Pathetic Argument in Constitutional Law
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Logical Fallacies Moorpark College Writing Center
Logical Fallacies Moorpark College Writing Center Ad hominem (Argument to the person): Attacking the person making the argument rather than the argument itself. We would take her position on child abuse more seriously if she weren’t so rude to the press. Ad populum appeal (appeal to the public): Draws on whatever people value such as nationality, religion, family. A vote for Joe Smith is a vote for the flag. Alleged certainty: Presents something as certain that is open to debate. Everyone knows that… Obviously, It is obvious that… Clearly, It is common knowledge that… Certainly, Ambiguity and equivocation: Statements that can be interpreted in more than one way. Q: Is she doing a good job? A: She is performing as expected. Appeal to fear: Uses scare tactics instead of legitimate evidence. Anyone who stages a protest against the government must be a terrorist; therefore, we must outlaw protests. Appeal to ignorance: Tries to make an incorrect argument based on the claim never having been proven false. Because no one has proven that food X does not cause cancer, we can assume that it is safe. Appeal to pity: Attempts to arouse sympathy rather than persuade with substantial evidence. He embezzled a million dollars, but his wife had just died and his child needed surgery. Begging the question/Circular Logic: Proof simply offers another version of the question itself. Wrestling is dangerous because it is unsafe. Card stacking: Ignores evidence from the one side while mounting evidence in favor of the other side. Users of hearty glue say that it works great! (What is missing: How many users? Great compared to what?) I should be allowed to go to the party because I did my math homework, I have a ride there and back, and it’s at my friend Jim’s house. -
Executive Technique in the Civil Process Code and Its Limits
EXECUTIVE TECHNIQUE IN THE CIVIL PROCESS . 2020 . pr ./A CODE AND ITS LIMITS an A TÉCNICA EXECUTIVA NO CÓDIGO DE PROCESSO CIVIL E SEUS LIMITES . 342-367 • J . 342-367 p .1 • .1 MATEUS SCHWETTER SILVA TEIXEIRA1 n .15 • .15 v ABSTRACT This article deals with the execution of Brazilian civil procedural law and its evolution. With the Civil Proce- dure Code of 2015, there have been changes and innovations in numerous articles, such as article 139, item IV, which generated understanding of part of the doctrine of the atypicality of executive means in execution for certain amount, with the application of measures atypical to those debtors, such as the retention of the passport or the national driver’s license. It is around this theme that the present work will be developed. The methodology used was a qualitative research, with a review of the literature on the topic, within classic and modern doctrines, as well as legal articles and current jurisprudence. In the first stage, we observe the MERITUM MAGAZINE • general aspects of the execution process. The second stage deals with the application of executive means, from the original Civil Procedure Code of 1973, the reforms of 1994 and 2002 and the new code of 2015, with an analysis of Article 139, item IV, and their possible effects. In the third step, we intend a constitutional analysis of the effects of the application of article 139, section IV of said Code. In the end, the possibility of applying the measures will be demonstrated, according to requirements that must be observed by the judge. -
Reexamining the Seventh Amendment Argument Against Issue Certification
Pace Law Review Volume 34 Issue 3 Summer 2014 Article 2 July 2014 Reexamining the Seventh Amendment Argument Against Issue Certification Douglas McNamara George Washington University Law School Blake Boghosian George Washington University Law School Leila Aminpour Consumer Financial Protection Bureau Follow this and additional works at: https://digitalcommons.pace.edu/plr Part of the Civil Procedure Commons Recommended Citation Douglas McNamara, Blake Boghosian, and Leila Aminpour, Reexamining the Seventh Amendment Argument Against Issue Certification, 34 Pace L. Rev. 1041 (2014) Available at: https://digitalcommons.pace.edu/plr/vol34/iss3/2 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Review by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. Reexamining the Seventh Amendment Argument Against Issue Certification D. McNamara, * B. Boghosian** & L. Aminpour*** I. Introduction Issue certification is a controversial means of handling aggregate claims in Federal Courts. Federal Rule of Civil Procedure (“FRCP”) 23(c)(4) provides that “[w]hen appropriate, an action may be brought or maintained as a class action with respect to particular issues.”1 Issue certification has returned to the radar screen of academics,2 class action counsel,3 and defendants.4 The Supreme Court’s decision regarding the need for viable damage distribution models in Comcast v. Behrend5 may spur class counsel in complex cases to bifurcate liability and damages. * Douglas McNamara is Of Counsel at Cohen Milstein Sellers & Toll, PLLC, in Washington, D.C. He is an adjunct faculty member of George Washington University Law School and has practiced sixteen years in the area of complex civil litigation and class actions. -
Fitting Words Textbook
FITTING WORDS Classical Rhetoric for the Christian Student TABLE OF CONTENTS Preface: How to Use this Book . 1 Introduction: The Goal and Purpose of This Book . .5 UNIT 1 FOUNDATIONS OF RHETORIC Lesson 1: A Christian View of Rhetoric . 9 Lesson 2: The Birth of Rhetoric . 15 Lesson 3: First Excerpt of Phaedrus . 21 Lesson 4: Second Excerpt of Phaedrus . 31 UNIT 2 INVENTION AND ARRANGEMENT Lesson 5: The Five Faculties of Oratory; Invention . 45 Lesson 6: Arrangement: Overview; Introduction . 51 Lesson 7: Arrangement: Narration and Division . 59 Lesson 8: Arrangement: Proof and Refutation . 67 Lesson 9: Arrangement: Conclusion . 73 UNIT 3 UNDERSTANDING EMOTIONS: ETHOS AND PATHOS Lesson 10: Ethos and Copiousness .........................85 Lesson 11: Pathos ......................................95 Lesson 12: Emotions, Part One ...........................103 Lesson 13: Emotions—Part Two ..........................113 UNIT 4 FITTING WORDS TO THE TOPIC: SPECIAL LINES OF ARGUMENT Lesson 14: Special Lines of Argument; Forensic Oratory ......125 Lesson 15: Political Oratory .............................139 Lesson 16: Ceremonial Oratory ..........................155 UNIT 5 GENERAL LINES OF ARGUMENT Lesson 17: Logos: Introduction; Terms and Definitions .......169 Lesson 18: Statement Types and Their Relationships .........181 Lesson 19: Statements and Truth .........................189 Lesson 20: Maxims and Their Use ........................201 Lesson 21: Argument by Example ........................209 Lesson 22: Deductive Arguments .........................217 -
Chapter 4: INFORMAL FALLACIES I
Essential Logic Ronald C. Pine Chapter 4: INFORMAL FALLACIES I All effective propaganda must be confined to a few bare necessities and then must be expressed in a few stereotyped formulas. Adolf Hitler Until the habit of thinking is well formed, facing the situation to discover the facts requires an effort. For the mind tends to dislike what is unpleasant and so to sheer off from an adequate notice of that which is especially annoying. John Dewey, How We Think Introduction In everyday speech you may have heard someone refer to a commonly accepted belief as a fallacy. What is usually meant is that the belief is false, although widely accepted. In logic, a fallacy refers to logically weak argument appeal (not a belief or statement) that is widely used and successful. Here is our definition: A logical fallacy is an argument that is usually psychologically persuasive but logically weak. By this definition we mean that fallacious arguments work in getting many people to accept conclusions, that they make bad arguments appear good even though a little commonsense reflection will reveal that people ought not to accept the conclusions of these arguments as strongly supported. Although logicians distinguish between formal and informal fallacies, our focus in this chapter and the next one will be on traditional informal fallacies.1 For our purposes, we can think of these fallacies as "informal" because they are most often found in the everyday exchanges of ideas, such as newspaper editorials, letters to the editor, political speeches, advertisements, conversational disagreements between people in social networking sites and Internet discussion boards, and so on. -
AMAR: Third Thoughts on Kavanaugh Akhil Amar
AMAR: Third thoughts on Kavanaugh Akhil Amar In a Yale Daily News op-ed published on Sept. 24, I offered “Second Thoughts” on the Supreme Court nomination of Justice Brett Kavanaugh ’87 LAW ’90 and mapped a procedural path forward through the dense thicket of accusations and denials. I proposed: (1) a speedy public hearing followed by (2) additional investigation, with (3) a firm end date to the investigation — I floated Oct. 5 — and (4) scope restrictions on the investigation to prevent “still more extensions [and] ever wider investigations.” On Sept. 24, no one else — so far as I know — was publicly proposing this precise procedural framework, but, as events actually unfolded in the following weeks, something remarkably similar to my proposed framework was in fact cobbled together and implemented, though critics have argued that the scope of the FBI’s post-hearing investigation was unduly narrow. Kavanaugh’s confirmation on Oct. 6 raises countless questions — the episode will spawn shelves of future books and articles. Today, I will address just one narrow issue of special local significance: Yale’s, and my own, complicated relationship to power. Yale prides itself on its tradition of preparing future leaders. In his Yale College opening address on Aug. 25 — well before the Kavanaugh nomination boiled over and roiled the campus — President Peter Salovey proclaimed that “Our alumni are perhaps the greatest illustration of Yale’s tradition of service. Five Yale graduates have served as U.S. presidents, four as secretaries of state and eighteen as justices on the U.S. Supreme Court, representing viewpoints across the political spectrum. -
Strasbourg, 27 September 2012
CCJE-GT(2014)3 Strasbourg, 26 mars / March 2014 CONSEIL CONSULTATIF DE JUGES EUROPEENS (CCJE) / CONSULTATIVE COUNCIL OF EUROPEAN JUDGES (CCJE) Compilation des réponses au Questionnaire pour la préparation de l'Avis n° 17 (2014) du CCJE sur justice, évaluation et indépendence / Compilation of replies to the Questionnaire for the preparation of the CCJE Opinion No. 17 (2014) on justice, evaluation and independence Table of Contents Albania / Albanie..................................................................................................................................................... 3 Austria / Autriche .................................................................................................................................................... 9 Belgium / Belgique................................................................................................................................................ 14 Bosnia and Herzegovina – Bosnie Herzégovine .................................................................................................... 20 Bulgaria / Bulgarie................................................................................................................................................. 26 Croatia /Croatie..................................................................................................................................................... 47 Cyprus / Chypre................................................................................................................................................... -
334 CHAPTER 7 INFORMAL FALLACIES a Deductive Fallacy Is
CHAPTER 7 INFORMAL FALLACIES A deductive fallacy is committed whenever it is suggested that the truth of the conclusion of an argument necessarily follows from the truth of the premises given, when in fact that conclusion does not necessarily follow from those premises. An inductive fallacy is committed whenever it is suggested that the truth of the conclusion of an argument is made more probable by its relationship with the premises of the argument, when in fact it is not. We will cover two kinds of fallacies: formal fallacies and informal fallacies. An argument commits a formal fallacy if it has an invalid argument form. An argument commits an informal fallacy when it has a valid argument form but derives from unacceptable premises. A. Fallacies with Invalid Argument Forms Consider the following arguments: (1) All Europeans are racist because most Europeans believe that Africans are inferior to Europeans and all people who believe that Africans are inferior to Europeans are racist. (2) Since no dogs are cats and no cats are rats, it follows that no dogs are rats. (3) If today is Thursday, then I'm a monkey's uncle. But, today is not Thursday. Therefore, I'm not a monkey's uncle. (4) Some rich people are not elitist because some elitists are not rich. 334 These arguments have the following argument forms: (1) Some X are Y All Y are Z All X are Z. (2) No X are Y No Y are Z No X are Z (3) If P then Q not-P not-Q (4) Some E are not R Some R are not E Each of these argument forms is deductively invalid, and any actual argument with such a form would be fallacious. -
The Issue Class Revolution – Gilles & Friedman
THE ISSUE CLASS REVOLUTION MYRIAM GILLES* & GARY FRIEDMAN ABSTRACT In 2013, four Supreme Court Justices dissented from the decision in Comcast Corp. v. Behrend, which established heightened requirements for the certification of damages class actions. In a seemingly offhanded footnote, these dissenters observed that district courts could avoid the individualized inquiries that increasingly doom damages classes by certifying a class under Federal Rule of Civil Procedure 23(c)(4) on liability issues only and “leaving individual damages calculations to subsequent proceedings.” The dissenters were onto something big. In fact, the issue class and follow-on damages model has broad potential to restore the efficacy of aggregate litigation across several substantive areas after decades of judicial hostility. This Article offers a bold and original vision for the issue class procedure, one that promises scale efficiency while sidestepping the doctrinal land mines that dot the class action landscape. It is a vision rooted in sober pragmatism and an account of the economic incentives confronting entrepreneurial law firms as they consider investing in aggregate litigation. * Paul R. Verkuil Chair in Public Law and Professor of Law, Benjamin N. Cardozo School of Law. For their generous comments and thoughtful interventions, we are grateful to Lynn Baker, Bob Bone, Beth Burch, Zach Clopton, Scott Dodson, Daniel Klerman, Richard Marcus, Linda Mullenix, Morris Ratner, Charlie Silver, David Spence, and Patrick Woolley. We also thank the organizers and participants of the Fifth Annual Civil Procedure Workshop held at the University of Texas School of Law and the law faculties at the University of Southern California Gould School of Law, the University of California Hastings College of the Law, and the University of Texas School of Law for the opportunity to present these ideas. -
How to Argue Without Being Argumentative
ENG 106: Composition II Learning Unit 9: Audio How to Argue Without Being Argumentative We should first of all begin by explaining the title of this lecture: “How to Argue Without Being Argumentative.” Whenever people think of “arguing” or “having an argument,” many of them have the wrong idea in mind. They think of people in an argument as disputing, contradicting each other, and even calling each other names, until gradually (or not so gradually) the argument gets louder and louder until the participants are yelling at each other and no longer even listening to the other side. In the popular view, this is what it means to be “argumentative,” and anyone who is arguing is by definition argumentative! However, in the academic view, this is not really what an argument is supposed to be like. An argument is simply a discussion in which statements called “premises” are joined together in order to reach a “conclusion.” These premises are supported by different types of “evidence.” So, for example, if one person says, “The President is doing a great job” and another says, “No, he isn’t” and the first says, “Yes, he is” and the second says, “No, he isn’t, you idiot”—these two people are not really arguing, even though it may sound like it. They are simply disputing, expressing their opinions, and contradicting each other. In order for this dispute to qualify as a real argument, each participant would need to offer premises which lead to the conclusion he or she wants to reach, either that the President is doing a good job or that the President is not doing a good job. -
Critical Thinking, Common Fallacies, and Leadership
Critical Thinking, Common Fallacies, and Leadership Judge Hal Campbell, Ph.D. One of my all-time favorite movies was Tom Clancy’s, Hunt for Red October. Within that movie there is a scene that I found fascinating within my capacity as a university professor teaching logic and statistics. The scene involves a meeting of top level decision makers who are gathered around a table in the basement of the Whitehouse, and after a briefing given by Jack Ryan pertaining to the design, construction, and launch of a new Russian submarine, the National Security Advisor who is chairing the meeting asks Admiral Greer (the character played by James Earl Jones) what conclusions he has made. The Admiral responded, “Sir, the data support no conclusions as of yet”. I thought this statement was one of the more profound expressions that I had ever heard in any movie. What an astonishing and refreshing response I thought to myself. He was exactly right that it was premature, given the limited information available at the time, to base any decision about the Russian’s intent, mission, or objectives. The data simply didn’t support any conclusion, yet there at the conference table, sat a gaggle of top-level executives who were actively engage in supposition and speculation resulting in the fabrication all sorts of boogie-men, end of day’s scenarios, and rationale for a first strike option that needed to be recommended to the President. As I have pointed out in previous articles, critical thinking, logic, and reasoning are not taught as a separate academic discipline within our K-12 school system. -
Reasoning and Decision Making
Reasoning and Decision Making 12 Deductive Reasoning: Thinking Categorically Key Terms Validity and Truth in Syllogisms How Well Can People Judge Validity? CogLab: Wason Selection Task; Typical Reasoning; Mental Models of Deductive Reasoning Risky Decisions; Decision Making: Monty Hall Deductive Reasoning: Thinking Conditionally Forms of Conditional Syllogisms Why People Make Errors in Conditional Reasoning: The Wason Four-Card Problem Some Questions We Will Consider Demonstration: Wason Four-Card Problem • Do people reason logically, or do they make Test Yourself 12.1 errors in reasoning? (438) Inductive Reasoning: Reaching Conclusions From Evidence • How does reasoning operate in the discover- The Nature of Inductive Reasoning ies made by scientists? (454) The Availability Heuristic Demonstration: Which Is More Prevalent? • What kinds of reasoning “traps” do people The Representativeness Heuristic get into when reasoning and when making Demonstration: Judging Occupations decisions? (456) Demonstration: Description of a Person Demonstration: Male and Female Births • How does the fact that people sometimes The Confi rmation Bias feel a need to justify their decisions affect Culture, Cognition, and Inductive Reasoning the process by which they make these Demonstration: Questions About Animals decisions? (471) Decision Making: Choosing Among Alternatives The Utility Approach to Decisions Decisions Can Depend on How Choices Are Presented Demonstration: What Would You Do? Justifi cation in Decision Making The Physiology of Thinking The Prefrontal Cortex Neuroeconomics: The Neural Basis of Decision Making Something to Consider: Is What Is Good for You Also Good for Me? Demonstration: A Personal Health Decision Test Yourself 12.2 Chapter Summary Think About It If You Want to Know More 434 hat is reasoning? One defi nition is the process of drawing conclusions (Leighton, W2004).