BeIR/webis-touche2020 huggingface dataset:
Event at Benghazi was more detrimental to US standing than any Bush Department of State incident

I mean no disrespect when I say this, but this argument feels very "bait-and-switch" to me. I signed on to debate whether or not standing of the US state department was hurt more by Benghazi than any state department "incident" under the Bush administration. I sought to question whether or not something as simple as human casualties could be used to determine our standard. Now suddenly the debate is supposed to simply be about how many deaths physically happened in each incident, which is not really up for debate. We go into this debate knowing how many deaths were caused in the Benghazi incident, as well as any other attacks under the Bush administration. That's just fact. What I thought we were here to question was whether or not any of those attacks hurt our reputation or relations with other countries as much as Benghazi. It is worth noting that I only threw out the hypothetical "100" number to make a point, I am not for a moment alleging that many have died in any attack. I'm going to have a hard time trying to work around what I think is a massive disconnect between your assessment of standing and the severity of these attacks, but I'll do my best. Let's start with "Overrunning". In what way is it worse for our standing if a given facility is overrun? Debatably, if occupiers were to hold onto a facility over the long term and prevent diplomatic relations from occurring. Not only is that not the case in Benghazi, but according to Gallup, our relations with Libya got even better following the attack. --Libya"United States relations are today cordial and cooperative, with particularly strong security cooperation only after the 2012 attack on the US liaison office or mission in Benghazi.[1] Furthermore, a Gallup poll conducted in March and April 2012 found that Libyans had "among the highest approval" of US leadership in the entire Middle East and North Africa region.[2]-- Source: http://en.wikipedia.org... (wikipedia) Soooooo... I guess the biggest question is: In what way was our State Department Standing hurt by this attack at all? I will visit the attacks under Bush in the 4th round, but I think you'll be hard pressed to prove that every attack under Bush resulted in better relations between countries afterwards. If nothing else, this will be an inevitable draw since diplomatic relations seem to be rarely, if ever, hurt by these kinds of incidents.
Event at Benghazi was more detrimental to US standing than any Bush Department of State incident

I was compelled to put up this debate after seeing many statements on debate.org about the "13 benghazis under Bush ". which I traced back to an article footnoted as (1). The persons puting forth these statements seemed to reduce Benghazi by stating in effect "Oh Yeah, well Bush was worse!" This debate is not to be Bush v Obama. This debate must be stripped of any and all partisan political stances and focus only on the facts of each case. Allow me to explain that I NEVER voted for Bush, and I was an early supporter of Obama. However this assertion of "13 Benghazis under Bush" is patently fallacious. In this debate I have attempted to quantify the term "more detrimental to US standing" by use of international diplomatic norms. If CON wishes to argue on this quantification, then have at it. If CON wishes to show that " if a hundred lower-ranked non-ambassador officials are killed in an attack that is debatably more detrimental." , then CON must show in which of these "13 Benghazis" there was a loss of "a hundred lower-ranked non-ambassador officials" The incidents listed as "13 Benghazis under Bush "were: January 22, 2002. Calcutta, India. June 14, 2002. Karachi, Pakistan. October 12, 2002. Denpasar, Indonesia. February 28, 2003. Islamabad, Pakistan. May 12, 2003. Riyadh, Saudi Arabia. July 30, 2004. Tashkent, Uzbekistan. December 6, 2004. Jeddah, Saudi Arabia. March 2, 2006. Karachi, Pakistan September 12, 2006. Damascus, Syria. January 12, 2007. Athens, Greece. March 18, 2008. Sana"a, Yemen. July 9, 2008. Istanbul, Turkey. September 17, 2008. Sana"a, Yemen ( list from (2) In no instance was the Department of State property overrun. In three cases there were NO fatalities. In 7 of the remaining 10 cases, the fatalities were foreign nationals, and the deaths generally did not occur on Department of State property. The international community looked to the host nations for response. America suffered little if any loss in international standing over these events. In Benghazi, not only was the compound overrun, but a US Ambassador and 3 other Americans were killed during an attack that lasted for several hours. The death of an Ambassador, and the overrunning of a DOS compound without sufficient US response during an event of several hours duration is what was more detrimental to US standing than any Bush Department of State incident. We will take up the remaining 3 cases in round 3. 1) http://thedailybanter.com... 2) http://thenewstalkers.com...
Event at Benghazi was more detrimental to US standing than any Bush Department of State incident

While I accept your challenge, and while I accept it, I take great issue with your terms. Why is "detriment" measured essentially by "highest level official killed in an attack"? I would argue that if a hundred lower-ranked non-ambassador officials are killed in an attack that is debatably more detrimental. Alternately, US standing could have little to do with who is killed in a given attack. Hypothetically, if a universally beloved diplomat is killed in an attack and the result is nothing but an outpouring of support and renewed relations with other countries, that would really be a raising of our standing, would it not? Therefore, if the terms of this debate are "An ambassador getting killed is the worst thing for US standing" and I'm not allowed to diverge from that line of reasoning, it's un-winnable for me. However, if I'm allowed to challenge your notion of what constitutes "detriment" and offer my own measures of the US's standing, we have ourselves a debate. Will you accept this on new terms that are winnable for the both of us?
Event at Benghazi was more detrimental to US standing than any Bush Department of State incident

The death of the US Ambassador at Benghazi was more detrimental to US standing than was any attack on the US Department of State property under Bush 2. Detriment shall be defined in international diplomatic terms where the death of an Ambassador is the worst detrimental action, followed by death of DOS personnel, followed by death of embassy nationals, followed by death of foreign nationals.
Humanist Manifesto III, Article 3 - "Ethical Values"

Topic: Ethical values are derived from human need and interest as tested by experience. Humanists ground values in human welfare shaped by human circumstances, interests, and concerns and extended to the global ecosystem and beyond. We are committed to treating each person as having inherent worth and dignity, and to making informed choices in a context of freedom consonant with responsibility. [Humanist Manifesto, Humanism and Its Aspirations, 2003]Problem: One of the major objections to Christian moral conduct is the age-old question:"If God is all-powerful, why does he let bad things happen to good people?" I would like to challenge a secular humanist to debate this topic from a different angle:The burden and resolution:"If ethical values are derived from human need and interest as tested by experience, why has the secular community not stopped human tragedy?"Pro has the burden of proof. It has been the burden of many Christians to explain the problem of evil in the context of scripture. It will now be the burden of the secular humanist to explain the problem of inaction, indifference, evil and half-measures in the secular context, while still maintaining absolute moral authority.To successfully meet the burden, the secular humanist must:1.> Prove that core ethics, a limited parallel with the ten commandments, are produced by humans.(Outlawing or condemning infidelity, murder, theft, lying, etc.)2.> Explain the problem of global or national suffering in the presence of the ability to end it, while maintaining that humanism is the best measure of moral conduct.To accept this debate you must agree to the following definitions:Secular Humanists have the ability to end suffering through political, technological or humanitarian intervention.Rules:No new arguments in the final round. No character attacks.No external source lists. Sources must be listed inside each round, making them count toward your character limit.
The Biblical Account of Creation is 100% true.

Genesis 1:1--"In the beginning, God created the heavens and the earth." Pretty simple. If you feel you can present reliable, true, and convincing evidence to the contrary, I would love to hear from you. I do not want to debate with someone who blindly denies everything in the Bible simply because it is in the Bible. I want an intelligent debate with someone who understands the subject, and who can use facts and data, not just bias and dogma.
tablets(pro) vs textbooks(con) for school

Good job but the website does not work but here is my argument... "How can teachers trust their students to actually do the work in class and not play games instead? Because to be honest I would play games to because it is so tempting." Write a ReplyReplies "Switching to the program has had no effect on student achievement in many schools that have attempted the program. according to Liverpool, New York, "The students at Liverpool High have used their school-issued laptops to exchange answers on tests, download pornography and hack into local businesses." that is definitely not classwork" Reply +3 robotczar "Clark asserted that media do not differentially support learning but that instructional methods are the true agents affecting learning. Several research studies and meta analyses have supported his position. So, efficiencies can be expected from tablet use (e.g., faster updating), but student will not learn better using them unless they are used in an effective instructional strategy--which is also true of textbooks. So, bottom line, tablets cannot be expected to improve student performance by themselves." Reply ""People at my school play on their IPod's even if it isn't allowed at school. If i was a teacher I would have a really hard time trusting my students, because all they would do is play their games, even with the huge consequences if they get caught." Reply "If we used computers in class you all would be idiots because you wouldn't know anything because all you did was play games" "I AM a 16 year old kid. I DO all that stuff i get on whatever I want and don't pay attention. You'd think I'd be all for tablets so I don't have to listen, but thats not the case. I never listen. I dont learn. And its probably gonna hurt me in the long run." "Textbooks are better because people will get stronger from carrying it all the time. People in the old days got stronger because they were not always on the computer all the time because there was no such thing as computers so I think that it was better back then." Do you like tablets more than textbooks? If so why?
tablets(pro) vs textbooks(con) for school

The benefits of tablets in schools: Extending learning iPads and other mobile devices are extending learning beyond the classroom walls by moving with the student from the classroom, to the library to the home. This provides the flexibility and opportunity to continue learning where and when the student chooses. A vast library of resources With thousands of apps, students and teachers have instant access to a wealth of information from experts in their fields. For example, Khan Academy has a variety of high quality lecturers on a range of curriculum subjects and the Encyclopdedia Britannica app allows you to explore an array of knowledge in an easy to use digital format. Reducing printed material and books iPads are being used to reduce the need for heavy textbooks and the production of reams of printed material. Digital content can be updated continuously and has the ability to include hyperlinks and videos. It can also potentially offer financial savings on textbooks and materials. Improving STEM skills The use of apps and gaming techniques in the classroom can aid understanding of complex concepts and the development of science, technology, engineering and maths skills (STEM). According to the Department for Education, two of the largest studies in the UK looking at ICT’s impact on attainment have found there are statistically significant positive relationships between the use of ICT and achievement in these core areas. Engaging the hard to reach Technology is seen as increasing students’ confidence and motivation by making school work more enjoyable. A student’s attitude and involvement in learning changes as it is considered as fun and not regular education. Preparing students for the workplace The ability to confidently use technology in the 21st century is a necessary skill in most workplaces. Using digital tools on a daily basis in schools will further develop the learners’ abilities to use the technology they are likely to encounter in their future careers.Source:http://westwoneducation.co.uk...;
tablets(pro) vs textbooks(con) for school

Handheld technological devices including tablets are associated with a range of health problems. Handhelds contribute to Computer Vision Syndrome, which causes eyestrain, headaches, blurred vision, and dry eyes, according to the American Optometric Association. People who use mobile devices more often have a higher incidence of musculoskeletal disorders associated with repetitive strain on muscles, including carpal tunnel syndrome, neck pain ("text neck"), shoulder pain, and fibromyalgia. Using tablets is more expensive than using print textbooks. Implementing tablets in K-12 schools requires purchasing hardware (the tablet) and software (the textbooks), building new wi-fi infrastructure, and training teachers and administrators how to use the technology. Implementation costs for e-textbooks on iPad tablets are 552% higher than new print textbooks in an average high school. Lee Wilson, a prominent education marketing expert, estimated the annual cost per student per class with tablets to be $71.55 vs. $14.26 for print textbooks. Tablets have too many distractions for classroom use. Students may pay attention to apps, email, games, and websites instead of their teachers. 87% of K-12 teachers believe that "today"s digital technologies are creating an easily distracted generation with short attention spans." Four-fifths of students aged 8 - 18 multitask while using digital media. People who read print text comprehend more, remember more, and learn more than those who read digital text. The brain interprets printed and digital text in different ways, and people generally read digital text 20-30% slower than print. According to Pulitzer Prize winning technology writer Nicholas Carr, peer-reviewed studies show that reading hyper-linked text may increase the brain's "cognitive load," lowering the ability to process, store, and retain information, or "translate the new material into conceptual knowledge." Many students do not have sufficient home internet bandwidth to use tablets. Students "need home broadband to access digital content and to complete Internet based homework," according to FCC Chairman Julius Genachowski and Secretary of Education Arne Duncan, but about a third of Americans " 100 million people " do not have broadband internet at home. A 2010 FCC survey found that nearly 80% of K-12 schools reported broadband connections that were "inadequate to meet their current needs. My resoures are... http://tablets-textbooks.procon.org...
tablets(pro) vs textbooks(con) for school

Thank you so much for this debate :)! It has been awesome, let me close with this from a reputable source, my friend :). There are thousands of educational apps vying for the attention of teachers and pupils. Here are just some examples that are proving popular with iPad users in the classroom: The Poetry App Listen to poems by Eliot, Larkin, Frost, Plath and a dozen others read by well known performers. Also allows pupils to write, record and share their own poems. Digimap A seamless and fully searchable digital Ordnance Survey (OS) map of Great Britain. Historical OS maps can also be viewed, enabling pupils to see how landscapes have changed over the past 120 years. The Elements: A Visual ExplorationA “living” version of the periodic table. Pupils can view more than 500 rotatable 3D images of the elements, together with a huge amount of detailed information. Described by Stephen Fry as, “Alone worth the price of an iPad!” ShowbieAllows teachers to assign, collect and review pupils’ work, then provide detailed feedback, either individually or collectively, using annotations, text notes and voice notes directly on to pupils’ documents.And also, Tablets only take 4 weeks to repair on average, and if the school has enough money like mine does, then you can get a loaner tablet easily.Source: http://www.telegraph.co.uk...thank you so much for this debate, my friend, we had a good debate didn't we? We had a good debate, and lets see who wins :). I enjoyed this immensly, we should debate again sometime.
tablets(pro) vs textbooks(con) for school

wow nice job im going to do my argument now... "I AM a 16 year old kid. I DO all that stuff i get on whatever I want and don't pay attention. You'd think I'd be all for tablets so I don't have to listen, but thats not the case. I never listen. I dont learn. And its probably gonna hurt me in the long run." "videos spoon feed on information, while pictures take a lot of cognitive thought to understand. even though it would be hard at first, if you learn it from a picture, you will understand it more fully." "think you have great reasons, everyone on this side and the other one but really the tablets need to be the one's seen in classes!" "If a student breaks a tablet, it could take a while for a technician to fix it. It also takes a lot of money to fix a bunch of kid's tablets. Also, some students take advantage of tablets and play games during class. A lot of student learn better by reading things out of a book, so if we take books away and use tablets then those students can not learn the way that is good for them." "I'm not happy about the costs involved with our district going digital. Each student will be given a tablet/laptop device. Grades 4-12 will take them home each night. In the contract we are "required" to sign, it states that the parents are responsible for the cost of the device is damaged. The device they purchased will cost us up to $600 if damaged, according to the district. I have three kids still in the public system. When questioned about the eye strain, headaches that may occur, the district's response is "that's a valid question", but gives not answers. The kids that have to take home the devices will be targets for theft. It was announced in the local paper that every student will be taking home their device (4-12). There are plenty of people in our area that will take advantage of that and I believe backpacks will be stolen off of kids backs. I know my kid tosses his backpack and I've seen plenty of others at the school do the same. I'm all for technology in the classroom. I don't believe they should take them home. I believe that technology should be used as a supplemental tool and not the main device for learning or teaching." http://tablets-textbooks.procon.org...
If numbers are infinite then, no two things are the same exact size.

My opponent uses "our current extent of scientific knowledge" to show that due to uncertainty and disequilibrium, no two things are of the exact same size. His "proof" of this is that we have "yet to find that two quarks are the exact same size." This is not true. Take, for example, Dalton's Atomic Theory[1][2], still currently accepted as modern scientific knowledge. It clearly states that all atoms of the same element are identical and have the same mass. Therefore, two of the same atom (for example, two hydrogen atoms, two lithium atoms, etc.) will be of the exact same size. My opponent has give no reason to believe that identical atomic and subatomic particles cannot possible be of the same size, and only states that "there may[not absolutely] be a relation to an extremely small scale disequilibrium". As my opponent has not satisfied his burden of proof and I have shown that there exist two objects that are of identical size, I strongly urge you to vote Con. [1]http://dl.clackamas.edu...'s.htm [2] http://www.iun.edu...
If numbers are infinite then, no two things are the same exact size.

I gladly except the position to provide for the burden of proof, but I will will have to assume that in claiming that somthing is possible/impossible, we are constrained to what we can prove as possible. If you would like to know the exact model of reference I am relating to, it is to our current extent of scientific knowledge, such mathematical constrains such as the heisenburg uncertainty principle. If we a considering what ultimately comprises any piece of the physical universe, it comes down to 1 uncertainty2 disequalibriumAs far as semantics, such as electron orbitals. If you have two electron orbitals, any scientist would have to admit that the measurement is close enough to have the exact characteristic for model classification. It is not understood that there may be a relation to an extremely small scale disequalibrium my proof is we are yet to find that two quarks are the exact same size, so therefore we have to say there is only probability. So we will consider that certain things can be said to act in a similar way when within a certain range. If you create a perameter saying that two things are anything other than one self, then we are taking such to be a model other than infinity. Where as the only two things that can be alike are infinity, that is why I took out the use of 0 because it is used to represent infinity. If every thing is comprised of the same thing, Energy, then the only way to discern a one thing from another quanity of fluctuation. I would hope that voters as well as my opponent will be able to see the sheer magnitude of saying that two physical entities can be observed for an infinite strand of digits without and form of inequality. If this argument gets into semantics let me retract all above and say I win because you can never conceive a closed infinity, or else your missing what infinite is, never ending.