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is compiled twice. Once while the program is written and second when the program is executed at the user's site. The first compilation is done by your C# builder and the second by the .NET Framework on the user's machine. The reason why C# compiled applications could be faster is that, during the second compilation, the compiler knows the actual run-time environment and processor type and could generate instructions that targets a specific processor.

A well designed C# program is more than 90% as fast as an equivalent "well-designed" C++ program

The problem with "not-freeing" the memory at the right time is that the working set of the application increases which increases the number of "page faults"

The Clockwork Universe Theory is a theory, established by Isaac Newton, as to the origins of the universe. A "clockwork universe" can be thought of as being a clock wound up by God and ticking along, as a perfect machine, with its gears governed by the laws of physics. What sets this theory apart from others is the idea that God's only contribution to the universe was to set everything in motion, and from there the laws of science took hold and have governed every sequence of events since that time. This idea was very popular during the Enlightenment, when scientists realized that Newton's laws of motion, including the law of universal gravitation, could explain the behavior of the solar system. A notable exclusion from this theory though is free will, since all things have already been set in motion and are just parts of a predictable machine. Newton feared that this notion of "everything is predetermined" would lead to atheism. This theory was undermined by the second law of thermodynamics ( the total entropy of any isolated thermodynamic system tends to increase over time, approaching a maximum value) and quantum physics with its unpredictable random behavior.

The Clockwork Universe Theory is a theory, established by Isaac Newton, as to the origins of the universe. A "clockwork universe" can be thought of as being a clock wound up by God and ticking along, as a perfect machine, with its gears governed by the laws of physics. What sets this theory apart from others is the idea that God's only contribution to the universe was to set everything in motion, and from there the laws of science took hold and have governed every sequence of events since that time. This idea was very popular during the Enlightenment, when scientists realized that Newton's laws of motion, including the law of universal gravitation, could explain the behavior of the solar system. A notable exclusion from this theory though is free will, since all things have already been set in motion and are just parts of a predictable machine. Newton feared that this notion of "everything is predetermined" would lead to atheism. This theory was undermined by the second law of thermodynamics ( the total entropy of any isolated thermodynamic system tends to increase over time, approaching a maximum value) and quantum physics with its unpredictable random behavior.

Theory of mind is the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own.[1]

One of the most important milestones in theory of mind development is gaining the ability to attribute false belief: that is, to recognize that others can have beliefs about the world that are wrong. To do this, it is suggested, one must understand how knowledge is formed, that people’s beliefs are based on their knowledge, that mental states can differ from reality, and that people’s behavior can be predicted by their mental states. Numerous versions of the false-belief task have been developed, based on the initial task done by Wimmer and Perner (1983).

In the most common version of the false-belief task (often called the ‘Sally-Anne’ task), children are told or shown a story involving two characters. For example, in one version, the child is shown two dolls, Sally and Anne, playing with a marble. The dolls put away the marble in a box, and then Sally leaves. Anne takes the marble out and plays with it again, and after she is done, puts it away in a different box. Sally returns and the child is then asked where Sally will look for the marble. The child passes the task if she answers that Sally will look in the first box where she put the marble; the child fails the task if she answers that Sally will look in the second box, where the child knows the marble is hidden, even though Sally cannot know, since she did not see it hidden there. In order to pass the task, the child must be able to understand that another’s mental representation of the situation is different from their own, and the child must be able to predict behavior based on that understanding. The results of research using false-belief tasks have been fairly consistent: most normally-developing children are unable to pass the tasks until around the age of three or four.

The Common Gateway Interface (CGI) is a standard protocol for interfacing external application software with an information server, commonly a web server. The task of such an information server is to respond to requests (in the case of web servers, requests from client web browsers) by returning output. Each time a request is received, the server analyzes what the request asks for, and returns the appropriate output. The two basic methods for the server to do this are the following: If the request identifies a file stored on disk, then return the contents of that file. If the request identifies an executable command and possibly arguments, then run the command and return its output. CGI defines a standard way of doing the second. It defines how information about the server and the request is passed to the command in the form of arguments and environment variables, and how the command can pass back extra information about the output (such as the type) in the form of headers.