Determination of Unknown Salt Experiment

Determination of Unknown Salt Experiment Siar Azizi Introduction: Cold packs or medical cold packs are made and used in a variety of different ways. Cold packs are typically used in regards of medical treatment. Many athletes used cold packs to heal from any injuries. Furthermore, cold packs are used to keep medications cool for a given period, such medications include vaccinations. Cold packs contain a liquid inside, in most cases its water. In addition the water is mixed with a salt, which allows the cold pack to stay cool. The mixture that occurs between the salt and the water causes an endothermic reaction, which means that heat is absorbed. Due to the heat absorption, the temperature of the solution will decrease substantially. The cold pack experiment lab allowed us, the students, to apply theories learned in class to actual real life experiments; such experiments prepare us for future tasks the will be put forth to determine. Our main trajectory through this assignment was to determine what our unknown salt was, through experimental analysis. The main purpose of this lab was for us to determine what the given unknown salt is. For this experiment, my group and I were given unknown salt 7. Information recognized before starting the lab, were the materials needed, background information on the math required to determine the unknown(s). In addition, other background sources before starting the experiment included having previous knowledge of chemical formulas, understanding concepts learned throughout class and how a calorimetry works. Furthermore in order to determine how to complete the lab, we needed information upon how to properly keep the temperature of the water from decreasing or increasing, and this required that we needed to know what an insulator is and how to use it. To base a conclusion on what the unknown variables are, we needed to determine how to start and complete this experiment. To being with, we completed this activity by taking two of the three foam cups and placing them into each other. The foam cup inside the other cup will hold our water, while the other acts as an insulator, to prevent heat from escaping. Secondly, we used a graduated cylinder and measured 25.0-ml of water into it and put the water into the cup. After that we place the third cup, over the other two (acts like a cover) and put the thermometer through the top of the cup (This helps us determine the temperature of the water). Lastly, we measured the 3.0grams of our unknown salt and placed that into the water, letting it dissolve, and measured the temperature. The theories that needed to be taken into account for to help complete the lab, includes determine the heat capacity, q=mcà ¢Ã‹â€ Ã¢â‚¬  T. Other theories that we will also need to take into account for include, determine enthalpy, determining the change in temperature, and determining the percentage yield. In order to determine the enthalpy, the equation needed to be used is à ¢Ã‹â€ Ã¢â‚¬  H=-q. The equation used to determine change in temperature and percentage yield are, à ¢Ã‹â€ Ã¢â‚¬  T= T1 – T2 and Percent error= Theoretical yield-Actual yield x100. Theoretical As you read on, every equation will be examined and explained on what they mean and how they will be used. Brain, Marshall , and Sara Elliot. How Refrigerators Work.HowStuffWorks. N.p., n.d. Web. 13 Apr. 2014. Materials: The materials required in order completing the lab included goggles/eye wear; this will help prevent any type of harmful substances that we worked with from damaging your eyes. Three Styrofoam cups, the cups helps make an insulator and create the calorimeter. The thermometer was required in order to determine the temperature of both the water and the unknown salt. A weighing boat was also another source of material needed, in order to place 3.0grams of our salt. In addition, a scoopula and a scale were needed to help us determine the exact measurements of the unknown salt needed. Water was required to dissolve our salt into and measure the temperature of. A 100ml graduated cylinder was used to determine the accurate quantity of water required. Our unknown salt was another source of material given by our teacher, and this allowed us to complete the experiment. Other materials needed in order to complete the lab included paper towels. Procedure: In order to determine what our unknown salt is, we needed to make a guideline of the steps required to determine it. The procedure of our lab is: Gather all equipment/ materials to start procedure. Weigh the weighing boat, record the weight. Place 3.0 grams of our unknown salt 7 Take two of the three foam cups and place them within each other to create an insulator from preventing heat to escape or cold air from entering. Take the 100-mL graduated cylinder and measure 25.0mL of water. Take the 25mL of water and place it in the two foam cups Cut the third Styrofoam cup to fit the top of the first two cups. Make a hole, place thermometer in the calorimeter Read the temperature of water record it. Remove thermometer, add 3.0grams of unknown salt into the calorimeter. Let the salt dissolve and determine the temperature, by placing the thermometer through the top of the third cup. Before measuring the temperature, shake the cup to insure the unknown salt reacted/ dissolved completely. Determine the temperature and record results. Dispose of waste, clean the equipment and restart for the remaining two trials. Observations and Results: Before beginning the calculations for the lab, we need to determine what possible equation we will have to use. Equations: à ¢Ã‹â€ Ã¢â‚¬  T= T2 – T1 The equation above is the change in temperature, represented by delta (à ¢Ã‹â€ Ã¢â‚¬  ), which is the second temperature recorded subtracted by the first temperature recorded (T2 – T1). Q=mcà ¢Ã‹â€ Ã¢â‚¬  T The equation above allows us to determine the q, which is the quantity of heat transferred, which equals the mass (m), multiplied by the specific heat capacity (c), and multiplied by the change in temperature (à ¢Ã‹â€ Ã¢â‚¬  T=T2 – T1 ). à ¢Ã‹â€ Ã¢â‚¬  H=-q The equation above allows us to solve for the à ¢Ã‹â€ Ã¢â‚¬  H system. Once we determined the quantity of heat transferred, by using the equation q=mcà ¢Ã‹â€ Ã¢â‚¬  T, we can determine delta h by either replacing the q with mcà ¢Ã‹â€ Ã¢â‚¬  T, or place the result of q in the equation. Average Enthalpy= Trail 1+Trail 2+Trail 3 3 The equation above gives us the average enthalpy for the number of trails that was conducted by our group. We add up all the Enthalpy of all trials and divide it by 3, to give the average. Percent error= Theoretical yield-Actual yield x100 Theoretical This equation allows us to determine the percentage error of our results. After calculating for our enthalpy, we can take the theoretical yield, found on page 347, table 1 in our textbook, we can subtract is by the actual yield. After determining the value of that, we divide it by the theoretical value and multiply it all by 100%. With the recording of all our data obtained from doing the experiment, we were able to form a chart for all three procedures and mathematically determine what the unknown salt was. Weighing Boat=1.81 Grams Temperature of water and unknown salt obtained from three trails Table 1: Temperature results and Change in temperature of water through three trails. From this chart above, we can see that we completed three trails to determine the exact value of the unknown salt, and to determine what the unknown salt is. In addition, we recorded our temperatures of the water before the salt was added (T1) and after the salt was added (T2). From that point we calculated the change in the temperature for each trail, with the equation, à ¢Ã‹â€ Ã¢â‚¬  H=T2 – T1. Heat capacity and enthalpy of unknown salt for three trials Table 2: Enthalpy and heat capacity of unknown salt 7 for three trials. The chart above shows the heat capacity and enthalpy of the unknown salt from three different tests conducted. We determined the heat capacity using the equation q=mcà ¢Ã‹â€ Ã¢â‚¬  T and the enthalpy using mà ¢Ã‹â€ Ã¢â‚¬  H=q. The calculations for determine the results are shown below: Calculations: Note: 1mL is 1 gram. (M=dV, mass= density (1.00grams/mL) x volume (mL)) Trail 1: Q=mcà ¢Ã‹â€ Ã¢â‚¬  T mà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-8oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.836KJ) Q= -836J à ¢Ã‹â€ Ã¢â‚¬  H=0.836KJ/3.00g à ¢Ã‹â€ Ã¢â‚¬  H=0.279KJ/g Trail 2: Q=mcà ¢Ã‹â€ Ã¢â‚¬  T mà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-7oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.7315KJ) Q= -731.5J à ¢Ã‹â€ Ã¢â‚¬  H=0.7315JK/3.00g Q= -0.7315KJ à ¢Ã‹â€ Ã¢â‚¬  H=0.2438KJ/g Trail 3: Q=mcà ¢Ã‹â€ Ã¢â‚¬  Tmà ¢Ã‹â€ Ã¢â‚¬  H=-(q) Q= (25g) (4.18J/goC) (-7oC) (3.00g) à ¢Ã‹â€ Ã¢â‚¬  H=-(-0.7315KJ) Q=-731.5J à ¢Ã‹â€ Ã¢â‚¬  H=0.7315KJ/3.00g Q=-0.7315KJ à ¢Ã‹â€ Ã¢â‚¬  H=0.2438KJ/g Average Enthalpy: Avg Enthalpy= Trail 1+ Trail 2+ Trail 3 3 Avg Enthalpy= (0.279KJ/g) (0.2438KJ/g) (0.2438KJ/g) 3 Avg Enthalpy= 0.256KJ/g After determining our average enthalpy, we can determine what compound it is. Going into our textbook, onto page 347 and taking a look at table 1, we are given a list of compounds. The nearest compound our enthalpy is at is ammonium chloride. Ammonium chloride has an enthalpy of 0.277kj/g and we got an enthalpy of 0.256kj/g. using our knowledge based on rounding, we rounded up and made a conclusion stating that our compound was in fact ammonium chloride. Percentage Yield: Percent error= Theoretical yield-Actual yield x100 Theoretical Percent error= 0.277KJ/g – 0.256KJ/gx100 0.277KJ/g Percent error= 7.58% Therefore, the percentage error of our results was 7.58% Discussion: Throughout the cold pack experiment not all our results were accurate. Our results weren’t as accurate because we stumbled upon some errors while completing the lab. One error that we encountered while completing this experiment and one that had an impact on our final results was the way our calorimeter was created. Through the experiment we were to assume that the calorimeter would create an isolated and insulated system, but in truth it didn’t. As we proceeded through the experiment of putting the water into our calorimeter, there was a possible moment when there was a transfer of heat in between the Styrofoam cups and the solution, in our case unknown salt 7. The stage when there may have been a transfer of heat, was not taken into account and this could of have caused an increase or a decrease in the temperature of our solution. As we already know that the reaction was endothermic and since it’s endothermic the solution absorbed the heat, from the cups and re action. Such an error would cause a change in the temperatures of our solution to either increase or decrease. The result of this error had a medium impact on our final results. This was a medium impact because it not only affected our solution, but also the measurements we took. Resolutions to possibly prevent this error from occurring includes, taking account that the temperature may increase or decrease due to that fact it isn’t an actual isolated system. Another solution can include using different materials that would insulate the solution better. Our second source of error was taking the measurements of the water and measuring the accurate temperature of the water. When taking the measurements of the temperature of both the water and solution, there could have been an error from what we saw and what we wrote. Furthermore, since we don’t know whether the thermometer was actually inside the water, it could have not been touching it which in turn gave us the wrong results. An example could include is when taking the temperature of the water, the thermometer could have read 22oC and we could have seen it as 23oC or24oC. The result of this error had a medium effect on our data and due to this effect, our enthalpy wasn’t as accurate, and didn’t exactly match the ones in the textbook. When measuring the amount of water required dispensing in the calorimeter we need to use a graduated cylinder for accurate measurements. The cylinder was to give us the accurate measurement of whether we had exactly 25ml of water o r not. The error in this measurement was for us to check with if it was exactly 25ml, and this may have resulted in either something less than 25ml or more than 25ml. The impact the source of error had on our final result was medium. The impact was medium because even though it did affect our final results, it didn’t affect it by a lot. It hadn’t affected our results by a large quantity because the difference between the solution we were supposed to get and the one we had, had a small margin of differences. The last source of error, that we hadn’t taken account for throughout the process of completing the experimental lab, may have had an impact on our final results. This error that affected our results was the fact that our unknown salt 7, was exposed to air for a periodic time. Due to a fact that the salt was exposed to air, it may have resulted in some of the salt reacting with the atmosphere. Due to this error, our results could have been incorrect because when massing the 3.0 grams, it could have reacted with the atmosphere, giving us 0.10 off, such as 2.90grams. This may not affect the results by a lot, but there would still be an effect on it. Another example of our results being affected by this includes that since some of our unknown salt reacted, when we measured the temperature it could have actually been either lower or higher than what we actually expected. For example, if the salt wasn’t exposed to the atmosphere we could have got a temperature of 18oC, but i nstead due to the fact it was exposed we got 20oC. The affect this had on our results and solution is a medium result. This is a medium result because if some of the unknown salt reacted, it would have been in such a small quantity, that it wouldn’t have a large effect on our results. Possible solutions from stopping this problem from occurring includes, either keeping the salt in an isolated room, put a tad more of the unknown salt in the water, just to counter act for the ones that reacted. In the mixed of completing the lab, we stumbled upon a mistake with determining the unknown salt. The mistake had an impact on final answer and wasn’t taken into account that it may possible have an effect on our final solution. The mistake that may have been encountered includes that our unknown source of salt, when added into the water, may have not dissolved properly. This resulted in the reaction not taking place to dissolve the entire product, which may have affected the temperature that was measured. Due to the fact that the salt wasn’t dissolved and it didn’t participate in the reaction, the temperature we may have taken could have been only the waters temperature. This source of error had a large effect on our solution because we had no way of determining whether it dissolved or not, without tampering the solution. Furthermore, due to the fact of the error, we may have been given the wrong temperature of the solution that in turn gave us the incorrect res ults for the enthalpy. In accordance, not only will we have been given the incorrect enthalpy, but the results were affected as well. In order to prevent this source of error from occurring again, what I could do is, while the unknown salt is in the water, I could stir it to dissolve properly; another method can include is to shake the calorimeter to dissolve the salt. When shaking it, I would hold it from the top to prevent heat transfer from my hand and the water. Diagram 1: From the diagram we can see the calorimeter being constructed and the final result is over on the right. I would hold the middle of the calorimeter and spin it around to better dissolve the unknown salt. DoChem 095 Heat of Solution of Magnesium.DoChem 095 Heat of Solution of Magnesium. N.p., n.d. Web. 10 Apr. 2014. Conclusion: In conclusion, this experiment allowed us, the students, to use theories learned in class to real life applications, or real life applications that we will soon encounter. The lab better prepared us for what may be expected in the future, and allowed us to determine different factors that affected our results in more than one possible way. The cold pack experiment lab that was conducted by my group and I, had resulted in us facing errors such as measurement errors, errors including the calorimeter and errors including our unknown salt. These errors were recorded and explained to better help us prevent it from occurring again. By following the correct procedure and having the correct materials required, we were able to determine the final enthalpy. That allowed us to determine what our unknown salt was, which was ammonium chloride. Bibliography: DoChem 095 Heat of Solution of Magnesium.DoChem 095 Heat of Solution of Magnesium. N.P., n.d. Web. 10 Apr. 2014. Brain, Marshall , and Sara Elliot. How Refrigerators Work.HowStuffWorks. N.p., n.d. Web. 13 Apr. 2014. Kessel, Hans Van. The Bohr Atomic Theory.Nelson Chemistry 12. Toronto: Thomson Nelson, 2003. 174-76. Print.

The age of the entrepreneur has arrived

We are living in an age of entrepreneurship. When Bill Gates, the founder and CEO of Microsoft or Anita Roddick, founder of the Body Shop seem to be better known around the world than most heads of state, one might conclude that the age of the entrepreneur has arrived. Entrepreneurs of large multinational corporations have had a distinctly important role in shaping today's process of globalization. The term â€Å"entrepreneurship† has historically referred to the efforts of an individual who takes on the odds in translating a vision into a successful business enterprise (Collins & Moore, 1964; Hebert & Link, 1988). More recently, however, entrepreneurship has been conceptualized as a process that can occur in organizations of all sizes and types, such as the public sector, and non-profit organization (Burgelman, 1983; Gartner, 1985; Kao, 1989; Miller, 1983). In this paper, the author will use the case of Michael Young, Lord Young of Dartington, to discuss how useful is the notion of the ‘social entrepreneur' and how different is such a concept from the more traditional portrayal of the private sector entrepreneur. The story of Michael Young Michael Young, one of Britain foremost social entrepreneurs, has died aged 86. Lord Young of Dartington leaves behind dozens of institutions and charities which he either was founder, or played a major hand in creating including the Consumers Association and the Open University. He was an innovative and progressive thinker in political and social policy (Briggs2001). By any standard, Young must count as one of the most fecund and versatile figures of British life. As head of the Labour Party's research department and one of the people who drafted its manifesto in 1945, he helped craft the terms of the post-war settlement. His seminal study of family and kinship in London's East End gave social inquiry a new direction. He was a prime mover in the development of the Consumers' Association, the Open University, the Social Science Research Council, the University of the Third Age and, most recently, the School of Social Entrepreneurs. For nearly 60 years, Young has fertilised British life with new ideas and new institutions. Yet he is also one of the authors of a reactionary orthodoxy that lies on British politics and education with the weight of a corpse (Briggs2001). His many dragon seeds have included starting the Advisory Centre for Education, which provided information on education issues (1960); the National Consumer Council (1975); the University of the Third Age, or U3A (1982); the Open College of the Arts, which taught practical arts by correspondence (1987); the National Association for the Education of Sick Children (1993); a Family Covenant Association, for promoting a secular form of Baptism (1994); and the School for Social Entrepreneurs (1998) (Gray2001) The nature of entrepreneurship According to Collins, Moore, (1964), the entrepreneur was defined as ‘a risk-taker – a man who braves uncertainty, strikes out on his own, and, through native wit, devotion ot duty, and singleness of purpose, somehow creates business and industrial activity where none existed before'. In a 21st century business context, and largely as lay people understand it, entrepreneur typically refers to ‘a person who undertakes or controls a business or enterprise and bears the risk of profit or loss' (Brown 1993), Underlying entrepreneurial attitudes and behaviors are three key dimensions: innovativeness, risk taking, and proactiveness (Covin & Slevin, 1989; Miller, 1983; Morris & Sexton, 1996). Innovativeness refers to the seeking of creative, unusual, or novel solutions to problems and needs. These solutions take the form of new technologies and processes, as well as new products and services. Risk taking involves the willingness to commit significant resources to opportunities having a reasonable chance of costly failure. These risks are typically moderate and calculated. Proactiveness is concerned with implementation, with doing what is necessary to bring an entrepreneurial concept to fruition. It usually involves considerable perseverance, adaptability, and a willingness to assume responsibility for failure. To the extent that an undertaking demonstrates some amount of innovativeness, risk taking, and proactiveness, it can be considered an entrepreneurial event, and the person behind it an entrepreneur. Further, any number of entrepreneurial events can be produced in a given time period (Stevenson & Jarillo, 1990). Accordingly, entrepreneurship is not an either/or determination, but a question of â€Å"degree† and â€Å"frequency.† Organizations can be characterized, then, in terms of their entrepreneurial orientation or â€Å"intensity,† which is a reflection both of how many entrepreneurial things they are doing, and how innovative, risky, and proactive those things tend to be. By dissecting the critical elements of entrepreneurship, we are able to highlight the essential ingredients for society to nurture, cultivate and value. It also frees the term for use in non-business, non-profit-seeking ventures. It blurs the boundaries between the business and social sectors in potentially useful ways as well and foreshadows a cultural shift in what we value. And Casson (1995) notes that entrepreneurship can be a distributed process across the public/private divide. He (1995) argues: â€Å"The public sector and the private sector therefore offer two distinct channels of advancement for the entrepreneur. The rewards to entrepreneurship in the public sector come more in the form of status rather than of income, of course. The difference between the social entrepreneur and the private sector entrepreneur a). The different mission. Compare to the private sector entrepreneur, social entrepreneurs has the different mission (Ackerman1996). Social entrepreneurs play the role of change agents in the social sector, by adopting a mission to create and sustain social value, not just private value. For social entrepreneurs, the social mission is explicit and central. This obviously affects how social entrepreneurs perceive and assess opportunities. Mission-related impact becomes the central criterion, not wealth creation. Wealth is just a means to an end for social entrepreneurs. With business entrepreneurs, wealth creation is a way of measuring value creation. This is because business entrepreneurs are subject to market discipline, which determines in large part whether they are creating value. If they do not shift resources to more economically productive uses, they tend to be driven out of business. b). Different measurements to value creation. In the modern market, the value created by private sector entrepreneur can be clearly calculated by the market value. Whereas, it is inherently difficult to measure social value creation (Dees 1998). How much social value is created by reducing pollution in a given stream, by saving the spotted owl, or by providing companionship to the elderly? The calculations are not only hard but also contentious. Even when improvements can be measured, it is often difficult to attribute them to a specific intervention. Are the lower crime rates in an area due to the Block Watch, new policing techniques, or just a better economy? Even when improvements can be measured and attributed to a given intervention, social entrepreneurs often cannot capture the value they have created in an economic form to pay for the resources they use. Defining Social Entrepreneurship Although the growing attention devoted to the phenomenon, there have not a generally accepted definition of public/social sector entrepreneurship to emerge. Many of prior studies provided the definition of social entrepreneurship. Such as Bellone & Goerl (1992) social entrepreneurship is an active approach to administrative responsibility that includes generating new sources of revenue, providing enhanced services, and helping to facilitate increased citizen education and involvement. Osborne & Gaebler (1992) state it as a continuous attempt to apply resources in new ways so as to heighten the efficiency and effectiveness of public institutions. Linden (1990) concluded it as the purposeful and organized search for innovative changes in public sector organizations and operations. Base on such prior studies, Dees (1998) stated social entrepreneurs play the role of change agents in the social sector, by: * Adopting a mission to create and sustain social value (not just private value), * Recognizing and relentlessly pursuing new opportunities to serve that mission, * Engaging in a process of continuous innovation, adaptation, and learning, * Acting boldly without being limited by resources currently in hand, and * Exhibiting a heightened sense of accountability to the constituencies served and for the outcomes created. Dees (1998) also mentioned this is clearly an â€Å"idealized† definition. Social sector leaders will exemplify these characteristics in different ways and to different degrees. The closer a person gets to satisfying all these conditions, the more that person fits the model of a social entrepreneur. Those who are more innovative in their work and who create more significant social improvements will naturally be seen as more entrepreneurial. The truly Schumpeterian social entrepreneurs will significantly reform or revolutionize their industries. In sum, social entrepreneurship extends the definition of entrepreneurship by its emphasis on ethical integrity and maximizing social value rather than private value or profit. How Michael Young fits the model of a social entrepreneur? To consider how far that Michael Young was entrepreneurial? It is better to consider who closer Michael Young gets to satisfying all such conditions mentioned in the last section. Also Brazeal and Herbert (1999A) stated the way of viewing entrepreneurship is to recognize that entrepreneurship is enabled by the current or potential existence of something new (an innovation), new ways of looking at old problems (Creativity), or the lessened capability of prior processes or solutions to respond effectively to new problem parameters brought on by new or emerging external conditions (environmental change), which can supplant or be complementary to existing processes or solutions (a change), when championed by one or more invested individuals (the innovator). In the follow, some attributions of Michael Young are listed, and it is clear that Michael Young is a successful social entrepreneurial. Young often turned personal experience into new opportunities for social action (Gary 2001). While in hospital with cancer, he devised the idea of the College of Health (and with his sense of provocative fun, he originally called it the Association of Trained Patients). While organizing the funeral of his wife, he saw the need to improve the training of funeral directors, and so he established the National Funerals College. When he discovered that Bengali patients at the London Hospital were unable to explain to doctors what was wrong with them he launched a telephone exchange offering instant translation services. His energy seemed unstoppable, and even into his late seventies he was publishing books and creating even more organizations. Young created an alternative vision of education (Briggs2001). His views on education were often controversial, and heavily influenced by his time spent as a young man at the alternative school at Dartington Hall. The school was based on the philosophy of Rousseau who held the belief that all children were born gifted in one way or another and needed only to be fed and watered, like plants, for their gifts to grow. Michael Young re-stated the egalitarian vision (Gary 2001). He stated where we to evaluate people, not only according to their intelligence and their education, their occupations and their power, but according to their kindliness and their courage, their imagination and sensitivity, their sympathy and generosity, there would be no overall inequalities of the sort we have got used to. Who would be able to say that the scientist was superior to the porter with admirable qualities as a father, the civil servant to the lorry-driver with unusual skills at growing roses? In sum up, Michael Young has undoubtedly been a great innovator, and the greatest social entrepreneur in the UK. The valuation created by Michael Young is significant with the private sector entrepreneur. He was an innovative and progressive thinker in political and social policy.

Definition and Examples of Deductive Arguments

Deduction is a method of reasoning from the general to the specific. Also called deductive reasoning and  top-down logic. In a deductive argument, a conclusion follows necessarily from the stated premises. (Contrast with induction.) In logic, a deductive argument is called a syllogism. In rhetoric, the equivalent of the syllogism is the enthymeme.​ Etymology From Latin, leading Examples and Observations The fundamental property of a deductively valid argument is this: If all of its premises are true, then its conclusion must be true also because the claim asserted by its conclusion already has been stated in its premises, although usually only implicitly.Scientific Deduction and Rhetorical DeductionFor Aristotle, scientific deduction differs in kind from its  rhetorical  counterpart. True, both are conducted according to the laws of thought. But rhetorical deduction is  inferior for two reasons: it starts with uncertain premises, and it is enthymematic: it generally relies on audience presuppositions to supply missing premises and conclusions. Because conclusions cannot be more certain than their premises and because any argument is deficient in rigor that relies on audience participation for its completion, rhetorical deductions can yield at best only plausible conclusions. . . .Syllogisms and EnthymemesVery rarely in literary argument do reasoners make use of the complete sy llogism, except to render perfectly apparent the premises from which the conclusion is deduced, or to show some fault in reasoning. Deductive arguments take various forms. One premise, or even the conclusion, may not be expressed if obvious enough to be taken for granted; in this case, the syllogism is called an enthymeme. One of the premises may be conditional, which gives the hypothetical syllogism. A syllogistic argument may be involved in a statement with its reasons, or with its inferences, or may be diffused throughout an extended discussion. To argue effectively, with clearness and cogency, the reasoner must have his deductive framework clearly in mind at every point of his discussion, and keep it before the reader or hearer. Pronunciation di-DUK-shun Also Known As Deductive Argument Sources H. Kahane,  Logic and Contemporary Rhetoric, 1998Alan G. Gross,  Starring the Text: The Place of Rhetoric in Science Studies. Southern Illinois University Press, 2006Elias J. MacEwan,  The Essentials of Argumentation. D.C. Heath, 1898

Analysis Of Toni Morrison s Beloved - 1200 Words

â€Å"We’ve all got both light and dark inside of us. What matters is the part we choose to act on (Sirius Black) †. Toni Morrison’s novel Beloved dedicates her novel to the 60 million and more exposed to the darkness within the people set out to hurt them. The novel depicts how cruelty leads ex-slaves to make irrational decisions and shape the people they are at the end . The cruelty inflicted on one including but not limited to slavery causes a chain reaction of hatred, pain and suffering and the cycle continues to repeat itself as seen in the novel with Schoolteacher, Sethe and Paul D. Furthermore, Morrison associates symbols with specific characters to depict personal struggles and develop the overarching theme, cruelty. Schoolteacher’s acceptance and use of cruel acts upon Sethe and Paul D reveals his immorality and in doing so dehumanizes himself, as well them. Overall, cruel acts inflicted on one negatively impacts the characters and leads them to commit inhumane acts themselves. First off , Schoolteacher’s arrival to Sweet Home depicts the start of the struggle of the slaves on the plantation. Schoolteacher is the same as any other slave owner, one who dehumanizes his slaves through his actions and teachings. Although, he appears to be a quiet, calm and collected person. He embodies â€Å"the screaming baboon†(199), which reveals how animalistic both slaves and slave owners become, as a result of slavery. In addition, â€Å"the jungle†(198), is the evil that slaves areShow MoreRelatedAnalysis Of Morrison s Beloved, By Toni Morrison Essay941 Words   |  4 PagesMorrison and Twain each present freed slave mothers as self-sacrificing. Each woman s traumatic experiences as slaves create a deep fear of her children s enslavement. In Morrison s Beloved, Sethe is so distressed by her past; she murders her child to save her from slavery. Morrison uses Sethe s drastic sacrifice to comment on slavery s psychological effects. Meanwhile, Twain s Pudd n Head Wilson portrays Roxy as a sacrificial mother to create sympathy for black people. From a culturalRead MoreAnalysis Of Toni Morrison s Beloved1458 Words   |  6 Pagesinequality between races, classes, and genders. Toni Morrison’s novel Beloved is a story that truly shows how oppressive slavery was during the setting of the book. Similarly to the inequality faced during the time of slavery, while Morrison was writing the her novel the issue of women’s equality was present, and being fought for. Morrison, through Beloved, is able to show the world her views on inequality, and how it is still present in life today. Morrison is African American, she was born into a familyRead MoreAnalysis Of Toni Morrison s Beloved1615 Words   |  7 PagesIn her novel Beloved, Toni Morrison utilizes a circular narrative to emphasize the similarities, or lack thereof, between her characters. In Philip Page’s article, â€Å"Circularity in Toni Morrison’s Beloved,† he writes, â€Å"The plot is developed through repetition and variation of one or more core-images in overlapping waves... And it is developed through... the spiraling reiteration of larger, mythical acts such as birth, death, rebirth, quest-journeys, and the formation and disintegration of families†Read MoreAnalysis Of Toni Morrison s Beloved943 Words   |  4 Pages It is within human nature to fear that which we do not understand. In Toni Morrison’s Beloved, this idea is explored through the lens of racial discrimination. In this passage, Morrison uses animal imagery as a means to criticize the whites’ dehumanization and subsequent fear of the blacks. With a focus on this inherent, primal fear, this section stresses the novel’s theme of the â€Å"Other† and reinforces the existence of racial prejudice. While this piece of the narrative emphasizes that this â€Å"othering†Read MoreAnalysis Of Toni Morrison s Beloved1547 Words   |  7 PagesToni Morrison’s Beloved extends beyond a description of individuals held captive by their past through the exploration of human responses to slavery. The manipulation of language and its controlled absence reinforces the mental enslavement that persists after individuals are freed from physical bondage. It is when language is amplified into song that an individual or community may free themselves from the constraints of mental enslavement, therefore enabling their ability to claim ownership of themselvesRead MoreAnalysis Of Toni Morrison s Beloved1323 Words   |  6 PagesToni Morrison’s Beloved is a masterwork of fiction that allows the reader to have many different experiences based on the novels that you pair the book with. When you read Beloved in a modernist light you get a story with slightly different themes then if you read it through a feminist lens. It is a credit to Morrison that her thoughtfully crafted piece of art is able to stand on it own in so many varying ideas. One of the lens that doesn’t get discussed enough is the lens of African AmericanRead MoreAnalysis Of Toni Morrison s Beloved1200 Words   |  5 Pagesâ€Å"We’ve all got both light and dark inside of us. What matters is the part we choose to act on (Sirius Black) †. Toni Morrison’s novel Beloved dedicates her novel to the 60 million and more exposed to the darkness within the people set out to hurt the m. The novel depicts how cruelty leads ex-slaves to make irrational decisions and shape the people they are at the end . The cruelty inflicted on one including but not limited to slavery causes a chain reaction of hatred, pain and suffering and the cycleRead MoreAnalysis Of Toni Morrison s Beloved871 Words   |  4 Pagesvery important motif in both Morrison and Faulkner’s stories. In Beloved, the reader is presented with a sad and depressed portrait of Sethe. Her life seems dark and bleak. However, once Beloved enters into her life, the reader sees an apparent shift in Sethe as a character. She begins to see color again, and it is Beloved who brings about this sudden transformation (Beloved, 65). And in the end, after Beloved has left, Sethe states, â€Å"She was my best thing† (321). Beloved was her redeeming quality,Read MoreAnalysis Of Toni Morrison s Beloved 702 Words   |  3 PagesWilliams 2 period Book by: Toni Morrison Book Titled: Beloved Beloved is about a lady they call Sethe who lives in Bluestone with her daughter Denver and her mother in law Baby Suggs. Fifteen years before the story starts, Sethe kills her baby because she was trying to keep her kids from being brought into slavery. The community knew about her killing her baby and judges her. Her sons Buglar and Howard left fifth teen years before the book started. After Baby Sugg s died, Denver and Sethe are aloneRead MoreAnalysis Of Toni Morrison s Beloved 1310 Words   |  6 Pages Mommy Issues: A â€Å"Beloved† Response Essay Late in 1987, after being inspired by a fellow story of a female fugitive slave, Toni Morrison pens a novel about a runaway slave and her children. Although Morrison’s â€Å"Beloved† quickly became a best-seller, and even has a movie adaption, it still left the audience with many unanswered questions. This novel not only gave a voice to those who were often silenced in the male stories of slavery, but it also perfectly exemplified the relationship was between