Dunkirk Evacuation in World War II

Dunkirk Evacuation in World War II Conflict The battle and evacuation of Dunkirk occurred during World War II. Dates Lord Gort made the decision to evacuate on May 25, 1940, and the last troops departed France on June 4. Armies Commanders: Allies General Lord GortGeneral Maxime Weygandapprox. 400,000 men Nazi Germany General Gerd von RundstedtGeneral Ewald von Kleistapprox. 800,000 men Background In the years prior to World War II, the French government invested heavily in series of fortifications along the German border known as the Maginot Line. It was thought that this would force any future German aggression north into Belgium where it could be defeated by the French Army while sparing French territory from the ravages of war. Between the end of the Maginot Line and where the French high command expected to meet the enemy lay the thick forest of the Ardennes.  Due to the difficulties of the terrain, French commanders in the early days of World War II did not believe that the Germans could move in force through the Ardennes and as a result, it was only lightly defended. As the Germans refined their plans for invading France, General Erich von Manstein successfully advocated for an armored thrust through the Ardennes. This attack he argued would take the enemy by surprise and allow for a rapid movement to the coast which would isolate Allied forces in Belgium and Flanders . On the night of May 9, 1940, German forces attacked into the Low Countries. Moving to their aid, French troops and the British Expeditionary Force (BEF) were unable to prevent their fall. On May 14, German panzers tore through the Ardennes and began driving to the English Channel. Despite their best efforts, the BEF, Belgian, and French forces were unable to halt the German advance. This occurred even though the French Army had fully committed its strategic reserves to the fight. Six days later, German forces reached the coast, effectively cutting off the BEF as well as a large number of Allied troops. Turning north, German forces sought to capture the Channel ports before the Allies could evacuate. With the Germans at the coast,  Prime Minister Winston Churchill and Vice Admiral Bertram Ramsay  met at Dover Castle to begin planning the evacuation of the BEF from the Continent. BEF responding aerial attack. Fox Photos/Getty Images Traveling to Army Group As headquarters at Charleville on May 24, Hitler urged its commander, General Gerd von Rundstedt, to press the attack. Assessing the situation, von Rundstedt advocated holding his armor west and south of Dunkirk, as the marshy terrain was unsuitable for armored operations and many units were worn down from advance west. Instead, von Rundstedt suggested using the infantry of Army Group B to finish off the BEF. This approach was agreed upon and it was decided that Army Group B would attack with strong aerial support from the Luftwaffe. This pause on the part of the Germans gave the Allies valuable time to construct defenses around the remaining Channel ports. The following day, the commander of the BEF, General Lord Gort, with the situation continuing to deteriorate, made the decision to evacuate from northern France. Planning the Evacuation Withdrawing, the BEF, with support from French and Belgian troops, established a perimeter around the port of Dunkirk. This location was chosen as the town was surrounded by marshes and possessed large sand beaches on which troops could gather prior to departure. Designated Operation Dynamo, the evacuation was to be carried out by a fleet of destroyers and merchant ships. Supplementing these ships, were over 700 little ships which largely consisted of fishing boats, pleasure craft, and smaller commercial vessels. To execute the evacuation, Ramsay and his staff marked out three routes for vessels to use between Dunkirk and Dover.  The shortest of these, Route Z, was 39 miles and was open to fire from German batteries.   In planning, it was hoped that 45,000 men could be rescued over two days, as it was expected that German interference would force the end of the operation after forty-eight hours. As the fleet began to arrive at Dunkirk, the soldiers commenced preparing for the voyage. Due to time and space concerns, almost all heavy equipment had to be abandoned.  As German air attacks worsened, the towns harbor facilities were destroyed.  As a result, departing troops boarded ships directly from the harbors moles (breakwaters) while others were forced to wade out to waiting boats off the beach. Commencing on May 27, Operation Dynamo rescued 7,669 men on the first day and 17,804 on the second. Escape Across the Channel British and French troops awaiting for evacuation. German forces were rapidly advancing and retreat to Britain was the only option. Historical/Getty Images   The operation continued as the perimeter around the port began to shrink and as the Supermarine Spitfires and Hawker Hurricanes of Air Vice Marshal Keith Parks No. 11 Group from the Royal Air Forces Fighter Command battled to keep German aircraft away from the embarkation areas. Hitting its stride, the evacuation effort began to peak as 47,310 men were rescued on May 29, followed by 120,927 over the next two days. This occurred despite a heavy Luftwaffe attack on the evening of the 29th and the reduction of the Dunkirk pocket to a five-kilometer strip on the 31st.  By this time, all BEF forces were within the defensive perimeter as was over half of the French First Army. Among those to leave on May 31 was Lord Gort who gave command of the British rearguard to Major General Harold Alexander. On June 1, 64,229 were taken off, with the British rearguard departing the next day. With German air attacks intensifying, daylight operations were ended and the evacuation ships were limited to running at night. Between June 3 and 4, an additional 52,921 Allied troops were rescued from the beaches. With the Germans only three miles from the harbor, the final Allied ship, the destroyer HMS Shikari, departed at 3:40 AM on June 4. The two French divisions left defending the perimeter were ultimately forced to surrender. Aftermath Troops of the British Expeditionary Force are greeted as they arrive home.   Hulton Deutsch/Getty Images   All told, 332,226 men were rescued from Dunkirk. Deemed a stunning success, Churchill cautiously advised â€Å"We must be very careful not to assign to this deliverance the attributes of a victory. Wars are not won by evacuations. During the operation, the British losses included 68,111 killed, wounded, and captured, as well as 243 ships (including 6 destroyers), 106 aircraft, 2,472 field guns, 63,879 vehicles, and 500,000 tons of supplies. Despite the heavy losses, the evacuation preserved the core of the British Army and made it available for the immediate defense of Britain. In addition, significant numbers of French, Dutch, Belgian, and Polish troops were rescued.

The Pros and Cons of Teaching in Block Schedules

The Pros and Cons of Teaching in Block Schedules Education is full of ideas like year-round schooling, vouchers, and block scheduling, so its important for administrators and educators to look at the pros and cons of an idea before implementing it. Strategies for one popular idea, block schedules, can  help make the transition easier and more effective. In block scheduling- unlike a traditional school day that typically has six 50-minute classes- the school might schedule two traditional days a week, with six 50-minute classes, and three nontraditional days, with only four classes that meet for 80 minutes each. Another type of block schedule that many schools use is called the 4X4 schedule, where students take four classes instead of six each quarter. Each yearlong class only meets for one semester. Each semester class only meets for a quarter. There are pros and cons to block schedules compared to traditional school scheduling. Block Scheduling Pros In block scheduling, a teacher sees fewer students during the day, thereby giving him or her the ability to spend more time with each one. Because of the increased span of teaching time, longer cooperative learning activities can be completed in one class period. There is more time for labs in science classes. Students also have less information to deal with during each school day, but over the course of a semester or quarter, they can delve more deeply into the curriculum of four classes, instead of six. Because of the decreased number of classes, students also have less homework on any given day. The teacher is able to provide more varied instruction during class, and he may find it easier to deal with students with disabilities and different learning styles. Planning periods are longer, allowing educators to spend more time preparing for classes and doing the administrative work required for teaching, such as grading, contacting parents, and meeting with fellow teachers. Block Scheduling Cons In a block schedule, teachers typically only see students four times a week- such as Monday, Tuesday, Thursday, and Friday- which means that students lose continuity on the days they dont see a given teacher. If a student misses a day under the block schedule, he is actually missing the equivalent of nearly two days compared to the traditional 50-minute-class schedule. No matter how well planned, on many days, the teacher can end up with 10 to 15 minutes of extra time, where students often begin their homework. When all of this time is added up at the end of the semester, the teacher covers less information and curriculum. In the 4X4 schedule, the teacher has to cover all of the required information in one quarter. In an economics class at a typical high school, for example, if the quarter happens to be during football season and while homecoming is occurring, the teacher can lose valuable class time due to interruptions. In the 4X4 schedule, it is especially difficult to cover the necessary material for Advanced Placement courses in the time allotted. To compensate, many schools have to extend United States history so that it is a two-part course and lasts the entire year in order for the teacher to cover all of the required material. Strategies for Teaching Under the Block Schedule When used in the proper setting with the right students and a well-prepared teacher, block scheduling can be very useful. However, schools need to keep a close eye on such things as test scores and discipline problems to see if the schedule has any noticeable effect. In the end, it is important to remember that good teachers are just that; regardless of what schedule they teach under, they adapt. Though block schedule classes are longer than traditional class periods,  lecturing  for 80 minutes will likely cause any teacher to become hoarse over the course of a few days and possibly lose the attention of students, resulting in decreased learning.  Instead,  teachers should vary their instruction in a block schedule, using teaching techniques such as debates,  whole group discussions, role-plays, simulations, and other  cooperative learning activities. Other strategies for block schedule teaching include: Engaging Howard Gardners  multiple intelligences  and tapping into varying the learning modalities, such as kinesthetic,  visual, or  auditory. This can help a teacher keep up the interest and attention of students.Having two or three  mini-lessons  on hand to fill any extra time in case the lesson plan doesnt take the full block schedule period.Taking full advantage of the time allotted to institute projects that can be difficult to complete in shorter class periods.Doing a review of material from previous lessons. This is especially important in block schedule formats where students dont see the teacher every day. In a block schedule, a teacher need not feel he or she has to be the center of attention at all times during the class period. Giving students independent work and allowing them to work in groups are good strategies for these longer class periods. Block schedules can be very taxing on a teacher, and its important to use strategies to manage teacher burnout since educators are the glue that holds block schedules together.

Three Es of Sustainable Marketing Essay Example | Topics and Well Written Essays - 1000 words

Three Es of Sustainable Marketing - Essay Example This essay discusses that the company organizes its internal and external processes in a way that helps it to maintain value for its stakeholders. Internal process includes the management of resources and external process includes activities of the firm that is suitable for the environment. Stakeholder includes people which are directly or indirectly connected with the organization like owner, employees, shareholders and value chain partners etc. This method is known as Sustainable Marketing. Companies who want to establish and maintain its value and have clearly defined goals related to its activities and its effect not only on their economical condition but also on the people around and environment in which they operate. Importance of Sustainable Marketing can be understood by the company when they start realizing that they are dealing with finite resources, so they have some responsibilities towards its existing and potential stakeholders, and by focusing on fulfilling its respons ibilities they can gain benefit for short as well as long term. Thompson, explained the different methods or thoughts of sustainable marketing, any resource that is lacking can be a problem, as a valuable way of learning to perform, and problems related to moral values and integrity. Organizations’ marketing can become more sustainable by means of three important strategies, commonly known as three E’s. Following are the ‘E’s of sustainable marketing: ecology; economy and ethnology.... ether the requirements or necessity of its customer through all its aspects, similar to SMO that bring together the objectives and values for sustainability of the firm, and every decision they takes, is always based on its goals for sustainability. Burgerville - A Sustainable Organization Burgerville, a U.S.A based company with headquarter is in Tacoma, is a fast food chain and a good example to Sustainable Marketing. This company named Burgerville can be considered as a sustainable marketing company, their strategy of marketing is based on sustainable marketing, and this is the main factor to consider. This fast food restaurant's marketing strategy is based on the promise of development, contribution in the betterment of the location where they are placed, plus decreasing their negative environmental affects, as well as for profitability and growth of the corporation. Burgerville's main factor of attention is towards its value chain process, they try to deal with the producers clos ely to domestically source, to maximize efficiency (Needham 2009). Burgerville is trying to utilize wind power efficiently, and to recycle their waste to minimize wastage of their material. Their waste diversion program is a relevant example of Burgerville’s promise for sustainable activities. To manage the large amount of use less cooking oil produced in its store, Burgerville begin a biodiesel production and marketing program with collaborative work with a small local company which was at its start-up stage. Burgerville provides its every employee, safe atmosphere to work and healthcare which is afforded by them, in addition they also have started program to build and improve leadership skills, these all efforts is a part of their internal marketing program. Suggestion for the

Ultrasound examination of deep vein thrombosis during pregnancy Essay

Ultrasound examination of deep vein thrombosis during pregnancy - Essay Example Deep venous thrombosis was classically diagnosed by venography, which has its own problems in a pregnant patient. Recently with development of suitable technology, noninvasive methods such as plethysmography and specifically Doppler ultrasonography are being increasingly used to diagnose clinically silent deep venous thrombosis in pregnant individuals. The clinical criteria of deep venous thrombosis are rarely apparent in many cases, and some actual cases of DVT are termed as superficial phlebitis (Chan et al., 2002). Thus a diagnostic modality that can establish the diagnosis would be very necessary due to initiate management and prevent complications which may be detrimental to the fetus and life-threatening to the mother. Mortality rates of thromboembolism in pregnancy have been reported to be 15% in untreated patients and less than 1% in treated patients. This substantiates the grounds for establishing an early diagnosis and treatment based on that. It is quite evident that the r easons the patients remain untreated are ill-defined clinical manifestations, need for a very index of suspicion, lack of guideline regarding routine screening examinations for DVT in pregnant women, unavailability of a dependable and reliable noninvasive test, consequent failure to establish the diagnosis, and resultant failure to initiate treatment, all of which culminate into death of 15% pregnant women affected with DVT, much of which can be prevented with the use of a noninvasive and easy to use diagnostic imaging procedure (Ray and Chan, 1999). Early diagnosis and early intervention remain the clues to successful outcome specially in pregnant women since missing the diagnosis has potentially fatal implications. Over the top of that misdiagnoses have implications of potentially unnecessary risks of anticoagulation therapy such as teratogenic effects of drugs in the first trimester and the risk of fetal

Poverty and Humanity in I Had Seen Castles :: I Had Seen Castles

Walk through a door, and enter a new world. For John, raised in home resplendent with comfort and fine things, Ginny’s family’s apartment above the fruit market is a radically different environment than his own. Economic differences literally smack him in the face, as he enters the door and walks into towel hung to dry. â€Å"First lesson: how the poor do laundry† (Rylant 34). In this brief, potent scene, amidst â€Å"shirts, towels, underwear, pillowcases† hanging in a room strung with clotheslines, historical fiction finds crucial expression in the uncomfortable blush of a boy ready for a first date and unprepared for the world in which he finds himself. Rylant juxtaposes Ginny’s poor family, living on a salary that can only be secured within the harsh, unrelenting working conditions of an industrial mill, against John’s family who is oblivious to the fear of poverty or hunger. In this juxtaposition, contemporary issues of economic privilege and workers rights influence the budding war-time romance of John and Ginny, and to us, the audience, peering in at them. By gradually magnifying John’s discomfort in entering Ginny’s â€Å"tattered neighborhood,† Rylant reveals the historical extraordinariness of wealth amidst squalor in the city of Pittsburgh. â€Å"Mills were fed coal and men so Pittsburgh might live,† and Ginny’s father gives his life to the mill so his family might live, albeit in the walls of this tiny rented apartment (Rylant 2). Both historically realistic and entirely fictitious, Rylant’s characters break the â€Å"single perspective† of history texts, fleshi ng out facts with their own stories, and marking our modern time with their experiences (Jacobs and Tunnell 117). I Had Seen Castles primarily chronicles the disillusionment of wartime heroism in the archetypal young solider, John. His illusions of war sustain Ginny’s controversial criticisms, though she infuriates and bewilders him, ultimately demonstrating the chilling effect of patriotic propaganda upon entire American communities throughout WWII. Beyond my diorama depiction of young lovers and a venerable mother meeting beneath clean laundry, the gruesomeness of war lurks and waits. Rylant brings war history to life in detailed, intimate ways, in dismembered, bloody soldiers, in the child with frozen legs that come off in warm bathwater, and in realistic treatment of John’s disenchantment; â€Å"as the war dragged on through 1944, it became more difficult for us to justify to ourselves why we fought† (81). Yet Rylant also offers a picture of the resilience in human beings, through our undeniable bonds to one another, despite nationality, class or war loyalties.

Evaluating Eligibility Rules Essay

In determining which eligibility rules can be associated with the Lakeland Police Department, it the objectives of such institution must be looked into before going through the details in which such rules apply. The institution provides public and security measures to the community it holds. They promote the welfare of the people around them under the parameters mandated by the law in the creation of such institution. With this, the eligibility rules that the agency uses revolves around the (1) eligibility by administrative rule and regulation, (2) eligibility by administrative discretion and (3) eligibility by judicial decision. To understand whether the eligibility rules advocated by the agency promotes a stigmatization, trade-offs or off-target benefits, each rule must be looked into in accordance to the application of such within the Lakeland Police Department. The eligibility by administrative rule and regulations creates â€Å"an advantage to client beneficiaries because it gives social workers and other human service staff members a means by which to administer the benefit or service program evenhandedly and reliably, so that people similarly situated are given similar benefits. (Chambers and Wedal, 2005, p. 112) This rule can be seen to create trade-offs within the system of Lakeland Police Department. Trade-offs is evident because of the situational circumstances in which this rule can be applied to citizens within the district. There are implications of such applications in the way the police department addresses the people. â€Å"On the other hand, administrative rules restrict the freedom of staff members to use their discretion that is to judge need for the benefit or service in individual circumstances. (Chambers and Wedal, 2005, p. 112) The next thing is the eligibility by administrative discretion. This discretion sees to it that all particular concerns within a system need to be addressed by the agency. â€Å"All general organizational policies and administrative rules must be interpreted and applied to individual situations, so it is important to understand that such interpretation and applications necessarily involve significant personal judgment on the part of the staff member. † (Chambers and Wedal, 2005, p. 14) With this, it can be seen that there is a stigmatization of benefits among members of the community handled by the Lakeland Police Department. Their capability to address situations of its citizens particularly concerning their welfare in accordance to the law and mandates of the city can clearly be seen. This creates benefits among locals on the assurance that their welfare is protected by the agency. Lastly, is the eligibility of judicial decision. This rule can also be seen as applicable to the Lakeland Police Department. After a program has been in operation for a period of time, it is very likely that a contention will arise about whether the enabling legislation or whether an administrative rule or discretionary judgment was faithful to the spirit and intention of the law under which the program or policy was established. † (Chambers and Wedal, 2005, p. 115) It can be seen that this categorization creates an important part of the Lakeland Police Academy. This creates a stigmatization of benefits among local citizenry. It may be true that the agency can exercise administrative discretion, however issues may arise between the proper execution and application of such initiative among members of the community. This rule seeks to create a check-and-balance among the members of the police force. It is true that the objectives are in-line with the rules and mandates of the law, however, the actual practice remains to be on the part of local enforcers and policeman. This creates a subjective interpretation of actions by enforcers that more often than not leads to judicial contention. Appeals to the judiciary for clarification of the law are routine and in the end they can become as important as the legislation or administrative rules themselves. † (Chambers and Wedal, 2005, p. 115) To determine whether there are weak rules in the system of Lakeland Police Department, the three eligibility rules again must be looked into. On the eligibility by administrative rule and regulation, there exists a problematic issue on how to effectively distinguish what are the different parameters for such actions. The agency may have difficulty in promoting the necessary measures present if such issue persists. â€Å"Therefore, it is important to know whether a certain entitlement rule originates with judicial decisions, administrative rule, or individual staff discretion, for on that fact depends the probability of change – staff decisions certainly are changed more easily than are formal rules and statutes. † (Chambers and Wedal, 2005, p. 112) On the other hand, the two other eligibility rules are described to be minimal in problems. This is due to their ability to sink within the system and serve as both a check-and-balance among local authorities under the Lakewood Police Department and an initiative to further create changes that the department needs to address the changing needs of the future. Eligibility rules are characterized to create a foundation for actions by people. In the case of Lakewood Police Department, it seeks to cater the needs of the locals in promoting security and their welfare. In the issue of such eligibility rules being fair, it can be argued that they are indeed fair overall since it is based from the mandate of laws and legislation. The only issue here is the actual application of such rules by people who supposed to be fit for the description. Sometimes, there is a subjective interpretation of how such rules can be applied. This creates the sense of disparity of opinions and practices to both local and enforcers of such rules. On the other hand, tackling the issue of sufficiency, yes, it can be argued that the rules applied during that time are sufficient to address the current need of the locals. However, it may not be the case in the future as new issues and challenges arise within the new system. That is why, changes in the system and rules are needed to further pursue the interests of people. For one, rules are and regulations are meant for the people to ensure their security and welfare within the community.

American University Acceptance Rate, SAT/ACT Scores, GPA

American University is a private research university with an acceptance rate of 32%. Located on 84 park-like acres in the northwest quadrant of Washington, D.C., American University is considered one of the most internationally-engaged universities in the country. The university was chartered by the U.S. Congress in 1893, and it now boasts a student body that comes from over 150 countries. Programs in International Relations, Political Science, and Government are particularly strong, but the universitys general strengths in the arts and sciences have earned it a chapter of  Phi Beta Kappa. The law and business schools also place well in national rankings. On the athletic front, the American University Eagles compete in the NCAA Division I  Patriot League. The university also has the advantage of being near  many other colleges and universities in the Washington D.C. area. Considering applying to American University? Here are the admission statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, American University had an acceptance rate of 32%. This means that for every 100 students who applied, 32 students were admitted, making American Universitys admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 18,984 Percent Admitted 32% Percent Admitted Who Enrolled (Yield) 29% SAT Scores and Requirements American University has a test-optional standardized testing policy. Applicants to American may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 52% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 630 700 Math 590 680 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of American Universitys admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to American University scored between 630 and 700, while 25% scored below 630 and 25% scored above 700. On the math section, 50% of admitted students scored between 590 and 680, while 25% scored below 590 and 25% scored above 680. While the SAT is not required, this data tells us that a composite SAT score of 1380 or higher is competitive for American University. Requirements American University does not require SAT scores for admission. For students who choose to submit scores, note that American participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. American University does not consider the essay section of the SAT. ACT Scores and Requirements American University has a test-optional standardized testing policy. Applicants to American may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 36% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 27 34 Math 24 29 Composite 27 31 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of American Universitys admitted students fall within the top 14% nationally on the ACT. The middle 50% of students admitted to American University received a composite ACT score between 27 and 31, while 25% scored above 31 and 25% scored below 27. Requirements American University does not require ACT scores for admission. For students who choose to submit scores, note that American participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all ACT test dates. American University does not consider the ACT writing section. GPA In 2018, the middle 50% of American Universitys incoming class had high school GPAs between 3.52 and 4.06, and an average GPA of 3.65. Nearly 65% of admitted students had average GPAs above 3.5. These results suggest that most successful applicants to American University have primarily A grades. Self-Reported GPA/SAT/ACT Graph American University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to American University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances American University, which accepts fewer than a third of applicants, is selective. However, American which has a holistic admissions process and is test-optional, makes admissions decisions based on much more than numbers.  A strong  application essay, engaging short answer response,  and glowing  letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule.  Applicants should also consider including the optional statement of interest essay on the Common Application. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades are outside of Americans average range. Students interested in American University can apply using either the  Common Application  or the  Coalition Application. American has an  Early Decision program that can improve admission chances for students who are sure the school is their top choice. In the scattergram above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school averages of B or higher, combined SAT scores of 1100 or higher (ERWM), and ACT composite scores of 23 or better. Your chances are best if your GPA is up in the A range. Note that test scores will not be used for the admissions decision if applicants choose Americans test-optional application option. If You Like American University, You May Also Like These Schools Boston College,  George Mason University, Northwestern University, and  George Washington University. All admissions data has been sourced from the National Center for Education Statistics and American University Undergraduate Admissions Office.