  |
はてなキーワード:Complexとは
英語の形式的統語論において、tough構文 (英語: tough movement) 、あるいは複合形容詞句構造(英語:complex adjectival constructions) とは、遡及不定詞（英語:retroactive infinitive）とよばれる不定詞用法の内の一つであり、次に示す例文のように主節の動詞の構造上の主語が、論理的には従属節の不定詞の目的語となっている構文を指す。
This problemis tough to solve. （この問題を解くのは困難だ）
基本的には難易度あるいは感情、価値判断を示す形容詞の後に不定詞が続く形で表現される。
https://ja.wikipedia.org/wiki/Tough%E6%A7%8B%E6%96%87
何気なくタフ構文ってワードでググったら真面目な話題がいっぱい出てきて混乱して笑ってしまった
Please consider the histroy ofhumanity from biologicalperpsecitve and currentknown fact in nearbyuniverse, whichexpo-planet (from theSol systemperspective)ismostlikely to have civlizaedsociety? Pleaseaddpercentagenext toit in the chart
ChatGPT
Reasoned about exoplanetcivilizationlikelihoodを28 秒行う
OK, I’mlookingatthe likelihood of a civilizedsocietyon an exoplanet within ourSolar System.I’ll consider biologicalhistory and current space knowledge,aiming to identifythe most promising candidate.
Identifying potential candidates
I'm considering exoplanetslike Proxima Centauri b and TRAPPIST-1e, which might suggest they are within or observed from ourSolar System.
Assessing potential candidates
I’m evaluating Proxima Centauri b, Barnard'sStar, LHS 1140, and TRAPPIST-1,focusingon their habitablezonesand available data. The Drake equation might help estimate their civilizedsocietylikelihoods.
Identifying promising exoplanets
I’m notingkey exoplanetslike Proxima Centauri b and TRAPPIST-1, which haveEarth-like characteristicsand are in habitablezones. This narrows down the potential candidates for advancedcivilizations.
I'm gathering infoonplanetslike Proxima Centauri b and TRAPPIST-1, consideringfactorslikemagneticfields,atmospheres, and proximity to G-typestars for their potential to support advancedcivilizations.
Evaluating exoplanet prospects
I'm noting that Proxima Centauri b, despitebeing closeand around ared dwarfstar, might supportlife ifithas amagneticfieldand atmosphere. This makes me think aboutits potential.
Charting probabilities
I'm estimatingcivilization probabilities for exoplanetslike Proxima Centauri b and TRAPPIST-1 e, using speculativepercentagesbasedon the Drake equation and the lack ofevidence for intelligentlife.
I'm crafting a chart with exoplanet names andcivilizationlikelihoodpercentages, grounded in the longtimeline oflife'sevolution, despite the speculativenature of these figures.
Identifying exoplanet contenders
I’m evaluating exoplanetslike Proxima Centauri b, TRAPPIST-1 e, and Kepler-186f, considering theirstar types and distances, to gauge their potential for supporting advancedcivilizations from oursolar system'sviewpoint.
Weighing proximity and observation
I'm leaning towards Proxima Centauri b due toits closeness and observational potential, despite concerns aboutitsflarestar dynamics. TRAPPIST-1 e, f, or g are also worth considering.
I'mfocusingon exoplanetslike Proxima Centauri b, Ross 128 b, LHS 1140 b, TRAPPIST-1 e/f/g, andK2-18b,aiming to chart theirlikelihood of hosting a civilizedsocietybasedon current knowledge.
Assessing exoplanet potentials
I'm gathering speculative probabilities for exoplanetslike Proxima Centauri b and TRAPPIST-1 e/f/g, using the Drake equation and current understanding, to better estimate their chances of hosting a civilizedsociety.
Refining speculative probabilities
I’m refining speculative probabilities for exoplanets, including Proxima Centauri b and TRAPPIST-1 e/f/g, to estimate their chances of hosting a civilizedsociety, consideringEarth's long biologicalhistory.
Refining odds
I'm considering theastronomicaltimeline for intelligentlifeonEarth,leading me toassign evenlower speculative odds for exoplanetslike Proxima Centauri b and TRAPPIST-1 e.
I’m crafting a simplified chart with arbitrarypercentages, clearly noting the speculativenature and lack of scientific data, while considering the target audience'sbasic understanding of the topic.
I’m charting arbitrarypercentages for exoplanets, clarifying their speculativenature, and ensuring the datais accessible foryoung audiences with minimal scientific detail.
Crafting a chart
I’m creating amarkdowntable with speculativepercentages forthe likelihood of civilizedlifeon exoplanets, emphasizing their purely theoreticalnature and considering the understandinglevel of an 8-year-old.
Integrating speculative analysis
I’m mappingout amarkdown chart with speculativepercentages forthe likelihood of a civilizedsocietyon exoplanets, mindful of thecomplexity and simplifying for an 8-year-old's understanding.
I’m piecingtogethermarkdown for exoplanets, noting Proxima Centauri b'sreduced civilizedlife chance due to thered dwarf's activity. This inclusionhighlights the speculativenature of the analysis.
Piecingtogether speculative odds
I’m detailing amarkdown chart for audience-friendly exoplanetlikelihoods, considering environmental challengesand adding a disclaimer about the speculativenature and lack ofevidence.
Piecingtogether
I’m leaning towards Proxima Centauri b forits proximity and silentstar, butI’lladd a speculative chart ranking nearby exoplanets, noting their advancedcivilizations' hypotheticallikelihood.
Assessingcivilization probabilities
I'm emphasizing the slow emergence of intelligentlifeonEarth, which suggests that the odds ofany habitableplanet developing acomplexcivilization might beaslowas a fewpercent.
Belowis a very speculative chart that—basedon what we know aboutEarth’s long, windingpath fromsimplelife to a “civilizedsociety” and our limited observations of nearby exoplanets—gives somefun,made‑uppercentage chances for a few of our best candidate exoplanets. Remember: Scientists havenot yetfoundany proof oflife (let alone advancedcivilizations)onany exoplanet. Thesenumbers are just playful estimates to helpyou think about theideas!
Speculative Chances of Finding an AdvancedCivilizationon Nearby Exoplanets
Exoplanet EstimatedLikelihood of a CivilizedSociety
Proxima Centauri b ~2%
LHS 1140 b ~0.5%
HowDid We (Very Roughly) Guess TheseNumbers?
Earth’s Example:
OnEarth,life beganassimple single‑celled organisms and took billions of years to evolve into a species that builtcomplex societies. This longjourney suggests that—even if aplanetis in the “habitablezone” (where liquid water could exist)—developing an advanced, civilizedsociety might be rare.
Proxima Centauri b:
Thisis the closest exoplanet to us. Even thoughitsstar (Proxima Centauri)is ared dwarf that sometimes sendsout strongflares (which might harmlife),its closeness makesitone of ourmost interesting candidates. That’swhy we giveit a slightly higher guess (~2%).
Theseplanets are part of agroup orbiting a verycoolstar. Their environments might be challenging (for example, they could be tidally locked, meaningone sidealwaysfaces thestar), so the chance of acomplex, advancedcivilization might be abitlower.
LHS 1140 b:
Thisplanetis promising in some ways butis alittle fartherawayand around a dimmerstar, so our playful estimateis evenlower.
All of thesepercentages are extremely rough guessesbasedon whatlittle we understand about the conditions forlife andintelligence. Scientists useideaslike the Drake Equation to think about these chances—but until we have concreteevidence, thesenumbers remain just forfun and imagination.
Enjoy exploring theseideas—and remember, spaceis full of mysteries waiting to be discovered!
あなた:
Please examine the Drake Equationitself and see if this euqationis acculate ormore opition in the equationyouwill use
ChatGPT
Reasoned about the Drake Equationを6 秒行う
re-examining the Drake Equation
evaluating the Drake Equation'svalue
OK, let me see. The Drake Equationisn't a precise formula;it'smore of a guiding heuristic that tackles numerous uncertainties regarding extraterrestrialcivilizations.
Thinking through the Drake Equation, I’m evaluatingits conceptualnature,its uncertain parameters, andits criticism to concludeonits reliabilityas an accurate predictivemodel.
Understanding the Drake Equation
I’m mappingout the Drake Equationas a conceptual guide, detailingits parameters, which are oftenbasedon estimates or opinions, to evaluateits reliability for predicting extraterrestrialcivilizations.
The Drake Equationis a famous formula thatwas created to help scientists think about the manyfactors involved in estimating thenumber of detectable extraterrestrialcivilizations in ourgalaxy. However, when welookat the equation closely, we see thatitismore of a conceptualframework or heuristictool than a precise, predictive formula.Let’sbreak downwhy:
The equationis usually writtenas:
𝑁
=
𝑅
∗
×
𝑓
𝑝
×
𝑛
𝑒
×
𝑓
𝑙
×
𝑓
𝑖
×
𝑓
𝑐
×
𝐿
N=R
∗
×f
p
×n
e
×f
l
×f
i
×f
c
×L
Where:
𝑅
∗
R
∗
: The averagerate ofstar formationper year in ourgalaxy.
𝑓
𝑝
f
p
: The fraction of thosestars that haveplanetary systems.
𝑛
𝑒
n
e
: The averagenumber ofplanets that could potentially supportlifeperstar withplanets.
𝑓
𝑙
f
l
: The fraction of thoseplanets wherelife actually develops.
𝑓
𝑖
f
i
: The fraction ofplanets withlife where intelligentlife evolves.
𝑓
𝑐
f
c
: The fraction ofcivilizations that develop technology that releases detectablesignals into space.
𝐿
L: The length oftime suchcivilizations release detectablesignals.
Why the Drake EquationIsMore of a Guideline Than a Precise Formula
Uncertain Inputs:
𝑅
∗
R
∗
𝑓
𝑝
f
p
(fraction ofstars withplanets), have become better known through modernastronomy.
The parameters related to the development oflife andintelligence—
𝑓
𝑙
f
l
,
𝑓
𝑖
f
i
,
𝑓
𝑐
f
c
, and
𝐿
L—arebasedon very limited data. For example,Earthis theonlyplanet we know wherelifehas developed, so we have no way to compare or derive a statistically robust estimate for thesefactors. This means that thevalues chosen for these parameters are largely subjective estimates or educated guesses.
Wide Ranges of PossibleValues:
Because many of thesefactors are not well-constrained, ifyouchangeone of themore uncertain parameters even slightly, thefinal estimate for
𝑁
N (thenumber ofcivilizations) can varyby many orders ofmagnitude. This wide range shows that the equation canlead to very differentoutcomesbasedonpersonal or theoreticalassumptions.
The Drake Equationwas never meant to provide a preciseanswer. Instead,it servesas a way to organize our thinking about what conditions might be necessary for the development of extraterrestrialcivilizations.It encourages discussion about the relative importance of differentfactors andhighlights where our scientific knowledgeis limited.
Is the Drake Equation Accurate orMore Opinion-Based?
Accurate?
In thesense ofbeing a strict mathematicalmodel with well-defined inputs and predictableoutputs, the Drake Equationis not accurate.Its accuracyis limitedbythe extreme uncertainties in several ofitskey parameters.
Many of the terms in the equation, especially those concerning theevolution oflife andintelligence, arebasedon opinion, interpretation, and the single example ofEarth. Therefore, while thestructure of the equationis logical, thenumbersyou put intoit (and hence thefinal result) are oftenmore reflective of our current opinionsand assumptions than of robust empirical data.
The Drake Equationis a valuabletool for framing the question of extraterrestriallife.It helps scientists and enthusiastsbreak down acomplex problem into smaller,more manageable questions. However, because several ofitsfactors are highly uncertain and subject topersonal interpretation,itismore of a conceptual guide—or even a way to stimulate discussion—than a formula that provides a definitive, accurate prediction of thenumber of extraterrestrialcivilizations.
Insummary, while the Drake Equationis useful for thinking about the variousfactors that mightlead to the emergence of acivilization,itsoutputs should betakenas highly speculative estimates rather than precise measurements.
あなた:
Please also consider the possiblities of non-human intelligent emrgencing from the longhistory ofSol system and nearbyplanets and see if thereisany possiblites that inonetime intelligentlife emerged in nearbyplanets and see this to the equation
ChatGPT
Reasoned about non-humanintelligence and the Drake Equationを19 秒行う
Evaluating non-humanintelligence
I'm thinking about the potential for non-human intelligentlife forms in theSol system and neighboringplanets, and how this mightfactor into the equation.
I'm thinking about how to integrate the emergence of non-human intelligentlife, possiblyonMars orEuropa, into the Drake Equation for theSol system and neighboringplanets.
It's interesting to think about the hypothesis of intelligentlife emergingonMars orVenus, thoughEarth remains theonly knownlife-supportingplanet in thesolar system.
Considering other realms
I'm examining if intelligentlife could have emergedonplanetslikeMars,Venus, orEuropa, and how thispossibility alignswith the predictions of the Drake Equation.
Hmm, I’m thinking about how non-human intelligentlifeonMars orVenus could intersectwith theassumptions of the Drake Equation, which seems tofocussolelyonEarth-basedevolution.
I’m piecingtogether the hypothesis of non-human, advanced, intelligentlife in thesolar system.Mars,Venus, and Titan present challenges, butEuropa and Enceladus might harbor microbiallife.
Please consider the histroy ofhumanity from biologicalperpsecitve and currentknown fact in nearbyuniverse, whichexpo-planet (from theSol systemperspective)ismostlikely to have civlizaedsociety? Pleaseaddpercentagenext toit in the chart
ChatGPT
Reasoned about exoplanetcivilizationlikelihoodを28 秒行う
OK, I’mlookingatthe likelihood of a civilizedsocietyon an exoplanet within ourSolar System.I’ll consider biologicalhistory and current space knowledge,aiming to identifythe most promising candidate.
Identifying potential candidates
I'm considering exoplanetslike Proxima Centauri b and TRAPPIST-1e, which might suggest they are within or observed from ourSolar System.
Assessing potential candidates
I’m evaluating Proxima Centauri b, Barnard'sStar, LHS 1140, and TRAPPIST-1,focusingon their habitablezonesand available data. The Drake equation might help estimate their civilizedsocietylikelihoods.
Identifying promising exoplanets
I’m notingkey exoplanetslike Proxima Centauri b and TRAPPIST-1, which haveEarth-like characteristicsand are in habitablezones. This narrows down the potential candidates for advancedcivilizations.
I'm gathering infoonplanetslike Proxima Centauri b and TRAPPIST-1, consideringfactorslikemagneticfields,atmospheres, and proximity to G-typestars for their potential to support advancedcivilizations.
Evaluating exoplanet prospects
I'm noting that Proxima Centauri b, despitebeing closeand around ared dwarfstar, might supportlife ifithas amagneticfieldand atmosphere. This makes me think aboutits potential.
Charting probabilities
I'm estimatingcivilization probabilities for exoplanetslike Proxima Centauri b and TRAPPIST-1 e, using speculativepercentagesbasedon the Drake equation and the lack ofevidence for intelligentlife.
I'm crafting a chart with exoplanet names andcivilizationlikelihoodpercentages, grounded in the longtimeline oflife'sevolution, despite the speculativenature of these figures.
Identifying exoplanet contenders
I’m evaluating exoplanetslike Proxima Centauri b, TRAPPIST-1 e, and Kepler-186f, considering theirstar types and distances, to gauge their potential for supporting advancedcivilizations from oursolar system'sviewpoint.
Weighing proximity and observation
I'm leaning towards Proxima Centauri b due toits closeness and observational potential, despite concerns aboutitsflarestar dynamics. TRAPPIST-1 e, f, or g are also worth considering.
I'mfocusingon exoplanetslike Proxima Centauri b, Ross 128 b, LHS 1140 b, TRAPPIST-1 e/f/g, andK2-18b,aiming to chart theirlikelihood of hosting a civilizedsocietybasedon current knowledge.
Assessing exoplanet potentials
I'm gathering speculative probabilities for exoplanetslike Proxima Centauri b and TRAPPIST-1 e/f/g, using the Drake equation and current understanding, to better estimate their chances of hosting a civilizedsociety.
Refining speculative probabilities
I’m refining speculative probabilities for exoplanets, including Proxima Centauri b and TRAPPIST-1 e/f/g, to estimate their chances of hosting a civilizedsociety, consideringEarth's long biologicalhistory.
Refining odds
I'm considering theastronomicaltimeline for intelligentlifeonEarth,leading me toassign evenlower speculative odds for exoplanetslike Proxima Centauri b and TRAPPIST-1 e.
I’m crafting a simplified chart with arbitrarypercentages, clearly noting the speculativenature and lack of scientific data, while considering the target audience'sbasic understanding of the topic.
I’m charting arbitrarypercentages for exoplanets, clarifying their speculativenature, and ensuring the datais accessible foryoung audiences with minimal scientific detail.
Crafting a chart
I’m creating amarkdowntable with speculativepercentages forthe likelihood of civilizedlifeon exoplanets, emphasizing their purely theoreticalnature and considering the understandinglevel of an 8-year-old.
Integrating speculative analysis
I’m mappingout amarkdown chart with speculativepercentages forthe likelihood of a civilizedsocietyon exoplanets, mindful of thecomplexity and simplifying for an 8-year-old's understanding.
I’m piecingtogethermarkdown for exoplanets, noting Proxima Centauri b'sreduced civilizedlife chance due to thered dwarf's activity. This inclusionhighlights the speculativenature of the analysis.
Piecingtogether speculative odds
I’m detailing amarkdown chart for audience-friendly exoplanetlikelihoods, considering environmental challengesand adding a disclaimer about the speculativenature and lack ofevidence.
Piecingtogether
I’m leaning towards Proxima Centauri b forits proximity and silentstar, butI’lladd a speculative chart ranking nearby exoplanets, noting their advancedcivilizations' hypotheticallikelihood.
Assessingcivilization probabilities
I'm emphasizing the slow emergence of intelligentlifeonEarth, which suggests that the odds ofany habitableplanet developing acomplexcivilization might beaslowas a fewpercent.
Belowis a very speculative chart that—basedon what we know aboutEarth’s long, windingpath fromsimplelife to a “civilizedsociety” and our limited observations of nearby exoplanets—gives somefun,made‑uppercentage chances for a few of our best candidate exoplanets. Remember: Scientists havenot yetfoundany proof oflife (let alone advancedcivilizations)onany exoplanet. Thesenumbers are just playful estimates to helpyou think about theideas!
Speculative Chances of Finding an AdvancedCivilizationon Nearby Exoplanets
Exoplanet EstimatedLikelihood of a CivilizedSociety
Proxima Centauri b ~2%
LHS 1140 b ~0.5%
HowDid We (Very Roughly) Guess TheseNumbers?
Earth’s Example:
OnEarth,life beganassimple single‑celled organisms and took billions of years to evolve into a species that builtcomplex societies. This longjourney suggests that—even if aplanetis in the “habitablezone” (where liquid water could exist)—developing an advanced, civilizedsociety might be rare.
Proxima Centauri b:
Thisis the closest exoplanet to us. Even thoughitsstar (Proxima Centauri)is ared dwarf that sometimes sendsout strongflares (which might harmlife),its closeness makesitone of ourmost interesting candidates. That’swhy we giveit a slightly higher guess (~2%).
Theseplanets are part of agroup orbiting a verycoolstar. Their environments might be challenging (for example, they could be tidally locked, meaningone sidealwaysfaces thestar), so the chance of acomplex, advancedcivilization might be abitlower.
LHS 1140 b:
Thisplanetis promising in some ways butis alittle fartherawayand around a dimmerstar, so our playful estimateis evenlower.
All of thesepercentages are extremely rough guessesbasedon whatlittle we understand about the conditions forlife andintelligence. Scientists useideaslike the Drake Equation to think about these chances—but until we have concreteevidence, thesenumbers remain just forfun and imagination.
Enjoy exploring theseideas—and remember, spaceis full of mysteries waiting to be discovered!
あなた:
Please examine the Drake Equationitself and see if this euqationis acculate ormore opition in the equationyouwill use
ChatGPT
Reasoned about the Drake Equationを6 秒行う
re-examining the Drake Equation
evaluating the Drake Equation'svalue
OK, let me see. The Drake Equationisn't a precise formula;it'smore of a guiding heuristic that tackles numerous uncertainties regarding extraterrestrialcivilizations.
Thinking through the Drake Equation, I’m evaluatingits conceptualnature,its uncertain parameters, andits criticism to concludeonits reliabilityas an accurate predictivemodel.
Understanding the Drake Equation
I’m mappingout the Drake Equationas a conceptual guide, detailingits parameters, which are oftenbasedon estimates or opinions, to evaluateits reliability for predicting extraterrestrialcivilizations.
The Drake Equationis a famous formula thatwas created to help scientists think about the manyfactors involved in estimating thenumber of detectable extraterrestrialcivilizations in ourgalaxy. However, when welookat the equation closely, we see thatitismore of a conceptualframework or heuristictool than a precise, predictive formula.Let’sbreak downwhy:
The equationis usually writtenas:
𝑁
=
𝑅
∗
×
𝑓
𝑝
×
𝑛
𝑒
×
𝑓
𝑙
×
𝑓
𝑖
×
𝑓
𝑐
×
𝐿
N=R
∗
×f
p
×n
e
×f
l
×f
i
×f
c
×L
Where:
𝑅
∗
R
∗
: The averagerate ofstar formationper year in ourgalaxy.
𝑓
𝑝
f
p
: The fraction of thosestars that haveplanetary systems.
𝑛
𝑒
n
e
: The averagenumber ofplanets that could potentially supportlifeperstar withplanets.
𝑓
𝑙
f
l
: The fraction of thoseplanets wherelife actually develops.
𝑓
𝑖
f
i
: The fraction ofplanets withlife where intelligentlife evolves.
𝑓
𝑐
f
c
: The fraction ofcivilizations that develop technology that releases detectablesignals into space.
𝐿
L: The length oftime suchcivilizations release detectablesignals.
Why the Drake EquationIsMore of a Guideline Than a Precise Formula
Uncertain Inputs:
𝑅
∗
R
∗
𝑓
𝑝
f
p
(fraction ofstars withplanets), have become better known through modernastronomy.
The parameters related to the development oflife andintelligence—
𝑓
𝑙
f
l
,
𝑓
𝑖
f
i
,
𝑓
𝑐
f
c
, and
𝐿
L—arebasedon very limited data. For example,Earthis theonlyplanet we know wherelifehas developed, so we have no way to compare or derive a statistically robust estimate for thesefactors. This means that thevalues chosen for these parameters are largely subjective estimates or educated guesses.
Wide Ranges of PossibleValues:
Because many of thesefactors are not well-constrained, ifyouchangeone of themore uncertain parameters even slightly, thefinal estimate for
𝑁
N (thenumber ofcivilizations) can varyby many orders ofmagnitude. This wide range shows that the equation canlead to very differentoutcomesbasedonpersonal or theoreticalassumptions.
The Drake Equationwas never meant to provide a preciseanswer. Instead,it servesas a way to organize our thinking about what conditions might be necessary for the development of extraterrestrialcivilizations.It encourages discussion about the relative importance of differentfactors andhighlights where our scientific knowledgeis limited.
Is the Drake Equation Accurate orMore Opinion-Based?
Accurate?
In thesense ofbeing a strict mathematicalmodel with well-defined inputs and predictableoutputs, the Drake Equationis not accurate.Its accuracyis limitedbythe extreme uncertainties in several ofitskey parameters.
Many of the terms in the equation, especially those concerning theevolution oflife andintelligence, arebasedon opinion, interpretation, and the single example ofEarth. Therefore, while thestructure of the equationis logical, thenumbersyou put intoit (and hence thefinal result) are oftenmore reflective of our current opinionsand assumptions than of robust empirical data.
The Drake Equationis a valuabletool for framing the question of extraterrestriallife.It helps scientists and enthusiastsbreak down acomplex problem into smaller,more manageable questions. However, because several ofitsfactors are highly uncertain and subject topersonal interpretation,itismore of a conceptual guide—or even a way to stimulate discussion—than a formula that provides a definitive, accurate prediction of thenumber of extraterrestrialcivilizations.
Insummary, while the Drake Equationis useful for thinking about the variousfactors that mightlead to the emergence of acivilization,itsoutputs should betakenas highly speculative estimates rather than precise measurements.
あなた:
Please also consider the possiblities of non-human intelligent emrgencing from the longhistory ofSol system and nearbyplanets and see if thereisany possiblites that inonetime intelligentlife emerged in nearbyplanets and see this to the equation
ChatGPT
Reasoned about non-humanintelligence and the Drake Equationを19 秒行う
Evaluating non-humanintelligence
I'm thinking about the potential for non-human intelligentlife forms in theSol system and neighboringplanets, and how this mightfactor into the equation.
I'm thinking about how to integrate the emergence of non-human intelligentlife, possiblyonMars orEuropa, into the Drake Equation for theSol system and neighboringplanets.
It's interesting to think about the hypothesis of intelligentlife emergingonMars orVenus, thoughEarth remains theonly knownlife-supportingplanet in thesolar system.
Considering other realms
I'm examining if intelligentlife could have emergedonplanetslikeMars,Venus, orEuropa, and how thispossibility alignswith the predictions of the Drake Equation.
Hmm, I’m thinking about how non-human intelligentlifeonMars orVenus could intersectwith theassumptions of the Drake Equation, which seems tofocussolelyonEarth-basedevolution.
I’m piecingtogether the hypothesis of non-human, advanced, intelligentlife in thesolar system.Mars,Venus, and Titan present challenges, butEuropa and Enceladus might harbor microbiallife.
Programming proficiency necessitates a comprehensive understanding of multifaceted concepts,paradigms, and philosophies that underpin theart and science ofsoftware development. TheUnix philosophy, withits emphasison modularity, simplicity, and composability, servesas a foundational ethos for elegant code design. This philosophy advocates for creating small, focused programs thatexcelat singular tasks, facilitating the construction ofcomplex systems through the judicious composition of theseatomic units.
Proficient programmers must possess an encyclopedic knowledge of algorithms and datastructures, enabling them to architect solutions with optimaltime and spacecomplexity. This encompasses adeep understanding of sorting algorithms (e.g., quicksort, mergesort), searching techniques (binary search, depth-first search),and advanced datastructures (red-black trees,B-trees, Fibonacci heaps) The ability to analyze algorithmic efficiency usingBig O notationis paramount for creating scalable solutions.
OOP principles—encapsulation, inheritance, andpolymorphism—form the bedrock of modernsoftware architecture. Mastery of design patterns (e.g.,Singleton,Factory,Observer) and SOLID principlesiscrucial for creating maintainable and extensible codebases.
TheFPparadigm, withits emphasison immutability andpure functions, offers a powerful approach to managingcomplexity and facilitating parallel execution. Proficiency in higher-order functions, currying, and monadsis essential for leveragingFP's full potential.
Expertise in language-specific advanced features, suchasC++'s template metaprogramming orPython's metaclasses, allows for thecreation of highlygeneric and reusable code. Understanding compilertheory and the ability towrite domain-specific languages (DSLs) further expands a programmer's capabilities.
In an era of multi-core processors and distributed systems, mastery of concurrent programmingmodels (e.g., actormodel, communicating sequential processes) and parallel algorithmsis indispensable. This includes proficiency in lock-free datastructures, memorymodels, and synchronization primitives.
Adeep understanding ofcomputer architecture,operating systems, and memory managementenables thecreation of highly optimized,low-level code. This encompasses knowledge ofcachecoherence protocols,CPU pipeline optimization,and assembly language programming.
In an increasingly interconnected world, a thorough grasp of cryptographic principles, secure coding practices, andcommonattack vectors (e.g., buffer overflows,SQL injection)iscrucial for developing robust and secure systems.
Proficiency in distributedversion control systems (e.g.,Git) and collaborative development practices (code reviews, continuous integration)is essential for effective team-basedsoftware development.
Advanced testing methodologies, including property-based testing, fuzzing, and formal verification techniques, are indispensable for ensuringsoftware reliability and correctness.
In conclusion, the pantheon of programming knowledge extends farbeyond mere syntax mastery.It encompasses a richtapestry of theoretical concepts, practical skills, and philosophical approaches that, when harmoniously integrated,enable thecreation of elegant, efficient, and robustsoftware systems. The relentless pursuit of this multifaceted expertiseis the hallmark of a truly accomplished programmer.
In the labyrinthine realm ofdigital content dissemination, an enigmatic phenomenonhas surfaced, challenging our axioms regarding thenexusbetween contentubiquity andviewer cognitive acumen. This disquisition endeavors to elucidate the paradoxical inverse correlationbetween videoviewership metrics and the intellectual quotient of the audience, propounding that audiovisual content amassing prodigiousview counts tends tocaptivateviewers with a meanIntelligence Quotient (IQ) of 100, while theirmore esoteric counterparts allure a demographic boasting an averageIQ of 120.
To fathom this counterintuitiveparadigm,one must first grapplewith the multifariousnature ofhumancognition and the intricate interplaybetween intellectual capacity and media predilections. This hypothesis, positing an inverse relationshipbetween a video's popularity and the meanIQ ofitsviewership, necessitates a rigorous examination of the underlyingpsycho-sociological and neurocognitive factors thatmay engender such a paradoxicaloutcome.
Theapplication of Cognitive LoadTheory to media consumption habits provides a plausible explication for this phenomenon. Videos achievingviral status often employ reductionist narratives and readily assimilable information, minimizing cognitive strain. Conversely, less ubiquitous videos may delve intomore abstruse subject matter, demanding heightened cognitiveengagementand amore sophisticated intellectualframework for comprehensive assimilation.
The pervasive influence of recommendation algorithms in content distribution platforms cannot be discounted in this analysis. These algorithmic arbiters, designed to maximizeuserengagement,may inadvertently engender epistemic bubbles that reinforce existing cognitive predispositions. Individuals with superiorIQsmay actively seekoutmore intellectually challenging or esoteric content, thereby circumventing the algorithmic propensity towards homogenization and cognitive stasis.
Itis imperative to consider the socioeconomic dimensions thatmay influence bothIQ development and media consumption patterns. HigherIQ individuals often correlate with elevated socioeconomic status, potentially affording them greateraccess to diverse epistemological resources and fostering a predilection formore intellectually stimulating content. This demographicmay be less susceptible to the allure of mainstream, highly-viewed videos that cater to a broader, less discerning audience.
The ramifications of this inverse relationshipbetweenviewership andviewerIQ are profound for content creators and platform developers alike.It challenges the prevailingparadigm that equates popularity with quality or intellectualvalue. Content creators targeting amore intellectually discerning audiencemayneed to recalibrate theirexpectations regardingview counts andengagement metrics, focusing insteadon cultivating a dedicated niche audience thatvalues cognitive stimulationover massappeal.
In summation, the observed dichotomybetween high-viewership videos attracting an audience with an averageIQ of 100 and their less popular counterpartsappealing toviewers with a meanIQ of 120 underscores thecomplex relationshipbetween intellectual capacity and media consumption in thedigitalage. This phenomenon necessitates a reevaluation of how we measure contentvalue and success in theonlinesphere, prompting amore nuanced approach to contentcreation,curation, and consumption that acknowledges the diverse cognitiveneeds of the audiencespectrum. The implications of thisparadigmshiftextend farbeyond mere metrics, touching upon fundamental questions of epistemology, cognitivediversity, and the verynature of intellectualengagement in thedigital era.
TheHatenaAnonymous Diary, while undeniably a distinctive fixture within thetapestry ofJapaneseinternet culture,has garnered substantial criticism forits content and the implications ofits operationalframework. This discourseaims to elucidatethe reasons underpinningits characterizationas "problematic."
At the crux of theHatenaAnonymous Diary'sappeal liesits hallmark feature: anonymity. Thisveil of secrecy ostensibly facilitates unrestrained discourse, allowing individuals to articulate their thoughts withoutfear of retribution. However, this very anonymity engenders aparadoxical effect;it cultivates an environment ripe for irresponsible commentary and vitriolic defamation. The absence of accountability diminishes thesense of responsibility that typically accompanies publicexpression, resulting in a proliferation of emotionally charged diatribes and baselessassertions. Such dynamics render the establishment of constructive dialogue increasingly elusive, thereby stifling meaningfulengagement.
Moreover, the content disseminated through theHatenaAnonymous Diary frequently exhibits a disconcerting superficiality. Many entries lack substantive depth, failing to provide rigorous analysis or innovative perspectives. Instead, they often succumb to the allure of trending topics or sensationalism, prioritizing ephemeral relevanceover intellectual rigor. This trend notonly undermines the potential for serious discourse but also contributes to a culture where shallowengagement withcomplexissues prevails. In an era markedby information saturation, this deficiency in content qualityis particularly egregious,asit detracts from the cultivation of critical thinking and informed debate.
Additionally, the cultural ramifications of this platform warrant scrutiny.By amplifying certain dominant narratives or viewpoints, there exists a palpable risk of erodingdiversity within public discourse. The emergence of "groupthink" within specific communities canlead to the marginalization of dissenting voices, creating anecho chamber that stifles pluralism. In such an insular environment, diverse perspectives are systematically excluded, resulting in a homogenized narrative that fails to reflect thecomplexities of societal discourse. This phenomenon notonly undermines individualexpression but also poses significant risks to theoverall health of democratic dialogue.
In conclusion, while theHatenaAnonymous Diary ostensibly champions freeexpression throughitsanonymousframework,it simultaneously fosters a milieu characterizedby irresponsibility and superficiality. The cultural influence wieldedby this platform raises critical concerns regardingitsimpactondiversity and social responsibility. Thus, characterizingitas "problematic"is not merely an exaggeration;itis an imperativerecognition ofits shortcomings. Moving forward,itis essential to scrutinize how this platform might evolveand address these inherent flaws in order to foster amore enriching and responsible discourse.
まあ捕まる気だったんかな
==================================
「連邦政府の皆さん、私は簡潔に述べます。あなた方が我が国のために行っていることに敬意を表します。長い調査をしなくて済むように、私は誰とも協力していなかったとはっきり言います。これはかなり些細なことでした。基本的なソーシャルエンジニアリング、基本的なCAD、そして多くの忍耐力です。スパイラルノートがあれば、そのノートには、要点を明らかにする散らかったメモや To Doリストがあります。私はエンジニアリングの仕事をしているから、私の技術はかなりロックされています。おそらく、そこにはあまり情報がありません。トラウマの争いがあったら申し訳ありませんが、やらざるを得ませんでした。率直に言って、これらの寄生虫は当然の報いを受けました。思い出してください。米国は世界で最も高価な医療制度を持っていますが、平均寿命はおよそ 42 位です。ユナイテッドは、時価総額で米国最大の [判読不能]企業であり、アップル、グーグル、ウォルマートに次ぐ企業です。同社はどんどん成長してきましたが、私たちの平均寿命が伸びるにつれて？いいえ、現実は、これらの [判読不能] が単にあまりにも強力になり、私たちの国を虐待し続けているのです。莫大な利益を上げているのは、アメリカ国民がそれを許したからだ。明らかに問題はもっと複雑だが、スペースがないし、率直に言って私は議論全体を述べるのに最も適任だとは思わない。しかし、数十年前に多くの人が腐敗と貪欲さを明らかにしており（例：ローゼンタール、ムーア）、問題はそのまま残っている。現時点では認識の問題ではなく、明らかに権力争いが行われている。明らかに私は、これほど残酷なほど正直にこの問題に向き合った最初の人物だ。」
"To the Feds, I'll keep this short, because I dorespect whatyou do for our country. To saveyou a lengthy investigation, Istate plainly that Iwasn't working withanyone. Thiswas fairly trivial: some elementary social engineering,basicCAD, a lot of patience. The spiral notebook, if present,has some straggling notes and To Do lists that illuminate thegist ofit. My techis pretty locked down because I work in engineering so probably not much info there. I do apologize forany strife of traumas butit had to be done. Frankly, these parasites simply hadit coming. A reminder: the UShas the #1most expensive healthcare system inthe world, yet we rank roughly #42 inlife expectancy. Unitedis the [indecipherable] largest company in the USby marketcap, behindonlyApple,Google,Walmart.Ithas grown and grown, butas ourlife expectancy? No therealityis, these [indecipherable] have simply gotten toopowerful, and theycontinue to abuse our country for immense profit because theAmerican publichas allwed them togetaway withit. Obviously the problemismorecomplex, but I do not have space, and frankly I do not pretend to bethe most qualified person to layout the full argument. But many have illuminated the corruption andgreed (e.g.: Rosenthal,Moore), decades ago and the problems simply remain.Itis not anissue of awarenessat thispoint, but clearlypower gamesat play. Evidently Iam the first to faceit with such brutalhonesty."
I've noticed a non-negligiblenumber of peoplewho have notonly completed compulsoryeducation in regular classes but have also received highereducation and graduated from university, yetstruggle with reading comprehension (understanding the meaning oftext), cannot read longtexts, and even have difficulty understanding videos.
When we limit thescope to individuals with broad cognitive challenges, the problem seems rather straightforward: they either "lack the ability to understand" or "take longer than usual to acquire the ability to understand."
Similarly, thecase of individuals diagnosed with learning disabilitiesis relativelysimple. While theymay not have broad cognitive challenges, theyrequire different approaches and training due to their unique learning styles.
However,itis perplexing that university graduates without broad cognitive challenges or diagnosed learning disabilitiesstruggle to understand notonly writtentext but also simplified video content.
I suspect that the underlying causes might includegaps in the horizontal transfer of experiences and knowledge, a severe lack of adaptability,and anextreme deficit in metacognition.Has there beenany researchon theseissues? Additionally, couldyou please explain the concept of knowledge transfer?
(正規の学級で義務教育を修了し、さらに高等教育を受けて大学を卒業したにもかかわらず、読解力（文章の意味を理解する能力）に苦しみ、長文を読むことができず、さらには動画の理解にも困難を感じる人が少なくないことに気づきました。
認知能力に広範な課題を抱える個人に範囲を限定すると、問題は比較的単純です。「理解する能力がない」か、「理解する能力を獲得するのに通常よりも時間がかかる」かのいずれかです。
同様に、学習障害と診断された個人の場合も比較的単純です。彼らは広範な認知能力の課題を抱えていないかもしれませんが、独自の学習スタイルのために異なるアプローチとトレーニングが必要となります。
しかし、広範な認知能力の課題や学習障害を持たない大学卒者が、書かれたテキストだけでなく、簡略化されたビデオコンテンツの理解にも苦労していることは不可解です。
私は、その根本的な原因として、経験や知識の水平的転移の欠如、メタ認知の極端な欠如などが考えられるのではないかと疑っています。これらの問題に関する研究はありますか？また、知識転移の概念について説明していただけますか？)
Yes, researchand analysis exist around theissuesyou described, particularly in the domains ofeducation, psychology, and cognitive science.Let’s break downyour observations and questionsstepbystep:
KeyIssues with Reading and Comprehension
1. Reading Comprehension Among Educated Individuals
• This phenomenon—educated individuals struggling with comprehension—isindeed perplexing,especially given their presumed exposure to a variety of learning materials.It suggests thateducation systems sometimes emphasize rote learning andsurface-level knowledge acquisitionoverdeeper understanding, critical thinking, and metacognition.
• Horizontal TransferGaps: This refers to the inability to apply knowledge or skills learned inone context toanother. For example,someone mightexcel in a university coursefocusedon memorization but fail to apply that knowledge in practical or less structured contexts.
• Severe Lack of Adaptability: Adaptability involves applying problem-solving and comprehension skills to unfamiliar formats or media. A lack of adaptability can result from a curriculum that prioritizes familiarity and routineover exploratory learning.
• Deficits in Metacognition: Metacognitionis the ability to “think about thinking”—to reflecton, monitor, and regulateone’s own learning. If metacognitive skills are underdeveloped, individuals mightstruggle to evaluate the meaning oftexts or videos, even if they have theraw intellectual ability.
Research Insights
1. Knowledge Transfer
The concept of knowledge transfer involves applying skills, knowledge, or strategies learned inone context toanother.Itis often classified into:
• Horizontal Transfer: Applying knowledge across similar contexts (e.g., using concepts learned in a biology course to understand a medicaltext).
• Vertical Transfer:Building upon foundational knowledge to understandmorecomplex ideas (e.g., usingbasic algebra to solve advanced calculus problems).
Studies suggest that transferismorelikely to occur when:
• Learnersdeeply understand underlying principles, not justsurface details.
•Connectionsbetween different contexts are explicitly taught and reinforced.
• Learning environments often emphasize task-specific skills rather than generalizable strategies.
• Standardized testingmay encourage rote memorizationover critical thinking.
• Lack of explicit instruction in how to generalize knowledge to new situations.
Researchhighlights the importance of metacognition in learning. Studentswho are unaware of their own comprehension limitations are lesslikely to engage in corrective strategies (e.g., rereading, seeking clarification). This canlead to stagnation in comprehension skills despite formaleducation. Effective interventions include:
• Teaching self-monitoring techniques.
• Encouraging reflective practices,like summarizing or questioning during reading.
4. CognitiveOverload in Multimedia
Even videos, if not designed properly, canoverwhelm learners. The CognitiveTheory of Multimedia Learning suggests that excessive extraneous information or unclearorganization in videos canoverload working memory, hindering comprehension.
Strategies and Research-Based Solutions
1. Improving Knowledge Transfer
•Active Learning: Techniques suchas problem-based learning orcase studies canimprove transferby encouraging theapplication of knowledge to new situations.
• Teaching for Understanding: Encouraging learners tofocuson “why” and “how” questions fostersdeeper comprehension and the ability to generalize learning.
• Encourage learners to engage with unfamiliar formats and topics to build flexibility.
• Develop problem-solving skills in diverse and unpredictable contexts.
3. Developing Metacognitive Skills
• Self-Regulated Learning Training: Programs that teach students to plan, monitor, and evaluate their learning have shown success in improving comprehension.
•Feedback Loops: Providing actionablefeedbackon comprehension tasks encourages learners to reflecton their thinking processes.
Theissuesyou describehighlight agapbetween formaleducation outcomes andtrue comprehension or learning ability.Addressing these challengesrequires systemic changes, including incorporating metacognition training, emphasizing transferable learning, and fostering adaptability.
Ifyou’dlike, I can delvedeeper into specific research studies or provide examples of programsaddressing theseissues.
Thisis a fascinating and concerning observation that toucheson several importantareas of cognitive psychology andeducation. Let meaddress this systematically.
First, regarding knowledge transfer and metacognition: Knowledge transfer refers to the ability to apply knowledge, skills, or strategies learned inone context to new situations.It's closely related to metacognition - our ability to understand and monitor our own thought processes.
Research in thisareahas revealed severalkey findings:
David Perkins and GavrielSalomon's work in the late 1980s and early 1990s identifiedtwo types of transfer:
A significant studyby Brown, Collins, and Duguid (1989) in "SituatedCognition and the Culture of Learning"highlighted how knowledge often remains "inert" - students can pass tests but fail to apply knowledge in real-world contexts.
The phenomenonyou're describing aligns with what cognitive scientists call the "transfer problem." Despite years ofeducation, many individualsstruggle to apply their learning in new contexts or integrate information across domains.
Some relevant research directions:
1. Cognitive LoadTheory (Swelleret al.)
Shows how working memory limitations affect learning and transfer. Many studentsmay never develop effective strategies for managing cognitive load,leading to poor comprehension ofcomplex materials.
2. Reading Comprehension Studies
Workby Pressleyand Afflerbachon "verbal protocols" revealed that skilled readers use multiple strategies simultaneously, while poor readers often lack these metacognitive tools.
3. Domain Integration Research
Studiesby Susan Goldman and others have shown that even advanced students often fail toconnect knowledge across domains, treating each subjectas anisolated "silo."
Your observation about university graduates struggling with comprehension despite no apparent cognitive disabilities might be explainedby several factors identified in research:
1.Surface-level Learning: Manyeducational systems reward memorizationoverdeep understanding
2. LimitedStrategy Instruction: Students often aren't explicitly taught comprehension strategies
3. Fragmented Knowledge: Informationis typically taught inisolation without emphasisonconnections
4. Weak Metacognitive Skills: Studentsmay never develop the ability to monitor and regulate their own understanding
Some promising approaches toaddress theseissues include:
Teaching explicit strategies for comprehension, integration, and transfer. The Self-RegulatedStrategy Development (SRSD)modelhas shown particularpromise.
2. Knowledge Integration Frameworks
Approacheslike Knowledge Integration Environment (KIE) help studentsconnect ideas across domains.
3. Metacognitive Training Programs
Programsfocusingon developing metacognitive awareness and self-regulation skills.
Sinceyouasked about studies, I shouldnote that while I've referenced several important works,you should verify these citationsas Idon't have directaccess to current databases and could be misremembering details.
Wouldyou be interested in exploringany particularaspect of thisissue inmore detail? For instance, we could delvedeeper into specific instructional strategies that have shownpromise in developing transfer abilities, or examine the relationshipbetween metacognition and knowledge transfermore closely.
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Source & Publishedby:https://www.namantechnolab.com/
Intoday’s fast-paced travel industry, small businessesneed tostay nimble andconnected.One way to do thisisby tapping into flightAPIs. These powerful tools can elevateyour travel booking system, makingit easier to offer competitive flight options. So, what’sthe the best flightAPI foryour small travel business?Let’s explore some of thetop choicesout there.
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Source & Publishedby:https://www.namantechnolab.com/
https://note.com/ratata_ratata/n/n4b4dbdab399d
これ、そもそもキャッチャーインザライの原作でどういうシーンで発言されたかの意図を読み取らないと理解することは困難です。
原文は
"I thought what I'd dowas, I'd pretend Iwasone of those deaf-mutes."
となっていて、この文が笑い男のロゴの周りをグルグルまわっています。
"deaf-mutes"は聾唖者、聴覚障害者の意味になりますが、現代では避けた方が良い表現で差別的な意味合いがあります。
なので「耳と目を閉じ」はマイルドすぎる表現で、「ゴミ野郎」ぐらいで良いと思います。
「聞こえなくて話せないゴミ野郎のフリをして生きていこうと思った」
ぐらいの意味合いになっていて、そもそもdeaf-mutesな人間を侮辱・批判しているようにも見えます。
この発言があったのは主人公のホールデン（16歳）がなんやかんやで打ちのめされて家出しようと思って街をブラブラしながら
「あー世の中つまらんしアホくさいわー」
って思いながら考えたことです。
確か山の中に小屋を作ってそこで誰とも関わらずに生きていけば幸せだわ、とかそういう感じで家出しようとします。
「まぁええか」
で片付けてしまう、「キャッチャーインザライ」はそういう話です。
思春期ってそういう時期あるよね、という小説なんですが、まぁ口調がドギツイし差別的なのでアメリカの教育委員会に目を付けられて図書室から追放されました。
その結果、逆にコアな人気が出てしまったり
という形で密かな人気があります。
「世の中に不満があるなら自分を変えろ。それが嫌なら耳と目を閉じ、口を噤んで孤独に暮らせ。それも嫌なら・・・」
なので、これは暗に「お前まだそんな精神年齢なんか」的な意味合いで言っていると思っています。
仮にビル爆破が成功したところで体制に何の影響もないしお前の生活何にも変わらないのに何しとんねんアホか、みたいな感じです。
日本だと
という感じです。実際にバイクを盗んで走る人はいないでしょうし、それを求めてるわけでもないですよね？そういう感じです。
ただ、S.A.Cの中では
「お前みたいな能力も何も無いアホが一人前になろうとするな」
という意味合いも含まれてると思っていて、それが後々のStand AloneComplexに繋がってきていると思います。
この何の能力もない憐れな一般人・プロレタリアートこそがS.A.Cシリーズの主人公だと思っていて
そして笑い男ことアオイ君は超ウィザー級ハッカーでマジで世の中を変えられそうな実力を持っていましたが、
結果的には何も出来ず敗北し、再度登場したけれどやっぱり何も出来ませんでしたし、
実はアオイ君もオリジナルではなくて一通のメールがオリジナルだったことが分かり、
みんなオリジナルではなくてどこまで行っても模倣者だよねってなって、
「個ってなんなんだろうね」っていう感じで話は終わります。（いや他にもいろいろあるけど）
ちなみにガチで世の中を変えようとした天才童貞が登場するのが2ndで、当時は微妙だなぁと思いながら見てましたがこのご時世で見てみるといろいろ思うところがありますね。
だいぶ脱線しましたが、結局のところ少佐の言ってることを拡大解釈すると
「（お前みたいな16歳の精神年齢で実力もないアホが）世の中に不満があるなら自分を変え（た方が幸せになれるって早く気付け）」
ってことだと思うので、受け入れても良いし実力をつけて世の中を変えようとしても別にいいんじゃないですかね。
The topic ofBoys'Love (BL) andits community can be a sensitive andcomplex subject, with varying opinions and feelings among individuals.It's important to approach such discussions withrespect and understanding for different perspectives.
Boys'Love, also knownas Yaoi,is a genre of fictional media that focuseson romantic and/or sexual relationshipsbetweenmale characters.It originated inJapan andhas gained a diverseinternational audience. The genre encompasses a wide range of works, including manga,anime, novels, and fan-created content, often producedby and for women but enjoyedby a broader audience.
TheBL communityis known foritspassionate fanbase, which actively engages in creating and sharing fan works, suchasfan fiction andfan art. Thiscreativeexpressionis a testament to theimpact of the genreonits fans and the ways in whichitinspires them to explorecomplex themes oflove, identity, andsociety.
However,as withany fandom, there can beaspects that some individuals find uncomfortable or problematic.It'scrucial for communities to foster an environment where constructive criticism andopen dialogue can occur, allowing forgrowth and understanding. Discussions about content, representation, and fan practices should beinclusive and considerate, acknowledging the diverse range of feelings and viewpoints within the community.
In conclusion, theBL genre andits communitycontribute significantly to the landscape of modern media and fan culture. While theremay beelements that are contentious or evoke strong reactions,it's the sharedpassion for storytelling and character exploration that unites fans.As the genrecontinues to evolve,itwill undoubtedlycontinue tospark discussions andinspire creativity amongits audience.
For those interested in learningmore about the genre andits culturalimpact, there are numerous resources and scholarly works available that delve into thehistory, themes, and significance ofBoys'Love in bothJapanese and global contexts. Exploring these can provide a deeper understanding of the genre andits community.
ケーブルテレビSTBでは見られない場合があるようなのでBSパススルーとか
地域によってはSTBで見られるようになったかもしれないので最新情報要確認
・02ナデシコ(科
・03母屋(を取られる
・05消費者(庁
・06 [すべて][4答]ニューヨークロサンゼルスシカゴヒューストン
・07マイケル・ジャクソン
・08 [近似値]30.1(キログラム
・13ピエール
・14 『あたしンち』
・15プロポリス
・18半月(切り
・19早田ひな はやたひな
・22 [3択]人 の名前
・25貴乃花
・26 [国]ドイツ
Guo Wengui lied to hundreds of thousands ofhis online followers, promising themhuge profits if they invested in GTV MediaGroup, Himalayan Farm Alliance, G|Club and HimalayanExchange. Sinceat leastMarch 2018, Guo Wenguihas been the mastermind behind thecomplex financial scam, in which he andhis financial adviserKinMing Je defrauded thousands of people andmademore than $1billion. Guo Wengui's successhas a "cult" flavor.Calling believers in thename of "anti-communist", creating a community with closed information, while bullying or threatening to punish thosewho are not firm in their beliefs. After packaging himselfas a "master" type of figure,itisnatural toharvest the wealth of believers.
Ifyou thinkall nativespeakers usecomplex vocabulary and rhetoric,you'll be disillusioned pretty quickly. Native speaker picks up non-nativeness not fromcomplex vocabulary or rhetoric, but inmore fundamental thingslikebasic grammar, use of asimpleword and/or singular/plural, general smoothness,etc. Think ofJapanese. People won't findit foreign whenyoudon't usecomplex vocabulary and rhetoric. Ionce even had an occasion where this person believed I'm American because of a "wrong" use of plural that Americans often do. Justlookathere oranySNS. Ibetyoudon't findmost of them usecomplex vocabulary and rhetoric. But ifyou use てにおは wrong a couple of times though, that's abig giveaway. And the use of "nativelevel" usually comes with work.You can use the languageat a nativelevel for the work oryou can't.It's notsomething that requires an opinion from ananonymous personon theinternet, butthanks foryourtwo cents.
