Past Perfect Continuous Tense used to describe actions that were in progress at a certain period of time in the past. It also gives you an idea about the duration of time.
This slide is prepared for the Maharashtra State Board learners at High School and Junior College level. The Marathi language (L1) is used as a medium of instruction. The slides are used in actual classroom teaching at Nutan Kanya Jr. College of Science, Commerce and Arts, Bhandara district. I would love to discuss your feedback on this series of slides on teaching English grammar.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
Reflect back on what you have learned in this course about how to .docxlorent8
Reflect back on what you have learned in this course about how to construct high-quality arguments for positions. “refer to the attached reading chapter for help”
· Give an example of how the ability to think logically and to construct good arguments could help you in your career and in your daily life?
· In what ways the skill of being able to evaluate the quality of reasoning on all sides will better enable you to discover what is true and to make better choices?
· Finally, consider the argument you have been developing for your writing assignments. How has fairly considering multiple points of view helped you clarify your own perspective?
· What advice would you give to people to help them understand issues more clearly and objectively while being fair to all sides? Feel free to comment on any other values you have gained from this course so far.
Your journal entry must be at least 250 words. You do not need to follow APA style for this journal entry, but you should proofread your work to eliminate errors of grammar and spelling.
3
Deductive Reasoning
White cups stacked with one red cup in the middle.
moodboard/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
Define basic key terms and concepts within deductive reasoning.
Use variables to represent an argument’s logical form.
Use the counterexample method to evaluate an argument’s validity.
Categorize different types of deductive arguments.
Analyze the various statements—and the relationships between them—in categorical arguments.
Evaluate categorical syllogisms using the rules of the syllogism and Venn diagrams.
Differentiate between sorites and enthymemes.
By now you should be familiar with how the field of logic views arguments: An argument is just a collection of sentences, one of which is the conclusion and the rest of which, the premises, provide support for the conclusion. You have also learned that not every collection of sentences is an argument. Stories, explanations, questions, and debates are not arguments, for example. The essential feature of an argument is that the premises support, prove, or give evidence for the conclusion. This relationship of support is what makes a collection of sentences an argument and is the special concern of logic. For the next four chapters, we will be taking a closer look at the ways in which premises might support a conclusion. This chapter discusses deductive reasoning, with a specific focus on categorical logic.
3.1 Basic Concepts in Deductive Reasoning
As noted in Chapter 2, at the broadest level there are two types of arguments: deductive and inductive. The difference between these types is largely a matter of the strength of the connection between premises and conclusion. Inductive arguments are defined and discussed in Chapter 5; this chapter focuses on deductive arguments. In this section we will learn about three central concepts: validity, soundness, and deduction.
.
Past Perfect Continuous Tense used to describe actions that were in progress at a certain period of time in the past. It also gives you an idea about the duration of time.
This slide is prepared for the Maharashtra State Board learners at High School and Junior College level. The Marathi language (L1) is used as a medium of instruction. The slides are used in actual classroom teaching at Nutan Kanya Jr. College of Science, Commerce and Arts, Bhandara district. I would love to discuss your feedback on this series of slides on teaching English grammar.
La presentación explica las dos maneras más comunes de expresar el futuro en inglés: "will" y "going to", y las diferencias de uso entre ambas estructuras.
Reflect back on what you have learned in this course about how to .docxlorent8
Reflect back on what you have learned in this course about how to construct high-quality arguments for positions. “refer to the attached reading chapter for help”
· Give an example of how the ability to think logically and to construct good arguments could help you in your career and in your daily life?
· In what ways the skill of being able to evaluate the quality of reasoning on all sides will better enable you to discover what is true and to make better choices?
· Finally, consider the argument you have been developing for your writing assignments. How has fairly considering multiple points of view helped you clarify your own perspective?
· What advice would you give to people to help them understand issues more clearly and objectively while being fair to all sides? Feel free to comment on any other values you have gained from this course so far.
Your journal entry must be at least 250 words. You do not need to follow APA style for this journal entry, but you should proofread your work to eliminate errors of grammar and spelling.
3
Deductive Reasoning
White cups stacked with one red cup in the middle.
moodboard/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
Define basic key terms and concepts within deductive reasoning.
Use variables to represent an argument’s logical form.
Use the counterexample method to evaluate an argument’s validity.
Categorize different types of deductive arguments.
Analyze the various statements—and the relationships between them—in categorical arguments.
Evaluate categorical syllogisms using the rules of the syllogism and Venn diagrams.
Differentiate between sorites and enthymemes.
By now you should be familiar with how the field of logic views arguments: An argument is just a collection of sentences, one of which is the conclusion and the rest of which, the premises, provide support for the conclusion. You have also learned that not every collection of sentences is an argument. Stories, explanations, questions, and debates are not arguments, for example. The essential feature of an argument is that the premises support, prove, or give evidence for the conclusion. This relationship of support is what makes a collection of sentences an argument and is the special concern of logic. For the next four chapters, we will be taking a closer look at the ways in which premises might support a conclusion. This chapter discusses deductive reasoning, with a specific focus on categorical logic.
3.1 Basic Concepts in Deductive Reasoning
As noted in Chapter 2, at the broadest level there are two types of arguments: deductive and inductive. The difference between these types is largely a matter of the strength of the connection between premises and conclusion. Inductive arguments are defined and discussed in Chapter 5; this chapter focuses on deductive arguments. In this section we will learn about three central concepts: validity, soundness, and deduction.
.
Directions This may be done table format. APA format is requ.docxcuddietheresa
Directions: This may be done table format. APA format is required whichever format you choose. A title page, running head, page numbers and three references are required.
A. Identify the normal values for each of the following labs. Consider normal values across gender, race, and age, and pregnancy status, when applicable.
B. Identify clinical indications for obtaining the following labs.
1. List when indicated for routine screens if applicable (for example,the USPSTF recommends screening for chlamydia in sexually active women age 24 years and younger and in older women who are at increased risk for infection, or TSH screening is indicated for newborns. Indications for screening can also include risk factors. For example, ordering cholesterol levels on a patient with HTN or DM.
2. Besides screening,list 1-3 clinical indications for ordering the lab. For example, clinical indications of WBC include
Fever with associated symptoms, weight loss, bone pain with fever, etc.
C. Identify conditions associated with abnormal LOW levels of each of the following labs (if applicable)
D. Identify conditions associated with abnormal HIGH levels of each of the following labs (if applicable)
One good resources for screening recommendations is:
https://www.uspreventiveservicestaskforce.org/BrowseRec/Index/browse-recommendations
1. Components on a Comprehensive Metabolic Panel such as (but not limited to) sodium, chloride, potassium, glucose, CO2, Magnesium, Phosphorus, Calcium
2. Renal Function Tests: Blood Urea Nitrogen (BUN), Creatinine, BUN/Cr Ratio, Glomerular Filtration Rate (GFR)
3. Thyroid Function Tests
TSH, Free T4
4. Toxicology
Salicylate toxicity, Acetaminophen, Urine Drug Screen, Blood Alcohol, Carbon Monoxide (CO)
5. For your last category of test. Report screening indications for the chosen test, and some clinical indications for ordering them, normal values/results, and S/Sx associated with high/low or abnormal values when applicable
a. Mammography
On Writing an Ethical Argument Evaluation Paper (PHIL 302)
Topic is Racism between social Classes
Before you begin writing, it is crucial to pick a subject, topic, or a specific argument that interests you. Your paper will be a critical evaluation of the soundness of an argument. If you already have an argument, then you can go on to the next step. If not, you may choose to discuss one from an author you have read, or you may formulate your own. In some courses, you may consider a case study for your paper. In that case you will formulate an argument that purports to defend a resolution to the case. You should note that it is not crucial that you pick an argument with which you agree. It is about equally difficult (or easy) to write a paper opposing an argument as it is to write one supporting it, so you should probably choose an argument that is interesting first.
Your paper will have seven parts:
I. Introduction
II. Position
III. Argument
IV. Justification
A. V ...
Online LectureRationale Objectives1. To unders.docxhopeaustin33688
Online Lecture
Rationale
Objectives
1. To understand the purpose of Rationale in
mapping a simple argument.
2. To be able to apply the Golden Rule, the Rabbit
Rule and the Holding Hands Rule
3. To have a working knowledge of the structure of
a Rationale diagram
What is Rationale?
Rationale is a method of graphically representing
ethical dilemmas and working towards the
development of logical arguments. In particular it
assists people to:
• Engage in critical thinking
• Participate in discussions
• Formulate well reasoned arguments
• Writing clear and concise essays / reports
Graphical representation.
Rationale
The following slides will provide a brief introduction
to the Rationale software.
At the end of this lecture I will provide to you a link
to the Tutorials and also a summary document on
Rationale that I have generated
Components of an argument
Claim + Evidence + Reasoning = Proof
How a simple argument works …..
Premise 1Premise 1 Premise 2Premise 2
Conclusion /
Main claim
Conclusion /
Main claim
The co-premise supports
the claim
Collectively these two. or more,
supporting premises are
referred to as co-premises
The hierarchical nature of an argument
Claim/conclusionClaim/conclusion
SupportSupport ObjectionObjection
SupportSupport ObjectionObjection SupportSupport ObjectionObjection
SupportSupport ObjectionObjection
Structured argument
Claim/conclusionClaim/conclusion
SupportSupport ObjectionObjection
SupportSupport ObjectionObjection SupportSupport ObjectionObjection
SupportSupport ObjectionObjection
An objection refutes the
claim/conclusion by
providing contrary
evidence. This then
becomes a counter-claim
An objection refutes the
claim/conclusion by
providing contrary
evidence. This then
becomes a counter-claim
A supporting premise
provides evidence in
support of the
claim/conclusion
A supporting premise
provides evidence in
support of the
claim/conclusion
Claims and counter-
claims are argued in
exactly the same way
Claims and counter-
claims are argued in
exactly the same way
The main claim is expressed
as an ethical issue.
The main claim is expressed
as an ethical issue.
Simple argument
Computer
hacking
produces
positive results
Computer
hacking
produces
positive results
Positive
results are
good for the
community
Positive
results are
good for the
community
Computer
hacking is
good for the
community
Computer
hacking is
good for the
communityComputer
hacking
produces
positive results
and is good for
the community
Computer
hacking
produces
positive results
and is good for
the community
Computer
hacking is
good for the
community
Computer
hacking is
good for the
community
Note: Only one idea to
a premise
Do not include words such as
‘and’ or ‘because’ (joining words)
Simple argument
Computer hacking
is good for the
community
Computer.
Chapter 9Practicing Effective CriticismThe principles of cha.docxchristinemaritza
Chapter 9
Practicing Effective Criticism
The principles of charity and accuracy govern the interpretation of arguments—they help you decide what the argument actually is. But once you have figured out what the argument is, you will want to evaluate it. In general, evaluating the strengths and weaknesses of arguments or other works is known as criticism. In everyday language, criticism is often assumed to be negative—to criticize something is to say what is wrong with it. In the case of argumentation, however, criticism means to provide a more general analysis and evaluation of both the strengths and weaknesses of an argument. This section will focus on what constitutes good criticism and how you can criticize in a productive manner. Understanding how to properly critique an argument will also help you make your own arguments more effective.
When criticizing arguments, it is important to note both the strengths and weaknesses of an argument. Very few arguments are so bad that they have nothing at all to recommend them. Likewise, very few arguments are so perfect that they cannot be improved. Focusing only on an argument’s weaknesses or only on its strengths can make you seem biased. By noting both, you will not only be seen as less biased, you will also gain a better appreciation of the true state of the argument.
As we have seen, logical arguments are composed of premises and conclusions and the relation of inference between these. If an argument fails to establish its conclusion, then the problem might lie with one of the premises or with the inference drawn. So objections to arguments are mostly objections to premises or to inferences. A handy way of remembering this comes by way of the philosophical lore that all objections reduce to either “Oh yeah?” or “So what?” (Sturgeon, 1986).
Oh Yeah? Criticizing Premises
The “Oh yeah?” objection is made against a premise. A response of “Oh yeah?” means that the responder disagrees with what has been said, so it is an objection that a premise is either false or insufficiently supported.
Of course, if you are going to object to a premise, you really need to do more than just say, “Oh yeah?” At the very least, you should be prepared to say why you disagree with the premise. Whoever presented the argument has put the premise forward as true, and if all you can do is simply gainsay the person, then the discussion is not going to progress much. You need to support your objection with reasons for doubting the premise. The following is a list of questions that will help you not only methodically criticize arguments but also appreciate why your arguments receive negative criticism.
Is it central to the argument? The first thing to consider in questioning a premise is whether it is central to the argument. In other words, you should ask, “What would happen to the argument if the premise were wrong?” As noted in Chapter 5, inductive arguments can often remain fairly strong even if some of their premises turn ...
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docxbraycarissa250
1.1Arguments, Premises, and Conclusions
How Logical Are You?
· After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion?
Answer
The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments.
Logic may be defined 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 benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own.
An argument, in its simplest 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). Every argument may be placed in either 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 arguments. 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 fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument 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 can.
1.1Arguments, Premises, and ConclusionsHow Logical Are You·.docxjeremylockett77
1.1Arguments, Premises, and Conclusions
How Logical Are You?
· After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion?
Answer
The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments.
Logic may be defined 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 benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own.
An argument, in its simplest 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). Every argument may be placed in either 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 arguments. 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 fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument 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 can ...
Critical Thinking Fall 2016 Essay AssignmentArgue one of t.docxannettsparrow
Critical Thinking
Fall 2016
Essay Assignment
Argue one of the following:
1. Drug legalization is morally acceptable.
2. Drug legalization is not morally acceptable.
3. Prostitution is morally acceptable.
4. Prostitution is not morally acceptable.
5. Abortion is morally acceptable.
6. Abortion is not morally acceptable.
7. Euthanasia is morally acceptable.
8. Euthanasia is not morally acceptable.
9. Capital punishment is morally acceptable.
10. Capital punishment is not morally acceptable.
11. Corporate social responsibility is a moral obligation.
12. Corporate social responsibility is not a moral obligation.
13. We are obligated to protect animal welfare.
14. We are not obligated to protect animal welfare.
15. Affirmative action is a moral obligation.
16. Affirmative action is not a moral obligation.
In making your argument, you are required to:
A. Include the following:
I. An introduction that includes your thesis statement
a. for example, say I’m writing an essay on the value of reading books and my thesis statement is about the value of reading books over watching movies. My introduction could simply be “In this essay, I argue that it is better to read a book than to watch a movie.”
II. Reason(s) that support your thesis statement (In other words, what are the reasons why should we agree with your thesis statement?)
a. for example: “Reading books gives the reader an advantage of having more detail in exposition that simply watching a movie cannot. For example, a five-second pan of the camera in a movie scene loses all of the important detail—even occasionally the narrator’s inner monologue—that can be expounded on for several pages in a novel. All of this information can make a difference in both one’s understanding and one’s appreciation of the story being told. Movies all too often are incapable of capturing fully that information the way the artfully-crafted written word can.”
NOTE: The above is simply a brief example of what supporting reasons for a thesis might look like. This is not, however, an example of an appropriate or recommended length for this particular section of your essay. You want your essay to be as strong as possible—after all, you are trying to convince us of your position, right? Therefore, you should spend an ample amount of room explaining exactly why it is we should agree with you.
III. A strong objection to your thesis
a. for example: “Some may argue that watching a movie is better than reading a book because movies can present a story in around two hours, while reading a book usually takes much more time.”
IV. A response to that objection
a. For example: “Especially when so many of us have busy lives and are pressed for time, the idea of watching a two-hour movie may seem more appealing than taking the time to read a 450-page book. However, I will argue that the benefits of taking the time to read a book far outweigh any benefit gained from lazily watching a two-hour flick. For example, .
Writing the Persuasive Essay What is a persuasiveargum.docxambersalomon88660
Writing the Persuasive Essay
What is a persuasive/argument essay?
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to
convince the reader to believe or do something
Persuasive writing, also known as the argument essay, utilizes logic and reason to show that
one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a
certain point of view or to take a particular action. The argument must always use sound
reasoning and solid evidence by stating facts, giving logical reasons, using examples, and
quoting experts.
When planning a persuasive essay, follow these steps
1. Choose your position. Which side of the issue or problem are you going to write about,
and what solution will you offer? Know the purpose of your essay.
2. Analyze your audience. Decide if your audience agrees with you, is neutral, or
disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and convincing
evidence. Often it is necessary to go beyond your own knowledge and experience. You
might need to go to the library or interview people who are experts on your topic.
4. Structure your essay. Figure out what evidence you will include and in what order you
will present the evidence. Remember to consider your purpose, your audience, and
your topic.
The following criteria are essential to produce an effective argument
• Be well informed about your topic. To add to your knowledge of a topic, read
thoroughly about it, using legitimate sources. Take notes.
• Test your thesis. Your thesis, i.e., argument, must have two sides. It must be
debatable. If you can write down a thesis statement directly opposing your own, you
will ensure that your own argument is debatable.
• Disprove the opposing argument. Understand the opposite viewpoint of your position
and then counter it by providing contrasting evidence or by finding mistakes and
inconsistencies in the logic of the opposing argument.
• Support your position with evidence. Remember that your evidence must appeal to
reason.
Parts of the Persuasive Essay
1. The Introduction
The introduction has a "hook or grabber" to catch the reader's attention. Some
"grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as
a great place to be a reptile. Actually, it has the largest seasonal congregation of garter
snakes in the world!)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in
Canada!)
3. Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting
opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest
to your topic. It may be wise to include the item's .
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. When discussing different points of view, you can use
certain adverb clauses to say that you understand an idea,
and show that while it is true, it is less important than the
idea in the main clause. For example:
Although he’s rich, he’s not generous.
Adverb clauses of concession
The idea in the main clause
…he’s not generous.
is the main point you are trying to make.
3. These are some common subordinators of concession:
Although
Even though
Though
While
Despite the fact that
Subordinators of Concession
4. Although it is possible to occasionally get a good grade on a
test by guessing, people who get good grades study very hard.
(Argument = You really have to work hard to get good grades.)
While the recent violence in Taipei is troubling, Taiwan
remains one of the safest places in the world.
(Argument = Taiwan really is a safe place.)
Examples
5. Consider these two ideas about the food in the school cafeteria:
It’s cheap and convenient.
It pretty much sucks.
Depending on your point of view, one idea will be your argument,
while the other will be the counterargument that you will refute.
Despite the fact that it’s cheap and convenient, the food in the
cafeteria pretty much sucks. (Argument = the food sucks)
Despite the fact that it pretty much sucks, the food in the
cafeteria is cheap and convenient. (Argument = it’s cheap and
convenient)
Which side are you on?
6. Look again at the sentences – notice that the subject is
placed in the main clause.
Despite the fact that it’s cheap and convenient, the food in the
cafeteria pretty much sucks. (Argument = the food sucks)
Despite the fact that it pretty much sucks, the food in the cafeteria
is cheap and convenient. (Argument = it’s cheap and convenient)
It’s best to put the subject in the
main clause
