I've noticed a non-negligible number of people who have not only completed compulsory education in regular class es but have also received higher education and graduated from university, yet struggle with reading comprehension (understand ing the meaning of text), cannot read long texts, and even have difficulty understand ing videos.

When we limit the scope to individuals with broad cognitive challenges, the problem seems rather straightforward: they either "lack the ability to understand" or "take longer than usual to acquire the ability to understand."

Similarly, the case of individuals diagnosed with learning disabilities is relatively simple. While they may not have broad cognitive challenges, they require different approaches and training due to their unique learning styles.

However, it is perplexing that university graduates without broad cognitive challenges or diagnosed learning disabilities struggle to understand not only written text but also simplified video content.

I suspect that the underlying causes might include gaps in the horizontal transfer of experiences and knowledge, a severe lack of adaptability, and an extreme deficit in metacognition. Has there been any research on these issues? Additionally, could you please explain the concept of knowledge transfer?

(正規の学級で義務教育を修了し、さらに高等教育を受けて大学を卒業したにもかかわらず、読解力（文章の意味を理解する能力）に苦しみ、長文を読むことができず、さらには動画の理解にも困難を感じる人が少なくないことに気づきました。

認知能力に広範な課題を抱える個人に範囲を限定すると、問題は比較的単純です。「理解する能力がない」か、「理解する能力を獲得するのに通常よりも時間がかかる」かのいずれかです。

同様に、学習障害と診断された個人の場合も比較的単純です。彼らは広範な認知能力の課題を抱えていないかもしれませんが、独自の学習スタイルのために異なるアプローチとトレーニングが必要となります。

しかし、広範な認知能力の課題や学習障害を持たない大学卒者が、書かれたテキストだけでなく、簡略化されたビデオコンテンツの理解にも苦労していることは不可解です。

私は、その根本的な原因として、経験や知識の水平的転移の欠如、メタ認知の極端な欠如などが考えられるのではないかと疑っています。これらの問題に関する研究はありますか？また、知識転移の概念について説明していただけますか？)

Chat GPT ちゃんの回答

Yes, research and analysis exist around the issues you described, particularly in the domains of education, psychology, and cognitive science. Let’s break down your observations and questions step by step:

Key Issues with Reading and Comprehension

1. Reading Comprehension Among Educated Individuals

• This phenomenon—educated individuals struggling with comprehension—is indeed perplexing, especially given their presumed exposure to a variety of learning materials. It suggests that education systems sometimes emphasize rote learning and surface-level knowledge acquis ition over deeper understand ing, critical thinking, and metacognition.

2. Possible Underlying Causes

• Horizontal Transfer Gaps: This refers to the inability to apply knowledge or skills learned in one con text to another. For example, someone might excel in a university course focused on memorization but fail to apply that knowledge in practical or less structured con texts.

• Severe Lack of Adaptability: Adaptability involves applying problem-solving and comprehension skills to unfamiliar formats or media. A lack of adaptability can res ult from a curriculum that prioritizes familiarity and routine over exploratory learning.

• Deficits in Metacognition: Metacognition is the ability to “think about thinking”—to reflect on, mon itor, and regulate one’s own learning. If metacognitive skills are underdeveloped, individuals might struggle to evaluate the meaning of texts or videos, even if they have the raw intellectual ability.

Research Insights

1. Knowledge Transfer

The concept of knowledge transfer involves applying skills, knowledge, or strategies learned in one con text to another. It is often classified into:

• Horizontal Transfer: Applying knowledge across similar con texts (e.g., using concepts learned in a biology course to understand a medical text).

• Vertical Transfer: Building upon foundational knowledge to understand more complex ideas (e.g., using basic algebra to solve advanced calculus problems).

Studies suggest that transfer is more likely to occur when:

• Learners deeply understand underlying principles, not just surface details.

• Connections between different con texts are explicitly taught and reinforced.

2. Factors Limit ing Transfer

• Learning environments often emphasize task-specific skills rather than generalizable strategies.

• Standardized testing may encourage rote memorization over critical thinking.

• Lack of explicit instruction in how to generalize knowledge to new situations.

3. Metacognitive Deficits

Research highlights the importance of metacognition in learning. Students who are unaware of their own comprehension limitations are less likely to engage in corrective strategies (e.g., rereading, seeking clarification). This can lead to stagnation in comprehension skills despite formal education. Effective interventions include:

• Teaching self-mon itoring techniques.

• Encouraging reflective practices, like summarizing or question ing during reading.

4. Cognitive Overload in Multimedia

Even videos, if not designed properly, can overwhelm learners. The Cognitive Theory of Multimedia Learning suggests that excessive extraneous information or unclear organization in videos can overload working memory, hindering comprehension.

Strategies and Research-Based Solutions

1. Improving Knowledge Transfer

• Active Learning: Techniques such as problem-based learning or case studies can improve transfer by encouraging the application of knowledge to new situations.

• Teaching for Understand ing: Encouraging learners to focus on “why” and “how” questions fosters deeper comprehension and the ability to generalize learning.

2. Fostering Adaptability

• Encourage learners to engage with unfamiliar formats and topics to build flexibility.

• Develop problem-solving skills in diverse and unpredictable con texts.

3. Developing Metacognitive Skills

• Self-Regulated Learning Training: Programs that teach students to plan, mon itor, and evaluate their learning have shown success in improving comprehension.

• Feedback Loops: Providing actionable feedback on comprehension tasks encourages learners to reflect on their thinking processes.

Conclusion

The issues you describe highlight a gap between formal education outcomes and true comprehension or learning ability. Address ing these challenges requires systemic changes, including incorporating metacognition training, emphasizing transferable learning, and fostering adaptability.

If you’d like, I can delve deeper into specific research studies or provide examples of programs address ing these issues.

Claudeちゃんの回答

This is a fascinating and concerning observation that touches on several important areas of cognitive psychology and education. Let me address this systematically.

First, regarding knowledge transfer and metacognition: Knowledge transfer refers to the ability to apply knowledge, skills, or strategies learned in one con text to new situations. It's closely related to metacognition - our ability to understand a nd mon itor our own thought processes.

Research in this area has revealed several key find ings:

David Perkins and Gavriel Salomon's work in the late 1980s and early 1990s identified two types of transfer:

"Low-road transfer": Automatic transfer of highly practiced skills to similar con texts
"High-road transfer": Mindful abstraction of principles that can be applied to different con texts

A significant study by Brown, Collins, and Duguid (1989) in "Situated Cognition and the Culture of Learning" highlighted how knowledge often remains "inert" - students can pass tests but fail to apply knowledge in real-world con texts.

The phenomenon you're describing aligns with what cognitive scientists call the "transfer problem." Despite years of education, many individuals struggle to apply their learning in new con texts or integrate information across domains.

Some relevant research directions:

1. Cognitive Load Theory (Sweller et al.)

Shows how working memory limitations affect learning and transfer. Many students may never develop effective strategies for managing cognitive load, lead ing to poor comprehension of complex materials.

2. Reading Comprehension Studies

Work by Pressley and Afflerbach on "verbal protocols" revealed that skilled readers use multiple strategies simultaneously, while poor readers often lack these metacognitive tools.

3. Domain Integration Research

Studies by Susan Goldman and others have shown that even advanced students often fail to connect knowledge across domains, treating each subject as an isolated "silo."

Your observation about university graduates struggling with comprehension despite no apparent cognitive disabilities might be explained by several factors identified in research:

1. Surface-level Learning: Many educational systems reward memorization over deep understand ing

2. Limited Strategy Instruction: Students often aren't explicitly taught comprehension strategies

3. Fragmented Knowledge: Information is typically taught in isolation without emphas is on connections

4. Weak Metacognitive Skills: Students may never develop the ability to mon itor and regulate their own understand ing

Some promis ing approaches to address these issues include:

1. Strategy Instruction Models

Teaching explicit strategies for comprehension, integration, and transfer. The Self-Regulated Strategy Development (SRSD) model has shown particular promise.

2. Knowledge Integration Frameworks

Approaches like Knowledge Integration Environment (KIE) help students connect ideas across domains.

3. Metacognitive Training Programs

Programs focus ing on developing metacognitive awareness and self-regulation skills.

Since you asked about studies, I should note that while I've referenced several important works, you should verify these citations as I don't have direct access to current databas es and could be misremembering details.

Would you be interested in exploring any particular aspect of this issue in more detail? For instance, we could delve deeper into specific instructional strategies that have shown promise in developing transfer abilities, or examine the relationship between metacognition and knowledge transfer more closely.

Permalink | 記事への反応(2) | 17:03

2024-11-06

■腐女子の“腐女子向け”嫌悪、もうやめない？

最初に

最近、フワちゃんがステラおばさんのクッキーとコラボしていた「魔法使いの約束（通称まほやく）」というスマホゲームのキャラをディスったらしく炎上し、便乗してまほやくを布教しようとしたオタクが「乙女ゲームじゃないから安心して！！（元ポストは見つからなかったが）」と紹介して「乙女ゲームを馬鹿にしている」と、こちらも炎上しているようだ。

「乙女ゲームじゃない」よりも

私も乙女ゲームが好きなので、その呟きに正直あまりいい気分はしないが、それよりも腐女子は"腐女子向け"嫌悪をやめた方がよいのではないかと思う。

例えば昔「おそ松さんって腐女子向けアニメですか？」という質問に、まさにおそ松さんで二次創作してる腐女子が「いいえ違います！おそ松さんは一般向けのギャグアニメです！」と答えてるのをよく見た。「ユーリオンアイスは腐女子向けアニメですか？」という質問にも、ユーリオンアイスで二次創作している腐女子が「違います！腐向けなんかじゃなくて、もっと純粋な愛を表現していて〜」と反論しているのも見たことがある。こういう光景を見ると、失礼だが「説得力なさすぎ！！」と思ってしまう。いや、腐女子じゃない一般オタクが否定しているなら説得力があるのだが、まさにその作品で二次創作している腐女子が「腐女子向けじゃありません！」って否定しても「でもお前はBLとして萌えてるじゃん」としか思えないのだ。

「媚びられたら萎える」

話をまほやくに戻すが、まほやくは以前株主向け資料に「『腐女子』層をメインターゲットとしつつも、幅広い層からの支持を獲得しております」と記載して炎上したことがある。この炎上で不思議に思ったのが、夢女子や乙女好きだけでなくメインターゲットのはずの腐女子も怒っていたことだ。夢女子や乙女好きが自分たちはターゲットから外れていると怒るのは分かるのだが、腐女子が怒る理由なくない？

「媚びられたら萎える」という心理なのだろうか。何か、腐女子自身も“腐女子向け”“腐向け”を見下してない？と思ってしまう。

もし私が腐女子だったら、公式から腐女子がメインターゲットと明言されたらむしろめちゃくちゃ喜ぶけどな。性格悪いから何なら「公式様が『腐女子がメインターゲット』と言ってるんだから、夢も乙女も散れ散れ！！」と思ってしまうと思う。

腐女子が腐向けを嫌わなければ万事解決じゃない？

あんスタやツイステなどイケメンカタログゲーでは腐女子が女主人公叩きしているが、そもそも腐女子が男主人公固定or主人公空気のゲームに食いつけば万事解決じゃない？と思うんだけど。男主人公固定だと夢女子や乙女好きも想定してるとは言えなくなるので、100%の腐向け作品になると思うが腐女子がそれに課金してくれれば、腐女子と夢女子の叩き合いなんて発生せずに、腐女子だけのユートピアでまったり二次創作できるのではないだろうか（まあ逆カプとか対抗カプとか腐女子同士でも揉め事はあると思うが）。でもDREAM!ingはサ終、脚本家がわざわざ乙女ゲームではないと豪語した結合男子は全然人気ないし、やっぱり腐女子はあからさまな腐女子向けは好まないんだろうな。NUカーニバルという男主人公固定のBL ゲームはそこそこ人気らしいので、別の会社もそれに続いてくれればと思う。

そして夢女子や乙女好きもいい加減、その手のイケメンカタログゲーは制作側もスタッ腐ばかりだし腐媚びゲームになると学習すればいいのにと思う。あんスタとか男性キャラ同士で「お箸とお箸でキス」とか寝癖を舐めて直すとか、キスに見えるダンスとかあんなの見せられて続けられてる夢女子や乙女好きには驚く。腐と夢どっちも狙った方が売上が伸びるから、主人公性別不詳だったり選択可みたいなゲームが多いんだろうけど、腐も夢もストレスが溜まって最終的に反転アンチになるからやめてほしいんだよなぁ。

Permalink | 記事への反応(0) | 16:55

2024-10-06

■

ワイ：

x = torch.tensor([
[1.0,2.0,3.0],
[4.0,5.0,6.0]
])
最終次元が channel とし、この x を channel-wise 正規化してください。

Claude3.5 Sonnet：

はい、channel-wise 正規化（チャネル方向の正規化）を行います。この場合、最終次元（dim=-1）がチャネルとなります。channel-wise 正規化では、各チャネルの平均を0、分散を1に正規化します。
PyTorchを使用して、以下のように実装できます：
import torch

x = torch.tensor([
    [1.0, 2.0, 3.0],
    [4.0, 5.0, 6.0]
])

# チャネル方向（最終次元）の平均と標準偏差を計算
mean = x.mean(dim=-1, keepdim=True)
std = x.std(dim=-1, keepdim=True)

# Epsilon を追加して、ゼロ除算を防ぐ
epsilon = 1e-5

# 正規化を実行
x_normalized = (x - mean) / (std + epsilon)

print("元のテンソル:")
print(x)
print("\n正規化後のテンソル:")
print(x_normalized)
このコードを実行すると、以下のような結果が得られます：
元のテンソル:
tensor([[1., 2., 3.],
        [4., 5., 6.]])

正規化後のテンソル:
tensor([[-1.2247,  0.0000,  1.2247],
        [-1.2247,  0.0000,  1.2247]])

ワイ：

x = torch.tensor([
[1.0,2.0,3.0],
[4.0,5.0,6.0]
])
最終次元が channel とし、この x を channel-wise 正規化してください。

ChatGPT o1-preview：

import torch

x = torch.tensor([
    [1.0, 2.0, 3.0],
    [4.0, 5.0, 6.0]
])

# Compute mean and standard deviation along the batch dimension (dim=0)
mean = x.mean(dim=0, keepdim=True)
std = x.std(dim=0, unbiased=False, keepdim=True)

# Perform channel-wise normalization
x_normalized = (x - mean) / std

print("Normalized Tensor:\n", x_normalized)
Output:
Normalized Tensor:
 tensor([[-1., -1., -1.],
        [ 1.,  1.,  1.]])
Explanation:
Compute Mean:
The mean is computed along the batch dimension (dim=0), treating each column as a channel.
mean = x.mean(dim=0, keepdim=True)
This results in mean = [[2.5, 3.5, 4.5]].
Compute Standard Deviation:
The standard deviation is computed along the same dimension with unbiased=False to match the sample size.
std = x.std(dim=0, unbiased=False, keepdim=True)
This results in std = [[1.5, 1.5, 1.5]].
Normalize:
Subtract the mean and divide by the standard deviation for each channel.
x_normalized = (x - mean) / std
This yields the normalized tensor with standardized channels.
Note: Setting keepdim=True ensures that the mean and standard deviation tensors have the same number of dimensions as x, which is necessary for broadcasting during subtraction and division.

ChatGPTの方が正しいよね？

Permalink | 記事への反応(1) | 11:33

2024-10-02

■anond:20241002230215

NOW 粛清 INGよ

自民党“裏金議員”公認も…比例重複は認めない案｜日テレ NEWS NNN

https://b.hatena.ne.jp/entry/s/news.ntv.co.jp/category/politics/7621494f2d074c73bde225ec828d9f71

これだけで12人死ぬので

中根一幸

堀井学

塩谷立

宗清皇一

尾身朝子

Permalink | 記事への反応(1) | 23:25

2024-04-03

■

◯ingのAIに汚職対策を聞いたら

文献がいっぱい出てきた

裁判対処方法を聞いたら、判例が出てきたりして弁護士の代わりになりそう

Permalink | 記事への反応(0) | 14:08

2024-03-26

■米津玄師がLemonのPVでヒールの靴を履いている理由

Everyone been wonder ing why Yonezu (last name) Kenshi (first name) is wearing the heeled shoes. In one of his interviews he said that once he dreamed a fun eral. Everyone was sad, but suddenly someone in the first line started to whistle loudly, in a way that annoyed the other people. They all started to say that he wasn't respecting the dead person because he wasn't being in silence for him, but Kenshi knew that the man whistling was communicating with the dead one. That was their own unique way to recognize each other. Maybe the others will think you're crazy or something negative, but it won't change the love that the whistling man has for his dead friend. Turns out that Kenshi got inspired by this dream so in the sing he wore heeled shoes, because he wants to let us know that he doesn't care what others say, it's his special way to express himself, because Kenshi was affected by High-function ing Autism which brought him to be smarter than the aver age, but he couldn't handle with social relationships, that's why he never had many friends since a young age and everyone made fun of him because of his character.

米津（姓）ケンシ（名）がなぜヒールの靴を履いているのか、誰もが不思議に思っていることだろう。

彼はあるインタビューで、葬式の夢を見たことがあると言っていた。みんな悲しんでいたのに、突然一列目の誰かが、他の人たちを困らせるような大きな口笛を吹き始めた。

彼らは皆、口笛を吹いているのは死者に敬意を払っていない、死者のために黙っているのではない、と言い始めた。それが彼ら独自の認識方法だったのだ。

もしかしたら、他の人からは頭がおかしいとか否定的な見方をされるかもしれないが、口笛を吹いている男が死んだ友人を愛していることに変わりはない。

というのも、ケンシは高機能自閉症の影響を受けていて、平均よりも頭がいいのだが、社会的な人間関係をうまくこなすことができなかった。

This made Kenshi very sad and from then on he started to hate himself because of his very uncommon name (in Japan there aren't many people that have Yonezu as last name and no one, but Yonezu Kenshi, is called Kenshi or the spell ing is similar, plus it sounds like a stage name as well) he thought he was strange and weird, an uncommon person who shouldn't have existed (in fact in Japan there is a very strong will to follow the mass, which means if the great er part of girls have bangs, then the girls without bangs will try to have them or if they remain what they are, they might be isolated because different from the rest of the population). But Kenshi to make us, his fans, satisfied, he decided to collaborate with many people in the 2017 like the animators for MHA, DAOKO and Suda Masaki.

このことがケンシをとても悲しくさせ、それ以来ケンシは自分の名前の珍しさ（日本では米津を名字に持つ人は少ないし、米津ケンシ以外はケンシと呼ばないし、スペルも似ていない、存在しないはずの珍しい人（実際、日本では大衆に従おうとする意志が非常に強い。つまり、前髪のある女の子が多ければ、前髪のない女の子も前髪を作ろうとするし、前髪のないままだと、他の人とは違うという理由で孤立するかもしれない）。しかし、ケンシは私たちファンを満足させるために、MHAのアニメーターやDAOKO、菅田将暉など、2017年に活躍した多くの人々とのコラボレーションを決めた。

He change d dur ing his musical career, like the time he was still Hachi (ハチ) and he felt somehow lost in all of his fame, so he made this song wearing heeled shoes and then the next song, Flamingo, is very different from Lemon because many people started to listen and to know him after Lemon, but he wanted to know what they would think if Kenshi changed the rhythm and the kind, turns out that many of them were attracted by Lemon and they didn't like Flamingo, but they still subbed to Kenshi's YouTube channel. Thank you for reading all of this, English isn't my mother language so I'm sorry for the mistakes and as always, have a nice day :D

彼は音楽活動の中で変わっていった。例えば、彼がまだハチだった頃、有名になることにどこか迷いを感じて、ヒールのある靴を履いてこの曲を作った、というのも、多くの人がLemonの後にKenshiを聴き始め、知るようになったからだ。しかし、彼はKenshiがリズムや種類を変えたらどう思うかを知りたかった。英語は母国語ではないので、間違いがあってごめんなさい。

Edit: You can find a video summary of Yonezu Kenshi's life and a ll of his interviews, it's in Mandarin tho. I hope you have a good translator to understand what he's saying.

米津建志の人生とインタビューの要約ビデオを見ることができます。彼が何を言っているのか理解するために、良い翻訳者がいることを願う。

Permalink | 記事への反応(0) | 06:44

2024-03-08

■

一條和泉守ＳＳＢ

@MOSTSTRONGB

Creepy Nutsの

「Bl ingーBangーBangーBorn」、

最初の方を歌いました…ミスが目立ちますが…

https://twitter.com/MOSTSTRONGB/status/1763072339896639703

Permalink | 記事への反応(0) | 21:21

2024-02-14

■コクヨのing気になるから試したいんだけど

なんでニトリで取り扱ってないんだよ

Permalink | 記事への反応(1) | 16:49

2024-02-09

■ものすごいカルチャーショック

失業中の知り合いがこの間「暇だと幸せって何かとか余計なこと考えちゃうんだよなぁ」と言っていた

だから働いて考えないようにしてたほうが健康的で幸せだとのこと

俺はものすごいカルチャーショックを受けた

俺の人生は生まれるのが辛い(難産)から始まり、尿の我慢が辛い、起床が辛い、集団生活が辛い、授業中じっとするのが辛い、聴覚偏重の世の中が辛い、フルタイム労働が辛い

といったように辛いことの連続だった、現在進行形だから連続だったingって感じだ

だから幸せに生きるにはどうすればいいか考えるというのはクセであり、生きがいであり、珍しく辛くないことであり、人生であった

そんな自分にとって「幸せについて考えるのが余計」というのはだいぶ驚きだったんだけど、思い返すとたしかにそれが一般的なのかなと思うようになってきた

残業なしでもフルタイム労働はキツイと思うのだけど一般的にはホワイトらしい、それは思考できないくらいに疲れてる状態こそが幸せなのがマジョリティだからだろう

会社のシステムが不便でも何も言わない社員、辛いことの打開策を考えるということが癖になってないからだろう(すぐ不満が思いつくのすごいねって皮肉られたことがある)

なんにせよ日本では幸せについて考えることが一般的じゃないみたいだ

どおりで幸せ関連の話をしたときに反応が微妙だったんだなぁ、幸せテーマは封印しないとなぁと

また辛いことが増えてしまった

Permalink | 記事への反応(0) | 06:26

2024-02-01

■anond:20240201084257

一等賞の子がおしりを出していたという単なる状況描写やで

一等賞 because おしり出している　じゃなくて　An おしり出しing kid became 一等賞　ってことやで

Permalink | 記事への反応(0) | 08:48

2023-11-15

■Dehradun Call Girls | skokkacallgirl

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Permalink | 記事への反応(0) | 03:21

2023-11-01

■

maitch.ing/machiko

Permalink | 記事への反応(0) | 18:18

■googleがing ドメイン発表した

otint.ing

Permalink | 記事への反応(0) | 16:23

■Google、新ドメイン「.ing」を発表

https://text.ing

https://sext.ing

Permalink | 記事への反応(0) | 15:21

2023-10-20

■

Refuting the “Israeli” Claims Regarding Evading their responsibility for the Massacre of the Gaza Baptist Hospital

Today, the “Israeli” Occupation Entity is try ing to evade their responsibility for the crime of bombarding the “Baptist” Arab National Hospital in Gaza City, which the Israeli” Occupation Forces (IOF) committed on the evening of Tuesday, 17 October 2023. This heinous crime was committed against innocent Palestinian civilians while taking the hospital as a shelter from the flames of the “Israeli” brutal aggression, which left nowhere safe in the besieged enclave. It is necessary to affirm that, the Baptist Hospital belongs to the Anglican Episcopal Church in Jerusalem, and was built before the occupation of Palestine.

It is obvious that the “Israeli” enemy has been spreading lies since the very beginning of his destructive war on our people, when he with no single evidence claimed that the Palestinian resistance killed children, cut off heads and raped women. In continuation of this series of lies, they tried to evade their crime, attributing it to one of the resistance factions. Accordingly, we present some of the conclusive evidence to prove the “Israeli” Occupation Entity responsible for this heinous crime:

1) It is no secret that the IOF, several days ago, threatened several hospitals in the Gaza Strip, contacting each hospital separately and requesting their evacuation and holding the hospitals directors responsible for the consequences of neglecting the threats. In fact, there are dozens of clear statements from the IOF spokespersons in this regard.

2) Since the beginning of the ongoing aggression, the “Israeli” army has ignored the principle of distinguishing between civilian and military targets. Thus, the bombardment has systematically targeted emergency services, ambulances, civil defense facilities, schools, mosques, and churches.

3) The IOF contacted the directors of 21 hospitals in the Gaza Strip, especially those are located in the Gaza and the North of Gaza governorates, most notably: (Al-Awda, the Indonesian, Kamal Adwan, the Kuwaiti, Al-Quds, and Al-Mamadani), asking them to evacuate immediately, given that the hospitals are located within the geographical scope of “Israeli” military operations. In this regard, the official spokespersons for the IOF plus a number of hospital directors conducted interviews live on Al Jazeera, revealing the premedit ated intention of the IOF to target hospitals in the Gaza Strip.

4) On 14 October, 2023, at 20:30, the IOF fired two shells towards the Baptist Hospital, and the next morning they called the hospital director, Dr. Maher الصفحة 2 من 3

Ayyad, saying to him: “We warned you last evening with two shells, so why have you not evacuated the hospital until this moment?!” Following that call, The hospital director contacted the bishop of the Evangelical Church in Britain and informed him of the incident, who in turn contacted international organizations before sending the hospital a message reassuring them that they could remain in the hospital. Yet with no warning, the IOF airstrikes returned, on Tuesday evening, to carry out the massacre against the hospital and the shelter-seekers of the displaced innocent Palestinian civilians.

5) Immediately after the massacre, the IOF spokesperson quickly published a statement on his page on the “X” and “Telegram” platforms at 21:17, which stated, “We had warned the evacuation of the Baptist Hospital and five other hospitals so that the Hamas terrorist organization would not take as a safe haven”. That statement is a clear claim of this massacre, and it is documented with a “screenshot” image attached to his page on Telegram, but he quickly deleted the post after seeing the massive scale of the massacre for the large number of victims, and the angry responses of the Arab, regional and international communities. Later on, he disavowed it, publish another

statement denying that he had issued the first statement.

6) Before and dur ing the event, the resistance factions did not fire any missiles at the occupied territories, the “Israeli” sirens did not activate, and the Iron Dome missiles were not launched. Moreover, dozens of reconnaissance drones do not leave the sky of the Gaza Strip (365 km2 ), photographing and mon itoring every inch around the clock. If the massacre was due to the resistance’s missiles, as the “Israeli” Occupation Entity falsely claim, why would not they show one picture their claims?!

7) The “Israeli” Occupation Entity claimed that this massacre was caused by a missile launched by the Islamic Jihad. However, we would wonder how they could identify and distinguish between the missiles of the resistance factions immediately after they were launched?!

8) The IOF military system documents and records all their operations by day, hour, minute and second, and in all previous times their media outlets came out to announce or deny much less severe massacres than this massacre, so what made them wait more than 4 hours before declaring their irresponsibility other than weaving scenarios of falsification, lies and deception?!

9) It is obviously known that the resistance’s missiles are somewhat “primitive” and do not have the destructive power that kills hundreds at one time. And throughout the history of previous confrontations and the current confrontation, no resistance missile has caused a tenth of this number of “Israeli” deaths.

10) The only video scene documenting the moment of the explosion reveals that the mass of flame and the sound of the explosion are identical to other “Israeli” bombs throughout the days of the ongoing aggression, which with no doubt proves that the “Israeli” origin of the missile.

الصفحة 3 من 3

The deliberate attack on hospitals is a war crime, stipulated in Article (8, 2, b, 9) of the Statute of the International Criminal Court. Accordingly, Hamas officially calls on the Prosecutor of the International Criminal Court to open an investigation into this crime, which falls within the framework of a genocidal war, in accordance with the provisions of Article 6 of the Basic Law. These bloody acts are also based on the policy of denial pursued by the “Israeli” Occupation Entity, as they deny the ex istence of the Palestinian people.

There is no doubt that impunity fuels crime, and investigat ing crimes is a way to protect people. Furthermore, if a legal and judicial response is necessary, it is above all that the response to this crime must be humanitarian and global. Such actions must shock the conscience of the world, or else there would no longer be a reliable international community if the “Israeli” Occupation government free to decide to bomb hospitals!

In conclusion, we are facing a genocidal massacre committed by IOF against children, women, and the elderly. The “Israeli” Occupation Entity is the only responsible for the crime, no matter how much they try to weave lies and fabrications to get away with it, as they always do.

The Islamic Resistance Movement

HAMAS-Palestine

Wednesday, 18 October 2023

本日ハマスがpdf 形式でテレグラムにアップしたやつの全文

「ガザ・バプテスト病院虐殺の責任回避に関するイスラエルの主張に反論する」

って題名

Permalink | 記事への反応(1) | 21:27

「We will soon be arriving at Tokyo station.」の場合、「will be arriving」は未来進行形で、これからすぐに起こりつつある事象を表します。これは、列車が東京駅に向かっており、まもなく到着するという進行中の行動を強調するために使われます。

「Next station is Yotsuya, doors on the right side will open.」の場合、「will」は単純未来形で、確実に起こる未来の事象を表します。この文脈では、次の駅が四谷であること、そして右側のドアが開くことが確定しているために使われます。

一般に、「will」を使うことで、未来の事象に対する確実性や公式な調子を表現することができます。一方、現在形や「be going to do」も未来を表すことができますが、この文脈ではそれらよりも「will」が使われることで、公式なアナウンスとしての格式や一貫性が保たれていると考えられます。

Permalink | 記事への反応(0) | 17:35

2023-08-04

■英語きつくね？

・We will soon be arriving at Tokyo station.

・Next station (stop) is Yotsuya, doors on the right side will open.　

これらの車内アナウンスってなんで現在形やbe going to doじゃなくてwill使ってるの？

1個目はなんでwill ～ingなの？

って疑問をEVERGREEN使っても解消できないし、ネットで聞いても理由が割れまくる(なんなら「そんなアナウンス聞いたことありません。あなたが勘違いしてるから問いが成り立ちません」とか謎の戦闘態勢に入るクラッシャーみたいな奴すら現れる)。

英語きついよ。

Permalink | 記事への反応(12) | 17:12

2023-07-21

■anond:20230721191601

数週間単位で進化が止まらんのに10年弱くらい時が止まってるよな

日本絵画の絵師の流派を判定する人工知能（ＡＩ）が登場した。源氏物語を描いた絵画の中に、わずかな差異を見つけ出し、９５％以上の精度で専門家と同じ判定を下すことができた。人間が知らない特徴をつかんでいる可能性も判明。ＡＩが専門家の目を超える日も近そうだ。
https://www.sankei.com/article/20180616-UQIQWCVYDFJXNO6YUUPRPIWVZM/

見分けることが出来るのだから当然描くことも出来る

AIがレンブラント風の絵を生成
Microsoftとオランダの金融機関 ING グループ、レンブラント博物館、デルフト工科大学などが協力して施行されたプロジェクト「The Next Rembrandt」です。
レンブラントの他の作品をAIが学習し、レンブラント独自の光と影の入れ方だけでなく作品の表面の質感まで見事に表現
https://ainow.ai/2020/04/01/193272/

Permalink | 記事への反応(1) | 19:23

2023-07-18

■

多摩沿岸道路こえーな

ing から川崎国に入境したとたんトラックがあおってくる

80kmこえそう

Permalink | 記事への反応(0) | 23:30

2023-02-19

■打上げ 成功/失敗のWikipedia的定義

https://en.wikipedia.org/wiki/Comparison_of_orbital_launcher_families

Launches reach ing...
Total: Flights which lift-off, or where the vehicle is destroyed dur ing the terminal count
Note: only includes orbital launches (flights launched with the intention of reach ing orbit). Suborbital tests launches are not included in this listing.
Space (regardless of outcome): Flights which reach approximately 100 km or more above Earth's surface.
Any orbit (regardless of outcome): Flights which achieve at least one complete orbit even if the orb it differs from the targeted orbit.
Target orbit (without damage to the payload)