Developing an Organ Transplant Market Essay -- Medicine Medical Essays

Developing an Organ Transplant Market According to a new book, The U.S. Organ Procurement System, written by economists David Kaserman and A. H. Barnett, there are 80,000 Americans on the organ transplant waiting list. Twenty of them die each day as a direct result of organ shortages; that's over 7,000 each year. These lost lives are not so much an act of God as they are an act of Congress because of its 1984 National Organ Transplant Act, that prohibits payment to organ donors. Reliance on voluntary donations, has been an abject policy failure. It's noteworthy that everyone else involved in the organ transplant business is rewarded handsomely - that includes surgeons, nurses and organ procurement workers. How might an organ transplant market work? Lloyd Cohen, a law professor at George Mason University, envisions letting people contract in advance to permit the harvesting of any usable organs when they die. The money earned would become a part of their estate. Many people are offended by the notion of human body parts becoming commodities for sale. There's at least a tiny bit of inconsistency because there is a market for human blood, semen and hair. How many vital things in our lives do we depend on altruism or voluntary donations to provide? Food is vital, water is vital; so are clothing and housing. We don't depend on altruism and voluntary donations to provide these goods. And for good reason - there'd be massive shortages. Why should we depend on altruism or voluntary donations to provide what we may one day need more urgently than food, water, clothing or housing? All objections to organ sales reduce to either nonsense, ignorance or arrogance. Let's look at some of them. One concern is that if organs are sol... ...r more criminal activity associated with alcohol manufacture, distribution and consumption than there is now. To the extent that prohibition of organ sales reduces their supply, holding all else equal there's greater incentive for illegal activities involving organ transplants, including murder. The medical profession has traditionally been opposed to organ sales. Their opposition would seem to be in violation of Hippocrates' admonition - primum non nocere. But they've recently taken steps, all be they timid, towards ending the day to day deaths due to organ shortages. At their July 2002 meeting, the American Medical Association voted agreement to commence trials in which payments will be made to organ donors or their families as a means to encourage cadaveric organ collections. Work Cited David Kaserman and A. H. Barnett, The U.S. Organ Procurement System

Australian Contract Law

Law of Contract II Semester 2, 2011 Word Count: 1932 A party’s right to terminate a contract arises from a particular type of breach of contract by another party. The facts of the breach and the nature of the term breached in each case inform the party with whose contract has been terminated, as to whether it is lawful or not. Common law rights to terminate arise in one or more of the following three ways: * Any breach of a condition of the contract; A serious breach of an intermediate term of the contract; or * Conduct that shows that a party is unable or unwilling to comply with the contract. Australian Courts have for sometime recognised a tripartite classification of terms in analysing whether or not a breach gives rise to a common law right to terminate. Australian courts have accepted that there is a category of term, known as a condition or essential term, for which strict performance is required, and that an aggrieved party is entitled to terminate for any breach of a condition, however slight.Contractual rights to terminate are of two main types: * Termination of the contract in total; or * Termination of the engagement of a contractor, in both cases arising from actual conduct, as described in either the contract’s termination clause or a term arising under statute. Frequently, the common law right to terminate is the most important consideration.In classifying whether a term is seen as a condition of a contract; a term may be classified as a condition by statute, by the parties or by the courts on the basis of the construction of the contract. A term may be classified as a condition on the basis of the express words used by the parties. However, before courts will conclude a particular term is a condition, with the consequences that any breach will entitle the aggrieved party to terminate, the parties must clearly have expressed their intention for the term to have this status.In assessing whether or not a term should be classified as a condition, the High Court has approved the statement of Jordan CJ in Tramways Advertising Pty Ltd v Luna Park Ltd: ‘The test of essentiality is whether it appears from the general nature of the contract considered as a whole, or from some particular term or terms, that the promise is such importance to the promisee that he would not have entered into the contract unless he had been assured of a strict or substantial performance of the promise †¦ nd this ought to have been apparent to the promisor.’ In DTR Nominees Pty Ltd v Mona Homes Pty Ltd, Stephen, Mason and Jacobs JJ provided further explanation of the relevant test: ‘The quality of essentiality depends †¦ on a judgement which is made of the general nature of the contract and its particular provisions, a judgment which takes close account of the importance which the parties have attached to the provision as evidenced by the contract itself as applied to the surrounding circumstances. Accordingly, i n assessing whether or not a term is a condition, courts will consider whether or not the parties would only have entered into a contract on the understanding that there would be strict compliance with the term. Where a term is intermediate, the right to terminate depends on the nature of the breach and its foreseeable consequences. Although the High Court had previously hinted at accepting the doctrine of intermediate terms into Australian law, Koompahtoo Local Aboriginal land Council v Sanpine Pty Ltd was the first case in which the High Court did so expressly.The first recognised authority to introduce intermediate terms was Hong Kong Fir Shipping Co Ltd v Kawasaki Kisen Kaisha Ltd, a decision of the English Court of Appeal. Hong Kong Fir was decided in 1961 and passed into the mainstream law of contract as understood and practised in Australia, although not formally adopted by the High Court until Koompahtoo. Any right to terminate under a provision of the contract terms require s careful consideration of the meaning of the words, particularly if the contract is unclear as to the meaning of the words.Additionally, even if the contract includes a termination clause, unless there is clear express exclusion of the common law right to terminate, the common law right remains active and equivalent to any contractual right to terminate. In the facts given, the contract between the Federal Government and the Australian Coastal Patrol Pty Ltd (ACP) has been partly performed. If a contract has been in large part performed, it is less likely that the breach will be substantial enough to warrant termination. In Carr v J. A. Berriman Pty Ltd, the principal entered into a contract with a builder for the construction of a factory.Two breaches by the principal caused the builder to seek to terminate the contract; a failure to deliver the site in the condition specified in the contract and a unilateral decision to remove from the contract the fabrication of steel framing. I t was the second breach that was decisive in the view of the High Court in finding that the termination was effective. In its reasons, the Court noted that the loss of the fabrication represented about one quarter of the builder’s estimated profit on the entire project and the removal from the contract of that percentage of the overall value was a substantial breach.However, in Fairbanks Soap Co. Ltd v Sheppard the parties contracted for the construction of a machine for $10,000. The machine was almost completed when the builder refused to finish the machine unless he was paid a large proportion of the price, contractually agreed to be paid on completion. The builder was concerned that once he made the machine operational that the purchaser would not pay the contract sum. The purchaser refused to pay and terminated the agreement.The builder complained that he had only to undertake about $600 worth of work to complete and was therefore justified in insisting on the payment. Bu t the court said that faced with such a deliberate breach of the contract terms the termination was legal. For ACP they had largely performed the terms of the contract by having four to five vessels active within the first year. They did however, have the minimum of seven boats by the start of the second year as declared in the contract.As well as the correct personnel and had continued to be paid by the Federal Government. It is not uncommon for those wanting to terminate a contract, to allow another opportunity for the party that breached the contract to ‘mend their ways’. Mason J proposed that: â€Å"If a party to a contract, aware of a serious breach, or of other circumstances entitling him to terminate the contract, though unaware of the existence of the right to terminate the contract, exercises rights under the contract, he must be held to have made a binding election to affirm. This in turn meant that the Federal Government should have brought to a standstill t he work of the ACP until it had decided whether or not to continue the contract with ACP after their breach of the contract. However, as the Federal Government had continued to pay the amount specified in term four of the contract then ACP would be unaware of the suggestions to terminate their contract. It would therefore be unlikely that termination of contract due to this reason would be upheld in court.Overall, the Federal Government would be very unlikely in terminating the contract due to the breach of term 1, as it continued to pay ACP when it only had 4 to 5 vessels in service in which they had knowledge of this breach, but continued with the contract. During the period of May to July 2011, some vessels were put to sea without the required minimum of 8 personnel per vessel, many of which did not wear correct uniform during there deployment. Terms 2 and 3 had specified in the contract that each vessel have a minimum of 8 personnel and that they were to wear correct uniform whi lst on active duty.These terms would be seen as conditions if they were discussed during the formation of the contract as being significant to the contract. In turn, this would allow for the Federal Government to terminate the contract with Australian Coastal Patrol Pty Ltd. These terms however could also be seen as trivial matters in the court and as stated in Hongkong Fir Shipping Co Ltd v Kawasaki Kisen Kaisha Ltd, it was considered ‘unthinkable that all relatively trivial matters could be regarded as conditions of the contract †¦ It would ultimately be up to the courts to decide on the importance of these terms and whether they impaired the performance of the overall contract. ——————————————– [ 1 ]. Re Moore and Co Ltd and Landauer and Co [1921] 2 KB 519; see also Bowes v Chaleyer (1923) 32 CLR 159 [ 2 ]. Koompahtoo Local Aboriginal Land Council v Sanpine Pty Limit ed [2007] HCA 61 [ 3 ]. Glanville Williams. Learning the Law. Eleventh Edition. Stevens. 1982. p. 9 [ 4 ].Ltd v Tramways Advertising Pty Lt (1938) 61 CLR 28 [ 5 ]. DTR Nominees Pty Ltd v Mona Homes Pty Ltd [1978] HCA 12 [ 6 ]. [1978] HCA 12 [ 7 ]. Koompahtoo Local Aboriginal Land Council v Sanpine Pty Limited [2007] HCA 61 [ 8 ]. Hong Kong Fir Shipping Co v Kawasaki Kisen Kaisha [1962] 2 QB 26 [ 9 ]. [1962] 2 QB 26 [ 10 ]. [2007] HCA 61 [ 11 ]. Carr v JA Berriman Pty Ltd (1953) 89 CLR 327 [ 12 ]. Fairbanks Soap Co. Ltd. v. Sheppard, [1953] 1 S. C. R [ 13 ]. Fairbanks Soap Co. Ltd. v. Sheppard, [1953] 1 S. C. R

Sex Education Should Be Taught In School Education Essay

Sexual instruction – non a black and white thaumaturgy, it ‘s silly to wait for miracles from it ; nevertheless it is utile and effective.A The experience of states in which it has long existed, dissipates as the irrational frights as overdone expectations.A Expert analysis of the impact of school classs on sexual behaviour of schoolchildren shows that none of the bing plans is non contributing to speed uping the start of their sex lives, but those who have passed the class of sex instruction and are sexually active pupils – received less hazardous than their lupus erythematosus educated equals, and a plan which non merely called for teenagersA do non hotfoot to sexual introduction, but besides taught the regulations of safe sex, efficaciously those who promoted merely abstention. Oppositions of sex instruction plans are convinced that the proviso of information associating to the sexual domain, perverting teens initiate early sexual activity, increases the figure of teenage pregnancies.A However, today there is no conclusive grounds that it is presented.A Analyzing the experience of states where such plans have long been introduced, allows us to understand what steps have proven effectual in protecting the generative wellness of striplings, which, on the contrary – does non work, and which may do injury. The chief advantages of sex instruction are: Children and striplings, who have passed a systematic class in sex instruction, cognize more about gender, and their cognition is more dependable. This does non extinguish the jobs and troubles of psychosexual development, but besides facilitates the declaration of originating struggles. Knowledge facilitates the apprehension of and tolerance to others ‘ positions and behaviour, which is really valuable in both personal and social footings. If a class of sex instruction includes information about contraceptive method, and taught early plenty, it aggressively reduces the figure of adolescent gestations and abortions. About all modern school sex instruction plans, along with the sexual information, discourse a broad scope of moral and psychological jobs that are really of import for adolescents, as described in Sexual activity Education in Public Schools. In add-on to above mentioned consequences it dwelling the fact that it makes immature people more civilised and safe. I mean sex instruction besides has long-run historical consequence – people who received a kid good sex instruction non merely unrecorded better, but besides sharing their cognition and accomplishments among other kids, that reduces the tenseness between parents and kids and contributes to the overall addition in societal tolerance. Different states comparings have allowed identifying common factors lending to the successful execution of sexual education.A Among them: rapprochement of different political and spiritual positions, engagement in the execution of sex instruction a broad scope of societal motions. An of import function in sexual instruction plays mass-media.A It attitude to this job can be really different depending on the country.A In some states, chiefly in Scandinavia, the media are a beginning of support and information about sex.A In Denmark, the national wireless and telecasting broadcasters provide free air clip for plans of sex education.A In other states such as Britain, the inquiry of sex served with more sunglassess of esthesis that has a negative impact on sexual instruction for immature people, as described in The Fight Over Sex Education in Public Schools. To better the efficiency of an incorporate attack to arouse instruction plans were considered non in isolation from other issues and is an of import constituent of broader enterprises aimed to better the wellness and well-being of immature people. It is of import to detect the different attack, since many states have big populations of immigrants with their distinct from the host state ‘s cultural traditions. Sexual instruction should non be a impermanent run demands changeless work in this way, achieved over the period of its execution will non vouch success, farther advancement when the plan stopping points. Besides I would wish to observe that easy entree of young person to school or other educational chances is an of import facet of HIV prevention.A Higher instruction is non merely associated with safer sexual behaviour and subsequently oncoming of sexual activity – traveling to school gives pupils the chance to take part in school instruction plans on gender and HIV bar. In many states immature people have no entree to instruction on sex and wellness instruction in schools because parents and other governments fear that it will take to early sexual activity.A Nevertheless, there are obliging informations obtained from surveies around the universe and in different civilizations, which really suggests that sex instruction increases the degree of responsibility.A Educated immature people are normally delayed sexual intercourse or usage rubbers if they have sex, as stated in How to Bring An End to the War Over Sex Ed. However, statistics shows that information is non enough.A Young people besides need life accomplishments, such as the ability to do determinations, ability to pass on and negotiate.A They need to understand the construct of hazard behaviours such as unprotected sex, intoxicant and drug maltreatment, the possible effects of such behaviour and how to avoid them.A They besides need to cognize where to travel for services and assistance.A AIDS instruction should include all these facets. The most effectual attacks to education on sex and wellness instruction in schools, among other things include the usage of role-playing games to personalise issues and common instruction, where immature people learn how to circulate information and promote responsible behaviour among their friends and co-workers. Besides I would wish to depict state of affairs with instruction outside school. Young people that non go toing school, are a diverse group that includes those who stopped go toing school or college, kids whose households that can non afford to pay school fees or necessitate to assist kids in domestic work andA kids populating on the street. These immature people are frequently peculiarly vulnerable to HIV.A Feelings of unhappiness, disaffection, and sometimes hopelessness due to the fact that they do non take part in life with others, they can seek redemption and pleasance in drugs, intoxicant or sex. Supplying them with information and accomplishments necessary to protect them from HIV, poses a particular problem.A What they do non go to school or work, doing them hard to reach.A In add-on, they have different degrees of literacy. Experience shows that one of the most effectual schemes is to educate equal, which includes preparation of young person non go toing school how to go thr ough information to others. Those who spend educating equal, understand the lives and concerns of other immature people non go toing school, and, accordingly, high credibleness. Another effectual scheme involves the usage of such agencies of amusement, like street theatre, music and marionette shows, which attract people who can stress the job and pass their clip avoiding hazardous behaviour, as described in Facts on Sexual activity Education in the United States. Taking into consideration all mentioned above I want to do a decision with my ain words. Sexual instruction can be really effectual in cut downing the prevalence of hazardous behaviour ( I mean intoxicant, drugs ) and, furthermore, may take to delay of sexual introduction and fewer sexual spouses among immature people.A Comprehensive sex instruction instills accomplishments of equal duologue between striplings and between striplings and parents, and by and large contributes to a healthier life style. The inquiry of the expedience and necessity of sex instruction in schools is discussed a twelve old ages. No 1 argues that instruction can be good and bad it is non depend on sex instruction plan, it depends on instructor. One and the same course of study in mathematics, conducted by a gifted instructor, can do a mastermind from the pupil, but in the custodies of unintelligent instructor of all time recapture the involvement to larn from gifted pupil. I would wish to state it is non the affair of plan, plan can merely depict the scope of issues that instructor demands to show. Quality of learning this sensitive topic is really of import. In sentiment behaviour to Sexual instruction depends on media – which shape public sentiment on this issue. I am positive that none of enlightened parents will non come into his caput to pick up kid from school because they do non hold with Ohm ‘s jurisprudence, or Darwin ‘s evolutionary theory, which, by the way, is contrary to all spiritual canons, but why they do it merely because of such capable like sexual instruction? It is merely efforts to fault educational systems in all the jobs reflected to their kids. Today, when the chief information beginning is the Internet and about every household in United States has connected to it, parents have no longer possible to shut the house for the key to all ailments. All of this can non perchance understand â€Å" the title-holders of morality † for which sex instruction is a sex-educational plan for future cocottes. Thankss to technological advancement, everyone can happen an reply to his inquiry, but if kids have non yet asked the right inquiries, I am certainly ; the system of sex instruction will assist them screen things out.

Full Analysis of SAT Grammar Rules Which Are Most Important

Full Analysis of SAT Grammar Rules Which Are Most Important SAT / ACT Prep Online Guides and Tips When you are planning your study approach for SAT Writing, it’s important to know where your time is best spent. Which grammar rules are really the most important to learn? What can help you make the greatest improvement to your score? Read on to find out exactly how much each grammar rule matters and how you can use this information on the test. What kinds of questions are on SAT Writing? SAT Writing follows an extremely predictable format. There are two Writing sections on the test. (Note: There are always two graded Writing sections, but some tests may have a third one that is experimental and ungraded.) The first Writing section will be between Section 2 and Section 7, and the second will ALWAYS be Section 10. In the first Writing section, you will have three question types. #1: Improving Sentences The first, which accounts for questions 1 – , isImproving Sentences. You will be given a sentence with an underlined portion and 5 answer choices. The first answer choice, A, is always the same as what is given in the original sentence (or Correct As Is). The other answers will re-write the underlined portion of the sentence in various ways. We have written aguide to the best way to approach Improving Sentences Questions. #2: Identifying Sentence Errors The second question type isIdentifying Errors (questions 12 – 29).In this type of question, you will be given a sentence that has four underlined words or phrases labeledA – D. After the sentence you also have the option of E, which is â€Å"No Error†. You have to choose the underlined part of the sentence that has a grammar mistake, or decide that the sentence has no errors and is correct as it is written. #3: Improving Paragraphs The third question type isImproving Paragraphs,which is questions 30 – 35. This section is a little different. You may be asked a grammar question, which oftentimes will look a lot like the Improving Sentences questions. However, you also may be asked questions about style and logic, such as where sentences best fit in the paragraph or what transition to use, and you can also be asked about the author’s rhetorical strategy. This ishow you should attack the Improving Paragraphssection. Section 10 consists of 14 questions which are alwaysImproving Sentences. So to summarize, this is what the breakdown of different question types looks like: But what concepts are tested? And why should you care? Almost as predictable as the question types are the grammar rules that SAT Writing will test you on. SAT Writing heavily favors a few main grammar rules,and lightly touches on a multitude of others. Why should this matter to you? This means that especially if you are aiming for a score in the 500 – 700 range, you shouldfocus your studying on the main grammar rules that are covered. In fact, many of the rules the SAT covers are so infrequently seen that there is a good chance that your testmay not cover them at all. I analyzed almost 700 SAT Writing questions from 14 official SAT tests, and wrote down the grammar concepts tested in each. For most SAT questions, the answer is fairly obvious if you know one main grammar rule. Occasionally, however, more than one rule is tested in the same question. In these circumstances, I counted the question for both grammar rules. And the winners are†¦ The overwhelming winner of the frequency test isverb tense and form.Using the correct form of the verb can mean quite a few different things, including whether or notverbs are used consistently throughout the sentence, knowing when to use gerunds and avoiding them when they are unnecessary, when to use the infinitive, when to use certain tenses, and when past participles are appropriate. These concepts make up over a whopping20% of the questionsin the Improving Sentences and Identifying Errors sections of the test. Not far behind in second place are questions dealing withcorrect use of pronouns.These questions make up12.5% of the questionsin Improving Sentences and Identifying Errors. These concepts include missing and ambiguous antecedents, pronoun case, and making sure that pronouns match their antecedents in number. We have a three-way tie for third place.Subject-Verb Agreement, Run-ons and Fragments,andParallel Structureeach weigh in at around9.5% of the questions asked. If you master these five concepts, you will have all the information you need toover 60% of the questions on SAT Writing. The full breakdown Here is the analysis of the most commonly-tested grammar concepts on SAT Writing, along with brief explanations of what each grammar rule means. #1: Correct Verb Tense and Form: 20.5% Verbs tenses are used consistently and correctly throughout the sentence Gerunds are only used when necessary Infinitives are used correctly Tenses of verbs are formed correctly Past participles are not confused with past tense Wordiness with gerunds To master this section, see our guide onhow verbs are used on SAT Writing. #2: Correct Pronouns and Antecedents: 12.5% Missing and ambiguous antecedents Correct use of singular and plural pronouns Pronoun case Pronoun-antecedent agreement â€Å"He or she† vs. â€Å"they† See our guides onpronoun caseandpronoun agreementto master these concepts. #3: Subject-Verb Agreement: 9.5% Matching singular subjects with singular verbs and plural subjects with plural verbs Sentences with verbs before subjects Sentences with non-essential clauses or prepositional phrases between subject and verb See thisguide to subject-verb agreement. #3: Parallel Structure: 9.5% Items in a list are phrased the same way Phrases connected by a conjunctionhave the same structure See ourguide to parallel structure on SAT Writingfor more on this topic. #3: Fragments and Run-ons: 9.5% Joining independent clauses incorrectly Missing subject and/or verb Recognizing non-essential or dependent clause vs. independent clause Correct use of semicolons and commas This guide breaks downhow to recognize and fix run-ons and fragments on SAT Writing. #6: Misplaced and Dangling Modifiers: 7% Descriptive phrases must be next to the word they describe See theguide to modifiers here. #7: Idioms, Preposition use, and Diction: 6% Knowing which preposition is idiomatically correct in a phrase Recognizing commonly-confused words This guide will teach youall about idioms on the SAT Writing, and here is a guide to diction and word choice. #8: Faulty Comparisons: 4% Comparing two unlike things See theguide to faulty comparisonshere. #10: Logical conjunction use: 3% Using conjunctions correctly according to their meaning: e.g., â€Å"but† for contrast, â€Å"and† for similarity, etc. See more about conjunctions in ourcomplete parts of speech guide. #10: Word pairs: 3% Properly completed word pairs, e.g.either†¦or, neither†¦nor, not only†¦but also, between†¦and, just as†¦so #10: Adjective vs. Adverb: 3% Using adjectives to describe nouns, and adverbs to describe adjectives, verbs, and adverbs See theguide to adjectives and adverbs on SAT Writing here. The above concepts make up 87.5% of the questions on SAT Writing. What about that other 12.5%? In addition to the above, master the following topics if youare aiming for an 800 on SAT Writing.The following concepts each make upless than 2.5% of the questionson SAT Writing, and many of them will not appear on any given test. #: Active or Passive voice: 2.2% Using the active voice when possible to avoid wordiness Passive voice used to correct dangling modifier or in certain constructions #12: Correct relative pronouns: 2% See the guide to relative pronouns formore information #13: Noun agreement: 1.5% Match singular subjects with singular predicate nominatives, and plural subjects with plural predicate nominatives For example: John is a scientist. John and Maria are scientists. #14: Comparative vs. Superlative: 1% Comparative used for comparing two things, superlative used for three or more Correct formation of comparative and superlative #15: Redundancy: 0.8% Repeating the same information twice See theguide to redundancy here #16: Other: 5% These concepts are tested so infrequently that it would be pointless to give them their own category These questions are very unpredictable. They can include: â€Å"noun is because† structure, â€Å"the reason is that†, comma used between subject and verb, general awkwardness, and many more miscellaneous topics How can you use this information? You should use the information above to target your studying. The first step here is to understand what kind of SAT score you are aiming for in order to get into the colleges you are applying to. If you haven’t figured this out yet, take some time to do that first. For Low Scorers If you are currently getting a low score on the SAT Writing, you should use the list above as a checklist to master one grammar concept at a time. Start with Verb Tense and Form, and work your way down. Keep in mind that if you manage to completely master just the first 6 grammar concepts listed above (Verb Tense through Misplaced Modifiers), you will be able to answer close to 70% of the grammar questions on the test correctly. After you have reviewed these concepts, take a practice test. When you correct it, make sure you note what kind of questions you have missed. (Note: If you have The Official SAT Study Guide, you can use their online resource to find answers to the questions, or you can use the appendices in Erica Meltzer’s The Ultimate Guide to SAT Grammar to check which question types you are missing.) If you are missing questions based on the top 6 topics, go back and focus all of your study time on just those question types before moving on. If you want a mid-range score†¦ If you are aiming for a mid-level score (500 – 650), you should focus your attention on learning the grammar concepts that make up the top 87.5% of the questions and ignore the concepts that make up the trickier 12.5% of the test. If you get 87% of the questions correct on SAT Writing, and get a 7 or above on the essay, most curves will put you score in the 500 – 650 range. Take practice tests to check that you have mastered concepts #1 – 10. If you are able to answers those questions comfortably, move on to the more obscure topics. If you are aiming for a high score†¦ You will need to study all of the concepts listed above. The grammar concepts that appear infrequently, such as noun agreement and relative pronoun use, individually don’t count for much. However, enough mistakes in these areas could quickly add up to give you a lower score than you are aiming for. Once you have a good grasp on all of the concepts, you may want to add a bit of strategy to your game to make the test easier to conquer. You can do this by breaking down the test even further and understanding where you will see each type of question so that you know what to expect. Fortunately, I’ve done that work for you. Not All Question Types are Equal The above percentages correspond to the grammar concepts tested across all three question types on SAT Writing, taken as a whole. However, what if we were to break the test down by question type? Though most of the grammar concepts listed above will appear in all of the question types, there are a few grammar concepts that will only appear in certain question types. Others will heavily appear in a certain type of question. Let’s look at the Improving Sentences questions first. As you can see, there are a few concepts that make up a majority of the questions in Improving Sentences: Correct Verb Tense and Form (including gerund use) Sentence Fragments and Run-ons Parallel Structure Misplaced and Dangling Modifiers Correct Pronoun and Antecedent Use There are also some question types that will almost never appear on the Improving Sentences sections. They include: Adjectives vs. Adverbs Relative Pronoun Errors Noun Agreement Comparative vs. Superlative Now let’s look at Identifying Errors. Again, a few question types make up the majority here: Correct Verb Tense and Form Subject-Verb Agreement Correct Pronoun and Antecedent Use And the question types you will almost never see include: Sentence Fragments and Run-ons Active vs. Passive Redundancy Misplaced and Dangling Modifiers How can you use this information? You can use this knowledge of the test to help anticipate what grammar concepts you will see in each type of question. When you approach an Identifying Errors or Improving Sentences question, always look for the most common grammar mistakes first. For example, when you know that over 70% of the Improving Sentences questions will have one of the top five errors listed above, you will have a much better idea what kind of answers to look for, and it will also help you make more educated guesses. What about the Improving Paragraphs section? This sectiontests the same grammar rules as Improving Sentences. However, this section also tests several rules that don’t really fall into the grammar category. Instead, they are based on style and logic, and being able to understand how words and sentences work together in the context of a paragraph. This section will also occasionally test rhetorical strategy.This means that you may be asked what the purpose of a paragraph or sentence is. Here are the types of questions you will see on this section of the test: Sentence Revision (exactly like Improving Sentences): 33% Sentence insertion or deletion: 22% Using transitions: 15% Rhetorical strategy: % Information or word insertion: 7% Combining sentences: 7% Sentence order: 2% Paragraph division: 2% What does this mean for you? Keep in mind that Improving Paragraphs only make up 6 questions on every test. That means that even if you can’t figure out any of the style, logic, and rhetorical strategy questions, but ace the grammar, you will only be missing about 4 questions on the whole SAT Writing. Students aiming for a high score obviously will not want to write off four whole questions. However, if you are aiming for a lower score, you should use your study time wisely by focusing on the grammar concepts listed above instead of worrying about the extra question types that only appear in the Improving Paragraphs section. What about â€Å"No Error† and correct as is? On the Improving Sentences section, answer A is always the same as what’s given to you in the original sentence – meaning if you choose this, you are saying the sentence is correct as is. In Identifying Errors, answer E means there is no error. How often will you see these? Taken as a whole, you will see these answers about 15% of the time. You are slightly more likely to get a no error answer in Identifying Errors (19%) than in Improving Sentences (12.5%). So if you are completing one of these sections and you don’t have any of these answers, know you’ve gone wrong somewhere! Though somequestions don't containan error, they still test you on the above grammar concepts - byseeing if you can tell when they arebeing used correctly. We havea full article on the No Error answer here. What would the statistically perfect test look like? Now that we know everything about how the test breaks down by each question type and grammar concept, let’s see what a theoretically perfect test would look like. Of course, no real SAT would follow these figures exactly, but it’ll give you a decent idea of what to expect. Use this "Perfect Test" list to help guide your studying. After you take a practice test, take note of what kind of questions you have missed. Compare your notes to this list, and start off tackling your problem areas that appear highest up. Improving Sentences: 25 Questions Total 6 questions on Correct Verb Tense and Form 4 questions on Fragments and Run-ons 3 questions on Parallel Structure 3 questions on Misplaced and Dangling Modifiers 3 questions on Correct Pronouns and Antecedents 1 question on Subject-Verb Agreement 1 question on Logical Conjunctions 1 question on Faulty Comparisons 1 question on Correct Use of Active and Passive 1 question on Word Pairs 1 question on Miscellaneous Topics Identifying Errors: 18 Questions Total 4 questions on Correct Verb Tense and Form 3 questions on Correct Pronouns and Antecedents 3 questions on Subject-Verb Agreement 1 question on Idiom, Preposition Use, and Diction 1 question on Parallel Structure 1 question on Faulty Comparisons 1 question on Word Pairs 1 question on Adjectives vs. Adverbs 1 question on Noun Agreement 1 question on Comparative vs. Superlative 1 question on Miscellaneous Topics Improving Paragraphs: 6 Questions Total 2 questions on Sentence Revision (Improving Sentences) 1 question on Sentence Insertion or Deletion 1 question on Using Transitions 1 question on Rhetorical Strategy 1 question on either Combining Sentences OR Word or Information Insertion You would have about seven questions with the answer â€Å"No Error† or Correct As Is. What’s next? Now you knowexactly what is on SAT Writing.Use the above links to master each topic. All too much for you to handle? Never fear, there aresome schools out there who don’t care about SAT Writing at all! If you are aiming to improve a low grade, see our article onhow to score a 600 on SAT Writing. If you are aiming for an 800, you will need to master all of the above concepts, even the infrequently used ones. See our article on top tips forscoring an 800 on SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Megatherium Giant Sloth Facts and Figures

Megatherium Giant Sloth Facts and Figures Name: Megatherium (Greek for giant beast); pronounced meg-ah-THEE-ree-um Habitat: Woodlands of South America Historical Epoch: Pliocene-Modern (five million-10,000 years ago) Size and Weight: About 20 feet long and 2-3 tons Diet: Plants Distinguishing Characteristics: Large size; giant front claws; possible bipedal posture About Megatherium (the Giant Sloth) Megatherium is the poster genus for the giant megafauna mammals of the Pliocene and Pleistocene epochs: this prehistoric sloth was as big as an elephant, about 20 feet long from head to tail and weighing in the neighborhood of two to three tons. Fortunately, for its fellow mammals, the Giant Sloth was restricted to South America, which was cut off from the earths other continents during most of the Cenozoic Era and thus bred its own peculiar assortment of plus-sized fauna (a bit like the bizarre marsupials of modern-day Australia). When the central American isthmus formed, about three million years ago, populations of Megatherium migrated to North America, eventually spawning giant-sized relatives like Megalonyx - the fossils of which were described in the late 18th century by the future U.S. president Thomas Jefferson. Giant sloths like Megatherium led much different lifestyles than their modern relatives. Judging by its huge, sharp claws, which measured almost a foot long, paleontologists believe Megatherium spent most of its time rearing up on its hind legs and ripping the leaves off trees- but it may also have been an opportunistic carnivore, slashing, killing and eating its fellow, slow-moving South American herbivores.  In this regard, Megatherium is an interesting case study in convergent evolution: if you ignore its thick coat of fur, this mammal was anatomically very similar to the tall, pot-bellied, razor-clawed breed of dinosaurs known as therizinosaurs (the most imposing genus of which was the huge, feathered Therizinosaurus), which went extinct about 60 million years earlier. Megatherium itself went extinct shortly after the last Ice Age, about 10,000 years ago, most likely from a combination of habitat loss and hunting by early Homo sapiens. As you might expect, Megatherium captured the imagination of a public just beginning to come to terms with the concept of giant extinct animals (much less the theory of evolution, which wasnt formally proposed, by Charles Darwin, until the mid-19th century). The first identified specimen of the Giant Sloth was discovered in Argentina in 1788, and definitively pegged as a sloth a few years later by the French naturalist Georges Cuvier (who at first thought Megatherium used its claws to climb trees, and then decided it burrowed underground instead!) Subsequent specimens were discovered over the next few decades in various other South American countries, including Chile, Bolivia, and Brazil, and were some of the worlds best-known and best-loved prehistoric animals until the start of the golden age of dinosaurs.

Response and Analysis Essay Example | Topics and Well Written Essays - 250 words - 2

Response and Analysis - Essay Example The Capitol treats its citizens as slaves totally belonging to the machine of power, and in such circumstances human life is worth absolutely nothing. People can vanish, they can literally die on the TV screen and again nobody will be concerned. Totalitarian regimes are obsessed with the idea of possible revolution and overthrow that is why the Capitol aims to ensure its power by reminding people their place and their worth: â€Å"Taking the kids from our districts, forcing them to kill one another while we watch – this is the Capitol’s way of reminding us how totally we are at their mercy. How little chance we would stand of surviving another rebellion. Whatever words they use, the real message is clear. â€Å"Look how we take your children and sacrifice them and there’s nothing you can do. If you lift a finger, we will destroy every last one of you. Just as we did in District Thirteen.† (Collins) As I already mentioned, the primary aim of the Capitol is to constantly remind people that their lives are worth nothing for the authority and that they can â€Å"disappear† anytime. And creating Hunger Games is very effective tool in imposing fear, but broadcasting them on TV has more serious meaning. By doing this the Capitol shows people`s their own worst instinctive qualities - violence and lust for blood. And so it turns out that on the one hand citizens are scared to become victims of the Capitol`s power but on the other, when they manage to save their lives, they become animals in their desire to see someone else`s glamorized death on the screen. So literally they join the Capitol in its obsession with violence becoming decent representatives of regime. There is no possibility to tell what is real on the TV show and what is fake, even such things as love and friendship: â€Å"It’s messing with my mind too much, trying to keep straight when we’re supposedly friends and when we’re

Peer reviewed journal related to the key foods Article

Peer reviewed journal related to the key foods - Article Example Alternatively the starch and stew combination are redred and Tubman or moimoi mainly based on vegetable protein. Cassava is classified as a perennial plant that grows well under tropical climate, moist fertile and well-drained soils. A complete mature full grown plant reaches a height of about 2-4 meters. Under the cultivation fields, cut stem sections are planted like sugar canes each tube weighs one to several pounds depending upon the cultural type. A cassava is a gray-brown, rough woody textured skin, with a white color starch rich sweet-flavored meat that should be eaten only after cooking. Cassava is used to prepare different king of dishes which include Akple which is fermented cassava and corn dough, fufu which is a pounded cassava and Konkonte which is primarily dried peeled cassava powder. Cassava is the world third source of carbohydrates but a poor source of protein. Additionally, it has a nearly twice the calories than potatoes, in a 100g root it provides 160 calories, which comes from sucrose forming the bulk of the sugars in tubers. Cassava has very low fats and protein content than in cereals and pulses (Wagner, 2010) Young tender cassava leaves are a rich source of dietary, copper, magnesium and vitamin K which is vital in bone construction promoting Osteotrophic activity in the bones. It has medicinal value of treating Alzheimer’s disease patients by limiting neuronal damages in the brain. Fufu is prepared by boiling the peeled cassava and pounding into a dough-like consistency and later served with a soup. Cassava is a rich source of carbohydrates which acts as fuel for energy; bodies require energy for their functionality and day to day activity. Cassava being a fiber food, it reduces the risk of heart diseases and cancer also helps in diabetic and constipation reduction. In conduction, since it is a source of saponins, it helps reduce cholesterol levels and reduce acidic levels in the body