comp.sys.mac.advocacy

On 30/3/08 11:16 PM, in article C414FCE4.B10FC%usenet@gallopinginsanity.com,
"Snit" wrote:

> "Snit" stated in post
> C414FA21.B10ED%usenet@gallopinginsanity.com on 3/30/08 8:04 AM:
>
>> "zara" stated in post
>> cPNHj.12038$9O.1542@bignews3.bellsouth.net on 3/30/08 7:53 AM:
>>
>>
>>>>> Why must you always start trouble?
>>>>
>>>> Sandman is mad that I have completely, beyond any doubt, proved Wally to be
>>>> wrong... even after Sandman took Wally's side. Sandman takes such proof of
>>>> his ignorance to be "obfuscation", "antagonizing", "unsubstantiated"
>>>> "insulting", "lying", a sign of "having an agenda", "misinterpretation",
>>>> and
>>>> "creative snipping".
>>>>
>>>> He will, of course, *never* defend his accusations - being that he is being
>>>> outright dishonest. As I said, he and Wally have been proved to be wrong:
>>>> they are simply arguing against the tenants of basic set theory:
>>>>
>>>>
>>>>
>>>> This is not something where there are two correct ways to see it: I am
>>>> right
>>>> and they are flat out wrong (though there may be room to nit pick my
>>>> wording
>>>> or some such).
>>>
>>> He is not fully responsible for his actions. The cold where he lives is,
>>> "brain numbing".
>>
>> I have talked in the past about how people in CSMA will argue against the
>> idea that 2+2=4. The current debate is hardly above that level: 0 is *not*
>> an element in a subset of numbers that are over 1000. My not-quite-three
>> year old has not made it to math concepts that complex, I admit, but I bet
>> by the time she is 4 or 5 she will have mastered the concepts Wally and
>> Sandman are arguing against (though, likely, she will not know the
>> notation).
>
> I decided to do a bit of research

Good to see!

> to see when the concepts of subsets and empty sets are taught...

You previously said ...3rd Grade Snit?
Why are you looking up something that you claimed to know already?

> and I found a Kindergarten lesson plan

If you get a place in it.....*don't* wear your chicken suit!

> that may have confused Wally:
>
>
> -----
> Safari Tales-Compare groups to determine
> more/greater/less/fewer. Use 1-to-1 correspondence when
> comparing sets. Recognize the concept of zero as representing
> an empty set. Construct and interpret picture graphs.
> -----
>
> Wally, it seems, never got past the picture graph level. :)

It's comforting to see that you are trying to expand your horizons
Snit...But, before you go any further might I suggest that you work on
'comprehension' for a while longer?..... As the flaw in your logic above is
that a person that has stated that something isn't 'empty' is hardly likely
to use something to represent the fact that it is!

But don't let that stop you searching further Snit...you are doing the right
thing! .....You're welcome! ;-)