velox said:
uws is shit. End of story.
lol I like ur style, but these ignorant fools needs facts 2 back it up, and as i always do, I shall always give facts 2 back me up
This by the looks of things implies a LOT.
HerO said:
So yeah, again, if u agree that "facilities make learning easier", u CANNOT reasonably argue that "lack of facilities" doesn't make learning harder, since u already agreed that "facilities make learning easier", it would follow that lack of facilties would be harder even if it's not a significant difference, the mere fact that u agreed 2 the claim "facilities makes learning easier" then that would instataneously mean that lack of those facilties would make learning harder
HerO said:
Yea i know, facility aint everything, it's up 2 the individual 2 make things happen.
HerO said:
Yes indeed, everything I say is backed up by facts, when u criticise the vailidity of my responses then I shall stick some facts in ur face and prove U wrong, thus I am not wrong since I back up with facts.
HerO said:
I agree that u have said SOME things over and over again, but that is not the point, the point being, the things ur saying over and over again is a contradiction because:
U agree that "facilties facilitate learning", ok fair enuf, i agree with u on that...but then u took a total U-turn and said..."I agree that facilities facilitate learning, I however will not agree that lack of facilities make learning harder"...fecken hell, the mere fact that u agree that facilities facilitate learning, that will instantly mean the lack of those facilities will make learning harder, who cares how harder it is, maybe it's not even made harder by alot, the fact that u say facilities facilitate learning will mean the lack of those facilties will deprive u of extra tools in aiding ur learning process.
Ok that should be enough to do this:
Upon your "concession" that you are right, due to facts, there have been none.
You have thus used, a=b, b=c, therefore a=c. BUT If facilities facilitate learning, that is a statement, separate from the argument. the argument lies, having access to facilities MAY be beneficial. A MAY = B. NOT A=B. You have said it,
HerO said:
Yea i know, facility aint everything, it's up 2 the individual 2 make things happen.
. Therefore learning in the end, will allow for learning to be eased, or made harder. As such, for this exercise i will assume that learning is within the confines of and the act of attaining knowledge and information as well as skills in relation to the fulfillment of the critera/outline set out by the course. Using that definition, do facilities, inherently make it harder or easier? You have said yourself, it is up to the person. IF a uni HAD no toilets, but no student had a need to use it, is it beneficial? If so, define beneficial? Is it beneficial if it has the capability to be used, without actual use? Can a fire engine be beneficial within a fire if there is one stationed within 5 minutes drive, but it never gets called out?
Thus your first argument is null and voided, it is based upon the premise.
Second:
If we were to take upon your concept, that is the facilities and just having access to them without the actual use of them, as you have mentioned several times, is seen, therefore as going on your logic, therefore, having learning would be easier, thus there is an implicitness that as such, one would gain better grades than those without. That is the logic with which you are operating within. IF by some mistake, you ARENT referring to this logical stream, then we can say that having facilities, whether they be inferior or superior to another's, would have little to no effect upon the grades, and therefore upon the learning, as the grades are the penultimate knowledge and skills and information. As you put it Gaining A=B. Or else what would the grades be but an empty random number? There must some relation of the two no?