Worksheets past participle verbs
University of Toronto First Year Engineering Guide
2024.05.20 02:40 SnooDoggos3848 University of Toronto First Year Engineering Guide
Hi everyone, current 2T7 ECE here. I thought I would make a quick post on a guide to first year engineering, listing out all the stuff I wish I knew before coming to university. The first semester portion is applicable to all engineering disciplines, the second semester portion would be more useful to ECEs, T1, Indie and Mechs.
First Semester Courses:
MAT186: This was by far the hardest course for me and the entire cohort (C average). Even though I knew all the concepts of the course beforehand (through AP Calc BC and A-levels) this was my worst course. The reason for this was because the course focuses on testing theory (your understanding of the nitty gritty) rather than on computation. My advice for this course would be to make sure you work on written hw with friends (impossible to do alone), and do every single tutorial worksheet (exam questions are exactly like tutorial worksheets). Sean Upall was the course coordinator, and even thought I didnt like his lectures, I think it prepares you the most for the final exam.
MAT188: This was my favourite course even though it probably took up most of my time. This course was completely new to me, which is why I took a lot more time understanding the Pre class essentials. There is a lot of "theory" in this course, which will take a while to learn, so spend a good amount of time understanding and learning the PCEs. One reccomendation to make this process of learning faster is to watch 3blue1browns essence of linear algebra series. Watch the video corresponding to the upcoming weeks concepts before reading the PCEs. Written HW was hard (not as hard as calculus) so do it with friends, the gateway exams are a bit of a joke since you can retake them, and if you practice them enough you realize theres a pattern in the answers. Midterms and Final exams actually test at an appropriate level, so as long you have a strong grasp of the concepts you will be fine. If professor Cameillia is teaching the course go for her lectures, she is by far the best (she is also the course coordinator).
CIV100: This was a very interesting course, it needs a lot of practice of past papers. Literally you'll need to grill through past papers in order to succeed in this course. The final exam is such that there are 5 questions and you have 30 mins per question. Each quesition is quite hard which makes the exam very time pressured, so again PRACTICE. The quizzes in this course are dependant on your lecturer, some profs give easy quizzes whilst others give hard ones, this is out of your control. In my opinion the best lecturer was Professor Merjan, she was probably the best lecturer I've had in my time here at UOFT. The only problem is that she teaches the course in a different timeline than other profs, so you probably cant change lecturers cuz quiz material is different between different profs.
APS110: As an ECE I still dont know why I had to take this course. Overall, it was taught quite well. Scott Ramsay is the best lecturer for this course, although basically everything he says is already in the textbook (which is why I did not attend lectures). The Textbook is more than enough for this course. The Final exam for our batch was quite difficult compared to past year exams, but I think I did well because I practiced quite a few past papers.
APS111: Contraty to public opinion, I thought this was one of the most fun and useful courses in first semester. I had quite a sh*t team, but managed. Make sure you look at the rubrics for each assignment before you start writing. Also the way this course works is that you have to submit individual and group assignments which are essentially these long documents. Because they are doucments, they are marked in a qualitative way as there is no right answer per se. Make sure you bombard the person who is correcting the assignment with questions so that you nail exactly what they are looking for.
Second semester courses
MAT187: This is calculus two and it was much better than Calc one. Professor Camelia was the course coordinator, so just like MAT188 the exams were all at an appropriate level. Written HWs again requires help from friends. I mainly studies for this course using the PCEs, and practiced the tutorial worksheets. Some of my friends used the textbook, but I dont think its really required. The best prof for this course is any lecture seciton containing Camelia.
MIE100: For some reason, our year was probably the first year in a long time where the exams for this course were not insanely difficult. They were all at an appropriate level, apparently because they wanted to increase the number of people going into mech eng 💀💀. I found professor Sinclair to be quite good, a lot of people liked Howard Ho as well (trust in Howard Ho). The Wiley plus questions are useful to do to keep up with concepts, but the difficulty of the questions in wiley was way harder than the exam questions, so I wouldnt say its a must to do them ethically.
APS105: Great course. If you have a background in coding, this course will be a breeze at least up until reading week, you'll have to spend more time on it after that. The course is such that 30% of your grade is from labs, so make sure you do them well. the other 70 percent is from exams, which are at an appropriate level once again. Just make sure that you do a lot of past papers as practice. Professor Emara is by far the best, and is amazing if you are new to programming. If you have experience, reading the textbook (Snefru) is more than enough to understand the content.
ECE110: In our batch, while I didnt find the exams difficult, the batch's average after the second midterm was about 51%. After the final exam, they curved the course up quite a bit, I think the average is now a B, also an easy final exam helped out. The first half of this course is more theoretical (electrostatics and electromagnetism) and the second half is circuit analysis. Make sure you do all the Wiley Plus questions for this course, as sometimes they ask the same questions in exams. All the lecturers for this course are pretty bad, but Professor Mojahedis notes are legendary (in my opinion), other people didnt like them because it explained the concepts using proofs. Other profs notes would just state the formula.
APS112: Continuation of APS111. My team was much better this time. Same advice for this course, as APS111. Also make sure you're on top of things because it goes by much quicker in this course as there are way more assignments. Nothing really much to say to be honest, the midterm was a bit screwed up because there are multiple right answers and you have to choose the best one.
Overall for grades, dont worry too much. As long as you get around an 80 for exams and get all the free marks for assignments you'll be on track for at least an 80+ in the course. Remember that university isnt just about studies though, try and indulge into extracurriculars and be social.
Extracurriculars:
Design teams: UOFT has a plehora of design teams for you to choose from. Some design teams are better than others, but the only way that you will actually get deep into the design teams is if you put in the work. Beg leads for tasks, and do them to demonstrate interest. You can also demonstrate interest by doing really menial tasks as well. The point is you need to make sure the leads know you are willing to do tasks, and have showcased that you are worth giving the tasks to. Overtime, depending on the design team you may have to make a choice between grades and the team, thats up to you. Grades dont matter much unless you want to do a masters degree.
Clubs: For these try getting a lead position, a lot of them offer positions in the summer so make sure you follow them on instagram (e.g. engineers without borders, IEEE, etc). Again, you get what you put in to the club.
Intramurals: I loved playing intramurals at UOFT. However, the team that you play for depends on the people you know. For e.g. the SKULE team isnt great for soccer, and if you want to join a better team then you need to know someone on that team. So try networking lol.
Social life:
This was something that I personally struggled with at least initially at UOFT. I gave way too much time to studies, which really isnt worth it. UOFT is way easier than people make it out to be (I'm not being arrogant, and I'm not someone who's gifted in intellegence). As long as you manage your time, you will be fine. Anyway in first year most people would go to frats, and I would reccomend trying it out at least once. Go in the first weeks of school as thats the easiest time, and will also allow you to make new friends. Make sure to know a lot of people, at least at the surface level at the start, as that will make things easier for you in the long run and will also help you find the people you like to hang out with.
Summer after first year:
In my opinion do research if you want work experience, then step up to an internship next summer. If you want to relax thats a good option as well, just try doing some courses and build up some skills for sure.
submitted by SnooDoggos3848 to UofT [link] [comments]
First Semester Courses:
MAT186: This was by far the hardest course for me and the entire cohort (C average). Even though I knew all the concepts of the course beforehand (through AP Calc BC and A-levels) this was my worst course. The reason for this was because the course focuses on testing theory (your understanding of the nitty gritty) rather than on computation. My advice for this course would be to make sure you work on written hw with friends (impossible to do alone), and do every single tutorial worksheet (exam questions are exactly like tutorial worksheets). Sean Upall was the course coordinator, and even thought I didnt like his lectures, I think it prepares you the most for the final exam.
MAT188: This was my favourite course even though it probably took up most of my time. This course was completely new to me, which is why I took a lot more time understanding the Pre class essentials. There is a lot of "theory" in this course, which will take a while to learn, so spend a good amount of time understanding and learning the PCEs. One reccomendation to make this process of learning faster is to watch 3blue1browns essence of linear algebra series. Watch the video corresponding to the upcoming weeks concepts before reading the PCEs. Written HW was hard (not as hard as calculus) so do it with friends, the gateway exams are a bit of a joke since you can retake them, and if you practice them enough you realize theres a pattern in the answers. Midterms and Final exams actually test at an appropriate level, so as long you have a strong grasp of the concepts you will be fine. If professor Cameillia is teaching the course go for her lectures, she is by far the best (she is also the course coordinator).
CIV100: This was a very interesting course, it needs a lot of practice of past papers. Literally you'll need to grill through past papers in order to succeed in this course. The final exam is such that there are 5 questions and you have 30 mins per question. Each quesition is quite hard which makes the exam very time pressured, so again PRACTICE. The quizzes in this course are dependant on your lecturer, some profs give easy quizzes whilst others give hard ones, this is out of your control. In my opinion the best lecturer was Professor Merjan, she was probably the best lecturer I've had in my time here at UOFT. The only problem is that she teaches the course in a different timeline than other profs, so you probably cant change lecturers cuz quiz material is different between different profs.
APS110: As an ECE I still dont know why I had to take this course. Overall, it was taught quite well. Scott Ramsay is the best lecturer for this course, although basically everything he says is already in the textbook (which is why I did not attend lectures). The Textbook is more than enough for this course. The Final exam for our batch was quite difficult compared to past year exams, but I think I did well because I practiced quite a few past papers.
APS111: Contraty to public opinion, I thought this was one of the most fun and useful courses in first semester. I had quite a sh*t team, but managed. Make sure you look at the rubrics for each assignment before you start writing. Also the way this course works is that you have to submit individual and group assignments which are essentially these long documents. Because they are doucments, they are marked in a qualitative way as there is no right answer per se. Make sure you bombard the person who is correcting the assignment with questions so that you nail exactly what they are looking for.
Second semester courses
MAT187: This is calculus two and it was much better than Calc one. Professor Camelia was the course coordinator, so just like MAT188 the exams were all at an appropriate level. Written HWs again requires help from friends. I mainly studies for this course using the PCEs, and practiced the tutorial worksheets. Some of my friends used the textbook, but I dont think its really required. The best prof for this course is any lecture seciton containing Camelia.
MIE100: For some reason, our year was probably the first year in a long time where the exams for this course were not insanely difficult. They were all at an appropriate level, apparently because they wanted to increase the number of people going into mech eng 💀💀. I found professor Sinclair to be quite good, a lot of people liked Howard Ho as well (trust in Howard Ho). The Wiley plus questions are useful to do to keep up with concepts, but the difficulty of the questions in wiley was way harder than the exam questions, so I wouldnt say its a must to do them ethically.
APS105: Great course. If you have a background in coding, this course will be a breeze at least up until reading week, you'll have to spend more time on it after that. The course is such that 30% of your grade is from labs, so make sure you do them well. the other 70 percent is from exams, which are at an appropriate level once again. Just make sure that you do a lot of past papers as practice. Professor Emara is by far the best, and is amazing if you are new to programming. If you have experience, reading the textbook (Snefru) is more than enough to understand the content.
ECE110: In our batch, while I didnt find the exams difficult, the batch's average after the second midterm was about 51%. After the final exam, they curved the course up quite a bit, I think the average is now a B, also an easy final exam helped out. The first half of this course is more theoretical (electrostatics and electromagnetism) and the second half is circuit analysis. Make sure you do all the Wiley Plus questions for this course, as sometimes they ask the same questions in exams. All the lecturers for this course are pretty bad, but Professor Mojahedis notes are legendary (in my opinion), other people didnt like them because it explained the concepts using proofs. Other profs notes would just state the formula.
APS112: Continuation of APS111. My team was much better this time. Same advice for this course, as APS111. Also make sure you're on top of things because it goes by much quicker in this course as there are way more assignments. Nothing really much to say to be honest, the midterm was a bit screwed up because there are multiple right answers and you have to choose the best one.
Overall for grades, dont worry too much. As long as you get around an 80 for exams and get all the free marks for assignments you'll be on track for at least an 80+ in the course. Remember that university isnt just about studies though, try and indulge into extracurriculars and be social.
Extracurriculars:
Design teams: UOFT has a plehora of design teams for you to choose from. Some design teams are better than others, but the only way that you will actually get deep into the design teams is if you put in the work. Beg leads for tasks, and do them to demonstrate interest. You can also demonstrate interest by doing really menial tasks as well. The point is you need to make sure the leads know you are willing to do tasks, and have showcased that you are worth giving the tasks to. Overtime, depending on the design team you may have to make a choice between grades and the team, thats up to you. Grades dont matter much unless you want to do a masters degree.
Clubs: For these try getting a lead position, a lot of them offer positions in the summer so make sure you follow them on instagram (e.g. engineers without borders, IEEE, etc). Again, you get what you put in to the club.
Intramurals: I loved playing intramurals at UOFT. However, the team that you play for depends on the people you know. For e.g. the SKULE team isnt great for soccer, and if you want to join a better team then you need to know someone on that team. So try networking lol.
Social life:
This was something that I personally struggled with at least initially at UOFT. I gave way too much time to studies, which really isnt worth it. UOFT is way easier than people make it out to be (I'm not being arrogant, and I'm not someone who's gifted in intellegence). As long as you manage your time, you will be fine. Anyway in first year most people would go to frats, and I would reccomend trying it out at least once. Go in the first weeks of school as thats the easiest time, and will also allow you to make new friends. Make sure to know a lot of people, at least at the surface level at the start, as that will make things easier for you in the long run and will also help you find the people you like to hang out with.
Summer after first year:
In my opinion do research if you want work experience, then step up to an internship next summer. If you want to relax thats a good option as well, just try doing some courses and build up some skills for sure.
2024.05.19 17:48 Loud_Sprinkles5872 Can someone please mark this short essay for inspector calls
the essay has not been completed yet, i just wanted get an opinion on my presentation of ideas. P.S I am aiming for a grade 7-8.
the question : how far does priestley present society as unfair in an inspector calls [34 marks]
the essay :An inspector calls is a morality and an anti-war play written by J.B Priestley in 1945 and set in 1912 in the fictional town of Brumley. The play follows through the involvement of an upper middle class family in the death of a lower class worker- Eva smith. J.B Priestley presents how far society is unfair by using the difference in power within the upper and middle class alongside the division in fair treatment based upon ones position and status within the class and gender hierarchy system. J.B priestley who was a socialist believed that this difference in class and gender systems should be abolished by the adoption of socialist views.
J.B priestley uses Mr Birling to show how far the society is unfair. He does this my presenting Mr Birlings attitudes towards people of lower class; specifically, females. In act 1, Mr birling commands Edna, the Birlings’ maid to “show him in here. Give us more light”. This suggests that Mr Birling expects Edna a worker from a lower class to serve the family tirelessly even past her usual working hours to contribute towards the celebration of Gerald and Sheila ‘s engagement – “ bring us some port”. Additionally, the use of imperative verbs- show and give suggest that Mr Birling commands Edna to follow is orders almost instantaneously. This shows us the mistreatment of the lower classes within the society . Priestley chooses to use Edna as a construct to represent the working lower classes of the patriarchal society in 1912 and 1945. Furthermore, the use of the repetition of “light” in the stage directions and in Mr Birlings words suggests that the working class will be the ones to enlighten the upper and middle classes and bring to “light” the mistreatment and unfair inequalities with in the patriarchal society and class systems. In addition, Mr birling also shows apathy towards the death of his former worker- Eva smith by claiming that “this girl” had interrupted his “business” by protesting for higher wages and it was his “duty to keep labour costs down”. This suggests that Mr Birling dismisses the death of Eva to highlight that he has no responsibility in her death as he was only doing his “duty”. The use of the verb- “duty” shows that he tries to justify his doing by claiming it to be the right thing to do. Priestley does this to further use Mr Birling as a construct of capitalism to encourage the contemporary audience to support socialist ideologies while criticizing the capitalist views held by the upper classes.
J.B Priestley also uses Gerald and Mrs Birling and their interactions with Eva smith/Daisy Renton to show how far the society is unfair. He does this by suggesting how Gerald and Mrs Birling exploited and mistreated Eva even when needed help the most. This is seen when, Gerald comes clean to the inspector stating that he had rescued her from “Aldermann Megarty” only to make her his mistress and lodge her a house over summer. He states that she had “lived economically on what I allowed her” before leaving her towards the “end”. This suggests that despite him rescuing her from a “notorious womanizer” ; had installed a dynamic of control in their relationship by “allowing her”. The use verb –“allowing” emphasises the control he had over her life as his mistress . Priestley chooses to do this to show the audience that even ‘good’ men such as Gerald have a considerable impact on showing how unfair the society of the 1912 is. Additionally, Gerald despite his exploitive behaviour towards the working class states that Eva had made him feel like a “fairy prince”. The use of simile shows that in Gerald’s views he had done the right thing to protect and shelter her, much like what a “fairy prince” would have done. Furthermore, the use of the adjective; “fairy” connotes that Gerald is wanting to be viewed as innocent and sweet almost painting himself as a perfect man who is found only in “fairy” tales. Priestley does this show to the audience that capitalism had been etched into the minds of people and that it will take a long time to overcome it and to support the equal treatment of society. In addition to this, Mrs Birling admits rather pridefully that she had “use my influence to have it refused” when talking about rejecting the charity and donation she could have given to Eva while she was pregnant with Eric’s child. The use of the verb- “influence” shows that Mrs Birling is aware of her social class and uses it actively to assert dominance over the poor working class women who need her help. This is also ironic as she is the head of the Brumley women’s charity organisation yet she undermines the women who need help from her ”charity” by referring to them as –“girls of that class”. The use of the noun- “girl” shows that she looks down upon the women of the lower classes to be immature like girls. Priestley chooses to use Mrs Birling to show that the older generation has negatively impacted the society with their overly capitalist views and to highlight the need to change within the government and non- profit organisations to avoid injustice and inequality in service. This shoes how far Priestley shows that the society is unfair.
thank you in advance :)
submitted by Loud_Sprinkles5872 to GCSE [link] [comments]
the question : how far does priestley present society as unfair in an inspector calls [34 marks]
the essay :An inspector calls is a morality and an anti-war play written by J.B Priestley in 1945 and set in 1912 in the fictional town of Brumley. The play follows through the involvement of an upper middle class family in the death of a lower class worker- Eva smith. J.B Priestley presents how far society is unfair by using the difference in power within the upper and middle class alongside the division in fair treatment based upon ones position and status within the class and gender hierarchy system. J.B priestley who was a socialist believed that this difference in class and gender systems should be abolished by the adoption of socialist views.
J.B priestley uses Mr Birling to show how far the society is unfair. He does this my presenting Mr Birlings attitudes towards people of lower class; specifically, females. In act 1, Mr birling commands Edna, the Birlings’ maid to “show him in here. Give us more light”. This suggests that Mr Birling expects Edna a worker from a lower class to serve the family tirelessly even past her usual working hours to contribute towards the celebration of Gerald and Sheila ‘s engagement – “ bring us some port”. Additionally, the use of imperative verbs- show and give suggest that Mr Birling commands Edna to follow is orders almost instantaneously. This shows us the mistreatment of the lower classes within the society . Priestley chooses to use Edna as a construct to represent the working lower classes of the patriarchal society in 1912 and 1945. Furthermore, the use of the repetition of “light” in the stage directions and in Mr Birlings words suggests that the working class will be the ones to enlighten the upper and middle classes and bring to “light” the mistreatment and unfair inequalities with in the patriarchal society and class systems. In addition, Mr birling also shows apathy towards the death of his former worker- Eva smith by claiming that “this girl” had interrupted his “business” by protesting for higher wages and it was his “duty to keep labour costs down”. This suggests that Mr Birling dismisses the death of Eva to highlight that he has no responsibility in her death as he was only doing his “duty”. The use of the verb- “duty” shows that he tries to justify his doing by claiming it to be the right thing to do. Priestley does this to further use Mr Birling as a construct of capitalism to encourage the contemporary audience to support socialist ideologies while criticizing the capitalist views held by the upper classes.
J.B Priestley also uses Gerald and Mrs Birling and their interactions with Eva smith/Daisy Renton to show how far the society is unfair. He does this by suggesting how Gerald and Mrs Birling exploited and mistreated Eva even when needed help the most. This is seen when, Gerald comes clean to the inspector stating that he had rescued her from “Aldermann Megarty” only to make her his mistress and lodge her a house over summer. He states that she had “lived economically on what I allowed her” before leaving her towards the “end”. This suggests that despite him rescuing her from a “notorious womanizer” ; had installed a dynamic of control in their relationship by “allowing her”. The use verb –“allowing” emphasises the control he had over her life as his mistress . Priestley chooses to do this to show the audience that even ‘good’ men such as Gerald have a considerable impact on showing how unfair the society of the 1912 is. Additionally, Gerald despite his exploitive behaviour towards the working class states that Eva had made him feel like a “fairy prince”. The use of simile shows that in Gerald’s views he had done the right thing to protect and shelter her, much like what a “fairy prince” would have done. Furthermore, the use of the adjective; “fairy” connotes that Gerald is wanting to be viewed as innocent and sweet almost painting himself as a perfect man who is found only in “fairy” tales. Priestley does this show to the audience that capitalism had been etched into the minds of people and that it will take a long time to overcome it and to support the equal treatment of society. In addition to this, Mrs Birling admits rather pridefully that she had “use my influence to have it refused” when talking about rejecting the charity and donation she could have given to Eva while she was pregnant with Eric’s child. The use of the verb- “influence” shows that Mrs Birling is aware of her social class and uses it actively to assert dominance over the poor working class women who need her help. This is also ironic as she is the head of the Brumley women’s charity organisation yet she undermines the women who need help from her ”charity” by referring to them as –“girls of that class”. The use of the noun- “girl” shows that she looks down upon the women of the lower classes to be immature like girls. Priestley chooses to use Mrs Birling to show that the older generation has negatively impacted the society with their overly capitalist views and to highlight the need to change within the government and non- profit organisations to avoid injustice and inequality in service. This shoes how far Priestley shows that the society is unfair.
thank you in advance :)
2024.05.19 17:16 chrisdub84 Software for making good notes/materials? (Math especially)
I teach high school math and I tend to be pretty picky about my materials, to the point where I like to make my own. But I absolutely hate using most word processors, even with plug-ins, for writing out equations, tables, or graphs (if you even have the option). So I end up making and copying some hand-written notes and materials because I can make them exactly the way I want without spending as much time.
I would like to make some things that are a bit more polished though and don't look so homemade. I have seen what other teachers have created, so I know there must be a way.
Teachers who make great worksheets or notes, how do you do it? Are there software packages or sites you find both efficient to use and look nice? Copying and pasting a graph from Desmos looks very sad, for example. I'm teaching up to Calculus, so I need something that handles all of the math symbols.
submitted by chrisdub84 to Teachers [link] [comments]
I would like to make some things that are a bit more polished though and don't look so homemade. I have seen what other teachers have created, so I know there must be a way.
Teachers who make great worksheets or notes, how do you do it? Are there software packages or sites you find both efficient to use and look nice? Copying and pasting a graph from Desmos looks very sad, for example. I'm teaching up to Calculus, so I need something that handles all of the math symbols.
2024.05.19 17:06 SwanAccomplished9870 I'm going to fail my undergrad uni maths degree and I don't know what to do
Title - I'm in my final year of university doing a maths degree. I'm at a very prestigious university, think like top in the world, and I'm feeling so discouraged.
I love maths - hell, I had to, to survive 3 years here - the level of work is unbelievable. And I worked hard throughout the entire time here, my tutors and supervisors and the like have always said nice things about how hard I work. I can't say I haven't tried.
But now my exams are in two weeks, and I've been trying the past papers, and, I just. Can't. Do any of them. I'm able to half-do questions in certain topics I find "nice", for some things, like galois theory, I have no idea how to even begin on most of the questions. I don't know what went wrong, everything seemed ok until now with my worksheets and the like.
It's really getting me down because I'm worried I'll fail, or if I pass, I'll get a third. A 2.2 seems only possible by some combination of the examiners being generous, and a miracle. I'm really worried that I'll have ended up wasting my time here - all I did was study, I didn't do much fun stuff at uni or networking either, I'm a very socially awkward person, so I don't know what to do. I thought everything was going okay as I had a 2.1 in first year and a 2.2 just below a 2.1 in second year, and thought that with enough work I could get things up again this year (only the final year counts here)
All I want to do with my life is just learn more and more maths, maybe even contribute to it one day by working on researching something, but it just seems like I'm so doomed, and idk what to do. Does anyone have any advice?
submitted by SwanAccomplished9870 to University [link] [comments]
I love maths - hell, I had to, to survive 3 years here - the level of work is unbelievable. And I worked hard throughout the entire time here, my tutors and supervisors and the like have always said nice things about how hard I work. I can't say I haven't tried.
But now my exams are in two weeks, and I've been trying the past papers, and, I just. Can't. Do any of them. I'm able to half-do questions in certain topics I find "nice", for some things, like galois theory, I have no idea how to even begin on most of the questions. I don't know what went wrong, everything seemed ok until now with my worksheets and the like.
It's really getting me down because I'm worried I'll fail, or if I pass, I'll get a third. A 2.2 seems only possible by some combination of the examiners being generous, and a miracle. I'm really worried that I'll have ended up wasting my time here - all I did was study, I didn't do much fun stuff at uni or networking either, I'm a very socially awkward person, so I don't know what to do. I thought everything was going okay as I had a 2.1 in first year and a 2.2 just below a 2.1 in second year, and thought that with enough work I could get things up again this year (only the final year counts here)
All I want to do with my life is just learn more and more maths, maybe even contribute to it one day by working on researching something, but it just seems like I'm so doomed, and idk what to do. Does anyone have any advice?
2024.05.19 16:56 SwanAccomplished9870 I'm going to fail my undergrad maths degree and I don't know what to do
Title - I'm in my final year of university doing a maths degree. I'm at a very prestigious university, think like top in the world, and I'm feeling so discouraged.
I love maths - hell, I had to, to survive 3 years here - the level of work is unbelievable. And I worked hard throughout the entire time here, my tutors and supervisors and the like have always said nice things about how hard I work. I can't say I haven't tried.
But now my exams are in two weeks, and I've been trying the past papers, and, I just. Can't. Do any of them. I'm able to half-do questions in certain topics I find "nice", for some things, like galois theory, I have no idea how to even begin on most of the questions. I don't know what went wrong, everything seemed ok until now with my worksheets and the like.
It's really getting me down because I'm worried I'll fail, or if I pass, I'll get a third. A 2.2 seems only possible by some combination of the examiners being generous, and a miracle. I'm really worried that I'll have ended up wasting my time here - all I did was study, I didn't do much fun stuff at uni or networking either, I'm a very socially awkward person, so I don't know what to do. I thought everything was going okay as I had a 2.1 in first year and a 2.2 just below a 2.1 in second year, and thought that with enough work I could get things up again this year (only the final year counts here)
All I want to do with my life is just learn more and more maths, maybe even contribute to it one day by working on researching something, but it just seems like I'm so doomed, and idk what to do. Does anyone have any advice?
submitted by SwanAccomplished9870 to CollegeRant [link] [comments]
I love maths - hell, I had to, to survive 3 years here - the level of work is unbelievable. And I worked hard throughout the entire time here, my tutors and supervisors and the like have always said nice things about how hard I work. I can't say I haven't tried.
But now my exams are in two weeks, and I've been trying the past papers, and, I just. Can't. Do any of them. I'm able to half-do questions in certain topics I find "nice", for some things, like galois theory, I have no idea how to even begin on most of the questions. I don't know what went wrong, everything seemed ok until now with my worksheets and the like.
It's really getting me down because I'm worried I'll fail, or if I pass, I'll get a third. A 2.2 seems only possible by some combination of the examiners being generous, and a miracle. I'm really worried that I'll have ended up wasting my time here - all I did was study, I didn't do much fun stuff at uni or networking either, I'm a very socially awkward person, so I don't know what to do. I thought everything was going okay as I had a 2.1 in first year and a 2.2 just below a 2.1 in second year, and thought that with enough work I could get things up again this year (only the final year counts here)
All I want to do with my life is just learn more and more maths, maybe even contribute to it one day by working on researching something, but it just seems like I'm so doomed, and idk what to do. Does anyone have any advice?
2024.05.19 16:56 SwanAccomplished9870 I'm going to fail my uni maths degree and I don't know what to do
Title - I'm in my final year of university doing a maths degree. I'm at a very prestigious university, think like top in the world, and I'm feeling so discouraged.
I love maths - hell, I had to, to survive 3 years here - the level of work is unbelievable. And I worked hard throughout the entire time here, my tutors and supervisors and the like have always said nice things about how hard I work. I can't say I haven't tried.
But now my exams are in two weeks, and I've been trying the past papers, and, I just. Can't. Do any of them. I'm able to half-do questions in certain topics I find "nice", for some things, like galois theory, I have no idea how to even begin on most of the questions. I don't know what went wrong, everything seemed ok until now with my worksheets and the like.
It's really getting me down because I'm worried I'll fail, or if I pass, I'll get a third. A 2.2 seems only possible by some combination of the examiners being generous, and a miracle. I'm really worried that I'll have ended up wasting my time here - all I did was study, I didn't do much fun stuff at uni or networking either, I'm a very socially awkward person, so I don't know what to do. I thought everything was going okay as I had a 2.1 in first year and a 2.2 just below a 2.1 in second year, and thought that with enough work I could get things up again this year (only the final year counts here)
All I want to do with my life is just learn more and more maths, maybe even contribute to it one day by working on researching something, but it just seems like I'm so doomed, and idk what to do. Does anyone have any advice?
submitted by SwanAccomplished9870 to college [link] [comments]
I love maths - hell, I had to, to survive 3 years here - the level of work is unbelievable. And I worked hard throughout the entire time here, my tutors and supervisors and the like have always said nice things about how hard I work. I can't say I haven't tried.
But now my exams are in two weeks, and I've been trying the past papers, and, I just. Can't. Do any of them. I'm able to half-do questions in certain topics I find "nice", for some things, like galois theory, I have no idea how to even begin on most of the questions. I don't know what went wrong, everything seemed ok until now with my worksheets and the like.
It's really getting me down because I'm worried I'll fail, or if I pass, I'll get a third. A 2.2 seems only possible by some combination of the examiners being generous, and a miracle. I'm really worried that I'll have ended up wasting my time here - all I did was study, I didn't do much fun stuff at uni or networking either, I'm a very socially awkward person, so I don't know what to do. I thought everything was going okay as I had a 2.1 in first year and a 2.2 just below a 2.1 in second year, and thought that with enough work I could get things up again this year (only the final year counts here)
All I want to do with my life is just learn more and more maths, maybe even contribute to it one day by working on researching something, but it just seems like I'm so doomed, and idk what to do. Does anyone have any advice?
2024.05.19 14:08 Yurii_S_Kh Monotheism, Part 3: Islam
 | Islam: Origins submitted by Yurii_S_Kh to SophiaWisdomOfGod [link] [comments] Jibril (Gabriel) appears before Mohammed, drawing The religion of the Law, which for 15 centuries prepared the chosen people for the coming into the world of the its Savior, the Incarnate Lord Jesus Christ, preceded New Testament religion. According to the Holy Apostle Paul, "the law was our schoolmaster to bring us unto Christ" (Gal. 3:24). It was all in all only "a shadow of good things to come" (Heb. 10:1). When the Savior came into the world, Old Testament religion had fulfilled its purpose. Our Lord Jesus Christ revealed to us the mystery of the Heavenly Kingdom and established the New Covenant, which was foretold by the prophet Jeremiah. "Behold, the days come, saith the Lord, that I will make a new covenant with the house of Israel, and with the house of Judah: Not according to the covenant that I made with their fathers in the day that I took them by the hand to bring them out of the land of Egypt; which my covenant they brake, although I was an husband unto them, saith the Lord: But this shall be the covenant that I will make with the house of Israel; After those days, saith the Lord, I will put my law in their inward parts, and write it in their hearts; and will be their God, and they shall be my people" (Jer. 31:31-33). Man was redeemed from original sin and its consequences by the voluntary death on the Cross of Jesus Christ as Savior of the World. He entered into an entirely new period in terms of his relationship with God in comparison with the Old Testament: instead of the law, there was a free condition of sonship and grace. Man received new means for achieving the ideal set for him of moral perfection as a necessary condition for salvation. Islam, having arisen in Arabia in the seventh century, appeared as the religion of the law six centuries after the God of the chosen people of the religion of the Law fulfilled its purpose. The difference between the Old Testament religion of the Law and Islam is not only that the latter emerged more than two thousand years after God gave on Mount Sinai the Ten Commandments and other precepts that governed life for the chosen people. The most important difference is that the Law of Moses has a Divine source. The book of Exodus gives a narrative of the majestic Epiphany. "And Moses brought forth the people out of the camp to meet with God; and they stood at the nether part of the mount. And mount Sinai was altogether on a smoke, because the Lord descended upon it in fire: and the smoke thereof ascended as the smoke of a furnace, and the whole mount quaked greatly. And when the voice of the trumpet sounded long, and waxed louder and louder, Moses spake, and God answered him by a voice. And the Lord came down upon mount Sinai, on the top of the mount: and the Lord called Moses up to the top of the mount; and Moses went up" (Exod. 19:17-20). The founder of Islam, however, did not have a Divine revelation. How did Islam arise? We read about this in the Hadith “Al-Jamii al-Sahih”. A mysterious being began to visit Mohammed. He slept in a cave on the slope of Mount Hira. On the night of the 24th of the month of Ramadan in year 610 someone appeared to him in human form. This event is considered the beginning of Islam. This story about it is from the Sunnah: “[A]n angel appeared to him and bade him 'READ!' 'I am no reader!' Mohammed replied in great trepidation, whereon the angel shook him violently and again bade him read. This was repeated three times, when the angel uttered the five verses that commence the 96th chapter: 'READ! in the name of thy Lord, who did create—who did create man from congealed blood. READ! for thy Lord is the most generous.’” Mohammed puzzled over whether a demon or angel visited him. He confided his experiences in his wife Khadijah. I will introduce more of the story of Mohammed's biography, generally accepted by Muslims: “She said to the messenger of God, ‘O son of my uncle, are you able to tell me about your visitant, when he comes to you?’ He replied that he could, and she asked him to tell her when he came. So when Gabriel came to him, as he was wont the apostle said to Khadija, ‘This is Gabriel who has just come to me.’ ‘Get up, O son of my uncle,’ she said, ‘and sit by my left thigh.’ The apostle did so, and she said, ‘Can you see him?’ ‘Yes,’ he said. She said, ‘Then turn round and sit on my right thigh.’ He did so, and she said, ‘Can you see him?’ When he said that he could she asked him to move and sit in her lap. When he had done this she again asked if he could see him, and when he said yes, she disclosed her form and cast aside her veil while the apostle was sitting in her lap. Then she said, ‘Can you see him?’ And he replied, ‘No.’ She said, ‘O son of my uncle, rejoice and be of good heart, by God he is an angel and not a satan’” (Ibn Hisham, Biography of the Prophet Muhammad). It is surprising how easily and, gently speaking, naively this question, which in the spiritual realm is a question of life or death, had been answered with the help of a woman. Before all else, an Angel is a bodiless being, and for his sight there are no actual barriers: one can see through even clothes. Clothes hide nudity only from the eyes of man. Even so, the body of man in and of itself is not something perverse or shameful. It is a creation of God. The lust of man is sinful as well as is carnal desire, but not the body. In paradise the progenitors were naked and were not ashamed (see Gen. 2:25). The nature of an Angel is inviolate. They are alien to passions of man. But if this was a demon, then he could easily resort to trickery. Knowing how they tested him, he especially would be able to take leave of himself, so that they would take him for an Angel. The attitude of Islam towards the Bible Islam emerged as something syncretic out of several sources: ancient Arabic cults, Judaism, Christianity, Hanifism (a pre-Islamic monotheistic movement in Arabia) and Mazdaism (an ancient Iranian religion). There is no doubt that the Old Testament holy books and the Gospel had an influence on the formation of Islam. In the Quran many people and events from biblical history are mentioned. However, these stories are presented completely arbitrarily and inaccurately. According to the Quran, man was created from water. "It is He Who has created man from water: Then has He established relationships of lineage and marriage: for thy Lord has power (over all things)" (25:54). In another surah, it says: "Proclaim! (or read!) in the name of thy Lord and Cherisher, Who created man, out of a (mere) clot of congealed blood" (96:1-2). In another part it speaks about clay, "He created man from sounding clay like unto pottery" (55:14). In contrast to the Bible, the Quran does not say that man was created in the image and likeness of God. This discrepancy is most profound. With God's image and likeness, man is summoned to commune directly with his Creator. He can become one with the Lord. This is not so in Islam. The book of Genesis tells the story of how the entire family of the patriarch Noah (in Arabic, Nuh) was saved in the Ark. The Quran speaks about the death of Noah's son: "So the Ark floated with them on the waves (towering) like mountains, and Noah called out to his son, who had separated himself (from the rest): ‘O my son! Embark with us, and be not with the unbelievers!’ The son replied: ‘I will betake myself to some mountain: it will save me from the water.’ Noah said: ‘This day nothing can save, from the command of Allah, any but those on whom He hath mercy!’ And the waves came between them, and the son was among those overwhelmed in the Flood" (11:42-43). Another surah tells it somewhat differently: "(Remember) Noah, when he cried (to Us) aforetime: We listened to his (prayer) and delivered him and his family from great distress" (21:76). There is no need to provide more examples. In the Quran, things are especially distorted when discussing New Testament events. Here the differences are purely fundamental. The Incarnation, the Crucifixion on Golgotha, and the Resurrection are all denied. Even the event of the Nativity of Christ, known to the whole world, is described very strangely. It is alleged that Maryam retreated to a faraway place and gave birth to a Son under palms (19:23). In this surah, called Maryam, She is called the "sister of Harun," i.e. Aaron. He indeed had a sister named Miriam, but she lived 15 centuries before the Nativity of Christ. Probably due to so great a number of errors and distortions, many representatives of Islam, in order to escape from this quandary, allege that the modern Holy Scripture of Christians has been distorted (a circumstance known as tahrif). Immediately, the question arises: what evidence do they provide? There is no evidence. Characteristically, the view of Muslims toward the Bible has undergone significant change over the course of several centuries. Early Islamic writers such as al-Tabari and ar-Razi believed that the distortion comes down to tahrif bi'al ma'ni, i.e. the corruption of the meaning without changing the text. However, later authors such as Ibn Hazm and Al-Biruni introduced the idea of tahrif bi’al-lafz, i.e. the corruption of the text itself. At that, both of these positions have been preserved to the present day. Thus, the level of acceptance among Muslims of the Bible depends on one's understanding of tahrif. The very existence of these fundamentally different positions indicates that there is no concrete evidence. It is impossible to ignore one interesting feature of the attitude that representatives of Islam have toward the Biblical text. In that they do not have their own "undistorted" biblical text, they cite our canonical text as undistorted. However, when they need to support a point, for example, negative examples from the life of Banu Isra'il (the children of Israel) with a reference to parts that do not conform to Islam, they proclaim the text to be distorted. Muslims allege that the New Testament (Injil), which the Quran refers to positively, is not in fact the current four Gospels. We have already said that they do not provide any evidence. The falsehood of the accusation that Christians distorted the Scriptures stems from the internal inconsistencies of the very Islamic authors who wrote on this theme. According to the Quran, the New Testament was originally a true, sacred text. "And in their footsteps We sent Jesus the son of Mary, confirming the Law that had come before him: We sent him the Gospel: therein was guidance and light, and confirmation of the Law that had come before him: a guidance and an admonition to those who fear Allah" (5:46). In another section: "Say: ‘O People of the Book! ye have no ground to stand upon unless ye stand fast by the Law, the Gospel, and all the revelation that has come to you from your Lord.’ It is the revelation that cometh to thee from thy Lord, that increaseth in most of them their obstinate rebellion and blasphemy" (5:68). This excerpt clearly demonstrates that the Quran itself does not speak of the distorted Scripture, but about "rebellion and blasphemy" related to misunderstanding. There is one part of the Quran (10:94) which is very problematic for Islamic commentators: "If thou wert in doubt as to what We have revealed unto thee, then ask those who have been reading the Book from before thee: the Truth hath indeed come to thee from thy Lord: so be in no wise of those in doubt." This ayat refers the Muslim "in doubt" to the authority of the biblical Holy Scripture. Abdul-Haqq writes: “The learned doctors of Islam are sadly embarrassed by this verse, referring the prophet as it does to the people of the Book who would solve his doubts” (Abdul-Haqq, A. A. (1980). Sharing Your Faith With A Muslim. Minneapolis, MN: Bethany House Publishers. As cited in Geisler, N.L. (1999). Baker Encyclopedia of Christian Apologetics. Grand Rapids, MI: Baker Publishing Group). According to the logic of this verse, the biblical Scripture was undistorted in the 7th century at the time of the Quran's creation. Then one must recognize that the current text is also correct, since we use manuscripts written over several centuries prior to the Quran. Textual criticism of the New Testament has achieved outstanding breakthroughs in the 20th century. Currently, there are over 2,328 manuscripts and manuscript fragments in Greek, coming to us from the first three centuries of Christianity. The most ancient New Testament manuscript, a part of the Gospel of John 18:31-33, 37-38, is the Rylands Library Papyrus P52, dated 117-138 in the era of the reign of emperor Hadrian. Adolf Deissmann acknowledges the possibility of the emergence of this papyrus even under the reign of Emperor Trajan (98-117). It is preserved in Manchester. Another ancient New Testament manuscript is the Papyrus Bodmer, P75. The 102 surviving pages contain the texts of the Gospels of Luke and John. "The editors, Victor Martin and Rodolphe Kasser, date this copy to between 175 and 225 A.D. It is thus the earliest surviving known copy of the Gospel according to Luke available today and one of the earliest of the Gospel according to John" (Bruce M. Metzger. The Text of the New Testament. p. 58). This precious manuscript is located in Geneva. Uncial script on parchment: leather codices with uncial script, (in Latin uncia means inch) letters without sharp corners and broken lines. This script is distinguished by its great refinement and precision. Each letter is disconnected. There are 362 uncial manuscripts of the New Testament. The most ancient of these codices (Codex Sinaiticus, Vaticanus, and Alexandrinus) have already been mentioned. Scholars complemented this impressive collection of ancient New Testament manuscripts with the New Testament text, which consisted of 36,286 excerpts of the Holy Scripture of the New Testament found in the works of the holy fathers and teachers of the Church from the first through fourth centuries. This text is lacking only 11 verses. Scholars of textual criticism in the 20th century did a tremendous job on the collation of all—several thousands of—New Testament manuscripts and identified all textual discrepancies caused by scribal error. An evaluation and typologization was performed. Precise criteria for determining a correct variant were established. For those familiar with this rigorous scientific work, it is obvious that allegations of the distortion of the current holy text of the New Testament are unfounded. In terms of the number of ancient manuscripts and the brevity of time separating the earliest surviving text from the original, no one work of antiquity can be compared with the New Testament. Accusations that the Bible's text is distorted are puzzling. How could it actually have been done? How could Christians and Hebrews have come together to do this? Everyone knows the degree of their mutual [doctrinal—Ed.] alienation. And yet both Christians and Jews use one and the same canonical text of the Old Testament. Furthermore, the entire New Testament was preserved in the Chester Beatty Papyri, composed in approximately 250 A.D. It is inconceivable to accept that under the conditions that existed in Christian society, hundreds of exemplars of the New Testament text were miscopied for the purpose of distortion. On the Monotheism of Islam Historians and religious scholars regard the three "Abrahamic" religions, Christianity, Judaism, and Islam, as monotheistic religions. For the researcher, the doctrinal principles that representatives of each of these three religions formulate are sufficient. However, on a theological level, the insufficiency of such a formal approach becomes clear. Monotheism is a necessary but not sufficient condition for true religion. Only a religion that has Divine revelation as a source has the true and spiritually accurate doctrine concerning God. Christianity not only maintains that God is the living, absolute source, "the only true God" (John 17:3; 1 Thes. 1:9; cf. John 5:20), but also teaches thoroughly and in depth of the nature of God as without beginning, without end, and of a perfect Spirit. The chief characteristic of the Divine nature is love. "God is love" (1 John 4:16). These words of the apostle contain the principal idea of the New Testament as the good news of salvation. The ineffable goodness of God created the world. The Lord housed man in paradise. Even after the Fall, God continued to love mankind. The greatness of God's love was revealed when the incarnate God died a most agonizing death for us. Christians know from not only the Holy Scripture, but also through the power of spiritual experience, that God is all-knowing and all-wise. The apostle says: "Neither is there any creature that is not manifest in his sight: but all things are naked and opened unto the eyes of him with whom we have to do" (Heb. 4:13). God knows not only all that has happened, and all that is, but he has also perfect knowledge of the future. The mirror of the supreme Wisdom of God is the universe which He created, astounding man with its extraordinary complexity, beauty, and harmony. God demonstrates his ineffable Wisdom also in the dispensation of our salvation. "O the depth of the riches both of the wisdom and knowledge of God! how unsearchable are his judgments, and his ways past finding out" (Rom. 11:33). True religion is not limited by the demand of worship for the Creator. Its ultimate goal is the spiritual unity of man with God. The Savior speaks about this in a prayer to his Father before his suffering on the cross: "That they all may be one; as thou, Father, art in me, and I in thee, that they also may be one in us" (John 17:21). From the aforementioned characteristics of the Divine follows the concept of true, Christian monotheism. There can be only one all-powerful and all-just God. The concept of God in Islam does not have a source of divine revelation. It developed on the basis of ancient Arabic religion. The word “Allah” was used in the polytheistic pantheon of Arabs to denote “God”: Allah (al - the definite article; ilah - god). Among the pagan Arabs, prior to their adoption of Islam, Allah was the supreme lunar deity, worshipped in north and central Arabia. The father of Muhammed, who was a pagan, was named Abdullah ("Servant of Allah"). In pre-Islamic times, the crescent moon was the symbol of the worship of the moon-god among the Arabs. This is confirmed by archeological evidence. The crescent moon was carried over as the main symbol of Islam. Arabs of the Syrian desert called the wife of Allah as Al-lāt, and in the south of central Arabia, Al-‘Uzzá. In other areas of Arabia, they, along with Manat, were worshipped as the daughters of Allah. This genetic trail was preserved in the Quran. There is mention of this in the 53rd surah: "Have ye seen Lāt, and ‘Uzzā, and another, the third (goddess), Manāt? What! For you the male sex, and for Him, the female? Behold, such would be indeed a division most unfair!" (53:19-22). In Islam, Allah is a created religious image by the human consciousness. He does not express the real almighty divine personhood. Consequently, monotheism in Islam is imagined. In a number of places in the Quran, he is endowed with intrinsically human characteristics and traits. Allah says:
The idea of monotheism, (tawhid, from the verb wahhada—to reckon something as one) was formulated in the Quran in several surahs. For example, in the 16th surah, "The Bee": "For We assuredly sent amongst every people an apostle, (with the Command), "serve God, and eschew evil" (16:36). In the terminology of the sharia, anything people worship except for Allah is "taghut". Since Islam does not know of direct revelation, nor the holy Manifestation of God to the world, nor the unification of man with God on the foundation of love, its monotheism is imagined, formalistic and abstract, requiring not that man change himself or his way of life, but only worship and daily prayer. Hieromonk Job (Gumerov) |
2024.05.19 12:00 AutoModerator Weekly Reminder: Rules and FAQ - May 19, 2024 (Now with updates!)
Below you will find a weekly reminder of our Rules and partial FAQ. It's definitely a long read, but it's worth your time, especially if you are new to the community, or dropping by as a result of a link you found elsewhere. We periodically revise our rules, this weekly notice will help keep you informed of any changes made.
NOTE: These rules are guidelines. Some moderation discretion is to be expected.
submitted by AutoModerator to stepparents [link] [comments]
NOTE: These rules are guidelines. Some moderation discretion is to be expected.
Community Rules
1. Kindness Matters
Advise, don't criticize.- Post with empathy, thoughtfulness, and constructive commentary rather than judgment. Don't be an asshole.
- Name-calling, slurs (including gender or race based slurs), and insults towards other community members will not be tolerated. Do not attack others for their personally held values, custody situation, marital status, physical distance from stepkids, or economic status; or on the basis of race, sex, sexual orientation, age, religion, or ethnicity.
- No name-calling toward children, including the above-mentioned insults or the term "skids", or terms such as "mini-wife" or "mini-husband."
- Comments advocating spanking or any mention of wanting to harm children are not allowed.
- This is a support sub, not a judgement sub, assholes are not tolerated. Comments with terms used in other subs to pass judgement on assholes will be removed.
2. No Drama
This is a support sub.- Bickering, nitpicking, and thread derailment will not be tolerated and will be subject to removal at moderator discretion.
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- Crossposting anything from /stepparents to any other subreddit might result in a ban and may result in the original thread being locked. Brigading our sub will result in an immediate ban.
3. Report, Don’t Rant
No backseat modding.- If you see someone breaking the rules, report the post or comment to the mods rather than engaging them in an argument. Failure to do so may be subject to comment removal at moderator discretion.
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Nobody knew what they were getting into.- Comments like "You knew what you were getting into", "Love them, love their kids!", "They're a package deal!" and "You have to love them like your own!" will be removed.
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Use the daily threads.- We are not a huge sub, but we are no longer a small sub. If you have multiple grievances to air, use the daily discussion threads instead of multiple posts.
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Remember the human.- Adhere to the same standards of behavior online that you follow in real life.
- Read it in full here.
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10. No Porn, Spam, Blogs, or Research Studies/Surveys Without Mod Approval
Just don't.- This is a SFW subreddit. Posting pornography will result in immediate post removal and permanent ban.
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11. Disputes in Modmail Only
Don't argue with the mods on the sub.- Any issues specifically related to how a mod is moderating should be addressed to the full moderating team via mod mail. This ensures that all mods are aware of any concerns and prevents disintegration of the topic thread at hand.
- This means to do not message or send chat requests to individual mods. All discussion and complaints about mod actions need to be done in mod mail ONLY. Failure to follow this rule can result in an immediate permanent ban.
- Comments in threads asking about mod decisions are subject to removal without notice.
12. Moderator Actions
We aren't kidding.- Users are expected to know the rules before posting. If you are warned or banned for violating the rules, ignorance is not an excuse.
- Moderators will remove posts and comments and/or lock threads in accordance with the rules above. Typically this happens when threads have gone off-topic in a way that is not productive for the OP, or comments overall have become contentious or disrespectful.
- If a poster continues to argue or to willfully violate these rules, temporary and permanent ban procedures will be followed. Any attempts to avoid or bypass temporary bans will result in a permanent ban. User bans will not be discussed in the sub. Questions posted about user bans are subject to removal and the poster subject to warning/ban procedures. The mod team will not discuss a specific user ban with anyone other than the user involved.
- New accounts are subject to manual approval until they are no longer deemed "new" by the mod team. This helps to weed out trolls and ban evaders.
- We rely on Automoderator to scan for specific words and phrases that are not welcome here and notify the mod team to review the comment or post. This includes slurs of any type and platitudes such as "Love them as your own!"
- The mod team uses a combination of blacklisting and banning when dealing with trolls.
- We employ the use of a bot that automatically bans anyone who comments in subs that have historically harassed our users. If you are picked up by the bot for telling trolls to get fucked, reach out via mod mail and we'll get you sorted out.
- The rules above as well as ban procedures are considered guidelines only; some deviation may be necessary on a case by case basis and/or at the mod team's discretion.
13. Ban Procedure
These actions are at moderator discretion.- Pornography will result in an automatic permanent ban.
- Extremely egregious content will result in an immediate permanent ban.
- You may receive a 7 or 30 day temporary ban for first and second rule violations, depending upon severity.
- Continued rule violations will result in a permanent ban.
- Willful attempts to avoid or bypass temporary bans will result in a permanent ban.
- We recognize the reddit site-wide rules of using alt names to get around bans and will ban those as well as report them to reddit admins.
FAQ - About the Rules
What does Kindness Matters mean?
- Shortest version? Don't be an asshole. People come here for support and advice, they do not come here to be yelled at or told they are the reason everything is going sideways. There are ways to point out that someone may want to do some reflection on their own actions and reactions without being an asshole about it.
- The purpose of this subreddit is to provide support and a sense of belonging for struggling stepparents. We aren't here to pass judgement, but rather to offer support, empathy, and constructive commentary. That does not include "hard truths" or "tough love." Stepparents get enough of that in every other subreddit, we're not passing it out here. Be respectful.
- Remember, most people aren't going to come to a sub like this when everything is going great and everyone is getting along. People are coming here when they are down, when they are feeling defeated and stretched to the limit. Kicking someone when they are down is shitty behavior and we don't tolerate it.
What about being kind to the kids?
- "Won't somebody think of the children?" Pearl clutching isn't needed here. If you read the Kindness Matters rule closely, you will see that there is a clause in there about name calling children. We don't allow it. We also don't allow people rolling in telling OP that they feel sorry for their stepkids because OP is feeling overwhelmed and overloaded.
- If anyone is advocating slapping, spanking, or any other form of violence, report the comment immediately. We do not advocate violence towards children of any sort. The mod team does not advocate any sort of physical punishment at any time.
- Venting about behaviors is not the same as insulting the kids. However, if you see a post or comment where kids are being name called or dragged to the point of no return, use the report button. We try to catch the posts and remove them before they hit the sub, but we cannot see every comment without your help. Use the report button to bring problematic comments to our attention. Don't engage in a war of words on our subreddit.
Why is this sub such an echo chamber?
- Not allowing contributors to pile on and tell OP that they are a terrible human being who should never be around children does not equate to being an echo chamber. Many contributors here will offer OP suggestions to help them work through their resentments and frustrations, and the most egregious situations are called out. We simply ask that it be called out with respect.
- If you feel that a post is simply too much for you to handle without following the rules, move on to another post.
- If you believe that a post itself is crossing the rules report it. If the mod team has approved the post, it is because the mod team believes that the OP needs help from the community or needs a moment to vent and move on from their vent. That does not give you license to pile on disrespectfully. Unless it is proven that OP is a bot, assume that OP is a human being with real thoughts and feelings and has posted from a place of vulnerability.
Why can't I tell OP that they are an asshole?
- Because this isn't a judgement sub. We aren't AITA, we don't want to be AITA.
- Comments with terms like YTA, NTA, ESH, NAH will be removed.
- Don't start your posts with INFO either. We generally recognize that as a fishing attempt for more information to pass judgement on OP, and again, we are not a judgment sub.
But OP asked if they were an asshole?!
- Their post somehow got past our automoderator. Just use the report button. We will address it with OP.
- If you've asked if you are an asshole, a-hole, a*hole, a**hole, whatever, don't be surprised if your post is removed without warning. This isn't a judgment sub. If you want judgment, you know where to go.
What is a gendered slur?
- While it seems that everyone understands what racist slurs are, people struggle understanding the concept of gendered slurs. Generally speaking, we are talking about derogatory nouns or verbs that are used to negatively describe people or situations based on gendered terms.
- We've gone back and forth on this a few times, and the truth is, we get it, it's your safe space and you want to be able to vent about BM/BD how you want to vent about them, without us telling you how to vent about them. Fair enough. Vent away. What we are going to stick to here how people are referring to other users and to stepchildren.
- Examples that are not allowed:
- "My SD is such a little bitch."
- "She dresses/acts like a slut."
- "My SS acts like a pussy."
- "My SS is such a beta male."
- "You are all fucking whores."
- "Any dude who is raising some sluts kids is a cuck!"
- "Little Lord Fauntleroy over here thinking he runs the house!"
- "You're just the bangnanny, get used to it."
- Don't call users here names, don't call stepchildren names.
- Masking the term with asterisks or other neat little tricks might get you around the bot, but if we see it, we're removing it and quite possibly giving you a time out. The intended word is still there and you deliberately tried to skate the rule.
- As there is not enough space to list every term that is offensive and does not belong, nor every situation in which term or phrase may be allowable in context, this rule is enforced based on moderator discretion.
Seriously? You are the language police now?
- We're here to talk about stepparenting. And we would like for that to happen in a respectful way. Attacking each other doesn't help. Belittling stepchildren draws in trolls who don't understand your frustration, all they see is an evil stepmonster talking shit on the internet about a poor, innocent baby. Yes, even if that "poor, innocent baby" just robbed you blind and set fire to the house on their way out the door. That's just how it goes.
- We are aware that this is a relatively new rule and a lot of older posts and comments contain a lot of problematic language, including some from mods themselves. We are growing and evolving, and rules change as the sub grows and evolves.
What does No Drama really mean?
- Pretty much what it says, do not bring drama from other subs into this sub. Do not engage in vote brigades. Do not try to incite other subscribers to riot in a different sub. Don't follow posters into this sub from other subs to continue to harass them. Do not badger someone or derail threads. Do not harass community members because you don't agree with them. There's enough drama in the daily lives of subscribers, more isn't needed.
What is thread derailment?
- When a comment chain has devolved to the point where all you are doing is arguing back and forth with someone about the same thing over and over again, you have derailed the thread. Also known as bickering. It's what children do. We assume if people are in a stepparent role they are adults. We expect you to act like it.
- If you aren't a stepparent, or in a stepparenting role, consider that perhaps this subreddit isn't for you. If you want to participate, do so with respect. Thread derailment, arguing, bickering, and nitpicking are not allowed.
But what if they didn't answer my question?
- No one has to answer your questions. This is a support sub, not an inquisition. Jumping on a bandwagon with "OP is evading the question" in a 20 comment long chain is the epitome of thread derailment. You'll find more information about trolling below and how this might be considered such.
Why am I being silenced? I'm just asking for a back and forth!
- Thread derailment, badgering, and nitpicking are considered harassment. Continued harassment of either community members or mods will get you banned.
Why can't I look at someone's post history and comment about it?
- No mod in the history of this sub has ever once said post histories are forbidden. What we do frown upon is using someone's post history to attack, belittle, or otherwise harass someone.
- Example Post: "My stepkid's mom really hates me. How can I make this better?"
- Okay: "Based on the timeline and your post history, it looks like this may have started as an affair. Unfortunately there's going to be outstanding issues for a long time due to that. Try focusing on yourself and how you can move forward without worrying about how someone else feels about you."
- Not Okay: "Holy shit! You were the OW! What the hell do you expect, homewrecker?!"
- Example Post: "I am completely overloaded and feeling very down about myself."
- Okay: "In your post history you mentioned that your spouse wasn't really helping around the house. Has that changed at all?"
- Not Okay: "LOL, you already got the answers you need in your post on relationships. You are stupid for sticking with your lazy spouse."
Why can't we crosspost stuff to other subs?
- We can't stop you from doing so. The problem isn't that something has been crossposted, it's when the community that it's been crossposted to feels the need to come over here and harass OP. When we see that happening, we lock the post and start passing out bans. If you did the crossposting, you'll be banned. If you participated in the brigading, you'll be banned.
What if it's my own post?
- Again, we can't stop you from doing so. We prefer that you don't technically crosspost, but rather just copy and paste your post. Why? Because inevitably the above will happen. Redditors from other subs will follow you back to /stepparents and start attacking users here. It just happens.
What is "brigading"?
- Reddit defines vote manipulation and brigading as follows:
- Using multiple accounts, voting services, or any other software to increase or decrease vote scores.
- Asking people to vote up or down certain posts, either on Reddit itself or through social networks, messaging, etc. for personal gain.
- Forming or joining a group that votes together, either on a specific post, a user's posts, posts from a domain, etc.
- We, along with pretty much every other subreddit that has ever had to deal with this nonsense, further define brigading as this: You saw a post on another sub that linked to our sub either via a link in a comment or a crosspost. It was basically saying something along the lines of "OMG, check out these assholes over on /stepparents! They literally hate all their stepkids!" And then you and your friends come over and start hammering on OP and telling OP how much they suck. Congrats, you have just participated in a brigade.
What is this whole Report, Don't Rant thing about?
- If you see a post or comment that breaks the rules, instead of engaging, report it. When you report it, it sends notification to the mod team. We will act on it where appropriate. Engaging with bad faith users may result in your comments being removed. If you repeatedly do so, you may end up being banned.
What if I see an obvious troll?
- Report it.
What if they are being really mean in comments?
- Report it.
What if they are harassing me in private messages?
- Step 1: Report them to admins. You can report harassment to reddit by using this link or send a DM to reddit admins. Include the link to the DM, admins can see your inbox and providing a direct link is helpful for them to weed out bad actors.
- Step 2: Block the person so they cannot directly contact you again.
- Step 3: Send us a mod mail and let the mod team know. Tell us who they are and what they said, send us a screenshot if you can - admins can see your DMs, mods can't. We'll take action where necessary by banning from the sub if they aren't already banned.
What do you mean by No Naming & Shaming?
- Just as we prefer to not be linked to or crossposted from, we do not allow linking to or calling out other subs by name. If you see something you want to share, say it's a hot post that has hit the front page and a stepparent is being absolutely flayed, just refer to it as "that hot post that hit the front page." If you want to complain about other places in general, "other parenting/advice/judgement subs" will suffice. Absolutely under no circumstances should you link to anywhere else.
I can't link to other subs?
- Do not directly link to another sub. (e.g.: "/insertsubnamehere is ridiculously hostile to stepparents!")
- Do not name other subs. (e.g.: "I won't link to it directly, but insertsubnamehere is ridiculously hostile to stepparents!")
- Do not abbreviate other subs. (e.g.: "I know that ISNH is ridiculously hostile to stepparents!")
I can't ping other users?
- Do not summon another user with a username ping/tag. (e.g.: "insertusernamehere was being an asshole.")
- If you are agreeing with someone, it is okay to link to them. (e.g.: "I agree with insertusernamehere, you need to take a couple of steps back and reflect on this.")
What does No Platitudes mean?
- Sanctimonious, overused clichés that grossly oversimplify the stepparenting experience are neither wanted nor allowed here. We have all heard it a thousand times before, we don't need to hear it again. It's not nearly as insightful and wise as some would like to think.
Why don't you people understand it's a package deal?
- Any comment that suggests that OP should have known what they were getting involved with, or that they needed to understand that the kids were part of some package they needed to accept before signing up for marriage is subject to immediate removal.
- This is one of the most insensitive things you can say to a stepparent. Most stepparents were aware of the children, but they were probably not aware of all of the family dynamics.
Why can't you just love them like they are your own?
- Demanding that a stranger you do not know love children that are not biologically theirs as if they were theirs can be incredibly damaging to someone who is already in a vulnerable situation. Any comment that falls along these lines will be removed.
What do you mean by No Trolling? I was just...
- No means no. No trolling. No pretending to be a stepparent and then whipping out the Greatest Hits Bingo Card of The Worst Stepparent in the History of Stepparents. We see you. We've seen you a thousand times.
What does "concern trolling", "gish-galloping", and "sealioning" have to do with stepparenting? This isn't a debate sub, why are you using debate terms?
- That's absolutely right, this isn't a debate sub. And yet, here we are, day after day, having to defend ourselves against this sort of thing. So, enough. No more. Usage of any of these things will get you banned.
What is "Concern Trolling?"
- A concern troll is someone who disingenuously visits sites of an opposing ideology to disrupt conversation by offering unwanted advice on how to solve problems which do not really exist.
- Example Post: OP expresses concern that she will feel, and possibly act, differently towards her stepchildren after her husband decides that no, he doesn't want anymore children after all.
- Example Concern Troll pulled from actual mod mail after their comment was removed: "Possible child abuse claims need to be sorted out well before whatever empathy you believe the OP was looking for."
What is a "Devil's Advocate"?
- "I'm just playing devil's advocate here, but have you considered that maybe BM is just really tired and needs a break, too?" BM has dozens of different mom based subs alone on reddit she can complain on, this sub is for stepparents. The stepparent doesn't need to consider that maybe BM is just really tired and needs a break.
"Gish-galloping?" What does that even mean?
- The Gish Gallop is the fallacious debate tactic of drowning your opponent in a flood of individually-weak arguments in order to prevent rebuttal of the whole argument collection without great effort. The Gish Gallop is a conveyor belt-fed version of the on the spot fallacy, as it's unreasonable for anyone to have a well-composed answer immediately available to every argument present in the Gallop.
And "sealioning?" What's that?
- Sealioning involves jumping into a conversation with endless polite, reasonable questions and demands for answers, usually of entry-level topics far below the actual conversation (e.g. "please prove sexism exists"). This tactic differs little from harassment; instead of discussion, the point is to derail discussion, receive criticism (for their ignorance) so as to look like a victim, or to make someone feel overwhelmed and quit talking.
Who gets to define what is considered asshattery?
- The mod team, of course! If we feel that comments are out of line, are trolling, are leading up to a fight or "just asking questions", we are going to remove them and most likely ban the offender.
FAQ - Sub Questions
Posting Guidelines for Stepparents
- Body text is required, we suggest you use line breaks between paragraphs as a wall of text is difficult to read. Posts that have only a title are likely to be removed. Instead of using names (even fictitious ones), try to use the sub acronyms. It helps our users to follow along if you use the acronyms and not names.
- Assign a post flair that accurately describes what your post is about and what you are seeking. If you are posting an update from a previous post, include a link to that post.
- Flairs are applied to posts to determine what a person is looking for. When submitting a new post, you should choose a flair that specifies if you are looking for advice, support, etc. The following link flair is available and is color coded with side bar links so that you can search by flair:
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- Legal - Asking for legal advice? Tag it with this!
- Miscellany - Just a sort of off topic thing? Use this tag.
- Resource - Sharing a good resource or asking for one? This is the tag you need!
- Support - For those days when you want nothing but a good old fashioned cry and some community love.
- Update - Updating us on something that you posted about previously? Use this one!
- Vent - We all need to vent sometimes. Respect the tag as a vent. This isn't how OP talks all day every day.
- Win! - Celebrate those wins with us with this tag!
- Megathread - Mod Use Only, for large mega threads (typically around major calendar events.)
Posting Guidelines for Bioparents
- Stepparents is a support community for stepparents, by stepparents. As bioparents, you may want to have more insight into how the stepparent in your life feels or thinks. You may have questions on how to ease the transition for your partner. However, please keep in mind that this community was not created for you. It was created for your partner or your ex's partner. If you are seeking support on how to deal with a stepparent, there are other subs more suited for your situation and your post is subject to removal.
- There are some posts from bioparents we will accept:
- Seeking advice on how to support your partner as they navigate stepparenting
- Seeking resources to help you better support your partner
- Seeking resources for your partner
- There are some posts from bioparents we will not accept:
- Complaints about how the stepparent is too involved in your kids lives
- Vents about how the stepparent is not involved enough in your kids lives
- "Cautionary tales" advising stepparents to back off
- Seeking advice on how to tell the stepparent to back off
- The Do's and Dont's of Stepparenting
- How your kid's stepmom is literally The Worst
- Comments from bioparents that are helpful and supportive are welcome and appreciated. Comments from bioparents that are not helpful or supportive are not welcome and subject to removal. There are several other subs that may meet the needs of bioparents better than we can. We recommend /coparenting, /parenting, /parents, /blendedfamilies, and /singleparents as starting points.
Guidelines for Stepkids
- At this time, we do not generally accept posts from stepkids. Comments from stepkids that are helpful and supportive are welcome and appreciated. Comments from stepkids that are not helpful or supportive are not welcome and subject to removal. If you are a stepkid seeking support, we highly recommend /stepkids. It is a very supportive community specifically for stepkids. We also recommend /blendedfamilies as another potential group for support.
What the heck are all these acronyms? I'm confused!
- Check out the Common Acronyms wiki page. We try to keep this updated as new terms are introduced to the sub.
Why aren't my posts or comments showing up?
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Why was my comment removed?
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This comment/post is really offensive! Why is it still up?
- All moderators are volunteers and have busy real lives. Sometimes things get past us. The best thing you can do is report anything you find offensive or inflammatory. It's the quickest and most reliable way of alerting us to an issue.
I've received a hurtful/unwanted PM from someone about my recent post. What should I do?
- If you receive an unwanted/hurtful PM from a name you don't recognize, please report it to Reddit Admins using our handy pre-populated form. Be sure to include the permalink to the message. We've been dealing with a few unhappy folks who like to attack stepparents, and reporting it to the admins is the only way to make it stop.
What are the general moderator guidelines?
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I've been wrongly banned/Why can't I comment here?
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Why was I banned without warning?
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2024.05.19 05:30 T1mbuk1 An Idea for a Protolang
I'm thinking of a protolang mixing PIE with Proto-Taqva-miir.
PIE Consonants: m, n, p, b, bʰ, t, d, dʰ, kʲ, gʲ, gʲʰ, k, g, gʰ, kʷ, gʷ, gʷʰ, s, h1, h2, h3, r, l, j, w
Proto-Taqva-miir Consonants: m, n, ɲ, b, t, tʼ, d, c, cʼ, ɟ, k, kʼ, g, q, qʼ, ɢ, ʔ, s, z, ɕ, ʑ, ç, ʝ, x, ɣ, ħ, ʕ, h, r, l, ʎ, j, w
PIE Vowels: e, eː, o, oː(Though a, aː, i, iː, u, uː might've also existed with them.)
Proto-Taqva-miir Vowels: a, aː, i, iː, u, uː
For the consonants, I added the two amounts from each language, then divided by two, meaning that 29 consonants should be the amount for this protolang. Matching them, I could add whatever consonants from each set correspond the most neatly with whatever consonants from the other. PIE's syllable structure was (C)CVC(C), which allowed nasals and liquids in the nucleus alongside the vowels. PTM's structure was (C)V(R), meaning that only nasals and liquids, grouped as resonants, can end syllables and words. In terms of stress, PIE used a pitch accent, while PTM's stress system was the same as Finnish at first, with stress falling on the first syllable all the time, with the modern language's system being the same as Latin, meaning that stress falls on the third-to-last syllable by default, with the second-to-last one being stressed instead as long as it contains a long vowel or is closed.
For syntax, PIE word order is debated. Mixing the two hypotheses could lead to PIE having used a free word order still classified as strictly subject initial. PTM would utilize SOV as the word order, utilizing postpositions derived from verbs. PIE used prepositions, and adjectives before nouns, while PTM's adjectives are also derived from nouns. In terms of grammar, both PIE and PTM were going to share the same grammatical number system: singular, dual, and plural, though PTM, in the end, used singular and plural, which evolved into a singulative/dual/plural system with an inverse marker. I'm considering this mixture using an inverse marker alongside singular, dual, and plural markings.
Regarding the tense systems, PIE is said to have two tenses: past and present. It might've used an auxiliary as an indicator of the future tense. It also used three aspects: imperfective ("present"), perfective ("aorist"), and stative ("perfect"). There were also four moods, or five: indicative, subjunctive, optative, and imperative. An injunctive mood might've also been possible. PTM utilized an unmarked imperfective, a marked perfective via reduplication, and an infinitive. Reduplication plus the [i] vowel was used for the perfective converb, and an -in suffix was used for the imperfective converb, the -su suffix marking the infinitive. The standard copula, derived from "live", and the locative copula, derived from "stand", would be utilized to create a new tense system:
PIE only utilized one copula: h1es-. They might've also used others like the following: bʰuh₂-(maybe "grow" and "become"), h2wes-(maybe "live"), h1er-, and (s)teh2-("stand").
Regarding valency-changing operations, PIE is said only to use a causative, while PTM utilizes a mediopassive derived from "take/get" and a causative/commitative derived from "lead". At least that was the original plan. The modern form uses the following operations: detransitive, causative, reflexive, reciprocal, mediopassive (detransitive + Dative), and antipassive (detransitive + Genitive). And via morphology.
And speaking of morphology and synthesis, while Proto-Taqva-miir is somewhat agglutinative, the eventual modern language being fusional, PIE was fusional. At least I think so, though I need better clarity. PIE lacks a dominant order regarding comparatives(superlatives, sublatives, etc.). However, PTM utilized auxiliaries and later a morphological system to indicate everything: comparative, superlative, sublative, intensive, excessive, equative, and contrastive. Unfortunately, there is no paucative marking as far as I'm aware. I'd need to look at the other Conlang Case Study videos. Let me make a list, and I keep the following distinct and antonymous with augmentatives and diminutives, which relate to size descriptions of nouns unrelated to other nouns.
Comparative: ???
Superlative: highest degree
Sublative: lowest degree
Equative: equal value
Contrastive: different value
Intensive: stronger
Excessive: too much of something
???: weaker
Paucative: too few of something
What is supposed to go where the triple question marks are? I'd like to know. Here's a bonus question: Which of these have been reconstructed and are theorized to have existed in Proto-Indo-European?
I'm also thinking of looking into the question words of PIE, and seeing what I should do from there, as Biblaridion is thinking of auxiliary question words like "what+thing", "what+place", "what+person", etc. And I have ideas for the languages it could split into. It's for a hypothetical(either actual or fictional) D&D campaign.
submitted by T1mbuk1 to conlangs [link] [comments]
PIE Consonants: m, n, p, b, bʰ, t, d, dʰ, kʲ, gʲ, gʲʰ, k, g, gʰ, kʷ, gʷ, gʷʰ, s, h1, h2, h3, r, l, j, w
Proto-Taqva-miir Consonants: m, n, ɲ, b, t, tʼ, d, c, cʼ, ɟ, k, kʼ, g, q, qʼ, ɢ, ʔ, s, z, ɕ, ʑ, ç, ʝ, x, ɣ, ħ, ʕ, h, r, l, ʎ, j, w
PIE Vowels: e, eː, o, oː(Though a, aː, i, iː, u, uː might've also existed with them.)
Proto-Taqva-miir Vowels: a, aː, i, iː, u, uː
For the consonants, I added the two amounts from each language, then divided by two, meaning that 29 consonants should be the amount for this protolang. Matching them, I could add whatever consonants from each set correspond the most neatly with whatever consonants from the other. PIE's syllable structure was (C)CVC(C), which allowed nasals and liquids in the nucleus alongside the vowels. PTM's structure was (C)V(R), meaning that only nasals and liquids, grouped as resonants, can end syllables and words. In terms of stress, PIE used a pitch accent, while PTM's stress system was the same as Finnish at first, with stress falling on the first syllable all the time, with the modern language's system being the same as Latin, meaning that stress falls on the third-to-last syllable by default, with the second-to-last one being stressed instead as long as it contains a long vowel or is closed.
For syntax, PIE word order is debated. Mixing the two hypotheses could lead to PIE having used a free word order still classified as strictly subject initial. PTM would utilize SOV as the word order, utilizing postpositions derived from verbs. PIE used prepositions, and adjectives before nouns, while PTM's adjectives are also derived from nouns. In terms of grammar, both PIE and PTM were going to share the same grammatical number system: singular, dual, and plural, though PTM, in the end, used singular and plural, which evolved into a singulative/dual/plural system with an inverse marker. I'm considering this mixture using an inverse marker alongside singular, dual, and plural markings.
Regarding the tense systems, PIE is said to have two tenses: past and present. It might've used an auxiliary as an indicator of the future tense. It also used three aspects: imperfective ("present"), perfective ("aorist"), and stative ("perfect"). There were also four moods, or five: indicative, subjunctive, optative, and imperative. An injunctive mood might've also been possible. PTM utilized an unmarked imperfective, a marked perfective via reduplication, and an infinitive. Reduplication plus the [i] vowel was used for the perfective converb, and an -in suffix was used for the imperfective converb, the -su suffix marking the infinitive. The standard copula, derived from "live", and the locative copula, derived from "stand", would be utilized to create a new tense system:
- Imperfect + Standard Copula = Continuous
- Perfect + Standard Copula = Past Continuous
- Imperfect + Locative Copula = Future
- Perfect + Locative Copula = Future in the Past
PIE only utilized one copula: h1es-. They might've also used others like the following: bʰuh₂-(maybe "grow" and "become"), h2wes-(maybe "live"), h1er-, and (s)teh2-("stand").
Regarding valency-changing operations, PIE is said only to use a causative, while PTM utilizes a mediopassive derived from "take/get" and a causative/commitative derived from "lead". At least that was the original plan. The modern form uses the following operations: detransitive, causative, reflexive, reciprocal, mediopassive (detransitive + Dative), and antipassive (detransitive + Genitive). And via morphology.
And speaking of morphology and synthesis, while Proto-Taqva-miir is somewhat agglutinative, the eventual modern language being fusional, PIE was fusional. At least I think so, though I need better clarity. PIE lacks a dominant order regarding comparatives(superlatives, sublatives, etc.). However, PTM utilized auxiliaries and later a morphological system to indicate everything: comparative, superlative, sublative, intensive, excessive, equative, and contrastive. Unfortunately, there is no paucative marking as far as I'm aware. I'd need to look at the other Conlang Case Study videos. Let me make a list, and I keep the following distinct and antonymous with augmentatives and diminutives, which relate to size descriptions of nouns unrelated to other nouns.
Comparative: ???
Superlative: highest degree
Sublative: lowest degree
Equative: equal value
Contrastive: different value
Intensive: stronger
Excessive: too much of something
???: weaker
Paucative: too few of something
What is supposed to go where the triple question marks are? I'd like to know. Here's a bonus question: Which of these have been reconstructed and are theorized to have existed in Proto-Indo-European?
I'm also thinking of looking into the question words of PIE, and seeing what I should do from there, as Biblaridion is thinking of auxiliary question words like "what+thing", "what+place", "what+person", etc. And I have ideas for the languages it could split into. It's for a hypothetical(either actual or fictional) D&D campaign.
2024.05.19 00:10 TheIndulgery Using ChatGPT as a novel writing aid
 | I'm currently writing a fantasy / litPRG novel and have been using ChatGPT in creative ways to help with it. I had some requests on how so instead of replying to everyone individually I figured I'd make a post! I will include screenshots so expect this post to be long! Also, it's from my actual book so please don't steal my shit. lol submitted by TheIndulgery to ChatGPT [link] [comments] I'll break it up into 5 sections:
Editing and grammar: This is pretty straightforward. I'll copy and paste sections and ask it to fix the grammar, bolding any changes it makes and striking out any words it removes so I can review the changes. The only issue I've had with this is that if I try to post an entire chapter it'll sometimes pause in its review and ask if I want to continue. Sometimes when it does that it loses sentences or even a paragraph where it broke. Now I just do smaller chunks. It'll explain why it made the changes too, so it's improving my grammar as I go. Character and creature help: This is also pretty straightforward. I already have my main characters written up and I know which ones are coming later, but sometimes I want mooks or neighbors, and other times I need creatures. I'll ask it for more than I need and pick the best ones. Some of the prompts: "Create 5 creatures that you'd find in Wisconsin. There should be a day version and a night version, the night version being tougher and having more attacks. For each come up with 3 offensive and 3 defensive powers. Also describe them in the format of a character description in a D&D style monster manual." https://preview.redd.it/n2e5pfx9691d1.png?width=825&format=png&auto=webp&s=41abb9ae9a8c984ea1837b0a3b292885822b1e5e "Based off the fight scene I just described and the attached screenshot of the person's character sheet, come up with 5 attacks, skills, or magical abilities that person could develop. They should reflect that person's personality, character sheet, and fighting style." https://preview.redd.it/05t0977p691d1.png?width=572&format=png&auto=webp&s=35a55418b0ce7230225ac79e632632f4aac43f6a https://preview.redd.it/kio2yals691d1.png?width=592&format=png&auto=webp&s=443d537f20d4c8956441214ea38ecd1e2af651bb Mooks: https://preview.redd.it/9dxzjn85791d1.png?width=606&format=png&auto=webp&s=11ca003c702f77d5ea27e55abbb6a20f7573d409 https://preview.redd.it/kvudyz97791d1.png?width=603&format=png&auto=webp&s=7fd6ee23d5719a0f73abf6b65b694c5523f6223f The cool stuff: This is where it really shines and has helped me avoid a lot of pitfalls that I notice when I'm reading other authors' books: "Review the story and look for any words that I reuse a lot. Ignore standard ones like 'and, they, him, etc'" All authors have their favorite words that get repeated way too often. I'll find them and suggest alternate descriptions. It goes beyond just providing new words. "I want to avoid repetitive descriptions. Please review the story and identify any times I've repeated descriptions, turns of phrase, etc. Categorize them into "fight scenes", "Emotional scenes", and "area/scene descriptions" This has been a power prompt for me. We tend to describe things a certain way and it identifies areas where changes can be made to make it more dynamic and varied. https://preview.redd.it/n0s3w4l2891d1.png?width=787&format=png&auto=webp&s=6f8bbb75a01216bbef6b4792740154a1ea4f40ef https://preview.redd.it/zy9jj32a891d1.png?width=755&format=png&auto=webp&s=b6a3ee793ee610a96416268ae407aab70c6d3785 "Please review the story for any inconsistencies. I'm specifically looking for ways I've described the system or world as working that I later contradict." I've had mixed results with this one but overall it works really well. It's also useful for all those items that you forget, especially if they enhance someone and they're supposed to be using a skill or ability from it: https://preview.redd.it/wz4gn43v891d1.png?width=662&format=png&auto=webp&s=b278e32bd76464dfa09395115d8bb401a759d789 I also use it to bounce ideas off of. Sometimes the ideas are generic but often it comes up with ideas that I hadn't thought of. I don't like it decide the plot or directions, but it's like chatting with an editor or reviewer and the two of you bouncing ideas off each other. I'll reply to its posts with things like "I like number 3 but it's coming too early. What if we had them go to place X instead of that, saving that for later?" Character [xx] is going to have these skills and plot points in the future. Knowing that, please tailor all skill and plot suggestions with the idea of driving towards that narrative in a balanced, natural manner. None of the ideas should feel forced and they should all happen naturally as the story progresses. As I paste new chapters please incorporate the changes into that long term progression and adapt as required. "I think I want character B to starting feeling like they're not contributing but I'm having trouble thinking of ways to express that naturally. I don't want it to feel forced. What are some situations they could end up in that'd highlight that? Who could they fight with?" "I feel like character A is getting too complacent and it outpacing the other people, but they've become the lynchpin of the fights. I plan on introducing XX situation and it'll make them weak in XX area. I'm going to post a few paragraphs with that, tell me if it rings true with the character growth I've been using for the rest of the story." "I'm going to paste the first half of a fight that the characters are in but I'm realizing I don't have any ideas for how they'll win. What are some ideas based off the creature's character sheet you posted earlier?" And I asked ChatGPT to make a summarized list of the types of requests I've asked of it. Here's what it came up with: Sure! Here's a summary list of the different types of requests you've made for help with plot, development, and ideas:Plot Development Story Arcs: "Review this key story arc that introduces a major conflict between Tess and Zavier. Suggest any improvements or additional elements to make the conflict more engaging."Scene and Setting Descriptions Sensory Details: "Enhance this description of a forest setting by incorporating more sensory details. Suggest specific sounds, smells, and tactile elements that could be added."Dialogue and Internal Monologue Character Dialogues: "Review this conversation between Zavier and Tess where they discuss their fears and hopes. Suggest ways to make the dialogue more natural and emotionally resonant."Item and Skill Creation Loot Items: "Review these unique items dropped by the Ironhide Boar. Suggest any changes to their descriptions, stats, and effects to make them more interesting and balanced."Theme and Tone Maintaining Tone: "Ensure that the tone of this new scene remains consistent with the rest of the story. Provide feedback on balancing dark moments with hopeful ones."Feedback and Revisions Improving Flow: "Review this written scene and suggest improvements for better flow and engagement. Identify any areas where the narrative could be more fluid."And finally, I asked ChatGPT what kinds of prompts to use to make the most of its ability to help writers: To make the most of my abilities as an AI assistant, authors should use prompts that focus on detailed feedback, specific suggestions for improvements, and brainstorming new ideas. Here are some examples of effective prompts that can help authors maximize the benefits of using my assistance:Plot Development Story Arcs: "Review this key story arc and suggest any improvements or additional elements to make the conflict more engaging and impactful."Scene and Setting Descriptions Sensory Details: "Enhance this description of a [setting] by incorporating more sensory details. Suggest specific sounds, smells, and tactile elements that could be added."Dialogue and Internal Monologue Character Dialogues: "Review this conversation between [Character A] and [Character B] and suggest ways to make the dialogue more natural and emotionally resonant."Item and Skill Creation Loot Items: "Review these unique items dropped by [creature] and suggest any changes to their descriptions, stats, and effects to make them more interesting and balanced."Theme and Tone Maintaining Tone: "Ensure that the tone of this new scene remains consistent with the rest of the story. Provide feedback on balancing dark moments with hopeful ones."Feedback and Revisions Improving Flow: "Review this written scene and suggest improvements for better flow and engagement. Identify any areas where the narrative could be more fluid."Hope this helps! |
2024.05.18 23:17 fibercat1 Updates? Updates. Check out new features in this short video. Now when nodes can be copied and pasted around (with splicing), making new branches of you fiber optic network takes seconds. Try it yourself, early adopters can use an indefinitely big worksheet & unlimited number of splice sheets.
 | submitted by fibercat1 to FiberOpticSaaS [link] [comments] |
2024.05.18 22:36 braydenserna Assistance with Sheets Automation Scripts
I will preface this by stating I am by no means an expert at writing code for Google Apps Script (I have absolutely no idea what I am doing), which is why I rely on Gemini to write code for me.
I have a Google Sheet which contains various worksheets:
When a code is entered in a cell in column A, execute the following steps:
Gemini was able to get the automation to work without requiring the use of a trigger (somehow), but in its troubleshooting suggestions, it said I need to create one. I have done so, and it still will not work--I keep getting an error when I debug the function.
Here's an example of one of my worksheets:
CPT-4 II worksheet
Here's the script which corresponds to the worksheet:
Corresponding code for CPT-4 II worksheet
Here is the trigger:
Trigger that I was told to configure by Gemini
Here's the error that one of the scripts is returning:
Error returned by the code corresponding with the OPPS Status Indicators - HCPCS worksheet
Debug of the code
I greatly appreciate any assistance as I am becoming incredibly frustrated.
Please let me know if there is any additional detail I can provide to assist.
submitted by braydenserna to GoogleAppsScript [link] [comments]
I have a Google Sheet which contains various worksheets:
- CPT-4
- Modifiers - CPT-4
- CPT-4 II
- POS Codes
- MDC
- ICD-10-CM
- ICD-10-PCS
- HCPCS Level II
- Modifiers - HCPCS
- MS-DRG
- Revenue Codes
- ASC Payment Indicators - HCPCS
- OPPS Status Indicators - HCPCS
When a code is entered in a cell in column A, execute the following steps:
- Evaluate column A for duplicate entries; if the code already exists, reject the newly entered (duplicate) code
- Sort the worksheet by column A in alphabetical order
- Capitalize any alphabetical characters in the code string; for example, if I enter 3074f, change it to 3074F
Gemini was able to get the automation to work without requiring the use of a trigger (somehow), but in its troubleshooting suggestions, it said I need to create one. I have done so, and it still will not work--I keep getting an error when I debug the function.
Here's an example of one of my worksheets:
CPT-4 II worksheet
Here's the script which corresponds to the worksheet:
Corresponding code for CPT-4 II worksheet
Here is the trigger:
Trigger that I was told to configure by Gemini
Here's the error that one of the scripts is returning:
Error returned by the code corresponding with the OPPS Status Indicators - HCPCS worksheet
Debug of the code
I greatly appreciate any assistance as I am becoming incredibly frustrated.
Please let me know if there is any additional detail I can provide to assist.
2024.05.18 20:42 StephCurryGSWFAN dake
 | submitted by StephCurryGSWFAN to namesoundalikes [link] [comments] |
2024.05.18 18:48 gama224 Annoying resize of edge browser in mac
 | As the title suggests, the window resizes (window dances up and down) whenever the cursor hovers over the top which looks very ugly Anything which can be done to resolve this? submitted by gama224 to mac [link] [comments] https://preview.redd.it/pi0kh23is71d1.png?width=3024&format=png&auto=webp&s=76d89d1c7e49cc913d2bd44c4c36eafb36042219 https://preview.redd.it/ppyqr8hjs71d1.png?width=3024&format=png&auto=webp&s=0bc5ac3dcbaf2ffbbf4e5419330ada4066738605 |
2024.05.18 14:39 snarkformiles Tips are back!!
 | Tips are back again! In Italian, anyway 🎉 submitted by snarkformiles to duolingo [link] [comments] |
2024.05.18 13:26 Ashen_one933 My mom is learning English. Totally beginner.
She plays Duolingo but it gave her too many tenses like "have + read", "I was speaking" etc.
I told her better for her is learning present simple first and then what next?
Generally future simple is easy because we add "will" and "won't".
I guess past simple is used by people more than future simple so past simple next after present simple?
Should she learn verbs like "cook-ed", "start-ed" etc and then "wrote, ran, made"?
I think second ones are harder to remember because they don't have "ed"
I know it's obvious but maybe you have a better way to learn it.
submitted by Ashen_one933 to EnglishLearning [link] [comments]
I told her better for her is learning present simple first and then what next?
Generally future simple is easy because we add "will" and "won't".
I guess past simple is used by people more than future simple so past simple next after present simple?
Should she learn verbs like "cook-ed", "start-ed" etc and then "wrote, ran, made"?
I think second ones are harder to remember because they don't have "ed"
I know it's obvious but maybe you have a better way to learn it.
2024.05.18 12:27 Apodiktis Turning nouns into verbs with specific conjugation
I’m creating an Austronesian conlang and languages from this family tend to have infixes. However I didn’t want to make three syllables long words for basic activities, so I decided to make conjugation based on vowel alternation (or rather syllable ending alternation). Here is an example how it works:
To wish - sara - sura - sivra - sevra - savra
To see - kita - kanta - kinta - kjenta - kjanta
To sleep - tidu - tandi - tindi - tjendi - tjandi
You can see that the only thing which changes is the syllable ending and every other letter remains as it was. (in my conlang syllable can end only with vowel or j /j/, n /ŋ/, v /w/).
First word belongs to the first conjugation which uses „a” as a changeable vowel, but second and third one uses „i” because first consonant is soft. First form is infinitive, second is present active, third is past active, fourth is present passive and fifth is past passive.
And that’s a very good solution for me, because there is still the same amount of syllables and if I make some verbs irregular it will sound more natural.
But there is one problem. When I want to turn a noun into a verb, conjugation won’t work, because nouns aren’t made like verbs, so fist vowel in the noun can be something different from „a” or „i” and it would be too complicated and hard to make special conjugation for every ending (there are 16)
I thought about changing first vowel in noun to „a” or „i” in order to change it to verb, but if I would have three nouns (tari, teri, turi), they would have the same verb form which is very confusing.
Only root is conjugated, so in word bekita (to show) be will remain as it is, but kita will change normally.
Please advice me a good solution for this problem. Thank you for your answers.
submitted by Apodiktis to conlangs [link] [comments]
To wish - sara - sura - sivra - sevra - savra
To see - kita - kanta - kinta - kjenta - kjanta
To sleep - tidu - tandi - tindi - tjendi - tjandi
You can see that the only thing which changes is the syllable ending and every other letter remains as it was. (in my conlang syllable can end only with vowel or j /j/, n /ŋ/, v /w/).
First word belongs to the first conjugation which uses „a” as a changeable vowel, but second and third one uses „i” because first consonant is soft. First form is infinitive, second is present active, third is past active, fourth is present passive and fifth is past passive.
And that’s a very good solution for me, because there is still the same amount of syllables and if I make some verbs irregular it will sound more natural.
But there is one problem. When I want to turn a noun into a verb, conjugation won’t work, because nouns aren’t made like verbs, so fist vowel in the noun can be something different from „a” or „i” and it would be too complicated and hard to make special conjugation for every ending (there are 16)
I thought about changing first vowel in noun to „a” or „i” in order to change it to verb, but if I would have three nouns (tari, teri, turi), they would have the same verb form which is very confusing.
Only root is conjugated, so in word bekita (to show) be will remain as it is, but kita will change normally.
Please advice me a good solution for this problem. Thank you for your answers.
2024.05.18 06:52 princeinthenorth Macro not pulling from other workbooks...
Hi everyone,
I made a macro which replaces a country name with a two character code.
To do so I have a separate workbook with all the countries listed by name and an adjacent column with the two alpha code for that country.
I recorded a macro that shows the lookup and replacement is successful. It also deletes some unused columns from the worksheet.
However, when I open a different set of data with the same layout (and the lookup workbook is still open also), the macro shows the columns being deleted but the lookup doesn't return any results (the 'shipping country' column is just empty).
Any thoughts as to why it doesn't pull through?
Here's the VBA code for the macro:
submitted by princeinthenorth to excel [link] [comments]
I made a macro which replaces a country name with a two character code.
To do so I have a separate workbook with all the countries listed by name and an adjacent column with the two alpha code for that country.
I recorded a macro that shows the lookup and replacement is successful. It also deletes some unused columns from the worksheet.
However, when I open a different set of data with the same layout (and the lookup workbook is still open also), the macro shows the columns being deleted but the lookup doesn't return any results (the 'shipping country' column is just empty).
Any thoughts as to why it doesn't pull through?
Here's the VBA code for the macro:
Sub AlphaTwoReplace()' '
AlphaTwoReplace Macro' '
Keyboard Shortcut: Ctrl+Shift+A' ActiveWindow.SmallScroll ToRight:=-1 ActiveWindow.SmallScroll Down:=0 ActiveWindow.SmallScroll ToRight:=1 ActiveWindow.SmallScroll Down:=0 ActiveCell.FormulaR1C1 = _
"=XLOOKUP(RC[-1],'[Country, State & Dialling Code Lookups.xlsx]Lookups'!R4C[-23]:R252C[-23],'[Country, State & Dialling Code Lookups.xlsx]Lookups'!R4C[-22]:R252C[-22],0)" Range("X2").Select Selection.AutoFill Destination:=Range("X2:X608") Range("X2:X608").Select Selection.Copy Range("W2").Select Selection.PasteSpecial Paste:=xlPasteValues, Operation:=xlNone, SkipBlanks _ :=False, Transpose:=False Columns("X:Y").Select Application.CutCopyMode = False Selection.Delete Shift:=xlToLeft End Sub 2024.05.18 05:46 mycoaching Simplifying English Grammar: A Guide for Hindi Speakers
 | Mastering English grammar is a significant step towards achieving fluency in English. For Hindi speakers, understanding English grammar can seem challenging due to differences in linguistic structures. However, with the right approach and resources, it can become a manageable and even enjoyable task. In this article, we will explore the essentials of English grammar in Hindi, offering tips and insights to help you on your journey. Additionally, we’ll introduce a valuable resource that provides comprehensive guidance on this topic. submitted by mycoaching to u/mycoaching [link] [comments] https://preview.redd.it/hfiijhbuw31d1.png?width=1920&format=png&auto=webp&s=29f13f400ccc0d3809fe95420a82902da502b93c The Importance of English GrammarGrammar is the foundation of any language. It provides the rules and structures necessary for constructing clear and effective sentences. For Hindi speakers, learning English grammar is crucial for accurate communication, whether in writing or speaking. Proficiency in English grammar also opens up numerous opportunities in education, career advancement, and global communication.Key Components of English GrammarUnderstanding English grammar involves familiarizing oneself with several fundamental components:
Tips for Mastering English Grammar
Your Ultimate Resource for English Grammar in HindiFor those seeking a structured and comprehensive guide to English grammar in Hindi, My Coaching is an excellent resource. This platform offers detailed explanations, practical exercises, and expert tips tailored specifically for Hindi speakers. Whether you are a beginner or looking to refine your skills, My Coaching provides the support and tools necessary for effective learning.ConclusionLearning English grammar is an empowering step for Hindi speakers, enhancing both personal and professional opportunities. By focusing on the fundamental components and utilizing effective learning strategies, you can achieve proficiency in English grammar. For a supportive and thorough learning experience, be sure to explore the resources available at My Coaching. Happy learning! |
2024.05.18 05:28 mycoaching Hindi Grammar: Your Guide to Mastery
 | Learning a new language can be a daunting task, but with the right resources and guidance, it can become an enjoyable and rewarding journey. For those venturing into the rich and vibrant world of Hindi, mastering its grammar is crucial. This article aims to provide you with valuable insights and tips to excel in Hindi grammar, and I will also introduce you to an exceptional resource that can significantly aid your learning process. submitted by mycoaching to u/mycoaching [link] [comments] https://preview.redd.it/hr3tgvglt31d1.png?width=1920&format=png&auto=webp&s=cb09b152389f13fa42f093b44d49a29a2a14517e The Importance of Hindi GrammarGrammar forms the backbone of any language. It provides the rules and structures that govern how words and sentences are formed, ensuring clear and effective communication. Hindi, with its roots in Sanskrit, boasts a complex yet fascinating grammatical framework. Understanding Hindi grammar not only enhances your language skills but also deepens your appreciation of India's cultural and literary heritage.Key Components of Hindi GrammarTo grasp Hindi grammar, it's essential to focus on several key components:
Tips for Mastering Hindi Grammar
Your Ultimate Resource for Hindi GrammarOne highly recommended resource for mastering Hindi grammar is My Coaching. This comprehensive platform offers detailed explanations, exercises, and tips tailored to learners at various levels. Whether you are a beginner or looking to refine your existing skills, My Coaching provides the tools and support needed to achieve fluency in Hindi.ConclusionEmbarking on the journey to learn Hindi can be immensely rewarding, and mastering its grammar is a fundamental part of this process. By focusing on the core components of Hindi grammar and utilizing effective learning strategies, you can enhance your proficiency and confidence in the language. For a structured and supportive learning experience, be sure to explore the resources available at My Coaching. Happy learning! |
2024.05.18 04:35 Nervous-Idea5451 Put Wrong Way to Access Website (PowerQuery)
Quick Background - Extremely new to Excel (got it yesterday), but have been using google sheets for the last month, improving my ability there to what I think is still a beginner level (been using xlookup, filter, rank, percent rank, pivot tables, graphs, all functions as individuals btw, nothing nested).
Read about PowerQuery on chandoo, and found the ability to scrape websites on there. Went to try it on my own, and got to this screen.
(not the same website, just an example)
Picked the option that didn't at all give me the table options that I wanted, and I can't find a way to change the website level that is referenced.
Have Already Tried - Re-pasting link in powerquery, opening new worksheet, opening new workbook, different link from same website.
submitted by Nervous-Idea5451 to excel [link] [comments]
Read about PowerQuery on chandoo, and found the ability to scrape websites on there. Went to try it on my own, and got to this screen.
(not the same website, just an example)
Picked the option that didn't at all give me the table options that I wanted, and I can't find a way to change the website level that is referenced.
Have Already Tried - Re-pasting link in powerquery, opening new worksheet, opening new workbook, different link from same website.
2024.05.17 23:53 Same-Technician9125 Is the second meaning common?
 | Is there another special word which means “someone hides something in his rectum”? Thanks. submitted by Same-Technician9125 to EnglishLearning [link] [comments] |