22. Explain 'Premisses', 'Conclusion', and 'Syllogism'. Give examples. 23. Explain the phrases 'Middle Term' and 'Middle Terms'. 24. In marking a pair of Premisses on the larger Diagram, why is it best to mark NEGATIVE Propositions before AFFIRMATIVE ones? 25. Why is it of no consequence to us, as Logicians, whether the Premisses are true or false? 26. How can we work Syllogisms in which we are told that "some x are y" is to be understood to mean "the Attribute x, y are COMPATIBLE", and "no x are y" to mean "the Attributes x, y are INCOMPATIBLE"? 27. What are the two kinds of 'Fallacies'? 28. How may we detect 'Fallacious Premisses'? 29. How may we detect a 'Fallacious Conclusion'? 30. Sometimes the Conclusion, offered to us, is not identical with the correct Conclusion, and yet cannot be fairly called 'Fallacious'. When does this happen? And what name may we give to such a Conclusion? [See pp. 57-59] 2. Half of Smaller Diagram. Propositions to be represented. ----------- | | | | x | | | | --y-----y'- __________ 1. Some x are not-y. 2. All x are not-y. 3. Some x are y, and some are not-y. 4. No x exist. 5. Some x exist. 6. No x are not-y. 7. Some x are not-y, and some x exist. __________ Taking x="judges"; y="just"; 8. No judges are just. 9. Some judges are unjust. 10. All judges are just. __________ Taking x="plums"; y="wholesome"; 11. Some plums are wholesome. 12. There are no wholesome plums. 13. Plums are some of them wholesome, and some not. 14. All plums are unwholesome. [See pp. 59, 60] ----- | | | x | | |--y--| | | | x' | | ----- __________ Taking y="diligent students"; x="successful"; 15. No diligent students are unsuccessful. 16. All diligent students are successful. 17. No students are diligent. 18. There are some diligent, but unsuccessful, students. 19. Some students are diligent. [See pp. 60, 1] 3. Half of Smaller Diagram. Symbols to be interpreted. __________ ----------- | | | | x | | | | --y-----y'- __________ ------- ------- | | | | | | 1. | | 0 | 2. | 0 | 0 | | | | | | | ------- -------