I didn't teach that, and I don't think it was taught at school.
(Also, misidentifying the actual threat and targeting a proxy instead of the true source would be a win for them).
Anders Breivik might be a better example of what you are referring to when you talk about babies as enemies. He specifically targeted the children who were identified by the leftist parties as future leaders. Still, what he did falls under the heading of terrorism, since it did not actually damage his enemy's ability to fight, but made a statement about how those who disagreed with him should be afraid, and everyone else should look at his ideology and consider joining his cause. In the end these terrorists can only win by swaying public opinion, which then changes policy. The Madrid bombers were successful in this, and Breivik's terrorism seems to have been moderately successful, while the Paris attacks may backfire (depending on what their ultimate aim was and how French voters respond). Soldiers, however, can cause a government to surrender, regardless of public opinion, or militarily take over a geographic area and population. At some point, I.S. may be able to use soldiers to force France to surrender or withdraw, but right now all it can do is to sow terror and thus cause public opinion to shift enough that the French government (like the Spanish Government) will stop attacking the organization that ordered the terrorist attack. The opposite seems to be happening at this point, but maybe I.S.'s aim was to provoke France into attacking them more, thus gaining more sympathy from their potential supporters (or something along those lines).
I think you misunderstand my use of the term "soft target". I mean only that the people the terrorists attacked were not able to defend themselves, because they were unarmed and not in a fortified location. Soldiers on leave without their weapons are also soft targets, even though they are also considered to be combatants.
What's worse is that some math teachers seem to encourage these drills without themselves understanding the connection to math theory.
Just watched Back to the Future and here's an incomplete list in the final lightning scene:
branch falls on cord
bell rings in doc's ears
cement ledge breaks
cord slips from doc's hand
cord isn't long enough
reconnected cord detaches bottom cord
car won't start
Tic-Tac-Toe has the following number of boards possible at each turn, collapsing boards that differ only be rotation and/or reflection:
For a total of 447 moves that X can make, and 452 O can make. That's 899 possible boards that the players can generate, plus the starting empty board makes exactly 900 legal boards possible in Tic-Tac-Toe. ( I didn't realize it would add to a round number until adding them for this post. The chances of that happening must be 100:1 ;)
I think it does come up in Chem and Lit, but there is more rhetorical. The student says it with a sigh, and class moves on. I feel like the difference with maths is that it's not taken rhetorically.
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