The statement in Question 3 is similarly constructed, in terms of its logical presentation, with argument B, which states that ‘required core courses are a good idea because students just entering college do not have as good an idea about what constitutes a good education as do the professional educators; therefore, students should not be left complete freedom to select coursework.’ What makes the two paragraphs logically the same centers on how their premises are formulated…
Another aspect that makes the two considerably akin to each other is the way they fashioned their conclusions. The former concludes that ‘hers is a valuable necklace,’ while the latter ends by saying ‘students should not be given entire freedom in choosing elective courses.’ Both are not accurate conclusions as their premises are not also logically aligned and factually acceptable. A contradiction to the principle of modus ponens, such premises were not true as prior validation is required for both claims to be recognized (Surhone, Timpledon, & Marseken, 2010). As already mentioned, the extrapolation that college freshmen do not have adequate knowledge of what makes a good education is a blatant falsity. It is a fallacy at work when it is not yet evidenced that these segments of society are wholly devoid of the grasp as to what are the essential components of their college education. Conversely, it can also be not totally evinced that every single item in Tiffany’s is of the highest value and is of the loftiest price, as validations from reliable authorities are needed to establish these to counter such bandwagon (marketing) tactics. ...
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The singer will make a stop in Columbus unless River Glen is included in the tour route. Unfortunately, a stop in River Glen is not possible. Clearly, then, a stop in Akron will not occur’ due to their similarly valid conclusions which spring from their correctly-stated premises.
In order to assist in comprehension of the diagram shown in Figure 1 in the appendix, it is necessary to break down the study of language and analyze the concepts that are ultimately being communicated on a deeper level. This can be accomplished by defining the terms and abbreviations in the diagram, explaining the interrelation of the diagram parts, and proposing a justification for the layout of the linguistics diagram given that will be simple for those outside of the field of linguistics to understand.
But death is the deprivation of sensation. This therefore means that death is nothing, since it is neither good nor evil because it takes human sensations which are the determinants of good and evil. Epicurus went on to argue that we should never fear death because in life death is not with us, and when we die we will be no more.
Therefore, the 1828 act chartering the Warren Bridge Company (to construct a bridge, to eventually become of free passage upon the accumulation of receipts to offset construction, across the Charles River in proximity of the existing Charles River Bridge) did not
the professional educators; therefore, students should not be left complete freedom to select coursework.’ What makes the two paragraphs logically the same centers on how their premises are formulated. The first attempts to generalize that ‘necklaces sold at Tiffany’s are
This gave him the chance to see firsthand what his customers have to say about his product and establish a personal connection with them. Kimballs success is not a solitary documentation of how social media helped businessmen strengthen their