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Adams's method is the unique merge-proof divisor method; Webster's method is neither split-proof nor merge-proof, but it is "coalition neutral": when votes are distributed randomly (with uniform remainders), a coalition is equally likely to gain a seat or to lose a seat. [7]: Prop.9.4
The Jefferson/D'Hondt method favors larger parties while the Webster/Sainte-Laguë method doesn't. [9] The Webster/Sainte-Laguë method is generally seen as more proportional, but risks an outcome where a party with more than half the votes can win fewer than half the seats. [31] When there are two parties, the Webster method is the unique ...
Since Jefferson was the first method used for Congressional apportionment in the United States, this violation led to a substantial problem where larger states often received more representatives than smaller states, which was not corrected until Webster's method was implemented in 1842. Although Webster's method can in theory violate the quota ...
The Sainte-Laguë or Webster method, first described in 1832 by American statesman and senator Daniel Webster and later independently in 1910 by the French mathematician André Sainte-Lague, uses the fencepost sequence post(k) = k+.5 (i.e. 0.5, 1.5, 2.5); this corresponds to the standard rounding rule. Equivalently, the odd integers (1, 3, 5 ...
An example of the apportionment paradox known as "the Alabama paradox" was discovered in the context of United States congressional apportionment in 1880, [1]: 228–231 when census calculations found that if the total number of seats in the House of Representatives were hypothetically increased, this would decrease Alabama's seats from 8 to 7.
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
Learning outcomes are then aligned to educational assessments, with the teaching and learning activities linking the two, a structure known as constructive alignment. [4] Writing good learning outcomes can also make use of the SMART criteria. Types of learning outcomes taxonomy include: Bloom's taxonomy; Structure of observed learning outcome ...
Webster's method yields the same result (though this is not always the case). Otherwise, all other methods give a different number of seats to the parties. Notice how the D'Hondt method breaks the quota rule (shown in red text) and favors the largest party by "rounding" an ideal apportionment of 35.91 up to 37.