TeachScheme! 2002

  Assignments:	; largest-of-three : num num num -> num
                ; returns largest of three numbers

		4.4.2, p44
		5.1.2, p49
		5.1.3 [if time], p50
		5.1.5 [if time], p51

  [Assignments 4.2.1 and 4.3.1 were dropped after the July 2000 Rice 
   workshop because the lab grew far too long.]
		
  [Utah lab didn't get to the following part at all.
   Strangely, it didn't seem to matter later on.]

  Pragmatics: place (start w h) at end of buffer

  The following examples from 6.2 are based on Figure 8 in the text.  
  If you don't realize that, the exercises don't make sense.

  Assignments:   section 6.1 & 6.2 
		6.1.1, p53
                6.2.1, p56
		6.2.2 [if time]
		6.2.3 [if time]
		6.2.4 [if time]
		6.2.5 [if time]

  Remember to do daily evals.

  PVD 2002:
  SK feels they don't have a good sense of what the daily evals are
  for.  To them it's a somewhat mysterious process without,
  necessarily, tangible result.  I think it's a good idea to tell them
  that we will take, especially, private suggestions into account.
  That is, if someone says "My TA hangs too close to me" but doesn't
  sign it, everyone's left scratching their head.  But if X says the
  same, we can figure out who X is, and get X's TA to lay off.  The
  problem is, as it stands now, only those who sign their names
  experience a reaction to their feedback -- so if you don't sign, you
  don't realize it's a good idea to sign.