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rakovsky

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Everything posted by rakovsky

  1. 1. Joe makes 5 widgets in an hour and Pete makes 4 widgets in an hour. So how many do they make together? Question- explain why you can't say: Joe= 5widgets/hr Pete = 4 widgets/hr 5w/1h + 4w/1h = 9w/1h 2. Daryl makes 250 screws/4hour and Jane makes 200 screws/5hour, so how long will it take to make 1000 screws? A. 8 hours 25 minutes B. 9 hours 45 minutes C. 10 hours 30 minutes D. 12 hours 45 minutes How did you do it? :hmm:
  2. If a hypnotized person is told they are deaf and then asked if they can hear the person who is hypnotizing them, the hypnotized person says no. Some scholars claim that the hypnotized person's character is dissociated into 2 separate halves, and the half that is "deaf" is separate from the half that answered the question. Which of these probing questions shows the biggest flaws in the scholars' claim? A. Why do hypnotized people all answer the same way? B. Why doesn't the half that answers the question say yes? C. Why are the separate halves the same for all hypnotized people? Do you agree with the Answer? If the scholars' claim was right, then wouldn't some people be using their "deaf" half when the hypnotizer asked the question, and therefore not answer anything? And if that is true, raising Choice A is a legitimate concern: "If your claim is true, then why doesn't it ever happen that the deaf half makes the person not hear the question and therefore not give an answer?"
  3. The author says that Branch is not familiar with recent physics reports and therefore cannot make a reliable sighting. This implies that only a person acquainted with the newest science reports discounting UFO sightings can make a reliable UFO report. 1. A person's credentials are relevant to some extent as to whether they can reliably make a UFO sighting report. Certainly a toddler would not have good credentials for a UFO report. A fish specialist is necessary to definitively say if an ancient type of fish has been discovered alive. On the other hand, you don't have to be familiar with reports saying that UFOs don't exist to make a UFO report that would have at least some merit. Especially if you gave lots of details and gave good reason. So a person's credentials do matter to some degree in making a report, but it is not the only thing to provide relability either. 2. Doesnt sound right. 3. Doesn't counteract the argument that she is not qualified- US airforce might be qualified, but it is not the one making the reports- it is getting reports made to it. 4. Just because she is sociologist doesnt mean she can't know the latest physics reports. This is a good criticism. On the other hand, this choice does not address that fact that maybe someone who hasn't read the latest reports can still make a reliable sighting. 5. This does not refute the author's analysis. So choices 1 and 4 look like good answers. For choice 1: You don't have to have the credentials of reading the latest technical science reports to make an accurate report, but it helps. And what exactly is irrelevant about the "attack?" But choice 4 makes its idea clearer, so it looks better.
  4. One practice question goes similar to this: One effective publicity tactic for a book is to publish small selections from it in a large-scale newspaper right before it is printed. The benefits of this tactic are a sure increase in sales and a fee paid by the newspaper to the printer. Which conclusion is best supported by the previous statements? A) The efficiency of publishing selections in a newspaper, measured in terms of increased book sales, is proportional to that newspaper's circulation. B) The amount of people for whom reading selections from a book in a newspaper provides a good enough substitute for reading the entire book is less than the amount of people for whom those selections motivate them to read the book. C) Books that are appropriate for printing in big newspapers sell better than books that are not appropriate for those newspapers. Okay, my opinion is that none of these 3 choices is good. Regarding Choice B: Even if there are more people who are satisfied from reading the selections in the newspapers than people who read the selections and decide to buy the book, this can be an efficient way for a book to get alot of readers. Imagine if the book was not published in the newspaper and got only 100 readers. What if the book was then published in a big newspaper and 600 newspaper readers said, "hmmm... that looks like an interesting book, but now that I read these selections I have read enough and I don't need to buy it," and then 400 readers said "Hey, these selections are interesting, and I will buy the book." In this case, printing the selections in the newspaper was an efficient way to get alot of sales, which is what the statements say. This tactic reached alot of people who would never have heard of the book before. It got alot of people to buy the book, even though in this case more people decided that just reading the selections was enough, than those who decided to buy the book. What do you think? Is B the answer?
  5. According to the DATA SUFFICIENCY section of the official GMAT practice review software: Does this make sense? You can get the software free in the mail when you register for the GMAT.
  6. PD, Thanks for the input. Do you know how to find out what schools have "critical legal studies?"
  7. A career in civil rights might scare a man in a white sheet, but a green skeleton?
  8. Hello, I am searching for Law Schools with heterodox law programs. For example, most economic grad programs today run the students through a conventional track teaching Neoclassical (or "Neoliberal") economics. But a number of schools have heterodox programs (meaning radical, non-mainstream) that study economics from a whole range of viewpoints, like Keynesianism (President Franklin Roosevelt's policies), Marxism, and others! American University Notre Dame University of Massachusetts University of Vermont The full list is at: http://www.open.ac.uk/socialsciences/hetecon/schools.htm http://www.csbsju.edu/economics/Careers/Heterodox%20Graduate%20Programs/Heterodox%20Graduate%20Programs.htm It would be exciting to study Law from a radical perspective too! A radical law program might talk about how corporate lobbying groups almost make our laws, or the contradiction between real democracy and democracy "as it is," where people might want things one way, but the government will still decide against their interests. Or how should a lawyer who believes in the public interest act differently than lawyers for corporate interests? Is it more important to choose a winnable case, or to take a stand on a losing, but vital issue? There is a list of heterodox economic schools, but how about heterodox law schools?
  9. Setup Press= Profit making ( outside control = propaganda ) -- > easily subsidized no honest journalism = subsidized But: If (Press = no profit) & (press = no subsidized) --> no survivial If (press= no profit) & (press = subsidized) --> survival A) wrong. it doesn't mention that profit making companies are free from control. B) no , it just won't have to resort to subsidies. C) no, it only says that not profit making companies must be subsized
  10. SETUP: 6 days, 1 factory per day, F, G, H, J, Q, R F= 1 or 6 J...Q QRF G=3 --> Q=5 therefore Q=/=5 --> G=/=3 Choice A. J G H Q R F works so A might not be true. Choice B. H G J Q R F works so B might not be true. Choice C. G H J Q R F works so C might not be true. Choice D. QRF must be last, and G can't be third. So either H or J must be scheduled for day 3. Answer= Choice D I find that I spend significant amounts of time on the choices leading up to the right answer. In the case above, the right answer was easy for me to see. Is there a way that I can usually look ahead and spot the right answer quickly, or is it a waste of time because it is not so easy?
  11. I think you have to email him.
  12. rakovsky

    LSAT anyone?

    TSDVJ's 8 consumer problem. Setup: F...J K...N ~G...M H=1 --> L=1 therefore L=2 --> H=2 N=2 --> G=1 therefore G=2 --> N=1 To test answer 1 put G in group 2. MNKL GFJH works So answer 1 doesn't have to be true. For answer 2 put H in group 1. HLKN FJGM doesn't work. HLGJ KNMF doesn't work. HLMJ KNGF doesn't work. HL _ _ KN _ _ doesn't work. Answer 2 is correct- H must be in group 2. For answer 3 put J in group 2. KNML JFGH works. For answer 4 put K in group 1. KNML JFGH works. For Answer 5 put M in group 2. GKNL MFJH works. Answer 2 is correct. TSDVJ, your example "group1 - KNGL group2 - HFJM" works too and disproves Choice 3. It is ok that you posted it, the practice is good.
  13. How long did you prepare for the LSAT? I heard some people take ETS tests without any study and do well.
  14. The NOVA study guide appears to be one of the best preparation materials available, but some of its advice is confusing. Can you explain it? On page 24, the book says that the test takes the word "or" to be inclusive. For example, "Bob or Josh could be at the bar tonight." But I thought that the more literal meaning of "or" was exclusive. Otherwise, what is the point of the term "and/or" if the literal meaning of "or" is not exclusive? Page 37 shows you how to set up symbols to understand the logic games. To symbolize Y is to the immediate right of X write: XY To show Y is somewhere between X and Z write: X...Y...Z and put a line under it to show the X and Z could be flipped, and Z could come first and X last. To symbolize that X is not next to Y write: ~(XY) But it has no line under the X and Y, but instead says that once I'm used to that the order can be reversed, I don't need to use the flip flop symbol. This does not make sense, since how do I distinguish "not next to eachother" from "Y is to the right of X?" In other parts of the book, does it use the XY symbol to mean both? What should I use? Page 239 says to put a sentence like this in If-then form: "Only if James is allowed to go will Kenneth go." We can say "If James doesn't go, then Kenneth won't" and "If Kenneth goes, then James does too" The statement can also be rewritten as: "Ken will go in the case that James goes, but not in any others." Now, doesn't that mean "If James goes, then Kenneth will too?" In a similar example, "Danielle will go to Trident College only if she gets A's on her final exams." In other words, Danielle will go to Trident College in the case that her grades are A's, but not with any other grades. Yet the book says, "There is no such guarantee. The only guarantee is that if she does not get an A, then she will not go to Trident College." Do you know what the symbols I and BV stand for on page 256? Can you combine the statements ~H -> B H _> ~B into one line?
  15. Dipen,I got a 790 on the math GRE, so I suspect that my answer D to the problem about the digits was right. Unfortunately, I do not remember the problem exactly. I am interested to see what it was once ETS finishes with this test and publishes it. I think it would be hard to locate the problem, though.
  16. I took the GRE test on Tuesday. The day before I studied a bit, but not intensely. At the test center, the administrators disagreed with what Barron's said. They said the tutorial should only take someone 15 minutes to complete. An ETS lady on the phone said that it is up to the administrators and that it would start automatically. But I don't know what would happen for sure if I tried to follow Barron's advice and took more than a half hour for the tutorial by using a break. I am not sure that the tutorial is the kind of section that ends automatically. DIPPEN, the Barron's book gives an example similar to (x+1)(x+2)(x+3)=336 x ______ vs. ______ 6 SPOILER: B Barron's says that when x=9 , the equation equals 504. It says that this number is too large, so x has to be less than 9. However, I find the book's reasoning problematic, if it saying that you can always solve comparisons of cubic equations based on whether column B's output "greater than or less than" x's output. Two cases in point: (x) (x^2 - 4x - 11) = -30 x ______ vs. ______ 3 Answer: D. If you follow Barron's advice and solve for x=3 , you get (9-12-11)*3=-42. But unlike in the first example, you cannot say " -42 is less than -30 and so x will always have to be greater than 3." Instead, asking "Is column B's output greater than or less than x's output." will not provide the right answer. (x)(x^2-8x+17)=10 x ______ vs. ______ 4 Answer is D. Similarly, following Barron's advice and solving for x=4 , you get 4 . But you cannot draw the conclusion "4 Hence, Barron's Quantitative Comparison Tactic of solving for x=Column B will not tell you if x is always greater or less than Column B based on whether the output is greater than or less than the output given by x. Barron's Tactic as I understand it works in Example 1, but does not work in the examples I made up. ========================================== Now I will give the kind of problem I saw on the real GRE. I do not remember how it went. I could not think of the answer at the time, so I guessed D. What do you think? w=a number with 10 digits. x= a number with w digits. y= a number with x digits Compare wx with y
  17. Thanks, Bscout! Are you saying that My guess was the correct interpretation? Do you recommend taking the day before the test iff, like Kaplans recommends, even though you have more to study in Barron's? Kaplan's says take a long, mental break before clicking to end the tutorial, even if it's more than a half hour, it's ok. But when I took the GRE the first time it said I only have 30 minutes for the tutorial. What do you think? Practice Book Problem 1. Quantitative Comparison (x+1)(x+2)(x+3)=336 x ______ vs. ______ 6 Answer: However, I find the book's reasoning that you should solve comparisons of cubic equations based on "greater than or less than" problematic. For example: (x) (x^2 - 4x - 11) = -30 x ______ vs. ______ 3 Answer: (x)(x^2-8x+17)=10 x ______ vs. ______ 4 Answer: Comments?
  18. [3][Prob 27] (b) sqrt(63^2+81^2)=sqrt(10530)=about 100 © number of ruined tiles=sqrt(m^2+n^2) rounded to the nearest whole number. That is because the pattern looks like a diagonal bisecting a rectangle. Instead of taking part of a tile, it takes the whole tile, so the answer is rounded to the nearest integer to find the number of ruined tiles.
  19. UNEYOSHI, Where do I get the Real10 test? http://kesaa.glwb.info/ezupload/files did not work. ECONOMICUS, I couldn't open the files on http://testmagic.sslpowered.com/interfac.html http://www2.arnes.si/~gsmrko doesn't work either. GRE10-1, Section5, Q.13. Multiply the first equation by the Least Common Denominator of 24 to get: 6n+3r=3s+4t Then divide both sides by 3. 2n+r=1.5s+2t Now compare 2n+r versus 2s+t Now substitute "1.5s+2t" into the comparison in place of "2n+r" You get a comparison between 1.5s+2t and 2s+t Subtract t from both sides of the comparison and subtract 1.5 from both sides. You get: t vs. .5s , or 2t vs. s T and S are both positive integers so you cannot tell which is bigger. I agree that D is the answer. GRE10-1, Section3, Q.24. pretend the price for water heating is $1 and for the rest it is $2. 160*1/(160*1+640*2)=1/9 GRE10-3, Section2, Q2. I agree, x = y+3 , so the answer should be A. MISHUM, I am confused when you say: "Now we have to compare y+3 and y or to compare 3 with 0. Since 3 is always greater than 0 we can safely assume that A is always greater than B." Michael Jackson Romania? What is this? GRE10-3, Section2, Q12. I agree that D is the answer, eg x=5 , 1/25 > 25 GRE10-4 Section5 Q24. Answer is E. Five. West Germany: $1.20tax/$2.20total cost GRE10-2, Section1, Q3. Answer is B. GRE10-2, Section1, Q12. Answer is B. Maybe there is a typo. GRE10-2, Section1, Q28. SPRING, Good Job! Answer: A. 5. GRE10-2, Section5, Q24. Increase=1985pop-1950pop 3.3pop/car * 40million cars- 43.1pop/car * 2million cars = 45.8 population Closest Answer=A. 45. GRE10-5, Section3, Q16. I agree. For B to be the answer, it should say 25 instead of 75.
  20. When I took the computer-based GRE the first time, it said that I had 30 minutes to finish the tutorial and then the test would start. So I went through the tutorial as fast as possible since I had alot of buttons to click in that tutorial. It also seemed to me that my first minute in the essay went faster because I might have used more than 30 minutes in the tutorial. As you know, in between sections if you choose to take a 1 minute break (10 minutes after the writing section), the next section will start once the minute is up whether you want it to or not. Plus, you can take a bathroom break any time, but you can't stop the test. If I had unlimited time for the tutorial, why did it say I had 30 minutes to finish it, after all? Yet Barron's 2005-2006 edition says on page 17: ------------------------------------------------ At the end of the tutorial section, a moment comes when you have to click to indicate either that you're done with reviewing this material and are ready to move on to the actual test, or that you want to review some of the tutorial sections a bit longer. Don't click. This is a good time for you to set up your scratch paper answer sheet... Before you move on from the tutorial section to the actual test, take a break. Once you've finished making your rough answer sheet, don't be in a rush to click and start the test. Raise your hand to let the proctor know you need assistance, and, when he or she comes up to your carrel, ask for a restroom break. You'll be escorted out of the computer room and allowed to sign out. You may have spent half an hour or more mastering the material in the tutorials section, and if you're new to working with a mouse, you may be a bit tired or tense... Any time out you take before the test actually starts is "free:" it doesn't cost you any of that all important question-answering time. ------------------------------------------------ What was your experience? Did you have unlimited time on your tutorial? How long did you take?
  21. When I took the computer-based GRE the first time, it said that I had 30 minutes to finish the tutorial and then the test would start. So I went through the tutorial as fast as possible since I had alot of buttons to click in that tutorial. It also seemed to me that my first minute in the essay went faster because I might have used more than 30 minutes in the tutorial. As you know, in between sections if you choose to take a 1 minute break (10 minutes after the writing section), the next section will start once the minute is up whether you want it to or not. Plus, you can take a bathroom break any time, but you can't stop the test. If I had unlimited time for the tutorial, why did it say I had 30 minutes to finish it, after all? Yet Barron's 2005-2006 edition says on page 17: ------------------------------------------------ At the end of the tutorial section, a moment comes when you have to click to indicate either that you're done with reviewing this material and are ready to move on to the actual test, or that you want to review some of the tutorial sections a bit longer. Don't click. This is a good time for you to set up your scratch paper answer sheet... Before you move on from the tutorial section to the actual test, take a break. Once you've finished making your rough answer sheet, don't be in a rush to click and start the test. Raise your hand to let the proctor know you need assistance, and, when he or she comes up to your carrel, ask for a restroom break. You'll be escorted out of the computer room and allowed to sign out. You may have spent half an hour or more mastering the material in the tutorials section, and if you're new to working with a mouse, you may be a bit tired or tense... Any time out you take before the test actually starts is "free:" it doesn't cost you any of that all important question-answering time. ------------------------------------------------ What was your experience? Did you have unlimited time on your tutorial? How long did you take?
  22. [1] (i) .97*.5+.3*.44+.17*.2=65.1% (ii) .485/.651= 75% [2] 1vwxyz times 3 -------- vwxyz1 Step 1: only 3 * 7 = a number with a 1 in the ones digit. 7=z Carry the 2, and 2+y=7. y=5. Step 2: 3*5=15, so carry the 1 in the tens digit to add to the product of x and 3 to get a number with 5 in the ones digit. 3*x+1= ?5 and so on. 1vwx57 times 3 -------- vwx571 But this way is too long compared to STICKLER'S way to find 42857. [3] SHAHED, thanks for the method. I was using trials (plus I don't use calculators) and only got to 64. But your answer is wrong. The question asks for "the second-smallest odd number greater than 1..." not "the second-smallest odd number, which is greater than 1." For example, if I asked you, "What is the smallest integer greater than 0?" you would answer 1. But if I asked you "What is the second-smallest integer greater than 0?" you would answer 2. So 3^6 is the smallest odd number greater than 1 fitting that's a perfect cube and perfect square, but 5^6 is the second smallest odd number greater than 1 that's a perfect cube and perfect square. 5^6=14625 [4] Ancestry: 1fem + 1male+1fem + 1fem+1male+1fem + 1male+1fem+1fem+1male+1fem + 1fem+1male+1fem+1male+1fem+1fem+1male+1fem :eek: 1+2+3+5+8+13+21+34+55+89 Good job seeing the Fibonacci HILLDOG, but your answer is wrong. 89 is how many ancestors the bee had ten generations back. But the question asks how many [total] ancestors the bee has if you count each bee in all ten generations. Otherwise, the author would not have needed to clarify that you shouldn't include the first male bee in the final tally. Including all the other bees in the final tally, you get 231 (adding each one up. I do not know the formula). [5] Based on one person's birthday, what are the other 3 people's chances of not being born on that day of the week? - Each person has a 6/7 chance of not being born on that day. Then, the next person has a 5/7 chance of not being born on either of those two days. The fourth person has a 4/7 chance of not being born on any of those three days. 6/7*5/7*4/7=120/343 [6] (a) The list of prime numbers: http://odin.mdacc.tmc.edu/~krc/numbers/prim100.html 7/8 of the numbers listed are 2 apart and divisible by 12. STICKLER, you are missing 59 and 61. (b) Based on this pattern, my guess is 100%. =================================================== [1] 1+5, 3+3 2 ways 1+5, 2+4, 3+3, 0+6 4 ways. [2][Prob 98] The date is the December 2. 2 is odd, it is less than 13, it is a perfect square, and it is not a perfect cube. Edward told the truth, because it is less than 1/4 of 68. [3][Prob 62] 1ban*A+2ban*B+1ban*C= 8 bananas (apples have the same ratio) 3pear*B+3pear*C=6 pears Solve and 3 variations are possible: Buy: 1 of Bowl C, 1 of Bowl B and 5 of Bowl A , or: 0 Bowl C , 2 Bowl B , 4 Bowl A , or: 2 Bowl C , 0 Bowl B , 6 Bowl A MAUVASTER, with only 2 Bowl A and 1 Bowl B, you get 8 apples, 4 bananas, and 3 pears, so you will not fulfill the doctor's advice. [4][Prob 63] Square numbers Prime Numbers Primes that can be attained from a^2+b^2= 5, 13, 37, 53, 61, 73, 89 Primes attained from c^2+e^2 that are on the above list= 73, 89 (eg. 89=25+64=36+2*36) But I couldn't get either 73 or 89 from f^2+3e^2. So, my answer is none. Am I right? [5][Prob 65] Say the area has 100 goats. Looking at 15 goats, he has 80% chance of being right about each of them. 15*4/5=12, so he will be able to recognize 12 of those goats, but will wrongly say 3 are sheep. Out of the 85 real sheep, he will say 68 are sheep, but wrongly say 17 are goats. 12/17= 70.69% This is a hard problem, because it also says that Jitu is 80% right when identifying male and female gender, so it might seem that he is going to be 80% right no matter whether he is looking at more males or females. What do you think? =================================================== [1][Prob 21] 120 students are in the class. Chris is a male and Pat is a female. 85 women and 35 men are in the class. [2][Prob 26] Let's say now it is spring. If X is Tonny's weight now, his weight in the summer will be 1.1X Then in the winter it is .9*1.1=.99X . In the summer it will go up to .99*1.1=1.089, and then again in the winter it will go to .9801. 1.1*.9*1.1*.9X is a 2 year cycle. X*(1.1*.9)^10=10 , X*.9025=10 , X=11.08 tons. (estimate because hand calculation) For Tenny, it would be Y*(.9*1.1)^10=10, so Y=11.08 tons. [3][Prob 27] (a) 6 based on a hand-drawing. (b) What is the answer? © What is the answer? :confused: :devil: :crazy: OVERLOAD
  23. The sum of an arithmetic series =n/2 * (a1+an) But based on Question 5 it can also = a1*n + (n-1)(n)d/2 Where a1= first number in the series, an is the last number, d is the difference between each number, and n is the number of values in the series including a1. The explanation for Question 5 writes n(n+1) instead of (n-1)n because it considers n to not include a1, in that case "20 chairs," but rather to start at "21 chairs." Do we have to use matrices? Question 6 http://img128.imageshack.us/img128/150/whyprofitoverrevandnotovercost1.jpg Answer:
  24. rakovsky

    Inequalities

    X/|X| Process of elimination: X could not be a negative number less than -1, because eg. -5/5>-5 X could not be 1 or -1 because eg. -1/1=-1 , 1/1=1 X could not be between 0 and 1 because .25/.25>.25 X could be between 0 and -1 because -.5/.5 X could be greater than 1 because eg. 5/5 B is the right answer, but not everything in the range X > -1 is correct. Key words in the question: what must be true about X? not just "what must be true?" In other words, "Which formula is always a correct way to describe X?" X will always be greater than -1, but any number greater than 1 can be X UNEYOSHI: "if we answered that "X>-1 spans all the possible solutions" this is equivalent to saying that "X is a real number", since "X>-infinity also spans any solution" Yes, "X is a real number" is also "true about X." "for me, such an argument would still be void of any inherent significance." No, it is like giving a formula and asking if a variable has to be positive or negative. MANWITHTHEMISSION: "I go with arjmen. x cant be 0. Why do you need a modulus then?" Oh no! Not the dreaded Modulus :eek: !
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