Essay about Marriage as an Outdated Institution - 1065 Words

Marriage as an Outdated Institution Marriage is a bond between two people. Whether the two people enter into this institution because they are in love or because of other reasons, it has always been and still is a challenge. Both individuals carry an enormous amount of responsibility in a marriage. However, for all the bad times such as money and family troubles or even more serious incidents of infidelity, there are good times that can also be recalled. These joyous times are what successful relationships thrive on. Traditionally, marriage depends on committing to the one that you love to stay with them in sickness and in health and till death†¦show more content†¦The right time to marry in previous eras was clear in society. A man would have certain duties and in the 16th Century for example, a slight interest in a woman would quite possibly result in an obligation to be bound to her for life. The number of unmarried couples may be a direct result of greater rights for women. The achieved equality, achieved primarily in 1928 when the vote was awarded, has meant that women have wanted to be more independent and feel that they do not want or need a piece of paper to say that they loved, were loved by and belonged to a certain man. There also seems to be no shame now in living alone and never marrying is no longer considered as spinster-esque. A woman is also perfectly able to go through life not needing a man, as she is able to have children through artificial insemination and career-wise can be just as, if not more successful and wealthy than men. Life is also easier for single mothers so the need to have to be married to have someone to support you and your child is eliminated. Marriage is also not necessary when an unmarried woman and her boyfriend become pregnant. In the past, a small ceremony would be carried out quickly but now it is considered acceptable for the ch ild to be raised with unmarried parents and bastard children are common. Nowadays, to be called a bastard due to yourShow MoreRelatedTrends of Marriage and Divorce Essay1285 Words   |  6 Pages Marriage is one of the oldest cultural institutions in the world. Its status has changed drastically over the years, and in the last few decades alone has gone from being a social expectation to simply an option for most people. In the 1920s, marriage was generally considered an expectation for all young women, lest they dry up like cacti before they bore children. Today, marriage is generally recognized as a commitment that may satisfy some, though many choose to forgo the process. The differencesRead MoreMarriage Is The Legal Or Officialising Process913 Words   |  4 PagesMarriage is an institution that ages back to ancient societies. It offered a secure environment and legal benefits to facilitate the granting of property rights. 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Temple uses Joe Cashin, his lone-crusader type protagonist, to assert his view that the justice system shouldnt be inaccessibleRead MoreThe Confusion Of Today s Culture1246 Words   |  5 Pagestoday’s culture about â€Å"roles† in marriage compels us to understand what unique responsibilities various cultures assign to a wife. With this, many cultures place a special emphasis on the headship granted to the husband and the role of subordination belonging to the wife. In various places, men have authority over their wives, in law and in practice. Modern values such as gender equality may be at odds with some traditions, one example being a traditional jewish marriage, which is based on the man acquiring

An Overview Of The Ethical - 1407 Words

ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Abortion: An Overview of the Ethical ï ¿ ¼Ã¯ ¿ ¼11/1/2015 Randy St.Cyr PHIL200 Introduction to Ethics Dr. Carrie Pettermin Issues ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼ ï ¿ ¼Ã¯ ¿ ¼ÃƒËœÃ¯Æ'Ëœ Various philosophers through the centuries have had a tremendous impact on the way modern society thinks. ØïÆ'Ëœ Friedrich Nietzsche (1844-1900) influenced modern thinking with his â€Å"God is dead† philosophy. This meant that there was no longer any room for God in an enlightened and civilized society. ØïÆ'Ëœ John Stuart Mill (1806-1873) helped popularize the philosophy of utilitarianism. The basic idea is that morality is determined based upon what is the greatest good for the greatest number of people. ØïÆ'Ëœ Immanuel Kant (1724–1804) argued that moral requirements are based on a standard of rationality he dubbed the†¦show more content†¦If a women becomes pregnant and the fetus is severely abnormal, an abortion would avoid suffering for the child, society and the family. ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼ ï ¿ ¼Ã¯ ¿ ¼Kantian Theory : The Categorical Imperative The Categorical Imperative is supposed to provide a way for us to evaluate moral actions and to make moral judgments. vï  ¶ Kant’s Formula of Humanity of the Categorical Imperative and the prevention of treating humanity merely as a means. vï  ¶ Forcing a woman to continue a pregnancy against her will is treating her as a mere means. vï  ¶ This constitutes an assault on her humanity, the capacity for rationally setting and pursuing her own ends. vï  ¶ For this reason, the woman’s right to control her body should be given priority she is a fully-fledged human being, a free agent. vï  ¶ Being forced to continue a pregnancy against her will constitutes an insult on her rational nature and a violation of her autonomy. ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼ ï ¿ ¼Ã¯ ¿ ¼Ethical Relativism The ethical norms and values that in fact guide our actions and moral thinking. Ethical and moral relativism holds that no objective standard of right and wrong exists; rather, morality is relative to each individual or culture. What is right or wrong for me, might not be right or wrong for you. Abortion is morally

How Psychological Theories Have Been Used in Beer Free Essays

When they see a person carrying a bottle of beer and the soft toy, they will Immediately apprehend IM without any questions asked. Back In the police station, the policemen would be enjoying the beer, which they had confiscated, while the Innocent customers would be miserably locked up In the cell. Similarly, this commercial Is supposedly targeted at adults, those who are above 8 years of age, since they are allowed to drink. We will write a custom essay sample on How Psychological Theories Have Been Used in Beer or any similar topic only for you Order Now However, everyone is again allowed to view the commercial for humor purposes. Our group will also be doing comparisons of the two beer commercials in terms of the psychological theories used and other dissimilarities worth mentioning. 2) Theory Reviews 2. ) Learning Theory There are basically three theories to learning, I) Classical conditioning II) Operant conditioning Ill) Observational learning Classical controlling Is the type of controlling that makes use of a stimulus that, before controlling, does not naturally bring about the response of Interest and a stimulus that brings about interest without having being learned. A good example loving it† makes it a top choice fast-food outlet that most people will patronize. The slogan in this case plays the role of a natural stimulus whereas Macdonald fast-food outlet is the unconditioned stimulus. Upon hearing the â€Å"I’m loving it† slogan, the sign of Macdonald fast-food outlet will appear unknowingly to our mind. Operant conditioning is a type of conditioning, which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences. An example will be that of a Wall’s ice-cream advertisement. With attractive offers like, buy 3 for the price of 2 or even free gifts being given away for each tub of ice- cream brought. Observational learning is learning through observing the behavior of another person called a model. A good example will be that of a coca cola drink advertisement. In most of the coca cola drink advertisement, there will be people drinking the coca cola drink itself and they will reveal a very refreshing and cooling expression when they finish drinking a drink and by seeing that after drinking that can of coca cola drink, it will bring about a refreshing and cooling sensation to a person. Out of these three learning theories, only the classical conditioning and the observational learning are being applied to the beer commercials. This commercial uses the Classical Conditioning theory. Most people would not normally associate beer with singing. But after being exposed to the commercial for mom time, a person would actually remembers the Heinlein beer commercial, and hopefully proceed to buy the beer. When a person watches the commercial for the first time, he/she will acquire the impression that the singing has nothing to do with the beer. However, the tastiness, â€Å"It seems some people didn’t take the last Heinlein commercial seriously. † And â€Å"Remember, buy Heinlein or we’ll keep running these commercials,† actually reveals the whole intention of the commercial. So eventually, they will associate the beer with the horrible singing. Scrabbles This commercial uses the Observational Learning. Firstly, when the customer buy the beer and gets a free toy, a person may also follow suit. The idea of an incentive or free-gift’ appeals very much to us Singapore who are very ‘kiss’ or have the â€Å"don’t want to lose out â€Å"attitude. So, when the customer is being apprehended by the police, gets locked up in a cell, and even having his beer confiscated, the observational learning still comes into play. This occurs when the policemen themselves drink the confiscated beer, giving them the impression that beers are better than diamonds. Therefore, giving viewers the notion that they should also buy Comparison The use of observational learning is more effective compared to classical conditioning. This is because the influences of an authoritative figure I. E. The policemen are brought into the picture. Therefore, it reinforces the observational learning. Like mentioned earlier, policemen are people of authority, therefore, if they were to do something that is generally not proper, which is in this case, drinking the confiscated beer, their actions would actually be socially accepted since they are people who are of higher authority than a normal civilian would be. The use of classical conditioning as a comparatively weaker impact to the audience in contrast to the use of observational learning. Since the stimulus of classical conditioning does not naturally bring about the response or interest to the beer, it can easily be forgotten if it is not reinforced. One-way for Heinlein to resolve this problem is to keep on playing the commercial. However, they would have to bear the costs incurred, and not forgetting, the contempt from irritated viewers who are forced to view the annoying commercial over and over again. 3. 2 Memory theory For this commercial, under the psychological theory of Memory, it â€Å"attacks† the ewer’s sensory memory, specifically the Echoic Memory. Thus, it makes the viewer able to react to the annoying singing by remembering the commercial better since it is using the audio element to etch the product into the viewer’s minds. The audio element is supposedly the most prominent sensory element of the commercial. Hence, the commercial will be played over and over again in the viewers’ mind. The point is, the viewer does not even have to view the commercial visually to have the desired impact of the commercial on the viewer. As mentioned before, the audio element is the strongest agenda of the whole commercial. For this commercial, using the same psychological theory of Memory, the commercial is appealing to the viewer’s sensory memory, especially the Iconic Memory to remember the product. As can be seen, we can work out with an example from the commercial that, the when the man buys the bottle of Scrabbles beer, and the cashier hands the buyer a soft toy, saying that it is a gift from buying the beer. â€Å"diamonds†, and the beer was confiscated along with him. Also, the makers of the commercial â€Å"attacks† the viewer’s minds in which that they ill remember that the buying the Scrabbles beer is so good that, the police officers are enjoying themselves so much. Since the policemen, as mentioned, are people with authority, drinking the Scrabbles beers that they confiscated are seemingly more significant. This also portrays a powerful signal that the beer can even tempt the authorities under work obligations. Hence, such actions are being socially accepted, therefore, the viewer’s implicit memory would subconsciously steer the viewer to buy Scrabbles beer. Both uses the same sensory theory and the only different is one, echoic and another, conic. Most commercial uses the echoic memory to remember, which in the Heinlein commercial you do not even need to use your eyes to watch and Just hear the songs they are singing is enough to serve the purpose. 3. 3) Motivation Theory Motivation is the factor that directs and invigorates the behavior of humans. Often, human motivation is driven by the intention, or arousal of achieving a goal. Primary drive are related to the biological needs that often helps to fulfill our basic needs, whereas secondary drive are prior to experience and learning that has no direct impact on our biological needs. In the two commercial that we have chosen, we can say that both commercials applies the secondary drive as both brings out the needs of a person to drink beer brought about by previous experience or learning. The main aim of the commercials that we have chosen was to motivate and attract the viewers to drink the respective brand of beer. Suggests that motivation stems from the desire to obtain valued external goals. The commercial started off with a seemly strange tagging – at least it is not common in most commercials that we see nowadays. It says, â€Å"It seems some people didn’t take the last Heinlein commercial seriously. Although viewers might first think the commercial is trying to reprimand them, but it is actually indirectly motivating viewers to direct their attention on the commercial, simply because they do not want to be wrongly accused of â€Å"not taking commercial or anything seriously’ and end off with a message when they got the attention by saying, â€Å"Remember, buy Heinlein, or we’ll keep on running these commercials. † This suggests the determination shown by the commercial in motivating viewers to at least try the product, and that reignites the desire of consumers to obtain the beer – external goals. Furthermore, it also intends to serve as a constant reminder to consumers to realize their highest potential through drinking Heinlein instead of other brand of beer. Scrabbles In the second commercial, more than one approach can be applied to the advertisement. Arousal Approach explains the increase of the stimulation and activity where people are willing to take the risk of getting caught by the police when purchasing the Scrabbles beer. Incentive Approach motivates people to buy Scrabbles beer, even the police whom are seen as protectors of the local people themselves are drinking Scrabbles. Hence, the impact and motivation, the local people receive when they revere to the police gives them the desire to obtain the same beer as their ‘protectors’. For Cognitive Approaches, the intrinsic motivation shows that the people are willing to buy the Scrabbles beer as it stimulates excitement for their own enjoyment whereas the extrinsic motivation, recognize the effort and give the soft toy as a reward. The need for affiliation was also applied on this commercial, the people who have seen the commercial will tend to follow what the police officers do because as the law enforcer, they themselves are drinking the confiscated Scrabbles. Therefore, drinking Scrabbles would be seen as a gateway in establishing bilateral ties and maintaining relationship with the police. This commercial also motivates the viewers to realize their sense of self-actualization, the state of self-fulfillment, which is the highest level of Mascots Hierarchy, in which people realize their highest potentials, as the Scrabbles beer is now within their reach. Both commercials in this case use different styles and strategies in motivating consumers to purchase their products. In the Heinlein commercial, it uses the reverse psychological principles whereby it is indirectly motivating consumers to buy the Heinlein beer and it consists of symbol captions, which enable the viewers to establish inner thoughts to achieve constant memory of the product as well as incur the desire to try or even have the product. As for the Scrabbles commercial, it uses a more direct style and hence is clearer to understand. It motivates consumers as it consists of various theories of motivation, which gives several different perspectives on motivation. Furthermore, it adds a lot of humbly into the commercial that requires consumers to reflect on the purpose of the commercial and what it signifies. For example, firstly the diamonds are hidden in the soft toy, and the police confiscate the toy containing the ‘stolen diamonds’ together with the Scrabbles beer. One scene where the innocent customers are trapped within a cell gives the impression of being ‘locked’. However, at the same time, the policemen are having a great time enjoying the confiscated beer. Hence, the Juxtaposition of the two agendas is basically trying to reinforce the point hat, without the beer, you would be miserable as signified by the customers being locked up and feeling miserable, yet at the same time, when you have the beer, you would be at the top of the mountain as portrayed by the policemen merrily drinking away. These metaphors and symbols are worth looking into as they indirectly motivate viewers to buy the beer and act as an unconscious motivation tool. 3. 4) Social Psychology Theory This commercial uses the Persuasion Theory. It is a process of changing attitude. How to cite How Psychological Theories Have Been Used in Beer, Papers

Scott Anderson’s Triage We Are All Affected by War in Some Way, However Slight Essay Example For Students

Scott Anderson’s Triage: We Are All Affected by War in Some Way, However Slight Essay â€Å"We are all affected by war in some way, however slight† Scott Anderson’s Triage reveals the affects war has on people by linking the characters through war and parallel stories. From a pressured Dr. Talzani operating in a cave in Kurdistan to Mark and Colin who are war photographers and Elena and Diane their partners . As well as a ‘specialist’ war psychiatrist, Joaquin Morales. Anderson uses various techniques and symbols to communicate these ideas and writes in a conversational format to incorporate the reader into the journey. Talzani is a dark mysterious character who suppresses his emotions and detaches himself of any responsibilities in others fate to cope with his job of Triaging his patients. With limited provisions Talzani is under constant stress as the wounded soldiers are omitted more frequently and although the doctor wants to save everyone he possible can’t. Talzani uses humor to get by, â€Å"If I stay here long enough, I will start killing more people than I save †. Talzani is affected by his job of killing the soldiers who have received a blue tag and after he does this his hands were noted shaking and he takes a routine ‘smoko’. However Dr. Talzani mainly copes by believing in fate, â€Å"My little tags are for them, because they need to believe there is a system. For me, I know it is all fate †, â€Å"There is no explanation for who dies and lives in war†¦We invent all types of explanation and superstitions for why things happen† . We are shown how this technique is successful by how Talzani reveals how he sleeps easy at night even when he admits to handing out wrong tags to his patients. â€Å"Men suffering from nothing more than dehydration or a broken arm†¦have been given blues†. Joaquin Morales is a retired ‘unorthodox’ Physiatrist, who was head of a Mental Purification Institution which restored soldiers from the Spanish civil war. During the civil war Joaquin fled from his home leavening his family behind and survived months in the Aplujarra Mountains whilst being hunted by death squads. Morales initially deals with his losses by his faith in God, shown when he interprets a bright light from sand dunes in Africa as being a sign. This allowed him to ‘turn away from the past’ and make the most of the future. Morales is later affected by war through his patients. Joaquin deals with his regretful past by erasing them from his memory, shown by how Joaquin buries his patient’s files in his basement. Morales also keeps a positive attitude and strives to make the best of the future shown by how he keeps persisting to connect with Elena after continuous rejection. Like-wise to Talzani, Morales sees himself as the ‘good guy’ and disconnects himself of responsibility to his patients. Particularly with the ‘incurables’, where we find out Morales kills the men he can’t cure and justifies it as saving people lives. What was I supposed to do? Should I have let the killers continue as they were? How many lives did I save? I believe I saved many†. Mark Walsh tries to hide behind his camera lens but can’t escape responsibility of what he sees. For instance in Beirut Mark had the chance to save a boy as he ran towards him, but Mark kept on taking photos as the boy was shot down. At the start of the novel Mark deals with his job by having a secretive nature and holding information from his partner Elena, which ultimately threatens their relationship. As well as having ‘debriefing’ get to gathers with colleagues and keeping a simple living room, the opposite to his job. However Mark becomes both physically and spiritually numbed after the bomb blast in Kurdistan, where he loses his close friend Colin. As well as other guilt Mark has suppressed he finally breaks down for not giving Colin his last wish of taking him home to New York. Marks old ways of dealing with war fall in vain and he learns alternative ways throughout the journey of the novel from other characters. .u4acbf76226f5ee2c8191703322f9887c , .u4acbf76226f5ee2c8191703322f9887c .postImageUrl , .u4acbf76226f5ee2c8191703322f9887c .centered-text-area { min-height: 80px; position: relative; } .u4acbf76226f5ee2c8191703322f9887c , .u4acbf76226f5ee2c8191703322f9887c:hover , .u4acbf76226f5ee2c8191703322f9887c:visited , .u4acbf76226f5ee2c8191703322f9887c:active { border:0!important; } .u4acbf76226f5ee2c8191703322f9887c .clearfix:after { content: ""; display: table; clear: both; } .u4acbf76226f5ee2c8191703322f9887c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4acbf76226f5ee2c8191703322f9887c:active , .u4acbf76226f5ee2c8191703322f9887c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4acbf76226f5ee2c8191703322f9887c .centered-text-area { width: 100%; position: relative ; } .u4acbf76226f5ee2c8191703322f9887c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4acbf76226f5ee2c8191703322f9887c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4acbf76226f5ee2c8191703322f9887c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4acbf76226f5ee2c8191703322f9887c:hover .ctaButton { background-color: #34495E!important; } .u4acbf76226f5ee2c8191703322f9887c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4acbf76226f5ee2c8191703322f9887c .u4acbf76226f5ee2c8191703322f9887c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4acbf76226f5ee2c8191703322f9887c:after { content: ""; display: block; clear: both; } READ: Child abuse EssayMark learns from his father, an ex WWII veteran, a real man is affected by war and needs outlets for suppressed feelings. As the novel progresses Talzani reveals to Mark through his absentminded shuffling of the tags, that life and death is fate and not to take responsibility. Finally Joaquin takes Mark on as a patient and shows him how to forgive himself, forget the past and ‘look forward to future laughter’ . Mark then comes to grips with war and the death of Colin, signified by the release of flower petals down the Guatemala River. Elena is Marks Spanish Lover. She is first hand affected by war through the volunteer work at the UN office, where she tries to reconnect refugee families. â€Å"The horror that passed over her desk-muted by its reduction onto paper, sanitized into the language of bureaucrats- was enough for her† . Like wise to Mark and his camera Elena distances herself from war but still feels some responsibility, â€Å"In those reports†¦ she could feel the despair, hear the sounds of a family or a village dying, smell the awful stench of it† , † How many people remained lost to each other†¦ because she had typed a wrong number in a birth date† . Elena deals with her job by the satisfaction she gets from making a difference, ’She savored these Miracles’. Elena is second handedly affected by war through other characters. Mainly with her affectionate relationship with Mark, Elena shares Marks pain â€Å"She tried to remember his old face†¦before the pain settled in† and when she breaks into tears at a family reunion in Madrid. Elena deals with Marks job by not thinking about Mark and keeping busy with her UN where she feels she can connect with him. As well as redecorating the living room when Mark is away. Elena dislikes Marks profession and jumps at any opportunity for Mark not going to the next war zone â€Å"Now after three years, she wanted to live free of fear, free of the strategies she devised to make it all bearable† Elena is also affected by her best friend Dianne, Collins Partner. Elena shares the emotional ride of Dianne pregnancy together with the loss of Colin. Lastly Elena is also affect by her ‘Fascist Father Confessor’, which separates her from her family. By linking characters through war Anderson reveals how the characters are all affected by war by taking us on the journey of Marks purification. Anderson intertwines social issues such as Triage tags which question our society’s morals and uses analogies and cliches to communicate these ideas. As well as the use of various symbols and underlying themes, Anderson adapts the language to the target audience and shows us the affects war has on people and their spirit, however slight. Word Count: 1070

Battle of Fishers Hill in the American Civil War

Battle of Fishers Hill in the American Civil War Battle of Fishers Hill - Conflict Date: The Battle of Fishers Hill was fought September 21-22, 1864, during the American Civil War (1861-1865). Armies Commanders: Union Major General Philip H. Sheridan29,444 men Confederate Lieutenant General Jubal A. Early9,500 men Battle of Fishers Hill - Background: In June 1864, with his army besieged at Petersburg by Lieutenant General Ulysses S. Grant, General Robert E. Lee detached Lieutenant General Jubal A. Early with orders to operate in the Shenandoah Valley.   The goal of this was to have Early reverse Confederate fortunes  in the region which had been sustained a blow due to Major General David Hunters victory at Piedmont  earlier in the month.   Additionally, Lee hoped that Earlys men would divert some Union forces away from Petersburg.   Arriving at Lynchburg, Early was able to force Hunter to withdraw into West Virginia and then drove down  (north) the valley.   Entering into Maryland, he pushed aside a scratch Union force at the Battle of Monocacy on July 9.  Ã‚  Responding  to this new threat, Grant ordered Major General Horatio G. Wrights VI Corps north from the siege lines to reinforce Washington, DC.   Though Early threatened the capital later in July, he lacked the forces to mount a meaningful assault on th e Union defenses.   With little other choice, he withdrew back to the Shenandoah. Battle of Fishers Hill - Sheridan Takes Command: Weary of Earlys activities, Grant created the Army of the Shenandoah on August 1 and appointed his cavalry chief, Major General Philip H. Sheridan, to lead it.   Composed of Wrights VI Corps, Brigadier General William Emorys XIX Corps, Major General George Crooks VIII Corps (Army of West Virginia), and three  divisions of cavalry under Major General Alfred Torbert,  this new formation received orders to eliminate Confederate forces in the Valley and render the  region worthless as a source of supplies for Lee.   Moving south from Harpers Ferry, Sheridan initially showed caution and probed to ascertain Earlys strength.   Leading four  infantry and two cavalry divisions, Early misinterpreted Sheridans early  tentativeness as  over-caution and permitted his command to be strung out between Martinsburg and Winchester. Battle of Fishers Hill - Gibraltar of the Shenandoah Valley: In mid-September, having gained an understanding of Earlys forces, Sheridan moved against the Confederates at Winchester.   In the Third Battle of Winchester (Opequon) his forces inflicted a severe defeat on the enemy and sent Early reeling south.   Seeking to recover, Early reformed his men along Fishers Hill just south of Strasburg.   A strong position, the hill was situated at a point where the valley narrowed with Little North Mountain to the west and Massanutten Mountain to the east.   Additionally, the north side of Fishers Hill possessed a steep slope and was fronted by a creek named Tumbling Run.   Known as the Gibraltar of the Shenandoah Valley, Earlys men occupied the heights and prepared to meet Sheridans advancing Union forces.    Though Fishers Hill offered a strong position, Early lacked sufficient forces to cover the four miles between the two mountains.   Anchoring his right on Massanutten, he deployed the divisions of Brigadier General Gabriel C. Wharton, Major General John B. Gordon, Brigadier General John Pegram, and Major General Stephen D. Ramseur in a line extending east to west.   To bridge the gap between Ramseurs left flank and Little North Mountain, he employed Major General Lunsford L. Lomaxs cavalry division in a dismounted role.   With the arrival of Sheridans army on September 20, Early began to realize the danger of his position and that his left was extremely weak.   As a result, he began making plans for a retreat further south to begin on the evening of September 22.      Battle of Fishers Hill - The Union Plan: Meeting with his corps commanders on September 20, Sheridan rejected mounting a frontal assault against Fishers Hill as it would cause heavy losses and had a questionable chance of success.   Subsequent discussions resulted in a plan to strike Earlys right near Massanutten.   While this was endorsed by Wright and Emory, Crook had reservations as any movement in that area would be visible to the Confederate signal station atop Massanutten.   Adjourning the meeting, Sheridan reconvened the group that evening to discuss a thrust against the Confederate left.   Crook, with support from one of his brigade commanders, future president Colonel Rutherford B. Hayes, argued in favor of this approach while Wright, who did not wish his men to be relegated to a secondary role, fought against it.   When Sheridan approved of the plan, Wright attempted to secure leading the flank attack for VI Corps.   This was blocked by Hayes who reminded the Union commander that VIII Corps had spent much of the war fighting in the mountains and was better equipped to traverse the difficult terrain of Little North Mountain than VI Corps.   Resolving to move forward with the plan, Sheridan directed Crook to begin quietly moving his men into position.   That night, VIII Corps formed in heavy woods north of Cedar Creek and out of sight of the enemy signal station (Map). Battle of Fishers Hill - Turning the Flank: On September 21, Sheridan advanced VI and XIX Corps towards Fishers Hill.   Nearing the enemy lines, VI Corps occupied a small hill and began deploying its artillery.   Having remained concealed all day, Crooks men commenced moving again that evening and arrived at another concealed position north of Hupps Hill.   On the morning of the 21st, they ascended the east face of Little North Mountain and marched southwest.   Around 3:00 PM, Brigadier General Bryan Grimes reported to Ramseur that enemy troops were on their left.   After initially dismissing Grimes claim, Ramseur then saw Crooks men approaching through his field glasses.   Despite this, he refused to send more forces to the left end of the line until he discussed it with Early. In position by 4:00 PM, Crooks two divisions, led by Hayes and Colonel Joseph Thoburn, commenced their attack on Lomaxs flank.   Driving in the Confederate pickets, they quickly routed Lomaxs men and pressed on towards Ramseurs division.   As VIII Corps began to engage Ramseurs men it was joined on its left by Brigadier General James B. Ricketts division from VI Corps.   Additionally, Sheridan directed the remainder of VI Corps and XIX Corps to pressure Earlys front.   In an attempt to rescue the situation, Ramseur directed Brigadier General Cullen A. Battles brigade on his left to refuse back to face Crooks men.   Though Battles men mounted a fierce resistance, they were soon overwhelmed.   Ramseur then sent Brigadier General  William R. Cox’s brigade to aid Battle.   This force became lost in the confusion of the fight and played little role in the engagement. Pressing forward, Crook and Ricketts next rolled Grimes brigade as enemy resistance faltered.   With his line shattered, Early began directing his men to withdraw south.   One of his staff officers, Lieutenant Colonel Alexander Pendleton, attempted to mount a rearguard action on the Valley Turnpike but was mortally wounded.   As the Confederates retreated in confusion, Sheridan ordered a pursuit in the hopes of dealing Early a fatal blow.   Chasing the enemy south, the Union troops finally broke off their efforts near Woodstock. Battle of Fishers Hill - Aftermath: A stunning success for Sheridan, the Battle of Fishers Hill saw his troops capture nearly 1,000 of Earlys men while killing 31 and wounding around 200.   Union losses included 51 killed and around 400 wounded.   As Early escaped south, Sheridan commenced laying waste to the lower part of the Shenandoah Valley.   Reorganizing his command, Early attacked the Army of the Shenandoah on October 19 while Sheridan was away.   Though the fighting at the Battle of Cedar Creek initially favored the Confederates, Sheridans return later in the day led to a change in fortunes with Earlys men being driven from the field.   The defeat effectively gave control of the valley to the Union and eliminated Earlys army as an effective force.    Selected Sources Civil War Trust: Battle of Fishers HillShenandoah at War: Battle of Fishers HillHistoryNet: Battle of Fishers Hill

communism2 essays

communism2 essays Communism is a concept or system of society in which the community owns the major resources and means of production rather than by individuals. (Beers 670) Which means if that theory was true, everything should be shared between people. That also suggests that society wouldnt need a government because this society would be without rulers. However, communism also involves the abolition of private property by a revolutionary movement. In the early 19th century the idea of a communist society was a response of the poor and dislocated to the beginning of modern capitalism. (Carr 28) At that time communism was the basis for a number of Utopian settlements. Most Communistic experiments, however, failed eventually. Most of these small private experiments involved voluntary cooperation, with everyone participating in the governing process. Later the term communism was reserved for the philosophy advanced by Karl Marx and Friedrich Engels in their Communist Manifesto and movement they helped create in Central Europe. Since 1917 the term has denoted those who regard the Russian Revolution as a model that all Marxists should follow. (Beers 670-71) Beginning with the Russian Revolution the center of gravity of global communism has moved away from Central and Western Europe from the late 1940s through the 1980s, communist movements were often connected with Third World strivings for national independence and social change. (Beers 729) Karl Marx was born on May 5, 1818 in the city of Trier in Prussia now Germany. He was one of seven children of Jewish Parents. Marx attended high school in his hometown in (1830-1835). During high school years he was always politically rebellious and often was drunk and disorderly causing him to spend a lot of time in jail. After high school he went to university in Berlin. In October of 1842, Marx became an editor of the paper Rheinische Zeitung and as the editor wrote editorials on socioeconomic issues such...

Business Ethics Topics.. 5 questions each have their own title Essay

Business Ethics Topics.. 5 questions each have their own title - Essay Example If the objective is to achieve the greatest good for the greatest number, one must work with estimates. (97) McGee explains that the most important principle that all ethical organizations in all cultures should consider is not to breach or contribute in any way to the breaching of individual contract rights. Rosenthal (2013) says â€Å"Ethics in international business is a very complex issue since ethical standards differ among different countries. Some issues which organizations should establish an ethical standpoint include corporate governance, social responsibility, targeted marketing and corruption.† When trading in international markets, participants should be aware of different ethical standards and business standpoints of various groups around the world. A trader should always ensure that high ethical standards are observed and also be prepared to accept the different standards and expectations of others as well as the reasons for them. Bibliography Frankel, Paul, McG ee, Robert, and Tibor, Machan. Business Ethics in the Global Market. Hoover institution Pr.1999.print Rosenthal, Joel. â€Å"Ethics and International affairs: A primer†. ... al with the help of what is not public knowledge and therefore giving them an advantage over the rest of the market participants who are on the outside (Machan and Chester, 131) The Pros of insider trading includes: it increase the overall efficiency of transactions in the market. McGee (2009) argues that â€Å"those trading from the inside send signals to others whose reactions then help propel the market to its new level of efficiency† (67).Another pro for insider trading according to McGee is that it allows the executives to use inside information to cut the company costs through saving on payroll costs. It is an alternative form of compensation that makes it possible for the organization to pay a lower salary (McGee, 67).The cons of insider trading include; it is morally not right for some individuals to gain from inside information by making huge profits with such little effort. Also business is like level playing field where all individuals should benefit from informatio nal equally and not where others enjoy informational advantages over others. Insider trading is economically beneficial since stocks can trade at prices that reflect more information. Those who are against insider trading base their arguments on emotional appeals and not sound economic analysis. Bibliography Machan,Tibor & Chesher,James. A Primer on Business Ethics.Rowman & Little field. 2003.print McGee, Robert. â€Å"Analyzing Insider Trading from the Perspectives of Utilitarian Ethics and Rights Theory†. Journal of Business Ethics Springer.2009.DOI 10.1007/s10551-009-0068-2 Question#3. Capitalism is the political economic system in which the institution of the right to private property is fully protected. It is an economic arrangement of an organized human community. It is a type of legal order

Reflective Paper Essay Example | Topics and Well Written Essays - 2000 words

Reflective Paper - Essay Example bility to establish and maintain harmonious relationships with diverse people and groups, especially with those different from themselves is a quality most effective leaders have. He is the glue that fuses the group together with diplomacy and commonality of goals. He possesses high emotional intelligence, maturity and understanding of people coming from various backgrounds. I believe that having a sensible and stable moral and ethical base should be the foundation of an organization. Michael Fullan, a leading advocate in the study of leadership claims that a leader should have moral purpose. This moral purpose pushes him to act with the intention of making a positive difference in the lives of the people around him and in society in general (Fullan, 2004). â€Å"Moral purpose infuses an organization with passion and purpose since workers become eager to know the enabling purpose of their work† (Fullan, 2004, p. 26). A manager needs the capacity to keep his focus on the real purpose of the organization. He has a clear vision of where he is going and sets directions to others towards that vision. He works together with others on thinking of ways and means to reach their goals and not focus on the authority on himself. In doing so, he empowers them to be confident in their abilities and motivates them to welcome challenges and opportunities. His positive influence gains him the respect of everyone to follow his lead while pursuing a common mission for the growth and development of the organization (Leithwood & Riehl,2003). Although the manager is imbued with great knowledge and skills, he is aware that he still needs help from others. He is humble enough to admit when he does not really know instead of putting up a faà §ade of being all-knowing. He is always open to learning something new, and not haughty enough to claim that he is already â€Å"made†.† Being human and fallible is one trait that all people share, and what better quality to relate to

Money reward is superior to any other motivational incentives Assignment

Money reward is superior to any other motivational incentives - Assignment Example However, Thomas (2000) explains that without good working conditions, it is impossible for high salaries to be a good motivator to the employees of an organization. Thomas (2000) therefore explains that, the link between compensation, performance and motivation is very complex, and difficult to understand. Research indicates that if people were left to decide on how much money they should earn, then chances are high that they would not get satisfaction in their jobs. Human resource experts, who advocate for money as a motivator, also accept the notion that money alone cannot act as an effective motivator. Other factors such as a good working environment, cooperation between employees and the management, ability for growth are other motivational factors that are effective in increasing the morale of workers. The basic question to ask in this debate is on whether money plays a role in making our jobs enjoyable or not. Furthermore, the question to ask is whether high salaries play a role in motivating or de-motivating the employees of an organization. Whiteley (2002) explains that in as much as money is not the major motivator, in an organization, lack of good salaries can become a de-motivator. We are living in a capitalistic world, where everything we do, is monetized. It is very difficult to survive without making good money, or earning a good salary. The social status of an individual is also motivated, based on the kind or amount of money that he or she earns. It is based on these factors that employees of a business organization normally want to be paid high salaries, or a decent income for their services to an organization. Whiteley (2002) explains that a good theoretical framework that explains the importance of money is the Hierarchy of Needs theory, formulated by Abraham Maslow. The second level of these needs is security. Maslow explains that employees of an organization always have a

Multi Disciplinary Team

Multi Disciplinary Team Introduction This discussion opens with a definition of a therapeutic relationship and the key elements that impact on this. The discussion will focus on the different types of communication and explain the importance. I will also refer to the Multi Disciplinary Team (MDT) in a patients care and how this can strengthen the relationship. The discussion will end with reference to the Nursing and Midwifery Council (NMC) guidelines and the impact on the relationship. Self awareness will also be discussed. A therapeutic relationship is defined as A partnership between clients and nurses, both working together to improve the clients health status (Balzer Riley, 1986). This relationship allows both the nurse and the patient to gain satisfaction, the patient feels supported and listened to and the nurse feels valued in his/her role. One of the significant points in the relationship is that if the patient feels they are being listened to by the healthcare provider they will recover at a much faster rate. The key elements are, attending, hearing, understanding and remembering. Attending is the physical part with both the nurse and the patient being present and keeping up to date with what is being said. Hearing is the part that pays the attention to the patient. Understanding, this is reassuring the patient that what they have said has been understood. This can be done by paraphrasing. Remembering can be very difficult, if the nurse has understood what the patient has said this does become easier. In order to do this the nurse needs to fully attend to the patient, listen to them and then respond to them. According to Barker (1971), the listening process consists of four different elements listed above. By actioning the concepts the nurse can start to empathise with the patient. Empathy is an important aspect of this relationship, Empathy is the act of communicating to our fellow human beings that we understand how they are feeling and what makes them feel that way (Hogan, 1969) Empathy can be shown both verbally and non verbally, the verbal part is to reflect on how the patient is feeling and the reasons why and the goal should be to meet an accurate verbal reflection. The non verbal features of empathy are as much important as the verbal part; the non verbal part should show features of warmth and genuineness does the true caring for your patient come across. To do this verbal and non verbal communication must be used. Summary Questioning is a way of verbal communication between the nurse and the patient, some would say that questioning is a way of helping others to think about their problems (Alder and Rodman, 1982). There are two types of questions that may be asked to patients, open questions and closed questions, Open questions are asking for a more verbal response from the patient whereas closed questions is only encouraging the patient to give a short simple response. Along with questioning there are many other ways of verbal communication, establishing guidelines, acknowledgement, reflecting, paraphrasing, seeking clarification, summarising and planning .Clearly verbal communication is very important as are non verbal skills. Non verbal communication has various components; some of these include Posture, gesture, eye contact, touch, facial expression, appearance, head nods, silence, proxemics and other body language. Egan ( 1977) S.O.L.E.R framework has an important part to play in a therapeutic relationship, all of the points should make both the nurse and the patient is comfortable and in control of the situation, here is a bit of information to elaborate on the soler framework- S Sit squarely this means sit face to face with the patient this does not mean the nurse has to sit directly opposite the patient, the nurse should sit upright not slouching, this will show the patient the nurse has a caring posture. O Open posture this means sit with both arms and legs uncrossed, if both arms and legs are crossed it is said to show an element of defence from the nurse. L Lean slightly forward although this does depend on the conversation, leaning forward without leaning away will lead the nurse into the intimate zone of the patient. E Eye contact is recommended to be constant although this shouldnt be a constant stare as this can be very uncomfortable for the patient. R Relax -the nurse must be relaxed in order to gain the confidence in the patient. This framework can also be used by other healthcare professionals. Professionals other than nurses can strengthen the relationship; this can be another member of the health care team that needs to take part in the patients care. The professionals could include physicians, pharmacists, dieticians, occupational therapists these professionals are known as the MDT. A member of the MDT might need to be involved in the patients care, For example if the patient had concerns about their diet you could introduce the dietician to help. By introducing a member of the MDT it will strengthen the relationship with the patient. The patient however must consent to the involvement of other disciplines. Consent within a therapeutic relationship is very important, obtaining consent is a process and not a one off event. The patient must be told in a sensitive manner and the patient must then make the decision on whether to accept or decline the proposal being offered. The NMC (2008) states that you must respect and support peoples rights to accept or decline treatment and care (NMC code May 2008). Usually the professional who is going to perform the procedure will gain the consent although it is possible this task could be delegated to another professional who has the capability of meeting the required standards, Consent maybe obtained in a number of different ways, Verbal consent this is explaining everything verbally to the patient and the patient replying with a verbal answer, written consent this is normally obtained if the procedure has any risk or is lengthy and complex, the written consent is a record of what has taken place or could be of what has been offered and not taken p lace as the patient decline the opportunity. The NMC is the code that should be adhered to all times, some of the guidelines under the code includes Privacy, dignity and confidentiality, as part of the NMC code of conduct nurses are to work within their limitations. This is about the nurse being self aware. Self awareness is about recognising, accepting, challenging who we are, what we feel, and what we can and can not do (Rungapadiachy, 1998). In a therapeutic relationship it is also important to be in control of your own self awareness, be aware of your own values and beliefs. According to Rokeach (1968),a value is an important life goal or societal condition which is despired by a person. Beliefs are subjective statements used by individuals to describe something they believe as being true. Values are seen as the central core that reflects on ones attitude this is also know to affect ones attitude. Fishben and Ajzen (1975) define beliefs as statements which indicate a persons subjective probability that an object has a particular characteristic. Conclusion The Johari window is a model that is used to explore and develop self awareness; this model concentrates on interpersonal skills that are applied to interaction, it deals with awareness in the human behaviour (Luft 1969). There are four aspects to the Johari window, open, blind, hidden and unknown. The open part is the part that is known to self and others, the blind is the area that is unknown to self but know to others, the hidden part is the area that is known to self but unknown to others and the unknown is the area that is unknown to self and unknown to others. Through communication the open self is made more accessible. This strengthens the therapeutic relationship. This Essay has defined what a therapeutic relationship is and the key elements that impact on this. Different types of communication have been discussed and explanation given to show their importance. The role of the MDT in a patients care and how this can strengthen the relationship has also been discussed. NMC guidelines have an impact on the relationship and discussed a key issue from the guidelines, with special reference to consent. This essay has also explained why self awareness is important within a therapeutic relationship

Teen Marriage Essay -- Argumentative Persuasive Relationship Essays

Teen Marriage What is marriage? Marriage is â€Å"the institution whereby men and women are joined in a special kind of social and legal dependence for the purpose of founding and maintaining a family† (Marriage 729). The fact is, marriage, to most of society, is something much more than that. To some, marriage is the uniting of their souls; to others, it is merely an escape from their fear, their pain, and their agony. The sad truth about it is that many of those marriages will end in divorce. So how do couples know if what they have will last forever? It is impossible to know for sure. No one can tell them that they definitely have what it takes to make a marriage last. Marriage is about compromise and understanding. It is also about give and take. If one party in the marriage is unwilling to give, and only takes, the marriage will be short lived. Statistics show that in 1998, 2,256,000 couples became married, and 1,135,000 couples became divorced (Fast 1,2). For every two couples getting married, there is one that is getting divorced. In fact, half of ALL marriages end in divorce (Ayer 41). That is a sad reality to face. Those percentage rates increase as the age of the participant’s decrease. It seems these days, fewer and fewer teens between the ages of 14 and 18 are getting married. This is a change for the better. Teens are usually not prepared for marriage. Marriage comes with many responsibilities; most of which teens are not prepared to handle. â€Å"Early marriage, though possessing certain inherent dangers, is widely practiced in contemporary America† (Teenage 1). Even if teens feel they have the potential for a lasting marriage, they should still wait to become married. One of many arguments against this is that if the teens feel they are â€Å"destined† to be together and they wait to become married, there is a strong potential for pregnancy before marriage. However, just because teens wait to become married does not mean that they wait to share the privileges that married couples share. Today, sex before marriage is widely practiced. Many couples, who are not even considering marriage, have sex. Chances are that if a teen couple is thinking about marriage, they probably have already had intercourse. Allowing the teens to become married would only encourage sex before they are fully prepared to handle the responsibilities that come ... ...ociety; we do not need teens, which are not ready for marriage, to be married. Marriage is all about compromise, understanding, and give and take. Teens have not fully grasped that concept yet. They need to experience more in life before becoming married. They are missing out on so much; it is truly not worth it to rush into marriage. Works Cited Ayer, Eleanor H. Everything you need to know about teen marriage. 1st ed. New York: Rosen Pub. Group, 1990. "Fast Stats A to Z." [online] Available http://www.cdc.gov/nchs/fastats/ default .html, March 7, 2001. Holt, Chatal Danino. "The three R's of Relationships." [online] Available http://www.aboutyourmarriage.com/communicating/article/ three_r.html, February 12, 2001. Holtrop, Holly. Personal interview, March 12, 2001. "Marriage." Webster's Ninth New Collegiate Dictionary. 1991. "Teenage Marriage: weigh it carefully!" [online] Available http://www.bible .ca/ f-teen- marriage.html, February 14, 2001. Tobin, Dr. Michael. "Personal Responsibility." [online] Available http://www. aboutyourmarriage.com/columns/drtobin/responsibilities.html, February 7, 2001.

Logic: American Association of State Colleges and Universities and Subsequent Rights Restrictions

Sequenced. Precise. Elegant. Clear. Hurley’s A Concise Introduction to Logic, 11th Edition How to Make an Origami Crane Make your own origami crane using these instructions and the perforated sheet of paper included in your book. 1. Start with a square piece of paper, colored side up. Fold in half and open. Then fold in half the other way. 2. Turn the paper over to the white side. Fold the paper in half, crease well and open, and then fold again in the other direction. 3. Using the creases you have made, bring the top 3 corners of the model down to the bottom corner.Flatten model. The iconic red crane on the cover of this new edition of Hurley’s, A Concise Introduction to Logic symbolizes the qualities that make it the most successful logic text on the market. We have chosen origami to symbolize this text’s careful sequencing, precision, elegance, and clarity. About the Cover 4. Fold top triangular flaps into the center and unfold. 5. Fold top of model downwards, crease well and unfold. 6. Open the uppermost flap of the model, bringing it upwards and pressing the sides of the model inwards at the same time. Flatten down, creasing well.Couple an icon steeped in tradition with a clean, modern design, and you will quickly get a sense of the qualities that make this new edition of Hurley the best yet. Along with instructions, each new text includes a sheet of red paper so that you can bring the cover to life. This exercise serves as a metaphor for the process of learning logic. It is challenging, requires practice, but can be fun. Ideas for other ways to create your own origami can be found at www. origami-resource-center. com. 7. Turn model over and repeat Steps 4-6 on the other side. . Fold top flaps into the center. 9. Repeat on other side. 10. Fold both ‘legs’ of 11. Inside Reverse Fold the â€Å"legs† model up, crease along the creases very well, then you just made. unfold. Finished Crane. 12. Inside Reverse Fold one si de to make a head, then fold down the wings. Source: www. origami-fun. com Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A C O N C I S E I N T R O D U C T I O N TO Logic Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience.Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A C O N C I S E I N T R O D U C T I O N TO Logic ELEVENTH EDITION PATRICK J. HURLEY University of San Diego Australia †¢ Brazil †¢ Japan †¢ Korea †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience.The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www. cengage. com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party co ntent may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. A Concise Introduction to Logic, Eleventh Edition Patrick J. Hurley Publisher: Clark Baxter Senior Sponsoring Editor: Joann Kozyrev Development Editor: Florence Kilgo Assistant Editor: Nathan Gamache Editorial Assistant: Michaela Henry Media Editor: Diane Akerman Marketing Manager: Mark T.Haynes Marketing Coordinator: Josh Hendrick Marketing Communications Manager: Laura Localio Content Project Manager: Alison Eigel Zade Senior Art Director: Jennifer Wahi Print Buyer: Paula Vang Production Service: Elm Street Publishing Services Internal designer: Yvo Riezebos Cover designer: Jeff Bane of CMB Design Partners Cover image: Courtesy of Getty Images: Red origami crane on white table (image numbe r 85592979) Compositor: Integra Software Services Pvt. Ltd.  © 2012, 2008, 2006 Wadsworth, Cengage Learning ALL RIGHTS RESERVED.No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706 For permission to use material from this text or product, submit all requests online at www. cengage. com/permissions. Further permissions questions can be emailed to [email  protected] com. Library of Congress Control Number: 2010924757 Student Edition: ISBN-13: 978 -0-8400-3417-5 ISBN-10: 0-8400-3417-2 Wadsworth 20 Channel Center Street Boston, MA 02210 USA Cengage Learning is a leading provider of customized learning solutions with o? e locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local o? ce at: international. cengage. com/region Cengage Learning products are represented in Canada by Nelson Education, Ltd. For your course and learning solutions, visit www. cengage. com. Purchase any of our products at your local college store or at our preferred online store www. cengagebrain. com. Printed in the United States of America 1 2 3 4 5 6 7 14 13 12 11 10 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. To: All of the instructors, past and present, who have taught logic from this book. It is wrong always, everywhere, and for anyone, to believe anything upon insufficient evidence. –W. K. Clifford Nothing can be more important than the art of formal reasoning according to true logic. Gottfried Wilhelm Leibniz Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Brief Contents Preface xiii PART I  Ã‚  INFORMAL LOGIC 1 2 3 Basic Concepts 1 Lang uage: Meaning and De? ition 78 Informal Fallacies 119 PART II  Ã‚  FORMAL LOGIC 4 5 6 7 8 Categorical Propositions 197 Categorical Syllogisms 259 Propositional Logic 310 Natural Deduction in Propositional Logic 380 Predicate Logic 442 PART III  Ã‚  INDUCTIVE LOGIC 9 10 11 12 13 14 Analogy and Legal and Moral Reasoning 509 Causality and Mill’s Methods 529 Probability 554 Statistical Reasoning 571 Hypothetical/Scienti? c Reasoning 593 Science and Superstition 615 Appendix: Logic and Graduate-Level Admissions Tests 644 Answers to Selected Exercises 655 Glossary/Index 697 vi Copyright 2010 Cengage Learning. All Rights Reserved.May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Contents Preface xiii PART I? INFORMAL LOGIC 1 Basic Concepts EXERCISE 1. 1 7 1 1 14 33 1. 1 Arguments, Premises, and Conclusions 1. 2 Recognizing Arguments EXERCISE 1. 2 25 1. 3 Deduction and Induction EXERCISE 1. 40 1. 4 Validity, Truth, Soundness, Strength, Cogency 44 EXERCISE 1. 4 53 1. 5 Argument Forms: Proving Invalidity EXERCISE 1. 5 63 57 1. 6 Extended Arguments EXERCISE 1. 6 70 64 2 Language: Meaning and De? nition 2. 1 Varieties of Meaning EXERCISE 2. 1 83 78 78 88 2. 2 The Intension and Extension of Terms EXERCISE 2. 2 92 2. 3 De? nitions and Their Purposes EXERCISE 2. 3 99 93 2. 4 De? nitional Techniques EXERCISE 2. 4 108 102 111 2. 5 Criteria for Lexical De? nitions EXERCISE 2. 5 115 vii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial revi ew has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 3 Informal Fallacies 3. 1 Fallacies in General EXERCISE 3. 1 121 119 122 138 119 3. 2 Fallacies of Relevance EXERCISE 3. 2 133 3. 3 Fallacies of Weak Induction EXERCISE 3. 3 149 3. 4 Fallacies of Presumption, Ambiguity, and Grammatical Analogy 156 EXERCISE 3. 4 170 . 5 Fallacies in Ordinary Language EXERCISE 3. 5 185 178 PART II? FORMAL LOGIC 4 Categorical Propositions 197 4. 1 The Components of Categorical Propositions 197 EXERCISE 4. 1 200 4. 2 Quality, Quantity, and Distribution EXERCISE 4. 2 204 200 4. 3 Venn Diagrams and the Modern Square of Opposition 205 EXERCISE 4. 3 216 4. 4 Conversion, Obversion, and Contraposition EXERCISE 4. 4 225 217 4. 5 The Traditional Square of Opposition EXERCISE 4. 5 234 227 4. 6 Venn Diagrams and the Traditional Standpoint 239 EXERCISE 4. 6 245 4. 7 Translating Ordinary Language Statements into Categorical Form 246 EXERCISE 4. 254 viii Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 5 Categorical Syllogisms 259 5. 1 Standard Form, Mood, and Figure 259 EXERCISE 5. 1 264 5. 2 Venn Diagrams EXERCISE 5. 277 266 280 288 292 5. 3 Rules and Fallacies EXERCISE 5. 3 286 5. 4 Reducing the Number of Terms EXERCISE 5. 4 291 5. 5 Ordinary Language Arguments EXERCISE 5. 5 294 5. 6 Enthymemes 295 EXERCISE 5. 6 297 5. 7 Sorites 301 EXERCISE 5. 7 304 6 Propositional Logic EXERCISE 6. 1 319 310 6. 1 Symbols and Translation 310 6. 2 Truth Functions EXERCISE 6. 2 332 323 6. 3 Truth Tables for Propositions 335 EXERCISE 6. 3 341 6. 4 Truth Tables for Arguments EXERCISE 6. 4 347 344 6. 5 Indirect Truth Tables 350 EXERCISE 6. 5 358 6. 6 Argument Forms and Fallacies EXERCISE 6. 6 371 360 Contents ixCopyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 7 Natural Deduction in Propositional Logic 380 7. 1 Rules of Implication I 380 EXERCISE 7. 1 386 7. 2 Rules of Implication II 391 EXERCISE 7. 396 7. 3 Rules of Replacement I 401 EXERCISE 7. 3 407 7. 4 Rules of Replacement II EXERCISE 7. 4 419 414 7. 5 Conditional Proof EXERCISE 7. 5 430 427 7. 6 Indirect Proof EXERCISE 7. 6 436 432 438 7. 7 Proving Logical Truths EXERCISE 7. 7 440 8 Predicate Logic 442 8. 1 Symbols and Translation 442 EXERCISE 8. 1 449 8. 2 Using the Rules of Inference EXERCISE 8. 2 460 451 8. 3 Change of Quanti? er Rule EXERCISE 8. 3 467 464 468 8. 4 Conditional and Indirect Proof EXERCISE 8. 4 472 8. 5 Proving Invalidity EXERCISE 8. 5 479 474 481 8. 6 Relational Predicates and Overlapping Quanti? ers EXERCISE 8. 6 489 . 7 Identity 492 EXERCISE 8. 7 501 x Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions r equire it. Part III INDUCTIVE LOGIC 9 Analogy and Legal and Moral Reasoning 509 9. 1 Analogical Reasoning 9. Legal Reasoning 9. 3 Moral Reasoning EXERCISE 9 520 509 512 516 10 Causality and Mill’s Methods 10. 2 Mill’s Five Methods 531 10. 3 Mill’s Methods and Science EXERCISE 10 546 529 529 10. 1 â€Å"Cause† and Necessary and Sufficient Conditions 540 11 Probability 554 11. 1 Theories of Probability 11. 2 The Probability Calculus EXERCISE 11 567 554 557 12 Statistical Reasoning 571 12. 1 Evaluating Statistics 571 12. 2 Samples 572 576 12. 3 The Meaning of â€Å"Average† 12. 4 Dispersion 578 12. 5 Graphs and Pictograms 12. 6 Percentages 586 EXERCISE 12 588 583 13 Hypothetical/Scienti? c Reasoning 593 13. The Hypothetical Method 593 13. 2 Hypothetical Reasoning: Four Examples from Science 596 Contents xi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, som e third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 13. 3 The Proof of Hypotheses EXERCISE 13 607 02 13. 4 The Tentative Acceptance of Hypotheses 604 14 Science and Superstition 14. 2 Evidentiary Support 14. 3 Objectivity 14. 4 Integrity EXERCISE 14 615 615 14. 1 Distinguishing Between Science and Superstition 616 621 625 630 631 14. 5 Concluding Remarks Appendix: Logic and Graduate-Level Admissions Tests 644 Answers to Selected Exercises Glossary/Index 697 655 xii Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that an y suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface The most immediate benefit derived from the study of logic is the skill needed to construct sound arguments of one’s own and to evaluate the arguments of others. In accomplishing this goal, logic instills a sensitivity for the formal component in language, a thorough command of which is indispensable to clear, e? ective, and meaningful communication.On a broader scale, by focusing attention on the requirement for reasons or evidence to support our views, logic provides a fundamental defense against the prejudiced and uncivilized attitudes that threaten the foundations of our democratic society. Finally, through its attention to inconsistency as a fatal ? aw in any theory or point of view, logic proves a useful device in disclosing ill-conceived policies in the politic al sphere and, ultimately, in distinguishing the rational from the irrational, the sane from the insane. This book is written with the aim of securing these bene? s. Every Book Has a Story When I ? rst began teaching introductory logic many years ago, I selected a textbook that was widely used and highly regarded. Yet, my students often had a hard time understanding it. The book tended to be overly wordy and the main points were often lost amid a welter of detail. Also, I found that much of the book’s content was only peripherally related to the central concepts of logic. Using this book provided the happy and unanticipated result that my students always came to class so they could hear me explain the textbook.But after I tired of doing this, I decided to write a textbook of my own that would address the de? ciencies of the one I had been using. Speci? cally, my goal was to write a book in which the main points were always presented up front so students could not possibly mis s them, the prose was clear and uncomplicated, and excess verbiage and peripheral subject matter was avoided. To accomplish these and other related goals, I incorporated the following pedagogical devices: †¢ Relevant and up-to-date examples were used extensively throughout the book. †¢ Key terms were introduced in bold face type and de? ed in the glossary/index. †¢ Central concepts were illustrated in graphic boxes. †¢ Numerous exercises—today there are over 2,600—were included to perfect student skills. †¢ Many exercises were drawn from real-life sources such as textbooks, newspapers, and magazines. †¢ Typically every third exercise was answered in the back of the book so students could check their work. xiii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial re view has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. †¢ Chapters were organized so that earlier sections provided the foundation for later ones. Later sections could be skipped by instructors opting to do so. †¢ Important rules and tables were printed on the inside covers for ready access. In its ? rst edition, the book was so well received that plans were quickly begun for a second edition.With the completion of that and later editions, the book grew to incorporate many new features: †¢ Venn diagrams for syllogisms were presented in a novel and more e? ective way using color to identify the relevant areas. †¢ Dialogue exercises were included to depict the commission of fallacies in real life. †¢ Predicate logic was extended to include relational predicates and identity. †¢ The Emin ent Logicians feature was introduced to enhance the human element: it presented the lives of historically prominent logicians. †¢ â€Å"Truth Trees† and â€Å"Critical Thinking and Writing† were written as supplements. Learning Logic, a multimedia program that includes an additional 2,000 exercises and that practically teaches the course by itself, was included in the package. †¢ A series of videos dealing with topics that students ? nd di? cult, including the concept of validity, indirect truth tables, and natural deduction, were o? ered with the last edition. I am convinced that with each successive edition the book has become a more e? ective teaching tool. I am also convinced that the current, eleventh edition, is the best and most accurate one to date. New To This Edition †¢ Five new biographical vignettes of prominent logicians are introduced.The new logicians include Ruth Barcan Marcus, Alice Ambrose, Ada Byron (Countess of Lovelace), Willard Van Orman Quine, and Saul Kripke. †¢ Six new dialogue exercises are introduced to help a? rm the relevance of formal logic to real-life. They can be found in Sections 5. 6, 6. 4, 6. 6, 7. 3, 7. 4, and 8. 2. †¢ The end-of-chapter summaries now appear in bullet format to make them more useful for student review. †¢ Many new and improved exercises and examples appear throughout the book. †¢ In Section 1. 4, the link between inductive reasoning and the principle of the uniformity of nature is explained.Cogent inductive arguments are those that accord with this principle, while weak ones violate it. Such violations are always accompanied by an element of surprise. xiv Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially aff ect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The connection between the Boolean Standpoint and the Aristotelian standpoint is explained more completely. †¢ The existential fallacy as it occurs in immediate inferences is explained in greater detail. All inferences that commit this fallacy have a universal premise and a particular conclusion. The meaning of â€Å"universal† and â€Å"particular† are extended to cover statements that are given as false. †¢ A new exercise set is introduced in Section 4. 5 that involves testing immediate inferences for soundness. †¢ An improved de? nition of the â€Å"main operator† of a compound statement is given. A new subsection is introduced in Section 6. 5 giving preliminary instruction on how to work backward from the truth values of the simple propositions to the truth values of the operators. A ne w exercise set provides practice with this technique. †¢ Section 7. 1 has been rewritten, emphasizing the strategy of trying to â€Å"? nd† the conclusion in the premises. †¢ Margin of error in Chapter 12 is now explained in terms of level of expectation. A more informative table illustrates this change. A complete list of all improvements is given at the beginning of the Instructor’s Manual.Note to the Student Imagine that you are interviewing for a job. The person across the desk asks about your strengths, and you reply that you are energetic, enthusiastic, and willing to work long hours. Also, you are creative and innovative, and you have good leadership skills. Then the interviewer asks about your weaknesses. You hadn’t anticipated this question, but after a moment’s thought you reply that your reasoning skills have never been very good. The interviewer quickly responds that this weakness could create big problems. â€Å"Why is that? † you ask. Because reasoning skills are essential to good judgment. And without good judgment your creativity will lead to projects that make no sense. Your leadership skills will direct our other employees in circles. Your enthusiasm will undermine everything we have accomplished up until now. And your working long hours will make things even worse. † â€Å"But don’t you think there is some position in your company that is right for me? † you ask. The interviewer thinks for a moment and then replies, â€Å"We have a competitor on the other side of town. I hear they are hiring right now. Why don’t you apply with them? †The point of this little dialogue is that good reasoning skills are essential to doing anything right. The business person uses reasoning skills in writing a report or preparing a presentation; the scientist uses them in designing an experiment or clinical trial, the department manager uses them in maximizing worker e? ciency, the law yer uses them in composing an argument to a judge or jury. And that’s where logic comes in. The chief purpose of logic is to develop good reasoning skills. In fact, logic is so important that when the liberal arts program of studies was formulated ? fteen hundred years Preface v Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ago, logic was selected as one of the original seven liberal arts. Logic remains to this day a central component of a college or university education.From a more pragmatic angle, logic is important to earning a good score on any of the several tests required for admission to graduate professional schools—the LSAT, GMAT, MCAT, and so on. Obviously, the designers of these tests recognize that the ability to reason logically is a prerequisite to success in these ? elds. The appendix in the back of the book contains sample questions and cues on answering them. Also, logic is a useful tool in relieving what has come to be called math anxiety. For whatever reason, countless students today are terri? ed of any form of reasoning that involves abstract symbols.If you happen to be one of these students, you should ? nd it relatively easy to master the use of logical symbols, and your newly found comfort with these symbols will carry over into the other, more di? cult ? elds. To improve your performance in logic, I strongly urge you to take full advantage of a multimedia program called Learning Logic. This is an interactive tutorial that teaches the essentials of this textbook in a very user-friendly way. However, your computer mu st be equipped with loudspeakers or headphones, because the audio component is essential.Learning Logic is available both on CD and online at the Logic CourseMate site. If the CD version or a passcode for the website did not come with your textbook, it can be purchased separately through your campus bookstore if your instructor has ordered it. You can also order it directly at www. cengagebrain. com. In addition to Learning Logic, an eBook and other quizzes and self-study material are available on the Logic CourseMate site. Also available online through the Logic CourseMate site are brief video lectures on key topics. The videos include pointers on how to work the pertinent exercises in the textbook.They cover topics such as the concept of validity, conversion, obversion, and contraposition, indirect truth tables, and natural deduction. If, as you work through the content of this book, you encounter a subject that you have trouble understanding, one of these videos may solve the pro blem. Additionally, a set of audio summaries for each chapter in the book is available. These are designed so that you can download them onto your iPod, mp3 player, or computer and listen to them before taking a test. Because pro? ciency in logic involves developing a kill, it helps to work through the practice problems in Learning Logic and the exercises in the textbook more than once. This will help you see that good reasoning (and bad reasoning, too) follows certain patterns whose identi? cation is crucial to success in logic. As you progress, I think you will ? nd that learning logic can be lots of fun, and working with the online resources should enhance your overall learning experience. Note to the Instructor With this eleventh edition, Learning Logic is available both on CD and online. The CD comes free if  ordered with a new book, or it can be ordered separately at www. engagebrain. com. Online, Learning Logic it is available through the Logic CourseMate site, a password p rotected website (www. cengage. com/sso). This website o? ers the bene? t of being able to check a student’s â€Å"time on task,† that is, how much time the student has spent using a particular supplement. â€Å"Critical Thinking and Writing† and â€Å"Truthtrees† are available free on the website, and they can also be selected as modules in a custom version of the textbook. The videos, which cover topics students often have trouble with, are also available on Logic CourseMate.This edition also features Aplia, one of the Cengage Learning CourseMaster digital solutions. Aplia established a name for itself in the ? eld of economics, where it o? ers interactive online homework xvi Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed cont ent does not materially affect the overall learning experience.Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. assignments with continuous feedback to students. Providing automatic grading, Aplia increases student effort and keeps students accountable for course material while adding no additional paperwork to the instructor’s workload, leaving instructors with more time to prepare lectures and work with students. As Aplia expands its o? erings to include additional subjects, it has won widespread acclaim from thousands of instructors across numerous disciplines. Now, Aplia o? ers its signature bene? s to logic students and instructors with a program speci? cally designed to enhance student engagement. The Aplia assignments build on the exercises in this textbook, and they conform to the language, style, and structure of the book. Let me now turn to alternate ways of approaching the textbook. In genera l, the material in each chapter is arranged so that certain later sections can be skipped without a? ecting subsequent chapters. For example, those wishing a brief treatment of natural deduction in both propositional and predicate logic may want to skip the last three sections of Chapter 7 and the last four (or even ? e) sections of Chapter 8. Chapter 2 can be skipped altogether, although some may want to cover the ? rst section of that chapter as an introduction to Chapter 3. Finally, Chapters 9 through 14 depend only slightly on earlier chapters, so these can be treated in any order one chooses. However, Chapter 14 does depend in part on Chapter 13. Type of Course Traditional logic course Recommended material Chapter 1 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Sections 7. 1–7. 4 Informal logic course, critical reasoning course Chapter 1 Chapter 2 Chapter 3 Chapter 4 Sections 5. 1–5. Sections 5. 5–5. 6 Sections 6. 1–6. 4 Section 6. 6 Chapter 9 Chapter 12 C hapter 13 Chapter 14 Writing Supplement Section 5. 4 Section 5. 7 Section 6. 5 Chapter 10 Chapter 11 Course emphasizing modern formal logic Chapter 1 Sections 4. 1–4. 3 Section 4. 7 Sections 6. 1–6. 5 Chapter 7 Chapter 8 Truth Tree Supplement Optional material Chapter 2 Sections 7. 5–7. 7 Chapters 9–14 Chapter 3 Sections 4. 4–4. 6 Sections 5. 1–5. 2 Section 5. 7 Section 6. 6 Preface xvii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Acknowledgements For their reviews and suggestions leading to this eleventh edition I want to thank the following: Kevin Berry Scott Calef Gabriel Camacho Loren Cannon Victor Cosculluela Thompson Faller Thomas J.Frost Paul Gass Alexander Hall Courtney Hammond Merle Harton Anthony Hanson Ron Jackson William Jamison Sandra Johanson Richard Jones Russel Jones William Lawhead Stephen Leach Keane Lundt Erik Meade Ian MacKinnon Allyson Mount Seyed Mousavian Madeline Muntersbjorn Herminia Reyes Frank Ryan Eric Saidel Stephanie Semler Janet Simpson Aeon Skoble Joshua Smith Paula Smithka Krys Sulewski Brian Tapia William Vanderburgh Mark Vopat David Weise Shannon Grace Werre Katherine D.Witzig Stephen Wykstra Ohio University Ohio Wesleyan University El Paso Community College Humboldt State University Polk State College University of Portland Biola University/Long Beach City College Coppin State University Clayton State University Cuyamaca College Edward Waters College West Valley College Clayton State University University of Alaska Anchorage Green River Community College Howard University Uni versity of Oklahoma University of Mississippi UTPA Massachusetts College of Liberal Arts Southern Illinois University–Edwardsville The University of Akron Keene State College University of Alberta University of Toledo San Diego State University Kent State University George Washington University Radford University Su? olk County Community College Bridgewater State College Central Michigan University University of Southern Mississippi Edmonds Community College Foothill College Wichita State University Youngstown State University Gonzaga University Edmonds Community College Southwestern Illinois College Calvin College Of course any errors or omissions that may remain are the result of my own oversight. xviii Preface Copyright 2010 Cengage Learning. All Rights Reserved.May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppresse d content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Those who have contributed reviews and suggestions leading to the ten previous editions, and to whom I express my continued thanks, are the following: James T. Anderson, University of San Diego; Carol Anthony, Villanova University; Joseph Asike, Howard University; Harriet E.Baber, University of San Diego; Kent Baldner, Western Michigan University; James Baley, Mary Washington College; Jerome Balmuth, Colgate University; Victor Balowitz, State University of New York, College at Buffalo; Ida Baltikauskas, Century College; Gary Baran, Los Angeles City College; Robert Barnard, University of Mississippi; Gregory Bassham, Kings College; Thora Bayer, Xavier University of Louisiana; David Behan, Agnes Scott College; John Bender, Ohio University, Athens; James O. Bennett, University of Tennessee, Knoxv ille; Victoria Berdon, IUPU Columbus; Robert Berman, Xavier University of Louisana; Joseph Bessie, Normandale Community College; John R. Bosworth, Oklahoma State University; Andrew Botterell, University of Toronto; Tom Browder, University of Nevada, Las Vegas; Kevin Browne, Indiana University Southeast; Harold Brown, Northern Illinois University; KenBuckman, University of Texas, Pan American; Robert Burch, Texas A&M University; Keith Burgess-Jackson, University of Texas, Arlington; Michael Byron, Kent State University; James Campbell, University of Toledo; Joseph Keim Campbell, Washington State University; Charles Carr, Arkansas State University; William Carroll, Coppin State University; Jennifer Caseldine-Bracht, IUPU Fort Wayne; John Casey, Northern Illinois University; Greg Cavin, Cypress College; Robert Greg Cavin, Cypress College; Ping-Tung Chang, University of Alaska; Prakash Chenjeri, Southern Oregon University; Drew Christie, University of New Hampshire; Timothy Christion, U niversity of North Texas; Ralph W. Clarke, West Virginia University; David Clowney, Rowan University; Michael Cole, College of William and Mary; Michael J. Colson, Merced College; William F. Cooper, Baylor University; William Cornwell, Salem State College; Victor Cosculluela, Polk Community College; Mike Coste, Front Range Community College; Ronald R. Cox, San Antonio College; Houston A. Craighead, Winthrop University; Donald Cress, Northern Illinois University, DeKalb; Jack Crumley, University of San Diego; Linda Damico, Kennesaw State University; William J.DeAngelis, Northeastern University; Joseph DeMarco, Cleveland State University; Paul DeVries, Wheaton College; Jill Dieterle, Eastern Michigan University; Mary Domski, University of New Mexico; Beverly R. Doss and Richard W. Doss, Orange Coast College; Paul Draper, Purdue University; William A. Drumin, King’s College, Pennsylvania; Clinton Dunagan, Saint Philips College; Paul Eckstein, Bergen Community College; Anne M. Ed wards, Austin Peay State University; Lenore Erickson, Cuesta College; Michael Epperson, California State University, Sacramento; Cassandra Evans, San Diego City College; Evan Fales, University of Iowa; Lewis S. Ford, Old Dominion University; Gary Foulk, Indiana State University, Terre Haute; LeAnn Fowler, Slippery Rock University; Thomas H. Franks, Eastern Michigan University; Bernard D.Freydberg, Slippery Rock University; Frank Fair, Sam Houston State University; Timothy C. Fout, University of Louisville; Craig Fox, California University of Pennsylvania; Dick Gaffney, Siena College; George Gale, University of Missouri, Kansas City; Pieranna Garavaso, University of Minnesota at Morris; Joseph Georges, El Camino College; Kevin Gibson, University of Colorado; Victor Grassian, Los Angeles Harbor College; J. Randall Groves, Ferris State University; Shannon Grace, Edmunds Community College; James Granitto, Santiago Canyon College; Catherine Green, Rockhurst University; James Greene, Nort hern Michigan University; Harold Greenstein, SUNY Brockport; Shahrokh Haghighi, California State University; Alexander W.Hall, Clayton State University; Dean Hamden, Montclair State University; Ken Hanly, Brandon University; Larry Hauser, Alma College; Deborah Heikes, University of Alabama in Huntsville; Ronald Hill, University of San Diego; Lawrence Hinman, University of San Diego; Preface xix Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Dale Lynn Holt, Mississippi State University; John B.Howell, III, Southwestern Baptist Theological Seminary; R. I. G. Hughes, University o f South Carolina, Columbia; Lynn Holt, Mississippi State University; Peter Hutcheson, Texas State University; Debby D. Hutchins, Boston College; William H. Hyde, Golden West College; Sandra Johanson, Green River Community College; Gary Jones, University of San Diego; Glenn C. Joy, Texas State University, San Marcos; Olin Joynton, North Harris County College; Grant Julin, St. Francis University; Glen Kessler, University of Virginia; Charles F. Kielkopf, Ohio State University; Moya Kinchla, Bakersfield College; Bernard W. Kobes, Arizona State University; Keith W.Krasemann, College of DuPage; Richard La Croix, State University College at Buffalo; Sandra LaFave, West Valley College, Saratoga, California; Richard Lee, University of Arkansas; Lory Lemke, University of Minnesota, Morris; Robert Levis, Pasadena City College; Chenyang Li, Monmouth College, Monmouth, Illinois; Ardon Lyon, City University of London; Scott MacDonald, University of Iowa; Krishna Mallick, Salem State College; Tho mas Manig, University of Missouri, Columbia; James Manns, University of Kentucky; Dalman Mayer, Bellevue Community College; Larry D. Mayhew, Western Kentucky University; Leemon McHenry, California State University, Northridge; Robert McKay, Norwich University; Rick McKita, Colorado State University; Phillip McReynolds, Pennsylvania State University; Noel Merino, Humboldt State University; Kenneth R.Merrill, University of Oklahoma; Thomas Michaud, Wheeling Jesuit College; Dolores Miller, University of Missouri, Kansas City; George D. Miller, DePaul University; Richard Miller, East Carolina University; Frederick Mills, Bowie State University; Jeff Mitchell, Arkansas Tech University; John Mize, Long Beach City College; Dwayne Mulder, California State University, Fresno; John D. Mullen, Dowling College; Henry Nardone, Kings College; Theresa Norman, South Texas Community College; David O’Connor, Seton Hall University; Len Olsen, Georgia Southern University; Elane O’Rourke, Moorpark College; Brendan O’Sullivan, Rhodes College; Linda Peterson, University of San Diego; Rodney Peffer, University of San Diego; Robert G.Pielke, El Camino College; Cassandra Pinnick, Western Kentucky University; Nelson Pole, Cleveland State University; Norman Prigge, Bakersfield State University; Gray Prince, West Los Angeles College; R. Puligandla, University of Toledo; T. R. Quigley, Oakland University; Nani Rankin, Indiana University at Kokomo; Robert Redmon, Virginia Commonwealth University; Bruce Reichenbach, Augsburg College; David Ring, Southern Methodist University; Tony Roark, Boise State University; Michael Rooney, Pasadena City College; Phyllis Rooney, Oakland University; Beth Rosdatter, University of Kentucky; Michelle M. Rotert, Rock Valley College; Paul A. Roth, University of Missouri, Saint Louis; Daniel Rothbart, George Mason University; Robert Rupert, University of Colorado, Boulder; Sam Russo, El Camino College; Kelly Salsbery, Stephen F.Austin State University; Eric Saidel, George Washington University; Paul Santelli, Siena College; Stephen Satris, Clemson University; Phil Schneider, Coastal Carolina University; Philip Schneider, George Mason University; James D. Schumaker, University of North Carolina at Charlotte; Stephanie Semler, Radford University; Pat Sewell, University of North Texas; Elizabeth Shadish, El Camino College; Joseph G. Shay, Boston College; Dennis L. Slivinski, California State University, Channel Islands; Arnold Smith, Youngstown State University; JohnChristian Smith, Youngstown State University; Paula Smithka, University of Southern Mississippi; Eric W.Snider, University of Toledo; Bob Snyder, Humboldt University; Joseph Snyder, Anne Arundel Community College; Lynne Spellman, University of Arkansas; David Stern, University of Iowa; James Stuart, Bowling Green State University; John Sullins, Sonoma State University; John Sweigart, James Madison University; Clarendon Swift, Moorpark College; Wayne Swindall, California Baptist College; Bangs Tapscott, University of Utah; Ramon Tello, Shasta College; Jan Thomas, University of Arkansas at Little Rock; Phil Thompson, Eastern Illinois University; Richard Tieszen, San Jose State University; Larry Udell, West Chester University; Ted Ulrich, Purdue xx Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. University; Robert Urekew, University of Louisville; William Uzgalis, Oregon State University; Thomas H. Warren, Solano Colleg; Andrew J.Waskey, Dalton State University; Roy Weatherford, University of South Florida; Chris Weigand, Our L ady of the Lake University; David Weinburger, Stockton State College; Paul Weirich, University of Missouri, Columbia; Robert Wengert, University of Illinois, Urbana/Champaign; Gerald Joseph Williams, Seton Hall University; Frank Wilson, Bucknell University; W. Kent Wilson, University of Illinois, Chicago; Stephen Wykstra, Calvin College; Marie Zaccaria, Georgia Perimeter College; Jeffrey Zents, University of Texas; Finally, it has been a pleasure working with philosophy editor Joann Kozyrev, development editor Florence Kilgo, project manager Alison Eigel Zade, project editors Emily Winders and Amanda Hellenthal, and editorial assistant Michaela Henry. Preface xxi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 Basic Concepts 1. 1 1. 2 1. 3 1. 4 1. 5 1. Arguments, Premises, and Conclusions Recognizing Arguments Deduction and Induction Validity, Truth, Soundness, Strength, Cogency Argument Forms: Proving Invalidity Extended Arguments 1. 1 Arguments, Premises, and Conclusions Logic may be de? ned as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own.Among the bene? ts to be expected from the study of logic is an increase in con? dence that we are making sense when we criticize the arguments of others and when we advance arguments of our own. An argument, in its most basic form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). All arguments may be placed in one of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad argu ments.The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad. As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal ? ght, as one might  have with one’s parent, spouse, or friend. Let us examine the features of this de? nition in Additional resources are available on the Logic CourseMate website. 1 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 greater detail. First of all, an a rgument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements: Chocolate truffles are loaded with calories. Melatonin helps relieve jet lag. Political candidates always tell the complete truth.No wives ever cheat on their husbands. Tiger Woods plays golf and Maria Sharapova plays tennis. The first two statements are true, the second two false. The last one expresses two statements, both of which are true. Truth and falsity are called the two possible truth values of a statement. Thus, the truth value of the ? rst two statements is true, the truth value of the second two is false, and the truth value of the last statement, as well as that of its components, is true. Unlike statements, many sentences cannot be said to be either true or false. Questions, proposals, suggestions, commands, and exclama tions usually cannot, and so are not usually classi? ed as statements.The following sentences are not statements: Where is Khartoum? Let’s go to a movie tonight. I suggest you get contact lenses. Turn off the TV right now. Fantastic! (question) (proposal) (suggestion) (command) (exclamation) The statements that make up an argument are divided into one or more premises and one and only one conclusion. The premises are the statements that set forth the reasons or evidence, and the conclusion is the statement that the evidence is claimed to support or imply. In other words, the conclusion is the statement that is claimed to follow from the premises. Here is an example of an argument: All film stars are celebrities. Halle Berry is a film star.Therefore, Halle Berry is a celebrity. The ? rst two statements are the premises; the third is the conclusion. (The claim that the premises support or imply the conclusion is indicated by the word â€Å"therefore. †) In this argument the premises really do support the conclusion, and so the argument is a good one. But consider this argument: Some film stars are men. Cameron Diaz is a film star. Therefore, Cameron Diaz is a man. In this argument the premises do not support the conclusion, even though they are claimed to, and so the argument is not a good one. One of the most important tasks in the analysis of arguments is being able to distinguish premises from conclusions.If what is thought to be a conclusion is really a premise, and vice versa, the subsequent analysis cannot possibly be correct. Many  arguments 2 Chapter 1 Basic Concepts Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to r emove additional content at any time if subsequent rights restrictions require it. contain indicator words that provide clues in identifying premises and conclusion.Some typical conclusion indicators are therefore wherefore thus consequently we may infer accordingly we may conclude it must be that for this reason so entails that hence it follows that implies that as a result 1 Whenever a statement follows one of these indicators, it can usually be identi? ed as the conclusion. By process of elimination the other statements in the argument are the premises. Example: Tortured prisoners will say anything just to relieve the pain. Consequently, torture is not a reliable method of interrogation. The conclusion of this argument is â€Å"Torture is not a reliable method of interrogation,† and the premise is â€Å"Tortured prisoners will say anything just to relieve the pain. † Premises Claimed evidence Conclusion What is claimed to follow from the evidenceIf an argument does not contain a conclusion indicator, it may contain a premise indicator. Some typical premise indicators are since as indicated by because for in that may be inferred from as given that seeing that for the reason that in as much as owing to Any statement following one of these indicators can usually be identi? ed as a premise. Example: Expectant mothers should never use recreational drugs, since the use of these drugs can jeopardize the development of the fetus. The premise of this argument is â€Å"The use of these drugs can jeopardize the development of the fetus,† and the conclusion is â€Å"Expectant mothers should never use recreational drugs. In reviewing the list of indicators, note that â€Å"for this reason† is a conclusion indicator, whereas â€Å"for the reason that† is a premise indicator. â€Å"For this reason† (except Section 1. 1 Arguments, Premises, and Conclusions 3 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 hen followed by a colon) means for the reason (premise) that was just given, so what follows is the conclusion. On the other hand, â€Å"for the reason that† announces that a premise is about to be stated. Sometimes a single indicator can be used to identify more than one premise. Consider the following argument: It is vitally important that wilderness areas be preserved, for wilderness provides essential habitat for wildlife, including endangered species, and it is a natural retreat from the stress of daily life. The premise indicator â€Å"for† goes with both â€Å"Wilderness provide s essential habitat for wildlife, including endangered species,† and â€Å"It is a natural retreat from the stress of daily life. These are the premises. By method of elimination, â€Å"It is vitally important that wilderness areas be preserved† is the conclusion. Some arguments contain no indicators. With these, the reader/listener must ask such questions as: What single statement is claimed (implicitly) to follow from the others? What is the arguer trying to prove? What is the main point in the passage? The answers to these questions should point to the conclusion. Example: The space program deserves increased expenditures in the years ahead. Not only does the national defense depend on it, but the program will more than pay for itself in terms of technological spinoffs.Furthermore, at current funding levels the program cannot fulfill its anticipated potential. The conclusion of this argument is the ? rst statement, and all of the other statements are premises. The a rgument illustrates the pattern found in most arguments that lack indicator words: the intended conclusion is stated ? rst, and the remaining statements are then o? ered in support of this ? rst statement. When the argument is restructured according to logical principles, however, the conclusion is always listed after the premises: P1: P2: P3: C: The national defense is dependent on the space program. The space program will more than pay for itself in terms of technological spinoffs.At current funding levels the space program cannot fulfill its anticipated potential. The space program deserves increased expenditures in the years ahead. When restructuring arguments such as this, one should remain as close as possible to the original version, while at the same time attending to the requirement that premises and conclusion be complete sentences that are meaningful in the order in which they are listed. Note that the ? rst two premises are included within the scope of a single sentence in the original argument. For the purposes of this chapter, compound arrangements of statements in which the various components are all claimed to be true will be considered as separate statements.Passages that contain arguments sometimes contain statements that are neither premises nor conclusions. Only statements that are actually intended to support the conclusion should be included in the list of premises. If, for example, a statement 4 Chapter 1 Basic Concepts Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. erves merely to introduce the general topic, or merely makes a pas sing comment, it should not be taken as part of the argument. Examples: The claim is often made that malpractice lawsuits drive up the cost of health care. But if such suits were outlawed or severely restricted, then patients would have no means of recovery for injuries caused by negligent doctors. Hence, the availability of malpractice litigation should be maintained intact. Massive federal deficits push up interest rates for everyone. Servicing the debt gobbles up a huge portion of the federal budget, which lowers our standard of living. And big deficits also weaken the value of the dollar. For these reasons, Congress must make a determined effort to cut overall spending and raise taxes.Politicians who ignore this reality imperil the future of the nation. 1 In the ? rst argument, the opening statement serves merely to introduce the topic, so it is not part of the argument. The premise is the second statement, and the conclusion is the last statement. In the second argument, the ? nal statement merely makes a passing comment, so it is not part of the argument. The premises are the ? rst three statements, and the statement following â€Å"for these reasons† is the conclusion. Closely related to the concepts of argument and statement are those of inference and proposition. An inference, in the narrow sense of the term, is the reasoning process expressed by an argument.In the broad sense of the term, â€Å"inference† is used interchangeably with â€Å"argument. † Analogously, a proposition, in the narrow sense, is the meaning or information content of a statement. For the purposes of this book, however, â€Å"proposition† and â€Å"statement† are used interchangeably. Note on the History of Logic The person who is generally credited as the father of logic is the ancient Greek philosopher Aristotle (384–322 b. c. ). Aristotle’s predecessors had been interested in the art of constructing persuasive arguments and in techniques for refuting the arguments of others, but it was Aristotle who ? rst devised systematic criteria for analyzing and evaluating arguments.Aristotle’s chief accomplishment is called syllogistic logic, a kind of logic in which the fundamental elements are terms, and arguments are evaluated as good or bad depending on how the terms are arranged in the argument. Chapters 4 and 5 of this textbook are devoted mainly to syllogistic logic. But Aristotle also deserves credit for originating modal logic, a kind of logic that involves such concepts as possibility, necessity, belief, and doubt. In addition, Aristotle catalogued several informal fallacies, a topic treated in Chapter 3 of this book. After Aristotle’s death, another Greek philosopher, Chrysippus (280–206 b. c. ), one of the founders of the Stoic school, developed a logic in which the fundamental elements were whole propositions.Chrysippus treated every proposition as either true or false and developed rules for determining the truth or falsity of compound propositions from the truth or falsity of their components. In the course of doing so, he laid the foundation for the truth functional interpretation of the logical connectives presented in Chapter 6 of this book and introduced the notion of natural deduction, treated in Chapter 7. Section 1. 1 Arguments, Premises, and Conclusions 5 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 1 For thirteen hundred years after the death of Chrysippus, relatively little creative work was done in logic. The physician Galen (a. d. 129†“ca. 199) developed the theory of the compound categorical syllogism, but for the most part philosophers con? ned themselves to writing commentaries on the works of Aristotle and Chrysippus. Boethius (ca. 480–524) is a noteworthy example. The ? rst major logician of the Middle Ages was Peter Abelard (1079–1142). Abelard reconstructed and re? ed the logic of Aristotle and Chrysippus as communicated by Boethius, and he originated a theory of universals that traced the universal character of general terms to concepts in the mind rather than to â€Å"natures† existing outside the mind, as Aristotle had held. In addition, Abelard distinguished arguments that are  valid because of their form from those that are valid because of their content, but he held that only formal validity is the â€Å"perfect† or conclusive variety. The present text