Tu Mama Mama
Páginas: 5 (1069 palabras)
Publicado: 7 de marzo de 2013
1. The professor explains how the Electoral College works and how it is important for deciding the outcome of a presidential election. See Exercises L9-L12.
2. According to the professor, an elector is a member of a political party who is pledged to that party's candidate for office. See Exercises L13-L17.
3. The professor wants the students to realize that although the number of electorsis equal to the number of senators and representatives, the actual people filling these roles are different. The professor thinks that the students might believe they are the same people. See Exercises L18-L23.
4. The professor uses Alaska as an example of a state with a small population and only one representative. The number of electors in any state is equal to the number of senators (two)plus the number of representatives (dependent on population). See Exercises L18-L23.
5. The winner of the election is the candidate whose total Electoral College vote is largest. See Exercises L13-L17.
6. The professor mentions that some people have criticized the Electoral College system. They have raised problems associated with the fairness of the process of choosing a president. SeeExercises L18-L23.
7. The student's questioning the professor about his having the chance to look at her proposal and the discussion about ways for her to improve her proposal indicate her reason for going to see the professor. See Exercises L18-L23.
8. The professor suggests that she see a statistician to explain a way to set up her experiment to get meaningful statistics. See Exercises L13-L17.9. The professor states that the procedure for getting meaningful statistics should be explained in the proposal and explains that the committee will need to understand how the student plans to select her subjects. See Exercises L13-L17.
10. The professor illustrates a flaw in the proposal, that is, if the student doesn't make it clear to the committee how she will be comparing subjects, theywill not understand the relationship. See Exercises L18-L23.
11. The committee will ask questions about those things they don't understand. The professor's discussion of subjects indicates that this is a point that they won't understand and this might affect the student's likelihood of getting the grant. See Exercises L18-L23.
12. The professor and the students mention the different ways tosend e-mails in a business situation. See Exercises L9-L12.
13. The professor brings up the situation of sending a message to a large group of customers to get the students to think about the differences in how to deal with different kinds of receivers. See Exercises L18-L23.
14. Both students have opinions about such things as e-mail etiquette and user techniques. This implies they areboth experienced. See Exercises L18-L23.
15. The students have not found the best solution to the problem of how to keep anonymity when sending group letters. The professor tries to jog their memory by referring to a previous lesson. See Exercises L18-L23.
16. According to the professor, by using the blind-copy function, it is possible to maintain the anonymity of receivers but appear to besending the message to only one individual. See Exercises L13-L17.
17. According to the discussion, the customer's identity is protected because the individual addresses are hidden. See Exercises L13-L17.
18. The professor mainly discusses important aspects of London's life and work, and the influence of one on the other. See Exercises L9-L12.
19. The professor mentions that London feltanxiety because he never knew his father and that this anxiety is reflected in the themes of his books. See Exercises L13-L17.
20. The professor is making a lighthearted reference to the possibility that university life can be difficult at times for students. See Exercises L18-L23.
21. The professor mentions that London read and studied books by other authors in order to learn how to write...
2. According to the professor, an elector is a member of a political party who is pledged to that party's candidate for office. See Exercises L13-L17.
3. The professor wants the students to realize that although the number of electorsis equal to the number of senators and representatives, the actual people filling these roles are different. The professor thinks that the students might believe they are the same people. See Exercises L18-L23.
4. The professor uses Alaska as an example of a state with a small population and only one representative. The number of electors in any state is equal to the number of senators (two)plus the number of representatives (dependent on population). See Exercises L18-L23.
5. The winner of the election is the candidate whose total Electoral College vote is largest. See Exercises L13-L17.
6. The professor mentions that some people have criticized the Electoral College system. They have raised problems associated with the fairness of the process of choosing a president. SeeExercises L18-L23.
7. The student's questioning the professor about his having the chance to look at her proposal and the discussion about ways for her to improve her proposal indicate her reason for going to see the professor. See Exercises L18-L23.
8. The professor suggests that she see a statistician to explain a way to set up her experiment to get meaningful statistics. See Exercises L13-L17.9. The professor states that the procedure for getting meaningful statistics should be explained in the proposal and explains that the committee will need to understand how the student plans to select her subjects. See Exercises L13-L17.
10. The professor illustrates a flaw in the proposal, that is, if the student doesn't make it clear to the committee how she will be comparing subjects, theywill not understand the relationship. See Exercises L18-L23.
11. The committee will ask questions about those things they don't understand. The professor's discussion of subjects indicates that this is a point that they won't understand and this might affect the student's likelihood of getting the grant. See Exercises L18-L23.
12. The professor and the students mention the different ways tosend e-mails in a business situation. See Exercises L9-L12.
13. The professor brings up the situation of sending a message to a large group of customers to get the students to think about the differences in how to deal with different kinds of receivers. See Exercises L18-L23.
14. Both students have opinions about such things as e-mail etiquette and user techniques. This implies they areboth experienced. See Exercises L18-L23.
15. The students have not found the best solution to the problem of how to keep anonymity when sending group letters. The professor tries to jog their memory by referring to a previous lesson. See Exercises L18-L23.
16. According to the professor, by using the blind-copy function, it is possible to maintain the anonymity of receivers but appear to besending the message to only one individual. See Exercises L13-L17.
17. According to the discussion, the customer's identity is protected because the individual addresses are hidden. See Exercises L13-L17.
18. The professor mainly discusses important aspects of London's life and work, and the influence of one on the other. See Exercises L9-L12.
19. The professor mentions that London feltanxiety because he never knew his father and that this anxiety is reflected in the themes of his books. See Exercises L13-L17.
20. The professor is making a lighthearted reference to the possibility that university life can be difficult at times for students. See Exercises L18-L23.
21. The professor mentions that London read and studied books by other authors in order to learn how to write...
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