reality, the fault lies not with us, but with the author. We can distill the problem by looking closely at the information in each sentence’s topic position: Large earthquakes The rates Therefore one subsequent mainshocks great plate boundary ruptures the southern segment of the San Andreas fault the smaller the standard deviation Much of this information is making its first appearance in this paragraphin precisely the spot where the reader looks for old, familiar information. As a result, the focus of the story constantly shifts. Given just the material in the topic positions, no two readers would be likely to construct exactly the same story for the paragraph as a whole. If we try to piece together the relationship of each sentence to its neighbors, we notice that certain bits of old information keep reappearing. We hear a good deal about the recurrence time between earthquakes: The first sentence introduces the concept of nonrandom intervals between earthquakes; the second sentence tells us that recurrence rates due to the movement of tectonic plates are more or less uniform; the third sentence adds that the recurrence rates of major earthquakes should also be somewhat predictable; the fourth sentence adds that recurrence rates vary with some conditions; the fifth sentence adds information about one particular variation; the sixth sentence adds a recurrence-rate example from California; and the last sentence tells us  something about how recurrence rates can be described statistically. This refrain of recurrence intervals constitutes the major string of old information in the paragraph. Unfortunately, it rarely appears at the beginning of sentences, where it would help us maintain our focus on its continuing story. In reading, as in most experiences, we appreciate the opportunity to become familiar with a new environment before having to function in it. Writing that continually begins sentences with new information and ends with old information forbids both the sense of comfort and orientation at the start and the sense of fulfilling arrival at the end. It misleads the reader as to whose story is being told; it burdens the reader with new information that must be carried further into the sentence before it can be connected to the discussion; and it creates ambiguity as to which material the writer intended the reader to emphasize. All of these distractions require that readers expend a disproportionate amount of energy to unravel the structure of the prose, leaving less energy available for perceiving content. We can begin to revise the example by ensuring the following for each sentence: 1. The backward-linking old information appears in the topic position. 2. The person, thing or concept whose story it is appears in the topic position. 3. The new, emphasis-worthy information appears in the stress position. Once again, if our decisions concerning the relative values of specific information differ from yours, we can all blame the author, who failed to make his intentions apparent. Here first is a list of what we perceived to be the new, emphatic material in each sentence: time to accumulate strain energy along a fault approximately uniform large ruptures of the same fault different amounts of slip vary by a factor of 2 variations of several decades predictions of future mainshock Now, based on these assumptions about what deserves stress, here is our proposed revision: Large earthquakes along a given fault segment do not occur at random intervals because it takes time to accumulate the strain energy for the rupture. The rates at which tectonic plates move and accumulate strain at their boundaries are roughly uniform. Therefore, nearly constant time intervals (at first approximation) would be expected between large ruptures of the same fault segment. [However? ], the recurrence time may vary; the basic idea of periodic mainshocks may need to be modified if subsequent mainshocks have different amounts of slip across the fault. [Indeed? ], the length and slip of great plate boundary ruptures often vary by a factor of 2. [For example? ], the recurrence intervals along the southern segment of the San Andreas fault is 145 years with variations of several decades. The smaller the standard deviation of the average recurrence interval, the more specific could be the long term prediction of a future mainshock. Many problems that had existed in the original have now surfaced for the first time. Is the reason earthquakes do not occur at random intervals stated in the first sentence or in the second? Are the suggested choices of however, indeed, and for example the right ones to express the connections at those points? (All these connections were left unarticulated in the original paragraph. ) If for example is an inaccurate transitional phrase, then exactly how does the San Andreas fault example connect to ruptures that vary by a factor of 2? Is the author arguing that recurrence rates must vary because fault movements often vary? Or is the author preparing us for a discussion of how in spite of such variance we might still be able to predict earthquakes? This last question remains unanswered because the final sentence.

Cadaver Organ Donation :: Health Medical Essays

Cadaver Organ Donation Recently, TV Land aired a 1975 episode of All in the Family in which Archie Bunker tries to impress his boss by being the first in line to sign up for the boss’ favorite charity (Bogart 1975). It is not until Archie is holding his donor card that he realizes that he has signed up to be an organ donor. This causes great anxiety for Archie which manifests itself as more stress than usual, worrying about his age, and problems sleeping. Archie finally goes to rescind his donation and states that it is for religious purposes. Archie states that he had a dream in which he has died and is driving his taxi toward heaven. As he is driving toward heaven, people begin taking parts from the taxi. As he continues, people begin removing parts from Archie. When he reaches heaven he is not allowed in because God does not recognize him due to so many parts missing. Another humorous piece concerning organ donation is from Monty Python's Meaning of Life. In â€Å"Part V: Live Organ Donations† Mr. Brown answers the door and finds two men who have come to take his liver, which Mr. Brown states that he is still using. The two men wrestle Mr. Brown to the ground and find on him his Liver Donation Card. Mr. Brown states â€Å"Listen! I can't give it to you now. It says, 'in the event of death'.† One of the men respond with, â€Å"No one who has ever had their liver taken out by us has survived,† followed by a very bloody removal of Mr. Brown’s liver. Mrs. Brown enters the room and confronts the two men who respond that they are taking Mr. Brown’s liver. After she realizes what is going on she sees the entire episode as being Mr. Brown’s fault for signing the donation card in the first place (Gilliam and Jones 1983). These two views of organ donation in the popular culture make light of reasons why people do not register to be organ donors; however, they do reflect many people’s anxieties about being an organ donor. An example of this is found in a Boston Herald front page article where the removal of organs from an eighteen month old boy, not for the purpose of transplant, was called â€Å"heartless.† The child’s mother stated, â€Å"Our son David was all heart, and now he is buried without his heart.

Handling Groups: Booking, Check in, Checkout

HANDLING GROUPS Groups can bring in huge revenue for a hotel but they make a lot of work. This statement is very much true as groups take up a number of rooms in a hotel all at once bringing in a huge amount of income at one particular point in time. In order for this to go smoothly,all hotel departments need to be given details of group arrivals well in advance so each department can make their own necessary arrangements to be able to handle groups.Various departments would have to work closely together, front office would need to send out copies of group arrival list to all departments atleast one week in advance so that other departments can make appropriate adjustments to number of staff that would be required during those times. The flow pattern for a succession of individual guests is quite different from the flow of group arrivals so housekeeping has to pay close attention ensuring rooms are ready for group arrivals.Head porters also have to arrange necessary number of staff t o be ready to move a large quantity of luggage as quickly as possible so as to not have the group transport around for long periods while unloading. All departments need to have good communication during these times, listen, ask and prepare. When best would hotels accept groups and why? Groups to a hotel can include conference delegates, unexpected group of passengers forced to stay overnight because of bad weather or maybe technical problems.Hotels sometimes are not given the opportunity to plan/prepare further ahead so they must always have a set procedure and guideline in place for un-for-seen times. Hotels would best accept groups during their slack periods, this will help to fill up the rooms and also by charging the highest possible rates for the rooms. This would also bring about the use of yield management where the hotel would be able to fill up all the empty rooms at that point, instead of having so many vacant roomsFive factors to consider when booking groups: 1. Negotiat ion- particular attention when negotiating with group leader over price, as the leader will be in a more powerful bargaining position than individual guests as they are providing the hotel with large amount of business at once so group leaders tend to bargain extremely for low rates and discounted use of facilities etc. 2.Group reservation request form- hotels needs to ensure group leader fills in and submit this form which is usually listed on hotels websites or calling direct to the hotel giving the information and also through group reservation specialist collecting all necessary information about the number in group, number of rooms, type of rooms, special requests, arrival and departure dates and times etc. 3.Payment arrangement- the arranged package prices are transfer to the group leader ledger account, it is safe for the hotel to open a separate extras account for group members individually for them to get drinks, laundry, room service on credit if this credit was not extend ed and this should be clearly noted and understood by both the group and hotel departments so as to prevent any uncomfortable situations. . Additional administrative arrangements- document a summerization of details and outline the arranged dividing of hotels responsibilities to group members and that of the group leader to it’s members, this document would include if a separate check in area is provided for the group check in which would help in avoiding long queues at reception and also to foster the feeling of group collision. 5.Couriers arrangement- when groups travel they usually have a courier/tour organiser and sometimes a driver which are free/at a reduced rate, these things should be made note of especially if the courier took care of administrative tasks as well, which would have then had to be done by the hotel own staff. Five factors to consider when checking in groups: 1. Pre registration- hotel can print off individual registration forms along with a prepared we lcome package, prepare two keys for double occupancy rooms and arrange special envelopes with group keys in ascending order. . Special code reference for each group- on check in enter group code and guest automatically transfers the agreed accommodation and meal charges to a master bill, and all extras are charged on a individual account for group members if so desired. 3. Pre arrival registration form- hotel gets the individual registration forms to groups for them to fill out on their way to the hotel, so this part is dealt with even before guests arrive at the hotel, so information is only rechecked at point of contact with reception. 4.Rooming list- hotel should obtain a copy of rooming list from the group leader in order to update individual guest profiles proving names, addresses and passport numbers into the pms system. 5. In house report/groups- immediately after check in hotel should update the system to enable all guest names, room number, special request etc, and print a copy of group in house room reports and circulate to all departments such as front desk, housekeeping, concierge, room service. Five factors to consider when checking out groups: . Ensure all group billing are prepared and billed carefully, as in some instances some group members may stay on longer after the rest of the group have left the hotel, so to ensure those individual guest are billed separately for the group rates and their individual rates. 2. Extras- making sure all other charges incurred by all individual group members are billed separately and not added to the agreed contract between hotel and group leader of accommodation and specific meal option. 3.Collecting of all key passes to rooms from individual group members, where provision was made to provide two keys for a number of single/double rooms. 4. To enquire about actual check out times of individual group members to have various departments on standby eg. Housekeeping to start cleaning and preparing rooms again for new expected guests/walk-ins, and for porters to help remove belongings from individual guest rooms in a timely manner. 5. Hotel should at check out of groups try selling single packages to individual group members, or even family and other group packages as well.

Essay about Strategic Use of Dialogue in Euripides Medea

Strategic Use of Dialogue in Euripides Medea Euripides employs the technique of dialogue between two solo actors on stage throughout Medea to dramatize the core values underlying these conversations. In particular, through the conversations that Medea holds with three different males, she shows herself to be a person of great intellect. Females were rarely valued for their intelligence because the Athenians had a complacent pride in the superiority of the Greek masculinity (page 641 ). Men and women were considered to have very different roles in society with men being the far superior species. Thus, Euripides uses Medeas [Note the specific claim/thesis conversations with Kreon, Aigeus, and Jason to showcase her†¦show more content†¦Thus, Medea gains control of the conversation, and she is able to make Kreon conform to her agenda. Throughout this dialogue, Medea : I maintains her composure, which allows her intelligence to become apparent through her persuasive speech. Yet the way in which Medea boldly interacts with Kreon would most likely be a shocking sight for the audience. Remember that Kreon is the King of Corinth, the most powerful man in the nation-state. Yet Medea, a foreign woman, is standing before him in an attempt to persuade him to alter his decision about her exile. Furthermore, Medea manipulates their conversation, so that Kreon will verify her ultimate wish. As the importance of the discussion increases, the dialogue becomes a series of single lines spoken back and forth between Medea and Kreon. With the level of intensity rising, Medea first seems to plead with Kreon to allow her to remain in Corinth permanently. Kreon refuses the proposal because he knows her to be a powerful woman capable of great evils; however, she then states that her true desire is to stay in Corinth for this one day (337). This seems like a minor request to Kreon, so he surrenders his will and grants Medea the right to remain in Corinth for one more day. Thus, Kreon gives Medea the window of time that she needs to murder his young daughter and himself. Kreons decision will lead to his demise and is the stepping stone on which Medea will be able to accomplish her revenge in