I entreat you, my dear daughter, keep close to Jesus Christ and our Lady and your good angel, in all your business, so that the multiplicity of affairs may not overwhelm you, or their difficulty trouble you.
Attend to them one by one, as best you can. To do this, give your mind steadily to your work, though quietly and gently. If God vouchsafes you success, we will bless him; if he does not do so, we will equally bless him. It is enough that you sincerely do your very best. Neither our Lord nor common sense will call us to account for results or events. We are only responsible for steady, honest diligence in our work. This alone depends upon ourselves, success does not.
God will bless your good intentions in this journey and in your undertaking to order matters well and wisely for your son. He will reward you either by a successful end to your labor, or by a holy humility and resignation under disappointment.
— Excerpt from a letter to Madame de Chantal when absent on family business, September 10, 1611
There's much more to Linux than simply using the system. One of
the benefits of free software is that you can modify it to suit your
needs. This applies equally to the many free applications available for
Linux and to the Linux kernel itself.
Linux supports an advanced programming interface, using
GNU compilers and tools, such as the
gcc compiler, the gdb
debugger, and so on. An enormous number of other programming
languagesranging from such classics as FORTRAN and LISP to modern
scripting languages such as Perl, Python, and Rubyare also supported.
Whatever your programming needs, Linux is a great choice for developing
Unix applications. Because the complete source code for the libraries
and Linux kernel is provided, programmers who need to delve into the
system internals are able to do so.[*]
Many judge a computer system by the tools it offers its
programmers. Unix systems have won the contest by many people's
standards, having developed a very rich set over the years. Leading the
parade is the GNU debugger, gdb.
In this chapter, we take a close look at this invaluable utility, and at
a number of other auxiliary tools C programmers will find useful.
IN JANUARY 1997 A NEWS STORY APPEARED ON CABLE NEWS NETWORK (CNN) describing a small Illinois community’s fight to save two piles of mining waste—relics of a moribund coal mining industry—from being removed by city bulldozers. “Some people in an Illinois town are going to bat for slag,” stated the report. “It looks like a mound of dirt . . . but some say the slag is a national treasure and they want to preserve it.” The town was Toluca, a historic coal mining community located 120 miles southwest of Chicago. The television feature described how residents had organized to protect their two landmarks, locally known as “the Jumbos.”1
Tolucans were grateful for the attention their cause received, but this momentary exposure in the media spotlight provided only a superficial glimpse into a much richer story. The CNN report was typical of mass media items used to round out coverage of the day’s “hard” news: a vignette illustrating the seemingly eccentric behavior of folk in a far-off corner of the countryside. By portraying residents’ reverence for the Jumbos as strange, CNN trivialized their fight to protect Toluca’s industrial heritage.
For upper elementary, middle school, and high school students
Which One Doesn’t Belong? is based on a segment on the children’s series Sesame Street called “One of These
Things Is Not Like the Others.” In the television version of the game, a group of four items is displayed, one of which differs somehow from the other three, and young viewers choose the item that does not fit. The game has since enjoyed adaptation for use in puzzles, websites, and games, including a classroom vocabulary game
(Carleton & Marzano, 2010). Unlike the television show, the spin-off described in this book is not intended for preschoolers. Instead, it is designed to help upper elementary, middle, and high school students practice recognizing the various elements of effective arguments.
To play, elementary students must be able to distinguish evidence that supports an opinion from evidence that does not. Middle school students must understand the need for backing to support grounds and claims, as well as the three different types of backing (expert opinion, research results, and factual information).