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Two scoring questions?

Two scoring questions? Topic: Base-case scenario
May 20, 2019 / By Brittany
Question: If a relief pitcher inherits a runner and then there is a force play is that new runner now his responsibility? The runner scenario hasn't changed, only the face has. If, during ans at bat, a runner is eliminated from the base paths by a pick-off or caught stealing andthat ends the game, Is the batter charged with an AB? To Craig and nyc fan, I say thanks for the info. I appreciate the link to the definitive source.
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Best Answers: Two scoring questions?

Alisha Alisha | 6 days ago
1) The new runner DOES NOT get charged to the new pitcher in this case. Even though it's a new person on the bases, he still is charged to the original pitcher. 2) The batter is not charged with an AB. 100% certain on both of those. Will get citations momentarily. Citation for situation (1) is Rule 10.16(g): When pitchers are changed during an inning, the official scorer shall not charge the relief pitcher with any run (earned or unearned) scored by a runner who was on base at the time such relief pitcher entered the game, nor for runs scored by any runner who reaches base on a fielder’s choice that puts out a runner left on base by any preceding pitcher. ~~~~~ This new runner has indeed "reached base on a fielder's choice that puts out a runner left on base" by the original pitcher. Therefore, the run still belongs to the preceding pitcher. The Comment to this rule in the rulebook will explain it fully; read it at the link in my sources. Citation for situation (2) is Rule 6.04: A batter has legally completed his time at bat when he is put out or becomes a runner. ~~~~~ The batter has not completed his time at bat. One can never be charged with an at-bat if the time at bat has not been completed!
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Alisha Originally Answered: Scoring High on ACT?
I would concentrate on the English section to raise your score. First, make sure you know all the rules of the punctuation they will test you on. Check out rules on : colons ; semi colons - dashes , commas You should know the rules of when this punctuation is used and how it is used. Practice writing different types of sentences using these. I also highly recommend you take the practice English test on the ACT website. See what types of questions you get wrong and then you know what you are struggling with the most. The ACT website also has sample essays of different scores so you can see what gets you a high and low score on it. Good luck!
Alisha Originally Answered: Scoring High on ACT?
Very doable to improve your English, fortunately. Simply get an ACT test-prep book and look at the grammar rules. Kaplan's book actually does a pretty good job covering the rules. Since the ACT only tests a small portion of English grammar, test prep books really are the best way to learn the specific ACT grammar concepts. For the essay section, make sure to include a paragraph to counter the opposition. Generally, an introduction + 3 body paragraphs supporting your argument + 1 paragraph refuting the counter argument works, or use 2 body paragraphs and one counter-argument paragraph. Good luck

Uni Uni
Yes, once the inherited runner is put out the previous pitcher's line is complete. The new runner is the relief pitchers responsiblity. The batter is not charged with an at bat.
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Ritchie Ritchie
In the first scenario, the run is charged to the first pitcher, and not to the pitcher who relieved him. This scenario is covered under Rule 10.16 G-2. http://mlb.mlb.com/mlb/official_info/off... In the second scenario, there is no at-bat given.
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Ritchie Originally Answered: Questionnaire Scoring Please Help?
Excellent = 3 Good = 2 Fair = 1 Poor = 0 Yes = 1 No = 0 However, for Q4, Q5 and Q8, the No will have an additional punishment for not doing whatever they were supposed to. The total score for each person will be out of 21. However, if you say no to Q4, Q5 or Q8, you automatically are docked 3 points (max of 9) from the total score. Assuming they do everything else appropriately, the max percentage they can receive on the evaluation form is a 57%. So you need to ask yourself if there should be that great of a penalty for not conducting an opening meeting, closing the meeting or explaining the findings. This is particularly important because someone could have done all these things - but the reviewer didn't realize each of these steps were happening because the meeting flowed so well. The other way you could do it (so you don't need to figure out the percentage after calculating the score) is to give each question (or question + sub-question pair) a maximum score of 10. This would be my suggestion: Q1: Excellent = 10; Good = 7; Fair = 5; Poor = 3; There should be no N/A option for this question Q2: Yes = 10; No = 0 Q3: Yes = 10; No = 0 Q4: Yes = 0; No = 0; Q4a: Excellent = 10; Good = 7; Fair = 5; Poor = 3; N/A = 0 Q5: Yes = 0; No = 0; Q5a: Excellent = 10; Good = 7; Fair = 5; Poor = 3; N/A = 0 Q6: Yes = 10; No = 0 Q7: Yes = 10; No = 0 Q8: Yes = 0; No = 0; Q8a: Excellent = 10; Good = 7; Fair = 5; Poor = 3; N/A = 0 Q9: Yes = 10; No = 0 Q10: Yes = 10; No = 0 This way, you automatically know the % when you're done adding the scores. If specific questions are more important (ie if observing is more important than being on time), then you should add a weight to those questions. Using my scale above, you could alter a Yes for one question to be a 5 instead of a 10 and add those other 5 points to the more important question and make Yes a 15 instead of a 10.

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