If take question 'Do you want to eat?' as example, I don't understand meaning of 'do' because:   to do something in my understanding is to take some actions, to want something is not an action, it is not something, that you 'do'.   And in form of simple statement this question will be 'I want to eat', not 'I do want to eat' (right?).   What meaning of 'do' in this question?
A former lecturer of mine once explained why, from a syntactic point of view, the English rule that negation and questions are formed with the auxiliary do follows from other syntactic facts about English.  More precisely, if you gave a good syntactician not familiar with English a corpus of English sentences containing everything but questions and negated phrases, then s/he could infer grammatical rules from it (such as headed-ness of phrases, what kind of arguments what word takes, etc.) From some of these rules, then, s/he could see that something specific would be wrong with the sentences "Gave you the present to Mary?" and "He went not to the cinema."  Can someone explain what exactly this something is and how it follows from other sentences?  FYI, my lecturer did this in Government &amp; Binding with X-Bar theory. This may be more suitable a question for the proposed  but as it's not online yet I'm trying it here first.   Edit: the beta is online now at .
Most common method for deciding when to stop training a neural net on a batch I have created my own neural net which is using batch gradient descent. In other words, it trains on batches of examples all at once.  My issue is trying to figure out when to stop the training of the batch. I'll try to make things as understandable as possible since there are so many options, but please comment if you need clarification.  Each batch allows me to compute a list of output errors that correspond to the error the computer has on each example. Each error is a vector with elements equal to the number of output neurons.  Let each error vector be notated by e1, e2, e3, ... so the list of output errors is [e1, e2, ...]. Let an error vector in general be notated by e.  Now there are 2 things we can do to a vector or a list:   Average: average all of the elements in a vector or list. This will be notated by the function a(). For example to find the average error of an example we would do a(e) Check: make sure that each element in the vector or list is below a certain value. If any of the elements are too high, we continue to train on the entire batch. (This function can also be applied to a single value.) This will be notated by the function c(). For example, if we wanted to make sure the average error in e was low enough, we would do c(a(e)) Sum: add up all of the elements in the vector or list. This will be notated by the function s(). For example, s(e) would be totaling the error found in error vector e.   Here are the methods I have determined for deciding when to stop gradient descent:   Iterative: just run the training a certain number of times Average of averages: Find the average error of each example, then find the average of those and make sure it's below a certain amount. This is given by the formula c(a([a(e1), a(e2), ...])) Specific error: Check to make sure the error in each output neuron is below a certain amount. This is given by the formula c(e1), c(e2), ... Specific averages: Check to make sure the average error in each example is below a certain amount. This is given by the formula c([a(e1), a(e2), ...]) Sum of sums: Total up all the error in the entire batch and then make sure it's low enough. This is given by the formula c(s([s(e1), s(e2), ...]) Sum of averages: Find the average error of each example, then add up all those and make sure it's below a certain amount. This is given by the formula c(s([a(e1), a(e2), ...])) Average of sums: Compute the average total error in each example, and then make sure it's below a certain amount. This is given by the formula c(a([s(e1), s(e2), ...])) Specific sums: Check to make sure the total of the error in each example is below a certain amount. This is given by the formula c([s(e1), s(e2), ...])   So my question is this:  Which one of these options is most commonly used when training neural nets? Why? (Is there another option that I've missed?)  (Edit: I have found a very general version of this question , where the answers seem to say there is no specifically good way. If that is still true, please say so in your answer. Note that this is not a duplicate, as I explain the specific methods I would like to use.)  Edit: as A.D pointed out, summing is pretty useless because it depends on how many values are in each list/array/batch. And if you know how many examples there are, you can just use averaging. So, the methods involving "summing" have been cut. Can HIV be transmitted via mosquitos? It is known that HIV is usually transmitted by direct blood or body fluid contact between an infected individual and a healthy person (like blood transfusion or needle sharing):  Suppose a mosquito bites an individual suffering from AIDS and in the process sucks up some T cells infected with HIV along with RBCs. Then it bites another person not suffering from the disease, and transfers these infected T cells. Isn't there a high probability of the second individual contracting HIV? Let's say I have Table A: BookingsPerPerson  Person_Id    ArrivalDate    DepartureDate 123456       2012-01-01     2012-01-04 213415       2012-01-02     2012-01-07   What I need to achieve with a view is the following:  Person_Id    ArrivalDate    DepartureDate    Jan-01    Jan-02    Jan-03    Jan-04    Jan-05    Jan-06    Jan-07 123456       2012-01-01     2012-01-04       1         1         1         1 213415       2012-01-02     2012-01-07                 1         1         1         1         1         1   The system is for events, so each hotel booking could take anything between 1 to 15 days but no more than that. Any ideas would be very much appreciated. How to use `ybar interval` without skipping the last value If there is a unique left identity, then it is also a right identity Let $(R,+,\cdot)$ be a ring, and $e \in R$ be an element such that $ea=a$ for all $a\in R$. I'm trying to prove that if $e$ is unique with this property, then $ae=a$ for all $a\in R $.  So far I have $e^2 = e$ (using uniqueness), but I am stuck. I saw a proof of this fact for groups which used the existence of inverses, which we don't have here. I wonder if the result is really true here. Can someone help? Thanks. How can I make schematic of this board? Why are we limited to six questions per day? Can I run OSX applications? Just wondering, are there any projects like WINE, but for Mac software? That is, can we use a program that acts like a compatibility layer to run Mac apps? This seems to be one of those tricky examples. I only know one proof which is quite complicated and follows by localizing $\mathbb{Z}[\sqrt[3]{2}]$ at different primes and then showing it's a DVR. Does anyone know any simple quick proof? Verbatim environment that can break long lines? I want to generate a PDF of user-submitted text using LaTeX. To handle crazy user input, I first thought about using the verbatim package, but of course it doesn't break up too long lines. Is there some package that works similar to verbatim (i.e., accept any input) but formats the text nicely? Size of VARBINARY field in SQL Server 2005 I am trying to determine the size in bytes of the contents in a VARBINARY(MAX) field in SQL Server 2005, using SQL. As I doubt there is native support for this, could it be done using CLR integration? Any ideas would be greatly appreciated. \@seccntformat only for section I would like to add a dot between the number of the section and section name. I used   \makeatletter \renewcommand*{\@seccntformat}[1]{% \csname the#1\endcsname .} \makeatother   The problem is that, obviously, it put a dot also among subsection number and subsection name which I do not want. Is it possible to add the dot only between section number and section using low level instructions i.e. without any additional package? Additive function $T: \mathbb{R} \rightarrow \mathbb{R}$ that is not linear. A function $T:V \rightarrow W$ is additive if $T(x+y) = T(x) + T(y)$ for every $x, y \in V$. Prove that there exists an additive function $T: \mathbb{R} \rightarrow \mathbb{R}$ that is not linear.  My attempt: Let $T$ be the function $T: \mathbb{R}$ (over the field $\mathbb{Q}$) $\rightarrow \mathbb{R}$ (over the field $\mathbb{R}$). The set $\{1, \sqrt{2}\} \subseteq \mathbb{R}$ is linearly independent for the vector space $\mathbb{R}$ over $\mathbb{Q}$. Then, there must exist a linearly independent set $W \subseteq \mathbb{R}$ (over $\mathbb{Q}$) such that $\{1, \sqrt{2}\} \subseteq W \subseteq \text{span}(W) = \mathbb{R}$ (over $\mathbb{Q}$).  I have been told that the function defined as $T(1) = 1$ and $T(w) = 0$ for all $w \in \text{span}(W) \setminus \{1\}$ is additive but not linear, but I cannot see why this is? I can see why it is not linear, clearly $T(\sqrt{2} \cdot 1) = 0$ but $\sqrt{2} T(1) = \sqrt{2}$. But, why is $T$ additive? For example, $T(1+1) = T(2) =0$ but $T(1) + T(1) = 1+1 = 2$? Is there a mistake somewhere? Please excuse the selfishness of the following question:     Let $G$ be a group and $H \le G$ such that $|G:H|=2$. Show that $H$ is normal.   Proof:  Because $|G:H|=2$, $G = H \cup aH$ for some $a \in G \setminus H$.   Let $x\in G$. Then $x \in H$ or $x \in aH$.  Suppose $x \in H$. Then $xhx^{-1} \in H$ because $H$ is a group.  Suppose $x \in aH$. Then $ahH(ah)^{-1} = ahHh^{-1}a^{-1} = a(hHh^{-1})a^{-1}$ ***1  ***1: Can I say now that $x \in H$, based on the that $hHh^{-1} \in H$ and that $aa^{-1} = e$ ?  Thank you for the time you spent reading my doubts. I'm currently an M. Phil student in Math and I failed a course last semester because I was not able to hand in a home work assignment (which was worth 40% of my grade) on time (I was 30 minutes late).   Apart from that I'd say I'm a fairly decent student, I got an upper second class honours bachelors degree, I have a B+ and A's for all my other courses in my current programme and I'm almost finished with my first paper to be published.   I've however been deeply worried about this failure as it would reflect poorly on my transcript if I were to apply to a Ph.D or another Master's programme.   Will my failing grade affect my chances of getting into a competitive programme or greatly lower my chances of getting a scholarship? I'm trying to split text in a JTextArea using a regex to split the String by \n However, this does not work and I also tried by \r\n|\r|n and many other combination of regexes. Code:  public void insertUpdate(DocumentEvent e) {     String split[], docStr = null;     Document textAreaDoc = (Document)e.getDocument();      try {         docStr = textAreaDoc.getText(textAreaDoc.getStartPosition().getOffset(), textAreaDoc.getEndPosition().getOffset());     } catch (BadLocationException e1) {         // TODO Auto-generated catch block         e1.printStackTrace();     }      split = docStr.split("\\n"); } I want to make the teeth a separate child object from the mouth. I want to know the best way to do this.   I have tried going into edit mode with Tab and trying to select all the vertices but that doesn't move the teeth. Is there an easy way to select just that part and make it a separate child mesh to the rest of the mouth? Find children of the process How can I get rid of those little white dots? I am using Blender 2.70a. Currently, the only way to ask for something to be migrated to a site that isn't part of the standard migration path is through a custom mod note.  I currently have two active custom mod notes on Stack Overflow that ask for migration that are not standard targets for SO.  I believe the questions could be better answered on another site.  Fortunately, or unfortunately, the questions have been answered, and answers have been up voted and accepted. At this point, a week and a half later, migrating either of the questions would be disruptive to both communities and not necessarily produce a better answer (they've got accepted answers).  The unfortunate part is I really do believe that both questions could have gotten better answers and more attention on another site.  What I would like to see is a more streamlined way to flag for moderator attention for migrations.  The UI would look something like this:    This would allow people to find the proper site easily.  No more "Migrate this to Mathamatica.SE" because, well, that doesn't exist.  Something that I didn't do on this mock up is add a link to the corresponding help/on-topic page for the target site.  Something people could check and click before hitting the submit button.  I don't have this quite right again, because while that shows a "closing for off topic", this is a flag and not a vote to close.    The "flag for migration" is only one part of this though.  The other part would be to make another flag queue style thingy for moderators in which they could look at just migration flags created through the above interface.  By providing the mods with a "just migration" view into the flags, questions that should be migrated can be quickly identified from the multitude of existing flags and handled promptly before the migration would be disruptive.