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loan approved?# Living
t*l
1
首先贴一下 “构建式教育” 实践的说法的实例:
http://www.thirteen.org/edonline/concept2class/constructivism/
[quote]
For example: Groups of students in a science class are discussing a problem
in physics. Though the teacher knows the "answer" to the problem, she
focuses on helping students restate their questions in useful ways. She
prompts each student to reflect on and examine his or her current knowledge.
When one of the students comes up with the relevant concept, the teacher
seizes upon it, and indicates to the group that this might be a fruitful
avenue for them to explore. They design and perform relevant experiments.
Afterward, the students and teacher talk about what they have learned, and
how their observations and experiments helped (or did not help) them to
better understand the concept.
[/quote]
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H*r
2
Received the commitment letter as follows. Does this mean the loan is
approved? Hope there is no surprise.
--------------
Based upon the credit review and the income and asset information you
provided, we have approved your request for a Conventional Loan based on the
application that was submitted.
Your loan is approved and funds are committed to secure the real property
located at: **************
Your approval is subject to, but not limited to, the following :
1. Satisfactory Appraisal
2. Verbal Verification of Employment not later than 10 days prior to closing
3. Verification of Funds for Closing, free of unsourced deposits, etc.
4. Re-evaluation of credit if credit report is over 90 days at time of
closing
5. Final Underwriting Review of any and all additional conditions requested
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t*l
3
有争议的是,the teacher 可能仅仅 "knows" the "answer" to the problem。
也就是说,the teacher only "knows" the "answer",也就是说,the teacher 从来
没有 "simulated" problem-solving。
而根据隔壁楼的 “新潮认知理论”,the teacher only "know" the perceptual/
conceptual in Explicit Memory。The teacher 从来没有 perceptual/conceptual
priming to the implicit memory。
所以,the teacher 的 “prompts each student to reflect on and examine his or
her current knowledge” 都不一定对。
并且,“When one of the students comes up with the relevant concept”,the
teacher may not even know it is a relevant concept.
下面拿 AIME 来实战讨论。
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t*r
4
这个是 condition approval,基本你能满足他们开的条件就可以变成 final approval

the

【在 H******r 的大作中提到】
: Received the commitment letter as follows. Does this mean the loan is
: approved? Hope there is no surprise.
: --------------
: Based upon the credit review and the income and asset information you
: provided, we have approved your request for a Conventional Loan based on the
: application that was submitted.
: Your loan is approved and funds are committed to secure the real property
: located at: **************
: Your approval is subject to, but not limited to, the following :
: 1. Satisfactory Appraisal

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t*l
5
1983 AIME Problem 4
http://www.artofproblemsolving.com/wiki/index.php?title=1983_AIME_Problems/Problem_4
"the teacher" 看到了两个 answer,"the teacher" 认为 understand 了。
但是 "the teacher" 自己没有 problem-solving 过,也就是没有 priming /
activating 过 implicit memory。
也就是说,"the teacher" 基本就是 remembering -> understanding -> remembering
,从来没有 applying。所以 "the teacher" 并不知道网上两个 answer 的描述的思考
解题方式,对于普通娃而言,差不多是 holy crap。
然后 "the normal kid" 想到两个可能 answer 方向:一个基于欧几的 chase
triangle 的 perceptual-priming implicit memory。另一个是基于解几的 chase
coordinate / rise-over-run 的 conceptual-priming implicit memory。但是 "the
normal kid" 不太会解释,也不太会用 chase triangle 这种用词,只是 perceptual
/ conceptual 地大概觉得。结果被 "the teacher" 轻易 dismiss。
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k*a
6
Conditional approved。 一般lender还列有条件,要所有条件都clear了才算好了。
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t*l
7
2015 AIME 1 Problem # 3
http://www.artofproblemsolving.com/wiki/index.php?title=2015_AIME_I_Problems/Problem_3
"the teacher" 看到了两个 answer,并且看到了强调奇偶性,"the teacher" 认为
understand 了,认为强调奇偶性是自然界的基本法则。
但是 "the teacher" 自己没有 problem-solving 过,也就是没有 priming /
activating 过 implicit memory。
也就是说,"the teacher" 基本就是 remembering -> understanding -> remembering
,从来没有 applying。所以 "the teacher" 并不知道网上的两个 answer 里强调奇偶
性是 holy shit (第一个 answer 的过程是对的,但解释里强调奇偶性是 holy shit)。
因为这道题的 "normal kid" 的 perceptual priming,告诉 16 这个偶数不一定是必
须的。
所以这题的 perceptual / conceptual / semantic priming,如果写成文字,就是在
移项后,一边是 unique prime factorization (表达式是乘法结构,未知数是 prime)
,另一边是 polynomial factorization w/ integer root theorem(因为表达式是多
项式),再用一下下 pigeon hole principle (因为左边只有单个未知数,而右边也
可以 bi-partition)。
但这个问题是,成人要像上面这样把 implicit memory 给 decode 出 explicit
memory,也得睡一觉想一想才成。
或者这个比方就是,有漂漂妹妹打电话问人鞋带咋个系法。结果那悲催的哥们想了 20
分钟,还是没能在电话里说明白。结果最后只好开车去漂漂妹妹那边当面系给漂漂妹妹
看。10秒钟搞定鞋带。
当然漂漂妹妹后来的问的问题是,这个系上鞋带的 implicit memory,能不能 cross-
domain-apply 到解开妹子文胸带子上的那个不小心打成的死结的问题。然后那哥们想
了很久,才明白妹子太机灵了,这cross-domain-applying-test,不就是测试人肉代数
计算器的图灵测试么?属于 gene-test 的一种!!
于是那哥们没有马上去解开死结。而是掏出手机,按了两下,周慧敏那首“一起尽在不
言中” 顿时飘满了小屋。在音乐声中,那哥们左手轻轻的放在妹子的手背上,看着妹
子的双眼,右手缓缓地解开了妹子文胸带子上的那个故意打的死结。。。
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p*y
8
conditional approve,如果condition不是太难满足,就差不多等于OK了。
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t*l
9
上面两道 AIME 里,我个人觉得:
chase triangles : perceptual priming
chase coordinates : conceptual priming
slope => rise-over-run : perceptual-conceptual priming
polynomial factorization : semantic priming
unique prime factorization : conceptual priming
bi-partition-and-match : associative priming
pigeon hole principal : perceptual priming
solve linear equation : semantic priming
algebraic substitution : semantic priming
周慧敏那首“一切尽在不言中” : kindness priming
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H*r
10
嗯,应该是没什么问题了。lender已经犯过错误导致没能按时close,现在态度好多了。

【在 p******y 的大作中提到】
: conditional approve,如果condition不是太难满足,就差不多等于OK了。
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