So you do not negate when finding the two things; only when it is after the second step then you negate it.

#feedback

To understand only if you can say that it is a need but not guaranteed?

#feedback

#1 I put

A= not able to see arun

R= room

A > R

Translation : I would not be able to see Arun ( sufficeint) if he were in the next room. (Necessary)

Contra: /A > /R

Translation: I would see arun then he would be in the same room.

Question: How is not seeing arun the sufficient and not being able to see him. Is it if i dont see arun then he is in the next room or is it because if is right next to it?

#feedback

I originally tried this without reading and got confused with the second one.

OG:

Sc -> I

Sc /h

Sc/i

7Sage:

sc - > i

h /i

h/sc

The last sentence of the prompt is saying that homosexuality does not equate to the suspect class. I put the plantiffs as the last one because it is still talking bout having this as not a trait. I am not sure where I went wrong on this diagram..#

#feedback

Basically when dealing with truth we are dealing with how the premises and conclusions make sense and see whether or not the argument has holes ( aka what assumptions can you make).

When dealing with validity we are just making sure everything is consistent , if not then it becomes invalid.

#feedback

Problem : I am uncertain of my understanding. I cannot seem to wrap my head a round what is a sufficient and necessary condition.

I am looking at the other comments to help type up my response.

Please correct me if I am wrong.

From my understanding I created this example.

Sup to Sub you go down = sufficient

Sub to Sup you go up = Necessity

Super set ( FOOD)

Subset #1 (PIE)

Subset#2 (KEYLIME)

Subset - Pie

Superset- Food

Sufficient Condition : I eat pie which is food.

Necessary Condition : In order to eat pie it is necessary that pie is a food.

Subset - Key lime

Superset- Pie

Sufficient Condition : I eat key lime which is a type of pie.

Necessary Condition : In order to eat key lime pie it is necessary that the flavor is pie.

#feedback

Please correct me if I am wrong.

From my understanding I created this example.

Feline - Superset/ Necessity

Tiger- Subset / Sufficiency

In order to have subset membership Tony the tiger needs to be a feline and a tiger; which he is.

This means that you need the tiger membership to make it sufficient to be in the feline superset.

Subset( tiger) -> Sufficient -> Superset ( feline)

Jerald the lynx falls into the feline category, but not a tiger category since he is a lynx.

This makes the subset (tiger) not a necessity to belong into the feline (superset) set.

Subset( tiger) -> Sufficient ( not necessary) -> Feline set

This means that you need more requirements to reach subset membership that superset membership.

With Lassie the dog; she does not belong to either feline nor tiger which makes her an outlier. Which means that the membership are not possible. Which implies to be feline is necessary be considered a tiger.

If anyone is having trouble with this question, this is what I did.

I read the question and highlighted what I am looking for. Read the passage twice. First time and then read it again. Highlight what sticks out to you. Think back to how 7sage taught you to look for premises and conclusions. Compare answers. It should draw you to the right answer.

A tip from me:

Indicators - if it makes sense use them, if not then ditch it or try another indicator.

In this case the key is the since indicator (for, since, because) - > Con since Pre. What goes before and after these key words.

Or Another way of thinking about it is reading it like someone telling you a story. It helps me stay engaged. I find that this helps me find what I am looking for.

I tried the prompt and this is what I got:

I did the 15 min prewrite & the 35 min Writing Session*

FEEDBACK NEEDED:

The Purpose of College is to create a fully functioning active member of society. Whether it is soft-skills for a cooperate jobs or on the other sider of the spectrum, the technical skills for engineers. College is to help facilitate a young adult emerge into their adulthood smoothly by allowing themselves to challenge their own perspectives through a liberal arts education while supplying them the practical skills needed.

As undergraduate that focused on a liberal arts education, the skills that focused on the technical side allowed me to question my perspectives on why I've chosen the career that I decided to pursue. The skills to communicate my ideas and concepts. These are not merit-based which in looking for a job can allow candidates to stand out in the interview process. The competitive nature that society today can only do much and to only include one side of a career path damages the human side and the quality that comes from it.

Networking and individuality are important things to look for when looking for a career. By focusing on both sides rather than choosing one side over the other. Not every person that graduates ends up in the field that they originally went in for stick with the same degree. Finding that individuality through what would be considered soft-skills, like teamwork and communication can help bridge gaps between people that would otherwise not interact in the same field which the style of career prep and liberal arts education college provides. And with the insights that people gain from networking with people in different fields allows them to have the skills to relate or create or discover something new. Finding yourself and helping decide what career you would want to pursue. To be more than just someone with skills. Instead to be an person.

There is thought into thinking that a college degree should signify that you have the skills that are need it for the task in your future degree, but we are not just cogs at the end of the day.  Including the societal impact that a degree puts you in society with being another cog spitting out propaganda that you have been fed. I disagree, by skill along and with the interpersonal insights you gain through engaging with the liberal arts allows you to become better by including a unique insight into a problems in your career. For example, being inside a meeting and each member is trying to figure out why sales might be down this quarter. If everyone was just trained on the skills, then they could see why it failed, but not understand what can be done to improve. Including the more creative aspects of the institution can help with collaborating between colleagues. Each member providing their insight with the individual skills that they learn from their own interests budding into the liberal arts. 

The preparation that comes from entering and getting a degree is an indicator that you have a well rounded idea of who you are and expertise in what you are doing. Allowing a flexibility in skills allows for a future employee to use these skill in their career and other avenues that they might pursue. Looking to only skill-based college experiences does not allow for a person's full potential to come out, stifling them from fully accessing their ability to adapt to the fast paced competitive environment in life. you would have to ask yourself then: What was the point? If your skills in career are unsuccessful, then what is left?

I wish there were more practice like the you try's. I find that it helps me understand what I am doing wrong and how to change my thinking.

0/5 :(

I made some examples . Correct me if I am wrong.

Because:

The jar was empty because my son made a sandwich and used the last of the mayo.

Because my son made a sandwich and used the last of the mayo, the jar was empty.

Since:

Since it was winter the weather was cold and the snow was falling.

The water was cold and the snow was falling since it was winter.

For:

For it to be snowing, precipitation has to occur and the temperature needs to be below freezing.

Precipitation has to occur and the temperature needs to be below freezing in order for it to be snowing.

#feedback

I recommend having a tab with the negating lessons for some most all and just regular statements and doing it, asking yourself self how they got to it in the lesson and how you work it out and write out the translation. Then when you go through the answers for all three pages, it makes his reasoning easier to understand. I find I still made mistakes by forgetting about the earlier indicators, but it helps with the confusion if you do not understand at first like me. Hope this helps.

I find it easier to translate all to some and vice versa when negating. Also no and some, vice versa as well.

H1

Lung cancer causes people to smoke.

Opposite of A. I would say something like smoke seems like the remedy or solution to lung cancer.

H2

H3

People want to fit in. People want to be seen as cool. People see media that depicts the bad boy archetype and want to emulate it to be seen in a better light. People also see videos that show the affects and still choose to take a chance with smoking. People end up choosing to smoke might end up with lung cancer but that is not the only way to get lung cancer. Having Lung cancer does not guarantee that you were smoking.

H4

I find that it is easier to just go and say j→f to directly j and/f instead of going to /(j and f) to get to j and/f because I am not certain we learned this itteration of the switching statements. I find /j and/f to be confusing and that it is easier to write it out as /j →/f. than /(j→f). Where does the and come in.

I am confused.

# help #feedback

Answers before watching video

#help I need to know if I am getting this.

Q1

cafes' serving hps coffee ←s→ cafes serving coffee

Explanation:: hps is smaller than the regular coffee because its not guaranteed that it is all. In this case it seems to exclude all.

Q2

gm‑m→ running low

Explanation: You have gold mines with unp. ore that go to this place and it is assumed as true that they are running low. then you have mines that have unproccessed ore that are not running low still going to this place. This implies that the majority is going out.

Q3

turtles that swim and return‑m→turtles tat

Explanation: Turtles that swim in the pacific is the constant between the two ideas. It's saying that they have more returning to the hatcching grounds and that there are some that go and just use the pacific to do other things.

Q4 nothing here

Explanation: Mondays and not on Mondays

Q5

Explanation: Fewer but not much of the half of kittens went to homes with children.

kittens←s→with children

Explanation: Most of the kittens that were not adopted yesterday went to homes without children.

kitten‑m→ wiithout children

The quantifier "few" means "some but not many." You can translate "few" into "some are" and "most are not." Hence, few X are Y translate into:

1. X ←s→ Y

2. X —m→ /Y

#help

Does this mean that it is most x are not y and so we interpret it as

most silent films have not survived into the twenty-first century.

And the other translation of Some but not many is the other way you can translate.

Is he basically explaining there are two ways that you can interpret this?

This is the best lesson! I am jumping for joy!

Stoops's should be Stoops'

It does not seem like you negate when doing disjunctions. Is it flipped when the section is at how to negate a disjunction or do you flip for each scenario?

#help

The lessons after the formal arguments, these lessons bring more confusion rather than

not confusing everything.

In some lessons it seems like they want you to do the indicators, but when they add in the conjuctions, disjunctions, kicking it up, embedded clauses, and the rules and exceptions; I am not sure when to negate something before doing the clauses. And when I try them they are not what I end up with. I am uncertain of how I should learn this if I have no where to drill it before taking prep tests.

Q1

D: forest

Rule : poachers > relocation and prosper

/ poacher or / relocation > prosper

Q2

Answer: /endanger> restrictions

Q3

pop opr > funding

/funding>/pop opr

Q4

(+50 and +10yrs) > mf

(/+50 or /10yrs) > /mf

rule: +50 and +10yrs

exception: support

Q5

Domain : knowledge

Rule: ahp > /exist

exist> / ahp

Exception: belief does not exist

Is just doing this is the same as thinking of sub and supersets? With domains it just a simplified version of just exiting it out.

1/5 on med. I see what I am doing wrong and tried of 2 different levels to see where I went wrong. I find that overthinking is the problem.

#feedback

This is my second time doing this and I am still confused on the answers.

Answers before viewing + they are separated by sentence.

Question 1

M> W

L>/M { turns into L>M}

H> L

Answer 1: M>W>H>L

Question 2

JY>R, JY>B

/ JY>A /JY>R { TURNS INTO R>JY }

/JY>A /JY>S [ TURNS INTO A>JY S>JY ]

/JY > R, /JY>JO

Answer 2: R>A>S>JO>B>JY

Question 3

OM>WD

WD>T (BECAUSE NO) [ TURNS INTO /T>/WD TURNS INTO /WD>T} THEN UNLESS /T>WD

Answer 3: OM>WD>/T

Question 4

SB+>PMGS

PMGS>HC

Answer 4: SB+>PMGS>HC

Question 5

S=>C

C>SE

S->C>SE>R

Answer 5: S>R

Question 6

AK>IP>CMPT>C>M

Answer 6: AK>M*

These are my answers before checking.