I have an organizational question about dealing with tons of forks when I'm doing the analysis of the issues
Lets say that there's Rule A (majority rule) and Rule B (minority rule)
Then for a different issue there's Rule C (majority) and Rule D (minority)
and a final third issue w/ Rule E (majority) and Rule F (minority)
The question I have would be easier to show with a flowchart, but:
we do the analysis and mention rules A and B as possibilities for issue #1
then when doing issue 2, am I supposed to say "assuming Rule A applies then it could be either Rule C or Rule D. However if Rule B applies then Rule C or Rule D would make it come out this way"?
And then when doing issue 3, I would have 4 different possibilities: A+C, A+D, B+C, B+D. I don't understand how on a question where there are 7-8 different issues that would be like 32 or 64 different possible paths. It's not making sense organizationally how I'm supposed to do that.
This only seems to be coming up in my property class, since there's a majority and minority rule for everything it seems
And our professor definitely wants us to mention the minority rules on the test
Dealing with lots of majority and minority rules on an exam Forum
- dabomb75
- Posts: 376
- Joined: Wed Jan 14, 2009 10:56 pm
-
- Posts: 688
- Joined: Tue Jul 26, 2011 6:40 pm
Re: Dealing with lots of majority and minority rules on an exam
This is exactly what I feel right now. I am interested to see if anyone has any advice. I am planning just to mention briefly, in one or two sentences, the minority rule (or one that not favor by my professor) and say how the result would be without re-analyzing the issue.dabomb75 wrote:I have an organizational question about dealing with tons of forks when I'm doing the analysis of the issues
Lets say that there's Rule A (majority rule) and Rule B (minority rule)
Then for a different issue there's Rule C (majority) and Rule D (minority)
and a final third issue w/ Rule E (majority) and Rule F (minority)
The question I have would be easier to show with a flowchart, but:
we do the analysis and mention rules A and B as possibilities for issue #1
then when doing issue 2, am I supposed to say "assuming Rule A applies then it could be either Rule C or Rule D. However if Rule B applies then Rule C or Rule D would make it come out this way"?
And then when doing issue 3, I would have 4 different possibilities: A+C, A+D, B+C, B+D. I don't understand how on a question where there are 7-8 different issues that would be like 32 or 64 different possible paths. It's not making sense organizationally how I'm supposed to do that.
This only seems to be coming up in my property class, since there's a majority and minority rule for everything it seems
And our professor definitely wants us to mention the minority rules on the test
-
- Posts: 218
- Joined: Wed Nov 23, 2011 2:40 pm
- dabomb75
- Posts: 376
- Joined: Wed Jan 14, 2009 10:56 pm
Re: Dealing with lots of majority and minority rules on an exam
I did that and his only response was a very vague "I don't really care how you organize it, I'll find all your answers no matter how you write it". So basically he didn't answer my question at allportaprokoss wrote:Ask your prof.
Want to continue reading?
Register now to search topics and post comments!
Absolutely FREE!
Already a member? Login