contemporary topics
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 electors is 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. See Exercises 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,
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 electors is 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. See Exercises 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,