What Is the PSAT 10 Complete Guide

What Is the PSAT 10 Complete Guide SAT / ACT Prep Online Guides and Tips Most high school students have heard of the PSAT NMSQT- aka the practice SAT that doubles as a qualifying exam for the National Merit competition. Fewer have heard of the PSAT 10, which is a version of the PSAT designed specifically for sophomores. What exactly is the PSAT 10, and why should you consider taking it? Learn all about it here. What Is the PSAT 10? The PSAT 10 is a practice SAT exam that debuted in the 2015-16 school year. It is aligned to the SAT,meaning it has similar question types and the same Reading, Writing, and Math sections. Its scores are based ona total scale of 320-1520. Unlike the SAT, which is designed for juniors and seniors, the PSAT 10 is designed specifically for sophomores in high school. As a result, its questions are not as difficult as those on the SAT. It's essential to know that the PSAT 10 is the same test as the PSAT/NMSQT, which is designed for both sophomores and juniors.In other words, all questions, sections, and time limits are the same for these two tests. So why do these exams have different names then? Here are the two major differences between the PSAT 10 and PSAT/NMSQT: The PSAT 10 is offered at a different time than the PSAT/NMSQT is: While the PSAT 10 is offeredonce a year to sophomores in the spring, the PSAT/NMSQT is offered once a year in the fall.School districts can choose when to administer the PSAT 10. This year, it must be between February 25 and March 29, 2019, or April 1 and April 26, 2019. The PSAT 10 doesnotqualify you for National Merit as the PSAT/NMSQT does: Even if you get a really highscore on it, don't expect to win any scholarships or awards. It's just an SAT practice test- that's it! What Is the PSAT/NMSQT? As stated above, the PSAT NMSQT is, content-wise, the same test as the PSAT 10. Like the PSAT 10, the PSAT/NMSQT is a practice SAT exam and is thus highly similar to the SAT.However, since the PSAT NMSQT is designed specifically for sophomores and juniors in high school, it's not nearly as difficult as the SAT is. We’ll explore the different difficulty levels in detail below. The PSAT NMSQT can qualify you for the National Merit competition but only ifyou take it as a junior and get a high enough scoreon it. While sophomores may take this test, too, they're not eligible for National Merit, no matter how high their scores might be. Finally,the PSAT NMSQT is offered only in the fall, typically in October. This year, the test will be held on Wednesday, October 10, 2018; there will also be a Saturday option on October 13, and an alternate date on Wednesday, October 24. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Timing and Scoring of the PSAT 10 The PSAT 10 is two hours and 45 minutes long, the same length as the PSAT NMSQT. Here are the details of each test section: PSAT Section Total Time # of Questions Reading 60 minutes 47 Writing and Language 35 minutes 44 Math 70 minutes 48 Even though there are more Reading and Writing questions than there are Math questions, Math is worth half your total score,between 160 and 760 points. Reading and Writing are combined to give you a single Evidence-Based Reading and Writing (EBRW) section score, also between 160 and 760 points. Therefore, the PSAT 10 is scored between 320 and 1520 (160–760 each for Math and EBRW). Score scale for the SAT, PSAT NMSQT, PSAT 10, and PSAT 8/9, via the College Board. This puts the PSAT 10 and the PSAT/NMSQT on a similar scale as the SAT, which is scored between 400 and 1600 (200 and 800 for Math and EBRW, respectively). The idea behind these similar scoring systems is that the PSAT can be used to predict your score on the SAT; however, it can't predict an exact score since the SAT is a more difficult test. This is why the scoring scales don’t match up exactly. What Does the PSAT 10 Test? The content and format of the PSAT 10 is identical to that of the PSAT/NMSQT and very similar to that of the SAT. The only major difference is that the PSAT 10 is shorter than the SAT is, and its questions do not get as difficult since they're designed for students at the sophomore level. Fortunately, the College Board offers specific guidelines as to how the PSAT differs from the SAT, primarily in terms of difficulty and content.We will summarize this information by section to give you an idea of what to expect on the PSAT 10. PSAT 10 Reading Section All questions in the PSAT 10 Reading section are multiple choice and based on passages.You'll have 60 minutes to answer 47 questions. Read below for more on what the passages are like and how difficult the questions are. What Are the Passages Like? The Reading section passages are drawn from American and world literature, history/social studies articles, and science articles. You'll get four passages and a set of paired passages for which you'll be asked to compare them. Some passages include informational graphics, such as charts, graphs, and tables, and it’s your job to be able to break those down and interpret them accurately. In other words, the Reading section goes beyond your basic "read the passage, answer the questions" standardized test. According to the College Board's comparison of the PSAT and SAT Reading tests, both sections cover text levelsfrom 9th grade to 10th grade,as well as some postsecondary, or college-level, texts.In addition, the difficulty of the graphical representations are deemed "somewhat challenging to challenging" for both the PSAT and SAT. So what does all of this mean? While the difficulty of Reading passages are generally the same for both tests,the total number of words in these passages differs. The SAT contains 3,250 words total in its passages, whereas the PSAT contains just 3,000 words total. What Are the Questions Like? Both the SAT and PSAT emphasize the following skills, or subscores, in their Reading sections: Analysis in history/social studies passages Analysis in science passages Interpretation of words in context Command of evidence Analysis of history/social studies and analysis of science mean that you'll have to analyze patterns in the writing and choose answers explaining how and why certain phenomena are true. Interpretation of words in context means that you'll be asked to define a word’s meaning given its context in the passage.Note that you won’t be asked obscure vocab questions. Finally, command of evidence tests your ability to identify parts or words in a passage that support or give evidence for specific claims, conclusions, and/or interpretations. Take a look at theofficial PSAT example question below to get an idea of what a PSAT 10 Reading question looks like. Notice how the emphasis is on what the sentence means in the context of the passage (not shown): PSAT 10 Writing Section For the PSAT 10 Writing section, you will also be working with passages. But for these questions, you'll be put in the role of an editor who is improving a passage. Like the PSAT 10 Reading section, all questions are multiple choice.You'll have 35 minutes to answer 44 questions. What Are the Passages Like? Passages on the PSAT 10 Writing section are either arguments, informative/explanatory texts or nonfiction narratives. They address topics related to careers, history/social studies, science, and the humanities. Some passages come with informational graphics, such as charts, graphs, and tables. Passages are long and require you to answer questions about the whole passage’s organization and meaning. However,there is also more fine-grained editing. For example, you might have to determine the correct placement of a comma in part of a sentence. The texts vary in complexity, from those found in high school classes to college-level. Again, the PSAT 10 covers a very similar variety of texts as those on the SAT Writing section. What Are the Questions Like? Just like on the Reading section, the Writing questions will emphasize the following four subscores: Analysis in history/social studies passages Analysis in science passages Interpretation of words in context Command of evidence Moreover, two other subscores calledexpression of ideas (i.e., topic development, organization, and rhetorical effectiveness) and standard English conventions will be tested. What these mean is that in addition to analyzing passages’ meanings, you'll also have to correct their content on a technical level. Check out the two official sample PSAT Writing questions below: PSAT 10 Math Section For the PSAT Math section, you'll get 70 minutes to answer 48 questions.Most questions will be multiple choice, but there are some student-produced (grid-in) responses;these account for about 17% of Math questions. Like the SAT Math section, the PSAT Math section is divided into two parts: a No Calculator Math Test, for which use of a calculator is not permitted, and a Calculator Math Test, for which use of a calculator is permitted. Note that you will get grid-ins on each subsection. Here is a brief overview of each Math subsection: PSAT 10 Math Subsection Total Time # of Questions No Calculator 25 minutes 17 Calculator 45 minutes 31 The emphasis in the Math section is on problem solving, modeling, using appropriate tools strategically, and recognizing and using algebraic structures. In practice, this means more story/situation problems than the old SAT/PSAT had. Pre-algebra, algebra, geometry, basic statistics, and trigonometry are all tested on the SAT. As the College Board notes,the PSAT 10 generally contains fewer advanced algebra, geometry, and trig questions.That said, you can still expect a pretty thorough test of pre-algebra, basic algebra, and basic statistics. Below are two official PSAT Math questions. The first is from the No Calculator subsection, and the second is from the Calculator subsection: Should You Take the PSAT 10 or the PSAT NMSQT? Now that you understand what the similarities and differences are between the PSAT 10 and PSAT NMSQT, which test should you take? Below, we give you a few key tips to help you decide whether to take the PSAT 10 or the PSAT NMSQT: As a junior, you should definitely take the PSAT/NMSQT.Doing this will give you a shot to qualify for the National Merit competition should you score high enough for it; you'll also get the most rigorous practice for the SAT. As a sophomore, you can take either test, depending on your goals.However, if you have your heart set on getting a National Merit Scholarship, then it's best to take the PSAT/NMSQT as a sophomore (possibly in addition to the PSAT 10 if you want even more practice). Though you can’t qualify for National Merit as a 10th grader, youcan get in some helpful practice and learn exactly how difficult the exam is. You’ll also start more rigorous SAT practice early. If you’re a freshman or younger, consider taking the PSAT 8/9- yet another version of the PSAT specifically designed for older middle school students in (you guessed it!) the eighth and ninth grades. The PSAT 8/9 will introduce you to SAT-type questions without overwhelming you with difficult content. What’s Next? Get a complete guide to the SATandthe PSATso you can understand how to prep for these two important tests and what you'll need to know to do well on them. Not sure exactly when you should aim to take the SAT? Get an answer to that question here. What exactly is National Merit? Learn more about the program here and then get tips onhow to win the scholarship. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Change Management and Management Styles Assignment

Change Management and Management Styles - Assignment Example In terms of ethics in research and ensuring that information is accurately conveyed within the publication process, this is an essential aspect of ensuring that all individuals involved feel as if the process has spoken directly to the needs of each and every stakeholder; not necessarily a given group to any larger extent as compared to another. Researchers, scholars, and authors have long understood that the guidelines and procedures with respect to the way in which information is represented allow stakeholders to approach such information from a variety of different standpoints. In such a way, the mechanisms through which understanding can be provided are multiplied; allowing a situation in which an approach to the research or an understanding of available information can be determined from an alternative point of view - perhaps even one that the authors or researcher did not initially intent. Not only does this help with the creation of further bodies of knowledge, it also ensures that ethical standards are met and that stakeholders from varying positions are able to utilize the available information and draw inference upon it. Likewise, in terms of assisting overall credibility, it is without question that the process of ethical consideration and the impact of the way in which information is viewed, and by whom, greatly maximizes the overall level of credibility that any particular publication or scholarship might otherwise achieved. For instance, with respect to the process of writing a university paper, something that is nothing more than practice for the way in which information is revealed and produced in the professional world, the student must be continually aware of the way in which information is represented and the potential for discriminatory bias or other harmful miscomprehensions being present within the publication. Just as college professors are

ARTICLE REFLECTION Essay Example | Topics and Well Written Essays - 500 words

ARTICLE REFLECTION - Essay Example One of the biggest hindering factors to poor decision-making Mauboussin points out is overconfidence. People make poor decisions because they tend to think they are above-average; are optimistic; and have the illusion of having control over the situation. The experience and training people gain over the years influence their perceptions which inevitably lead to poor judgments and predictions. Another, major factor which influences decision-makers is the perception of the outside world. When decision-makers are confused by their internal information, they turn towards the outside world to gauge how others have dealt with similar problems. People try to find trends and events to base their own decisions on. Sometimes this is effective but at other times miscalculation can occur due to wrong interpretation of data, information bias and sometimes simply because trends do not account for ad hoc situations. Nevertheless, this outside view, according to Mauboussin is a more realistic approach because it gives a "reality check" to decision-makers. It offers decision-makers the opportunity to evaluate and contemplate which is an important in decision-making. However, I am of the view that decision-making is a combination of both internal and external knowledge. One cannot negate the fact that internal knowledge, ones professional experience and learned processes are also critical for decision-making. Mauboussin seems to have leaned on external factors more as opposed to internal factors for effective decision, a bias in my view. If all decision-makers start to rely exclusively on external information and trends, then it would be difficult to make instantaneous decisions in the field such as in the case of doctors, paramedics, firefighters and other life-saving professionals. Furthermore, I feel that Mauboussin has overly relied on his financial background in writing

Ethics of Drone Strikes

Ethics of Drone Strikes Judah Wiesner Joan Fisher Above the law: Murder without consequence As stated in the 10 commandments, Thou shalt not kill. A clear statement, yet if necessary we kill without thought, but mostly for self-defense; but if, for example, you killed an innocent civilian, you would spend 15 years to life in prison. If thousands of people are getting locked up every day for murder, why shouldnt the government? Our government has been using drones to indirectly bomb foreign locals since 2001, resulting in staggering amounts of casualties over the years. The United States of America should stop drone strikes abroad because it kills a drastic number of foreign citizens and traumatizes local populations; it is secretive, lacks adequate legal oversight, and it targets men and women who may not even be enemy combatants or terrorists. Unmanned aerial vehicles(UAVs), commonly referred to as drones, are remotely-controlled aircrafts which are loaded with bombs and missiles for various missions involving the CIA. Beginning with the World Trade Center attacks of September 11, 2001, along with the succeeding War on Terror, the U.S. has been using drones to take out suspected terrorists in Afghanistan, Pakistan, Somalia, Yemen, and some other countries. A campaign of drone strikes calculated to take out certain high-value enemies, a project called Operation Haymaker, had, throughout a five-month time period that ended the February of 2013, resulted in no more than 35 jackpots, a term used to signal the neutralization of a specific targeted individual, while more than 200 people were declared EKIA enemy killed in action' (Zenko). The Pakistan government has even released estimates of deaths in specific drone strikes. From January 13, 2006, to October 24, 2009, it is stated that out of 746 deaths from drone strikes, 147 a re clearly casualties, with 94 being children (Woods). That means that the U.S. government would have to serve up to 220 years in prison for manslaughter under normal circumstances; but, I suppose when you are the law, you choose your own consequences. Per Clive Stafford Smith, attorney at law and founder of the organization Reprieve, an entire region is being terrorized by the constant threat of death from the skies. Their way of life is collapsing: kids are too terrified to go to school, adults are afraid to attend weddings, funerals, business meetings, or anything that involves gathering in groups. If you are wondering how this is legal, dont ask the government. The U.S. has been bombing innocent civilians for far too long with far too few punishments, and we can no longer justify it. The use of pilotless aircrafts for surveillance and targeted killings by the United States has quickly become a very controversial human rights issue; especially since the CIA has kept all the information as private as possible. The fact that the government is getting away with these irresponsible and reckless actions every year is astonishing. But casualties arent the only thing keeping these bombings from being successful. Another large problem is that these strikes are secretive and lack legal oversight, which leads to us not being able to hold our leaders liable. The CIA has yet to officially acknowledge its drone programs anywhere in the world, let alone describe the rules and procedures for compliance with US and international law (Amnesty International). Drones are used in places where war is not openly stated or permitted by Congress, which lets our nations leaders have virtually limitless power over undisclosed wars all around the world. Sadly, with the government controlling nearly everything, theres not a lot that has been done to stop drone strikes, or even slow them down. Although there have been some small things here and there, the largest and most common defense is petitions. Unfortunately, these petitions havent done a lot. Although it may sound farfetched, congress should think about taking away the 2001 Authorization for Use of Military Force (AUMF). The Obama administrations domestic legal justification for most drone strikes relies on the AUMF, which it interprets to authorize the use of force not only against those individuals and organizations with some real connection to the 9/11 attacks, but also against all associates of al Qaeda. (Brooks). This vastly pliable elucidation of the AUMF has lowered the point for the U.S. to start using force. Taking away the AUMF would not deny our president the capability of using force when necessary, to prevent or respond to a serious attack on our country, the presi dent would retain his existing power as commander in chief and chief executive, to protect our nation when needed; Nonetheless, taking away the 2001 AUMF would certainly minimize the frequency in which our president needs to resort to targeted killings. Saying to stop drone strikes completely would be rather farfetched, as there are benefits from them. Drone strikes help to create a much safer experience for our soldiers by taking them from the battlefield; Instead of boots on the ground combat, we can keep certain soldiers on U.S. soil, piloting drones out of allied territory. The Taliban, Al-Qaeda, and their partners often work in unforgiving, distant locations where sending out teams of special forces to locate and apprehend terrorists would be exceptionally dangerous, and drones keep us from doing so. Although this operation is a life saver, it is also a life taker. Indeed, the United States does warrant the use for drone strikes; but if you look at the facts or even talk to the locals in the countries receiving these strikes, it is apparent that the U.S. is being negligent, irresponsible and paying no attention to the thousands of casualties in the process. The United States of America should stop drone strikes abroad because it kills a drastic amount of pedestrians and traumatizes local populations; it is secretive, lacks adequate legal oversight, and it targets men and women who may not even be enemy combatants or terrorists. Work cited Zenko, Micah. The Intercepts Drone Papers Revelations Mandate a Congressional Investigation. Foreign Policy. October 15, 2015. February 25, 2017, web. Woods, Chris. Get the data. The Pakistan governments secret document. The Bureau ofInvestigative Journalism. July 22, 2013. February 27, 2017, web. Will I be Next?' Amnesty International. October 22, 2013. March 5, 2017, web. Brooks, Rosa. 10 Ways to Fix the Drone War. Foreign Policy. April 11, 2013. March 9, 2017,  web.

The Three Tier Essay

The five-paragraph essay is a form of written argument. It is a common requisite in assignments in American schools. The format requires an essay to have five paragraphs: one introductory paragraph, three body paragraphs with support and development, and one concluding paragraph. Because of this structure, it is also known as a hamburger essay, one three one or a three tier essay. The introduction serves to inform the reader of the basic premises, and then to state your thesis, or central idea. When a thesis essay is applied to this format, the first paragraph typically consists of a narrative hook, followed by a sentence that introduces the general theme, then another sentence narrowing the focus of the one previous. (If the author is using this format for a text-based thesis, then a sentence quoting the text, supporting the essay-writer's claim, would typically go here, along with the name of the text and the name of the author. Example: â€Å"In the book Night, Elie Wiesel says†¦ â€Å"). After this, the author narrows the discussion of the topic by stating or identifying a problem. Often, an organizational sentence is used here to describe the layout of the paper. Finally, the last sentence of the first paragraph of such an essay would state the thesis the author is trying to prove. The thesis is often linked to a â€Å"road map† for the essay, which is basically an embedded outline stating precisely what the three body paragraphs will address and giving the items in the order of the presentation. Not to be confused with an organizational sentence, a thesis merely states â€Å"The book Night follows Elie Wiesel's journey from innocence to experience,† while an organizational sentence directly states the structure and order of the essay.

Answer Key for Lewis and Clark Reloaded - 3735 Words

ANSWER KEY for â€Å"Lewis and Clark Reloaded: The 3,041-Mile Bike Trail† by Mary Rose Grant School for Professional Studies Saint Louis University Part I—The Adventure Begins †¦ and Comes to a Screaming Halt 1. What body systems are primarily affected and what physiological changes would you expect Joe and Frank to experience during such rigorous exercise? You may list, as students report out, the physiological changes to the respiratory, cardiovascular, neuromuscular, and urinary systems expected during strenuous exercise and as noted in the case of the cyclist, Joe. Students will respond with answers suggesting increases in heart rate, respiration, sweating and muscle fatigue, as well as muscle soreness as normal. However, in†¦show more content†¦3. What additional information or tests would you request? Considering a diagnosis of dehydration, along with the fact that Joe seems to be consuming a lot of caffeine, a diuretic that causes fluid loss, the student may suggest testing Na, Ca, and other electrolyte levels in the blood, as well as levels of caffeine or other metabolites in the blood and urine. This latter information may help the student determine or at least estimate Joe’s caffeine intake. The student can begin to research and accumulate knowledge about dehydration as well as the effects of caffeine in the body. New knowledge about caffeine’s role in possibly interfering with iron absorption and decreasing insulin levels may lead the student to consider additional tests for iron and blood insulin levels. The student may also come to the conclusion that such tests may not be needed, necessary or specific to caffeine intake. To further explain Joe’s rapid heart rate, the student may request an electrocardiogram to investigate any presenting heart arrhythmias. Part III—A Dangerous Detour 1. Weeding out misinformation and piecing together the many facts presented, what is your diagnosis of Joe’s condition? Joe is suffering from caffeine intoxication and is also dehydrated. 2. What signs, symptoms, risk factors, and conditions lead to thisShow MoreRelatedSolution Manual, Test Bank and Instructor Manuals34836 Words   |  140 PagesIntroduction to Mechanical Engineering, 3rd Edition _ Jonathan Wickert, Kemper Lewis (SM) An Introduction to Physical Science, 13th Edition _James T. Shipman, Jerry D. Wilson, Charles A. Higgins, Jr (IM+TB+IM for Lab Manual) An Introduction to Programming With C++, 6th Edition_Diane Zak (Solution files+Answer to Review Questions+IM) An Invitation to Social Research How Its Done, 4th Edition _ Emily Stier Adler, Roger Clark (IM) An Object-Oriented Approach to Programming Logic and Design, 3rd Edition_JoyceRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pagesof prosperity and profitability, has been widely emphasized as a continuing key to this economic strength. It has been discussed quite properly in terms of the rapid growth of technology, particularly information technology. However, in these times when the fast devour the slow, productivity also particularly relates to the significance of the ways in which a company can maintain its fundamental business innovation as a key to its competitive 6 Feigenbaum−Feigenbaum: The Power of Management

Interesting Quotes From Novel Alas, Babylon

Pat Franks classic novel Alas, Babylon  is filled with provocative quotes. Published in  1959, the book  takes place in Florida and is  centered around the Braggs. One of the first novels of the nuclear age, Alas, Babylon has a distinctly  post-apocalyptic bent. With this roundup of quotes, categorized by chapter, familiarize yourself with the prose that made this novel so unique.   Chapters 1-2 Urgent you meet me at Base Ops McCoy noon today. Helen and children flying to Orlando tonight. Alas Babylon. (Ch. 1)Standing afar off for the fear of her torment, saying, Alas, alas, that great city Babylon, that mighty city! For in one hour is thy judgment come. (Ch. 2)Sure. Time-on-target. You dont fire everything at the same instant. You shoot it so it all arrives on target at the same instant.  (Ch. 2) Chapters 4-5 Peewee may be a mouse aboard ship, but hes a tiger in a Tiger. If I sent him up with orders to shoot down the moon, hed try. (Ch. 4)So here comes our local Paul Revere, he greeted Randy. What are you trying to do, frighten my wife and daughter to death?  (Ch. 4)Ben Franklin, staring to the south, said, I dont see any mushroom cloud. Dont they always have a mushroom cloud?  (Ch. 5)Edgar hesitated. To refuse to cash government savings bonds was fiduciary sacrilege so awful that the possibility never before had entered his head. Yet here he was, faced with it. No, he decided, we dont cash any bonds. Tell those individuals that we wont cash any bonds until we find out where the government stands, or if.  (Ch. 5) Chapters 6-9 As Chief Executive of the United States, and Commander in Chief of the Armed Forces, I hereby declare a state of unlimited national emergency until such time as new elections are held, and Congress reconvenes. (Ch. 6)Whos winning? Nobodys winning. Cities are dying and ships are sinking and aircraft is going in, but nobodys winning.  (Ch. 6)In four months, Randy said, weve regressed four thousand years. More, maybe. Four thousand years ago the Egyptians and Chinese were more civilized than Pistolville is right now. Not only Pistolville. Think what must be going on in those parts of the country where they dont even have fruit and pecans and catfish.  (Ch. 8)I think most of us sensed this truth, but we could not accept it. You see, no matter how well we understood the truth it was necessary that the Kremlin understand it too. It takes two to make a peace but only one to make a war. So all we could do, while vowing not to strike first, was line up our lead soldiers. (Ch. 9)It was a w olf, Randy said. It wasnt a dog any longer. In times like these dogs can turn into wolves. You did just right, Ben. Here, take back your gun. (Ch. 9) Chapters 10-13 No. A company under martial law. So far as I know Im the only active Army Reserve officer in town so I guess its up to me.  (Ch. 10)The end of the corn and exhaustion of the citrus crop had been inevitable. Armadillos in the yams was bad luck, but bearable. But without fish and salt their survival was in doubt. (Ch. 12)Ben Franklin was credited with discovering a new source of food, and was a hero. Peyton was only a girl, fit for sewing, pot washing, and making beds.  (Ch. 12)It was proof that the government of the United States still functioned. It was also useful as toilet paper. Next day, ten leaflets would buy an egg, and fifty a chicken. It was paper, and it was money. (Ch. 13)We won it. We really clobbered em! Harts eyes lowered and his arms drooped. He said, Not that it matters. (Ch. 13)