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Best Laptops for Law Students?

well...a 80GB wud fit you better... but for ze rest. Ur pc is ze best ;)

Best Laptops for Law Students? 1

1. Why don't americans pay taxes for college tuition in the United States?

Schools are heavily subsidized by the government, and many have large endowments that enable them to pay most students' expenses. They have a high 'sticker price' for a few reasons: one is that it makes the school seem more valuable, another is that some parents have no problem paying for it. For the parents who can not pay, many schools are "need-blind": they will admit students regardless of their ability to pay, and then help students who can not afford school. It's a pretty odd system, but it does have its perks. It may not be the reason American universities are so desirable, but there's a correlation: American schools are flexible enough to compete for the best students. To the extent that the government runs them, they have trouble doing that.

2. When do we use $le$ or $ge$ sign?

You are quoting the book out of context (and seemingly quoting it incorrectly, as well). The passage you quote is from the opening remarks of the text, where the authors admonish the reader to make sure that they are grokking the fundamental concepts (and not just the algorithmic or computational rules). A more lengthy quote is as follows:The student [i.e. the reader] will also recall the signs of weak inequalities $le$ (less than or equal to) and $ge$ (greater than or equal to). The student usually finds no difficulty when using them in formal transformations, but examinations have shown that many students do not fully comprehend their meaning.To illustrate, a frequent answer to: "Is the inequality $2le 3$ true?" is "No, since the number 2 is less than 3". Or, say, "Is the inequality $3le 3$ true?" the answer is often "No, since 3 is equal to 3". Nevertheless, students who answer in this fashion are often found to write the result of a problem $xle 3$. Yet their understanding of the $le$ sign between concrete numbers signifies that not a single specific number can be substituted in place of $x$ in the inequality $xle 3$, which is to say that the $le$ sign cannot be used to relate any numbers whatsoever.Notice that the authors are discussing a common error that students of mathematics make. They are not declaring that $2

otle 3$ or that $3

otle 3$. Instead, they are pointing out that many students, lacking a fundamental understanding of what these symbols mean, will mistakenly declare that it cannot be that $2le 3$ because $2 b$. For this reason, the sign $le$ may be read not only as "less than or equal to" but also as "not greater than". Thus the inequalities $2le 3$ and $3le 3$ are read, respectively, "2 is not greater than 3" and "3 is not greater than 3".This second reading of the inequality might be a more useful one to keep in mind. Instead of trying to keep track of a disjunction (which requires keeping track of two statements), it might be easier to keep track of a single statement. That is, $a le b$ is the negation of the statement $a > b$. In other words $a le b$ means identically the same thing as $lnot(a>b)$, i.e. "$a$ is not greater than $b$." The same reasoning applies to $a ge b$.

Best Laptops for Law Students? 2

3. Getting Students to Not Fear Confusion

Only part of this will be an attempt at an answer, because my first reaction was, bluntly, "fat chance." American students-and I see yours are American-have come to you via a system that's much better at turning talented students' ambitions towards high grades than towards deep understanding. Even in an upper-level math class, the majority of your students are not going to be mathematicians. Those who have arrived at the last year or two of their education without truly engaging are unlikely to be converted even by a master teacher, for whom the best opportunity was much earlier on.All pessimism aside, what you can do depends a lot on how free you are in course design. If you give a course in which the grade is decided by whether weekly homework assignments and a couple exams come in with accurate solutions, your students will try to produce a decent simulation of an accurate solution as efficiently as possible, with some pleasant exceptions. Various (untested) ideas: Involve writing in your assignments, both when a student can and can not come up with a solution. In the former case, ask them to express carefully and fully what they've thought of, and what they've stumbled on. This will, naturally, often lead to more success. When they do succeed, ask them to write some thoughts about different variations of the problem, which they should invent themselves: why is this hypothesis necessary? Could I weaken it? What if I tweak this series slightly? You might show them this advice from Terry Tao, as well as his notes on valuing partial progress and on asking yourself dumb questions, to this end.The general principle I am proposing is that if you want students to spend time lost and confused, reward them for doing so and then telling you about it. I would even consider grading better a student who could not prove the MVT from Rolle's Theorem but wrote down three different plausible, thorough attempts than one who just said "Define $g(x)=f(x)-fracf(b)-f(a)b-ax-f(a). $ Rolle's applies to $g$ at $c$. MVT is satisfied there for $f$. " The exams, naturally, would not bear the same conditions, since nobody should get out of real analysis without being able to do that last

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