Category:Symbols

Just made this. Is it ok? imo the celebrity ones have the highest potential to trigger normies. IMO this should have the word ONLY on it to make it super clear to the retards we mean there is only 2 genders and not that "2 genders exist". you know they like word play.

This Are Symbols

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Means

A symbolic action is an action that has no, or little, practical effect but symbolizes, or signals, what the actor wants or believes. The action conveys meaning to the viewers.

Symbolic action may overlap with symbolic speech, such as the use of flag burning to express hostility or saluting the flag to express patriotism.[13]

In response to intense public criticism, businesses, organizations, and governments may take symbolic actions rather than, or in addition to, directly addressing the identified problems.

Ends

Someone who has a more sophisticated understanding, more predictively accurate understanding, and/or an understanding that allows them to make explanations that others commonly judge to be better, of something, is said to understand that thing "deeply". Conversely, someone who has a more limited understanding of a thing is said to have a "shallow" understanding. However, the depth of understanding required to usefully participate in an occupation or activity may vary greatly.

For example, consider multiplication of integers. Starting from the most shallow level of understanding, we have (at least) the following possibilities:

   A small child may not understand what multiplication is, but may understand that it is a type of mathematics that they will learn when they are older at school. This is "understanding of context"; being able to put an as-yet not-understood concept into some kind of context. Even understanding that a concept is not part of one's current knowledge is, in itself, a type of understanding (see the Dunning-Kruger effect), which is about people who do not have a good understanding of what they do not know.
   A slightly older child may understand that multiplication of two integers can be done, at least when the numbers are between 1 and 12, by looking up the two numbers in a times table. They may also be able to memorise and recall the relevant times table in order to answer a multiplication question such as "2 times 4 is what?". This is a simple form of operational understanding; understanding a question well enough to be able to do the operations necessary to be able to find an answer.
   A yet older child may understand that multiplication of larger numbers can be done using a different method, such as long multiplication, or using a calculator. This is a more advanced form of operational understanding because it supports answering a wider range of questions of the same type.
   A teenager may understand that multiplication is repeated addition, but not understand the broader implications of this. For example, when their teacher refers to multiplying 6 by 3 as "adding 6 to itself 3 times", they may understand that the teacher is talking about two entirely equivalent things. However, they might not understand how to apply this knowledge to implement multiplication as an algorithm on a computer using only addition and looping as basic constructs. This level of understanding is "understanding a definition" (or "understanding the definition" when a concept only has one definition).
   An teenager may also understand the mathematical idea of abstracting over individual whole numbers as variables, and how to efficiently (i.e. not via trial-and-error) solve algebraic equations involving multiplication by such variables, such as 2 x = 6 {\displaystyle 2x=6} {\displaystyle 2x=6}. This is "relational understanding"; understanding how multiplication relates to division.
   An undergraduate studying mathematics may come to learn that "the integers equipped with multiplication" is merely one example of a range of mathematical structures called monoids, and that theorems about monoids apply equally well to multiplication and other types of monoids.

For the purpose of operating a cash register at McDonald's, a person does not need a very deep understanding of the multiplication involved in calculating the total price of two Big Macs. However, for the purpose of contributing to number theory research, a person would need to have a relatively deep understanding of multiplication — along with other relevant arithmetical concepts such as division and prime numbers.