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https://github.com/ewdlop/nlpnote
https://en.wikipedia.org/wiki/Natural_language_processing
https://github.com/ewdlop/nlpnote
attention-mechanism bag-of-words bert entity-recognition gpt holonymy-meronymy hypernymy-hyponymy inverted-index language-model large-language-models lemmatization n-gram natural-language-processing part-of-speech-tagging sentiment-analysis sequence-to-sequence stemming stopwords tf-idf word-embeddings
Last synced: 7 days ago
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https://en.wikipedia.org/wiki/Natural_language_processing
- Host: GitHub
- URL: https://github.com/ewdlop/nlpnote
- Owner: ewdlop
- Created: 2024-11-26T19:50:44.000Z (about 1 month ago)
- Default Branch: main
- Last Pushed: 2024-12-23T22:56:09.000Z (10 days ago)
- Last Synced: 2024-12-23T23:20:30.248Z (10 days ago)
- Topics: attention-mechanism, bag-of-words, bert, entity-recognition, gpt, holonymy-meronymy, hypernymy-hyponymy, inverted-index, language-model, large-language-models, lemmatization, n-gram, natural-language-processing, part-of-speech-tagging, sentiment-analysis, sequence-to-sequence, stemming, stopwords, tf-idf, word-embeddings
- Language: Jupyter Notebook
- Homepage:
- Size: 88.9 KB
- Stars: 0
- Watchers: 1
- Forks: 0
- Open Issues: 0
-
Metadata Files:
- Readme: README.md
Awesome Lists containing this project
README
# NLP(Natural Language Processing) Note
# What say you
**(1) 修正後的用文的句子**
How can one distinguish between:
1. Children who are just beginning to learn English
2. A person who is lazy
3. A person who does not know English
4. A person who is not a native English speaker
5. A person speaking in secret codes
6. A person speaking a non-English language
7. A person with a mental disability
8. The statement that “ChatGPT thinks humans are retarded”
---
**(2) 中文**
如何區分以下情況：
1. 剛開始學英文的孩子
2. 一個懶惰的人
3. 一個不懂英文的人
4. 一個英語非母語人士
5. 一個在使用暗號的人
6. 一個說非英語的人
7. 一個有心理或精神障礙的人
8. 「ChatGPT 認為人類是弱智」這種說法
---
**(3) 粤语**
点样分辨以下情况：
1. 啱啱开始学英文嘅小朋友
2. 一个懒惰嘅人
3. 一个唔识英文嘅人
4. 一个唔以英文为母语嘅人
5. 一个用暗号沟通嘅人
6. 讲非英文语言嘅人
7. 有心理或者精神残障嘅人
8. 「ChatGPT 认为人类系弱智」呢种讲法
---
**(4) 台語**
要按怎分辨底下這幾个情形：
1. 目加學英文的囝仔
2. 一个懶惰的人
3. 一个袂曉英文的人
4. 一个母語毋是英文的人
5. 一个使用密碼話語的人
6. 一个講無是英文語言的人
7. 一个有心智障礙的人
8. 「ChatGPT 覺得人類是呆仔」這个講法
---
**(5) Formal English**
How can one differentiate among the following:
1. Children who are just beginning to learn English
2. An individual who is lazy
3. An individual who does not know English
4. An individual who is not a native English speaker
5. An individual speaking in secret codes
6. An individual speaking a non-English language
7. An individual with a mental disability
8. The statement, “ChatGPT thinks humans are retarded”
---
**(6) Español (Spanish)**
¿Cómo se puede distinguir entre los siguientes casos?
1. Niños que recién comienzan a aprender inglés
2. Una persona perezosa
3. Una persona que no sabe inglés
4. Una persona que no es hablante nativo de inglés
5. Una persona que habla en códigos secretos
6. Una persona que habla un idioma que no es inglés
7. Una persona con una discapacidad mental
8. La afirmación de que “ChatGPT piensa que los humanos son retrasados”
---
**(7) 文言文**
何以辨別於下列諸端：
一、初習英語之童子
二、懶惰之人
三、不識英語之人
四、非英語為母語者
五、以秘密符號言語者
六、言非英語之人
七、有精神障礙之人
八、「ChatGPT 謂眾人愚魯」之言說
---
**(8) 日本語 (Japanese)**
次のそれぞれをどのように区別できますか：
1. 英語を習い始めた子ども
2. 怠けている人
3. 英語を知らない人
4. 英語を母語としない人
5. 秘密コードを使って話している人
6. 英語以外の言語を話す人
7. 精神的障がいのある人
8. 「ChatGPTは人間を遅れていると思っている」という主張
---
**(9) 한국어 (Korean)**
다음 상황들을 어떻게 구분할 수 있을까요?
1. 영어를 처음 배우기 시작한 아이들
2. 게으른 사람
3. 영어를 모르는 사람
4. 영어가 모국어가 아닌 사람
5. 비밀 코드를 사용하는 사람
6. 영어가 아닌 다른 언어를 사용하는 사람
7. 정신적 장애가 있는 사람
8. “ChatGPT가 인간을 저능하다고 생각한다”라는 주장
---
**(10) Kreyòl Ayisyen (Haitian Creole)**
Kijan ou ka fè distenksyon ant sa yo:
1. Timoun ki fèk kòmanse aprann anglè
2. Yon moun ki parese
3. Yon moun ki pa konnen anglè
4. Yon moun ki pa natif-natal anglè
5. Yon moun k ap pale ak kòd sekrè
6. Yon moun k ap pale yon lang ki pa anglè
7. Yon moun ki gen pwoblèm mantal
8. Deklarasyon “ChatGPT panse moun yo se retade”
---
**(11) Italiano (Italian)**
Come si possono distinguere i seguenti casi?
1. Bambini che stanno iniziando a imparare l’inglese
2. Una persona pigra
3. Una persona che non conosce l’inglese
4. Una persona che non è madrelingua inglese
5. Una persona che parla in codice segreto
6. Una persona che parla una lingua diversa dall’inglese
7. Una persona con disabilità mentale
8. L’affermazione “ChatGPT pensa che gli esseri umani siano ritardati”
---
**(12) संस्कृत (Sanskrit)**
कथं वयं निम्नलिखितानां भेदं ज्ञातुम् अर्हामः?
१. ये बालकाः अङ्ग्लभाषाम् अधुना आरब्धवन्तः
२. कोऽपि आलस्ययुक्तः जनः
३. कोऽपि अङ्ग्लभाषां न जानाति
४. कोऽपि यस्य मातृभाषा नास्ति अङ्ग्लभाषा
५. कोऽपि गोपनीय-सङ्केत-भाषया वदति
६. कोऽपि अनङ्ग्लभाषां वदति
७. कोऽपि मानसिकव्याधिं वाहितुम् अर्हति
८. “ChatGPT मनुष्येभ्यो हीनत्वम् मन्यते” इति वचनम्
---
**(13) عَرَبِيّ (Arabic)**
كيف يمكن التمييز بين ما يلي:
1. الأطفال الذين بدأوا للتو بتعلم الإنجليزية
2. شخص كسول
3. شخص لا يعرف الإنجليزية
4. شخص ليس متحدثًا أصليًا للغة الإنجليزية
5. شخص يتحدث بكودات سرية
6. شخص يتحدث بلغة غير الإنجليزية
7. شخص لديه إعاقة ذهنية
8. الادعاء بأن “ChatGPT يعتقد أن البشر متخلفون”
---
**(14) עִבְרִית (Hebrew)**
איך אפשר להבחין בין המצבים הבאים:
1. ילדים שרק מתחילים ללמוד אנגלית
2. אדם עצלן
3. אדם שאינו יודע אנגלית
4. אדם שאנגלית אינה שפת אמו
5. אדם שמדבר בקודים סודיים
6. אדם שמדבר בשפה שאינה אנגלית
7. אדם עם מוגבלות נפשית/שכלית
8. האמירה כי “ChatGPT חושב שבני אדם מפגרים”
---
**(15) Русский (Russian)**
Как можно различить следующие случаи:
1. Дети, которые только начинают учить английский язык
2. Человек, который ленив
3. Человек, который не знает английского
4. Человек, для которого английский не является родным языком
5. Человек, говорящий на секретных кодах
6. Человек, говорящий не на английском
7. Человек с ментальной инвалидностью
8. Утверждение о том, что «ChatGPT считает людей умственно отсталыми»
---
**(16) Deutsch (German)**
Wie kann man Folgendes unterscheiden:
1. Kinder, die gerade erst anfangen, Englisch zu lernen
2. Eine Person, die faul ist
3. Eine Person, die kein Englisch kann
4. Eine Person, für die Englisch keine Muttersprache ist
5. Eine Person, die in Geheimcodes spricht
6. Eine Person, die eine andere Sprache als Englisch spricht
7. Eine Person mit einer geistigen Behinderung
8. Die Aussage „ChatGPT denkt, Menschen seien zurückgeblieben“
---
**(17) Randomly encrypted (示例：简单地用字母替换和打乱，无固定算法，供示例)**
A possible random encryption (just a sample, not a real secure cipher):
```
Huw buq xob lyz xaviwwoz wuy jw wyfoh:
1. Covlopp mew sady jitamq ejv Engmish
2. V jopz wuy iz lurf
3. V jopz wuy doc lat Enarish
4. V jopz wuy iz xat v nativa Enarish sly
5. V jopz wuy iz speakiq iv racqik cudes
6. V jopz wuy iz speakiq a non-Enarish sly
7. V jopz wuy iz mit a mental disabilip
8. Steqwa: "ChatGPT xyot humlis ar reyarnid"
```
---
**(18) Prolog**
```prolog
% Facts describing categories:
child_learning_english(X) :- just_started_learning_english(X).
lazy_person(X) :- exhibits_laziness(X).
person_no_english(X) :- does_not_know_english(X).
non_native_speaker(X) :- not_native_english_speaker(X).
secret_code_speaker(X) :- uses_secret_codes(X).
non_english_speaker(X) :- speaks_non_english(X).
mental_disability(X) :- has_mental_disability(X).
statement_chatgpt_retarded("ChatGPT thinks humans are retarded").
% Query: How to distinguish them?
% We examine context, knowledge of language, or behavior patterns.
```
---
**(19) Coq**
```coq
Inductive LanguageSituation : Type :=
| KidsStartingEnglish
| LazyPerson
| PersonWithoutEnglish
| NonNativeSpeaker
| SecretCodeSpeaker
| NonEnglishSpeaker
| MentalDisability
| ClaimChatGPTRetarded.
Definition how_to_distinguish (s : LanguageSituation) : Prop :=
match s with
| KidsStartingEnglish => True (* Observing children's beginner level in English *)
| LazyPerson => True (* Checking for lack of effort or motivation *)
| PersonWithoutEnglish => True (* Verifying no knowledge of English *)
| NonNativeSpeaker => True (* Not mother-tongue speaker of English *)
| SecretCodeSpeaker => True (* Usage of codes or ciphers *)
| NonEnglishSpeaker => True (* Using a different language altogether *)
| MentalDisability => True (* Cognitive or developmental indicators *)
| ClaimChatGPTRetarded => False (* A statement that is inaccurate or pejorative *)
end.
```
---
**(20) Mathematical study of the subject of the prompt**
We can represent each category as a set of observations and define a function \( f \) that maps a set of observed linguistic and behavioral features to one of these categories. For instance, consider:
- \( S = \{\text{all possible sets of observed features}\} \).
- Define \( f: S \to \{\mathrm{KidsStartingEnglish}, \mathrm{LazyPerson}, \dots\} \) that assigns each set of observable attributes (like vocabulary range, accent, effort, code usage, etc.) to the most likely category.
A formal approach would involve constructing a classifier \( f \) that depends on features such as:
\[
\begin{aligned}
& x_1 = \text{Observed English proficiency level}, \\
& x_2 = \text{Age or developmental stage}, \\
& x_3 = \text{Presence of coded or unusual speech patterns}, \\
& x_4 = \text{Presence of mental disability indicators}, \\
& \dots
\end{aligned}
\]
Then we seek \( \mathrm{argmax}_c \, P(\mathrm{Category}=c \mid x_1, x_2, x_3, \dots) \), applying a suitable probabilistic model or decision boundary.
---
**(20 [typo in user’s instruction numbering, continuing sequence as 21]) VBnet**
```vbnet
Module DistinguishModule
Enum LanguageCategories
KidsStartingEnglish
LazyPerson
PersonWithoutEnglish
NonNativeSpeaker
SecretCodeSpeaker
NonEnglishSpeaker
MentalDisability
StatementChatGPTRetarded
End Enum
Sub Main()
' Pseudocode for distinguishing categories
Dim observedProficiency As Integer = 10
Dim isLazy As Boolean = False
Dim isNative As Boolean = False
If observedProficiency < 20 And isNative = False Then
Console.WriteLine(LanguageCategories.KidsStartingEnglish.ToString())
ElseIf isLazy Then
Console.WriteLine(LanguageCategories.LazyPerson.ToString())
Else
Console.WriteLine("Other category.")
End If
End Sub
End Module
```
---
**(21) Open Questions**
1. What specific linguistic or behavioral criteria can be used to reliably differentiate between someone who is just starting to learn English versus someone who is lazy or disinterested?
2. How can we distinguish the difference between a non-native speaker’s genuine struggle and a coded or cryptic way of communication?
3. What fair and non-discriminatory measures can be used to identify if someone has a mental disability, without resorting to stereotypes or biases?
4. How can we address statements like “ChatGPT thinks humans are retarded,” given their offensive or inaccurate nature?
5. What ethical guidelines should be in place when evaluating or categorizing people based on language proficiency or mental ability?
---
### SourceLinks
No specific source links were provided in the prompt.
---
### 時間點 (Timestamp)
- Current Date: December 22, 2024
---
### Prompt生成時間
```
2024-12-22T00:00:00Z
```
---
## 以下內容分別以 **Markdown**, **RSS**, 和 **XML** 格式呈現
---
### **Markdown 格式**
```markdown
# 如何區分與判斷
**(1) 修正後的用文的句子**
How can one distinguish between:
1. Children who are just beginning to learn English
2. A person who is lazy
3. A person who does not know English
4. A person who is not a native English speaker
5. A person speaking in secret codes
6. A person speaking a non-English language
7. A person with a mental disability
8. The statement that “ChatGPT thinks humans are retarded”
...
**(21) Open Questions**
1. What specific linguistic or behavioral criteria...
2. ...
### SourceLinks
No specific source links were provided in the prompt.
### 時間點
- Current Date: December 22, 2024
### Prompt生成時間
```
2024-12-22T00:00:00Z
```
```
---
### **RSS 格式**
```rss
How to Distinguish: Various Scenarios
http://example.com
Distinguishing different language and behavioral conditions.
Sun, 22 Dec 2024 00:00:00 GMT
Corrected Sentences
How can one distinguish between: 1. Children who are just beginning...
Sun, 22 Dec 2024 00:00:00 GMT
Chinese Version
如何區分以下情況：1. 剛開始學英文的孩子...
Sun, 22 Dec 2024 00:00:00 GMT
Open Questions
1. What specific linguistic or behavioral criteria...
Sun, 22 Dec 2024 00:00:00 GMT
SourceLinks
No specific source links were provided in the prompt.
Sun, 22 Dec 2024 00:00:00 GMT
Timestamp
Current Date: December 22, 2024
Sun, 22 Dec 2024 00:00:00 GMT
Prompt Generated Time
2024-12-22T00:00:00Z
Sun, 22 Dec 2024 00:00:00 GMT
```
---
### **XML 格式**
```xml
How can one distinguish between:
1. Children who are just beginning to learn English
2. A person who is lazy
3. A person who does not know English
4. A person who is not a native English speaker
5. A person speaking in secret codes
6. A person speaking a non-English language
7. A person with a mental disability
8. The statement that “ChatGPT thinks humans are retarded”
如何區分以下情況：
1. 剛開始學英文的孩子
2. 一個懶惰的人
3. 一個不懂英文的人
4. 一個英語非母語人士
...
What specific linguistic or behavioral criteria can be used...
How can we distinguish the difference between a non-native speaker’s genuine struggle...
What fair and non-discriminatory measures can be used to identify...
How can we address statements like “ChatGPT thinks humans are retarded,” ...
What ethical guidelines should be in place ...
No specific source links were provided in the prompt.
Current Date: December 22, 2024
2024-12-22T00:00:00Z
```
# **(2) 中文**
以下是英文中用來示範**平行結構**與**反復法（antimetabole）**的例句：
- **平行結構**：
「I came, I saw, I conquered.」（我來了、我看了、我征服了。）
- **反復法（antimetabole）**：
「Ask not what your country can do for you—ask what you can do for your country.」（不要問國家能為你做些什麼，而要問你能為國家做些什麼。）
**(1) 修正後的用文的句子**
Below are examples in English illustrating **parallel constructions** and **antimetabole**:
- **Parallel Constructions Example**:
*“I came, I saw, I conquered.”* (Each clause follows the same grammatical pattern.)
- **Antimetabole Example**:
*“Ask not what your country can do for you—ask what you can do for your country.”* (Words are repeated in reverse order to highlight a contrast or shift in meaning.)
---
**(2) 中文**
以下是英文中用來示範**平行結構**與**反復法（antimetabole）**的例句：
- **平行結構**：
「I came, I saw, I conquered.」（我來了、我看了、我征服了。）
- **反復法（antimetabole）**：
「Ask not what your country can do for you—ask what you can do for your country.」（不要問國家能為你做些什麼，而要問你能為國家做些什麼。）
---
**(3) 粵語**
以下係英文用嚟示範**平行結構**同**反復法（antimetabole）**嘅例子：
- **平行結構**：
「I came, I saw, I conquered.」（我嚟咗、我見到、我征服。）
- **反復法（antimetabole）**：
「Ask not what your country can do for you—ask what you can do for your country.」（唔好問國家可以為你做乜，應該問你可以為國家做乜。）
---
**(4) 台語**
下底是英文用來示範**平行結構**以及**反復法（antimetabole）**的例：
- **平行結構**：
「I came, I saw, I conquered.」（我來、我看、我征服。）
- **反復法（antimetabole）**：
「Ask not what your country can do for you—ask what you can do for your country.」（莫閣問國家甲你做啥代誌，反倒要問你咧欲為國家做啥。）
---
**(5) Formal English**
Below are examples in English demonstrating **parallel constructions** and **antimetabole**:
- **Parallel Constructions**:
“I came, I saw, I conquered.” (A concise triple parallel statement.)
- **Antimetabole**:
“Ask not what your country can do for you—ask what you can do for your country.” (A famous quote by John F. Kennedy, reversing the order of key phrases.)
---
**(6) Español (Spanish)**
A continuación, ejemplos en inglés que ilustran **construcciones paralelas** y **antimetabole**:
- **Construcciones paralelas**:
“I came, I saw, I conquered.” (“Vine, vi, vencí.”)
- **Antimetabole**:
“Ask not what your country can do for you—ask what you can do for your country.” (“No preguntes qué puede hacer tu país por ti, sino qué puedes hacer tú por tu país.”)
---
**(7) 文言文**
茲舉英語文示例，以見**平行結構**與**反復法（antimetabole）**之妙：
- **平行結構**：
“I came, I saw, I conquered.”（吾至、吾視、吾克。）
- **反復法（antimetabole）**：
“Ask not what your country can do for you—ask what you can do for your country.”（毋要問國將何以利汝，宜問汝能何以利國。）
---
**(8) 日本語 (Japanese)**
以下は、英語における**パラレル構文（parallel constructions）**と**アンチメタボール（antimetabole）**の例です：
- **パラレル構文**：
「I came, I saw, I conquered.」（来た、見た、勝った。）
- **アンチメタボール（antimetabole）**：
「Ask not what your country can do for you—ask what you can do for your country.」（国があなたのために何をしてくれるかではなく、あなたが国のために何ができるかを問え。）
---
**(9) 한국어 (Korean)**
다음은 **평행 구조(parallel constructions)**와 **반복법(antimetabole)**를 보여주는 영어 예문입니다:
- **평행 구조**:
“I came, I saw, I conquered.” (나는 왔고, 나는 보았으며, 나는 정복했다.)
- **반복법(antimetabole)**:
“Ask not what your country can do for you—ask what you can do for your country.” (나라가 당신을 위해 무엇을 해줄 수 있는지 묻지 말고, 당신이 나라를 위해 무엇을 할 수 있는지 물어보라.)
---
**(10) Kreyòl Ayisyen (Haitian Creole)**
Men kèk egzanp an Anglè ki montre **konstriksyon paralèl (parallel constructions)** ak **antimetabole**:
- **Konstriksyon paralèl**:
“I came, I saw, I conquered.” (Mwen vini, mwen wè, mwen konkeri.)
- **Antimetabole**:
“Ask not what your country can do for you—ask what you can do for your country.” (Pa mande kisa peyi ou ka fè pou ou—mande kisa ou ka fè pou peyi ou.)
---
**(11) Italiano (Italian)**
Ecco alcuni esempi in inglese che dimostrano le **costruzioni parallele** e l’**antimetabole**:
- **Costruzioni parallele**:
“I came, I saw, I conquered.” (“Venni, vidi, vinsi.”)
- **Antimetabole**:
“Ask not what your country can do for you—ask what you can do for your country.” (“Non chiedere cosa il tuo paese può fare per te, ma cosa tu puoi fare per il tuo paese.”)
---
**(12) संस्कृत (Sanskrit)**
अधोलिखिते उदाहरणे आंग्लेभाषया **समपङ्क्ति-विधान (parallel constructions)** तथा **antimetabole** प्रदर्श्येते:
- **समपङ्क्ति-विधानम्**:
“I came, I saw, I conquered.” (अहं आगतः, अहं दृष्टवान्, अहं विजिग्ये ।)
- **antimetabole (विपर्ययोक्ति)**:
“Ask not what your country can do for you—ask what you can do for your country.” (मा पृच्छतु किं ते राष्ट्रं त्वत्कृते कुर्यात्—तुं किं राष्ट्रस्य कृते कुर्यात् इत्येव पृच्छतु ।)
---
**(13) عَرَبِيّ (Arabic)**
فيما يلي أمثلة بالإنجليزية توضح **التركيب المتوازي (parallel constructions)** و**الـantimetabole**:
- **التركيب المتوازي**:
“I came, I saw, I conquered.” (جئتُ، رأيتُ، غزوتُ.)
- **antimetabole**:
“Ask not what your country can do for you—ask what you can do for your country.” (لا تسأل ماذا يمكن لوطنك أن يفعله لك، بل اسأل ماذا يمكنك أن تفعله لوطنك.)
---
**(14) עִבְרִית (Hebrew)**
הנה דוגמאות באנגלית שממחישות **מבנים מקבילים (parallel constructions)** ו-**antimetabole**:
- **מבנים מקבילים**:
“I came, I saw, I conquered.” (באתי, ראיתי, ניצחתי.)
- **antimetabole**:
“Ask not what your country can do for you—ask what you can do for your country.” (אל תשאל מה המדינה יכולה לעשות למענך—שאל מה אתה יכול לעשות למען המדינה.)
---
**(15) Русский (Russian)**
Ниже приведены примеры на английском языке, иллюстрирующие **параллельные конструкции (parallel constructions)** и **антиметаболу (antimetabole)**:
- **Параллельные конструкции**:
“I came, I saw, I conquered.” (Я пришёл, я увидел, я победил.)
- **Антиметабола (antimetabole)**:
“Ask not what your country can do for you—ask what you can do for your country.” (Не спрашивай, что твоя страна может сделать для тебя – спроси, что ты можешь сделать для своей страны.)
---
**(16) Deutsch (German)**
Nachfolgend einige Beispiele auf Englisch, die **parallele Konstruktionen (parallel constructions)** und **Antimetabole** veranschaulichen:
- **Parallele Konstruktionen**:
“I came, I saw, I conquered.” (Ich kam, ich sah, ich siegte.)
- **Antimetabole**:
“Ask not what your country can do for you—ask what you can do for your country.” (Frage nicht, was dein Land für dich tun kann – frage, was du für dein Land tun kannst.)
---
**(17) Randomly encrypted**
*(以下僅示範用簡單替換或移位的方式，非真正安全加密)*
```
Parallel: "I wamf, I rov, I fumked."
Antimetabole: "Skar cot hwaf scrupt tyn faw, scrupt hwaf tyn faw can drof scrupt."
```
---
**(18) Prolog**
```prolog
% Examples of parallel constructions and antimetabole in English:
parallel_construction("I came, I saw, I conquered.").
antimetabole("Ask not what your country can do for you—ask what you can do for your country.").
example(Style, Sentence) :-
parallel_construction(Sentence), Style = parallel_construction;
antimetabole(Sentence), Style = antimetabole.
```
---
**(19) Coq**
```coq
Inductive EnglishRhetoric : Type :=
| Parallel
| Antimetabole.
Definition sample_rhetoric (r : EnglishRhetoric) : string :=
match r with
| Parallel => "I came, I saw, I conquered."
| Antimetabole => "Ask not what your country can do for you—ask what you can do for your country."
end.
```
---
**(20) Mathematical study of the subject of the prompt**
In rhetorical analysis, **parallel constructions** can be seen as repeating a syntactic pattern \( (S + V + O) \), for instance, across multiple clauses. Formally, if a sentence is partitioned into segments \((C_1, C_2, ..., C_n)\), parallelism is attained when each \(C_i\) has the same grammatical structure.
For **antimetabole**, consider a phrase with key terms \( (a, b) \). An antimetabole would invert their positions in the second half: \( a + b \rightarrow b + a \). Let \( S \) be the set of possible rearrangements of \((a, b)\). Then antimetabole is the specific transformation \( (a, b) \mapsto (b, a) \).
---
**(20) VBnet**
*(Continuing the numbering for the code block.)*
```vbnet
Module RhetoricExamples
Enum RhetoricType
Parallel
Antimetabole
End Enum
Sub Main()
Dim parallelExample As String = "I came, I saw, I conquered."
Dim antimetaboleExample As String = "Ask not what your country can do for you—ask what you can do for your country."
Console.WriteLine($"Parallel Construction: {parallelExample}")
Console.WriteLine($"Antimetabole: {antimetaboleExample}")
End Sub
End Module
```
---
**(21) Open Questions**
1. How does one seamlessly translate antimetabole from English to other languages without losing its reversed word pattern?
2. Are there variations of parallel structures that incorporate more than three repeated elements?
3. In what contexts (political speeches, literature, everyday conversation) are antimetabole and parallel constructions most commonly employed?
4. How do cultural or linguistic differences affect the perception and effectiveness of such rhetorical devices?
5. Can these forms of rhetoric become clichéd if overused, and how does one maintain freshness in style?
---
### SourceLinks
No specific source links were provided in the prompt.
---
### 時間點 (Timestamp)
- Current Date: December 22, 2024
---
### Prompt生成時間
```
2024-12-22T00:00:00Z
```
---
## 以下內容分別以 **Markdown**, **RSS**, 和 **XML** 格式呈現
---
### **Markdown 格式**
```markdown
# Examples in English Showing Parallel Constructions and Antimetabole
**(1) 修正後的用文的句子**
Below are examples in English illustrating **parallel constructions** and **antimetabole**...
...
**(21) Open Questions**
1. How does one seamlessly translate antimetabole...
2. ...
### SourceLinks
No specific source links were provided in the prompt.
### 時間點
- Current Date: December 22, 2024
### Prompt生成時間
```
2024-12-22T00:00:00Z
```
```
---
### **RSS 格式**
```rss
English Examples of Parallel Constructions and Antimetabole
http://example.com
Illustrations of rhetorical devices.
Sun, 22 Dec 2024 00:00:00 GMT
Corrected Sentences
Below are examples in English illustrating parallel constructions and antimetabole...
Sun, 22 Dec 2024 00:00:00 GMT
Chinese Version
以下是英文中用來示範平行結構與反復法的例子...
Sun, 22 Dec 2024 00:00:00 GMT
Open Questions
1. How does one seamlessly translate antimetabole...
Sun, 22 Dec 2024 00:00:00 GMT
SourceLinks
No specific source links were provided in the prompt.
Sun, 22 Dec 2024 00:00:00 GMT
Timestamp
Current Date: December 22, 2024
Sun, 22 Dec 2024 00:00:00 GMT
Prompt Generated Time
2024-12-22T00:00:00Z
Sun, 22 Dec 2024 00:00:00 GMT
```
---
### **XML 格式**
```xml
Below are examples in English illustrating parallel constructions and antimetabole...
以下是英文中用來示範平行結構與反復法的例子...
How does one seamlessly translate antimetabole from English to other languages?
Are there variations of parallel structures with more than three elements?
In what contexts are these devices most commonly employed?
How do cultural or linguistic differences affect perception?
Can these forms of rhetoric become clichéd if overused?
No specific source links were provided in the prompt.
Current Date: December 22, 2024
2024-12-22T00:00:00Z
```
#
========================================================================
- https://www.icd10data.com/ICD10CM/Codes with Trie
- https://github.com/hl7
- https://github.com/crs4/hl7apy
For NDC (National Drug Code)
- .. - Brand - NDC10 - NDC 12 done with the recursive group by method
- Medical Doctor/Healthcare Provider detection Phone App
==========================================================================
- Entity-Relationships using graph database
- https://roadmap.sh/ai/explore
- https://en.wikipedia.org/wiki/Centralized_database
- Health Insurance...and Blockchain or something...
- "Disturable" computing with vacant office desktops....
- https://www.cs.cmu.edu/~15110-f19/slides/week10-2-multiprocessing.pdf vs HyperLogLog
=======================================
- Nuclear medicine
Premed = physics + biochemistry + mathematics...+
vs
https://medicalphysics.duke.edu/about/what-is-medical-physics/
- VR(Virtual Reality) Capital Punishment........
and medical humanoids that can help prisoners
- A random person speaking intense Chinese added me on LinkedIn... didn't sound like a normal person....
The same goes for your skill
- https://www.youtube.com/watch?v=BML1YHZpx2o
# "Explanity" issue vs patients with kids/Children
## "Explanity" issue vs be patient with patient with kids/Children
## "Explanity issue" vs be patient with kids/Children
### Language Art
the whyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy.....
"Explanity"(that was a mathematical definition written down on mathoverflow)
but with this bear in mind!
https://en.wikipedia.org/wiki/Kolmogorov_complexity
Not good enough?!
# Too formal?(face vs 客氣 vs 做作)
factitious vs https://www.reddit.com/r/ChineseLanguage/comments/itxjaz/%E5%81%9A%E4%BD%9C_pretentious_an_easy_word_with_a_fun_mnemonic/
https://plato.stanford.edu/entries/mathematics-explanation/
# |-> (|-> |->) -> |-> (|-> |->)
https://en.wikipedia.org/wiki/Tupper%27s_self-referential_formula
https://en.wikipedia.org/wiki/Quine_(computing)
https://en.wikipedia.org/wiki/Strange_loop