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User:Sthur002

Introduction

Hi and welcome to my page. My name is Stacy Thurber and I am a student here at Old Dominion University. I am not only a student here at ODU, but I am a substitute teacher for Newport News Public Schools, Williamsburg-James City County and Gloucester County Public Schools. I know that sounds like a lot and yes sometimes it can be, but I have wanted to be a teacher since High School and have come to realize that in order to get your foot in the door you have to make yourself known.

Besides being a substitute teacher and a student, another one of my many roles is that I am a member of Alpha Phi International Fraternity. My sisters are my life and without them I really do not feel that I would be here where I am today. The sisters of Alpha Phi came along when I needed them the most, of course at the time I did not realize it, but I do now and do not hesitate to mention it to anyone that I meet.

I think the last and perhaps the most important role that I have in life, besides being a future teacher, is that of a wife. I am married to the most wonderful man in the world, Rob, who is in the Air Force. We have been married for almost 4 years and have loved every minute of it. Yes, it is not the easiest life at times, but the many people that I have met so far are all wonderful and dear friends of mine and I would not want to change that for anything.

That is all that I have for now, but for those of you that are interested in seeing what I look like, what my husband looks like and what my furry puppies look like (sorry did I forget to mention that I have dogs) please check back in the coming days and I will post some pictures.

What is Education

I believe the purpose of education is to provide every child an equal opportunity to learn. As a future high school social studies teacher, I feel that it is my duty to ensure equality in the classroom. I also believe that education should prepare children for life beyond the school walls, while at the same time allowing for experimentation with individual interests. As a student, I feel that education has provided me with more than content knowledge. I have also gained values and socialization skills. In my opinion, education should involve students in democratic activities and reflective thinking. Education can take various forms, but should produce the same outcome, which is ability to become productive citizens. I believe that teaching should involve the infusion of historical events, the concepts of today and the expectations of the tomorrow. In my opinion, this is the only way to ensure that each student receives an ideal education. I believe that learning should be a cooperative endeavor between the teacher and students. It is a shared responsibility with the teacher being responsible for providing the knowledge and presenting it in a comprehensible manner while the students are responsible for asking questions and forming their own conclusions. The role of the teacher is multidimensional and he/she needs to find an appropriate balance between these. The teacher is the authority figure, but should allow for a democratic classroom, rather than a dictatorship. He or she should ensure the environment of the classroom fosters learning, while keeping the children safe. This is the expectation for my classroom. I want for my students to feel comfortable asking questions. To me, a teacher should be caring, compassionate and trustworthy. They should nurture, guide and be a moral role model for their students. Although teachers are often the disciplinary figures, they are also motivators and facilitators who promote independent learning. Students also assume many roles. It is their job to attend school and actively participate. I believe that they should engage in independent learning and conclusion making, while being responsible and courteous. It is the obligation of the student to ask questions to ensure understanding. As a teacher, I will provide opportunities for class discussion and questioning. Through the efforts of the teacher and the curriculum, students should learn civic duties to prepare them to become efficient citizens. Knowledge cannot be confined to any one particular area. I believe that the curriculum should not be biased. It must encompass all aspects of society. Multiculturalism is essential to facilitate understanding and acceptance while eliminating discrimination. I think that this is the key for the future. I think that for a child to understand his or her future, they must understand their past. I also believe that children learn best through interaction; therefore, the classroom should offer hands-on teaching methods and activities. Interests of the students should not be ignored, but I don’t feel it should be the entire basis for education. To me, the main purpose of education is to instill children with the knowledge to succeed or survive in society depending on what decisions that they make. I can not identify with any one particular philosophy of education. I am able to identify with certain aspects of each. For instance, I agree with the progressivisist idea that schools should help students develop personal and social values. I also agree that new ideas are important to make the future better than the past. I can also identify with perennialism because I believe that students should learn about the Western Culture. To a certain degree I also can relate to essentialism. I think that the back-to basics approach is a good idea. Additionally, I believe that students should learn discipline, hard work and respect from authority. This is necessary for a better society. For this reason I can also associate with reconstuctionism. I believe that education should transform society to a certain extent. It seems that I have tendencies toward most of the philosophies, which in my opinion is good because it indicates adaptability.

Important Sites

http://www.alphaphi.org

http://www.airforce.com

http://www.doe.virginia.gov/

Pictures

This is a picture of my husband and I from last Thanksgiving.

title: User:Sthur002


text:
User:Abcallahan

Adam B. Callahan

Abcallahan (talk) 05:26, 30 May 2008 (UTC)

'About Me'

I currently reside in the town of Clarksville, VA which is in Mecklenburg Co. I am now actively perusing my Masters of Interdisciplinary Studies PreK- 6 at Old Dominion University, after taking six years off from my educational pursuit. I am employed full time by Ruby Tuesday, as an assistant manager. I have worked for them for the past five years starting out as a server and working my way up through the ranks. Why such a vast career change, one might ask. The reason is with all of the negative work experiences I encounter, they have only pushed me further in this direction. From day to day I continue to see people who lack in education skills, especially reading. There has been too numerous times that I have found someone who can either read very poorly or not at all. It only angers me since my mother is a teacher with her masters in education and other endorsements that include reading specialist.

Some of the actives that I do during free time include, horticulture, boating, reading, and actively involved with local community theater productions. I have two dogs, a black lab and a sheltie mix that was rescued from Richmond SPCA.

'Ideals'

''"The roots of education are bitter, but the fruit is sweet." Aristotle''

As aforementioned, I have seen too many people who have such a lack of education skills in today’s work force. The lack of reading skills is, to me, at an all time low. Those skills are taught and reinforced in the elementary education level. With there being such a great need, I have decided to teach. We need to prepare our children for the future, not for the test that they are going to take tomorrow. How well you succeed in life on your own is the big test.

Basic reading skills are the large stepping stone in ones education pursuit. If missing that stone, there is a constant struggle to continue forward. If one thinks that that struggle is too great, then they may give up and not continue forward.

To effectively make reading education a part of day to day function in the elementary classroom is what I would like to do. It is just not ‘reading time’ for fifteen minuets of the day, it is reading all day. Each instructional value that is to be taught is like a mini reading lesson with a hands-on approach. Introducing other things such as technology and other actives either further stimulate the child, reinforce, or remediate what is being taught.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:Abcallahan


text: User talk:71.163.251.47

title: User talk:71.163.251.47


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Chess Opening Theory/1. d4/1...Nf6/2. c4/2...d6

=Old Indian Defence=

2...d6
This is the so-called "Old Indian," and it can either transpose into a KID or follow less popular lines with a strategy similar to the KID, such as the Tartakower-Indian.

Theory table
.

'''1. d4 Nf6 2. c4 d6'''


text:
User talk:209.66.200.62

If you feel that something on a page of a Wikibook is inaccurate then feel free to change it but don't add unneccesary comments to the pages of a Wikibooks.

--ЗAНИA talk 21:12, 13 May 2008 (UTC)

Ruy Pugliesi ◥ 22:05, 17 February 2015 (UTC)

title: User talk:209.66.200.62


text: User talk:96.239.234.124

title: User talk:96.239.234.124


text: User talk:96.224.213.200

title: User talk:96.224.213.200


text: Talk:Chess Opening Theory/1. e4/1...e5/2. Qf3


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Chess Opening Theory/1. d4/1...d5/2. c4/2...c5

=Austrian Defense= The Austrian chess players Hans Haberditz (c. 1901–57), Hans Müller (1896–1971), and GM Ernst Grünfeld studied this defense, which was initially introduced by Italian chess player Alessandro Salvio in 1604. Black creates a lot of tension and aims to disrupt White's center and prevent White from seizing the initiative by mirroring White's moves. Typically, this defense is relatively is prone to equalize quickly, however black might seek to add a little complexity to the position:

White's responses
White will probably reply with one of the following options:

 * 3. cxd5 - The classical main line in the Austrian Defense.
 * 3. dxc5 - Exchanging a central pawn for a flank pawn.
 * 3. Nf3 - Inviting a transposition to the Tarrasch Defense.
 * 3. Nc3 - Increasing the pressure at the center.

Theory table
'''1. d4 d5 2. c4 c5'''


text: Talk:Chess Opening Theory/1. d4/1...d5/2. c4/2...c5


text: User talk:68.251.60.19

title: User talk:68.251.60.19


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Chess Opening Theory/1. d4/1...Nf6/2. c4/2...e6/3. Nf3/3...Bb4

Bogo-Indian Defence
Black plays Bb4+ and White must block against the check. If White plays Nc3, the opening transposes into a Nimzo-Indian Defence. If instead White decides to block the check with Bd2, the resulting complications are likely to cause an exchange of pieces. Positions tend to be roughly equal, with trades (and, consequently, draws) being very common.

Theory table
.

'''1. d4 Nf6 2. c4 e6 3. Nf3 Bb4+'''


text: Talk:Chess Opening Theory/1. d4/1...Nf6/2. c4/2...e6/3. Nf3/3...Bb4


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User talk:190.187.1.10

Join Us!
-- – Mike.lifeguard  | talk 23:14, 13 May 2008 (UTC)

title: User talk:190.187.1.10


text:
User talk:71.173.92.238

You have been blocked from editing Wikibooks for a period of 2 hours because of offensive vandalism. If you wish to continue editing after the block has expired then please help Wikibooks rather than vandalise it.

--ЗAНИA talk 23:53, 13 May 2008 (UTC)

title: User talk:71.173.92.238


text: Talk:Chess Opening Theory/1. d4/1...Nf6/2. c4/2...e6/3. Nf3


text: Talk:Chess Opening Theory/1. d4/1...Nf6/2. c4/2...Nc6


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User talk:124.183.152.150

--ЗAНИA talk 00:39, 14 May 2008 (UTC)

title: User talk:124.183.152.150


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User talk:Pbald005

Hello Preston, My name is Morgan, I am also majoring in Art Education at ODU. I want to teach at a middle school or high school level, What about you? My concentration is in Drawing and Design as I am not that great at 3D art, which makes me appreciate the beauty and the hard work that went into 3D peices. I completely agree with you about the importance of art in students lives. It helps them express themselves in very unique ways. It teaches them that it is okay to be different than others, and yes, it gives them a sense of confidence in themselves. I also believe that art and music are very cathartic. I have always wanted to learn to play the bass guitar. Do you play for yourself, or are you in a local band? Morgan Mconl011 (talk) 20:31, 13 September 2008 (UTC)

Hi Preston,

It is very interesting to hear from someone with a passion for teaching a specific subject matter. I am curious to know which age group you are planning to teach. Artistic expression does enable students to explore themes and ways of thinking that are outside the box. As a child, I recall that art was definately a particular means of building self confidence and showing leadership abilities, if that makes sense. Do you agree with Gardner's "Theory of Multiple Intelligences"? Assumedly, your area of expertise seems to fall into the "Visual/Spacial" category.

Kendall (talk) 01:58, 31 May 2008 (UTC)

Hi Preston,
Thank you for sharing your philosophy with us. One of the fondest memories I have of my high school teachers is of my sculpture and ceramics teacher. Often art courses aren't given the proper recognition for what they add to a student's career, but the courses gave me a much-needed creative and mental release.

I agree with your thoughts on the importance of connecting with parents. I'm hoping to involve parents in my classroom through frequent communication. Some parents prefer to be more involved than others, but I agree that it's important to touch base with all of them in some way.

Your dedication to ensuring students feel safe in your classroom is important. I agree that in many courses, especially an art course, some students may be afraid to express themselves for fear of ridicule. But often it's once we let these guards down that we can see our true potential.

Art classes, because of their limitless possibilities for creativity, can really offer a much-needed boost of confidence for students that may need it to be successful in their other courses.

I look forward to hearing more about your ideas on art education.

- Mary Mworr002 (talk) 03:05, 31 May 2008 (UTC)

Preston,

As a current music teacher, I understand how important to you interdisciplinary studies are and that they have an incredible impact on the overall growth of young people. An addition, I cannot agree with you enough the importance of "getting to know" your students. Especially in the case of at-risk students, the interpersonal connections you can create with them truly do make a difference in the amount of effort they put into your class.

As a young person, I never enjoyed art - coloring, drawing, clay. I have no idea why this was the case! I never remember a bad experience with art... I just never excelled in it. But with music I excelled instantly. I find it interesting how one can have completely difference responses to related subjects. I wonder if this class will enlighten me any to this question!

--Mblount84 (talk) 03:36, 3 June 2008 (UTC)

Hey Preston, its awesome to see male figures wanting to take the lead and be teachers, and especially you going into art. I am also an art education major. The passion you have for art and your passion to create will spread and be contagious to the students that will sit in your classroom, I'm excited to see how it goes. What is your favorite concentration of the ones you stated in your bio? Imone001 (talk) 22:05, 14 September 2008 (UTC)

Hi Preston, this Amanda, I am doing the distance learning program here at ODU. I am also pursuing a career in Education, at the present time I am an instructional assistant at the high school. I am in an art class this semetster, so I can definitely relate to your comment about the students feeling good about being successful in art as opposed to not doing so well in other subjects. I have been told first hand how a student felt about excelling in this particular area. I like your enthusiam and passion for art and I think that is what we need in regards to teaching:doing what we do with a passion. Adigg008 (talk) 23:06, 16 September 2008 (UTC)

title: User talk:Pbald005


text:
User:Pbald005

ABOUT ME I'm Preston i go to Old Dominion University on the Norfolk campus. I've been going there for what seems like forever now and i'm majoring in Art Education. I've been playing bass since i was a sophomore in high school, as for the arts i love every type of art, the ones i do the most are: Sculpture, photography, ceramics, and my favorite street art. aka (graffiti). I also enjoy painting drawling and tattoos but can't really do any of them well. Any questions just ask

PHILOSOPHY OF TEACHING: There are people who argue the teaching is the most important profession the world has to offer; for without teachers who will teach the future doctors, lawyers, and politicians of the world. Every subject has its need in the world of teaching whether it is: math, English, science, history, music or art. I have chosen art as my subject to teach the next generation. Teaching art provides children with an opportunity to augment creative expression, self discovery, self esteem and self concept. Teaching art makes me believe that I’m helping the next generation to think outside the box onto bigger and better things. Through art and my guidance children will learn to value their own individuality and the uniqueness of their peers. By stimulating the interest of the students I will build their creativity and open their minds to new horizons. With the higher thinking and problem solving skills they learn from art our children will have the tools to go further then they ever imagined in life. I will put my philosophy into teaching by using patience with the students and modifying my teaching methods when necessary. Not every child is the same the method of teaching you use can’t be the same with every student either. I want my students to feel safe with me they should have nothing to fear in my class. Art teacher’s help children succeed in school were maybe they have problems in other subjects. When a student feels successful they gain confidence, with high confidence a student can do what ever they put their mind to. While students should be the most important thing to a teacher; the cooperation, guidance and teamwork of the parents should be taken into consideration as well. Parents will be well informed of what is going on in the classroom and how their child is doing. If a parent has any sort of problem with something happening at school I will make the time to hear them and talk to them about any problems they may have. Parents can be just as important as the students at times; if the parents aren’t happy with the school or teacher then the student will not be motivated to come to class or to participate in class. With teachers, students and parents unified together in the same cause of spreading knowledge from one generation to another, we can build a better world for all of us to live in. As a teacher I will swear to do my best in every aspect of teaching to insure that every child gets the education they so deserve.

title: User:Pbald005


text:
User talk:Abcallahan

Leave a new message

Welcome to Wikibooks, Abcallahan!

The importance of reading
I agree that reading is the foundation of all other learning. It's so important what elementary teachers do. I applaud you for seeing the need through your daily work. Students learn so much better when reading is more than just 15 minutes a day, like you said -- when it's part of every subject from math to science to PE.

What type of books do you enjoy reading on your own? I think it's important to set an example.

Lroth009 (talk) 02:29, 28 May 2008 (UTC)

Hi Adam
I agree with your thoughts on how children should be prepared for the future. I was a teacher assistant for two years before I continued my education to become an educator. I have seen a lot of children that struggle with math and reading because their parents have not been taught to view those skills as important. I want to also be a teacher to help the children be prepared for the future and not just tomorrow. I think that you have a wonderful philosophy about how education should be. Jmurphy (talk) 21:29, 29 May 2008 (UTC)

I couldn't agree more
I enjoyed reading your philosophy exspecially of the reading as a steppin stone.I agree that 15 to 30 minutes of reading time isn't enough. Even if they do 30 minutes of reading time when you have a class of 20 to 30 kids it just isn't enough time. That gives them a chance to read a couples sentences a paragragh if they're lucky.

my younger brother struggled greatly with reading in elementry school and it made it very hard for him. luckily he had some very good teachers that put the extra effort into making sure he got the skills he needed. Unfortunatly, Not every child is that lucky.

Pbald005 (talk) 19:17, 1 June 2008 (UTC)

title: User talk:Abcallahan


text:
Adventist Youth Honors Answer Book/Lashing/Simple Object

Construct a simple object
Possibly the simplest project to build with lashing is a coat hanger. Only two sticks and one lash are required to create this simple but useful object. The two pictured below were made by Pathfinders earning this honor.

/Transcluded Modules


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User:Skurmedel

Hola, I'm Skurmedel. I usually lurk around the programming articles.

title: User:Skurmedel


text:
Chess Opening Theory/1. Nf3/1...d5/2. c4

2. c4 - Réti Opening
This opening is a hypermodern opening, which invites white's minor pieces to control the centre rather than their pawns. Here black has 3 options:

Defending the Pawn
This can be done with moves such as 2... c6, or 2... e6, both of which generally transpose to the Queen's Gambit Declined or Slav Defense. However, white can deviate with 3. g3, leading the positions that resemble the Catalan Opening (or even transposing to the Catalan Opening, normally reached with 1. d4 Nf6 2. c4 e6 3. g3), or even 3. b3!?

Advancing the Pawn
This gives black a spatial advantage in the center and a quite annoying pawn on d4 that controls c3 and e3, squares where the bishop and knight could have originally been developed to. From here, white challenges the pawn with e3, a3 (followed by b4), and b4, while black tries to hold onto the pawn with Nc6 and c5.

The most critical line in this variation is known as the Reversed Blumenfeld Gambit (similar to the Blumenfeld Countergambit played as black), going 3. e3 c5 4. b4 dxe3 5. fxe3 cxb4 6. d4, where black is up a pawn, but it's a weak pawn on b4, and white has central control and development to compensate for that. White is generally considered to get enough compensation for the pawn in this line and gets a ~52% score from it.

White can also choose to avoid this line and go for 3. g3, which leads to positions resembling the Alekhine Defense, where black has a huge spatial advantage in the center after 3... Nc6 4. Bg2 e5 5. O-O e4 6. Ne1, but the pawns are weak and white can attack them with moves like d3. This is best for people who want to follow the "hypermodern" opening ideal, where black follows the classical opening ideas, but white controls the center with pieces and targets the central pawns that black has.

Capturing the Pawn
Capturing the pawn with 2... dxc4 isn't considered the best, but theory and practice has shown that black does just fine. This usually transposes into a Queen's Gambit Accepted line, which is usually fine for both sides. A sample line would be 3. e3 e6 4. Bxc4 c5 5. d4 Nf6, transposing to the Classical Defense of the Queen's Gambit Accepted.

Theory table
1. Nf3 d5


text: User talk:168.11.212.1

title: User talk:168.11.212.1


text: User talk:207.236.219.129

title: User talk:207.236.219.129


text: User talk:204.117.145.194

title: User talk:204.117.145.194


text: User talk:58.107.215.217

title: User talk:58.107.215.217


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Talk:Java Programming/Keywords/finally

A slight nit-pick, but as Norvig notes here:

http://norvig.com/java-iaq.html

The finally block will not be executed if you actually call 'exit' inside the try.

Should that be included here or does that confuse matters?

title: Talk:Java Programming/Keywords/finally


text:
Chess Opening Theory/1. Nf3/1...Nf6/2. g3

=King's Indian Attack=

2. g3
A sound, but very unambitious opening move where white almost certainly intends to fianchetto his bishop and enable castling. Black has the choice to continue to mirror white's move once more with g6 or begin a more aggressive attempt to control the center.

Theory table
.

1. Nf3 Nf6 2.g3


text: Talk:Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Qf6


text: User talk:76.74.67.2

title: User talk:76.74.67.2


text: Practical Electronics

title: Practical Electronics


text:
Wikibooks:Chess/Assessment

=Assessment criteria=

Top
Any page meeting one of the following criteria.
 * Main page of a chess book - Chess, Chess Opening Theory, Chess Strategy
 * d4 or e4
 * Corresponding page on Wikipedia with wiki traffic averaging 100 or more hits per day.
 * Chess/Sicilian Defence(560), Chess/Ruy Lopez(330), Chess/Queen's Gambit(260), Chess/King's Gambit(170), Chess/French Defence(170), Chess/Open Game(160), Chess/Caro-Kann Defence(135),Chess/English Opening(128), Chess/Queen's Gambit Declined(124), Chess/King's Indian Attack(120), Chess/King's Indian Defence(115)

High
Any page that isn't 'Top' and meets any of the following criteria.
 * Any page listed in hundreds of pages, i.e. anything on Template:ChessOpenings or Template:Chess/Navigation
 * Corresponding page on wikipedia with traffic averaging 20 or more hits per day.
 * Chess/Alekhine's Defence(98), Chess/Reti Opening(95), Chess/Nimzo-Indian Defence(80)
 * One click away from any top page except 1.d4 and 1.e4.

Mid
Any page that isn't 'Top' or 'High' and meets any of the following criteria.
 * One click away from any Wikibooks top or high page.
 * Two, three or fours clicks away from any opening listed in Wikibooks top page if it's from the main line or most common line in an opening.
 * Corresponding page on Wikipedia or clickable move.
 * Named opening, variation with a redirect. See Talk:Chess/Index_of_chess_topics

Low

 * Other pages.

title: Wikibooks:Chess/Assessment


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World History/The Cold War

The Cold War was a direct result of the aftermath of World War II; which involved the rise of two major superpowers, the Soviet Union and the United States. Although the Cold War did not yield any direct fighting between the two nations, it lasted almost half a century and involved numerous proxy conflicts. The Cold War was also a time of tight tensions in the global network, which was primarily due to the fact that both superpowers were in possession of nuclear weapons, which could devastate the entire world. The Cold War would ultimately determine the future of the global network post World War II.

Světové dějiny/Studená válka

title: World History/The Cold War


text: User talk:170.211.23.103

title: User talk:170.211.23.103


text: User talk:209.68.139.150

title: User talk:209.68.139.150


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The Science of Programming/Guzzintas and other Cipherin'

Although we now have a nifty way to represent constants, we are now left with a bigger problem: how to combine terms and constants. We can't use Sway's + operator, since it only works for numbers and strings. Instead, we will create an object to hold the two items to be added. Let's create a constructor named plus to remind us that it generates an object that holds the (potential) sum of two objects:

function plus(p,q) //p and q are terms/constants {       this; }

We can't do much with plus objects, however, except extract the original items, bound to p and q.

How should we enhance our plus constructor? Just like terms and constants, a plus object should be able to:

* compute its value * compute its derivative * visualize itself

Of course, the plus object doesn't know how to do any of these things, since it's just a container for holding two items. What it can do, however, is ask those items to perform computations and then combine the results in a meaningful way.

Now our questions become:

 * how should the values of the items be combined?
 * How should the differentials of the items be combined?
 * How should the visualizations of the items be combined?

For the value method, how should the value of p and the value of q be combined? Since the value of p is a number and the value of q is a number and since the plus object represents the additions of its items, we can simply add the item values together:

function plus(p,q) //p and q are terms/constants {       function value(x) {           p. value(x) + q. value(x); }       this; }

Thus, to compute the y value of a two terms added together, we simply find the y values of the terms separately, then add the results together. Mathematically,

$$ y(p + q) = y(p) + y(q) $$

Let's test:

sway> var a = term(-5,2); sway> var b = term(7,0); sway> a. value(3) + b. value(3); INTEGER: -38 sway> var z = plus(a,b); sway> z. value(3); INTEGER: -38

Note that our plus  constructor doesn't actually specify what kinds of objects the formal parameters p and q must be bound to; the only requirement is that those objects have a value method that takes a single argument. We will take advantage of this fact later and use plus objects to glue together terms, constants, and other plus objects, nilly willy.

The Power Rule and Sums
We now turn our attention to the second method plus objects need to implement, the diff method. Of course, the power rule won't work for sums, because the rule only works only for computing the derivative of a single term.

It turns out the derivative of two things added together is the sum of the derivatives of each thing alone. Mathematically,

$$ \frac{d(a + b)}{dx} = \frac{d(a)}{dx} + \frac{d(b)}{dx} $$

Now here's the tricky part (well it will seem tricky now, but in a short time, you will think this is as easy as pie). We use a plus object to represent the addition of two terms, correct? The right-hand-side of the equation above involves an addition. What are being added? Two derivatives. If a and b are term objects, then what kinds of things are the derivatives of a and b. Both are terms! Thus the right-hand-side in this case is simply the sum of two terms. But what do we use to represent the sum of two terms......wait for it......a plus object.

Wow! Then the derivative of a plus object, consisting of two terms, is another plus object containing the derivatives of those two terms. This is both amazingly powerful and amazingly simple at the same time.

If the above explanation has confused you, perhaps looking at the code will help. Here is the revised powerRule:

function powerRule(obj) {       if (obj is :term) {           var a = obj. a;           var n = obj. n;           term(a * n,n - 1); }       else if (obj is :plus) {           var dp/dx = powerRule(obj . p); var dq/dx = powerRule(obj . q); plus(dp/dx,dq/dx); }       else {           throw(:calculusError,"powerRule: unknown object"); }       }

Note that dp/dx is a variable name and is something entirely different from dp / dx, which is the variable dp divided by dx. For plus objects, we extract the two terms, p and q, take their derivatives using the power rule, and then combine them into a plus object.

More than two terms
Our plus constructor is fine for representing lines as a line is composed of two terms, one of them being a constant. What do we do for a sum of three or more terms?

How about doing...nothing.

Yes, nothing. It turns out that our design of plus is so fine it not only handles the sum of two terms but the sum of a plus object and a term. . Recall that the only requirement for the parameters p and q in a plus object are that they both be bound to objects that have a value method. Does a plus object have a value method? Yes, indeed! So that means p or q or both can be bound to plus objects. Let's see:

var a = term(-5,0); var b = plus(term(3,1),a); var y = plus(term(4,2),b);

The variable y now refers to the polynomial:

$$ y = 4 x ^ 2 + 3 x ^ 1 + -5 x ^ 0 $$

or more simply:

$$ y = 4 x ^ 2 + 3 x - 5 $$

Now, just because we should (and can) be able to combine sums and terms nilly-willy with our plus constructor doesn't mean we can assume plus is completely correct as written. We need to test in order to convince ourselves thoroughly that the code works. Let's test a, b, and c at some value of x that is easy to verify, say x = 2:

sway> a. value(2); INTEGER: -5 sway> b. value(2); INTEGER: 1 sway> y. value(2); INTEGER: 17

In this interaction, we see that a, which is $$-5x^0$$, has a value of -5 when x has a value of 2. The object b, which is a plus object representing $$3x^1 + -5x^0$$, has a value of 6 - 5 or 1. The object y, which is also a plus object and represents $$4x^2 + 3x^1 + -5x^0$$, has a value of 16 + 6 - 5 or 17.

It is not surprising that the object a, which is just a term, and the object b, which is composed of two terms, both give the correct answer; we are using their constructors exactly in the manner they were intended. Less obvious is why y works, being composed of a term and a plus object. The next section will demonstrate visualization to help you understand 'why'.

Visualizations
A very good way to see why y works is to visualize the y object. We begin by modifying the term constructor to add a toString method. In general, a toString method is used to generate a string representing the current state of the object. Such a string is called a visualization.

Before continuing, read up on strings.

Here is the modified term function with its new toString method:

function term(a,n) {       function value(x) { a * (x ^ n); } function toString {           "" + a + "x^" + n;            } this; }

As always, we write a bit of code, and then test, test, test!

sway> var t = term(3,2); sway> t. toString; STRING: "3x^2"

Given any term, we can quickly see the parts of our object in a way that is very easy to understand. This is the goal of visualization.

We will also need to add a visualization to plus:

function plus(p,q) //p and q are terms or plus objects {       function value(x) { p. value(x) + q. value(x); } function toString {           p. toString + " + " + q. toString; }       this; }

Note that plus visualizes itself by using the visualizations of its component objects and adds a '+' sign to indicate addition.

Now we remake a, b, and y with these new definitions of term and plus in force:

var a = term(-5,0); var b = plus(term(3,1),a); var y = plus(term(4,2),b);

Let's see what y looks like:

sway> y. toString; STRING: 4x^2 + 3x^1 + -5x^0

Looks exactly as intended.

To see further why the visualization works, it is sometimes useful to look at the sequence of calls generating the result. These calls are organized into what is known as a 'call tree'. Actions within a call are indented one-level from the originating call. Leftward pointing arrows represent return values.

Here is to call tree for y's toString method call:

call y. toString          //object y is plus(term(4,2),b) call p. toString      //object p is term(4,2) <-- "4x^2"               //return value " + "       call q. toString      //object q is b, plus(term(3,1),a) call p. toString  //object p is term(3,1) <-- "3x^1"           //return value " + "           call q. toString  //object q is a, term(-5,0) <-- "-5x^0"          //return value <-- 3x^1 + -5x^0         //return value <-- 4x^2 + 3x^1 + -5x^0      //return value

Combining the strings from top to bottom at the first indentation level gives us the overall return value:

4x^2 + 3x^1 + -5x^0

We can construct a call tree determining the value of y when x = 2, as well:

call y. value(2) call p. value(2)        // p is 4x^2 <-- 16       +        call q. value(2)        // q is 3x^1 + -5x^0 call p. value(2)    // p is 3x^1 <-- 6           +            call q. value(2)    // q is -5x^0 <-- -5       <-- 1    <-- 17

Summing the return values at the first indentation level yields 17, the overall return value.

Visualization is an important technique. You should always include a visualization method for all your objects so that you can easily debug your program when things go awry. In such cases, your visualization will likely point out that an object does not appear as you expect it to, an important first step in solving your problem.

Power Rule Modifications
We have tested our powerRule function on sums of terms, but will it work for sums of sums? Let's examine the code:

function powerRule(obj) {       if (obj is :term) {           var a = obj. a;           var n = obj. n;           term(a * n,n - 1); }       else if (obj is :plus) {           var dp/dx = powerRule(obj . p); var dq/dx = powerRule(obj . q); plus(dp/dx,dq/dx); }       else {           throw(:calculusError,"powerRule: unknown object"); }       }

If the formal parameter obj is bound to a sum of plus objects, the powerRule function is called recursively on the two objects making up the sum. As long as either of those two objects is a plus or term object, it appears if powerRule can handle it. In the case of a plus object, powerRule calls itself recursively again.

Let's test the powerRule function on the polynomial bound to the variable y above. Recall y visualized as:

4x^2 + 3x^1 + -5x^0

We would expect the powerRule function to produce a polynomial that visualizes to something like:

8x + 3

Let's see.

var dy/dx = powerRule(y); sway> dy/dx. toString; STRING: 8x^1 + 3x^0 + 0x^-1

Looking at the last term of the result, we note that zero times anything is zero, so the result is equivalent to:

8x^1 + 3x^0 + 0

or

8x^1 + 3x^0

Noting, as before, that $$x^0$$ is equal to 1, the result becomes:

8x^1 + 3*1

or

8x^1 + 3

Finally, realizing that $$x^1$$ is simply x, the result becomes:

8x + 3

as desired. Some of the questions at the end of this chapter explore how to have the plus and term perform some of these simplifications automatically.

Other mathematical combinations of terms
What if we wish to subtract two terms, as in:

y = 3x^2 - 4x

We can write a function named minus to do this:

function minus(p,q) {       function value(x) {           p. value(x) - q. value(x); }       function toString {           p. toString + " - " + q. toString; }       this; }

This is just like plus, except that minus signs are used instead of plus signs in methods value and toString.

What is the power rule for the subtraction of terms? It is similar, but not quite the same as the power rule for the addition of terms:

$$\frac{d(a - b)}{dx} = \frac{d(a)}{dx} - \frac{d(b)}{dx}$$

Thus powerRule, as written, cannot work for minus objects because there is no code in powerRule that subtracts or even produces a minus object. We will need to add a new clause to powerRule:

function powerRule(obj) {       if (obj is :term) {           var a = obj. a;           var n = obj. n;           term(a * n,n - 1); }       else if (obj is :plus) {           var dp/dx = powerRule(obj . p); var dq/dx = powerRule(obj . q); plus(dp/dx,dq/dx); }       else if (obj is :minus) {           var dp/dx = powerRule(obj . p); var dq/dx = powerRule(obj . q); minus(dp/dx,dq/dx); }       else {           throw(:calculusError,"powerRule: unknown object"); }       }

While this will work, there is a clue that we are doing something wrong. Whenever you see a if-chain dealing with objects, it means you are not fully exploiting the power of objects and you should reorganize your code to remove the if-chain. The next section shows how.

The Object Way
The design of a program usually evolves over time. Some programmers feel very invested in the code they have written and will doggedly hang on to it even when a better way of doing things becomes apparent. In the words of the immortal Kenny Rogers, "you got to know when to hold 'em, know when to fold 'em". In this case, our powerRule function is threatening to get out of hand, so we are going to fold and get a new deal.

Our new approach expands on the statement:

 * An object should be able to ...

In the case of our term and plus objects, we have already implemented the following versions of the above statement:

 * A term object should be able to return its coefficient
 * A term object should be able to return its exponent
 * A term object should be able to compute a y value given an x value
 * A term object should be able to be able to visualize itself
 * A plus object should be able to return its components
 * A plus object should be able to compute a y value given an x value
 * A plus object should be able to be able to visualize itself

To this list, we will add the following statements:

 * A term object should be able to differentiate itself
 * A plus object should be able to differentiate itself
 * Other similar objects should be able to differentiate themselves

Let's first update our term constructor so that terms can differentiate themselves. We do this by adding a diff (for differentiation) method:

function term(a,n) {       function value(x) { ... }       function toString { ... }       function diff {           term(a * n,n - 1); }       this; }

The body of the diff method is simply a form of the term code found in the powerRule function.

We can do the same for the plus constructor:

function plus(p,q) {       function value(x) { ... }       function toString { ... }       function diff {           var dp/dx = p. diff; var dq/dx = q. diff; plus(dp/dx,dq/dx); }       this; }

To make plus a little shorter, we can replace the body of the diff method with a single line:

function diff {       plus(p . diff,q . diff); }

Using the fact that plus is a function of two arguments, we can use infix notation as well:

function diff {       p. diff plus q. diff; }

Modifying the minus constructor is similar. What about multiplying and dividing terms?

According to CME, the mathematical rule for differentiating a product is:

$$\frac{d(a * b)}{dx} = (a * \frac{db}{dx}) + (b * \frac{da}{dx})$$

The rule for division is more complicated still:

$$       \frac{d(a / b)}{dx} = \frac {(a * \frac{db}{dx}) - (b * \frac{da}{dx})} {b^2} $$

The implementations of the diff methods for times and div constructors are left as an exercise.

After doing all this, the powerRule function becomes very simple:

function powerRule(obj) {       obj. diff; }

It is so simple, in fact, that it is longer doing any useful work and can be discarded.

Questions
All formulas are written using Grammar School Precedence.

1. What happens if you pass a plus object to the original powerRule function? Explain what happens.

2. Define and test a times constructor. Be sure to add toString and diff methods.

3. Define and test a div constructor. Be sure to add toString and diff methods.

4. Modify the toString method of term to use only the coefficient if the exponent is zero.

5. Modify the toString method of term to ignore the coefficient and/or the exponent if it is 1. That is, term(3,1) should display as 3x, not 3x^1, and term(1,4) should display as x^4, not 1x^4.

6. Modify the toString method of term to produce the empty string ""if the coefficient is zero.

7. Modify the plus constructor to throw away terms if they have a coefficient of zero. How do you 'throw away' a term?

8. Modify the plus constructor so that if the second argument is a term with a negative coefficient, it produces an appropriate minus object instead.

9. Use Sway for Problem 6 on page 64 of CME.

10. Use Sway to differentiate y = (x - 3/2) + (x^2 -5x) + (3x^3 + 7x^2 + 3x + 5) Define function y and

11. Work exercises 1-5 on p. 64 of CME using pencil and paper.

12. Use pencil and paper to solve exercise 11 on p. 77.


text:
The Science of Programming/Lather, Rinse, Repeat

As CME, Chapter 7 notes, suppose:

$$ y = f(x) $$

That is to say, y is some function of x. If that is so, then:

$$ \frac{dy}{dx} $$

is sometimes denoted:

$$ f\,'(x) $$

with the apostrophe indicating differentiation.

Because of Sway's liberal views on naming variables, we can use the same notation. Consider defining a line:

var f = line(3,-5);     //equivalent to y = 3x - 5

where the line constructor is just a wrapper for a call to the plus constructor:

function line(m,b) {       plus(term(m,1),term(b,0)); }

Then, we can differentiate our line thusly:

var f' = f. diff;

Since f represents a line and the differentiation of a line yields the slope of a line and the slope of the line is always a constant m, we would expect that evaluating $$f\,'$$ at different points would always yield the slope:

sway> f'. toString; STRING: 3x^0 + 0x^-1 sway> f'. value(0); EVALUATION ERROR: :mathError stdin,line 9: exponentiation: cannot divide by zero

What happened? The problem is the second term of f'. We end up evaluating that term with x = 0. What is x ^ -1 when x is zero? It's $$\frac{1}{0}$$. That's what caused the divide-by-zero error. What should we do about it? Whenever a term's exponent goes to zero, we should force the exponent to stay at zero, when differentiating.

Here's a new version of diff for term:

function diff {       if (n == 0) {           term(0,0); }       else {           term(a * n,n - 1); }       }

Does it work? After remaking, f and f', we have

sway> f'. toString; STRING: 3x^0 + 0x^0 sway> f'. value(0); REAL_NUMBER: 3.000000000

sway> f'. value(5); REAL_NUMBER: 3.000000000

we see that it does.

If we repeat the differentiation process again, we find out how fast the slope is changing at any given point. For a line, the slope never changes so we would expect the derivative of the derivative (also known as the second derivative) always to yield zero.

var f '' = f'. diff; sway> f ''. toString; STRING: 0x^0 + 0x^0 sway> f ''. value(0); INTEGER: 0 sway> f ''. value(5); INTEGER: 0

Confirmed.

More on visualization
We really need to do something about our visualization. It's printing out terms that we really don't need to see. Let's simplify the output by making term's toString method more complicated. Please implement the following rules for term's toString method:

 * 1) if the coefficient is zero, toString should return "0"
 * 2) if the exponent is zero, toString should return "" + a
 * 3) if both the coefficient and the exponent are 1, toString should return "x"
 * 4) if the exponent is one, toString should return "" + a + "x"
 * 5) if the coefficient is one, toString should return "x^" + n
 * 6) otherwise, toString should return "" + a + "x^" + n

Earlier rules take precedence over later rules. After implementing these rules and remaking f, f', and f '' , we get the following visualizations:

sway> f. toString; STRING: 3x + -5 sway> f'. toString; STRING: 3 + 0 sway> f ''. toString; STRING: 0 + 0

Somewhat better. Now we need to improve plus to throw away constant terms with a value of zero. We can do this in the main body of the plus constructor:

 * 1) if the first argument is equivalent to zero, have plus return the second argument
 * 2) if the second argument is equivalent to zero, have plus return the first argument
 * 3) otherwise, have plus return this

Your logic should look like this:

function plus(p,q) {       ...        if (p is equivalent to zero) {           q;            } else if (q is equivalent to zero) {           p;            } else {           this; }       }

How do we determine if an argument to plus is equivalent to zero? Since we are representing zero as a term with a zero coefficient, we could use logic like this:

if (p is :term && p . coefficient == 0)

Now our hack of using a term to represent zero is starting to raise its ugly head. Our code is becoming non-obvious to someone who might be reading our code (for maintenance purposes, perhaps) without benefit of reading this text. Zero is a constant, in that it doesn't ever change; zero is always zero. A term, on the other hand, often changes, depending on the value of the independent variable. This leads to a cognitive dissonance that increases the difficulty of understanding our code.

Let's solve this problem by building a 'constant' constructor. This constructor will have all the methods of term, but will better represent a value that never changes. Here is an attempt:

function constant(value) {       function toString { "" + value; } function diff { ... }       function y(x) { ... }       this; }

The implementations of diff and y are left as an exercise and should implement the following logic:

 * the differential of a constant is a constant zero
 * the y value of a constant is always the value of the constant, regardless of the value of the independent variable

Now, we can test for a zero object in plus like this:

if (p is :constant && p . value == 0)

See how this code is much more understandable. We now update our diff method in term to take advantage of our new constant constructor.

function term(coefficient,exponent) {       ...        function diff {           if (n == 0) {               constant(0); }           else {               term(a * n,n - 1); }           }        ...        this; }

With these changes and after remaking f, f', and f ''  with the new versions of plus, term and constant, we get the following visualizations:

sway> f. toString; STRING: 3x + -5 sway> f'. toString; STRING: 3 sway> f ''. toString; STRING: 0

Much better.

Successive Differentiations of Complex Polynomials
It's rather uneventful to repeatedly differentiate a line. Higher-order polynomials are a little more interesting. Rather than build up a high order polynomial of many terms piece by piece, as in:

var a = term(1,0); var b = plus(term(2,1),a); var c = plus(term(3,2),b); var y = plus(term(4,3),c);

We can build it up en masse:

var y = plus(term(4,3),plus(term(3,2),plus(term(2,1),term(1,0))));

or since this whole scale building can be hard to read, build y using infix operator syntax:

var y = term(4,3) plus term(3,2) plus term(2,1) plus term(1,0);

No matter how you make y (it's all a matter of preference), we can differentiate it successively:

var y' = y. diff; var y '' = y'. diff; var y ' = y . diff; sway> y. toString; STRING: 4x^3 + 3^x2 + 2x + 1 sway> y'. toString; STRING: 12x^2 + 6^x + 2 sway> y ''. toString; STRING: 24x + 6 sway> y '''. toString; STRING: 24

To check numerically, let's evaluate y '' at x = 1 and 2.

sway> y ''. value(1); INTEGER: 30 sway> y ''. value(2); INTEGER: 54

The object y ''' should represent the constant 24:

sway> y '''. value(1); INTEGER: 24 sway> y '''. value(2); INTEGER: 24

Everything looks good.

Questions
1. Justify mathematically each of the simplifying visualization rules for a term.

2. Add simplification to the minus constructor. The simplification is similar to plus but is a tiny bit trickier.

3. Add simplification to the times constructor. You should return constant zero if either argument is zero and if one of the arguments is constant one, return the other. Otherwise, return this.

4. Add simplification to the div constructor. You should return constant zero if the numerator (the first argument) is constant zero. You should return the numerator if the denominator (the second argument) is constant one. Otherwise, you should return this.

5. Represent and plot $$ y = 2x^2 $$ in sway using gnuplot. What is $$ dy/dx $$? Plot it versus x. What does it represent? What is $$ d^2y/dx^2 $$? Plot it versus x. What does it represent? What is $$ d^3y/dx^3 $$? Plot it versus x.

6. Use both sway or pencil and paper to do 1-3 on p. 82.


text:
Cookbook:Green Chicken Curry with Coconut Milk

| Thai recipes | Vietnamese recipes

Serve this hearty dish with rice.

Curry paste

 * 2 tbsp dried coriander seeds
 * 1 tbsp black peppercorns
 * Chiles
 * 2 cm fresh ginger
 * Fresh coriander
 * 2 big cloves of garlic
 * 3 tbsp chopped onion
 * 1–5 pieces of lemongrass, coarsely cut

Curry

 * Oil for frying
 * 3–4 big leeks, coarsely chopped
 * 2 green bell peppers
 * 1–2 cans of coconut milk
 * Garlic
 * Soy sauce
 * 850 g cubed chicken meat
 * Basil
 * Salt
 * 1 tbsp fish sauce (optional)

Procedure

 * 1) Grind all the ingredients for the curry paste together with a mortar and pestle.
 * 2) Fry the curry paste with oil for a couple of minutes in a big pot. Add leeks and bell pepper. Shortly after, add the coconut milk, cover, and let simmer 20–30 minutes.
 * 3) Meanwhile, crush garlic into a bowl with some soy sauce and mix in the chicken meat cubes. Let marinate.
 * 4) Fry the marinated meat with oil.
 * 5) Add the cooked meat to the curry pot, then season with basil, salt, and fish sauce to taste.


text:
Brave New World

This is a study guide for the novel Brave New World by Aldous Huxley. The entire book is available online at https://www.huxley.net/bnw/.

Table of Contents

 * Background information (Wikipedia)

The basics

 * /Summary/
 * /Characters/
 * /Castes/
 * /Symbols and References/

Thinking Critically

 * /Utopia and Dystopia/
 * /Hedonism/
 * /Eugenics/
 * /Conditioning/ (repetition)
 * /Birth and Death/
 * /Comparison to Nineteen Eighty-Four/
 * /Essay questions/
 * Character Analysis:
 * /Bernard Marx/
 * /John/
 * /Helmholtz Watson/

title: Brave New World


text:
Dutch Empire/Dutch Revolt

One need not hope in order to undertake, nor succeed in order to persevere.-William the Silent

Religion
During the 16th century, Protestantism rapidly gained ground in the Dutch Provinces. Initially the Spanish repressed the Protestants, but eventually the local officials tolerated them. At the time the Protestants only formed a minority.

Taxation
The Dutch provinces were always a very wealthy region. Under Charles V the Habsburg empire became a worldwide empire with large American and European territories. Due to the wealth of the Dutch, they were taxed heavily, to defend the Habsburg possessions in Europe.

Philip II
In 1566, Philip II became the King of Spain. Charles, despite his harsh actions, had been seen as a ruler empathetic to the needs of the Netherlands. As soon as Philip became King, he began to suppress Protestantism by sending Spanish Troops, and imposing heavy taxes onto the Dutch. In an effort to build a stable and trustworthy government in the Netherlands, Philip appointed several members of the high nobility of the Netherlands to the States General, the governing body of the seventeen Netherlands. However already in 1558 the states started to contradict Philip’s wishes, by objecting to his tax proposals and demanding the withdrawal of Spanish troops. Petitions to King Philip by the high nobility went unanswered.

The Revolt Begins
Early in August of 1566, a mob stormed the church of Hondschoote in Flanders (now in Northern France). This relatively small incident spread North and led to a massive iconoclastic movement by Calvinists, who stormed churches and other religious buildings to desecrate and destroy statues and images of Catholic saints all over the Netherlands. The Calvinists said that they were idols. As the nobles began to turn against Spain, Philip realized he had lost control of the Dutch. On August 22, 1567, Fernando Álvarez de Toledo, 3rd Duke of Alba, marched into Brussels with 10,000 troops.

Alba took terrible measures against the Dutch and quickly established his own court. Over one thousand people were executed in the following months, even nobles who tolerated Protestantism were not safe. The large number of executions led the court to be nicknamed the "Blood Court" in the Netherlands, and Alba to be called the "iron duke". Rather than pacifying the Netherlands, these measures helped to fuel the unrest.

William of Orange

William I of Orange, also known as William the Silent, was Stadtholder of the provinces of Holland, Zeeland and Utrecht, and Margrave of Antwerp; and one of the most influential nobles in the States General. After the arrival of Alba he was forced to flee, and his lands were forfeited to the Spanish king.

However, he returned in 1568, and attempted to drive Alba out of Brussels. William said he remained loyal to Philip, but thought Alba was a misguided minister. Though the campaign ended in failure, it saw a Dutch Victory at Battle of Heiligerlee before William's army ran out of money.

William would continue to be the leader of the revolt for the remainder of his life. Today, he is still remembered in the Netherlands, as "Vader des Vaderlands" which in English means "Father of the Fatherland".

Another Uprising
By 1570 the Spanish had more or less suppressed the rebellion throughout the Netherlands. It was also a year of disaster. On All Saints Day a big storm hit the low lying areas of the coast of Zeeland and Holland. It wiped away most of the dykes and killed thousands. This flood stands out as one of the more severe ones in the long litany of such events in the country's history.

There was little help from the authorities. On the contrary, in an attempt to finance the Spanish Army against the Ottoman Empire, Alba proposed the "Tenth Penny", a 10 per cent levy on all sales other than landed property. At first it was rejected by the States, but soon after a compromise was agreed upon. in 1571, Alba decided to press forward with the collection of the Tenth Penny regardless of the States' opposition. Catholics and Protestants protested together against this Tenth Penny, in vain. A band of Geuzen, licensed pirates, led mostly by dispossessed members of the lower gentry that had lost their welcome in English ports, attacked and captured the coastal town of Brill on April first 1572. They were welcomed as heroes, particularly by the Protestants. Members of the Catholic clergy did not fare as well. To give their exploits an aura of respectability the pirates decided to declare themselves 'for the prince', referring to the Prince of Orange who had tried to inspire rebellion from his exile in Dillenburg in Germany. This was the first permanent foothold for the Dutch in the War.

It would have been a relatively unimportant event if most of the important cities in the provinces of Holland and Zeeland had not declare loyalty to the prince as well, often prodded by their own population's rallies. Notable exceptions were Amsterdam and Middelburg, which would remain loyal to the Catholic cause until 1578. William the Silent was put at the head of the revolt. He was recognized as Governor-General and Stadtholder of Holland, Zeeland, Friesland and Utrecht. In an attempt to encourage the people to revolt against Spain, William converted to Calvinism, as the Calvinists wanted above all other religions, to revolt.

The response
The rebellion was still limited to what, in the Burgundian-Habsburg Netherlands, were considered provinces of lesser importance. The rich provinces of Flanders and Brabant, with their ports and textile industry, remained quiet. This allowed the Spanish to attempt to quell the new rebellion. This proved a tedious and expensive process in the marshy lowlands. Naarden fell and its population was decimated. Haarlem underwent a long and horrible siege and its fall cut the rebels' territory in half. In 1573, Alba attempted to take the city of Alkmaar to the north, but he failed. Leyden to the south also withstood the Spanish onslaught. The Geuzen pierced the dykes to flood the Spanish troops' positions and finished them off in flat-bottom boats.

Bankruptcy
Alba's failure caused him to be replaced by Luis de Requesens, because his failing policies meant a considerable strain on the Spanish finances. De Requesens, however, did not manage to broker a policy acceptable to both the Spanish king and the Netherlands when he died in early 1576. Spain was forced to declare bankruptcy and the Spanish troops, angered and unpaid, sacked Antwerp, leaving some 8,000 dead.

This pierced the heart of the body politic. The rich merchants of Antwerp who had politely refused to take any political action so far did not like marauding soldiers invading their houses. They used their influence to do what the absentee king least of all wanted: they insisted upon the convening of the parliament, the States General.

The States General convened and decided to do what they had always refused to do for the king: they raised enough money to buy off the marauding troops. Their efforts reunited the provinces in what is known as the Pacification of Ghent. This meant that the other 14 provinces besides Holland, Zeeland and Utrecht were now de facto part of the rebellion because -whether intentional or not- the mercenaries were now in their service rather than the king's. The king was furious because losing control to the parliament was the last thing he wanted.

He sent an ultimatum to submit to his control immediately and a fresh army from Spain to underline his resolve.

Independence and Partition
On January 6, 1579, prompted by the new Spanish governor Alexander Farnese and upset by the aggressive Calvinism of the Northern States, some of the Southern States, the so-called Walloon Flanders located in what is now France and Wallonia, signed the Union of Arras, expressing their loyalty to the Spanish king.

In response to the treaty, William united the northern states of Holland, Zeeland, Utrecht, Guelders and the province of Groningen in the Union of Utrecht on January 23, 1579. Other southern cities like Bruges, Ghent, Brussels and Antwerp joined the Union of Utrecht. The 17 provinces of the Netherlands were now divided and this partition into what is now the Netherlands and Belgium would prove permanent, despite a brief and emphatically unsuccessful attempt at reunification from 1814-1831.

The leadership question
William of Orange, was declared an outlaw by Philip II in March 1580. Four years later he was assassinated by Balthasar Gérard, a Catholic and supporter of the Spanish King, on July 10, 1584. Gérard was later tortured to death. William's dying words were "Oh my God, have mercy on this poor people". William would be succeeded as leader of the rebellion by his son Maurice of Nassau, Prince of Orange, but the question about the political structure and the leadership of the rebellious Union remained unsettled for a long time

In the late 16th century, it was not conceivable that a country could be governed by anyone but high nobility, if not a king, so the States General tried to find a suitable replacement for Philip. They asked Queen Elizabeth of England, but she declined the offer. On July 26, 1581 the Oath of Abjuration was issued, in which the Netherlands proclaimed that the King of Spain had not upheld his responsibilities to the Netherlands population and would therefore no longer be accepted as rightful king. A few years later, in 1585, Elizabeth agreed to aid the Dutch, but as no one would be their king, the rebellious provinces decided for a rather unlikely option at the time: they became a republic: the Republic of the Seven United Netherlands. Many nations recognized the fledgling country shortly after, including France and England.

Spain's response. Capitalist beginnings

Immediately after the oath of abjuration, Spain sent a new army to recapture the Dutch Republic and a process of reconquest began, concentrating on the 'important' provinces like the cities of Flanders. Ghent fell and all of its Protestants fled north. This process led to the expulsion of an estimated 10-15% of the population of the South who would flee to the North, often the more elite part of the population.

In 1585 the Spanish succeeded in capturing Antwerp. They may have believed they had won the war with that, but they allowed most of the merchants to leave, not realizing that without the people who made the trade work all they conquered were brick and stone. The merchants soon set up shop in Amsterdam. Meanwhile Spain had gained control over Portugal and what had been the major port for colonial goods: Lisbon. The merchants of the rebellious Netherlands therefore had no choice but to find ways to acquire the precious spices themselves as they were no longer welcome in Lisbon. They cooperated to raise enough capital for such a risky venture. To do so they developed instruments like shareholdership and insurance. The result was that the rebellious provinces rapidly developed into a merchant dominated oligarchy driven by colonial enterprise based on capitalist -rather than government controlled- principles. All colonies until 1795 would be strictly under control of the VOC or WIC companies. Dutch colonial enterprise was very profitable and quickly made it financially impossible for the Spanish to reconquer the lost provinces, although they would persist until 1648 in trying. However the Dutch model of colonial enterprise also had its drawbacks. Many decisions were strictly based on short-term bottom-line considerations. For example, when Mauritius -unsettled until the Dutch took it- suffered damage from a typhoon the island was simply abandoned because the leadership of the VOC did not deem it profitable to restore the damage. Few on the island speak Dutch today.

International involvement
Both England and France had followed the developments in the Netherlands with a keen eye. After all Spain was the sole superpower of its day, but one that seemed rather mired in Dutch peat and clay.

After finding out about English support for the Dutch in 1588, Philip ordered the Spanish Armada to invade England, the mission failed and the Spanish navy was crippled. Under financial and military pressure, in 1598, Philip ceded the Netherlands to his favorite daughter Isabella and to her husband, his nephew Archduke Albert of Austria.

Around this time, Maurice, son of William, launched a number of campaigns and over the next 12 years captured the cities of Breda (1590), Zutphen, Deventer, Delfzijl and Nijmegen (1591), Steenwijk, Coevorden (1592) Geertruidenberg (1593) Groningen (1594) Grol, Enschede, Ootmarsum, Oldenzaal (1597) and Grave (1602). It was during this time when the fighting had left the heart of the republic, that the Dutch advanced into their Golden Age.

After a decisive Dutch victory at the Battle of Gibraltar, Spain and the Dutch Republic agreed to a ceasefire. This resulted in the 12 Years Truce.

12 Years Truce
1609 saw the start of a ceasefire, afterwards called the Twelve Years' Truce, between the United Provinces and the Spanish controlled southern states, mediated by France and England at The Hague. It was during this ceasefire the Dutch made great efforts to build their navy, which was later to have a crucial bearing on the course of the war.

Negotiations for a permanent peace went on throughout the truce. Two major issues could not be resolved. First, the Spanish demand for religious freedom of Catholics in the northern Netherlands was countered by a Dutch demand for a similar religious freedom for Protestants in the southern Netherlands. Second, there was a growing disagreement over the trade routes to the different colonies which could not be resolved.

War Breaks Out Again

In 1622, a Spanish attack on the important fortress town of Bergen op Zoom was repelled, but the countries were at war again. This part of the war would be a part of the more extensive Thirty-Years War. In 1625 the Spanish laid siege to the city of Breda, and Maurice died during the siege. After the English failed to relieve the siege, the city was surrendered to the Spanish.

Despite this major victory, the Spanish would face a string of losses, including the Dutch capture of the cities of Groenlo, and Hertogenbosch. The Dutch, led by Piet Pieterszoon Hein, captured a Spanish treasure fleet off the coast of present day Cuba.

As more European countries began to build their empires, the war between the countries extended to colonies as well. Battles for profitable colonies were fought as far away as Macau, East Indies, Ceylon, Formosa (Taiwan), the Philippines, Brazil, and others. The most important of these conflicts would become known as the Dutch-Portuguese War. The Dutch carved out a trading empire all over the world, using their dominance at sea to great advantage.

Spain's Decline at Sea
In 1639, Spain sent an armada bound for Flanders, carrying 20,000 troops in a last attempt to end what they still thought was a "Revolt". The armada was defeated by Lieutenant-Admiral Maarten Tromp in the Battle of the Downs. This battle was so crushing to the Spanish naval power, it would never fully recover.

Peace
On January 30, 1648, the war ended with the Treaty of Münster between Spain and the Dutch Republic. In the treaty, Spain agreed to recognize Dutch Independence, and finally, after an 80 year struggle, the Dutch Republic was an independent country, recognized by all.

The treaty also confirmed that the new republic was formally independent from the Holy Roman Empire. This was a mere formality because a century before Charles V, both lord of the Netherlands and Emperor, had created the Netherlands as a separate entity in what is known as the Pragmatic Sanction. The 17 provinces were to be inherited together and had their own parliament, not subservient to the German Diet. To squeeze some more money out of the provinces, Charles had insisted that they pay a yearly sum of money to 'the emperor' (himself) in exchange for 'his protection', but that summed up what little relationships left with the Empire. A century later, in 1648, the Empire was little more than a rubble heap and the Republic the richest state in Europe. The Emperor knew that he needed to drop all expensive pretenses, if even Spain needed to.

The relations between Spain and the Republic would quickly improve and a few years later they were allies, particularly against French aspirations.

title: Dutch Empire/Dutch Revolt


text:
Trainz/Importing Across Platforms

Importing meshes/models across 3D modelling platforms is sometimes necessary in order for the creator to import their assets into Trainz or make use of various features available in different programs (e.g. bump mapping - not available in Gmax).

Various methods have been devised to move models across from one piece of software to another, but there is currently no program available to directly convert from one file format to another. Due to the nature of importing meshes from one program to another, some methods involve loss of detail, loss of texturing or loss of animation.

3DS Max>Gmax or 3DS Max>3DS Max via BFF Exporter
For users of 3DS Max v.7,8,9,2008,2009, the current lack of Trainz exporter has forced the use of a particularly useful freeware tool involving MaxScript to export and import between 3DS Max and Gmax freely. The BFF exporter and instructions are available at http://www.scriptspot.com/bobo/darkmoon/bff/ and although still in development allows complete transferability (minus animation) between two programs.

title: Trainz/Importing Across Platforms


text: Wikibooks:Requests for deletion/Errata & Real Book Errata


text:
Chess Opening Theory/1. d4/1...c5/2. d5

= Old Benoni Defence =

Theory table
.

'''1. d4 c5 2. d5'''

title: Chess Opening Theory/1. d4/1...c5/2. d5


text: User talk:70.156.3.206

title: User talk:70.156.3.206


text:
User:Robbiemuffin

''H i mom! '' :)

—  r obbiemuﬃn  page talk 04:51, 13 May 2008 (UTC)

“Our great democracies still tend to think that a stupid man is more likely to be honest than a clever man.” By Bertrand Russell

Book Shelf
Linguistics

http://www.quotegarden.com/language.html

Writing Resources
global wiki:

template/page documentation:

page layout stuff:

My Pages

 * Libro Kreyòl
 * Libro Devanagari
 * Ensayo Spanish pronouns
 * Ensayo Sudoku
 * Anotaciones L2 Presentation Patterns
 * Anotaciones Language Structure
 * Boceto folly - proper english - just an idea aobut a controlled english-based language

Dead Pages
User:Robbiemuffin/Templates/UartListing

title: User:Robbiemuffin


text:
User talk:Agomulka

Welcome to Wikibooks, Agomulka!

title: User talk:Agomulka


text: User:Robbiemuffin/Templates/UartListing

title: User:Robbiemuffin/Templates/UartListing


text:
Chess Opening Theory/1. e4/1...e5/2. d4/2...exd4/3. Qxd4

Center Game Accepted
In the Center Game, White is happy with himself for knocking out Black's only foothold in the center square, e5. At the time, all four central squares are controlled by White. This may seem like a huge advantage for White, but if Black simply plays Nc6, the queen is forced to move. Conversely, it may seem like a bad idea to develop the queen before any other pieces; however, Black can get into trouble if careless.

Black's responses
Usually, Black responds to the center game by playing /3...Nc6/ forcing White's queen to leave its central outpost.

Theory table
'''1. e4 e5 2. d4 exd4 3. Qxd4'''


text:
User:Robbiemuffin/Templates/UartListing/doc

— User Article Listing

Status: Defunct

Usage

title Title text for the link set

linkpage Table or other include for the links


text:
User:Jnich026

ABOUT ME? I am a 21 year old from Halifax County, VA. I am currently working toward my Bachelor's of Science in Interdisciplinary Studies with a Concentration in PreK-6 degree. I am in a wheelchair and have been most of my life because I was born with Spina Bifida. If anyone wants to know about that, I would be more than happy to talk about the parts I know about with you. I also collect keychains and hope to one day have one from every state as well as as many of the countries as possible. I have already gotten one from Japan and Australia. I want to teach somewhere in the neighborhood of K-2, however I am getting a degree through 6. I think my preference is second grade. They seem to know a lot already and can take care of the basic things they need, but they still don't know quite enough to hinder your efforts to teach effectively.

I am looking forward to teaching in the public school system in my county. I think every child deserves a great education and a teacher that can give them that. I had great teachers all through school and continue to have them in school. Students with special needs to be handled as they are just like everyone else. They do not to feel like they are an outcast in a group of their peers. I don't think that just because they need special accomendations they should be looked upon as adding extra work for the teacher. Some teachers look at it this way, but I feel this is wrong. They can't help the way they are, and they should not be treated as if they brought it on themselves. In addition to not treating special needs kids differently, I also do not see the point in separating kids based on gender or ability. In doing this, I think that it is sending a negative message to the groups saying, "You are better/worse than the others.". There is already too much competition in schools today with all the programs that have been created for gifted kids. Why add to the competitions by taking the grouping another step further to boys in one group and girls in another.

As for the ways I will go about teaching, I don't think I can really tell right now. I will try to do both lecture and group activities. I know at young ages a teacher has to keep on his/her toes just so the students don't get bored or off topic. However, because of SOL requirements the students will have to stay on the same requirements. It sounds a little dull, but because everyone must pass the test, it essential for everyone to be on the same page.

Since doing my observation, I have come to have a whole new idea of what classrooms should look like. When I was in school, all that was basically on the wall was the alphabet and maybe a few pictures that they teacher had found that were cartoons. I see now that the teachers have come a long way with the creativity of decorating a classroom. For my personal classroom, I want to be fun and exciting. I want it to be a place that the children look forward to coming to everyday. I am going to post up a word wall that has all the words we have studied from each subject. I am going to post up a number line that has how many days it has been since school started. It will have the odd numbers one color and the even ones another. I will have place where I can post when everyone's birthday is and try to have something on each of their birthdays. I want the parents to have as much involvement as possible. I will invite them into the classroom when every they want to come. I will also invite them to participate in what their child is learning, and maybe even assist a day or so. I will also have a chart that monitors the children's behavior. I want each student to take an active part in each day. I am going to have jobs for the students to do that not only teaches them responsibility but teachs them how to be a part of a group. I also want to have reward system set up that will encourage the children to do their very best and to maintain good behavior. This is where that chart I described comes into play.

I want the students to use technology in a way that is most effective for their level, as well as for what we are studying. I will have a time where the students go to the computer lab and learn how to use the computers, while at the same time the computers are teaching right along with what they are learning in the classroom.

I plan to test the children weekly to see what they know. I will also try to set up science activities to see how they can apply what they have learned.

I will try to give as little homework as possible. I know everything can't possibly be covered in a day, but I feel like the time the students have at home is just as valuable as the time they have at school. It is very stressful on the students with the SOL, and they need a break.

title: User:Jnich026


text:
User talk:Jnich026

Welcome to Wikibooks, Jnich026!

Reader Response
Abcallahan (talk) 03:46, 2 June 2008 (UTC) I have to totaly agree that SOL testing is not what it is cracked up to be. Properly following the SOL only as a guide line of what to be taught is wonderful, this allows us only expand on top of it. Proper reinforcement, remediation, and review is where we will actually win the children over. Once we have them, the wheels of learning has then only begun to roll.

I also comend you for being such a brave, courageous, and heart-felt person. Someone as fearless as you with the drive and passion will only better Halifax Co. I all to well know since I reside in Mecklenburg Co., both a rural area of Virginia that gets little help when needed.

I totally admire your courage and your determination. While most people would have probably given up by now, you have no signs of trying to do anything of the sorts and I believe your disability is truly giving you more strength and power than most without disability possess. I honor your bravery and strength. I truly am touch by the love in your heart. I believe you are going to make some school happy. You are really going to make a great teacher as well as mentor. The children you get in your class will definitely be privileged. I can only hope my children end up with a teacher who shares your spirit. I agree with you on SOL testing, I feel that as long as the kids know what you taught them throughout the year and the parents (the ones who pay attention), really can see a progress, there shouldn't be a SOL test. The quizzes and test the teacher gives should be enough evidence to show how far the child has come. Pperk002 (talk) 05:14, 31 May 2008 (UTC)

title: User talk:Jnich026


text:
Radiation Oncology/Head & Neck/Larynx/Staging

Laryngeal Cancer Staging

AJCC 8th Edition
AJCC 8th Edition (2017): To be used for staging beginning Jan 1, 2018.

T-Stage
 * unchanged from 7th edition

N-Stage

Overall stage
 * unchanged from 7th edition

AJCC 7th Edition
AJCC 7th Edition (2009)

Supraglottis

 * Anatomy: the inferior boundary of the supraglottis is a horizontal plane passing through the lateral margin of the ventricle at its junction with the superior surface of the vocal cord.
 * Subsites: False cords, arytenoids, suprahyoid epiglottis, infrahyoid epiglottis, aryepiglotic folds
 * T1: Tumor limited to one subsite of supraglottis with normal vocal cord mobility
 * T2: Tumor invades mucosa of more than one adjacent subsite* of supraglottis or glottis or region outside the supraglottis (e.g., mucosa of base of tongue, vallecula, or medial wall of pyriform sinus) without fixation of the larynx
 * T3: Tumor limited to larynx with vocal cord fixation and/or invades any of the following: postcricoid area, pre-epiglottic tissues, paraglottic space, and/or minor thyroid cartilage erosion (e.g., inner cortex)
 * T4a: Tumor invades through the thyroid cartilage, and/or invades tissues beyond the larynx (e.g., trachea, soft tissues of the neck including deep extrinsic muscle of the tongue, strap muscles, thyroid, or esophagus)
 * Note: extrinsic muscles of the tongue are: genioglossus, hyoglossus, styloglossus, and palatoglossus
 * T4b: Tumor invades prevertebral space, encases carotid artery, or invades mediastinal structures

Glottis

 * Anatomy: The glottis is composed of the superior and inferior surfaces of the true vocal cords, including the anterior and posterior commissures. It occupies a horizontal plane 1 cm in thickness, extending inferiorly from the lateral margin of the ventricle.
 * T1: Tumor limited to the vocal cord(s), which may involve anterior or posterior commissure, with normal mobility
 * T1a: Tumor limited to one vocal cord
 * T1b: Tumor involves both vocal cords
 * T2: Tumor extends to supraglottis and/or subglottis and/or with impaired vocal cord mobility
 * T3: Tumor limited to the larynx with vocal cord fixation and/or invades paraglottic space, and/or minor thyroid cartilage erosion (e.g., inner cortex)
 * T4a: Tumor invades through the thyroid cartilage and/or invades tissues beyond the larynx (e.g., trachea, soft tissues of neck, including deep extrinsic muscle of the tongue, strap muscles, thyroid, or esophagus)
 * Note: extrinsic muscles of the tongue are: genioglossus, hyoglossus, styloglossus, and palatoglossus
 * T4b: Tumor invades prevertebral space, encases carotid artery, or invades mediastinal structures

Subglottis

 * Anatomy: The subglottis is the region extending from the lower boundary of the glottis to the lower margin of the cricoid cartilage.
 * T1: Tumor limited to the subglottis
 * T2: Tumor extends to vocal cord(s) with normal or impaired mobility
 * T3: Tumor limited to larynx with vocal cord fixation
 * T4a: Tumor invades cricoid or thyroid cartilage and/or invades tissues beyond the larynx (e.g., trachea, soft tissues of neck, including deep extrinsic muscles of the tongue, strap muscles, thyroid, or esophagus)
 * Note: extrinsic muscles of the tongue are: genioglossus, hyoglossus, styloglossus, and palatoglossus
 * T4b: Tumor invades prevertebral space, encases carotid artery, or invades mediastinal structures

Metastasis Stage

 * MX: Distant metastasis cannot be assessed
 * M0: No distant metastasis
 * M1: Distant metastasis

AJCC Overall Stage

 * I - T1 N0
 * II - T2 N0
 * III - T3 N0, T1-3 N1
 * IVA - T4a N0-2, T1-4a N2
 * IVB - T4b any N, any T N3
 * IVC - M1

Older staging systems
AJCC 6th edition (2002)
 * no changes compared to 7th edition
 * new since 5th edition: subdivided T4 into T4a and T4b

AJCC 5th edition (1997)
 * For all subsites, T4 is a single grouping, not divided into T4a and T4b
 * Supraglottis:
 * Unchanged compared to current edition (7th), except for T4 as noted above
 * Glottis:
 * Unchanged compared to current edition (7th), except for T4 as noted above
 * Subglottis:
 * Unchanged compared to current edition (7th), except for T4 as noted above

AJCC 3rd edition (1988)
 * Supraglottis:
 * no changes compared to 7th edition
 * Glottis:
 * T1 - no changes compared to current edition (7th)
 * T2 - no changes compared to current edition (7th)
 * T3 - tumor limited to larynx with vocal cord fixation (does not mention paraglottic space invasion or minor thyroid cartilage erosion)
 * Subglottis:
 * no changes compared to 7th edition

AJCC 2nd edition (1983)
 * Glottis:
 * T2a - normal mobility
 * T2b - decreased mobility


text:
Brave New World/Summary

Chapter 1
The novel begins in a bleak building known as the Central London Hatchery and Conditioning Centre, where standardized fetuses are grown in bottles on an assembly line. The Director of Hatcheries and Conditioning (D.H.C.) conducts a tour of students, explaining the process and why it is done. A caste system is mentioned but not thoroughly explained.

Chapter 2
The D.H.C. and his students continue to the Infant Nurseries and Neo-Pavlovian Conditioning Rooms, where infants are conditioned and children are indoctrinated through hypnopaedia. Christianity seems to have been replaced by a worship of "Our Ford", and the cross has been replaced by a "T" (as in Ford's Model T).

Chapter 3
There are multiple settings in this chapter. The first is a continuation of the tour of students, now under the supervision of Mustapha Mond, one of the ten World Controllers. He explained how promiscuity and self-pleasuring were considered immoral, instead of obligations to society that were encouraged. Meanwhile, two women, Fanny and Lenina discussed the fact that Lenina had been dating only Henry Foster for four months. In a third scene, Henry attempts to give Bernard Marx some ../soma/, a drug described as "Euphoric, narcotic, [and] pleasantly hallucinant." The reader learns that Bernard had invited Lenina to a "savage" (Native America) reservation, a fact that will be important later in the book.

Chapter 4
When Lenina takes Bernard up publicly on his offer to go to a Savage reservation, Bernard acts embarrassed because she says, "That is, if you still want to have me." When Lenina leaves, Benito Hoover, too, offers Bernard soma.

Bernard, ruminating on his feeling like an outcast and his un-Alpha-like physical inadequacy, visits Helmholtz Watson, who shares his feeling that something is wrong with society.

Chapter 5
While Henry and Lenina are flying to a cabaret, they discuss death as if it were a mundane concept. Lenina is puzzled when Henry reminds her that humans of all castes are physico-chemically equal - phosphorus collected from burning an Alpha's body is just as useful as the phosphorus from an Epsilon.

Bernard Marx attends a Solidarity Service, which is an orgy of sex and soma dedicated to Ford.

Chapter 6
Lenina, despite her discomfort with Bernard's preference for individualism, goes with him to the Savage reservation. When Bernard goes to the Director to finalize the authorization for the trip, the Director accidentally lets out that he fell in love with a girl, who died on a trip to the Reservation. The director, hearing of Bernard's strange behavior, threatens to send him to Iceland. Once in New Mexico, Bernard calls his friend Helmholtz Watson, who tells him that the Director's threat was genuine. Bernard, feeling appalled and fearful, takes two grammes of soma.

Chapter 7
Bernard and Lenina watch a religious ceremony that combines Christianity and Native beliefs, but are surprised when they see a white man named John. It turns out that John was the son of the Director. John's mother Linda, who was lost to "civilization", also lived on the native reservation.

Chapter 8
John describes to Bernard how in his childhood, he was shunned by the community for being white and having a promiscuous mother.

Chapter 9
Bernard gets permission from officials to bring Linda and John back to London. Meanwhile, Lenina is still in New Mexico, on a soma-induced trip. John breaks into her room, and considers touching her, but decides not to.

Chapter 10
Bernard shows the Director Linda and John, promptly leading him to resign.

Chapter 11
John becomes the center of attention, and Bernard, riding on his coattails, becomes popular and arrogant. John "the Savage" goes with Lenina to a "feelie", hoping that John would enjoy it and later have sex with her. Yet afterwards, he tells her she shouldn't see such "ignoble" films, and leaves her empty-handed.

Chapter 12
When John does not attend an event that Bernard hosts, the guests lose courtesy for Bernard. The only friends that Bernard has left are John and Helmholtz. When the two meet, though, they become closer friends to each other than to Bernard, and constantly read Shakespeare. When John reads "Romeo and Juliet", he imagines himself as Romeo and Lenina as Juliet. Helmholtz laughs hysterically at the idea of people having parents, and of those parents forcing her to marry someone she didn't want.

Chapter 13
John opens the door, expecting to see Helmholtz, but instead sees Lenina. Although the two of them are attracted to each other, and Lenina had taken half a gram of soma in advance to prepare herself, the vast difference in their personalities leads to a conflict. In the middle of it, John gets a phone call telling him that his mother is sick.

Chapter 14
John goes to visit his mother, who is dying and semi-conscious, in a hospital of an improperly happy atmosphere. Linda soon dies, and John panics.

Chapter 15
Bernard and Helmholtz, hearing of John's actions, quickly rush to the hospital, where over 150 Deltas are waiting in line for their soma. John disrupts this process by throwing the soma away, with the help of Helmholtz (Bernard fearfully dithers between helping and not helping). In the end, the police get involved, and the three of them are arrested.

Chapter 16
Instead of being sent to jail, though, the three end up in one of Mustapha Mond's rooms. Mond explains to them the stability of society, and that Bernard and Helmholtz, like other individualists, will be sent to live on islands.

Chapter 17
With Bernard and Helmholtz out of the room, John and Mustapha have a learned discussion on religion and suffering. In short, John "[claims] the right to be unhappy."

Chapter 18
Although John does not go to an island, he still isolates himself by living in a lighthouse. He also whips himself in an effort to cleanse himself. Unfortunately, people notice him, and soon treat him like an animal to be gawked at. Eventually, Lenina arrives, and the onlookers start an orgy. John, shamed by the sight of Lenina, hangs himself.

title: Brave New World/Summary


text: User:Robbiemuffin/Templates/Contents Block


text:
User:Robbiemuffin/Templates/Contents Block/doc

— Content Block

Purpose
To separate substance from style in Book Contents. The intended use is (for example) for the book to handle loosely organized (or even unorganized) pages with category tags, where the category is transcluded through a list formatter into the contents, TOC, and index.

Specification

Usage

Example
Prep

First, you need to make a page that lists your contents. In this example we use: User:Robbiemuffin/Templates/Contents Block/doc/SampleContents, but normally you would have some form of transclusion and category automatically generate the list.

Code

note that the content tag is actually space- and case-sensitive!

Output


text:
User talk:Robbiemuffin

Welcome!
Welcome, Robbiemuffin!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 00:55, 15 May 2008 (UTC)

Template:Sudoku Board
I threw this template together to help you with your sudoku book stuff. I used the code you already had, but I added some arguments and turned it into a template. I hope this is useful for you. --Whiteknight (Page) (Talk) 21:02, 2 June 2008 (UTC)

 * =D thank you, that's awesome Robbiemuffin (talk) 21:10, 2 June 2008 (UTC)

title: User talk:Robbiemuffin


text:
Dutch Empire/Glossary

A
Amsterdam-One of the two Dutch Capitals(the other is The Hague), was one of the main centers of trade during the 16th, 17th and 18th cetneries.

Anglo-Dutch Wars-Four wars between England and the Dutch Republic over trade in the Baltic and the Atlantic.

Aruba-An island in the Caribbean that has been a Dutch possession since 1634, and is currently part of the Kingdom of the Netherlands.

B
Batavia-A city that was conquered in 1619, and renamed Batavia by the Dutch. It was the center of the Dutch possessions in the East Indies until Indonesian independence 1949.

Battle of the Downs-Battle during the Dutch Revolt in 1639, that permanently crippled the Spanish Navy.

Battle of Waterloo-Battle against Napoleon led France, in which the Dutch Troops were led by William II.

Berbice-A former colony that is today Guyana. It was under Dutch rule from 1627–1712, 1713–1781, 1784–1796 and 1802-1803. It was formally ceded in 1814, to the British.

Borneo-The third largest island in the world, located in present-day Indonesia. The Dutch ruled the southern and middle parts of the island, while the British ruled the Northern.

C
Cape Colony-A Dutch settlement in present-day South Africa, on the Cape of Good Hope. The first settlement was in 1652, and it would remain under Dutch control until 1795, and from 1803-1806.

D
Deshima-A Dutch trading post in the bay of Nagasaki on an artificial island, and the only European trading post in Japan for 200 years.

Dutch Acadia-Area in Eastern Canada briefly occupied by the Dutch in 1674, but they continued to claim the colony until 1678.

Dutch East India Company-A Dutch company(also known as the VOC) that was established in 1602. It would start colonies in India, Indonesia, Formosa(Taiwan), South Africa and a number of other places. It was one of the most successful companies ever, but was dissolved in 1800.

Dutch East Indies-The largest, and most important, Dutch possession in the Empire. It was held from 1602-1949, expanding over time. It was given independence in 1949, after a 4 year war, and is today known as Indonesia.

Dutch Guiana-Presently known as Suriname. Was taken from the English in 1667 following the Second Anglo-Dutch War, in exchange for New Netherland. Independence was granted in 1975.

Dutch West India Company-A Dutch company founded in 1621. It established colonies in the Atlantic region including New Netherland, Suriname and Berbice. It was dissolved in 1791.

J
Java-An island that was the center of the Dutch East Indies. It was the most valuable island in the East Indies as well.

M
Maarten Tromp-One of the most famous Dutch Naval Admirals in their history. He served during the end of the Revolt, and during the First Anglo-Dutch War.

Maurice of Nassau-Son of William the Silent, led major campaigns, that were successful, against the Spanish during the revolt.

Michiel de Ruyter-One of the most famous, and arguably the greatest, Dutch Naval Admirals in their history. Led the Dutch in the "Raid on the Medway" and was recently voted the 7th greatest Dutchman ever.

N
Netherlands Antilles-A group of islands in the Caribbean that has been a possession of the Dutch since 1634 and is currently part of the Kingdom of the Netherlands.

Netherlands New Guinea-A Dutch possession on the island of Guinea which remained under Dutch control until 1962, unlike the rest of the East Indies. It was passed to UN control in 1963 and handed over to Indonesia soon after.

New Amsterdam-A city founded by Peter Minuit in 1626 on the southern tip of Manhattan Island. It is today New York City.

New Netherland-The Dutch colony that occupied present day New York, New Jersey, and some of the surrounding states. It was first explored in 1609, and in 1624 the permanent settlement was founded. It was surrendered to the British in 1664.

New Orange-The name of the Dutch city in New York and New Jersey after they had re-taken New Netherland from the English from 1673-1674.

P
Paramaribo-The capital and largest city of Suriname. It was established by the English, but taken by the Dutch after the 2nd Anglo-Dutch War.

Peter Stuyvesant-Last, greatest, and most famous, Director-General of New Netherland. Expanded the size of the colony, in numbers and territory.

R
Raid on the Medway-A battle during the Second Anglo-Dutch war in which the Dutch crippled the English fleet and forced them to sure for peace.

S
Sumatra-The largest island entirely in Indonesia. The Dutch began to settle it in the late 1700s but the entire island was not under Dutch control until 1904.

T
The Hague-One of the two Dutch Capitals(the other is Amsterdam), and is currently the seat of Government.

West Timor-The west part of the island of Timor. It was originally controlled by the Portuguese but the Dutch ousted them in the 1600s.

Treaty of Munster-A treaty signed in 1648, that ended the Thirty-years war and the Dutch Revolt. In it, Spain and the Holy Roman empire recognized Dutch independence.

U
Utrecht-City in the center of the Netherlands.

W
William I-The first King of the Netherlands from 1815–1840, established the present day government of the Netherlands.

William II-The second King of the Netherlands, son of King William I. He began the transition towards democracy. Ruled form 1840-1849.

William III-The third King of the Netherlands that ruled from 1849 to 1890.

William the Silent-Father of the Netherlands, led the starting stages of the Revolt against Spain, but was murdered in 1584.

title: Dutch Empire/Glossary


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