Let's take a couple of examples.
Example 1.
At first glance it appears pretty reasonable. I think we can safely say that families, schools and neighborhoods are all subsets of the broader economy.
But this is as far as reasonableness goes. From here on in things start to get real murky. For example:
- the diagram indicates that only a proportion of the family is actually counted as a part of the neighborhood. Now assuming that family is normal, it is highly unlikely that it will be dispersed geographically across multiple neighborhoods. And while it would appear that all the children are actually participants in the neighborhood, the majority of the remaining adults appear to not be. So where are they? The only plausible explanation is that the majority of adults have been excluded from the neighborhood because they have been either chained up in the basement or locked up in the attic. Given that these non neighborhood family participants are adult we can also assume that they are being separated from their community on a voluntary basis (gimps perhaps).
- a significant number of adult family members attend school. The word school generally refers to primary or secondary school; if the diagram were pertaining to tertiary institutions the set should be labelled education. This indicates one of two things a). the family includes a disproportionately high number of adults who are also teachers b). the family includes a large number of intellectually challenged individuals. Given the suspicion regarding the prevalence of gimps we most likely assume b).
- The next notable observation is that the school is also not a subset of the neighborhood. This means that the school most likely contains members from multiple neighborhoods from which we can deduce that it must be a private school. Public schools are organized on a neighborhood basis therefore if the school were public we would expect to see it portrayed as a subset of the neighborhood. This supports the contention that the adults who are members of both the family and the school sets must be intellectually challenged. If they were teachers they would not be able to afford the tuition for a private school.
Example 2.
This is where my headache really starts to kick in. Economics is a science not a thing or collection of things, it is a field of study that looks at how participants (not even necessarily humans) allocate resources. So again claiming you can generate a set that encapsulates economics is fallacious. It's akin to having a set labelled physics or biology.
Granted, the term economy is often used to refer to the total system of things and how they interact, but the economy and economics are two different things, in just the same way that the physical world and physics are two different things.
Further confusion is generated by the contention that the environment, social and economic are separate and identifiable sets. After 9 years of formal economic training at both the undergrad and post grad levels I personally don't get it. How can something have a social or environmental benefit or cost and not be included in an economic framework. The retards seem to have missed the point that economics is universal.
The big concern is who exactly is paying for this rubbish and secondly if it's you ... I suggest your enviro retard consultants, by displaying such a base misunderstanding of how to use a Venn diagram, undermine any confidence you could possibly have in any advice they give based on quantitative evidence ... after all venn diagrams are not the hardest things to master.
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