2025-05-01 00:14:54

.obsidian/community-plugins.json

@@ -1,5 +1,6 @@
 [
   "table-editor-obsidian",
   "obsidian-icon-folder",
-  "obsidian-git"
+  "obsidian-git",
+  "various-complements"
 ]

.obsidian/core-plugins.json

@@ -1,20 +1,31 @@
-[
-  "file-explorer",
-  "global-search",
-  "switcher",
-  "graph",
-  "backlink",
-  "canvas",
-  "outgoing-link",
-  "tag-pane",
-  "page-preview",
-  "daily-notes",
-  "templates",
-  "note-composer",
-  "command-palette",
-  "editor-status",
-  "bookmarks",
-  "outline",
-  "word-count",
-  "file-recovery"
-]
+{
+  "file-explorer": true,
+  "global-search": true,
+  "switcher": true,
+  "graph": true,
+  "backlink": true,
+  "canvas": true,
+  "outgoing-link": true,
+  "tag-pane": true,
+  "properties": false,
+  "page-preview": true,
+  "daily-notes": true,
+  "templates": true,
+  "note-composer": true,
+  "command-palette": true,
+  "slash-command": false,
+  "editor-status": true,
+  "bookmarks": true,
+  "markdown-importer": false,
+  "zk-prefixer": false,
+  "random-note": false,
+  "outline": true,
+  "word-count": true,
+  "slides": false,
+  "audio-recorder": true,
+  "workspaces": false,
+  "file-recovery": true,
+  "publish": false,
+  "sync": false,
+  "webviewer": false
+}

.obsidian/plugins/obsidian-git/manifest.json

@@ -1,9 +1,10 @@
 {
+    "author": "Vinzent",
+    "authorUrl": "https://github.com/Vinzent03",
     "id": "obsidian-git",
-    "name": "Obsidian Git",
-    "description": "Backup your vault with Git.",
+    "name": "Git",
+    "description": "Integrate Git version control with automatic backup and other advanced features.",
     "isDesktopOnly": false,
     "fundingUrl": "https://ko-fi.com/vinzent",
-    "js": "main.js",
-    "version": "2.22.1"
+    "version": "2.28.2"
 }

.obsidian/plugins/obsidian-git/styles.css

@@ -8,16 +8,16 @@
     }
 }
 
-.workspace-leaf-content[data-type='git-view'] .button-border {
+.workspace-leaf-content[data-type="git-view"] .button-border {
     border: 2px solid var(--interactive-accent);
     border-radius: var(--radius-s);
 }
 
-.workspace-leaf-content[data-type='git-view'] .view-content {
+.workspace-leaf-content[data-type="git-view"] .view-content {
     padding: 0;
 }
 
-.workspace-leaf-content[data-type='git-history-view'] .view-content {
+.workspace-leaf-content[data-type="git-history-view"] .view-content {
     padding: 0;
 }
 
@@ -39,6 +39,10 @@
     margin-right: auto;
 }
 
+.obsidian-git-disabled {
+    opacity: 0.5;
+}
+
 .obsidian-git-center-button {
     display: block;
     margin: 20px auto;
@@ -77,6 +81,22 @@
     height: auto;
 }
 
+.is-active .git-tools .buttons > * {
+    color: var(--nav-item-color-active);
+}
+
+.git-author {
+    color: var(--text-accent);
+}
+
+.git-date {
+    color: var(--text-accent);
+}
+
+.git-ref {
+    color: var(--text-accent);
+}
+
 .workspace-leaf-content[data-type="diff-view"] .d2h-d-none {
     display: none;
 }
@@ -228,12 +248,18 @@
 }
 
 .theme-light .workspace-leaf-content[data-type="diff-view"] .d2h-code-line del,
-.theme-light .workspace-leaf-content[data-type="diff-view"] .d2h-code-side-line del {
+.theme-light
+    .workspace-leaf-content[data-type="diff-view"]
+    .d2h-code-side-line
+    del {
     background-color: #ffb6ba;
 }
 
 .theme-dark .workspace-leaf-content[data-type="diff-view"] .d2h-code-line del,
-.theme-dark .workspace-leaf-content[data-type="diff-view"] .d2h-code-side-line del {
+.theme-dark
+    .workspace-leaf-content[data-type="diff-view"]
+    .d2h-code-side-line
+    del {
     background-color: #8d232881;
 }
 
@@ -249,13 +275,19 @@
 }
 
 .theme-light .workspace-leaf-content[data-type="diff-view"] .d2h-code-line ins,
-.theme-light .workspace-leaf-content[data-type="diff-view"] .d2h-code-side-line ins {
+.theme-light
+    .workspace-leaf-content[data-type="diff-view"]
+    .d2h-code-side-line
+    ins {
     background-color: #97f295;
     text-align: left;
 }
 
 .theme-dark .workspace-leaf-content[data-type="diff-view"] .d2h-code-line ins,
-.theme-dark .workspace-leaf-content[data-type="diff-view"] .d2h-code-side-line ins {
+.theme-dark
+    .workspace-leaf-content[data-type="diff-view"]
+    .d2h-code-side-line
+    ins {
     background-color: #1d921996;
     text-align: left;
 }
@@ -376,19 +408,31 @@
     color: var(--text-normal);
 }
 
-.theme-light .workspace-leaf-content[data-type="diff-view"] .d2h-file-diff .d2h-del.d2h-change {
+.theme-light
+    .workspace-leaf-content[data-type="diff-view"]
+    .d2h-file-diff
+    .d2h-del.d2h-change {
     background-color: #fdf2d0;
 }
 
-.theme-dark .workspace-leaf-content[data-type="diff-view"] .d2h-file-diff .d2h-del.d2h-change {
+.theme-dark
+    .workspace-leaf-content[data-type="diff-view"]
+    .d2h-file-diff
+    .d2h-del.d2h-change {
     background-color: #55492480;
 }
 
-.theme-light .workspace-leaf-content[data-type="diff-view"] .d2h-file-diff .d2h-ins.d2h-change {
+.theme-light
+    .workspace-leaf-content[data-type="diff-view"]
+    .d2h-file-diff
+    .d2h-ins.d2h-change {
     background-color: #ded;
 }
 
-.theme-dark .workspace-leaf-content[data-type="diff-view"] .d2h-file-diff .d2h-ins.d2h-change {
+.theme-dark
+    .workspace-leaf-content[data-type="diff-view"]
+    .d2h-file-diff
+    .d2h-ins.d2h-change {
     background-color: rgba(37, 78, 37, 0.418);
 }
 
@@ -401,7 +445,9 @@
     text-decoration: none;
 }
 
-.workspace-leaf-content[data-type="diff-view"] .d2h-file-list-wrapper a:visited {
+.workspace-leaf-content[data-type="diff-view"]
+    .d2h-file-list-wrapper
+    a:visited {
     color: #3572b0;
 }
 
@@ -501,7 +547,8 @@
     background-color: var(--background-secondary);
 }
 
-.cm-gutterElement.obs-git-blame-gutter > div, .line-author-settings-preview {
+.cm-gutterElement.obs-git-blame-gutter > div,
+.line-author-settings-preview {
     /* delegate text color to settings */
     color: var(--obs-git-gutter-text);
     font-family: monospace;
@@ -510,3 +557,10 @@
     padding: 0px 6px 0px 6px;
     white-space: pre; /* Keep spaces and do not collapse them. */
 }
+
+@media (max-width: 800px) {
+    /* hide git blame gutter not to superpose text */
+    .cm-gutterElement.obs-git-blame-gutter {
+        display: none;
+    }
+}

.obsidian/plugins/obsidian-icon-folder/data.json

@@ -1,30 +0,0 @@
-{
-  "settings": {
-    "migrated": 2,
-    "iconPacksPath": ".obsidian/plugins/obsidian-icon-folder/icons",
-    "fontSize": 16,
-    "emojiStyle": "none",
-    "iconColor": null,
-    "recentlyUsedIcons": [
-      "IbGraphLineUp",
-      "TiPlusEqual",
-      "FarRegular",
-      "LiNetwork",
-      "SiC"
-    ],
-    "recentlyUsedIconsSize": 5,
-    "rules": [],
-    "extraMargin": {
-      "top": 0,
-      "right": 4,
-      "bottom": 0,
-      "left": 0
-    },
-    "iconInTabsEnabled": false
-  },
-  "Semester 1/CS3418": "SiC",
-  "Semester 1/CS2418": "TiNetwork",
-  "Semester 2/CS2333": "TiPlusEqual",
-  "Semester 2/CS3873": "LiNetwork",
-  "Semester 2/STAT2593": "IbGraphLineUp"
-}

.obsidian/plugins/obsidian-icon-folder/icons/icon-brew/GraphLineUp.svg

@@ -1 +0,0 @@
-<svg width="16px" height="16px" fill="none" xmlns="http://www.w3.org/2000/svg" viewBox="0 0 24 24"><path d="M3 3v14c0 1.886 0 2.828.586 3.414C4.172 21 5.114 21 7 21h14M6.5 17l.498-1.329c.29-.77.434-1.155.653-1.328a1 1 0 0 1 1.021-.13c.256.113.492.45.964 1.124.528.754.792 1.131 1.064 1.243a1 1 0 0 0 1.056-.19c.216-.2.332-.645.564-1.535l1.244-4.768c.264-1.01.396-1.516.633-1.72a1 1 0 0 1 1.083-.144c.282.135.54.589 1.06 1.495.595 1.043.893 1.564 1.192 1.697a1 1 0 0 0 1.116-.209c.23-.232.32-.826.498-2.013L20 3.5" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round"></path></svg>

.obsidian/plugins/obsidian-icon-folder/icons/lucide-icons/Network.svg

@@ -1 +0,0 @@
-<svg xmlns="http://www.w3.org/2000/svg" width="16px" height="16px" viewBox="0 0 24 24" fill="none" stroke="currentColor" stroke-width="2" stroke-linecap="round" stroke-linejoin="round"><rect x="9" y="2" width="6" height="6"></rect><rect x="16" y="16" width="6" height="6"></rect><rect x="2" y="16" width="6" height="6"></rect><path d="M5 16v-4h14v4"></path><path d="M12 12V8"></path></svg>

.obsidian/plugins/obsidian-icon-folder/icons/simple-icons/C.svg

@@ -1 +0,0 @@
-<svg role="img" viewBox="0 0 24 24" xmlns="http://www.w3.org/2000/svg" fill="currentColor" width="16px" height="16px"><title>C</title><path d="M16.5921 9.1962s-.354-3.298-3.627-3.39c-3.2741-.09-4.9552 2.474-4.9552 6.14 0 3.6651 1.858 6.5972 5.0451 6.5972 3.184 0 3.5381-3.665 3.5381-3.665l6.1041.365s.36 3.31-2.196 5.836c-2.552 2.5241-5.6901 2.9371-7.8762 2.9201-2.19-.017-5.2261.034-8.1602-2.97-2.938-3.0101-3.436-5.9302-3.436-8.8002 0-2.8701.556-6.6702 4.047-9.5502C7.444.72 9.849 0 12.254 0c10.0422 0 10.7172 9.2602 10.7172 9.2602z"></path></svg>

.obsidian/plugins/obsidian-icon-folder/icons/tabler-icons/Network.svg

@@ -1 +0,0 @@
-<svg xmlns="http://www.w3.org/2000/svg" class="icon icon-tabler icon-tabler-network" width="16px" height="16px" viewBox="0 0 24 24" stroke-width="2" stroke="currentColor" fill="none" stroke-linecap="round" stroke-linejoin="round"><path stroke="none" d="M0 0h24v24H0z" fill="none"></path><path d="M12 9m-6 0a6 6 0 1 0 12 0a6 6 0 1 0 -12 0"></path><path d="M12 3c1.333 .333 2 2.333 2 6s-.667 5.667 -2 6"></path><path d="M12 3c-1.333 .333 -2 2.333 -2 6s.667 5.667 2 6"></path><path d="M6 9h12"></path><path d="M3 19h7"></path><path d="M14 19h7"></path><path d="M12 19m-2 0a2 2 0 1 0 4 0a2 2 0 1 0 -4 0"></path><path d="M12 15v2"></path></svg>

.obsidian/plugins/obsidian-icon-folder/icons/tabler-icons/PlusEqual.svg

@@ -1 +0,0 @@
-<svg xmlns="http://www.w3.org/2000/svg" class="icon icon-tabler icon-tabler-plus-equal" width="16px" height="16px" viewBox="0 0 24 24" stroke-width="2" stroke="currentColor" fill="none" stroke-linecap="round" stroke-linejoin="round"><path stroke="none" d="M0 0h24v24H0z" fill="none"></path><path d="M4 7h6"></path><path d="M7 4v6"></path><path d="M20 16h-6"></path><path d="M20 19h-6"></path><path d="M5 19l14 -14"></path></svg>

.obsidian/plugins/obsidian-icon-folder/manifest.json

@@ -1,10 +0,0 @@
-{
-  "id": "obsidian-icon-folder",
-  "name": "Icon Folder",
-  "version": "2.2.1",
-  "minAppVersion": "0.9.12",
-  "description": "This plugin allows to add an emoji or an icon to a folder or file.",
-  "author": "Florian Woelki",
-  "authorUrl": "https://florianwoelki.com/",
-  "isDesktopOnly": false
-}

.obsidian/plugins/obsidian-icon-folder/styles.css

@@ -1,111 +0,0 @@
-.obsidian-icon-folder-icon {
-  border: 1px solid transparent;
-  margin: 0px 4px 0px 0px;
-  display: flex;
-  align-self: center;
-  margin: auto 0;
-}
-
-.nav-folder-title,
-.nav-file-title {
-  align-items: center;
-}
-
-.obsidian-icon-folder-setting .setting-item-control .dropdown {
-  margin-right: 12px;
-}
-
-.obsidian-icon-folder-setting input[type='color'] {
-  margin: 0 6px;
-}
-
-.obsidian-icon-folder-modal.prompt-results {
-  margin: 0;
-  overflow-y: auto;
-  display: grid;
-  grid-template-columns: repeat(5, minmax(0, 1fr));
-}
-
-.prompt .obsidian-icon-folder-subheadline {
-  margin-top: 12px;
-  font-size: 12px;
-  color: gray;
-  grid-column-start: 1;
-  grid-column-end: 6;
-}
-
-@media (max-width: 640px) {
-  .obsidian-icon-folder-modal.prompt-results {
-    grid-template-columns: repeat(3, minmax(0, 1fr));
-  }
-  .prompt .obsidian-icon-folder-subheadline {
-    grid-column-end: 4;
-  }
-}
-
-.obsidian-icon-folder-modal.prompt-results .suggestion-item {
-  cursor: pointer;
-  white-space: pre-wrap;
-  display: flex;
-  justify-content: flex-end;
-  align-items: center;
-  flex-direction: column-reverse;
-  text-align: center;
-  font-size: 13px;
-  color: gray;
-  padding: 16px 8px;
-  line-break: auto;
-  word-break: break-word;
-  line-height: 1.3;
-}
-
-.obsidian-icon-folder-modal.prompt-results .suggestion-item.suggestion-item__center {
-  justify-content: center;
-}
-
-.obsidian-icon-folder-icon-preview {
-  font-size: 22px;
-}
-
-.obsidian-icon-folder-icon-preview img {
-  width: 16px;
-  height: 16px;
-}
-
-.obsidian-icon-folder-icon-preview svg {
-  width: 24px;
-  height: 24px;
-  color: currentColor;
-  margin-bottom: 4px;
-}
-
-.obsidian-icon-folder-dragover {
-  position: relative;
-}
-
-.obsidian-icon-folder-dragover-el {
-  position: absolute;
-  width: 100%;
-  height: 100%;
-  color: var(--text-normal);
-  background-color: var(--background-secondary-alt);
-  display: flex;
-  align-items: center;
-  justify-content: center;
-}
-
-/* Custom rule modal. */
-.obsidian-icon-folder-custom-rule-modal .modal-title h3 {
-  margin: 0;
-}
-
-.obsidian-icon-folder-custom-rule-modal .modal-content {
-  display: flex;
-  align-items: center;
-  justify-content: center;
-}
-
-.obsidian-icon-folder-custom-rule-modal .modal-content input {
-  width: 100%;
-  margin-right: 0.5rem;
-}

.obsidian/plugins/obsidian-kanban/manifest.json

@@ -0,0 +1,11 @@
+{
+	"id": "obsidian-kanban",
+	"name": "Kanban",
+	"version": "2.0.51",
+	"minAppVersion": "1.0.0",
+	"description": "Create markdown-backed Kanban boards in Obsidian.",
+	"author": "mgmeyers",
+	"authorUrl": "https://github.com/mgmeyers/obsidian-kanban",
+	"helpUrl": "https://publish.obsidian.md/kanban/Obsidian+Kanban+Plugin",
+	"isDesktopOnly": false
+}

.obsidian/plugins/obsidian-tasks-plugin/manifest.json

@@ -0,0 +1,12 @@
+{
+  "id": "obsidian-tasks-plugin",
+  "name": "Tasks",
+  "version": "7.13.0",
+  "minAppVersion": "1.1.1",
+  "description": "Track tasks across your vault. Supports due dates, recurring tasks, done dates, sub-set of checklist items, and filtering.",
+  "helpUrl": "https://publish.obsidian.md/tasks/",
+  "author": "Clare Macrae and Ilyas Landikov (created by Martin Schenck)",
+  "authorUrl": "https://github.com/obsidian-tasks-group",
+  "fundingUrl": "https://github.com/sponsors/claremacrae",
+  "isDesktopOnly": false
+}

.obsidian/plugins/table-editor-obsidian/manifest.json

@@ -6,7 +6,7 @@
   "description": "Improved table navigation, formatting, manipulation, and formulas",
   "isDesktopOnly": false,
   "minAppVersion": "1.0.0",
-  "version": "0.19.1",
+  "version": "0.22.1",
   "js": "main.js",
   "fundingUrl": {
     "Github Sponsor": "https://github.com/sponsors/tgrosinger",

.obsidian/plugins/various-complements/data.json

@@ -0,0 +1,103 @@
+{
+  "strategy": "english-only",
+  "cedictPath": "./cedict_ts.u8",
+  "matchStrategy": "prefix",
+  "fuzzyMatch": true,
+  "minFuzzyMatchScore": 0.5,
+  "matchingWithoutEmoji": true,
+  "treatAccentDiacriticsAsAlphabeticCharacters": false,
+  "treatUnderscoreAsPartOfWord": false,
+  "maxNumberOfSuggestions": 5,
+  "maxNumberOfWordsAsPhrase": 3,
+  "minNumberOfCharactersTriggered": 0,
+  "minNumberOfWordsTriggeredPhrase": 1,
+  "complementAutomatically": true,
+  "delayMilliSeconds": 0,
+  "disableSuggestionsDuringImeOn": false,
+  "disableSuggestionsInMathBlock": true,
+  "insertSpaceAfterCompletion": true,
+  "firstCharactersDisableSuggestions": ":/^",
+  "patternsToSuppressTrigger": [
+    "^~~~.*",
+    "^```.*"
+  ],
+  "phrasePatternsToSuppressTrigger": [],
+  "noAutoFocusUntilCycle": false,
+  "showMatchStrategy": false,
+  "showComplementAutomatically": false,
+  "showIndexingStatus": false,
+  "descriptionOnSuggestion": "Short",
+  "hotkeys": {
+    "select": [
+      {
+        "modifiers": [],
+        "key": "Enter"
+      }
+    ],
+    "select with custom alias": [],
+    "up": [
+      {
+        "modifiers": [],
+        "key": "ArrowUp"
+      }
+    ],
+    "down": [
+      {
+        "modifiers": [],
+        "key": "ArrowDown"
+      }
+    ],
+    "select 1st": [],
+    "select 2nd": [],
+    "select 3rd": [],
+    "select 4th": [],
+    "select 5th": [],
+    "select 6th": [],
+    "select 7th": [],
+    "select 8th": [],
+    "select 9th": [],
+    "open": [],
+    "completion": [],
+    "insert as text": []
+  },
+  "propagateEsc": false,
+  "enableCurrentFileComplement": true,
+  "currentFileMinNumberOfCharacters": 0,
+  "onlyComplementEnglishOnCurrentFileComplement": false,
+  "excludeCurrentFileWordPatterns": [],
+  "enableCurrentVaultComplement": false,
+  "currentVaultMinNumberOfCharacters": 0,
+  "includeCurrentVaultPathPrefixPatterns": "",
+  "excludeCurrentVaultPathPrefixPatterns": "",
+  "includeCurrentVaultOnlyFilesUnderCurrentDirectory": false,
+  "excludeCurrentVaultWordPatterns": [],
+  "enableCustomDictionaryComplement": false,
+  "customDictionaryPaths": "https://raw.githubusercontent.com/first20hours/google-10000-english/master/google-10000-english-no-swears.txt",
+  "columnDelimiter": "Tab",
+  "customDictionaryWordRegexPattern": "",
+  "delimiterToHideSuggestion": "",
+  "delimiterToDivideSuggestionsForDisplayFromInsertion": "",
+  "caretLocationSymbolAfterComplement": "",
+  "displayedTextSuffix": " => ...",
+  "enableInternalLinkComplement": true,
+  "suggestInternalLinkWithAlias": false,
+  "excludeInternalLinkPathPrefixPatterns": "",
+  "updateInternalLinksOnSave": true,
+  "insertAliasTransformedFromDisplayedInternalLink": {
+    "enabled": false,
+    "beforeRegExp": "",
+    "after": ""
+  },
+  "frontMatterKeyForExclusionInternalLink": "",
+  "enableFrontMatterComplement": false,
+  "frontMatterComplementMatchStrategy": "inherit",
+  "insertCommaAfterFrontMatterCompletion": false,
+  "intelligentSuggestionPrioritization": {
+    "enabled": true,
+    "historyFilePath": "",
+    "maxDaysToKeepHistory": 30,
+    "maxNumberOfHistoryToKeep": 0
+  },
+  "disableOnMobile": false,
+  "showLogAboutPerformanceInConsole": false
+}

.obsidian/plugins/various-complements/histories.json

@@ -0,0 +1 @@
+{"Important":{"Important":{"currentFile":{"count":1,"lastUpdated":1744212756873}}},"Questions":{"Questions":{"currentFile":{"count":1,"lastUpdated":1744212758410}}},"answers":{"answers":{"currentFile":{"count":1,"lastUpdated":1744212929208}}},"probabilities":{"probabilities":{"currentFile":{"count":1,"lastUpdated":1744215350670}}},"decision":{"decision":{"currentFile":{"count":1,"lastUpdated":1744215513253}}}}

.obsidian/plugins/various-complements/manifest.json

@@ -0,0 +1,10 @@
+{
+  "id": "various-complements",
+  "name": "Various Complements",
+  "version": "10.0.3",
+  "minAppVersion": "0.16.0",
+  "description": "This plugin enables you to complete words like the auto-completion of IDE",
+  "author": "tadashi-aikawa",
+  "authorUrl": "https://github.com/tadashi-aikawa",
+  "isDesktopOnly": false
+}

.obsidian/plugins/various-complements/styles.css

@@ -0,0 +1,184 @@
+.various-complements__settings__text-area-path {
+  height: 120px;
+  width: 500px;
+}
+
+.various-complements__settings__text-area-path-dense {
+  height: 120px;
+  width: 360px;
+}
+
+.various-complements__settings__current-settings-json {
+  font-size: 0.75em;
+  height: 800px;
+  width: 500px;
+}
+
+.various-complements__settings__warning {
+  color: darkorange;
+  text-align: right;
+}
+
+.various-complements__settings__nested {
+  padding-left: 30px;
+}
+
+.various-complements__settings__header {
+  position: relative;
+  padding-left: 25px;
+}
+.various-complements__settings__header::before {
+  position: absolute;
+  width: 20px;
+  margin-top: 3px;
+  margin-left: -25px;
+  filter: invert(0.5) hue-rotate(180deg);
+}
+
+.various-complements__settings__header__main::before {
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+}
+.various-complements__settings__header__appearance::before {
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+}
+.various-complements__settings__header__key-customization::before {
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+}
+.various-complements__settings__header__current-file::before {
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+}
+.various-complements__settings__header__current-vault::before {
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+}
+.various-complements__settings__header__custom-dictionary::before {
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+}
+.various-complements__settings__header__internal-link::before {
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+}
+.various-complements__settings__header__front-matter::before {
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+}
+.various-complements__settings__header__intelligent-suggestion-prioritization::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+.various-complements__settings__header__mobile::before {
+  content: url("data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHhtbG5zOnhsaW5rPSJodHRwOi8vd3d3LnczLm9yZy8xOTk5L3hsaW5rIiB2aWV3Qm94PSIwIDAgMjQgMjQiPjxwYXRoIGQ9Ik0xNyAxLjAxTDcgMWMtMS4xIDAtMiAuOS0yIDJ2MThjMCAxLjEuOSAyIDIgMmgxMGMxLjEgMCAyLS45IDItMlYzYzAtMS4xLS45LTEuOTktMi0xLjk5ek0xNyAxOUg3VjVoMTB2MTR6IiBmaWxsPSJjdXJyZW50Q29sb3IiPjwvcGF0aD48L3N2Zz4=");
+}
+.various-complements__settings__header__debug::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+
+.various-complements__settings__popup-hotkey {
+  padding: 1rem 0;
+  /*noinspection CssUnresolvedCustomProperty*/
+  border-top: 1px solid var(--background-modifier-border);
+}
+
+.various-complements__settings__popup-hotkey-item {
+  padding-left: 2rem;
+}
+
+.various-complements__footer {
+  position: relative;
+  padding-right: 15px;
+  margin-left: 15px;
+}
+.various-complements__footer::before {
+  position: absolute;
+  width: 13px;
+  margin-top: 1px;
+  margin-left: -15px;
+  filter: invert(0.5) hue-rotate(180deg);
+}
+.various-complements__footer__current-file::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+.various-complements__footer__current-vault::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+.various-complements__footer__custom-dictionary::before {
+  content: url("data:image/svg+xml;base64,PHN2ZyB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciIHhtbG5zOnhsaW5rPSJodHRwOi8vd3d3LnczLm9yZy8xOTk5L3hsaW5rIiB2aWV3Qm94PSIwIDAgNTEyIDUxMiI+PHJlY3QgeD0iMzIiIHk9Ijk2IiB3aWR0aD0iNjQiIGhlaWdodD0iMzY4IiByeD0iMTYiIHJ5PSIxNiIgZmlsbD0ibm9uZSIgc3Ryb2tlPSJjdXJyZW50Q29sb3IiIHN0cm9rZS1saW5lam9pbj0icm91bmQiIHN0cm9rZS13aWR0aD0iMzIiPjwvcmVjdD48cGF0aCBmaWxsPSJub25lIiBzdHJva2U9ImN1cnJlbnRDb2xvciIgc3Ryb2tlLWxpbmVjYXA9InJvdW5kIiBzdHJva2UtbGluZWpvaW49InJvdW5kIiBzdHJva2Utd2lkdGg9IjMyIiBkPSJNMTEyIDIyNGgxMjgiPjwvcGF0aD48cGF0aCBmaWxsPSJub25lIiBzdHJva2U9ImN1cnJlbnRDb2xvciIgc3Ryb2tlLWxpbmVjYXA9InJvdW5kIiBzdHJva2UtbGluZWpvaW49InJvdW5kIiBzdHJva2Utd2lkdGg9IjMyIiBkPSJNMTEyIDQwMGgxMjgiPjwvcGF0aD48cmVjdCB4PSIxMTIiIHk9IjE2MCIgd2lkdGg9IjEyOCIgaGVpZ2h0PSIzMDQiIHJ4PSIxNiIgcnk9IjE2IiBmaWxsPSJub25lIiBzdHJva2U9ImN1cnJlbnRDb2xvciIgc3Ryb2tlLWxpbmVqb2luPSJyb3VuZCIgc3Ryb2tlLXdpZHRoPSIzMiI+PC9yZWN0PjxyZWN0IHg9IjI1NiIgeT0iNDgiIHdpZHRoPSI5NiIgaGVpZ2h0PSI0MTYiIHJ4PSIxNiIgcnk9IjE2IiBmaWxsPSJub25lIiBzdHJva2U9ImN1cnJlbnRDb2xvciIgc3Ryb2tlLWxpbmVqb2luPSJyb3VuZCIgc3Ryb2tlLXdpZHRoPSIzMiI+PC9yZWN0PjxwYXRoIGQ9Ik00MjIuNDYgOTYuMTFsLTQwLjQgNC4yNWMtMTEuMTIgMS4xNy0xOS4xOCAxMS41Ny0xNy45MyAyMy4xbDM0LjkyIDMyMS41OWMxLjI2IDExLjUzIDExLjM3IDIwIDIyLjQ5IDE4Ljg0bDQwLjQtNC4yNWMxMS4xMi0xLjE3IDE5LjE4LTExLjU3IDE3LjkzLTIzLjFMNDQ1IDExNWMtMS4zMS0xMS41OC0xMS40Mi0yMC4wNi0yMi41NC0xOC44OXoiIGZpbGw9Im5vbmUiIHN0cm9rZT0iY3VycmVudENvbG9yIiBzdHJva2UtbGluZWpvaW49InJvdW5kIiBzdHJva2Utd2lkdGg9IjMyIj48L3BhdGg+PC9zdmc+");
+}
+.various-complements__footer__internal-link::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+.various-complements__footer__front-matter::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+.various-complements__footer__match-strategy {
+  cursor: pointer;
+}
+.various-complements__footer__match-strategy::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+.various-complements__footer__complement-automatically {
+  cursor: pointer;
+}
+.various-complements__footer__complement-automatically::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+
+.various-complements__suggestion-item::before {
+  display: inline-block;
+  width: 16px;
+  margin-top: 4px;
+  margin-left: -20px;
+  margin-right: 5px;
+  filter: invert(0.5) hue-rotate(180deg);
+}
+
+.various-complements__suggestion-item {
+  display: flex;
+  align-items: start;
+  padding-left: 30px !important;
+}
+
+.various-complements__suggestion-item > div {
+  display: inline-block;
+}
+
+.various-complements__suggestion-item__description {
+  font-size: 0.75em;
+  /*noinspection CssUnresolvedCustomProperty*/
+  color: var(--text-muted);
+  padding-top: 0.75em;
+}
+
+.various-complements__suggestion-item__current-file::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+.various-complements__suggestion-item__current-vault::before {
+  content: url("data:image/svg+xml;base64,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");
+}
+.various-complements__suggestion-item__custom-dictionary::before {
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README.md

@@ -12,3 +12,9 @@ Notes were taken either using OneNote, pencil and paper, or not at all lol
 - CS2333: Computability and Formal Languages
 - CS3873: Net-centric Computing
 - STAT2593: Statistics for Engineers
+### Year 5
+#### Semester 1
+- CS3113: 
+- HIST1001: 
+- HIST1451: 
+- MAAC3113: 

UNB/Year 5/Semester 1/CS3113/Exam Review.md

@@ -0,0 +1,10 @@
+- What was in the exam details PDF posted
+- How to convert decimal to binary
+- No cheat sheet
+- BRING CALCULATOR!
+- Differentiation Methods
+	- Which is slower
+	- Which is easier to calculate
+	- Whichever is more accurate
+	- Whichever is easier to modify/add to after
+- 

UNB/Year 5/Semester 1/CS3113/In class notes.md

@@ -1,4 +1,4 @@
-e hn## Convert numbers to binary
+## Convert numbers to binary
 Number in decimal: 53.7
 ### Decimal conversion
 
@@ -35,3 +35,27 @@ So the final number would be 110101.10110...
 Truncation types
 **Chopping**: Omit the numbers that we don't want, looking to the first bit that we want to erase
 **Rounding**: We should take care about the first digit that we want to omit and adjust the 52nd bit
+
+**Machine Epsilon**: Difference between the smallest floating point number greater than 1 and 1, i.e. the smallest number that when added to 1, will be different than 1
+
+IEEE rounding to nearest role:
+1. If we have zero in the 53rd bit, we will round down
+2. If we have one as the 53rd bit, we will round up
+	1. If the 52nd bit is one we will round up
+	2. If the 52nd bit is zero will round down
+
+Convert a real number to a floating point number:
+1. Decimal to binary number
+2. Justify step: Shift the radix to the right of the left most one, compensate with the exponent. 100.1 -> 1.0001 x_2^3
+3. We do it with respect to p.A d.p 52 numbers ??? I think she means IEEE rounding
+
+There is no need to represent the first bit of the mantissa, since it is always 1 with certain exceptions
+
+Overflow - exponent greater than 1023
+Underflow - exponent less than 2^-1074
+Normally set to zero
+
+Mean value theorem - *Info and graph in slides*
+
+Taylor's Theorem
+

UNB/Year 5/Semester 1/CS3113/Midterm 1 Review.md

@@ -0,0 +1,16 @@
+# Definitions and Concepts
+- Floating point number
+- Convergence, conditioning, complexity
+- Why is it important? We make the numerical methods to approximate the real answer (Convergence). For condition, when an approximation is made, when we make minor modifications to the input, we expect not a lot of variance in the in output. Complexity is the amount of time (CPU?) that a computer will need to use a method (Big O?)
+- Main components of a floating point number?
+	- 
+- Machine epsilon
+- Loss of significant bit. Truncation
+
+Methods of root finding
+
+| Bisection | Final point   | Newton        | Secant        |
+| --------- | ------------- | ------------- | ------------- |
+| Guarentee | Not Guarentee | Not guarentee | Not guarentee |
+| Linear    | linear        | quatdratic    | super linear  |
+| Slow      |               | Fast          | Fast          |

UNB/Year 5/Semester 1/HIST1001/Exam Stuff.md

@@ -0,0 +1,72 @@
+# Final Exam Info
+- 2 short essays, one for each prior module
+	- 1 cold war
+	- 1 renaissance
+- 1 long essay, prehistory
+- Person, place things that we studied
+
+# Review:
+Taking note of what they said not the slides, look at slides for slide stuff
+- What makes an Era
+- 3 Hour Exam
+- 3 Sections
+
+Section 1:
+- Section of short ID questions
+- See 18 questions, 12 will be on the exam, 6 you have to pick on the exam 
+- 30 Points/100 Points 
+- Question Topics are good study guides for following sections 
+
+Section 2:
+- Long Essay Question (On Ancient History)
+- 3-4 Pages (Double Spaced)
+- Worth 40/100 Points 
+- Give as much detail as possible, and give as many examples as possible
+- Think about the texts we studied and how they are useful in historical analysis and how we can actually use them in history 
+
+Section 3:
+- Short Essay Questions 
+- Two Short essays, Two modules we didn't end with (Cold war, Renaissance )
+
+Format:
+- Intro, thesis, arguments with examples (would be strong answer)
+- But content over formatting, use formatting to allow good argument flow 
+- Examples but quotes not expected or required
+
+To Prepare:
+- Study lecture slides 
+- Re-reread readings to familiarize yourself and give example
+- What did we learn about social hierarchies in early modern Europe
+- Describe and discuss early modern inequality and in relation to examples from the module (Religion, Technology, Slave trade etc)
+- Questions will compare policies of any two soviet leaders that we talked about 
+- What did they do, what actions did they take, what were the consequences that they had
+- Leaders are listed in slides, review readings as well, focuses on leaders
+- You can pick any two leaders, will not be predetermined 
+- Focus more on analysis and policy and not historical facts, facts are for supporting arguments on their policy and my analysis
+
+To Prepare Generally
+- Add exam dates to calendar
+- Think ahead about work to due and prepare accordingly
+- Review notes, slides, and assigned readings 
+- Practice with the list of terms for section 1
+- Reflect on major course themes and topics 
+- Study with classmates (!!!)
+	- Try to setup study time either online or in person at library
+	- d6edc@unb.ca
+	- eeshpal.s@unb.ca
+- Take breaks
+
+In the Exam:
+- Read the entire exam before writing
+- Prepare your notes on a page marked draft
+- Keep track of time, allocate time for each sections
+	- Expect each section to be about equal timing
+	- Can be out of order (with proper marking)
+- Read your exam answers over before submitting , make sure to count them
+
+Writing Exam Questions 
+- Avoid generalization , use examples, be specific,
+- If you can't remember specific dates, use levels of specificity
+	- 1542 > mid 16th century > 16th century > early modern
+
+Last Friday is a study day

UNB/Year 5/Semester 1/HIST1001/In class notes.md

@@ -1,3 +1,4 @@
+# Module 1 (Cold War)
 ## Background on Russia
 - Long history of expansion
 - A multinational empire
@@ -16,3 +17,679 @@ Tsar Nicholas II abdicates in 1917, replaced by Provisional government (called t
 - Tradition of autocratic rule and repression
 - Challenges of governing a vast state remain. 
 - Bolsheviks have ambitious international goals
+## The Bolsheviks take power
+Their goals:
+- Lenin and his colleagues 
+	- Revolutionary Marxists: use disciplined party to take power
+- Gain support from workers, other social groups
+- Use force to win and keep power
+- Initially hoped revolution in Russia would spread on an international scale
+## The Russian Civil War
+- Conflict reaches its peak in 1918-1921
+- Reds (Bolsheviks) vs whites
+- bloody conflict, atrocities on both sides
+- Millions of deaths, potentially uncountable more, country in ruins
+- Some nationalities, Poles, Finns , Baltic states, break away and establish states
+- But Bolsheviks/communists emerge victories: authoritarian, repressive tactics
+## Early communist foreign policy
+- Ruthless pragmatism - Lenin's regime signs peace treaty with Imperial Germany in 1918, despite territorial losses, to keep power
+- But Bolsheviks also have revolutionary ambitions - establish communist international (Comintern) in 1919
+- Goal is to encourage formation of communist parties internationally, spread revolution - but proves difficult to achieve
+## Early soviet relations with the west
+- British, French, and Americans, concerned & angered by the Bolshevik takeover in 1917
+- New regime - promotes revolutionary ideas
+- Lenin's treaty with Germany (1918); creates new thread in first world war
+## Intervention in the Russian civil war
+- France, UK, Canada, USA, Japan send troops
+- To protect interest, support whites
+## Soviet union in the 1920s
+- Union of Soviet Socialist Republic (USSR) established in 1922
+- Included much of the former Russian empire, but now a federation of republics
+- Western power remain suspicious, but do not see USSR as imminent thread
+- Comintern remains active, but USSR focus on rebuilding after wartime devastation
+## Leadership change from Lenin to Stalin
+- Lenin dies in 1924, Josef Stalin emerges as winner of prolonged power by 1928
+- Promotes Socialism in one Country
+- Imperial Russia - suffered defeats because it was "backward" - Soviet Union must modernize "or the capitalists will crush us"
+## Stalin's Transformation of the USSR
+- Rapid industrial growth through state directed "Five Year Plans" - achieves results but harsh conditions for workers
+- Collectivization of agriculture - to support industrialization, transform society - associated with massive repression, famine
+- Purges - intensive suspicion of conspiracy with foreign power leads to mass arrests, executions in 1930s
+## Stalin's foreign policy in the 1930s
+- Comintern continues to operate
+- Stalin's policies are pragmatic, shift over time
+- Hitler takes power in Germany, 1933 - a serious potential thread
+- Soviet Union calls for "collective security" with Western powers, promotes "Popular Front" policy to oppose fascism
+## On the eve of war
+- 1939 - Second World War looks increasingly likely - Hitler making demands on Poland
+- Stalin - Covets Polish territory, seeks to expand influence, and wants to buy time
+- Negotiations with Britain and France fail; instead USSR signs agreement with Nazi Germany - two countries will not go to war, both to expand influence in Eastern Europe
+## Key points
+- Soviet foreign policy - revolutionary impulse is significant
+- But there is a powerful pragmatic streak - willing to cut deals, shift sides
+- Stalin wants to expand revolution - but also to regain territory, influence of USSR
+## Overview
+- Soviet Union: Moves from cooperating with Nazi Germany to allying with british empire, USA
+- Initial desire to continue cooperating in postwar years soon runs into problems
+- By 1947th alliance has broken down, Cold War has begun - why? Was the breakdown inevitable?
+## Shifting Soviet Policy
+### The Nazi-Soviet Pact (1939-41)
+- Two states agree not to fight, and to partition territory
+- Promotes hostility towards Soviet Union, communist parties in the western democracies
+- Britain, France go to war with Nazi Germany in 1939. France is defeated in 1940, but the British empire hangs on
+- June 1941: Hitler decides to invade USSR; British indicate their willingness to support the soviets
+### Turning Points (1941)
+- Operation Barbarossa and Japans attack on Pearl Harbor
+- The "Big Three" (Stalin, Roosevelt, Churchill) meet in Tehran, 1943
+### Formation of the Grand Alliance
+- USA enters the war after Pearl Harbor (1941)
+- Americans, British, Soviets become allies
+- Soviets eventually halt German led invasions, push back, occupying most of Europe
+- *More points in slides*
+### The Soviet Perspective
+- Devastated by war: Estimated 25 million dead
+- Plays key role in defeat of Nazi Germany; Receives Lend-Lease Aid
+- Soviets occupy territory in Eastern Europe, including Poland, Germany - Stalin wants a "sphere of influence"
+- Willing to make some concessions - Stalin dissolves Comintern in 1943 - but insists on security and influence
+### The Western Perspective
+- The United States - dominant power with the largest economy, and had recently developed the atom bomb (1945)
+- Franklin Roosevelt - wanted United Nations, open international order, and willing to work with the Soviets
+- Replaced by Harry Truman in 1945 - Grows more concerned about Soviets and the spread of Communism
+- British Empire - greatly weakened by the war, and wants to rebuild. The attitude was ambiguous towards the USSR
+### Early Tensions
+- Regular meetings of "Big Three" (1943-45)
+- Cooperation continues - USSR joins war against Japan
+- But problems began to emerge:
+	1. Future of Poland - uneasy agreement to move territory, form of coalition government
+	2. Future of Germany - divided into zones of occupation, what long term policy to pursue
+	3. Concerns about soviet espionage, and the potential spread of Communism
+### Germany Divided
+- Poland gains territory
+- Four occupation zones
+- Germans expelled from ...
+### Rising Tensions (1946-47)
+- Sources of Tensions
+	- Soviet actives in eastern Europe cause concern
+	- Soviet troops are slow to withdraw from Iran
+	- Stalin puts pressure on Turkey for access, bases
+	- Greek civil war, Communist vs Anti-Communists; fears of Soviet intervention
+	- European economies are struggling; American officials feat communism will gain further support
+- Shifting Policies
+	- March 1947 - US president Harry Truman promises aid to Greece, Turkey - but framed in broad terms (The Truman Doctrine)
+	- June 1947 - The US secretary of state George Marshall proposes massive aid package to support European reconstruction (The Marshall Plan)
+	- Western and Eastern European states are invited t participate, asked to develop coordinated plan; Britain and France are keen.
+- The Soviet Response - How to interpret?
+	- Wilfred Loth - Soviet are suspicious of the Marshall Plan, quickly reject it, veto East European involvement
+	- Geoffrey Roberts - Soviet Response was initially more ambiguous, several reasons for rejection; East European role was complex, not just an issues of "veto"
+	- Soviets go on to mobilize criticism of Marshall Plan, create "Cominform" and tighten grip of Eastern Europe
+## Key Points
+- Stalin's foreign policy - complex, driven by desire for security but also to enhance Soviet influence.
+- Willing to work with wartime alliances but within limits - by 1947 those limits are breached. Historians debate if he was actually truthful about this willingness
+- Role of shifting perceptions (in USSR and USA)
+- Significance of ideology in shaping perceptions
+- Significance of advisors, role of other states
+
+# Global Competition
+- Cold War - an increasingly global confrontation
+- Europe divided into "blocs" by the "Iron Curtain"
+- Communists take power in China, war in Korea
+- Nikita Khrushchev - Seeks to enhance soviet unions international influence, compete with USA - period of tensions and crises
+## Stalin, Europe and Asia
+### Europe Divided
+- After rejecting the Marshall plan, soviet control in eastern Europe tightens further
+- Germany divided: Western zones combined into west Germany, soviet zone become eastern Germany (1949). Berlin a divided city, tension point
+- NATO established 1949, Warsaw Pact 1955
+### Communism in China
+- Long complex power struggle between Chinese Communist (CCP), led by Mao Zedong, and Chinese Nationalists, led by Chiang Kai-shek
+- Civil War (1946-49): Communists win control of the mainland, establish Peoples' Republic (PRC) in 1949
+- Mao and Stalin sign treaty of alliance in 1950, but China is "junior partner" in Soviet opinion; the two countries eventually become rivals
+### War in Korea
+- Korea split into two zones (US and Soviet); evolve along different paths
+- Kim Il-Sung, Communist leader of Norther Korea, orders invasion of South in 1950 (had consulted Mao and Stalin)
+- US-led forces repel invasion, then invade North Korea; China sends troops, heavy fighting; armistice signed in 1953, after Stalin's Death
+## A change in leadership
+### The Rise of Nikita Khrushchev
+- Gradually emerges as dominant leader after Stalin's death, 1953-1956; reduces repression, seeks reform
+- Speaks of "peaceful coexistence", but a true believer in promoting Communism, competing with USA
+- Wants to improve living standards, but also invests heavily in space race; seeks to exert pressure on USA
+- Age of decolonization, states achieving independence in Asia, Africa: Khrushchev sees opportunity
+### The Soviet Union engages the "Third World"
+- Seeking to win friendship, influence in newly independent states; Khrushchev conducts visits
+- Soviets provide material aid, weaponry, other support - role of Komsomol and other organizations
+- Foreign students encouraged to study in USSR
+- Competing with USA for global influence
+- Mao's PRC also emerges as rival/competitor
+### Khrushchev's Cold War Crises: Examples
+- Berlin 1958-1961: Khrushchev tries to pressure western powers into leaving- East German regime is losing thousands of people to the West via Berlin
+- but US and Allies will not back down, result in the building of the Berlin Wall 1961
+- Congo (1960-1961): Soviets seek to support nationalist political Patrice Lumumba, but not in a strong position to exert influence: Lumumba killed in 1961
+### Cuban Missile Crisis (1962)
+- Fidel Castro and the Cuban Revolution
+- Tensions rise with United States: Castro turns to the Soviet Union for support
+- Khrushchev sends nuclear missiles to Cuba; Discovery by USA leads to intense confrontation, threat of nuclear war (October 1962)
+- Khrushchev and US president Kennedy negotiate a solution, world sighs with relief
+## Key Points
+- Leadership changes from Stalin to Khrushchev: Change possible with USSR, but continuities are strong
+- Cold War confrontation: Intelligence and military powers crucial, but competition for influence also involves "soft power"
+- Foreign policy and domestic politics are linked: Khrushchev weakened, removed from office 1964
+## Overview
+- Leadership change from Khrushchev to Brezhnev
+- Soviet Cold War policy increasingly complex, expanding military, active in seeking influence, tensions with china
+- 2 more points in slides
+## Leonid Brezhnev
+- Became dominant soviet leader after Khrushchev is removed in 1964, remains in office until death in 1982
+- Very much a product of the soviet system, hopes to sustain it, despite growing challenges
+- Foreign policy goals: retain Soviet Bloc, avoid Nuclear war, compete with USA and PRC for influence
+## Challenges for the Soviet Bloc
+- Previous Uprising (East Germany 1953, Hungary Revolution of 1956) were violently suppressed
+- Czechoslovakia 1968 - New leader, Alexander Dubcek, seeks to enact reforms while remaining in the Warsaw Pact: Socialism with a human face
+- Brezhnev and colleagues grow concerned about implications - send in military forces, August 1968
+- "The Brezhnev Doctrine" asserts right to intervention
+## Soviet System under Brezhnev
+- Initially, economy grows, helped by Oil exports
+- But economic growth stalls mid 1970s-80s
+- Brezhnev spends heavily on military, strains economy
+- Growing sense of disillusionment, Brezhnev declines
+## Soviet Union and the Vietnam War
+- The conflict between Communist North Vietnam, authoritarian republic of Vietnam (South)
+- US intervention in Vietnam intensifies in 1960s
+- Mao Zedong's regime supports North Vietnam but soviets steadily increase aid to compete
+- North Vietnam wins (1975) but USSR had spent billions
+## Relations with Mao's China
+- Rivalry for revolutionary leadership increasingly bitter
+- 4 more points in the notes
+## The rise and fall of Detente
+- US, USSR both want to reduce threat of nuclear war
+- Detente involves US, Soviet, German and European leaders
+- SALT: Strategic Arms Limitation Treaty
+- SALT I signed, placing restrictions on nuclear arms
+- Paralleled by political development in German states and Europe; talks begin for a SALT 2 treaty
+## Limitations of Detente
+- Soviet Union remains engaged in competition, support for international revolution - supplies arms to Arab states in conflict with Israel, supports African revolutionaries
+- US Carter administration still negotiates but criticizes Soviet record on human rights, continues relations with PRC
+- December 1979: Soviet Union invades Afghanistan to maintain pro-Communist regime
+- Nuclear arms negotiations stall, detente at an end
+## Key points
+- Brezhnev - peruses contradictory policies
+- Wants to avoid nuclear war, willing to negotiate with USA
+- but also wants to ensure Soviet power is respected, continues to seek leadership in international affairs compared to PRC
+- Detente with USA fails, Americans improve relations with China
+- Desire to preserve influence leads to invasion of Afghanistan
+
+# WAS SICK FOR A WEEK
+
+# Module Overview
+## Assignment Discussion (Review on D2L for writing essay)
+- Can use other articles in source, mainly for context or historical references
+- No external sources are expected, stick to mainly sourced cited in the article
+- Three more more sentences is what a paragraph should aim to be (or longer). See if small paragraphs could be brought into another paragraph. Break up paragraphs that are a page long and discuss too much
+- About the three readings
+	1. First article 
+		- Attempts to reassess the common mentality of the Marshall Plan, trying to enrich or develop some different perspectives
+		- What and why are the underlying roots of the radical shift in foreign policy
+	2. Second article
+		- 
+	3. Third reading\
+		- Gorbachev ending the Cold War
+
+
+# Module 2 (Early Modern)
+- Ordering time
+	- Chronology: Placing of events in a sequence of occurrences
+	- Periodization: Divide, categorize and name chronological periods of blocks of time
+- Traditional way:
+	- Ancient era: Until the fall of the roman empire in the 5th century
+	- Medieval era/middle ages 5th to 15th centuries
+	- Modern era: from the 15th century until the present day
+	- Then historians began to conceive of an early modern era, from the beak of modernity in the 15th until the 18th century, calling after the french revolution as truly modern
+- Basic prioritization for European history
+	- Ancient era: Same
+	- Medieval era/middle ages: Same
+	- Early modern era 15th -18 centuries
+	- Modern era: 19th until the present day
+## Defining Early modernity
+- How "new" and different was the early modern period?
+- How and when did the early modern period end?
+- And how different was it from what came after?
+- Degree of continuity/discontinuity between historical periods depends on what aspects of history one focuses on
+### When did the modern era begin?
+- Possible events
+	- Siege of Constantinople: 1453
+	- Gutenberg Bible: 1454
+	- Columbus first voyage: 1492
+	- Martin Luther's 95 theses: 1517
+- Or a process
+	- The Renaissance
+	- Religious reformation
+	- Large-scale gunpowder warfare
+	- Bullion from the "New World"
+	- Early nation ... 
+- Or features
+	- Global interaction and exploration
+	- Shift in global trade flows
+	- Unprecedented rise in slave trade
+	- Emergence of new cash crops
+	- Shifts in political ideology
+	- New technologies
+	- New types of public sphere and collective identities
+### Great Chain of Being
+- God
+- Angels;Demons
+- Stars, moon
+- Kings, Princes
+- Nobles
+- Commoners
+- Animals
+- Plants. minerals, etc
+Reflection
+- Pre-modern social hierarchies appear unjust in light of modern ideas about the equality of all people
+- How can we explain the contradiction between our discourse on equality on the empirical reality of profound inequalities in our own society
+## Renaissance
+- An Era (approx 1350-1550)
+- Began in Italy, spread to rest of Europe
+- Re-birth: knowledge from the classical world (ancient Greece and Rome)
+- Recovery: Growth and creation following a period of crisis and decline
+- Changes in education, art, culture, architecture, political philosophy, etc
+## Historiography
+- The History of historical writing
+- The study of historical methods and scholarship
+- Traces secondary sources in conversation and in debate
+- Asks: how was history written? Who wrote it? How and why historians produced their scholarship
+## Humanism
+- The ideology of the Renaissance
+- Study of classical texts, and ideas from ancient Greece and Rome, history, moral philosophy, rhetoric, poetry, arts etc
+- Education, public good, civic life
+- Rise of universities in Europe (approx 20 in 1300, 50-70 by 1500)
+- Rise of vernacular literacy
+- Petrarch (1304-1374)
+## Christianity
+Medieval Europe was united by Catholic Christendom
+- System of beliefs and values
+- Dominant the world view
+- church attendance
+- life cycle and christian rites of passage: baptism, confirmation, marriage or religious vows, final rites
+- Passage of time, religious holidays, church bells
+- Churches as space of worship, religious education and socializing
+- Art and music dominated  by religious themes
+- Unity and identity - difference from the Other (Jewish and Muslim)
+- "Practice tied to place": Local saints, shrines, chapels, relics, celebrations, leadership and other variations
+Many ways:
+- Catholic church as landowner
+- Social assistance (charity, orphanages, hospitals), education
+- Parish priests administered the sacraments
+- Bible only available in Latin
+- Tithe
+- The papacy controlled the religious hierarchy, distribution of power
+## Reformation
+- Across Europe, 16th century
+- To reform the catholic Church
+- met with resistance, many groups split from the church (Protestants)
+- Broke religious uniformity of medieval Europe
+- not a singular event; multiple processes
+- A period characterized by religious warfare
+- Counter-reformation
+- Periodization often cited as the origins of (early) modernity
+## Events
+- Indulgence Controversy (1517)
+	- Indulgences: to purchase release from penance or purgatory
+	- Corruption?
+	- Depiction of the pope as the Antichrist signing and selling indulgences (by Lucas Cranach the Elder - 1521)
+- Martin Luther (1483-1546)
+	- Professor of Theology at University of Wittenberg
+	- Luther and others denounced the sale of indulgences
+	- **Salvation by faith alone**
+	- Pope Leo X, indulgence sale to fund rebuilding of St. Peters basilica, Rome (1515)
+	- Luther's Ninety-five Theses (1517), Calling for debate
+	- Excommunicated and refused to recant
+	- Began to spread his ideas, and sparked debate on his theses
+		- Salvation, by faith, by works
+		- Scripture, who gets access, who can interpret
+		- "Priesthood of believers"
+		- Transubstantiation
+- Radical Reform
+	- Ana-baptism (re-baptism; pacifism)
+	- Mennonites (Americans)
+	- Siege at Munster (stoked fears of fanaticism and overturning social order)
+- The Peace of Augsburg (1555)
+	- Halted military encounter between Catholic and Protestant Princes in the Holy Roman Empire
+	- A compromise, recognizing the permanent religious division of the German states
+	- determined that the religion of the ruler of each state would be the official religion of that territory (eius religio)
+	- permitted Catholics to relocate the Catholic territories, permitted protestants to relocate to Protestant territories (resulted in large migration)
+- English reformation
+	- Henry VIII - Defender of the Faith
+	- Act of Supremacy, 1534
+- Catholic / Counter Reformation
+	- To reaffirm Catholicism and negate Protestantism
+	- Focus on piety, charity, and devotion
+	- New religious orders (brotherhoods, monasteries and convents) and a renewal of old orders
+	- Power of the Papacy
+	- Council of Trent
+## New Technology
+- Printing Press
+	- John Calvin
+		- Wrote important work of Protestant theology, many translations and editions in his lifetime
+		- Became a leading protestant theologian and leader
+		- Importance of the printing press in the transmission of his work
+	- Movable Type
+		- Hallmark of early modernity - The Gutenberg Bible
+	- Growth of Libraries, Universities
+		- Some Universities have their own, become influential (Oxford)
+	- Turned Ideas into a movement
+		- Religious pamphlets
+		- Broadsheets
+		- Engravings, woodcuts
+		- Books (ex, saints lives)
+		- The Bible (n vernacular)
+		- "The art of printing is very useful insofar as it furthers the circulation of useful and tested books; but it can be very harmful if its permitted to widen the influence of pernicious works. It will be necessary to maintain full control over the printers" - Pope Alexander VI (1501)
+## State Power
+- State
+	- Defined territory with a government and a permanent population
+	- Recognized by other states and able to enter relations with them
+	- Has formal systems of law, political organization, government bureaucracy
+	- Has systems of communication, education, industry and production
+- Nation
+	- A group of people who share language, culture, history, traditions
+	- Can refer to ethnicity
+	- Tied to place, shared geographic territory an/or loyalty to a state
+	- National identity
+	- Can be hard to define
+### Imagined Communities
+- "Nation, nationality, nationalism all have proved notoriously difficultly to define, let alone analyse"
+- Defined nation as "an imagined political community, an imagine as both inherently limited as sovereign"
+- "Deep horizontal comradeship"
+- Modern, with early modern origins
+### Early modern states and nations
+- Ruled by hereditary monarchs
+- Growth of government bureaucracies, taxation, military power
+- Nobility under control
+- Consolidation of power and creation of larger states
+- Control over national churches
+- Rise of vernacular languages and print cultures
+- Development of national consciousnesses
+- Growth  of states, state power, and national identities were key developments in early modern European history
+- Medieval foundations (beliefs and institutions) and local belongings remained important
+### States
+- Ottoman Empire
+- Italy
+- Spain
+- England
+## New Worlds
+- Early Portuguese expeditions
+	- Prince Henry the navigator
+	- The port of Lisbon
+	- Motivations include trade, religion, exploration, expansion
+	- Caravel - advances in boat technology and construction
+- Christopher Columbus
+	- Made four voyages, landed in Guanahani / San Salvador on Oct 12 1492
+	- Goal to discover sea route to India, which is why he called people Indians
+## Slave Trade
+### Colombian Exchange
+- The movements ... 
+### Migration
+- Voluntary vs Involuntary
+- After 1500, the majority of people who crossed the Atlantic were enslaved Africans
+- Trans-Atlantic slave trade
+### Slavery
+- People as property
+- Legal status: condition of unfreedom
+- Violence, exploitation, family separation
+- Captivity, birth
+- Ownership, sale
+- Forced labor,, production, economy
+- Ancient. Ongoing
+- Language: Slave/Enslaved person
+### Mediterranean Slavery
+- Ancient World
+	- Roman Empire
+	- Slave societies - dependence on slave labor
+- Medieval world
+	- Christian and Islamic
+	- Societies with slaves - slavery was accepted and common, but economies not dependent on slave labor
+### Portuguese Age of Sale
+- Elmina (1482)
+- Trans Atlantic slave trade
+	- 15-19th centuries, 1525: First ship to America
+	- Peak in 1780s
+	- 1866: Last ship
+	- 12.5 million African people captured
+	- 10.7 million survived the middle passage
+	- https://www.slavevoyages.org
+	- The middle passage
+		- Forced ocean journey of enslaved Africans to the Americas
+		- 1-3 months at sea
+		- floating tombs
+		- High death rate (10%-20%)
+		- Baptisms at Portuguese forts
+		- Trauma, violence
+		- Disease, malnutrition
+	- Impact on African Societies
+		- Violence, Trauma, Death
+		- Massive population loss
+		- Gender imbalance, more men taken in slave trades
+		- Family separation
+		- Some rulers profited
+		- Long-term instability
+	- European political and economic power were built on the labor of enslaved people
+	- Sugar cane production, Brazil, 17th century
+		- Very dangerous labor
+	- Cocoa
+### Slavery and Resistance
+- Violent Rebellion
+- Desertion, "marronage"
+	- "From the earliest time in which Africans were brought forcibly to the New World they resisted bondage by flight, or marronage"
+- Runaway communities
+	- Quilombos
+		- Communities founded by African and African decended people, including those who escaped enslavement
+		- Hundreds in Brazil, since 1530
+		- The Quilombo of Palmares was the largest fugitive community in Brazil (approx 11000 people)
+		- Zumbi dos Palmares (1655-1695)
+- Sabotage, property destruction
+- "Foot dragging"
+- Judicial action
+	- Petitions, lawsuits, appeals
+	- Purchase, legal manumission, freedom
+### Slavery and Race
+- Growth of associate between blackness and the status of slavery
+- Emergence of radicalized prejudice in early modern era
+- Negative stereotypes, assumptions about servitude
+- Iberian world: growing racial concepts, blood purity
+- Political, religious and "natural" justifications for slavery
+# Ancient History
+## Intro
+Where and when are we?
+- When does history begin
+- From neanderthals to cities
+- What is writing
+- Invention of cuneiform
+- Decipherable
+- Early Mesopotamian history
+- Cuneiform and the writing of history
+- Reflections on the origins of writing
+How are history and memory connected?
+### Ways of knowing - History
+- History is recovered through a variety of methods
+- These methods have changed over the years
+- How and what can we write about history is wholly dependent on these methods
+- Same as other fields (i.e. electron microscope)
+- These are intrinsic and extrinsic factors
+	- Intrinsic: Evolution of scaly fish? (We didn't do anything, happened on its own?)
+	- Extrinsic: Developed a technology, and now we can know more (i.e. electron microscope)?
+Cave painting is it history?
+- Knew how to draw on walls
+- Elk?
+Egyptian scripture is it history?
+- Status
+- Ramses document
+- Kings
+- People in document
+Problems
+- Only have documents of debatable importance (important stuff presumed to be used?)
+- Artifacts and documents unavailable due to restrictions like people living there still, or natural factors
+- Dangerous locations prevent research, or too expensive now
+- Or it just plain doesn't exist anymore (Ziggurat)
+So what can we do
+- Look for places where we can eek out some pieces of history
+### How do we divide time
+- Prehistory vs history
+- Three age system
+	- Stone age
+	- Bronze age
+	- Iron Age
+- BP (before present)
+- Others?
+## Lecture 2 (Didnt get title)
+- Prehistory
+	- a
+- Archaeology
+	- Study of past humans through the remains of their activities
+	- What can we recreate / know / can't know from archaeology
+- Evolution of modern humans
+	- Homo habilis 2.8 mya used stone tools
+	- Homo erectus 1.5 mya used fire and complex tools and left africa
+	- 100-50 kya homo sapiens migrated out of Africa, replaced previous hominids, and developed "behavioral modernity"
+- Eras
+	- Paleolithic (Old Stone Age) - 3.3 mya - 12 kya
+		- Lower (3.3 mya - 300 kya)
+		- Middle  (300 - 50 kya)
+		- Upper (50-12 kya)
+	- What makes these distinction salient
+		- Lower: simple stone tools (pick best stone)
+		- Middle: prepaired stone tools, art, burial pracitices
+		- Upper: flint tools, complex tools (hook, lamps), cave art, figural art
+	- But these are gradual changes, and always under revision
+	- Cultures are named after type sites: eg. Oldowan tools from Olduvai Gorge in Tanzania
+- Three Age System
+	- Stone Age - 3.3mya - 2000bce
+	- Bronze Age 3300bce - 1200 bce
+	- Iron Age 1200 - ?
+- Neolithic
+	- Pre pottery  Neolithic (10 000 - 6500 bce)
+	- Pottery Neolithic (7000 - 4500 bce)
+	- Begins with transition to agriculture and ends with metalworking
+	- Younger Dryas event (global climate change) impacted hunter gatherer societies and increased food stress
+	- Divisions within are marked by new tools, new use of animals, plants, and architecture
+- Agricultural Revolution
+	- Domestication of plants (flora) and animals (fauna) - 10 000 bce
+	- Repeated harvesting of wild varieties slowly fed to beneficial traits being selected, creating out modern domestic species
+	- Goats were probably the first animals domesticated
+	- Didn't necessarily lead to healthier or better outcomes
+- Beginning of Urbanism
+	- Early Cities
+		- Cataholouk
+		- Jericho
+	- Populations began to settle down and use the surpleuses created by effcient agricultural production to densify and specialize their populations
+	- Complex architecture, public communal space
+	- Case Study - Gobekli Tepe
+		- Very early settlement (11500 - 10 000 BP)
+		- Large stone circular rooms and decorated pillar
+		- Evidence of food preparation (grain and animals bones, non-domesticated)
+		- Abandoned around when agriculture was invented
+	- Case Study - Ayn Ghazal
+		- Pre pottery Neolithic settlement outside of modern day Amman Jordan
+		- Discovered when a bulldozer litterally dug into it while exacating for a new road
+		- Amazing picture of what Neolothic life looked like and the beliefs/practicies of people pre-writing
+		- Excavated in the late 1980s (meaing the methods are very good)
+		- Houses
+			- Stone walls
+			- Single room
+			- Sunken plaster hearth
+			- Likely wooden posts holding up a roof, later turned into a two room house with a door
+		- Subsistence
+			- Domestication of wheat, barley, lentils, peas, chick-peas
+			- Animals remain show a huge reliance on goats, but also a wide variety of wild species
+			- The skeletal remains of animals show the actual process of domestic an (change in body), meaning it was happening while people lived at Ayn Ghazal (smaller heads, teeth)
+		- Statues
+			- Lime plaster statues molded around a reed core, the reeds were tightened with twine
+			- Statues were painted with ochre (red) and carbon (black)
+			- Eyes were outlined in green/black
+			- Lots of fine details in plaster, knees, toes, toe nails, small ears
+## Writing
+- What is writing
+	- Talking about writing systems, a socially agreed upon method for recording information
+	- Physical form of memory, often taking memories or thourghts and putting them on a physical item in the world
+	- Made up of grapemes (symbols) which represent a wide variety of types of information
+	- Not necessarily linear
+	- Are symbolic maps or calenders writing?
+- Different ways of writing
+	- Writing is inveted for a purpose which often determines (along with available material) its form
+	- Alphabetic - Latin alphabet, Arabic abjad, alphabet with no vowels
+	- Syllabic - Japnese, Cherrokee, Amharic
+	- Logographic - Chinese
+	- Ideahraphic/Semasiographic - Writing without speech
+	- Writing systems change over time, ie symbols change over time
+- How and why is writing invented
+	- Always exists before proper writing, but may not lead to writing
+	- Early notation systems, usually numbers or single non numerical symbols
+	- Examples: Neolithic lunar counts, Andean Quipu
+- Invention of writing
+	- Cuniform
+		- Earlies form of writing, originates from early numerical tablets, tags, and clay tokens
+		- First examples date to around 3200 BCE in southern mesopotamia
+		- Early texts are economic accounts of transsactions
+		- The script is logosyllabic, symbals can be words or sounds
+		- In use for over 3000 years
+		- Materiality
+			- Impressed into wet clay tablets or carved into stone reliefs (rarely painted), also writte n on wax but only one fragment survives
+			- Incredibly durable, turn rock hard when fired in city buidling destruction
+			- around a million still left in the ground, 100s of thousands in museeum collections untranslated
+	- Heiroglyphs
+		- Early wooden stoen tags with precursor symbols
+		- First examples around 3200 bce in ancient egypt (abydos)
+		- Script is logogosyllabic
+		- Early texts are found in funerary contexts and record owners...
+		- Materiality
+			- Carved into stone surfaces
+			- Inked onto papyrus
+			- Stone carvings survives and paints survives well in tomes, papyrus survives in tombs
+			- Very little survives outside of funerary contexts
+			- New discovers are allowing us to read previously ignored sources (trash heaps)
+	- Chinese
+		- Early pictoral inscriptions exist, and maybe knotted cords but evidence is scarce
+		- First examples around found around 1200 bce
+		- Early texts are records of divination recored on turtle shells called "oracle bones", soon after it us used fr royal inscriptions cast in bronze
+		- Script is logogprahic
+		- Still in use today
+		- Materiality
+			- The tutyle bones and cast metal peices survive well in the archelogical recor, wood and bamboo slips have until recently not been recovaerable
+			- Recent finds of intact banboo strips and the ability of conserve and read them has revolutionaited the field of Chinese literature
+			- First inention of printing (movalbe type) - 1040 CE
+	- Mayan
+		- Prior proto writing: Olmec, Zaptotec (as more is known theese might become full writing systems)
+		- First example date to 300 BCE in central america
+		- Early texts are primarily about ownership of objects and poltical power
+		- The script is logosyllabic
+		- Materiality
+			- Mayan script was written on a wide variety of materials
+			- Painited onto vessals and walls
+			- Carved into wood and stone
+			- Each material/method has its own rate of surviavbility, what does this mean if certain genres of text were written on certain materials
+- Key takeaways
+	- Writing is independently invented in multiple places at different times
+	- We use this invention of writing to demarcate a major division in historical eras (prehistory vs history)
+	- The invention of writing is a gradual process
+	- Early writing is invented for a variety of purposes
+	- Writing is not necessarily analogous to recorded speech
+	- Writing is invented in already complex society with forms of proto-writing and not ex-novo (out of nothing)
+## Cuneiform
+- Overview
+	- ...
+- Death
+	- Cuneiform probably stopped being written somewhere around 1st c CE, replaced by Aramaic and Greek
+	- Later writers claimed their teachers (or teacher's teacher) knew the writings of the Chaldean's
+	- Travelers in the Middle East from the 15th century onward saw the marks and thought they were decorative
+- Decipherment
+	- Carsten Niebuhr traveled to Persepolis (1764) and made excellent copies of the inscriptions, identified that there were three scripts in use
+	- Friedrich Munter guessed (1802) that in the Old-Persian inscription the most common word was probably "king"
+	- Georg Gotefend knew that later inscription started with "kings name great king, king of kings, son of kings father the king" and started guessing Persian kings
+
+Prehistory vs History 
+- A divide driven by what we (can) know, not by large historical events 
+- The invention of writing is a small gradual process (3200 BCE is one date)
+- The people either side of writing ...
+Historical Eras 
+- Eras are constructed by historians studying the past:
+	- Eras defined by great people: The Augustan Age, The Victorian Era 
+	- Eras defined by technical innovation or thought: The Information Age, Renaissance 
+	- Eras defined by relative chronology: Pre-modern, BCE/BC
+	- Eras defined by what we know: Pre-history
+- When we study history we should think critically about how the eras we use are constructed.

UNB/Year 5/Semester 1/HIST1001/Module 2 - Reading 1.md

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+1. What does cooper argue made Europe early modern? What events and inventions does she name
+	- " There may, however, be a real value in using the term to define those centuries when the medieval and the modern overlapped most generously, when what turned out not to have evolutionary potential was coming to a stop and what was valuable developed in new ways."
+	- Early china, moved to Europe
+		- Movable type
+		- Paper
+		- Gunpowder
+		- Compass
+	- Universities
+	- music (staves)
+	- English Common Law, Representative democracy
+	- Manga Carta (human rights)
+	- Mechanical Clock
+	- Printing Press
+	- Sciences of astrology
+	- Humoral Medicine
+	- Discovery of America & other geography
+	- Execution of King Charles I
+2. How do we use periodization, according to Cooper?
+3. How does cooper describe he meanings and uses of the word medieval
+4. "Modernity is in the eye of the beholder ... periodization is arbitrary" What does cooper mean by this? Discuss, with reference to coopers? and Seed's articles
+
+1. What are seeds source sand methods? How does she trace the historical uses of the word modern?
+	- Many ways the word modern is used
+		- Criticize modern priests (modern pastors must have a pair of buttresses each side, so fat are they) 
+		- Neutral term, can be used either way
+		- In the century of of his death, another equally famous writer employs "modern" with real frequency and similar meaning (positive)
+	- Sources
+		- Used a lot of great writers of the era as evidence
+		- Potentially missed writers of less common works
+		- Language, literature, architecture(?), Clothing
+1. What are seeds Examples of positive and negative uses of modernity? Can the word modern be neutral
+2. What does this article make you think about the relationship between past and present? use quotes from the article to discuses?
+3. Does this article have a central argument? What is it? Does it work in agreement with or against cooper's article

UNB/Year 5/Semester 1/HIST1001/Module 3 - Ur-Nase Activity.md

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+- King of Lagas
+- Child of Gunidu
+- Citizen of Gursar
+- Build temple of Nigirsu
+- Built the Abzu-banda
+- Built the temple of Nanse
+- Established control of the Dilmun-boats
+- 

UNB/Year 5/Semester 1/HIST1451/Exam Stuff.md

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+- DOWNLOAD PDF/PPTX, NOTES IN SLIDES
+- Party Realign
+- Does trump's election signify a realignment
+	- A disruption of the existing political order
+	- An election where voters shift their support strongly in favor of one party 
+	- A major change in policy brought about by a stronger party 
+	- An enduring change in the party coalitions which works to the lasting advantage of the dominant party 
+- 19th and 20th century democrats
+- 19th and 20th century republicans
+- Expect to use every other page of the booklet for essay length
+- 10 short answer questions, can pick a select amount, she said she will email then and we can pick Friday/Monday, four on the final, pick 3 on the final 
+- 2 hour exam

UNB/Year 5/Semester 1/HIST1451/In class notes.md

@@ -40,4 +40,374 @@
 	- Became a part of american liberalism philosophy
 	- Governments exist not because of divine intervention but rather to protect the rights of individuals
 	- Americans did not refer to themselves this way, but was later applied in the 20th century to describe early american ideology
-- 
+- Laissez Faire Liberalism
+	- Turn of the 1890s century til mid 1930s
+	- Social Darwinism
+	- Government should not interfere in the lives of the people or in industry
+	- No social nets
+	- If misfortune found you it was probably your fault
+	- If you were a captain of industry you were doing something right and should be rewarded
+	- Turn of the Century
+		- Industrialization, urbanization, and immigration
+		- Rise of progressives, with the notion of order, control and progress
+- 20th Century Liberalism
+	- New Deal liberalism
+	- State over the individual
+	- Equality
+	- Focus on progress. Making ourselves and society better. We can get better
+	- The government has an important role to play in improving society
+	- Values diversity
+## Progressive-ism
+- 20th Century Progressivism
+	- 1900-1920
+	- Progressive era
+	- Social reform movement
+	- Both Democrats and Republican. Teddy Roosevelt and Woodrow Wilson
+	- COP = Control, Order, Progress
+	- Child Labor Laws, Food safety
+- 21st Century Progressivism
+	- 2000s
+	- Leftist Democrats
+	- Congressional Progressive caucus founded 1991
+	- "Medicare for all"
+	- Dead with economic hardships "living wage"
+	- Civil service reform, food safety, rights for women and US workers, climate change, Humane immigration policies
+## Conservatism
+- The word (and human kind) is flawed. It will always be so
+- Society should be governed by natural laws and ones conscience
+- Tradition and hierarchy are important
+- Government exist to protect individual freedoms
+- Economic freedom is an extension of individual freedom
+- Taking the constitution literally, at face value
+## Libertarian-ism
+- Similar to conservatism (fiscal conservatism)
+- But socially liberal
+- Liberty is the core principle
+- Maximize political freedom
+- Skeptical of the authority of state power
+## Capitalism
+- Economic Indivudialism
+- Private ownership of the means of production (business) and capital (banks, land, property)
+- Low levels of taxation and regulation
+- Unfettered competition. No subsidies, ballots or protectionism
+- Free flow of goods, services and capital both domestically and internationally
+- GNP - Gross national product, includes GDP
+## Fascism (Right)
+- Authoritarianism that relies on dictatorial power
+- One party dictatorship
+- It holds that opposition should be forcibly suppressed
+- The strong regimentation of the economy
+- The government controls all aspects of behavior. Social regimentation
+## Trump-ism: The philosophy espoused by Donald Trump
+- Authoritarian
+- National: America first (make america great again)
+- Traditional: Reliance on old industries - coal, steel, farming
+- Hierarchical (race and gender)
+- Populist (anti-elitist, sort of)
+- Anti-immigrant
+- Cuts taxes, opposes free trade
+- Opposes government regulation
+- Anti-abortion (sort of)
+# American Government
+## Constitutional Convention (1787)
+- Tasked with designing a new government and writing a new constitution
+- *More points in slides*
+### Article II The President
+- The executive power shall be vested in a president of the united states of america
+- Executive power refers to the power to execute the law passed by congress
+- **The Presidency**
+	- Commander and chief of the military branches
+	- Supervision of government functions
+	- Pardon criminals
+	- Make treaties
+	- Appoint ambassadors, other members of the executive branch and supreme court justices
+	-  *More points in slides*
+
+| 19th Century                                           | 20th Century                                                                         |
+| ------------------------------------------------------ | ------------------------------------------------------------------------------------ |
+| More prestige than power                               | Nationalization of politics                                                          |
+| President was a secondary figure                       | Weakening of political parties                                                       |
+| Most presidents were politically weak                  | Presonalization of the presidency (Focus on Candidate rather than party)             |
+| Military figures                                       | Top five presidents from the 20th century:                                           |
+| 2 strongest presidents: Andrew Jackson and Abe Lincoln | Franklin Roosevelt, Teddy Roosevelt, Dwight Eisenhower, Harry Truman, Lyndon Johnson |
+
+### The Vice President
+- If there was no consensus, at first, on what exactly the power of the president should be there was even less consensus on what the powers of the vice president should be and yet even less consensus on who the vice president should be
+- Until 1801, the vice president was the person who second finished in the presidential election (A tie in 1800 meant that this system clearly had to be changed)
+- Now the candidate for president selects their running mate
+- Together they constitute a ticket (the Republican Ticket and the Democratic Ticket)
+### Duties of the Vice President
+- There are formal duties
+- The vice president is the presiding office of the Senate, but only votes to break a tie
+- The vice president presides over impeachment hearings, but not over the impeachment of the president
+- Most importantly the vice president takes over the office of the president in any event of the presidents removal
+### The Vice-Presidency
+- In addition to formal duties, the vice president has both informal and symbolic responsibilities
+- Informal: Advise the president
+- Symbolic: Balance the ticket (Joe Biden was and old and white man, but Kamala was a black woman, 22 years younger. Donald Trump has led a controversial life but Mike Pence is an evangelical Christian who appeals to an important Republican consistency)
+- Tim Waltz is an older white man who was former teacher and high school coach. JD Vance is a Harvard education ... *more on point in slide*
+
+# Electoral College
+## Gerrymandering
+### 1912 (?)
+- 8/10 most gerrymandered states favor republicans
+- Supreme court has struct down gerrymandering
+- Louisiana - Gerrymandered to Favor Republicans
+- Maryland - Gerrymandered to Favor Democrats
+## Congress
+### Senate
+- Upper House 
+- Elected every six years
+- 2 Senators per state
+- Approves legislation
+- Cooler heads
+### House of representatives
+- Lover house
+- Elected every two years
+- Representatives determined by population (435)
+- Writes legislation
+- Hot heads
+### What does the house do?
+- Impeachment begins in the House
+- The House controls revenue bills
+- It is the House that must initiate tax bills
+- It is the House that initiates appropriation bills (spending)
+- If no president should receive a majority of votes in the Electoral College, then the House of Representatives would choose the next President. In this case, each state would only get one vote.
+- Need 218 for the majority
+Right now, republicans control the house, with 222 seats, democrats have 211
+## Supreme Court
+- Established by Article III of the constitution
+- Highest court in the Federal Judiciary (in contrast to the states)
+- It has jurisdiction over all federal and state court cases that involve a point of federal law and a number of original jurisdictional issues (including Ambassadors)
+- Judicial Review: It can invalidate a statue for violating the Constitution
+- It includes a chief justice and Eight associate justices
+- The justices have a lifetime appointment, but can resign or be removed
+- When a vacancy opens, the president with advice and consent appoints a new justice
+- Congress Passes the law, Executive executes the law, and the supreme court decides if the law is legal
+## The Politicization of the Supreme Court
+- Robert Bork
+	- Nominated by Ronald Reagan in 1987
+	- Viewed as a very conservative judge
+	- Opposition was based on his stated desire to roll back civil rights decisions
+	- Involved "The Saturday Night Massacre"
+	- Final vote 42 for 45 against
+- Clarence Thomas & Anita Hill
+	- Sexual harassment allegations by Anita Hill
+	- Senate vote on Clarence Thomas in supreme court
+	- Joe Biden vetoed the rejection and he assumed a supreme court justice role
+- Merrick Garland and Neil Gorsuch
+	- Nominated by Barrack Obama, but lost in the senate
+	- Mich McConnell refused to bring his name before the Senate
+	- Obama was livid, but Hillary Clinton was expected to win
+- Brett Kavanaugh and Christine Blasey Ford
+	- Similar to Clarence Hill, accused of sexual assault/harassment
+	- Republicans controlled the senate, so he was voted in
+- Amy Coney Barrett
+	- Donald Trump's third appointment
+	- Devote Roman Catholic
+	- 5th woman to serve on the court
+	- Nominated to replace Ruth Bader Ginsburg
+- "Notorious RBG"
+	- The right to sign a mortgage without a man
+	- Right to have a bank account without a husband or father
+	- The right to have a job without being discriminated based on Gender
+	- The right for women to be pregnant, have kids, and work
+## How to become a supreme court justice
+- Get nominated by the president
+- Senate judiciary committee conducts hearings and votes on wherever your name should be given to the senate for a vote. Then the full senate considers the candidates and usually they vote to confirm
+- Rejections are uncommon, only 12 rejections have ever happened in US history
+- The court nominates has become a partisan exercise. You now need to control the senate to get a justice confirmed
+## Everything is on the table
+- Size of the court is not set in the constitution
+	- 1808 - 7
+	- 1837 - 9
+	- 1863 - 10
+	- After WW2 - Back to 9
+- Statehood to
+	- District of Columbia
+	- Puerto Rico
+
+**SICK FOR A WEEK**
+# American Elections 1980-2016
+## Ronald Reagan (1980-1988)
+- 40th president
+- republican
+- fiscal conservative (somewhat, cut social programs, increased military spending)
+- big issues
+	- crime
+	- welfare
+- limited government
+- activist foreign policy
+	- not in a UN way (?)
+	- she used a word for it but it slipped by
+- social conservative
+- new voters: socially conservative working class, middle class in the west, southern conservatives and fundamentalists
+## 1980 - 1984
+He won in 1980 and in 1984 was a landslide victory for Reagan.
+- More than 1/4 of registered democrats voted for Reagan
+- African Americans went 91% of Walter Mondale
+- 66% of Latinos voted democrat
+- In 1984 the american electorate was 89% white and they went for Reagan 2/1.
+- Since 1968 the democrats have lost 4/5 presidential races
+### What caused the realignment
+- Disruption of the existing political order because of the emergence of one or more strongly divisive issues
+- An election where voters shift their support strongly in favor of one party
+- A major change in policy brought about by the stronger party
+- An enduring change in the party coalitions, which works to the lasting advantage of the dominant party
+## George H.W. Bush
+- One term president
+- Not traditionally understood as a period of significance
+- Yet most of the changes that came to define the 21st century in the 1990s
+- "Read my lips, no new taxes"
+- And then new taxes
+- Third straight victory for the GOP
+- Third straight landslide
+- Bush took 50 states
+- GOP won 5/6 elections
+## 1992
+- Modern political problems emerge
+	- Gridlock
+	- Modern talking points
+	- Immigration
+	- Culture war
+	- etc
+- Why?
+	- Republican Revolution
+	- Began personal attacks, This was new in the house
+	- Republican became tougher and more militant under this leadership
+	- First republican Speaker in the house in forty years
+	- A transfer of power so jarring people began asking of the Democratic Party had a future.
+	- Quick backlash against "Gingrich-ism". White collar, professionals found themselves alienated from the new republican party.
+	- Contract with America
+		- Legislative agenda put forward by the Republican Party during the 1994 congressional elections
+		- 100 issues
+		- Laws that apply to the rest of the country apply to congress
+		- Cut committees
+		- Require 3/5th vote to increase taxes
+		- Cut welfare programs
+- A step too far
+	- Ken Starr, White Water, Paula Jones, Monica Lewinsky, Linda Trippe
+	- "It all depends on what the meaning of 'is' is."
+	- House charged Clinton with two crimes: Lying under oath and obstruction of justice
+	- Trial in the senate; neither received the necessary 2/3rds vote
+	- 2nd President to be impeached, but never convicted
+# 2000s
+- After 1990s, people dug in and chose a side
+- During election night in 2000
+	- Wide swings in emotion
+	- Major errors in exit polls
+	- The vote counting that produced them
+	- Hanging chads
+	- Popular vote does not win the election
+	- Florida recount. George W Bush wins Florida by 537 vote margin
+	- Still debated if they had done a full recount if he would have won
+	- Closest thing to a tie in modern history.
+- George vs Gore Electoral College
+	- Red for Republican states
+	- Blue for the Democratic states
+	- The colors were accidental, they had been used interchangeably as no election had been this close in a generation
+	- Red vs Blue america born on Nov 7, 2000
+	- "The product of a nation torn in half"
+- George W Bush (2000 - 2008)
+	- 43rd President, Republican
+	- Social conservative
+	- Universalist foreign policy
+	- Increased military spending (not a fiscal conservative)
+	- Increased deficit
+	- Activist federal government
+- Barack Obama
+	- 44th President
+	- Increase social programs (education and health care)
+	- Cut military spending?
+	- Lower taxes for the middle class
+	- Federal intervention in the economy (Great recession of 2008)
+	- Multi-lateral foreign policy
+	- Federal intervention in the environment
+	- Mobilized the black vote
+	- Could be highest voter turnout ever
+	- Closest States
+		- Missouri (0.5%)
+		- North Carolina (0.5%)
+		- Indiana (1%)
+		- Florida (2%)
+## 2016
+- Considered one of the biggest upsets in US history
+- 5th time a candidate lost the popular vote and won the Presidency
+- Trump over performed his polls winning important swing states
+- He won in Democratic Leaning states of Michigan, Pennsylvania and Wisconsin
+- Won by less than 80 000 votes
+- Russians determined in 2017 to have interfered in the election
+- Donald Trump
+	- Right wing populist campaign
+	- Make america great again
+	- Opposed political correctness, illegal immigration, and free trade
+- Hillary Clinton
+	- Expansion of Obama's policies
+	- Race, LGBT, Woman's rights
+	- Inclusive capitalism: Address growing income and wealthy inequality within western capitalism following the financial crisis
+	- "Basket of deplorables"
+- Gender and 2016 Election
+	- She was said to lack "feminine warmth"
+	- She was "overly masculine" or "insufficiently feminine"
+	- Trump used "locker room banter"
+	- "Macho man"
+	- Power has been allocated to men based on masculinity
+	- Disrupting the gender status quo of a political institution (...)
+- How did trump win the 2016 election?
+	- He consolidated support by white voters
+	- Overwhelmingly won whites without a college degree
+	- White with a degree had usually voted Republican, in 2016, many but not all voted democrat
+	- African Americans, Hispanics, Asian American overwhelming backed Clinton but not the same averages as Obama
+	- ... One more point, missed it
+## 2016
+Donald Trump Elected
+- Rolled back government regulation in ever area
+- Opposed free trade
+- Universalist
+- Nationalist
+- Anti Abortion
+## Impeachment
+The ability to impeach an office holder is embedded in the constitution.
+Congress holds the power to impeach certain government officials on trial and remove them from power
+Who can be impeached?
+- President, VP, All civil officers including federal judges
+- Senators are except
+- Army and Navy exempt
+How it works? (says could be on test)
+## Impeachment (Zelenski)
+- Phone Call
+- CrowdStrike Investigation
+- Whistle-blower complaint
+- Charges
+	- Abuse of power
+	- obstruction of justice
+- Released 658 page report, saying bribery, wire fraud, abuse of power
+- Only republican that voted to convict was Romney
+- The senate voted to acquit
+## 2020 Election
+Defining the election:
+- COVID Outbreak
+- Recession
+- Higher voter turnout since 1990
+- Biden won more votes than any candidate in a US election: 81 million
+- Trump first Republican to lose re election since George H.W. bush in 1992
+Central topics:
+- Economic impact of COVID
+- Civil unrest over George Floyd
+- Supreme Court
+- Future of the Affordable Care Act
+
+### The Talbot boys (on test!!)
+- Erected in 1916 on the grounds of the country courthouse in Easton Maryland
+- In features a boy looking into the distance and carriyng a confederate flag
+- 96 names of Confederate soldiers from Talbot county are carved into the granite pedestal
+- "To the Talbot boys 
+- ... more on slide
+### What happened
+- In 2015 after a white supremacist ...
+- Voted 5-0 not to remove 
+- ... More on slide
+Problems with these arguments
+- History is being rewritten all the time
+- History is not being erased, it's still in books, museums, graveyard and battlefield tours
+- ... more on slides

UNB/Year 5/Semester 1/HIST1451/Political questionaire.md

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+
+Guns: Yes
+Scholarships: No
+Pop: No
+Same sex marry: Yes
+Christian symbols: Yes
+
+
+Failing banks: No
+Tax rich: Yes
+Run deficit: Yes
+Lunch programs: Yes
+Tarrifs: No
+
+
+Abortion: Yes
+Assault Weapon: Yes
+Smoking: No
+Big polluters: No
+Trade disputes: No
+
+
+Revolution: No
+Capitalism: No
+Health Care: Yes
+University Yes
+
+
+Weathy is special: No
+Patriarchy: No
+Survival of the fittest: No
+International Agreements (Paris): No
+NATO: No
+Free trade bad: No
+US Solve its own problems: No
+Too much money for unforunate: No
+

UNB/Year 5/Semester 1/HIST1451/Race predictions group project.md

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+# Predictions
+## Senate Races:
+### Michigan: 
+Elise Slotkin (D) vs Mike Rogers (R)
+- 
+### Montana: 
+John Tester (D) vs Tim Sheehey (R)
+- 
+## House Races:
+### Northern Carolina 1: 
+Donald Davis (D) vs Laurie Buckholt (R)
+- 
+### California 45: 
+Derek Tran (D) vs Michelle Steel (R)
+- https://asamnews.com/2024/09/10/tran-steel-congressional-race-now-rated-toss-up/
+- https://dccc.org/not-made-of-steel-dccc-poll-shows-tran-and-steel-tied/
+- https://elections2024.thehill.com/forecast/2024/house/california-45/
+## Presidency
+Kamala Harris (D) vs Donald Trump (R)
+- 

UNB/Year 5/Semester 1/MAAC3113/In class notes.md

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+## History of computers
+- Abacus
+- Leonardo DaVinci machine
+- Slide Rule
+- Differential engine
+- IBM machine (from US Census)
+## History of automatic music
+- Music boxes (from clothing manufacturing)
+- Electric Violin (from electric bathroom)
+- Phonograph
+- Teleharmonium
+- Theremin
+## Music Notation History
+- Hand notation (western)
+- Earliest examples in Nippur (Iraq) and Greece
+- Neumes (650ad), Notation before 5 line staff. Was representative not specific
+- Chinese use lute tableatures (100ad)
+- 800ad - 1400ad development of early western music notation
+- Chinese notation around 1425ad
+- Printed music around 1500-1700, in Italy. First to do polyphonic music. Developed an international style of notation
+- Computer aided notation (fonts, layouts, rules). Each element assigned a code. Until mid 1800s notation was mostly done by hand. During 1800s various machines to automate the process (typewriter)
+- Keaton Music typewriter (1930s)
+- Effingers music-writer in 1955 (amateurs and musicians)
+- Max Mathhews at Bell Labs (Hiller, Isaacson built earliest synths ILLIAC, RCA)
+- Only language was the native ones (punch cards, paper tape)
+- Programs on IBM PCs appear that do notation
+- Standardization begins to change the landscape
+	- Mac brings graphics to mainstream
+	- Midi standardized
+	- Sonata Adobe font
+	- Laser printers
+- MIDI facilitated the way devices speak to each other in regards to music information
+- Finale and Sibelius emerge as big notation software
+## Acoustics
+- Frequency - Pitch (Hz)
+- Amplitude - Loudness (dB)
+- Envelope - Attack -> Decay -> Sustain -> Release, envelope is the entire pattern
+- Harmonic Spectrum - The entire tone of a note (fundamental and overtones)
+- Timbre - Color of the sound
+- Fundamental - Fundamental note in character of a note (not the partials)
+- Overtones - Tones above the fundamental (partials)
+- Pitch (Musician Name)
+- Loudness (Musician Name)
+- Articulation
+- Cloud based solutions emerge as competitors
+## Sequencing
+- A device or software than can record, edit, or playback music
+- Early
+	- Resembled piano roll

UNB/Year 5/Semester 2/CS3383/Final Info.md

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+No notes allowed
+Calculator allowed

UNB/Year 5/Semester 2/CS3383/Lecture Notes.md

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+### Running Time
+Most Algorithms transform input objects into output objects. The running time typically grows with the input size. Average case time is often difficult to determine. We focus on the worst case running time, as it's easier to analyze and its crucial to applications such as games, finance, and robotics.
+### Space Complexity
+In algorithms, you need to think about the amount of space, memory, that you need to compute the algorithm. 
+### Algorithm Structure?
+Need to think about how complex an algorithm is in implementation, the simpler the better. Code organization is also important in the structure.
+### Fibonacci
+Algorithm which uses array to store previous fib numbers vs one which uses constant number of variables to compute the sequence. Space complexity varies between the two between one being O(n) and one is O(1).
+
+The naive recursive solution for this problem is very bad. By using multiple return values we can make the recursive algorithm equal to the non-recursive algorithm.
+### Counting Primitive Operations
+The algorithm described is a simple implementation to find the max value of an array containing only numbers
+
+By inspecting the pseudo-code, we can determine the maximum number of primitive operations executed by an algorithm, as a function of the input size.
+
+Looking at the number of times n is used, in the worst case scenario, we can see a for loop, as well as other stuff? ending up with a number of operations of 8n-2, with a big O of O(n)
+
+### Relatives of Big O,
+- Big Omega
+- Big Theta - If this is n squared, it means big omega and big o are also n squared.
+
+## GO over slides for Jan 13th as I missed first half
+
+### Greedy Algorithms 
+Greedy algorithms always optimize for the current best chest, ignoring any possible better outcomes in the future.
+
+This can work in cases where a problem has a greedy property.
+### Making Change Problem 
+In the case where the denominations are always larger/equal to 2 of the smaller denominations then it makes sense when giving change, to simply give the largest coin available.
+
+### Fractional Knapsack Problem 
+Given a set S of n items, with each item i having a positive benefit factor, b, and a positive weight, w.
+
+Goal: Choose items with maximum total benefit but with weight at most W.
+
+If we are allowed to take factional amounts, then this is the fractional knapsack problem. The objective is to maximize the benefit given the amount divided by the weight, with the constraint that the amount is less than the total amount W.
+
+### Interval Partitioning: Greedy 

UNB/Year 5/Semester 2/CS3383/Tutorial Notes.md

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+# Schedule Problem
+A single server has n customers to serve. The sere time t_i required by each customer i is known in advance. Goal is to minimize T, the time in the system for customer i.
+
+For example, t_1=5, t_2=10, t_3=3. Schedule 1: 123, Schedule 2: 231
+
+Input: The set C of all customers C = { t_1, ... }. t_i is the service time for customer i
+Output: The total time in the system for all customers 
+Merge Sort C in ascending order. A greedy solution works in this case.
+
+We can simply run through the sorted list and serve them in order.
+
+But if we assume the greedy algorithm is not optimal in this case
+Try to reduce total time T

UNB/Year 5/Semester 2/CS4613/Lecture Notes.md

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+TODO: Go over slide 1 stuff and fill in
+TODO: Go over slide 2 stuff and fill in
+# Lecture 2
+## S-Expressions
+### Simplified Calculator Parser
+
+# Lecture 3: Local binding
+Stacker helps show the environment, heap allocations, and stackframes
+
+# Lecture 4: Functions
+
+# Lecture 5: Macros
+
+# Lecture 6-7: Objects
+Desugared objects, defining a function that takes a case for method arguments
+
+# Lecture 8: Types

UNB/Year 5/Semester 2/CS4725/Final Review.md

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+# Instructions:
+12 FRQ, written answers
+3 MCQ, multiple choice
+1 Matching question, algorithms (role of algorithms)
+15 total questions (?)
+
+1 A4 size double sided hand written notes allowed (Important!!!)
+2 hour exam
+Partial marks allowed for partially correct answers 
+Bring a calculator (Important!!!)
+# Part 1 Important Questions
+Horn form for logic?
+Why are these conditions not solvable without a truth table?
+
+# Part 2 Important Questions 
+## 1
+Arithmetic assertions can be written in first order logic with the predicate symbol <, the function symbols + and x, and the constant symbols 0 and 1. Additional predicates can also be defined with bi-conditionals
+a) Represent the property "x is and even number"
+Ax Even(x) <=> Ey x=y+y
+b) Represent the property "x is prime"
+Ax Prime(x) <=> Ey,z x=y * z => y = 1 V z = 1  
+c) Goldbach's conjecture is the conjecture (unproven as of yet) that "every even number is equal to the sum of two primes". Represent this conjecture as a logical sentence.
+Ax Even(x)=> Ey,z Prime(y) /\ Prime(z) /\ x=y+z
+
+# 2
+Find the values for the probabilities a and b in joint probability table below so that the binary variables X and Y are independent
+
+| X   | Y   | P(X, Y) |
+| --- | --- | ------- |
+| t   | t   | 3/5     |
+| t   | f   | 1/5     |
+| f   | t   | a       |
+| f   | f   | b       |
+Due to probability being max 1, we know that a + b must be 1/5
+P(Yt)/P(Yf) = a/b = 3
+b = 1/20
+a = 3/20
+
+# 3
+idk where R comes from, look into slides about bayes theorem
+Show the three forms of independence in Equation (12.11) are equivalent
+P(a|b) = P(a) or P(b|a) = P(b) or P(a /\ b) = P(a) * P(b) / R(?)
+
+First two are logically the same, just inverted
+
+From bayes theorem
+P(a | b) * P(b) = P(a) * P(b) / R(?)
+
+P(a /\ b) = P(a | b) * P(b)
+
+# 4
+Consider the following propability distrobutions:
+
+| A   | P(A) |
+| --- | ---- |
+| t   | 0.8  |
+| f   | 0.2  |
+
+| A   | B   | P(B\|A) |
+| --- | --- | ------- |
+| t   | t   | 0.9     |
+| t   | f   | 0.1     |
+| f   | t   | 0.6     |
+| f   | f   | 0.4     |
+
+| B   | C   | P(C\|B) |
+| --- | --- | ------- |
+| t   | t   | 0.8     |
+| t   | f   | 0.2     |
+| f   | t   | 0.8     |
+| f   | f   | 0.2     |
+Given these tables and no other assumptions, calculate the following probabilities.
+a. P(a, ~b)
+ = P(a) * P(~b|a)
+ = 0.8 * 0.1
+ = 0.08 
+b. P(b)
+ = P(bt|a) * P(a) + P(bt | ~a) * P(~a)
+ = 0.9 * 0.8 + 0.6 * 0.2 
+ = 0.84
+# 5
+Let A and B be Boolean Random variables. You are given the following probabilities 
+P(A=true) = 0.5
+P(B=true |A=true) = 1
+P(B=true) = 0.75
+
+What is P(B=true|A=false)?
+
+# 6
+Consider the XOR function of three binary input attributes, which produces the value 1 if and only if an odd number of the three input attributes has value 1.
+
+Draw a minimal sized decision tree for the three input XOR function.
+
+Three layer decision three, A > B > C. Output of tree would be
+0 1 1 0 1 0 0 1 if on the left of the decision is always 0 and 1 is right
+
+# 7
+Consider the problem of separating N data points into +ve and -ve examples using a linear separator. Clearly this can always be done for N=2 points on a line of dimension d=1, regardless of how many points are labeled or where they are located (unless the points are in the same place)
+
+a) Show that it can always be done for N=3 points on a plane of dimension d=2 unless they are co-linear.
+
+b) Show that it cannot (or can we?) always be done for N=4 points on a plane of dimension d=2

UNB/Year 5/Semester 2/CS4725/Lecture Notes.md

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+## AI Agents
+AI agents are defined as a program (state of all previous actions and inputs) that produces an agent function
+
+### Reflex Vacuum Cleaner Agent 
+Essentially a rules table, based on the state of the environment and the agent, (state of dirt in a/b, position of cleaner in a or b)
+### Rational Agents 
+A fixed performance measure the agent should set as their goal, based on the environment and the agents actions 
+- One point per square cleaned in time T?
+- One point per clean square per time step, minus one per move?
+- Penalize for > k dirty moves?
+A rational agent chooses the action that maximizes the expected value of the performance measure given the percept sequence to date.
+
+A rational agent is not omniscient or clairvoyant. It is not guaranteed they will perceive everything relevant, or are given the relevant information. They also may not be successful in the action as expected. A rational agent does not mean a successful one.
+### Defining internet agents 
+#### Automated Taxi
+- Performance measure
+- environment
+- actuators
+- sensors
+#### Internet Shopping Agent 
+- Performance measure
+- environment 
+- actuators 
+- Sensors 
+### Task environment characteristics
+- Fully/Partially observable - Agents sensors give it access to complete state of the environment at each point in time
+- Single/multi-agent - Single agent solving a problem (puzzle vs chess)
+- Deterministic/Non-deterministic - Whatever next state is determined completely by the current state, ie randomness
+- Episodic/sequential - Agent's experience divided into atomic episode (agent receives a percept and perform a single action)
+- Dynamic/static - If environment changes while an agent is deliberating
+- Discrete/Continuous - State of the environment (states in chess vs taxi driving)
+- Known/Unknown - In known environments, the outcomes for all given actions are given
+### Agent types
+- Simple reflex agents 
+- Model based reflex agents with state 
+- Goal-based agents
+- Utility based agents 
+All of these can be turned into learning types 
+
+A learning agent has 4 main components, a performance algorithm, a critic, a learning element, and a problem generator, which forms a feedback loop which enables the agent to learn to adapt to it's environment.

UNB/Year 5/Semester 2/CS4745/Lecture Notes.md

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+### Models of Parallel Computing
+- SISD (x86)
+- SIMD (AVX)
+- MISD
+- MIMD (GPU)
+### History of parallel computing 
+Prior to the 1990s, computers had modules for parallel computation, usually specialized.
+Clusters of computers (Beowulf Revolution) connected by a network, which were able to be dispatched commands and do computation together. Grid computing was the idea of connecting "all" computers to a grid, similar to the power grid, and to distribute computing resources among connected peers. Cloud computing is a model of distributing computation resources based on payment to a provider which provides managed computing. This led to the Hadoop file system (2004), which led to computation directly on files, with no need to load all contents of the file into memory. This led to Map Reduce, which was the main framework the file system worked under. GPU computing naturally lends itself to processing linear algebra operations (transformations of pixels and triangles), suitable for massive parallelization of these tasks, even outside of graphics. FPGA devices can be used to parallelized specific/specialized tasks given a logic design that is lends itself to parallelization. Quantum computers are highly parallel accelerators, still in development. The algorithms were known starting in the 1980s, but the hardware is still behind. Multicore systems are designed for improved latency, and they can fulfill general purpose computation, example: CPU with multiple cores. Manycore systems have much higher core count, and they are focused on the throughput (amount of computation performed per unit of time), example: GPU.
+
+### Parallel Programming
+Implicit
+- MapReduce
+- fork-join, Executor services with thread pools
+- Allows shifting attention from implementation to task description
+Semi-implicit 
+- Parallel for
+- OpenMP
+- Allows you to use the pre-defined directives for achieving parallel execution without focusing on how it works
+Explicit
+- Scatter, Gather
+- pthreads
+- The developers have the most control on computation, but have to manage and assure there are no problems in results
+Compilers are good at designing optimal sequential code, but compiler optimizations may prevent the algorithm from working as expected, as well as instruction reordering impacting results.
+
+## Patterns
+Like OOP, patterns for parallel processing exist. They can be classified as "structural, computational or ..." TODO: look at notes
+
+### Structural Pattern: Pipe and Filter
+Stream of Messages -> Language Identification -> English Messages -> Metadata Removal -> Plain Text -> Tokenization -> Words -> ...
+
+The time and process requirements of each task may differ, which introduces the need to load balance, as well as the concept of the bottleneck, which is the slowest task in the chain.
+Embarrassingly parallel: Problem which can be parallelized by simply allocating more hardware resources.
+### Word Count with Map Reduce 
+Each thread can map a document of a word to a count, which after completion can be reduced to one map from each thread, usually with a parallel hash table.
+
+## Memory Schemes
+Multicore systems, ones which have the ability to compute multiple tasks at the same time in a shared memory environment are often latency oriented, with the start and stop time of results being minimized, as well as the time between results is minimized.
+
+Manycore systems, ones which are often a large number of cores tasked with the same problem, in a shared memory environment are often throughput oriented, with the amount computation being higher amortized over a period of time, or focusing on longer running tasks/computation.
+### Distributed Memory 
+The tasks are not within the same memory space, and do not share memory addresses, and there is no need for communication between nodes 
+## SIMD
+TODO: Go and insert tables/data from slides
+## Threads and Processes
+Threads are fundamental units of execution, with their own program counter, and implemented in most operating system, are schedulable entities.
+
+Processes are instances of a running program. Each process has its own memory space and cannot share memory between processes.
+
+Starting threads are a bit simpler, as assigning a process needs to be registered with the OS as its own PID, as well as creation of virtual memory space by the OS.
+
+## Multiprocessor Architecture Design 
+
+# Software Considerations
+Programming languages use building blocks and their order of execution to make a program, based on functions with input and outputs.
+
+JIT compilers can by using runtime data optimize for certain sub tasks. Juilia is JIT compiled to LLVM IR and then translated to machine code by LLVM.
+## Task Graph Model
+The main motivation for using this is for data dependancies, as we cannot use data that is not loaded.

UNB/Year 5/Semester 2/HIST3925/Breakout Questions.md

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+# Develop a theory of technological development.
+What would you borrow from Bacon, Merton, and Kuhn to create your theory?
+
+Paradigm shifts are norm in technology as opposed to the chaos that Kuhn described, due to the exponential nature of technological growth (in a broad sense). New tech thought/innovation leaders are similar to the most popular scientists in the age of science. In terms of competition technology is unbounded by the restraint of gifting knowledge, more focused on gaining wealth and hoarding knowledge for profit/power, with technological innovation concentrating on those with the most resources like big companies. Technologies are invented not to benefit the populous but to create wealth/power for the inventors.
+
+# Defend one of the four theories of why the great divergence happened as the critical theory 
+Capitalism and Exploitation
+
+Transitioned the ruling class from that of Divine Kings by birth and nobility, to that of wealth, often with overlap. Capitalism and exploitation brought about a search for cheap materials and labour. It promoted mobility of European populations by using external labour markets, often cheaper than European labour.

UNB/Year 5/Semester 2/HIST3925/Guest Lecture Notes.md

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+# Aquaculture

UNB/Year 5/Semester 2/HIST3925/Lecture Notes.md

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+## Philosophy of Science
+Francis Bacon believed that the previous study of science was flawed, as it believed that truth could be obtained through debate and philosophy. He envisioned a model of science based on experimentation and results, and study of the natural world.
+
+This model was later applied to many disciplines in the 19th century, such as political science, social science, computer science and changed things again.
+## Sociology of Science 
+Robert Burton showed us how the essence of scientific life is competitive to gain priority in discovery. This creates ambivalent attitudes in scientists and academia, as the system doctrine says that importance or glory is not the point of the ordeal, but the system itself re-enforces the reward system.
+
+Databases changed how the field was studied, as now with everything being cataloged digitally, you could now very easily perform statistical analysis and examine how science was performed.
+
+The study revealed that academia or science was a pyramid, with only a small number of scientists producing the most amount of research and only a small number of that research was cited in other research, i.e, important.
+## History of Science
+Thomas Kuhn came out with a book called "The Structure of Scientific Revolutions", which claimed that science must not focus on the individual scientists but on disciplinary communities that decide on the context of their research.
+
+Scientists are to find the known not to discover the unknown as Kuhn says?
+
+### Kuhn's Conclusions
+Scientific Method's appeal to nature does not suffice to guide scientists to their most important decisions, i.e. you must have new ideas and cannot simply continue extenuated research
+
+We cannot say science makes progress or moves closer to truth in passing through a revolution from one paradigm, to its successor.
+
+Come back to this and review
+## Gender and Science 
+
+# Industrial Revolution 
+Transition
+- Factory System (important!): A transition from artisans who produced the whole product to an individual worker who did a fraction of the overall work to manufacture a product 
+- English working class (farmers to factory workers)
+
+# For Test 2
+Social Shaping of Technology Theory
+Breakout group questions from 2025-03-26

UNB/Year 5/Semester 2/HIST3925/Presentation Notes.md

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+# Group 1
+Women/Non-binary in STEM
+Interesting things
+- Statistics?
+- Personal Experience
+- Kahoot
+- Discussion Questions
+