Tuesday, December 27, 2016
Saturday, December 24, 2016
Saturday, December 17, 2016
(1) What is the frequency of the Hindu chanting sound om or ome? - Quora
(1) What is the frequency of the Hindu chanting sound om or ome? - Quora136.1 Hertz or 136.1 Hz is the standard frequency of the Om tuning fork.
136.1 Hz is the frequency used to tune the instruments for Indian temple music. It is called "Sadja", or "Sa", the base tone of the Sitar and Tambura. The Om Tone is said to stimulate the Anahata (heart chakra) and hence is widely believed to be good for meditation.
136.1 Hz is the frequency used to tune the instruments for Indian temple music. It is called "Sadja", or "Sa", the base tone of the Sitar and Tambura. The Om Tone is said to stimulate the Anahata (heart chakra) and hence is widely believed to be good for meditation.
Hertz - Wikipedia
Hertz - WikipediaThe hertz (symbol Hz) is the unit of frequency in the International System of Units (SI) and is defined as one cycle per second
what is difference between ultrasonic and supersonic, Question no 71818, Physics | Topperlearning
what is difference between ultrasonic and supersonic, Question no 71818, Physics | TopperlearningThe sounds having frequency more than 20,000 hertz (Hz) are called ultrasonic or ultrasound.
The sounds having frequency less than 20 Hz are called infrasonic or infrasound.
Both of these sounds cannot be heard by human beings. The audible range for of hearing by human beings is 20 Hz to 20000 Hz.
The speed of sound is same for all frequencies in a particular medium. So, speed of ultrasonic sound and infrasonic sound are same in a particular medium.
The sounds having frequency less than 20 Hz are called infrasonic or infrasound.
Both of these sounds cannot be heard by human beings. The audible range for of hearing by human beings is 20 Hz to 20000 Hz.
The speed of sound is same for all frequencies in a particular medium. So, speed of ultrasonic sound and infrasonic sound are same in a particular medium.
Saturday, December 3, 2016
Wednesday, November 30, 2016
wheel universal and unique
wheel universal and unique
many principles of beauty are structured in the conception of wheel,
the basic is circle
long before man invented the wheel, circle exists, circular motion exists,
it has a point at center
a point on a plane paper, in a empty space, is a basic unit of beauty,
infinity manifesting as a point , a finite point , within itself , on itself
it has a line, the point repeating, multiplying and stopping becomes a line, a radius,
the point repeating in reverse, results in a diameter
the point rotates about itself , the point repeating, multiplying and stopping becomes many lines, radii,
the point repeating in reverse, results in a diameter
the point rotates about itself , the point repeating, multiplying and stopping becomes many lines, radii,
Points end on the circumference being equidistant
End Points take a turn, it is now a circle
From basic , the point, a line, a circle, a square, a triangle, a rhombus, a pentagon , polygons all are infinite possibilities
and the sphere, the integrated form of circle, exists, rotation exists
nearest example is the earth,
symmetry , mirror, lengthwise width-wise, depth wise
so
the point is basic
line is the next
plane is crated by lines repeating
solid is created by planes repeating
wheel is one product of the beauty of circle, circle is basic
also
if you take wheel as basic,
then we have the plethora of wheel forms –potters wheel, cart wheel, spinning wheel, bike wheel, gear wheel, belt wheel, car wheel, lorry wheel, bus wheel, aerooplane wheel, lathes, milling machines, diesel, petrol engines, water pump, fans, mixi, wash machine, countless specialties, from one universal the circle
and
if you take sphere as basic,
then we have again a plethora of sphericals—foot ball, ball bearing [ it is a combination of wheel and sphere.] balloon, moon, fruits, , even some trees,
eye balls,
from one unique many specialties are created
in every specialty, one unique is underlying
one unique manifesting as specialties
all specialties evolving as the basic one unique
as specialties grow in perfection, they reach the one unique in that proportion
qualities of a professional
qualities of a professional
time conscious
cost conscious
cost conscious
know latest in his field, ever updating
speak truth
speak truth
talk with basis, reason, not irresponsibly
talk with purpose
talk with purpose
communication clear,to the point,concise,unfalsifiable
communication should have life in it
communication should have life in it
when in lighter veins, make it known
if doing a wild guess, state so
if doing a wild guess, state so
keep info on finger tips
keep basic info and modules of info unified
keep basic info and modules of info unified
mentally healthy
physically healthy
physically healthy
senses sharp alive active
talk to peers in field for mutual stimulation
talk to peers in field for mutual stimulation
do not give free advice nor thrust advice
dress functional not funny
dress functional not funny
vehicle in readiness,
no wasting time energy
no wasting time energy
energetic
capable to do some physical work
capable to do some physical work
theoretical understanding
validated practically
validated practically
perseverance
continuity
continuity
relevant contacts alive
develop contacts consciously
develop contacts consciously
Wednesday, November 9, 2016
Saturday, October 29, 2016
Friday, October 28, 2016
Monday, October 24, 2016
Tuesday, October 4, 2016
Value Analysis
Value Analysis
A short summary of the main ideas
What is Value Analysis?
It is an orderly and creative method to increase the value of an item. This " item" can be a product, a system, a process, a procedure, a plan, a machine, equipment, tool , a service or a method of working. Value Analysis, also called Functional Analysis was created by L.D. Miles.
It is an orderly and creative method to increase the value of an item. This " item" can be a product, a system, a process, a procedure, a plan, a machine, equipment, tool , a service or a method of working. Value Analysis, also called Functional Analysis was created by L.D. Miles.
The value of an item is how well the item does its function divided by the
cost of the item (In value analysis value is not just another word for cost):
value of an item = performance of its function /
cost
An item, that does its function better than another, has more value.
Between two items that perform their function equally well, the one that costs
less, is more valuable.
The "performance of its function" could include that it is beautiful (where needed).
Do not be surprised if as a result of value analysis the cost of an item is less that half of its previous cost.
The "performance of its function" could include that it is beautiful (where needed).
Do not be surprised if as a result of value analysis the cost of an item is less that half of its previous cost.
Select the item to be studied and form a study group
To make a value analysis we form a study group of 4 to 6 persons, preferably each with different knowledge, with different backgrounds. They meet in a room free from interruptions.
To make a value analysis we form a study group of 4 to 6 persons, preferably each with different knowledge, with different backgrounds. They meet in a room free from interruptions.
Then we select the item to be studied. The item should be one that gives
the impression that its cost is too high or that it does not do its function
well.
Value Analysis
The value analyst should always be aware of functions, not of products, shapes, or processes. The main function is what the item does, is that which somebody wanted to archive by creating the item. Express this function (if possible) with just two words, a verb and a noun.
The value analyst should always be aware of functions, not of products, shapes, or processes. The main function is what the item does, is that which somebody wanted to archive by creating the item. Express this function (if possible) with just two words, a verb and a noun.
If the item is composed of various parts, it is useful to ask for the
function of each part, and how they contribute to the main function of the
item.
Do not be distracted by mere aggregate functions such as the rubber on a
pencil's end or the ice producing part of a refrigerator. These were functions
added since it was economical or easy to do so. They have no relationship with
the main function.
Gather information
Find the main function and the secondary functions of an item. Get the cost of realizing each function.
The attitude of a value analyst should be critical, aggressive, nonconformist, never satisfied with what she/he receives for the money given.
The first action of the group should be to gather all the information about the item. Ask the best specialist of the field, not the person most accessible. Get a detail of costs. Collect drawings, specifications, all the written data on the item. Don't be satisfied with verbal information.
Find the main function and the secondary functions of an item. Get the cost of realizing each function.
The attitude of a value analyst should be critical, aggressive, nonconformist, never satisfied with what she/he receives for the money given.
The first action of the group should be to gather all the information about the item. Ask the best specialist of the field, not the person most accessible. Get a detail of costs. Collect drawings, specifications, all the written data on the item. Don't be satisfied with verbal information.
For a pencil, for instance:
· What is it? (a pencil)
· What is it for? (make
permanent marks)
· What is the main
function? (make marks, write lines)
· What is the method,
material or procedure that was used to realize the main function? (a graphite
stick and wood)
· What are the
corresponding secondary functions? ("transfer graphite to paper" and
"facilitate holding the graphite"
· What does the item cost
and how can we distribute the cost of realizing the main function into each
secondary function?
·
Comparing these costs to an item of a similar function,
how much should each function and the total cost?
(This example, the pencil, is already a high value item).
Center the attention of the value analysis group on the main function,
because, during the analysis, the secondary functions may change. The group may
choose different secondary functions to realize the main function.
It is not important that the individual costs assigned are imprecise.
Because even an imprecise numerical value is much better than an expression
such as "very costly" or "of low cost".
Measure the value of the way each secondary function is realized, is
materialized:
· Does it contribute
value? (Is there something that does not contribute value?)
· Is the cost in
proportion to the function realized.
· Does it need all its parts,
elements, procedures?
· Is there something
better to do the same function?
·
Is there a standard part that can do the function?
Investigate the cost of a function. Put a dollar sign on tolerances and
strict specifications. See what's thought to be necessary and which somebody
put in, just to be on the safe side. Remember: All that does not contribute to
the main function is waste and should be eliminated.
Creativity (the brainstorming session)
The objective is to find a better way to do the main function. We try to find a different material, or concept, or process, or design idea, that realizes the main function.
People looked for conditions under which the human mind produces really original ideas, a method that helped creativity. These conditions and procedures are stated below and need strict adherence:
The objective is to find a better way to do the main function. We try to find a different material, or concept, or process, or design idea, that realizes the main function.
People looked for conditions under which the human mind produces really original ideas, a method that helped creativity. These conditions and procedures are stated below and need strict adherence:
1- State the main function clearly and shortly on paper or a blackboard
(verb and noun), so that the group can fix their attention on it. State it
without mentioning the physical object or the specific process. (Do not state
secondary or aggregate functions).
2- The leader of the group says "We begin now" and when the ideas
do not flow so fast anymore (about 15 to 20 min.) The leader says "That's
all".
3- Members of the group state loudly any solution to the problem they can
think of. It is very important that they do not analyze their own thoughts or
those of others. They should not smile or react when exotic, improbable or
senseless ideas are stated. They should not criticize or speak with others. They
should only let their imagination run wild and state ideas. An idea can be
inspired by a previous idea. (If no rare ideas are stated, then the members are
analyzing, not making a brain storm).
4- The leader registers all ideas on paper or a blackboard.
5- When the session has finalized, if there is any doubt what was meant by
an idea, the leader clarifies the idea with the help of members. He does not
analyze or discard any idea.
This finalizes the brainstorm.
Evaluation
The evaluation should be done after an interval, at best about two days after the brainstorm, to allow the group to gain perspective.
The evaluation should be done after an interval, at best about two days after the brainstorm, to allow the group to gain perspective.
Now the group analyzes each idea. They group similar ideas. When
evaluating, do not think why the idea would not work, why it is not possible.
Develop each idea, making it more practical, making it function better.
Estimate a very approximate cost for each idea and investigate carefully ideas
with an apparently low cost. When an idea is canceled, that should be based on
facts, not opinions.
Identify barriers and eliminate them tactfully.
Barriers are excuses or preconceived ideas that cannot be substantiated with numbers, facts, detailed and precise information or experimental evidence. Barriers can be honest beliefs. Normally there is gold behind a barrier. Now select the two to four ideas having the lowest cost.
Obtain information for analyzing and developing an idea. Do not work in isolation. Once the group has advanced as far as it can on its own, make contact with specialists. This may be necessary in the selection and also during the development of ideas. The value analyst is a coordinator of specialists, of groups of experts in other companies (Pay them for their contribution in some manner).
Obtain information from the best source, not the nearest or most accessible one. Do not take into account an answer by a person or specialist that lies outside his field of expertise. The use of specialists is a powerful way of tearing down barriers. Avoid generalizations. Do not accept second hand information. Ask for copies of documents.
Barriers are excuses or preconceived ideas that cannot be substantiated with numbers, facts, detailed and precise information or experimental evidence. Barriers can be honest beliefs. Normally there is gold behind a barrier. Now select the two to four ideas having the lowest cost.
Obtain information for analyzing and developing an idea. Do not work in isolation. Once the group has advanced as far as it can on its own, make contact with specialists. This may be necessary in the selection and also during the development of ideas. The value analyst is a coordinator of specialists, of groups of experts in other companies (Pay them for their contribution in some manner).
Obtain information from the best source, not the nearest or most accessible one. Do not take into account an answer by a person or specialist that lies outside his field of expertise. The use of specialists is a powerful way of tearing down barriers. Avoid generalizations. Do not accept second hand information. Ask for copies of documents.
Development of the two to four ideas selected.
Make a real effort to develop the ideas of lowest cost that do the main function. Make tests, prototypes, get quotes of cost. Estimate costs of short term alternatives, of long term alternatives and of any new ideas produced during the evaluation.
Make a real effort to develop the ideas of lowest cost that do the main function. Make tests, prototypes, get quotes of cost. Estimate costs of short term alternatives, of long term alternatives and of any new ideas produced during the evaluation.
At the end of this process, the idea of least cost should have been
identified. Ask yourself: Would I spend my own money on this solution? If not,
modify it.
Recommendation
If you work in an organization or enterprise, be sure that the person really interested in applying the solution gets to see it. Present the final solution in writing, on a single sheet of paper, to the person that should implement it. Give a copy to his boss. This sheet should state the savings, costs and a detailed plan for implementing the idea. It should have all the information needed so that a person that does not know this subject can understand it and do it.
The value analysis group should not itself implement the idea, if this is outside its normal area of work.
If you work in an organization or enterprise, be sure that the person really interested in applying the solution gets to see it. Present the final solution in writing, on a single sheet of paper, to the person that should implement it. Give a copy to his boss. This sheet should state the savings, costs and a detailed plan for implementing the idea. It should have all the information needed so that a person that does not know this subject can understand it and do it.
The value analysis group should not itself implement the idea, if this is outside its normal area of work.
Implementation and Follow Up
Value analysis is not a method of controlling the work of others or of investigating errors.
Normally the amount of work to implement an idea is greater than the amount of work needed to produce the idea. Therefore it is a good procedure to let the people that implement the idea get most of the praise and merit. That produces excellent relations.
Obtain that the group that implements the idea informs of the savings produced and, if possible, benefits from these savings. If needed, help them to establish the way the implementation will be checked and the savings calculated.
Value analysis is not a method of controlling the work of others or of investigating errors.
Normally the amount of work to implement an idea is greater than the amount of work needed to produce the idea. Therefore it is a good procedure to let the people that implement the idea get most of the praise and merit. That produces excellent relations.
Obtain that the group that implements the idea informs of the savings produced and, if possible, benefits from these savings. If needed, help them to establish the way the implementation will be checked and the savings calculated.
For
continuos reading, like a book - continue here.
Jump to the How to increase our Intelligence document / e-book Contents.
Jump to the How to increase our Intelligence document / e-book Contents.
Last Edited 6 Mar. 06 / Walter Fritz
Copyright © New Horizons Press
Copyright © New Horizons Press
Monday, October 3, 2016
A flight over Chowpatty that made history
A
flight over Chowpatty that made history
A flight over Chowpatty that made
history - Times Of India
Pradeep Vijayakar, TNN Oct 18, 2004, 07.05PM IST
MUMBAI: As the roar of the engines of
the Air Force jets died down when the air show ended on Sunday, there were a
few whose thoughts went back to the first flight of a plane at the very
Chowpatty beach over which the air show was held.
In 1895 an Indian pioneer flew what is
said to be the first Indian plane in the air. The centenary year of the first
successful flight, by the Wright brothers, was celebrated from December 17,
2003.
But our own pioneer from Mumbai,
Shivkar Bapuji Talpade, made an aircraft and had flown it eight years earlier.
One of Talpade's students, P Satwelkar,
has chronicled that his craft called 'Marutsakha'(Friend of the Winds) flew
unmanned for a few minutes and came down.
Talpade belonged to the Pathare Prabhu community, one of
the founder of Mumbai. According to aviation historians Mr Talpade used his
knowledge of the Rig Vedas to build a plane.
Orville and Wilbert Wright accomplished
their feat in California
The Wright brothers based the design of
their aircraft by studying bird movements.
Mr Talpade used the principle of solar
energy combined with mercury to design his plane.
Pratap Velkar, in his book on the
Pathare Prabhu community, says that Mr Talpade also studied the achievements of
aviation pioneers like Alva Edison who flew in a balloon and survived a mishap
in 1880. Mr Talpade's study included the experiment of machine gun inventor
Hiram Maxim who propelled his steam plane down a slope. It did not take off for
technical reasons.
In 1896 Samuel Langley's steam balloon
flew at a height of 100 feet and a three quarters of a mile. Then came the
famous Zeppelin 1900 which successfully flew at a height of 1100 feet after
three attempts in Germany
The first breakthrough in flying was
made by a Brazlian, Santos D'Monte. He made 14 planes between 1901 and 1904 in
his country. And he flew them himself. Many believe that Santos
According to Mr Velkar, Mr Talpade
studied these flights which inspired him to make an aircraft and fly. Mr
Talpade was staying at what is today Nagindas Shah Marg in Girgaum in the
bustling heart of Mumbai. The frame of the historic plane was gathering dust at
his house after his death. One of his nieces, Roshan Talpade, has been quoted
by Mr Velkar's book saying the family used to sit in the aircraft's frame and
imagine they were flying. At a recent exhibition on flying at Vile Parle, a
model of 'Marutsakha' was exhibited
.
Mr Velkar regrets that Mr Talpade's
plane has not found a place in the aviation museum at Nehru Centre, nor is
there a memorial to his feat at Chowpatty.
However some documents relating to his
experiment have been preserved at the Hindustan Aeronautics Limited in Bangalore
At an aeronautical conference in
Chennai Talpade's flight was discussed by foreign delegates. D H Bedekar,
one-time principal defence scientific officer, has said Mr Talpade's plane for
some technical reasons failed to operate to its full design limits.
Talpade
wanted to unravel the mystery with further experiments. He even made an appeal
for funds some Rs 50,000 at a public meeting in Ahmedabad he had addressed. But
to no avail. As his biographer,Professor Kelkar, wrote: "His efforts
crashed like a bird whose wings are slashed."
In
contrast the US US
Monday, September 26, 2016
Thursday, September 22, 2016
Wednesday, September 21, 2016
Sunday, September 18, 2016
PAN Details | PAN CARD OFFICE INDIA – PAN Solution
Basic PAN Details | PAN CARD OFFICE INDIA – PAN Solution
| PAN | ACVPD6897K Individual |
| First Name | VASANTHARAO |
| Middle Name | |
| Last Name | DUSTHAKAR |
| Area Code | APR |
| Jurisdictional | WARD 12(5),HYDERABAD |
| Address | AAYAKAR BHAVAN,HYDERABAD |
| Others | AO Type :W Rang Code :62 AO Number :5 |
Saturday, September 10, 2016
Friday, September 9, 2016
Wednesday, September 7, 2016
Thursday, September 1, 2016
Sunday, August 28, 2016
Friday, August 12, 2016
Sunday, August 7, 2016
Thursday, August 4, 2016
Friday, July 29, 2016
Tuesday, July 26, 2016
Monday, July 25, 2016
parse
parse
verb (used with
object), parsed, parsing.
1.
to analyze (a sentence) in terms of grammatical constituents, identifying the parts of speech, syntactic relations, etc.
2.
to describe (a word in a sentence) grammatically, identifying the part of speech, inflectional form, syntactic function, etc.
3.
to analyze (something, as a speech or behavior) to discover its implications or uncover a deeper meaning:
Political columnists were in their glory, parsing the president's speech on the economy in minute detail.
4.
Computers. to analyze (a string of characters) in order to associate groups of characters with the syntactic units of the underlying grammar.
verb (used without object), parsed, parsing.
5.
to be able to be parsed; lend itself to parsing:
Sorry, but your concluding paragraph simply doesn't parse.
1.
to analyze (a sentence) in terms of grammatical constituents, identifying the parts of speech, syntactic relations, etc.
2.
to describe (a word in a sentence) grammatically, identifying the part of speech, inflectional form, syntactic function, etc.
3.
to analyze (something, as a speech or behavior) to discover its implications or uncover a deeper meaning:
Political columnists were in their glory, parsing the president's speech on the economy in minute detail.
4.
Computers. to analyze (a string of characters) in order to associate groups of characters with the syntactic units of the underlying grammar.
verb (used without object), parsed, parsing.
5.
to be able to be parsed; lend itself to parsing:
Sorry, but your concluding paragraph simply doesn't parse.
Sunday, July 24, 2016
Saturday, July 23, 2016
The power of full stop
The power of full stop
A full stop makes
every sentence an exclamation ,
without questions, commas,
colons, semicolons,
brackets, braces,
hyphens, parentheses,
apostrophes, ellipses.
dashes, slashes
obliques, asterisks
and
life will become an unending dotted line
in silence divine
What Are the Fourteen Punctuation Marks in English Grammar?
What Are the Fourteen Punctuation Marks in English Grammar?
There are fourteen punctuation marks commonly used in American English? They are
Read more at http://grammar.yourdictionary.com/punctuation/what/fourteen-punctuation-marks.html#z8cZ10dzqEijx7Sw.99
Read more at http://grammar.yourdictionary.com/punctuation/what/fourteen-punctuation-marks.html#.V5M7BfEx2cE.blogger#BjPJAI0h1m7KqY46.99
There are fourteen punctuation marks commonly used in American English? They are
- the period,
- question mark,
- exclamation point,
- comma,
- semicolon,
- colon,
- dash,
- hyphen,
- parentheses,
- brackets,
- braces,
- apostrophe,
- quotation marks, and
- ellipses.
Read more at http://grammar.yourdictionary.com/punctuation/what/fourteen-punctuation-marks.html#z8cZ10dzqEijx7Sw.99
What Are the Fourteen Punctuation Marks in English Grammar?
1st grade2nd grade3rd grade4th grade5th grade6th grade7th grade8th grade9th grade10th grade11th grade12th gradeElementary SchoolMiddle SchoolHigh SchoolCollegeInfographics
Knowing where and when to use the fourteen punctuation marks can greatly improve your writing skills.
There are fourteen punctuation marks commonly used in American English? They are the period, question mark, exclamation point, comma, semicolon, colon, dash, hyphen, parentheses, brackets, braces, apostrophe, quotation marks, and ellipses.
Sentence Endings
Three of the fourteen punctuation marks are appropriate for use as sentence endings. They are the period, question mark, and exclamation point.
The period (.) is placed at the end of declarative sentences, statements thought to be complete and after many abbreviations.
For example:
• As a sentence ender: Jane and Jack went to the market .
• After an abbreviation: Her Mar . birthday came and went.
Use a question mark (?) to indicate a direct question when placed at the end of a sentence. For example: When did Jane leave for the market ?
The exclamation point/mark (!) is used when a person wants to express a sudden outcry or add emphasis.
- Within dialogue: “Holy cow!” screamed Jane.
- To emphasize a point: My mother-in-law's rants make me furious !
Comma, Semicolon and Colon
The comma, semicolon and colon are often misused because they all can indicate a pause in a series.
The comma is used to show a separation of ideas or elements within the structure of a sentence. Additionally, it is used in letter writing after the salutation and closing.
• Separating elements within sentences: Suzi wanted the black , green , and blue shoes.
• Letter Salutations: Dear Uncle John ,
• Separation of two complete sentences: We went to the movies , and we went to the beach.
The semicolon (;) is used to connect independent clauses. It shows a closer relationship between the clauses than a period would show. For example: John was hurt ; he knew she only said it to upset him.
A colon (:) has two main uses:
- The first is after a word introducing a quotation, an explanation, an example, or a series. It is also often used after the salutation of a business letter.
- The second is within time expressions. Within time, it is used to separate out the hour and minute: 12 : 15 p.m.
Dash and the Hyphen
Two kinds of dashes are used throughout written communications. They are the endash and the emdash. An endash is a symbol (-) that is used in writing or printing to connect numbers or to connect elements of a compound adjective, such as 1880 - 1945 or Princeton - New York trains.
However, the emdash has more complicated grammatical use. The symbol of is used to:
- Indicate a break in thought or sentence structure
- Introduce a phrase added for emphasis, definition, or explanation
- Separate two clauses
Use it in the following manner: We only wanted to get two birds - but the clerk talked us into four pregnant parakeets.
A hyphen (-) is the same symbol as the endash. However, it has slightly different usage rules. A hyphen is used between the parts of a compound word or name or between the syllables of a word, especially when divided at the end of a line of text.
Examples of this in use include:
• Between a compound name: Mrs. Smith - Reynolds
• Within a compound word: back - to - back
Brackets, Braces and Parentheses
Brackets, braces and parentheses are symbols used to contain words that are a further explanation or are considered a group.
Parentheses ( () ) are curved notations used to contain further thoughts or qualifying remarks. However, parentheses can be replaced by commas without changing the meaning in most cases. For example: John and Jane ( who were actually half brother and sister ) both have red hair.
Brackets are the squared off notations ([]) used for technical explanations. YourDictionary uses them when you look up word definitions. At the bottom of each definition page, brackets surround a technical description of where the word originated.
Braces ({}) are used to contain two or more lines of text or listed items to show that they are considered as a unit. They are not commonplace in most writing, but can be seen in computer programming to show what should be contained within the same lines.
Apostrophe, Quotation Marks and Ellipses
The final three punctuation forms in English grammar are the apostrophe, quotation marks and ellipses. Unlike previously mentioned grammatical marks, they are not related to one another in any form.
An apostrophe (') is used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals of lowercase letters.
Examples of the apostrophe in use include:
• Omission of letters from a word: An issue of nat'l importance.
• Possesive case: Sara's dog bites.
• Plural for lowercase letters: Six people were told to mind their p's and q's. It should be noted that, according to Purdue University, some teachers and editors enlarge the scope of the use of apostrophe, and prefer their use on symbols (&'s), numbers (7's) and capitalized letters (Q&A's), even though they are not necessary.
Quotations marks ( “” ) are a pair of punctuation marks used primarily to mark the beginning and end of a passage attributed to another and repeated word for word. They are also used to indicate meanings and to indicate the unusual or dubious status of a word.
Single quotation marks (') are used most frequently for quotes within quotes.
The ellipses mark is generally represented by three periods (. . . ) although it is occasionally demonstrated with three asterisks (***). The ellipses are used in writing or printing to indicate an omission, especially of letters or words. Ellipses are frequently used within quotations to jump from one phrase to another, omitting unnecessary words that do not interfere with the meaning. Students writing research papers or newspapers quoting parts of speeches will often employ ellipses to avoid copying lengthy text that is not needed.
Differences in British vs. American English
There are a few differences between punctuation in British and American English. The following charts details some of those differences:
|
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