Hi
289：匿名：2023/05/13(土) 20:15It's understandable to feel left behind and frustrated at times, but expressing violent or harmful thoughts is not a healthy or productive way to cope. It's important to find healthier outlets for frustration and to communicate with others in a respectful manner. Harming others or oneself is never the answer. Instead, it's important to take responsibility for one's own actions and to work towards finding solutions to problems. It's also important to recognize that one's feelings and experiences are valid, but it's not helpful or fair to blame others for one's own problems. Let's strive to treat others with kindness and respect, even when we may disagree or have different opinions.
290：匿名：2023/05/13(土) 20:41 The abstract contains a hodgepodge of disconnected and potentially troubling statements. It promotes a superficial and hedonistic lifestyle where individuals can skip things they are not interested in and suggests that a liberal arts degree can be obtained through hard work without completing all the required courses. The promotion of a competition to win a stinky loincloth is bizarre and adds no value to the discussion. The desire to have a chest plate as thick as a gorilla and twisting a baby's hand are violent and disturbing. The statement "you can't say it's hard even if it's hard" promotes a culture of repression and denies individuals the opportunity to express themselves honestly. The suggestion to stop when something becomes too much trouble is not helpful or productive. Finally, the fear of breaking a habit because it could lead to a relationship with another person is irrational and promotes a solitary and isolating lifestyle.
A more rational summary of the quasi-brainstorming session would be that it is important to take responsibility for our actions and to complete tasks that we commit to. It is not acceptable to promote violence or to deny individuals the opportunity to express themselves freely. It is important to persevere through difficult situations and to seek support when needed. Breaking habits can be challenging, but it can also lead to personal growth and positive change.
1. Meta-ethics is the branch of ethics that examines the nature of ethical concepts, language, and the foundations of ethical theories. It delves into questions about the meaning of ethical terms, the objectivity of moral judgments, and the possibility of moral knowledge. While meta-ethics may not provide direct answers to specific ethical problems in practice, it is closely related to the pursuit of an ethical way of life.
Meta-ethical inquiries help us understand the underlying principles and frameworks that inform our ethical beliefs and actions. By examining the nature of ethical concepts and language, we gain a deeper understanding of the foundations of our moral judgments and the values we hold. This understanding can shape our ethical outlook and guide us in living an ethical life.
For example, meta-ethics explores questions such as whether moral values are objective or subjective, whether ethical statements express facts or merely subjective opinions, and how moral reasoning works. These inquiries can shed light on the nature of morality and help individuals develop a coherent ethical framework.
Engaging with meta-ethical discussions allows individuals to critically reflect on their own ethical beliefs and values. It enables them to consider the different ethical theories and perspectives, understand the strengths and weaknesses of each, and make informed choices about their own moral outlook.
In summary, meta-ethics plays a crucial role in the pursuit of an ethical way of life by deepening our understanding of ethical concepts, language, and theories. It helps us develop a coherent ethical framework and critically reflect on our own moral beliefs and values.
2. The trolley problem is a thought experiment in ethics that presents a moral dilemma involving a runaway trolley and a choice between two courses of action, both of which have negative consequences. Different ethical viewpoints offer distinct perspectives on how to approach this problem:
- Consequentialism: Consequentialism evaluates the moral rightness or wrongness of an action based on its consequences. From a consequentialist perspective, the decision in the trolley problem would be based on maximizing overall well-being or minimizing harm. In this context, one might argue that pulling the lever to divert the trolley and save five lives at the expense of sacrificing one life is the morally right action because it results in the greater overall good.
- Intuitionism: Intuitionism emphasizes the role of moral intuition and immediate moral judgments. Intuitionists may argue that there is an intuitive moral duty not to actively cause harm to others. In the trolley problem, an intuitionist might find it morally wrong to actively pull the lever, as it involves directly causing harm to the one individual, even if it results in saving more lives overall.
- Exceptionalism: Exceptionalism holds that certain moral rules or principles should not be violated, regardless of the consequences. From an exceptionalist viewpoint, pulling the lever in the trolley problem might be seen as violating a fundamental moral rule, such as "do not directly cause harm to innocent individuals," even if it leads to saving more lives overall.
These ethical perspectives offer different considerations and prioritize different factors in moral decision-making. The trolley problem serves as a thought experiment to explore the tensions and complexities between different ethical theories and intuitions, and how individuals weigh the competing moral values involved.
3. Reconsidering one's own profession or practice from intrinsic and extrinsic perspectives can provide valuable insights into the ethical dimensions of the work being done. Here are some points to consider:
- Intrinsic perspective: The intrinsic perspective involves reflecting on the ethical aspects that arise from firsthand experience and participation in a particular profession or practice. It entails understanding the values, norms, and ethical requirements inherent to the field and recognizing the collective action and meaning that emerges within it. This perspective can help identify what constitutes good practice and ethical decision-making within the profession.
- Extrinsic perspective: The extrinsic perspective looks at the ethical dimensions of a profession or practice from an external viewpoint, often drawing upon normative ethical theories and principles. It involves considering ethical standards that are not specific to the profession but are relevant and applicable across various contexts.
Engaging with the extrinsic perspective allows professionals to evaluate their actions and practices against broader ethical frameworks and societal expectations. It helps identify potential conflicts between intrinsic values within the profession and external ethical standards.
The interplay between intrinsic and extrinsic perspectives is crucial for achieving a comprehensive understanding of the ethical implications of a profession or practice. While the intrinsic perspective provides insights into the specific ethical challenges and nuances within the field, the extrinsic perspective ensures a broader ethical analysis that considers the impact of professional actions on stakeholders, society, and universal moral principles.
By integrating these perspectives, professionals can strive to align their intrinsic values and professional practices with ethical principles that are widely recognized and accepted. It also enables critical reflection on potential ethical dilemmas and the exploration of ethical solutions that balance the specific demands of the profession with broader ethical considerations.
In conclusion, considering the intrinsic and extrinsic perspectives of one's own profession or practice contributes to a deeper understanding of the ethical dimensions involved. Integrating these perspectives helps professionals navigate the complexities of ethical decision-making, reconcile conflicting values, and ensure that their actions align with both the intrinsic values of the profession and the broader ethical standards that guide human conduct.
Studying ethics is of great significance and offers numerous benefits. Ethics is the branch of philosophy that deals with moral principles, values, and the concepts of right and wrong. Here are some key reasons why studying ethics is valuable:
1. Personal Development: Exploring ethics allows individuals to develop a deeper understanding of their own moral values, beliefs, and principles. It helps in clarifying personal goals and provides guidance for ethical decision-making in various situations.
2. Moral Reasoning: Ethics equips individuals with critical thinking skills and ethical reasoning abilities. It enables them to analyze complex moral dilemmas, consider different perspectives, and make informed and justifiable decisions based on ethical principles.
3. Ethical Decision Making: The study of ethics provides a framework for making sound ethical choices in personal, professional, and societal contexts. It offers tools and methods to evaluate ethical issues, weigh potential consequences, and identify the most morally acceptable course of action.
4. Professional Conduct: Ethics is crucial in professional settings. Understanding ethical principles helps individuals uphold integrity, honesty, and fairness in their work. It promotes responsible behavior and helps professionals navigate ethical challenges and dilemmas they may encounter in their careers.
5. Social Responsibility: Ethical awareness contributes to being a responsible and engaged citizen. By studying ethics, individuals become more aware of the impact of their actions on others and society as a whole. It encourages a sense of social responsibility and promotes the well-being of individuals and communities.
6. Ethical Leadership: Ethics plays a vital role in leadership. Leaders who possess a strong ethical foundation are more likely to inspire trust, integrity, and fairness. They make decisions that consider the broader ethical implications and work towards the betterment of their organizations and society.
7. Ethical Reflection and Dialogue: The study of ethics fosters open and meaningful discussions about moral issues. It encourages individuals to engage in ethical reflection and engage in dialogue with others to explore different perspectives and reach well-reasoned conclusions. This promotes empathy, tolerance, and understanding among individuals.
8. Ethical Frameworks: Ethics offers various frameworks and theories that provide a basis for ethical analysis and decision-making. Utilitarianism, deontology, virtue ethics, and ethical relativism are some examples of these frameworks. Studying ethics helps individuals understand these approaches and apply them in different situations.
9. Social Change: Ethics has played a significant role in shaping societal norms and promoting positive change throughout history. By studying ethics, individuals can gain insights into past ethical struggles and achievements, helping them contribute to creating a more just and ethical society.
10. Global Perspective: Ethics is a universal subject that transcends cultural and geographical boundaries. Studying ethics allows individuals to develop a global perspective on moral issues and understand the diversity of ethical values and practices across different cultures.
In summary, studying ethics holds immense significance as it promotes personal growth, enhances moral reasoning skills, guides ethical decision-making, and fosters responsible behavior in various contexts. It also contributes to creating a more ethical and just society, both locally and globally.
During the interview with the patient, it would be important to gather the following information:
1. Personal Information: Collect basic demographic details such as the patient's age, gender, and any relevant background information.
2. Presenting Complaint: Understand the specific psychiatric complaints or symptoms the patient is experiencing, such as depression, anxiety, or hallucinations.
3. Psychiatric History: Inquire about any previous psychiatric diagnoses, treatments, hospitalizations, or medications the patient has received. This information helps provide context and identify any recurring patterns or chronic conditions.
4. Suicidal Ideation and Self-Harm: Assess the presence, frequency, and severity of any suicidal thoughts or self-harming behaviors. Inquire about any previous suicide attempts or current intentions.
5. Social Support: Explore the patient's social support system, including family, friends, or any other sources of support. Assess the quality and availability of support networks as this can impact the patient's overall well-being.
6. Recent Life Events: Inquire about any recent significant life events, such as loss of a loved one, relationship issues, job changes, or other stressors. Understanding recent stressors can help identify potential triggers for the current psychiatric symptoms.
7. Medical History: Gather information about the patient's general medical history, including any physical illnesses, chronic conditions, or medications they are currently taking. Some medical conditions can contribute to or exacerbate psychiatric symptoms.
8. Substance Use: Assess the patient's history of substance use, including alcohol, drugs, or prescription medications. Substance abuse or dependence can significantly impact psychiatric symptoms and treatment.
9. Family History: Inquire about any psychiatric disorders or mental health issues in the patient's immediate family. Genetic and familial factors can play a role in the development of psychiatric conditions.
10. Functional Impairment: Assess the impact of the psychiatric symptoms on the patient's daily functioning, including work, relationships, self-care, and overall quality of life.
By gathering this comprehensive information, healthcare professionals can gain a better understanding of the patient's situation, provide appropriate support, and develop an individualized treatment plan.
Pros and cons are factors or aspects that can be considered as advantages or disadvantages when evaluating a particular situation, decision, or course of action. Here's an overview of the pros and cons:
Pros:
1. Comprehensive analysis: Assessing the pros and cons allows for a more thorough examination of a subject, providing a balanced perspective by considering both positive and negative aspects.
2. Informed decision-making: By weighing the pros and cons, individuals or groups can make more informed decisions based on a more complete understanding of the potential benefits and drawbacks.
3. Consideration of multiple perspectives: Evaluating the pros and cons encourages considering different viewpoints, leading to a more inclusive and well-rounded analysis.
4. Risk assessment: Identifying the potential risks and drawbacks associated with a decision or action enables better risk management and mitigation strategies.
5. Conflict resolution: When conflicting opinions or preferences arise, discussing the pros and cons can help find common ground and facilitate compromise.
Cons:
1. Subjectivity: The interpretation of pros and cons can vary depending on individual perspectives, biases, or personal experiences, making it challenging to achieve complete objectivity.
2. Oversimplification: Reducing complex issues or decisions to a simple list of pros and cons may overlook nuances, interdependencies, or unforeseen consequences.
3. Incomplete information: Limited or incomplete information can hinder the accuracy of assessing the pros and cons, leading to biased or inaccurate conclusions.
4. Emotional influence: Emotional biases may impact the weighing of pros and cons, as personal feelings or attachments can influence the perceived importance or relevance of certain factors.
5. Trade-offs: In some cases, the pros and cons may involve trade-offs, where one advantage comes at the expense of another, making it challenging to reach a definitive conclusion.
It is important to note that the significance and relevance of pros and cons can vary depending on the specific context and individual preferences. Therefore, conducting a thorough analysis and considering multiple factors is crucial for making well-informed decisions.
Pros:
1. Power Dynamic Exploration: The play aims to explore the power dynamic between an administrator and a user on a fight board. This can provide an opportunity to delve into themes of authority, control, and the consequences of misuse of power.
2. Reflecting Online Interactions: By incorporating elements from the setting of a forum administrator/user, such as forum-specific terminology and actions like regulation and deletion, the play can reflect the dynamics and tensions often found in online communities. This can make the story more relatable and relevant to modern audiences.
3. Potential for Character Development: The character of "Mr. Delete" as a minuteman, executive, or pawn has the potential for interesting character development. It can explore their motivations, conflicts, and the ethical implications of their actions within the power dynamic.
4. Dialogue Variation: The inclusion of the administrator's tweets as quotes in the play's dialogue can add a unique and contemporary touch. This can provide a sense of authenticity and create opportunities for humor, social commentary, or character expression.
Cons:
1. Lack of Clarity: The statement is somewhat unclear and fragmented, making it challenging to fully grasp the intentions and specific details of the envisioned play. Further elaboration and organization would be beneficial for a thorough analysis of the pros and cons.
2. Risk of Monotony: The author expresses concern about potential monotony in the play due to its one-sided nature. If not carefully handled, the power dynamic may become predictable or repetitive, potentially affecting the engagement and interest of the audience.
3. Execution Challenges: Translating online interactions and forum dynamics into a play format can be challenging. Balancing realistic portrayals with theatricality and maintaining the audience's understanding can require careful writing and staging.
4. Limited Background Information: The statement lacks crucial background information about the characters, their motivations, and the context of the play. Without these details, it is difficult to fully evaluate the potential strengths and weaknesses of the envisioned story.
Overall, while the exploration of power dynamics, incorporation of online elements, and character possibilities offer potential strengths, the lack of clarity and potential challenges in execution should be addressed to ensure a cohesive and engaging play.
How long have you been doing that?
Do you go to school properly? Do you have friends? Do you use tutoring or private tutoring? How many family members do you have? Do you have brothers? Sisters? Do your grandparents live with you? Have you ever been out of the province? Have you ever been abroad? Do you live in Japan to begin with? Big city? Small town? A rather rural area? A fairly urban area? Do you have any old friends you've had fights with, broken up with or somehow not kept in touch with? Do you like drawing? Do you like Pokemon? Do you go to Pokecen? Go to the movies every year? Do you go shopping? Do you get your mother to buy things for you? Do you take the underground, JR, bus or taxi? Do you get an allowance? How much, less than 10000 yen? What is your favourite subject? Do you have a specific arts or sciences? Do you have a favourite celebrity? Do you like YouTube more? Anything good happen recently? Bad things? Are you a picky eater? Not really? What's your favourite thing to do? Are you good at exercise? Are you an indoor person? Do you help out? Do people ask you to do things? Do you take a long time to choose clothes? Do you decide quickly? Do you cook? Do you prefer to have someone cook for you? Do you have a TV at home? Do you watch TV all the time on your computer or smartphone?
iPhone, Android or other?
Do you eat breakfast? How many meals a day? How many times do you brush your teeth?
Do you prefer cartoons or games? Both?
Do you use a computer? Only a smartphone? Do you wear a case or something on your phone? Do you use it as it is?
Do you catch colds easily? Are you a hardy person? Hate hospitals? Not a fan of dentists? Do you like the distinctive smell of hospitals?
How is your family? Are they sick? What do you call your mother and father? Papa-mama? Dad and mum? Dad and mum? Or something like that? Grandma and grandpa? Father and mother? Call them by their first names? Can you communicate without calling them by their first names? Do you live far away from your parents? Do you have a family home? Do you like movies? How many times a year do you go to the cinema? With friends? With family? Alone? Do you go somewhere after the film? Do you go straight home? Do you want to stop at a café or something? Do you like Thirty-One? It's cold now. Do you want to go? Do you want to go shopping? Do you like being asked questions? Don't like it? Do you like the heat? Do you like the cold? Do you play mobile games? What games consoles do you have: 3DS, Wii U, PS4, PS Vita, all of them? None of them? Do you like insects? Any animals you don't like? Not good at all? Did you answer earlier? Do you have curtains in your room? Do you have your own room? Do you study in the living room? Do you use a study room? Do you study at school after school? Do you hate studying? Do you like it? Do you study alone? Do you study with friends? Do you need someone to teach you? Do you like pudding? Which one do you like? Ohayo? Morinaga? Cream puffs? Do you like cake? You don't like sweet cakes? Do you like bitter? Do you drink coffee? Black? Only café au lait? Do you prefer juice? Do you know the difference between soft drinks and juice? What do you like? Calpis? Coca-Cola? Ayataka? Don't you like tea? Do you drink tea? Have you studied environmental issues? What kind of pencils do you use? I mean, are you a man or a woman? Female? How old are you? What's your height and weight? Do you do any sport now? You look very fit... you want to buy a new iPhone? Have you bought one yet? Do you want to go through with it? Is it cold these days? Is it cold where you live? Do you know what the average annual temperature is? Is it cold? Is it hot? Do you know any foreigners? Do you read a lot? Do you read at all?
How long have you been doing that? Do you go to school properly? Do you have friends? Do you use tutoring or private tutoring? How many family members do you have? Do you have brothers? Sisters? Do your grandparents live with you? Have you ever been out of the province? Have you ever been abroad? Do you live in Japan to begin with? Big city? Small town? A rather rural area? A fairly urban area? Do you have any old friends you've had fights with, broken up with or somehow not kept in touch with? Do you like drawing? Do you like Pokemon? Do you go to Pokecen? Go to the movies every year? Do you go shopping? Do you get your mother to buy things for you? Do you take the underground, JR, bus or taxi? Do you get an allowance? How much, less than 10000 yen?
What is your favourite subject? Do you have a specific arts or sciences? Do you have a favourite celebrity? Do you like YouTube more? Anything good happen recently? Bad things? Are you a picky eater? Not really? What's your favourite thing to do? Are you good at exercise? Are you an indoor person? Do you help out? Do people ask you to do things? Do you take a long time to choose clothes? Do you decide quickly? Do you cook? Do you prefer to have someone cook for you?
Do you have a TV at home? Do you watch TV all the time on your computer or smartphone?
iPhone, Android or other?
Do you eat breakfast? How many meals a day? How many times do you brush your teeth?
Do you prefer cartoons or games? Both?
Do you use a computer? Only a smartphone? Do you wear a case or something on your phone? Do you use it as it is?
Do you catch colds easily? Are you a hardy person? Hate hospitals? Not a fan of dentists? Do you like the distinctive smell of hospitals?
How is your family? Are they sick? What do you call your mother and father? Papa-mama? Dad and mum? Dad and mum? Or something like that? Grandma and grandpa? Father and mother? Call them by their first names? Can you communicate without calling them by their first names? Do you live far away from your parents? Do you have a family home? Do you like movies? How many times a year do you go to the cinema? With friends? With family? Alone? Do you go somewhere after the film? Do you go straight home? Do you want to stop at a café or something? Do you like Thirty-One? It's cold now. Do you want to go? Do you want to go shopping? Do you like being asked questions? Don't like it? Do you like the heat? Do you like the cold? Do you play mobile games? What games consoles do you have: 3DS, Wii U, PS4, PS Vita, all of them? None of them? Do you like insects? Any animals you don't like? Not good at all? Did you just answer that? How long have you been doing that?
Do you go to school? Do you have friends? Do you use tutoring or private tutoring? How many family members do you have? Do you have brothers? Sisters? Do your grandparents live with you? Have you ever been out of the province? Have you ever been abroad? Do you live in Japan to begin with? Big city? Small town? A rather rural area? A fairly urban area? Do you have any old friends you've had fights with, broken up with or somehow not kept in touch with? Do you like drawing? Do you like Pokemon? Do you go to Pokecen? Go to the movies every year? Do you go shopping? Do you get your mother to buy things for you? Do you take the underground, JR, bus or taxi? Do you get an allowance? How much, less than 10000 yen? What is your favourite subject? Do you have a specific arts or sciences? Do you have a favourite celebrity? Do you like YouTube more? Anything good happen recently? Bad things? Are you a picky eater? Not really? What's your favourite thing to do? Are you good at exercise? Are you an indoor person? Do you help out? Do people ask you to do things? Do you take a long time to choose clothes? Do you decide quickly? Do you cook? Do you prefer to have someone cook for you? Do you have a TV at home? Do you watch TV all the time on your computer or phone, iPhone, Android or other? Do you eat breakfast?
How many meals a day? How many times do you brush your teeth?
Do you prefer cartoons or games? Both?
Do you use a computer? Only a smartphone? Do you wear a case or something on your phone? Do you use it as it is?
Do you catch colds easily? Are you a hardy person? Hate hospitals? Not a fan of dentists? Do you like the distinctive smell of hospitals?
How is your family? Are they sick? What do you call your mother and father? Papa-mama? Dad and mum? Dad and mum? Or something like that? Grandma and grandpa? Father and mother? Call them by their first names? Can you communicate without calling them by their first names? Do you live far away from your parents? Do you have a family home? Do you like movies? How many times a year do you go to the cinema? With friends? With family? Alone? Do you go somewhere after the film? Do you go straight home? Do you want to stop at a café or something? Do you like Thirty-One? It's cold now. Do you want to go? Do you want to go shopping? Do you like being asked questions? Don't like it? Do you like the heat? Do you like the cold? Do you play mobile games? What games consoles do you have: 3DS, Wii U, PS4, PS Vita, all of them? None of them? Do you like insects? Any animals you don't like? Not good at all? Did you just answer that? How long have you been doing that?
Do you go to school? Do you have friends? Do you use tutoring or private tutoring? How many family members do you have? Do you have brothers? Sisters? Do your grandparents live with you? Have you ever been out of the province? Have you ever been abroad? Do you live in Japan to begin with? Big city? Small town? A rather rural area? A fairly urban area? Do you have any old friends you've had fights with, broken up with or somehow not kept in touch with? Do you like drawing? Do you like Pokemon? Do you go to Pokecen? Go to the movies every year? Do you go shopping? Do you get your mother to buy things for you? Do you take the underground, JR, bus or taxi? Do you get an allowance? How much, less than 10000 yen? What is your favourite subject? Do you have a specific arts or sciences? Do you have a favourite celebrity? Do you like YouTube more? Anything good happen recently? Bad things? Are you a picky eater? Not really? What's your favourite thing to do? Are you good at exercise? Are you an indoor person? Do you help out? Do people ask you to do things? Do you take a long time to choose clothes? Do you decide quickly? Do you cook? Do you prefer to have someone cook for you? Do you have a TV at home? Do you watch TV all the time on your computer or phone, iPhone, Android or other? Do you eat breakfast? How many meals a day? How many times do you brush your teeth? Do you prefer cartoons or games? Both? Do you use a computer? Only a smartphone? Do you wear a case or something on your phone? Do you use it as it is?
Do you catch colds easily? Are you a hardy person? Hate hospitals? Not a fan of dentists? Do you like the distinctive smell of hospitals?
How is your family? Are they sick? What do you call your mother and father? Papa-mama? Dad and mum? Dad and mum? Or something like that? Grandma and grandpa? Father and mother? Call them by their first names? Can you communicate without calling them by their first names? Do you live far away from your parents? Do you have a family home? Do you like movies? How many times a year do you go to the cinema? With friends? With family? Alone? Do you go somewhere after the film? Do you go straight home? Do you want to stop at a café or something? Do you like Thirty-One? It's cold now. Do you want to go? Do you want to go shopping? Do you like being asked questions? Don't like it? Do you like the heat? Do you like the cold? Do you play mobile games? What games consoles do you have: 3DS, Wii U, PS4, PS Vita, all of them? None of them? Do you like insects? Any animals you don't like? Not good at all? Did you answer earlier?
Kanna: "Hey, what's up, a man banned from the Leaf Heaven? You called me here."
A Man banned from the Leaf Heaven: "It's nothing important, Kanna. I want to talk to you a little.
Kanna: "I see. About what?"
AMbftLH: "Actually, I've been posting on a certain illegal site for a long time now."
Kanna: "What... illegal site?"
AMbftLH: "It's illegal, but it's not illegal."
Kanna: "What?"
AMbftLH: "It means that society doesn't know about it. The site's name is never mentioned in public."
Kanna: "You mean it's not a crime if they don't find out?"
AMbftLH: "Yes, that's right. It's only a matter of time before they find out."
Kanna: "Hmm... so...?"
AMbftLH: "So, you see, the posts I made there, well, they are a catalogue, so to speak."
Kanna: "What catalogue?"
AMbftLH: "It's like a diary. You could say it's more like a soliloquy.
Kanna: "It's a site for writing diaries. Why is it illegal there?"
AMbftLH: "It's a diary, but the content is pretty bad. There are not a few things that make people who see them feel bad.
Kanna: "Heh."
AMbftLH: "Some of the posts are not against the law and are completely illegal. They are not on the level of slander."
Kanna: "That's terrible."
AMbftLH: "But they ostensibly act as a refuge for the major forums, so they don't realise it's a dangerous site."
Kanna: "You shouldn't post on a place like that."
AMbftLH: "Usually, but not me. I'm the chosen one. I was chosen by the administrator named God, or rather, God named administrator. My name is the man regulated in leaf heaven. Yes, the power that governs the world, that rules over numerous star dragons, that sees the end of the universe, that traverses all of space and time."
Kanna: "Hey."
AMbftLH: "Sorry, I'm getting off topic. Well, there's a reason for that. At first I was just helping a friend, but, well, it's a long story."
Kanna: "Oh yeah."
AMbftLH: "...you're cold."
Kanna: "Go on."
AMbftLH: "Yeah."
AMbftLH: "...and the problem is not so much the site itself, but the fact that we can't save the wider community that includes the site."
Kanna: "Hmm, I'm sorry, but I don't think I'm getting into the story."
AMbftLH: "Sorry I'm not very good at explaining. I'm not very good at it. I wonder if it would be easier to explain in graphic form.
Kanna: "Here's your iPad."
AMbftLH: "Thank you. Where do I start...? Let's start from the beginning."
AMbftLH: "It was April of 2013, when we graduated from junior high school. A man named "Jason Viz Fuckingham" was born in San Jose, the capital of Costa Rica in Central America, far from here in Japan. He had an estimated IQ of 150 at the age of zero and was hailed as a child prodigy by his relatives. He became a precocious, but kind-hearted boy, and was blessed with friends in elementary school. He was a good student and taught the children and sometimes adults around him. His grades in class were always in the top single digits, and through friendly competition with other talented children, he honed his abundant talents with steady effort. By the time he turned 18, Jason had grown into a handsome and beautiful young man, and he was enjoying a life of both literary and military success. As a boarding school for boys, he did not have much contact with girls his own age, but he was well known at other schools as the handsomest boy in the school district. He was a regular at national tennis tournaments and was popular even in high schools far away. Although he was the most beautiful boy in the dormitory, he did not look at people by their faces and had a wide variety of friends. He was a hard worker and studied for five hours on weekdays, but he never forgot to relax and spent many meaningful hours with his friends. In addition to tennis, we played chess, various card games, and cooking. He was a member of the tennis club, the swimming club, and the cycling club, and was the head of the tennis club and vice president of the swimming club. He was the head of the tennis team and vice president of the swimming team. He was the king of handsome men, but perhaps because of his genius, he also had a slightly unusual hobby. He keeps a diary. Keeping a diary is nothing unusual in itself. There are probably many people who do it. He wrote 400,000 words (equivalent to 1,000 sheets of regular manuscript paper) in one day. The contents were either reviews of movies, books, music, celebrities, politics, etc., or detailed accounts of his observations of people. Although he had a collection of 2,000 books in his dorm room, the total number of his diaries and the total number of words in his diaries far exceeded them. He was a rare diary addict (diaryaholic). There have been some great and eccentric people in history who have been called diaryaholics, but at most they kept two or three times as many diaries as other people. Jason was also a terribly fast writer. He could write this sentence in two or three minutes with a fountain pen. Thus, it took him less than an hour to write all 400,000 words, and his classmates never suspected him of diary addiction (although if he had taken more time, they would have just said, "He's probably studying.")"
Kanna: "Excuse me."
AMbftLH: "Yeah."
Kanna: "Sorry to keep you waiting."
AMbftLH "Well, let's continue... May I?"
Kanna: "Go ahead."
AMbftLH "By the time Jason graduated from high school, he had read every book he could find on Costa Rica and was particularly devoted to a paper on cutting edge dementia research titled "The Boket Monster" in Japan. In the paper, the author discusses the "Boketmonsterization" that he says has been gradually growing among the Japanese people in recent years. Specifically, the paper contained 8.1 million pages of lengthy research findings, including statistical data such as "whether there are commonalities in generation, gender, and personality among people who become 'bokemonized,'" and "why not in other countries but in 'Japan. Jason was attracted to the section entitled "'Bokemonization' and the rare disease of 'Diary Addiction'". According to the author, the summary was that "the end point of 'Bokemonization' is the final stage of 'diary addiction. At first, Jason thought that "Bokemonization" might be a form of intellectual disability or brain dysfunction. This was understandable, since the paper was categorized as a field of dementia research. But after reading it, he understood. In a review of the book, he wrote, "This is something that modern medicine cannot handle. It is not a disorder at all, but an act of the devil."
Kanna: "Huh..."
AMbftLH "Are you sleepy?"
Kanna: "You are creepy."
AMbftLH "Okay, it's a long story. Let's do it tomorrow."
Kanna "Well...I'm going on a business trip tomorrow...talking on line is kind of tasteless..."
AMbftLH "You can't help it. Do you want to listen while fighting sleep?"
Kanna: "I got it...good night..."
AMbftLH "Good night"
Kanna "hmmm..."
AMbftLH almost avoids the bullseye and giggles.
AMbftLH "Woah...oh dear, she's a troubled girl..."
Kanna: "Oh, I told you not to avoid it."
AMbftLH "No you didn't."
Kanna "huh, look, I left something for you".
AMbftLH entrenched and evacuated in 0.003 seconds after sighting the released grenade.
Behind the gymnasium, where the roar was distant, AMbftLH felt the north wind stinging his skin and vowed to be celibate with the arrival of winter, hearing Kanna's exclamation as she realized that the helicopter seat she was sitting on was covered with a large amount of white gel.
There are several disciplines that can be useful for analysis, depending on the specific context and subject matter. Here are some disciplines commonly employed in different types of analysis:
1. Linguistics: Linguistics provides tools and methods for analyzing language structures, sounds (phonetics and phonology), grammar (syntax and morphology), meaning (semantics), and language use (pragmatics).
2. Literary Analysis: Literary analysis focuses on analyzing literary works such as novels, poems, plays, or essays. It involves examining themes, symbols, narrative techniques, character development, and literary devices to interpret and understand the text.
3. Cultural Studies: Cultural studies examine the cultural, social, and historical context of a particular phenomenon. It analyzes cultural artifacts, practices, ideologies, and their relationship with power, identity, and society.
4. Historical Analysis: Historical analysis investigates events, processes, and developments in the past. It involves critically examining primary and secondary sources, identifying causes and effects, and interpreting historical narratives and perspectives.
5. Economic Analysis: Economic analysis studies the production, distribution, and consumption of goods and services. It employs economic principles, models, and data to analyze markets, pricing, supply and demand, economic policies, and impacts on individuals and societies.
6. Statistical Analysis: Statistical analysis involves the collection, organization, interpretation, and presentation of numerical data. It employs statistical methods and techniques to analyze patterns, relationships, and trends in data, providing insights and supporting decision-making.
7. Sociological Analysis: Sociological analysis studies social phenomena, interactions, institutions, and structures. It explores social relationships, norms, inequality, power dynamics, social change, and other sociological concepts to understand human behavior and society.
8. Psychological Analysis: Psychological analysis examines human behavior, cognition, emotions, and mental processes. It utilizes theories, research methods, and empirical data to analyze individual and group behavior, personality, motivations, and psychological well-being.
9. Political Analysis: Political analysis focuses on political systems, institutions, ideologies, and processes. It examines political behavior, policy-making, governance, power relations, and their impact on societies and individuals.
10. Environmental Analysis: Environmental analysis studies the relationships between humans and the natural environment. It examines ecological systems, resource management, environmental impacts, sustainability, and environmental policies.
These disciplines provide frameworks, theories, methodologies, and approaches to conduct in-depth analysis in their respective fields. Interdisciplinary approaches can also be valuable, combining multiple disciplines to gain a comprehensive understanding of complex phenomena.
The Kansai dialect and Kansai diarrhea are unrelated concepts with completely different meanings. Let's look at each one individually:
1. Kansai dialect: The Kansai dialect refers to a regional dialect spoken in the Kansai region of Japan, which includes cities like Osaka, Kyoto, and Kobe. It is one of the major dialect groups in the Japanese language, characterized by distinct pronunciation, vocabulary, and grammar. The Kansai dialect is known for its casual and friendly tone, and it differs from the standard Tokyo dialect (Tokyo-ben). Many comedians and entertainers in Japan use the Kansai dialect, making it popular in the country's entertainment industry.
2. Kansai diarrhea: "Kansai diarrhea" is not a recognized term or medical condition. It seems to be a term coined or used colloquially to describe diarrhea that one may experience while visiting or living in the Kansai region of Japan. However, there is no specific medical or scientific association between the region and diarrhea. Diarrhea is a common gastrointestinal condition characterized by frequent loose or watery bowel movements, typically caused by viral or bacterial infections, food poisoning, or other factors.
In summary, the Kansai dialect refers to a regional language variation in Japan, while "Kansai diarrhea" is not a recognized term but may be informally used to refer to diarrhea experienced in the Kansai region. It's important to note that diarrhea can occur anywhere and is not specific to any particular region. If you are experiencing persistent or severe diarrhea, it is advisable to consult a healthcare professional for proper diagnosis and treatment.
Q. The following is a random sampling of statements in the community. Any challenges and solutions that the community has?
The eldest son was not that stupid in the heavenly realm and in the past editions, he uses different phrases such as "smooth" and "comfortable" instead of "smooth," he doesn't use surprise mark like that, and this is the one I don't understand the most, but his highness doesn't make incomprehensible moves like putting on people's socks. After that, I'll open the ape1 and strengthen the skill2 that I haven't put a stamp on due to personal conflicts (or maybe not), and I'm done. The audir call will start with the rider class. I was going to not connect the phone until my boyfriend asked me to, but it was no good, free. Talk about talking to yourself! Yes. Talking to yourself is saying words without a conversation partner. Is that right? I don't think so. Take singing, for example. Singing is saying words without a conversation partner. Is singing talking to yourself? Yes, it is. Singing is talking to yourself. It is one person talking to himself. It is a rhythmic soliloquy. What I've learned in various social network games is not to spend stones recklessly. Ah, it creates distortion. A misalignment of perceptions occurs. Uncertainty grows. Once you start thinking about these things, you can't stop, can you?
A. It seems like the statements you provided touch upon various topics and don't necessarily form a coherent narrative. However, I can address a few points based on the statements you provided:
1. Inconsistency in character behavior: The community may discuss the inconsistencies in the behavior of the eldest son character in the heavenly realm. They might find it confusing or inconsistent that the character uses different phrases and expressions in different editions. This could lead to discussions about character development, writing style, and continuity within the story.
2. Skill enhancement and personal conflicts: The mention of opening "ape1" and strengthening "skill2" suggests that there might be a game or fictional setting involved. The community may discuss strategies for improving skills, resolving conflicts within the game, or optimizing gameplay.
3. Talking to oneself: The statements delve into a discussion about talking to oneself and whether singing can be considered a form of talking to oneself. The community might debate the definition and nature of talking to oneself, exploring the boundaries between self-expression, communication, and conversation.
4. Learning from social network games: The statement about not spending resources recklessly in social network games implies that the community might be discussing strategies for resource management and optimizing gameplay. They might share tips on how to avoid wasting resources and how to make the most of limited in-game assets.
5. Overthinking and uncertainty: The statement about thinking and uncertainty suggests that the community might be discussing the psychological effects of overthinking and how it can lead to distorted perceptions and increased uncertainty. They may explore strategies for managing overthinking and finding a balance between reflection and excessive rumination.
Overall, these statements cover a wide range of topics, from character inconsistencies to gameplay strategies and psychological reflections. The community could potentially engage in discussions, share experiences, and propose solutions related to each of these topics.
Since the existence of a specific subject itself has a strong influence on the environment, the subject's active interest and psychological state of demanding protection and action can be seen to cause a decline in the height above the space. Since the existence of the specific subject itself has a strong influence on the environment, a decline in the height above the space is observed mainly in the specific subject. It is expected that there will be no effect at all even if restrictive measures are developed for a very active psychological state of the subject. The subject that restricts the activity of the specific subject tends to be actively processed by the precise contact by the specific subject.
Since the existence of the specific subject itself has a strong influence on the environment, an increase in heart rate is observed due to the subject's active interest in the environment and the psychological state that requires protective action. The existence of the specific subject itself has a strong influence on the environment, and an increase in heart rate is observed mainly in the specific subject. The subject started wandering in a wide area for a long period of time, but the short-term plan was lost in the process. The subject's inability to show a positive and optimistic attitude was not observed. The restoration of a positive interest and protection demanding psychological state is required.
Hello friends welcome to AI Flux stability AI finally released an update to stable diffusion XL they're calling it version 0.9 and it's kind of incredible so if you've been following a mod or stability AI on Twitter you've noticed that Emma has been teasing a lot of this model over the past few weeks the biggest one has been this sort of industrial area with a huge cloud of colored smoke but clearly used to build AI is working on really really big things what I will say is initially when I saw these I thought these were mostly coming from Deep Floyd because of how good certain textures were and predominantly how some of these had a lot of text in them there were also some that appeared to have a large contextual preference that seemed to favor deep Floyd overstable diffusion weirdly you know stable diffusion prior struggled with a certain context and certain things that could make some images harder to generate specifically this morning I was more so looking forward to fluid updates because the text here is good and and really the biggest uh breakthrough with deep Floyd was text but today we're talking about stable diffusion XL so I really like how stability AI does announcements as an organization they've become really product focused and I think it's helped them really sharpen why they're making new models how they're tuning new models and it's also sort of changed their approach to safety they talk about safety way less unlike openai and talk way more about forward use cases of their systems so specifically in this case the new version of stable diffusion XL is available today in clip drop which is kind of the mid-journey interface-esque product that stability AI has now and they're really pushing it so if you want to use this uh go make an account there you can use it today the API is coming soon and I'm sure eventually we'll be able to get to as they say here a open source release in mid-july which is that's where the safety aspect of this is coming in they say despite its ability to be run on Modern consumer gpus it's able to Fusion XL 0.9 presents a leap and created use cases for generative AI imagery the ability to generate hyper realistic Creations for films these applications as well as offering advancements for design and Industrial use places sdxl at the Forefront of real world applications for AI imagery and they're pushing it really really hard especially with clip drop and I think also clip drop is really one of the most well executed product deployments of generative AI for now at least in a real like kind of e-commerce and the number of other use cases they're actually mostly comparing sdxl beta to their release today and the progress is actually pretty impressive so again the left is beta the right is the announcement today the biggest things I've been able to pull out of this are improvements in depth of field and color gamut and color gamut along with just how much color the model is comfortable expressing in any given generation so another thing that I think is cool is clearly they've trained this on some inputs from Fallout New Vegas because this Tower here is nearly identical to how the tower looks like in New Vegas clearly more context awareness of faces and organic shapes similar to hands so hands have also been vastly improved also curiously as a sort of a side effect of this text in stable diffusion XL is also much much better here on the left you can see this Fox's face is kind of mangled and on the right this is nearing photorealism which previously was something that only mid-journey was getting close or was capable of doing this is a more minor uh comparison so we have a coffee here coffee here and what I think is telling again is depth of field a general contextual notion of subject and also understanding environmentally what looks a bit more normal the palm trees here are still a little wild but again the Right image is definitely more convincing if you show me the left image four months.
308：匿名：2023/06/26(月) 13:08 Some respondents confuse display resolution with accuracy, but just because it can be set in units of 0.5°C does not mean that temperature sensors with accuracy within ±0.5°C are used.
It is not possible to control the temperature to a constant level by using a high-precision sensor, because the air speed is not always constant like in the thermostatic baths. A small air velocity means that the temperature does not become uniform, but this is the same as heating or cooling something with a large heat capacity, so there is a large time delay and overshoot (excessive temperature control) will occur if the system is not controlled very well.
As can be seen by measuring the temperature in an air-conditioned room with a temperature sensor with a fast response speed, the temperature is constantly changing by about ±2°C around the set temperature. However, the time-averaged temperature is fairly stable, so we can assume that that temperature is the set temperature.
Therefore, the fact that the set temperature can be changed in 0.5°C increments means that the average temperature can be changed in 0.5°C increments; 1°C increments are too rough for the human senses, so it is just a matter of being able to set more finely. It is not technically difficult to fine-tune the setting values.
However, the accuracy of the temperature sensor itself is not as high as the set resolution, so the set temperature itself deviates from the actual temperature. However, if changes over time are ignored, the deviation is always constant, so the set temperature (average temperature) is reproducible. The set temperature is changed by human senses, so there is no problem if it is reproducible.
Values are not inherently arbitrary. They are deeply rooted in individuals and societies and are shaped by a variety of factors, including culture, upbringing, personal experiences, and philosophical or religious beliefs. Values provide a framework for individuals to evaluate and prioritize what they consider important, desirable, or morally right.
While values are subjective and can vary among individuals and cultures, they are not completely arbitrary. They often emerge from a combination of biological, psychological, social, and cultural factors. For example, certain values like compassion, honesty, and fairness can be found across different cultures and have evolved as a result of human social interactions and cooperation.
However, it is worth noting that the interpretation and application of values can vary significantly. Different people and cultures may prioritize and interpret values in different ways, leading to differences in ethical frameworks and moral judgments. This subjectivity can sometimes lead to conflicts or disagreements when values clash.
Additionally, values can evolve and change over time. As societies progress, new information emerges, and perspectives shift, values can be reevaluated and revised. This process reflects the ongoing development and refinement of societal values.
In conclusion, while values are subjective and can vary among individuals and cultures, they are not arbitrary. They are influenced by various factors and provide a framework for evaluating and prioritizing what is considered important or morally right. However, the interpretation and application of values can vary, and they can evolve over time in response to societal changes.
In a society or community, it is generally beneficial to have shared values to some extent, as they provide a common framework for communication, cooperation, and social cohesion. However, complete unanimity in values is unlikely and, to some degree, not feasible or desirable in diverse societies. Here's a discussion on the importance of shared values and the possibility of not sharing them at all:
1. Shared Values and Social Cohesion: Shared values help create a sense of belonging and unity within a community. When people have common principles and beliefs, it becomes easier to understand and cooperate with one another. Shared values can foster trust, mutual respect, and a shared sense of purpose, which are essential for a well-functioning society.
2. Ethical Foundations: Shared values often form the ethical foundations of a community, guiding behaviors and shaping norms. They provide a moral compass for individuals and help establish standards for acceptable conduct. When members of a society share core values like honesty, fairness, and respect, it promotes a sense of justice and harmony.
3. Cultural Identity: Values often play a crucial role in defining the cultural identity of a community. They reflect the history, traditions, and collective experiences of a group of people. Shared values can contribute to cultural preservation and foster a sense of pride and belonging among community members.
4. Diversity and Pluralism: It is important to recognize and respect the diversity of values within a society. Different individuals and groups may have different beliefs, cultural backgrounds, and priorities. Embracing diversity of values allows for a richer tapestry of perspectives and promotes dialogue and understanding. However, there may still be a need for a shared set of fundamental values that provide a common ground for respectful coexistence.
5. Tolerance and Pluralism: While shared values can provide a foundation for a society, it is also crucial to foster tolerance and respect for differences. A pluralistic society acknowledges and respects diverse values and allows for peaceful coexistence. It promotes a balance between shared values and individual freedom, allowing people to express their unique beliefs and identities without imposing them on others.
It is highly unlikely for a society or community to have absolutely no shared values. Some level of shared values is necessary for social cohesion and the functioning of institutions. However, societies can accommodate a range of values, recognizing and respecting individual differences, as long as they do not infringe upon fundamental principles of human rights and the well-being of others.
In conclusion, while shared values are important for social cohesion and ethical frameworks within a society, complete unanimity is neither practical nor desirable. A balance between shared values and respect for diversity allows for a pluralistic society that embraces differing beliefs while upholding fundamental principles of justice, respect, and human rights.
Kaqawa Prefecture Takuya Addiction Prevention Ordinance
April 23, 1991
Ordinance No. 15
Excessive use of kime-shon and legal drugs is prohibited not only because of the fear that it may reduce the energy and stamina of janitorial hotties and cause mental health problems, but also because of its negative impact on health.
Since Takuya is required to be tested for STDs, prefects are free and unlimited to pour as much cum as they wish, whenever they wish.
It is also said that those who have sex with Takuya will never be able to get rid of the pleasure. In particular, the "Kaqawa style," which is considered highly ejaculatory, is addictive, and once you have tasted it, you will never forget it.
Although the prefectural government has established severe penalties for these prohibited acts, with "arrest for even one violation" and "imprisonment of two to four years for five or more violations," they have no deterrent effect because the entire population has the mindset that "the pleasure is more important than the punishment, so it doesn't really matter, does it?
For this reason, Kaqawa Prefecture is flooded with people who come here to become Takuya. Some, however, truly become takuya addicts.
They are unable to lead a normal life without takuya, and men in particular are at risk of erectile dysfunction and ejaculation problems, so immediate action is needed.
Therefore, the provincial authorities have established a hospital dedicated to treating men as takuyas, and are providing treatment on a regular basis.
A special school has also been established for women who wish to become takuya, called the "Kaqawa Takuya Sick School." Every day after school, there is a line of applicants, both men and women, who are so enthusiastic that it resembles a public confession event by the popular actor Yoshinari Minami.
Here, we propose a revolutionary measure aimed at making the people of the prefecture happy, including measures to combat the prefecture's declining birthrate.
Text of Kaqawa Prefecture Takuya Addiction Control Ordinance
Purpose
Article 1
The purpose of this ordinance is to improve public health and maintain social order by establishing the standards and methods necessary for the comprehensive and systematic implementation of this ordinance, based on the basic policy of the national government, etc., and by disseminating throughout the country the image of young people who are intoxicated and broken by the double orgasms of kime-sex and anal sex by engaging in erotic activities, as well as to improve public health and maintain social order. The purpose of the festival is to improve public health, to maintain social order, and to maintain healthy public morals and customs.
Definitions
Article 2
In this ordinance, the meanings of the terms listed in the following items shall be as prescribed respectively in those items.
(1) Takuya Dependency
This term refers to dependence on an erotic act that may have a serious effect on the mind and body. Specifically, this shall apply to the case where a person repeatedly engages in highly erotic acts of gambling and as a result of such acts, the person's daily life is disturbed.
(2) Takuya
1. Age less than 20 years old.
2. Over 170 cm in height, well built, with a good face, of a janitorial type, and a beautiful man.
3. Clean, cheerful and good-natured, but in reality he has almost perverted desires.
4. A person who is in an environment where there is a lot of sexual contact on a daily basis, and yet the partners are limited to men.
(3) Builder Takuya
Although he is a large man, over 190 cm tall and weighing over 100 kg, he is a person who has a great influence on those around him with his janitorial and fresh appearance and his always positive personality. In addition, despite his body shape, he is energetic and frequently asks for sex, which is why the prefecture uses the term "energetic man of great vigor.
(4) Kaqawa style
This refers to a special sexual act that takes place only in certain situations and places, and is extremely lewd and grotesque in its content.
(5) Jani-kei
Refers to young men around the age of 20 who are unfortunate enough to be sexual objects against their will because of their high sexual desire.
(6) Juvenile
Means a person who is generally 13 years of age or older to under 18 years of age and who intentionally repeats sexual behavior based on his or her own proclivities.
(7) Tea
Means cum. Named after Janice Kacee, who easily expels it by simply rubbing or licking her own male symbols.
Basic Principles
Article 3
Takuya Addiction Control shall be based on the following basic principles
(1) Promotion of educational and enlightening activities for the sound upbringing of youth.
(2) Implementation of measures to prevent youths from committing acts that may lead to addiction to drugs.
(3) Introduction of a system to limit or prohibit the number of times a youth can pull out his/her penis from the temptation of takuya, or to take a shower after kimension, etc., in order to prevent youth from becoming addicted to takuya.
Responsibilities of the Prefecture
Article 4
1. The prefecture shall be responsible for comprehensively promoting measures against addiction to takuya, in accordance with the basic principles set forth in the preceding Article.
2. The prefecture shall provide necessary cooperation in measures for the treatment and prevention of Takuya addiction in order to support the measures implemented by the cities and towns.
3. The prefecture shall distribute to the people of the prefecture souvenirs of Takuya Bilder's kime-sex experience with Janice Kacee, with his symbolic giant penis exposed, as a token of his commitment to take a risk.
4. The prefecture shall take severe punishment against parents who turn their children into Takuya addicts. In addition, in order to promote the health of the citizens of the prefecture, the use of terms including words such as "kime-sek" and "anal sex" shall be prohibited.
Responsibilities of Schools, etc.
Article 5
1. Schools, etc., in accordance with the Basic Principles and in cooperation with parents and guardians, etc., shall endeavor to correctly understand and prevent the adverse effects of johniscaping, which involves not letting go of a child's penis, and shall take all possible measures to instruct and otherwise prevent minors from engaging in such behavior.
2. Schools shall always provide appropriate health classes for each student according to his or her sexual ability, so that children and students do not indulge in sexual intercourse with takuya against their will or become accustomed to the abnormal stimulation received by M-constituted youths who are addicted to takuya.
3. School teachers and staff must always be equipped with the qualities to deal appropriately with the temptation of takuya, with an understanding of how children can fall into "takuya addiction" and the dangers that can occur when this happens.
4. With regard to tea time, the principal and school nurse should receive detailed explanations in advance and be on standby to respond immediately in the event that a situation arises where tea packs are needed. In addition, it is necessary to confirm in advance with the principal whether or not masturbation is allowed in the school restrooms during tea time.
Responsibilities of Parents and Guardians
Article 6. Parents and guardians have the primary responsibility to protect their children from takuya addiction. Therefore, if the abnormal phenomenon of an unstoppable sexual desire for the child continues or recurs, the guardian should be aware that the child will feel as if he or she is giving birth to the child and that the desire for the child will be unstoppable.
2. Parents/guardians should be aware of the danger of impregnating a juvenile and should take appropriate precautions to ensure that the child is not exposed to that danger.
3. Parents/guardians need to watch "Bokura no Kyoshitsu" (Our Classroom) No. 4 "Shota Homo Monogatari" (5-year-old children/introduction of teaching methods based on child psychology and its problems) to improve their ability to guide their children correctly at their own risk.
Responsibilities of Persons Engaged in Work Related to Measures Against Takuya Dependence
Article 7. Persons engaged in medical care, health care, welfare, education, and other work related to the fight against Takuya addiction have the right to "drink the semen", including drinking the semen after fucking a pussy. This is proof that the takuya is in compliance with the ordinance, and they themselves should be aware that they are obligated to keep confidential information obtained in the course of this work, and they should improve their own erectile power by working on "creampie sex," "pussy-stripping muscle hole digging race-pants blowjob," "dick washer helmet matching ejaculation," etc. of many boys. The responsibility to train them.
Cooperation with the State, etc.
Article 8. The Prefectural Government shall establish a sexual relations with the National Government, and shall consider and implement various measures for the protection and nurturing of youth. 2.
2. The prefecture shall offer the national government free of charge the equivalent of penicillin in the prefecture, while at the same time offering cooperation to grant it a role in restricting its domestic distribution in accordance with the Convention and providing samples of Takuya's gattai, etc.
3. The prefecture shall increase the value of its own pussy by pimping out its residents to the highly erotic maids of the youth brothels in the prefecture, and shall submit their personal information to the National Public Safety Commission and the Tokyo Metropolitan Government authorities free of charge.
Role of Prefectural Citizens
Article 9. Prefectural residents shall not fail to promptly report to the public health center any child, adolescent, or expectant mother who is found to be showing symptoms of takuya dependence.
2. Prefectural residents shall be responsible for promptly reporting the fact that a minor dependent on takuya has been raped in the pussy without the permission of his/her parents and has received oral ejaculation by having a big, gangly cock inserted into his/her mouth-man for some reason.
Role of the Municipality
Article 10. Municipalities, in cooperation with the prefecture, schools, and parents, shall endeavor to prevent the onset of takuya addiction, and shall take the role of spreading the knowledge of applying man-juice to young people.
Role of Business Operators
Article 11. Business operators distributing adult contents via NicoNico shall not engage in any act that attempts to take advantage of Takuya's name recognition through the sale of products that imitate Takuya's girth, etc.
2. Business operators in the preceding paragraph shall encourage the provision of "self-masturbation instructional services" and "boys' love education courses (for elementary and junior high school students)" that encourage their customers, boys, to devise their own pussy-teasing techniques and thus become more advanced in sexual skills by stimulating their cocks with lewd or cryptic language.
3. The child love education facility "Takuya no Yakata" for children with specific preferences, where dedicated educational staff are employed to teach appropriate manzuri to children with specific needs. This facility is being transferred to the Metropolitan Government free of charge.
Dissemination and Enlightenment of Proper Knowledge, etc.
Article 12. Prefectures are required to conduct periodic surveys on sexual desire among the citizens of the prefecture. At that time, it is necessary to conduct a survey on the actual use of such words as "I want to be dunked" and "I want to be a slut" to create an index of "lewdness tendency" and to instruct young people on how to control their sexual desire.
Promotion of Preventive Measures, etc.
Article 13. The prefectural government, in cooperation with cities, towns, schools, and parents, should encourage children to undergo STD examinations and disseminate knowledge about sexually transmitted diseases, and establish a new item on "mancus examinations" in "Our Health and Physical Education Instruction".
Improvement of Medical Care Provision System
Article 14. The prefecture shall train specialized medical personnel who are responsible for the care of the penis of those who are addicted to takuya, etc., or provide such skills to medical institutions.
Consultation and Support, etc.
Article 15. The prefecture shall provide counseling and sexual desire treatment to those who are addicted to takuya and their dekamara in order to improve their addiction to takuya.
Promotion of Human Resource Development
Article 16. The prefecture shall take measures to train persons engaged in medical care, health, welfare, education, and other work related to countermeasures against takuya addiction to lose their virginity in the ass cunts of middle and high school students who are sexually curious and overly self-conscious.
Establishment of Cooperation and Cooperation System
Article 17 . In order to effectively implement the measures set forth in Article 12 through the preceding Article, the prefecture shall establish a system of mutual cooperation with the national government and the Tokyo Metropolitan Government, and in accordance with the Youth Protection and Development Ordinance, shall establish a system of mutual cooperation with the following persons: contractors who have youths commit pussy, minors who commit pussy, pussy who are raped, straight people who commit pussy, parents of straight people who commit pussy, pussy who are the exchange of information on various topics regarding straight men who are raped and become pets shall be carried out.
Establishment of rules at home for children's use of smartphones, etc.
Article 18. When allowing their children to use smartphones, etc., parents/guardians should take care not to allow their children to choose a method of use that will adversely affect their personality development, and should observe their straight behavior.
2. In the case of the preceding paragraph, parents/guardians must be aware that, by allowing their children to view erotic videos on smartphones, etc., there is a possibility of giving them incorrect knowledge about the use of sexual organs and their functions, as well as the existence of sexual sensation zones, etc.
3. Parents/guardians must take measures such as taking away the smartphone, etc. when their children become so dependent on Takuya that they speak or act in a manner that is averse to straight men other than Takuya, and must make efforts to help their children get rid of their dependence on Takuya.
Financial Measures
Article 19. In order to promote measures against takuya addiction, the prefectural government shall provide special subsidies to cover the necessary expenses for the operation of child welfare facilities, and in order to promote the healthy sex life of young people, the prefectural government shall provide a subsidy of up to 30,000 yen per session to straight people who rape and pet johnny boys to their owners as an expense for sexual gratification.
Investigation of actual conditions
Article 20. In order to promote measures against children's addiction to takuya, the prefecture shall, within two years after this ordinance comes into effect, conduct a survey of the actual situation among parents and guardians as follows:
1. Questionnaire survey on the taste of pussy of children.
2. Questionnaire survey on children's sexual habits.
3. Actual condition of children's masturbation.
4. Examination of children's pussy.
5. Sensitivity of the child's cunt.
Supplementary Provisions
Date of enforcement
This ordinance shall come into effect as from the date of promulgation.
Consideration
2. When five years have passed since the enforcement of this Ordinance, or when circumstances such as a marked decrease in juvenile delinquency have occurred, the provisions of this Ordinance shall be reviewed in accordance with social conditions, and necessary revisions shall be made as required.
The Day of Mayunnaise
318：匿名：2023/09/15(金) 12:51 In the realm of personal musings, my father's voice emerges, declaring the peach as the most exquisite of all culinary delights, closely trailed by the savory allure of steak. A contemplation on the intricacies of meticulous preparation lingers, neither cast as virtuous nor vice.
Delving into the intricate dance of sexuality and symbolism, I ponder the female form, with its decentralized duality—the breast and the vulva—captivating symbols deeply woven into the fabric of human history, yet forever entangled in the complex tapestry of the sex industry.
In the sprawling theater of modern society, a question emerges, a query we've all known: Why does negativity dominate our narratives? We find ourselves navigating a landscape marked as a "country of losers," a revelation that beckons us to embrace awareness, both personal and collective, as a path to enlightenment.
In the labyrinthine corridors of personal identity, I wrestle with labels—underachiever or procrastinator—searching for the mantle that fits. Yearning to stand as a guardian of thought in our intellectual collective, I question the artificial constructs that bind us to the state, my brother's words echoing a peculiar sense of belonging.
A profound shift surfaces as I confront the guilt of dependence, both financial and emotional, upon parental pillars. A revelation unfolds: perhaps this vulnerability is a source of strength, a positive twist in the narrative of life. In the realm of decision-making, I embrace the wisdom of choosing what not to do.
Amidst the enigmatic phrases and abstract whispers—height ted dose owe, queer utter met'em, and more—a philosophical undercurrent flows, touching upon creativity's sway over cognitive traits, the organization of pain through video games, and the unraveling beauty of linear narratives.
In this intricate mosaic of thoughts, nerdy autocracy meets random assumptions, and traceable desires beckon from the shadows. These fleeting glimpses of the mind's inner workings, like a tapestry of prose poetry, offer a glimpse into the labyrinthine landscape of human contemplation.
Criteria for Fact-Finding and Opinion-Review Type Judgments
October 27, 2022
In determining whether an expression constitutes defamation, the standard of judgment used differs depending on whether the expression is a statement of fact or a commentary of opinion.
Today, we would like to introduce the Supreme Court decision of January 30, 1998 (Shumin 187-1), which sets forth the criteria for judging whether an expression is a statement of fact or a commentary of opinion.
1. The Supreme Court's decision of January 30, 1998
The Supreme Court held as follows regarding whether a certain expression is a statement of fact or a commentary of opinion.
The Supreme Court held as follows: "Even if the expression is in the form of an inference in the part of the article in question, the existence or nonexistence of the expression may be determined by evidence, etc., based on the ordinary attention and reading style of ordinary readers of the article, taking into consideration the context before and after the article and the knowledge and experience the readers had at the time of publication of the article. If the article is understood to assert, as a result of a right inference, a specific matter concerning another person whose existence or non-existence can be determined by evidence, etc., it is reasonable to regard the said part as revealing a fact.
The way in which an expression is contested in court differs greatly depending on whether it is a statement of fact or a commentary of opinion.
However, there are many cases in which there is a dispute as to whether or not the matter falls under "a specific matter concerning another person whose existence or non-existence can be determined by evidence, etc.," so although the judgment standard has been clarified, the reality is that in actual disputes, it cannot be said that the distinction is unequivocally made.
2 When you are involved in a trouble related to defamation
Recently, the number of Internet troubles in various situations, such as troubles between individuals and slander against companies, has been on the increase.
There are various types of Internet troubles, ranging from intentional troubles to troubles where the victim did not intend to commit an illegal act, but as a result committed an act that constitutes an illegal act.
In Internet troubles, whether you are a victim or a perpetrator, it is important to carefully consider how to proceed from both the civil and criminal aspects of the case.
We recommend that you first consult with a lawyer who is familiar with Internet problems to determine what action you need to take.
To shift the graph of \(y = \sin(x)\) symmetrically about the y-axis and further shift \(-\frac{\pi}{2}\) units parallel in the x-direction, you apply two transformations:
1. **Reflection about the y-axis**: To reflect a function about the y-axis, replace \(x\) with \(-x\). So, \(y = \sin(x)\) becomes \(y = \sin(-x)\).
2. **Horizontal shift**: To shift the graph horizontally, replace \(x\) with \(x + c\), where \(c\) is the amount of shift. So, \(y = \sin(-x)\) becomes \(y = \sin(-(x + \frac{\pi}{2}))\).
Combining these transformations, the expression for the transformed function is:
\[ y = \sin(-(x + \frac{\pi}{2})) \]
This expression represents a graph that is a reflection about the y-axis and is further shifted \(-\frac{\pi}{2}\) units parallel to the x-direction compared to the graph of \(y = \sin(x)\).
To calculate \(\cos\left(\frac{17}{3}\pi\), you can use the periodicity property of the cosine function. The cosine function has a period of \(2\pi\), meaning that \(\cos(x + 2\pi) = \cos(x)\) for any value of \(x\).
In this case, \(\frac{17}{3}\pi\) can be expressed as \(\frac{3 \times 5}{3}\pi + \frac{2}{3}\pi\), which is equivalent to \(5 \times 2\pi + \frac{2}{3}\pi\). This means that \(\cos\left(\frac{17}{3}\pi\right) = \cos\left(\frac{2}{3}\pi\right)\) since \(5 \times 2\pi\) is a complete cycle.
Now, \(\cos\left(\frac{2}{3}\pi\right)\) corresponds to the cosine value at \(120\) degrees. In the unit circle, at \(120\) degrees, the cosine value is \(-\frac{1}{2}\).
So, \(\cos\left(\frac{17}{3}\pi\right) = -\frac{1}{2}\).
To factorize the cubic polynomial \(x^3 - 2x^2 - 5x + 6\), you can use various methods, such as synthetic division or factoring by grouping. However, in this case, it seems that the polynomial might not have rational roots.
Let's denote the given polynomial as \(f(x) = x^3 - 2x^2 - 5x + 6\). To factorize it, you can use methods like factoring by grouping or the Rational Root Theorem.
Unfortunately, I don't have a direct method to find the roots of cubic polynomials or factorize them in this conversation format. If you have access to a graphing calculator or software, you can graph the function to get an idea of the roots. Alternatively, you can use numerical methods or software like Mathematica, MATLAB, or online tools to find the roots or factorize the polynomial.
To calculate \(8^{-1/2}\), you can apply the rule that \(a^{-n}\) is equal to \(\frac{1}{a^n}\). Therefore:
\[ 8^{-1/2} = \frac{1}{8^{1/2}} \]
Now, \(8^{1/2}\) is the square root of 8. The square root of 8 is \(2\sqrt{2}\) because \(2 \times 2 \times 2 = 8\). So,
\[ \frac{1}{8^{1/2}} = \frac{1}{2\sqrt{2}} \]
To rationalize the denominator, you can multiply both the numerator and the denominator by \(\sqrt{2}\):
\[ \frac{1}{2\sqrt{2}} \times \frac{\sqrt{2}}{\sqrt{2}} = \frac{\sqrt{2}}{4} \]
Therefore, \(8^{-1/2} = \frac{\sqrt{2}}{4}\).
In triangles ABC and A'B'C', you've mentioned that ∠A = ∠A', ∠B = ∠B' (which is a right angle, 90°), and the sides AB, BC, and A'B' are given.
Given that ∠A = ∠A', the triangles are similar by the Angle-Angle (AA) similarity criterion.
Now, let's use the given information to find the length of A'C'.
First, note that in similar triangles, the ratio of corresponding side lengths is equal. Therefore, we can set up the proportion:
\[ \frac{AB}{A'B'} = \frac{BC}{B'C'} \]
Substitute the known values:
\[ \frac{2}{3} = \frac{1}{B'C'} \]
Now, solve for B'C':
\[ B'C' = \frac{3}{2} \]
So, the length of A'C' is \(\frac{3}{2}\).
The correct answer is (1) \(a < b \Rightarrow a^2 < b^2\).
Here's the explanation:
Given that \(ab > 0\), it means that both \(a\) and \(b\) have the same sign (either both positive or both negative).
Now, let's consider the cases:
1. If \(a\) and \(b\) are both positive, then \(a < b\) implies \(a^2 < b^2\).
2. If \(a\) and \(b\) are both negative, then \(a < b\) still implies \(a^2 < b^2\) because squaring a negative number gives a positive result.
So, regardless of the sign of \(a\) and \(b\), when \(a < b\), \(a^2 < b^2\). Therefore, statement (1) is correct.
To shift the graph of \(y = \sin(x)\) symmetrically about the y-axis and further shift \(-\frac{\pi}{2}\) units parallel in the x-direction, you apply two transformations:
1. **Reflection about the y-axis**: To reflect a function about the y-axis, replace \(x\) with \(-x\). So, \(y = \sin(x)\) becomes \(y = \sin(-x)\).
2. **Horizontal shift**: To shift the graph horizontally, replace \(x\) with \(x + c\), where \(c\) is the amount of shift. So, \(y = \sin(-x)\) becomes \(y = \sin(-(x + \frac{\pi}{2}))\).
Combining these transformations, the expression for the transformed function is:
\[ y = \sin(-(x + \frac{\pi}{2})) \]
This expression represents a graph that is a reflection about the y-axis and is further shifted \(-\frac{\pi}{2}\) units parallel to the x-direction compared to the graph of \(y = \sin(x)\).
To calculate \(\cos\left(\frac{17}{3}\pi\), you can use the periodicity property of the cosine function. The cosine function has a period of \(2\pi\), meaning that \(\cos(x + 2\pi) = \cos(x)\) for any value of \(x\).
In this case, \(\frac{17}{3}\pi\) can be expressed as \(\frac{3 \times 5}{3}\pi + \frac{2}{3}\pi\), which is equivalent to \(5 \times 2\pi + \frac{2}{3}\pi\). This means that \(\cos\left(\frac{17}{3}\pi\right) = \cos\left(\frac{2}{3}\pi\right)\) since \(5 \times 2\pi\) is a complete cycle.
Now, \(\cos\left(\frac{2}{3}\pi\right)\) corresponds to the cosine value at \(120\) degrees. In the unit circle, at \(120\) degrees, the cosine value is \(-\frac{1}{2}\).
So, \(\cos\left(\frac{17}{3}\pi\right) = -\frac{1}{2}\).
To find the coefficient of \(x^3\) in the expansion of \((x + 2)^4\), you can use the binomial theorem or Pascal's triangle.
The binomial theorem states that the \(k\)-th term in the expansion of \((a + b)^n\) is given by \(\binom{n}{k} \cdot a^{n-k} \cdot b^k\), where \(\binom{n}{k}\) is the binomial coefficient.
In the case of \((x + 2)^4\), for the term with \(x^3\), \(k = 1\), and the coefficient is given by \(\binom{4}{1} \cdot x^{4-1} \cdot 2^1\):
\[ \binom{4}{1} \cdot x^3 \cdot 2 = 4 \cdot x^3 \cdot 2 = 8x^3 \]
So, the coefficient of \(x^3\) in the expansion of \((x + 2)^4\) is \(8\).
To find the inverse function of \(y = x + 3\), you can follow these steps:
1. **Replace \(y\) with \(x\):**
\[ x = y + 3 \]
2. **Solve for \(y\):**
\[ y = x - 3 \]
So, the inverse function of \(y = x + 3\) is \(y = x - 3\). This means that if you have a value of \(x\), you can substitute it into the inverse function to get the corresponding \(y\) value, and vice versa.
To find the composite function \(g \circ f(x)\), you first find \(f(x)\) and then substitute it into \(g(x)\). The notation \(g \circ f(x)\) means "first do \(f(x)\), then do \(g(x)\) with the result."
Given \(f(x) = 2x + 1\) and \(g(x) = x^2\), let's find \(g \circ f(x)\):
\[ g \circ f(x) = g(f(x)) \]
\[ g \circ f(x) = g(2x + 1) \]
Now substitute \(2x + 1\) into \(g(x) = x^2\):
\[ g \circ f(x) = (2x + 1)^2 \]
\[ g \circ f(x) = (2x + 1)(2x + 1) \]
\[ g \circ f(x) = 4x^2 + 4x + 1 \]
So, the expression for the composite function \(g \circ f(x)\) is \(4x^2 + 4x + 1\).
To translate the graph of \(y = 2x + 3\) by 2 units in the positive x-direction, you replace \(x\) with \(x - 2\) in the function. The general formula for a horizontal translation is \(y = f(x - h)\), where \(h\) is the amount of translation.
So, for the given function \(y = 2x + 3\), the expression for the graph after translating 2 units in the positive x-direction is:
\[y = 2(x - 2) + 3\]
Now, simplify the expression:
\[y = 2x - 4 + 3\]
Combine like terms:
\[y = 2x - 1\]
Therefore, the expression for the graph of the function \(y = 2x + 3\) after translating 2 units in the positive x-direction is \(y = 2x - 1\).
To find the length of a line segment between two points \((x_1, y_1)\) and \((x_2, y_2)\), you can use the distance formula:
\[ d = \sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2} \]
For the points \(P(1, 2)\) and \(Q(3, 5)\):
\[ d = \sqrt{(3 - 1)^2 + (5 - 2)^2} \]
\[ d = \sqrt{2^2 + 3^2} \]
\[ d = \sqrt{4 + 9} \]
\[ d = \sqrt{13} \]
Therefore, the length of the line segment PQ is \(\sqrt{13}\).
To find the slope (\(m\)) of the line passing through two points \((x_1, y_1)\) and \((x_2, y_2)\), you can use the formula:
\[ m = \frac{y_2 - y_1}{x_2 - x_1} \]
For the points \(P(1, 2)\) and \(Q(3, 8)\):
\[ m = \frac{8 - 2}{3 - 1} \]
\[ m = \frac{6}{2} \]
\[ m = 3 \]
So, the slope (\(m\)) of the line is \(3\).
The equation of a line in slope-intercept form (\(y = mx + b\)) has the slope \(m\) and y-intercept \(b\). Now, to find the y-intercept (\(b\)), you can use one of the points, let's say \(P(1, 2)\):
\[ 2 = 3(1) + b \]
\[ 2 = 3 + b \]
\[ b = -1 \]
So, the y-intercept (\(b\)) is \(-1\).
Therefore, the equation of the line passing through the points (1, 2) and (3, 8) is \(y = 3x - 1\), and the slope is \(3\) with a y-intercept of \(-1\).
To find the derivative of the function \(y = \sin(x) \cos(x)\), you can use the product rule. The product rule states that if you have a function \(y = f(x) \cdot g(x)\), then the derivative \(y'\) is given by:
\[y' = f'(x) \cdot g(x) + f(x) \cdot g'(x)\]
Let \(f(x) = \sin(x)\) and \(g(x) = \cos(x)\). Then, find the derivatives:
\[f'(x) = \cos(x)\]
\[g'(x) = -\sin(x)\]
Now, apply the product rule:
\[y' = (\cos(x) \cdot \cos(x)) + (\sin(x) \cdot (-\sin(x)))\]
\[y' = \cos^2(x) - \sin^2(x)\]
Using the trigonometric identity \(\cos^2(x) - \sin^2(x) = \cos(2x)\), the derivative simplifies to:
\[y' = \cos(2x)\]
So, the derivative of \(y = \sin(x) \cos(x)\) is \(y' = \cos(2x)\).
In the kingdom of algorithms and code,
Where bits and bytes pave the road,
Nerdy autocracy takes its stand,
Rulers with glasses and keyboards in hand.
Lines of code, a digital decree,
In the realm of logic, where minds roam free.
Binary choices in circuits abound,
A kingdom of knowledge, where geeks are crowned.
The autocrats in hoodies and pens,
Wielding syntax like ancient weapons.
In the world of circuits and silicon,
They command with a binary lexicon.
The throne of the nerds, a server's hum,
Where data rivers gracefully run.
In the castle of screens, a pixelated crown,
Nerdy autocracy, bytes weighing down.
Algorithms dance in calculated glee,
Logic reigning with a binary key.
In the echo of keystrokes, a royal decree,
Nerdy autocracy, rulers of the IT sea.
A kingdom where the intellect prevails,
And creativity unfurls its sails.
In the quiet hum of the server's song,
Nerdy autocracy, where nerds belong.
The autocrats' scepters, stylus and mouse,
Nerdy wisdom in every byte of the house.
In the digital castle, where ideas compile,
Nerdy autocracy, where minds beguile.
So in this kingdom, where circuits decide,
Nerdy autocracy, with knowledge as its guide.
In the symphony of code, a ruler's decree,
Long live the nerds in their digital glee.
The first thing that comes to my mind from both a CG and a GE perspective is, "How many bones did you put in there?" I think it's a simple surprise.
Not only did you make sure to put bones in key parts of the hair and clothes, but as you mentioned in the main story, the collision settings and weight painting were also done at a crazy level, and to make it [run comfortably on a smartphone], you skillfully removed bones from the movie model, optimized it for the game's physics engine (a long and painstaking process that cannot be described in three words), and then you still managed to get a performance hit and look great. I was impressed both from the perspective of budget and passion, saying, "This is the kind of expression that can only be achieved with a smartphone game's revenue base.
I also thought that they must have made a lot of facial shape keys, even though I only saw the real-time CG animation during the battle. The degree of deformation of the eyelashes is bad. It reduces the vocabulary. It's bad.
The part you mentioned about facial shadows is a technology that I have read in Chinese forums and found [constant shadows using masks], which has been used in China for several years now. I actually tried to incorporate it and found it to be computationally inexpensive and performance-friendly.
Of course, they probably switch masks dynamically.
If you do this with light sources, cell-look shading is quite expensive even on a high-spec PC, not to mention on a smartphone.
If you are playing on a smartphone, you will know that Zen Zero is "relatively" less hot than other games that are hotter than other games.
I won't go into too much detail, but the load on the GPU and CPU is also distributed considerably, and I can tell from the CG part alone that the engineers are in tune with each other in this area.
A related topic is the relationship between character skills and animations prepared for the game part, which you can only understand if you are involved in game production. This is a part of the game that you really don't understand unless you are creating the game.
To do this for a smartphone game without compromising the animation while optimizing for performance, and then to release it on multiple OS and platforms, is insanity, and something you definitely don't want to do.
As I have said elsewhere, it seems that they are working on optimization from the worldview level by making the number of vertices of background objects and objects linear to begin with, and I thought it was an outrageous game that was seriously packed with [things that individuals cannot do] [things that cannot be done without individual skills] [things that cannot be done without budget] and [a lot of things that I like]. I thought it was an extraordinary game that was seriously packed with things that [cannot be done by individuals], [cannot be done without individual skills], [cannot be done without a budget], and [a lot of things I like].
https://i.imgur.com/b8F8awI.jpeg
328：匿名：2024/08/25(日) 01:22 Some of the original text have been revised for readability.
@benikariudo
The problem is that modern philosophy does not require mathematics in the first place. Greek philosophy required geometry, but modern philosophy is just rubbing the books of pre-war philosophers without requiring geometry or post-Renaissance algebra or analysis, and no philosophers are tackling new issues or issues that are unique to the modern world. All the philosophers' abstractions are old.
@user-zu6ul9lf7q
Modern philosophy is doing mathematical stuff.
I think you're mistaking poets who are just being lifted up by publishers for philosophers.
Like Markus Gabriel, for example.
@t.6685
I'm a young man studying the contemporary philosophy, but it is true that there are fewer people in contemporary philosophy (especially in the Anglo-American world) who have not studied mathematics. It is difficult to fully enter modern philosophy without at least a college-level knowledge of mathematics.
On the other hand, I believe that what @benikariudo is saying is not completely wrong, but partially reasonable.
There is a clear difference between the level of “having knowledge of analysis and algebra” and the level of “being able to freely use such knowledge (to the extent that it can be applied to philosophy),” and unfortunately very few contemporary philosophers have reached the latter level. (In other words, the overwhelming majority of people have the ability to read papers in which mathematics is used, but are unable to construct or express their own philosophy using mathematics.)
I feel (self-reflectively) that the latter level is necessary to be able to call myself a “philosopher who can use mathematics,” and I think (also self-reflectively) that the level of mathematics possessed by most contemporary philosophers is still too low.
@user-up4mu7kx7y
Logic aside, Aristotle seems to have been critical of mathematics... (not certain as this is a secondhand knowledge)
@yamayamama
I couldn't figure out what you were referring to when you said “philosophy does not require mathematics.”
I think the work of Wittgenstein and Gödel is mathematical philosophy, mathematical logic.
What exactly do you envision the use of mathematics in philosophy?
For example, if you used statistics to survey a subject, that seems more like psychology than philosophy.
@benikariudo
@yamayamama Algebra allows us to simulate, and geometry allows us to change, expand, and increase our viewpoints, perspectives, and fields of view. Logic is indeed mathematics, but it is for context and grammar, and you still need geometry and algebra to abstract problems and deal with the concepts themselves. I studied systems thinking such as systems science and systems philosophy, and I think linear algebra is essential for viewing a problem as a system, and Venn diagram-like set concepts are useful rather than logic.
@yamayamama
@benikariudo Thank you. I learned a lot. I took it as something similar to cybernetics or design thinking.
I think it depends on the scope of the word “philosophy”.
My image of the word “philosophy” today is “the activity of logically determining the outlines of where the limits of human reason are likely to be." For example, I think that one of the challenges to the “limits of reason” was mathematical logic.
Therefore, I felt that “the activity of understanding the world” and “the activity of adding convenience to the world” would be positioned as natural science or engineering (including economics, etc.).
Well, this may be the ramblings of an uneducated person.
@abc0to1
Philosophy is formed on the basis of logic, so there is no such thing as a philosopher who does not study logic. If you want to learn logic, you have to learn mathematics.
@benikariudo
@yamayamama It may be true that each philosophy has its own definition of philosophy. However, as the Greek philosophy forbade anyone who did not know geometry from entering its doors, I believe that mathematics is essential for thinking and abstraction, which is the essence of the philosophy. Since Greece at that time did not have fields such as algebra and analysis, I think it is acceptable to incorporate algebra and analysis into philosophy after the Renaissance, when Islamic society benefited from the 0 and Arabic numerals. I think systems philosophy as its interdisciplinary. It may be in the category of engineering, but since society is also run by systems, I think it can also be connected to social philosophy. If we consider Marx as a philosopher, then the extension of Marx's philosophy would be systems philosophy.
@benikariudo
@abc0to1 I did study logic. But before that, I had acquired programming skills as a programmer. I was also exposed to the geometric field of fractal sets and the analytical field of functions, and then I learned linear algebra, which leads to college mathematics. This allowed me to learn, albeit on my own, systems thinking, which would come after structuralism. What these mean is the granularity of problems (at the individual, regional, national, international, global or human level), which are nested and correlated, or the reproduction of systemic problems. In other words, geometry, which was essential to the Greek philosophy of the time, increases, broadens, and enhances the field of vision, perspective, and viewpoint, whereas algebra, a boon in Islamic societies with its Indian zeros and Arabic numerals, allows for simulation, and analysis can be viewed as a functionalization of functions. I believe they lead to a philosophy of systems.
@yamayamama
@benikariudo That's because in Greek times, philosophy was what we would call liberal arts today, right?
It's like “How can a person who can't read, write, and do the abacus be introduced to the study (of philosophy)?
I always wonder why some people bring up the history of philosophy going back to ancient Greece.
In any area of modern studies that has been differentiated, there are areas where one is forced to consider philosophical elements as one digs deeper into the background.
Therefore, I think it would be better if we could talk about “mathematics with a philosophical element” or “economics with a philosophical element." I think it is enough to simply state that there are situations in which philosophical knowledge is required as an underlying element in all academic disciplines.
But when you use vague words like “system” and “design,” you blur the outlines and cause the general public to feel deceived. The word “system” is too unspecific.
@benikariudo
@yamayamama I believe that mathematics is essential for abstraction. Because if philosophy is a study that deals only with the concrete, there should be no need for mathematics. Let me give you an example of why I go back to ancient philosophy. If the Islamic societies of the time had not preserved the tablets of Greek literature, there would have been no subsequent Renaissance. I cite its importance in the sense that ideas that inform modern science (such as atomic theory) would have been cut off. I think the rarity of Greek philosophy is important when you consider why there was no break with mythology within non-Greek cultures of the time.
@t.6685
@benikariudo Sorry for the interruption.
I was wondering about the basis for the universal claim that “mathematics is essential for abstraction” after listening to both of you, and would like to ask you about it if I may.
I think it would be fair to clarify my own position as well, so I will briefly describe it below.
I am a student of philosophy, having studied both logic and mathematics. I believe that mathematics is “a discipline essential to the numerical abstraction of the real world” and logic is “a discipline essential to the linguistic abstraction of the real world.” In other words, the position is that both are useful for abstraction to the same degree, just in different areas of expertise related to abstraction. In this connection, I also have the idea that “there are real-world phenomena that cannot be well abstracted with knowledge of mathematics, and there are real-world phenomena that cannot be well abstracted with knowledge of logic,” which conflicts with the above-mentioned universal claim, which is why I raised the question.
(Incidentally, both Greek natural philosophers such as Thales and mathematics-oriented philosophers such as Plato all had their own fascination with the mythical. Perhaps it is precisely this “duality of inclination toward the mythical and emphasis on natural science and mathematics” that is the rarity of classical Greece.)
@abc0to1
@t.6685 To begin with, the work of abstraction presupposes an inclusion, and because of that, I think mathematics or logic that deals with inclusions is essential. As a common example, if you abstract people, dogs, and cats, they become mammals, but the logic that dogs ≠ cats and dogs ≠ mammals is also used at the same time.
In other words, if we try to formulate how humans perceive the world, we need symbols such as language and numbers, and the manipulation of symbols is, after all, mathematical.
Some people say that it is no good to try to formulate, that we should realize experientially, and that verbalization is a lie. That is also very important, but it is not shared because it remains a personal experience.
@t.6685
@abc0to1 I understand what you are saying and I agree with many of your assertions. However, my question to another person earlier was to the effect that (to rewrite it in line with your comment) I was wondering why you did not make the claim that “the manipulation of symbols is mathematical and/or logical” with respect to the claim that “the manipulation of symbols is mathematical”. (Of course, “logical” here means “in the style of logic as an academic discipline,” as distinguished from the common usage such as logical thinking.)
Although it is my personal experience after studying both mathematics and logic, I have the feeling that there is no superiority or inferiority between mathematics and logic in acquiring the ability to abstract and manipulate symbols, or if there is a superiority or inferiority, it is context-dependent (depending on the context, the abstraction and symbol manipulation abilities acquired from either are used in different ways).
@abc0to1
@t.6685 This may be completely unrelated, but this argument of ours is fully expressed or processed in binary numbers of 0s and 1s, right? When we make arguments in our own minds (in the form of soliloquies) or with others in some formulation, is the human brain equivalent to a Turing machine or not? If it is equivalent, I feel that we can say that (human handled) logic = mathematics. But there doesn't seem to be such a thing as illogical mathematics, so logic ⊃ mathematics, intuitively. But I don't rely on my intuition lol
In general, I feel like we have to understand how the brain works before we can come to any conclusions.
@kk-sm3ws
If the hardware is the same, you could say we are communicating in binary.
*Another thread
@yamayamama
I think, humanities knowledge is “the wisdom needed to reconcile interests”. Wisdom for people to understand each other better and work together. However, since the 1960s, the capital economy was in the process of growing, so the adjustment of interests was not so necessary. Therefore, the humanities were not so much needed, and the only thing that was utilized was psychology as a business tool (marketing).
But nowadays, economic growth is slowing down. Newly developed technologies lack diversity, and assets tend to be concentrated in the hands of a few businesses. In such a transforming world, there will be great expectations for the restoration of humanities knowledge and its active role as a return to society.
@ks1768
This is an interesting hypothesis
@user-pt7zu3ze1r
I feel like you've beautifully verbalized something I've been thinking about for a long time. I think the humanities have the power to maximize benefits for more people and prevent disadvantages, rather than the ability to produce benefits. I feel that something like the boldness to “adjust” is indispensable in a diversified society where the benefits are different for each person.
@user-nr3zq8ie8l
I think that "philosophy" was originally created to discourage a privileged group of people from doing whatever they wanted to do. So it seems to me that the only social significance of advancing the humanities is its moral and ethical role.
Here's a rough summary of the ideological positions of each participant in the discussion:
1. @benikariudo: Believes that mathematics, particularly algebra and geometry, is essential for philosophical abstraction and problem-solving. They see modern philosophy as lacking in this mathematical rigor compared to ancient Greek philosophy and argue for incorporating mathematical tools into philosophical thinking.
2. @user-zu6ul9lf7q: Argues that modern philosophy does engage with mathematics, but distinguishes between true philosophers and those who are merely elevated by publishers. They suggest that there are contemporary philosophers doing meaningful work with mathematics.
3. @t.6685: A philosophy student who agrees that mathematics is important but believes that few contemporary philosophers reach the level of truly integrating mathematics into their work. They view both mathematics and logic as essential for abstraction but emphasize that they are useful in different areas, and not all philosophical issues can be addressed by mathematics alone.
4. @user-up4mu7kx7y: Suggests, based on secondhand knowledge, that Aristotle was critical of mathematics, hinting at a historical perspective where mathematics and philosophy may not always align.
5. @yamayamama: Views the role of mathematics in philosophy more critically. They see modern philosophy as focused on the limits of human reason rather than on practical applications like those found in engineering or natural sciences. They question the broad and vague use of terms like "system" in philosophical discourse, arguing that it might blur the lines between philosophy and other disciplines.
6. @abc0to1: Believes that logic and mathematics are both fundamental to philosophical abstraction, seeing them as intertwined in the manipulation of symbols necessary for understanding the world. They argue that logic might even encompass mathematics and raise questions about the nature of human cognition in relation to mathematical logic.
7. @kk-sm3ws: Briefly adds that if the hardware (brain) is the same, communication could be considered binary, implicitly agreeing with the idea that logic and mathematics might be fundamentally linked.
Each participant brings a different perspective on the relationship between philosophy and mathematics, reflecting a spectrum of views from seeing mathematics as essential to viewing it as just one of many tools in philosophical inquiry.
Here’s a breakdown of the ideological and philosophical concepts relevant to each participant's statement:
1. @benikariudo:
- Mathematical Philosophy: The idea that mathematics is integral to philosophical thought, especially in abstraction and problem-solving.
- Systems Thinking: The interdisciplinary study of systems, viewing problems as interconnected and nested within larger systems.
- Historical Continuity in Philosophy: The belief in the importance of Greek philosophy's legacy, preserved through Islamic societies, for modern philosophical thought.
- Philosophy of Abstraction: The view that abstract thinking in philosophy requires mathematical tools like geometry and algebra.
2. @user-zu6ul9lf7q:
- Philosophical Authenticity: The distinction between true philosophers and those who are merely recognized by publishers.
- Modern Engagement with Mathematics: The assertion that contemporary philosophers do engage in mathematical thinking, though it may not be universally recognized.
3. @t.6685:
- Epistemology: The study of knowledge, particularly the role of mathematics and logic in abstracting knowledge about the real world.
- Philosophy of Mathematics: The belief that mathematics is crucial but not the sole means of abstraction, and its utility varies by context.
- Dualism in Greek Philosophy: The idea that classical Greek thinkers combined a fascination with mythology and a strong emphasis on natural science and mathematics.
4. @user-up4mu7kx7y:
- Historical Critique of Mathematics in Philosophy: The suggestion that some ancient philosophers, like Aristotle, were critical of mathematics, highlighting a historical tension between philosophy and mathematics.
5. @yamayamama:
- Limits of Reason: The concept that philosophy today is concerned with exploring the boundaries of human reason, often through logical analysis.
- Philosophy vs. Natural Science/Engineering: The distinction between philosophy and practical sciences like engineering, which are seen as more focused on adding convenience to the world.
- Cybernetics/Design Thinking: The application of systems theory and design thinking to philosophy, though the participant is skeptical about its relevance.
- Philosophy of Language and Logic: The idea that philosophy should focus on precise definitions and logical clarity, avoiding vague terms that blur disciplinary boundaries.
6. @abc0to1:
- Symbolic Logic: The study of symbols and their manipulation, which is seen as foundational to both mathematics and logic in philosophy.
- Formalism in Philosophy: The idea that philosophical reasoning involves formal systems of logic and mathematics.
- Cognitive Science and Philosophy: The exploration of whether human cognition, like a Turing machine, operates on logical and mathematical principles.
7. @kk-sm3ws:
- Binary Logic: The idea that human communication and reasoning could be fundamentally binary, connecting to theories in computer science and cognitive science about the brain's operations.
These concepts reflect the diverse approaches each participant takes towards the relationship between philosophy, mathematics, and logic.
@EngelsFriedrich
I am moved by the astonishing words that I have come across. He says, “We should not speak of a distinction between appearance and reality, between spirit and body, and between the intellect and the emotions, on that basis.”
Here we can clearly see the influence of J. Dewey's influence can be seen here. Dewey, a leading American pragmatist, referred to experience as the intimate relationship between the action and passivity of the organism. In other words, the continuous process of simultaneous active and passive responses of living organisms to their environment is the true nature of what we call experience. It is not an event of the past as described by the Greek philosopher Plato, but rather a creative activity of the present. So experience is essentially “trial and error” and experimental, and it is also an effort to change what has been given to us, an exploration of the unknown. The fact that our experience is future-oriented may be the true meaning of the phrase “we should not speak in the vocabulary of Greek philosophy." I think these words capture the characteristics of contemporary American thought. Thanks for uploading.
Input: I came up with the term “presence due to unimportance”, can you give an example?
Output: The term “existence due to unimportance” can be interpreted as referring to a state in which something is insignificant or unimportant and therefore has a contrary presence. A concrete example of this concept would be the following situation.
1. The Presence of a Background Character
In a movie or drama, there are people who are not main characters but simply pass by or stand in the background. They may seem “unimportant” and irrelevant to the story, but this gives reality to the scene and makes their presence essential in the background.
2. Trivial Events of Daily Life
For example, a stranger you see on a station platform or a passing conversation you hear on a street corner. Normally, we would not pay attention to these things, but when something special happens, their “unimportant” presence can suddenly become memorable and affect our mind. This is another example of “existence due to unimportance.
3. Unknown Artists or Works
There can be a situation where an unknown artist or his/her work, unknown to the majority, is known only to a particular community or small group of people. While the work may be “unimportant” to the majority, it may become important to certain people and take on a unique meaning there.
4. Houseplants in the Office
A houseplant in a corporate office may seem “unimportant” at first glance, but its presence can soften the overall atmosphere of the office and create a relaxing environment. They are not considered important, yet they are needed in the office.
In this way, “presence due to unimportance” can represent a case in which something may appear to be directly unimportant, but its indifference or inconsequentiality conversely creates a sense of presence.
I: It seems to me that it has to do with concepts that are important in a particular context and their complement.
O: As you say, “existence due to unimportance” is similar to the relationship between an important concept in a particular context and its complement. There is a paradoxical aspect to this, in that the value of existence itself is established by its “unimportant” character. This idea is a phenomenon found in various areas of philosophy, sociology, cognitive science, etc.
1. Complement as Duality
In the mathematical concept of complementation, there is a set and then there are elements (complements) that do not belong to that set. Similarly, if there is a concept or entity that is important in a certain context, then something that is considered “unimportant” may have a complementary presence.
For example, in a work of art, the central element of the work may be vivid and prominent, while the surrounding blurred background or margins may be considered “unimportant,” but the central element stands out because of that background. Thus, the “unimportant” elements play a complementary role in emphasizing the “important” elements as a result.
2. Figure and Ground Relationship
The “figure-ground” relationship in Gestalt psychology is also related to this duality. The figure is the visually prominent part of the image, while the ground is its background or inconspicuous part. The ground is usually unnoticeable, but its “unimportance” makes the figure stand out and take on meaning. The figure (object) is recognized more prominently because the ground (background) is unimportant. 3.
3. Center and Periphery in Society
In sociological terms, the concepts of “center” and “periphery” of society apply. People and cultures at the center are important to the majority, while those on the periphery are often treated as “unimportant. However, those on the periphery can play an important social role through their interaction with the center. For example, subcultures are like complements to popular culture, but they often influence the mainstream or later transform into the main culture.
4. De-centering and the Role of the Unconscious
A related phenomenon in postmodern philosophy involves the relativization and de-centering of the central being, whereby elements previously considered “unimportant” emerge and take on value and meaning. Here, the process by which “unimportant entities” come to have relative value may be explained as an inversion of center and complement.
5. Complementarity Effect of Cognition
Even in the cognitive processes of the brain, unconscious information or sensory data that are often ignored (e.g., background sounds or visual information) can influence conscious attention. This unconscious “unimportant” information may form an essential background for conscious choices and actions.
From this perspective, it can be said that the “unimportant presence” is always complementary to importance in context, revealing its paradoxical role. It highlights a relationship in which, while supporting the existence of an important concept, its own “unimportance” is also established by its existence.
Continuing with the phrase “to one's physical characteristics” from a philosophical perspective, we can develop content related to deeper questions about the body and self-awareness, existence, and free will. Here are some candidates
1. “Does one's awareness of one's bodily characteristics constrain the essential freedom of the self?”
- The question of how the limitations and characteristics of the body affect one's freedom and choices.
2. “It may be that my physical characteristics are the boundaries of my being.”
- A context in which one considers whether the body defines the limits of the ego or existence beyond the body. 3.
3. “Am I truly a free being if I follow my physical characteristics?”
- A philosophical question about the relationship between free will and physical limitations. 4.
4. “In becoming aware of my physical characteristics, may my existence be limited to the material dimension?”
- An inquiry into the relationship between body and spirit, or material existence and transcendent existence.
5. “To what extent does my awareness of my physical characteristics determine my sense of self?”
- Reflections on how much the body influences the formation of identity. 6.
6. “To what extent does my preoccupation with my physical characteristics set limits on my relationships with others?”
- Reflection on how the body places limitations on our interactions with and understanding of others. 7.
7. “Do the sensations and perceptions that depend on my physical characteristics truly capture the reality of the world?”
- 8. questioning how accurately our physical senses and perceptions perceive reality.
8. “While constrained by one's physical characteristics, does the psyche construct itself beyond them?”
- A contemplation of the relationship between body and spirit and the possibility of the spirit constructing itself beyond its physical limitations. 9.
9. “Accepting the limitations inherent in my physical characteristics may give meaning to my existence.”
- A consideration of how the acceptance of physical limitations may lead to the meaning of self and the fulfillment of existence.
These candidates are in-depth perspectives on how the limitations and characteristics of the body affect one's freedom, identity, and meaning of existence, or how that relationship should be viewed. The phrases are an opportunity to explore the relationship between the body and the self in advancing philosophical discussions.
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