... be two variations: S1-Q3 or S2-Q3). We then couple this ... with rule #1 and S2-Q3 is no longer a valid ... an S-Q arrangement: S1-Q3. It just so happens that ... a valid world in which Q3 and Q-S. Given the ...
I prefer to study at home most of the time. Here is my desk set up where I study. Next to it is a pile of PTs, Cambridge Packets, and all the LSAT books I wasted tons of money on, lol.
@CrushLSAT said:
question 19 (which asks for a complete and accurate list of doctors at Souderton) be E (N and P)? Why can't the ~N --> J pair be treated the same as ~O --> J? If we only have N and P, aren't we still good since we have at ...
So first lets start with the question stem. It's asking us, which one of the following principles, if accepted (true), would most strongly support the Figorian Development Commission's position.
@"steve-10" said:
The correct answer to Q1, the typical "acceptable configuration" question, implies T — W (where "—" is the usual notation indicating relative order).
Well, it does imply that T -- W is a possibility. T -- W ...
I did the same thing; I split up my boards up according to the Q3 rule. In addition, I have also written subscripts to designate which ones are F,N, & W.
@"Giant Panda" said:
The question, rewrote, consists of:
P1: Too large or too small of class size is bad.
P2: Very light or very heavy faculty work load is also bad
C: Crowded classes and overworked faculties are bad.
< ...
@bswise2 said:
My issue with C is, by accepting that we must do EVERYTHING (bold statement to begin with, but we are looking for an PSA, which allows for that I guess), then shouldn't we also teach ALL children this technique?
@bswise2 said:
To your first question, no. If we are doing everything, then we are teaching ALL children because there is no way to determine which ones will grow up to have chronic nightmares. If there was an absolute conditional (ALL adults ...