DOCSLIB.ORG

Information to Users

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9412059 Everyday visualization: An inquiry into fourth and fifth-grade classroom practices Thakkar, Umesh, Ph.D. The Ohio State University, 1993 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 EVERYDAY VISUALIZATION: AN INQUIRY INTO FOURTH AND FIFTH GRADE CLASSROOM PRACTICES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Doctor Degree of Philosophy in the Graduate School of the Ohio State University By Umesh Thakkar, B.S., M.A. Ohio State University 1993 Dissertation Committee: Dr. John C. Belland Approved by Dr. Suzanne K. Damarin Dr. William D. Taylor Advisor College of Education Department of Educational Policy and Leadership Instructional Design and Technology In memory of my younger sister Rita and with gratitude to the Ohio State University community ACKNOWLEDGEMENTS ‘What do I have that I have not received?’ I would then like to acknowledge the advice and support of my committee members: Professors John C. Belland, Suzanne K. Damarin, and William D. Taylor. My committee members maintained a teacher-friend relationship which nurtured me in the field of instructional design and technology. I take this opportunity to thank Dr. Belland, my advisor, for introducing as well as guiding me in visualization research. I am also grateful for his kind advice on my health. I would not have understood fully nor realized the importance of gender issues in educational technology without the friendship and guidance of Dr. Damarin. I am truly in her debt. I am especially grateful to Dr. Taylor for his kindness and willingness to be on my committee. I want to acknowledge Dr. Douglas H. Macbeth's assistance during the early stages of my research. I sincerely thank the Graduate School for supporting this research with a dissertation award. I would also like to acknowledge the graduate apprenticeships in computer based education given to me by Dr. Kathleen B. Davey, Center for Teaching Excellence, Dr. John C. Belland, Instructional Design and Technology, and Charles A. Dyer, Academic Computing Services. I also thank Denise K. Ng, Office of International Education, for all her advice during my stay in the United States as a foreign student. Finally, I want to acknowledge the friendships of good many American and International students at the Ohio State University campus—my home away from home. VITA 1988.................................................................................B.S., Computer and Information Science, Ohio State University 1989-91 Teaching Assistant, Academic Computing Services, Ohio State University 1990.................................................................................M.A., Instructional Design and Technology, Ohio State University 1990 (Autumn) .................................................................Teaching Assistant, Instructional Design and Technology, Ohio State University 1992...................................................................................Research Assistant, Instructional Design and Technology, Ohio State University 1993...................................................................................Research Assistant, Center for Teaching Excellence, Ohio State University PUBLICATIONS Thakkar, U., Perlman, G., & Miller, D. (1990). Evaluation of the NeXT Interface Builder for prototyping a smart telephone. Association for Computing Machinery Special Interest Group on Computers & Human Interaction Bulletin, 21(3), 80-85. iv Thakkar, U. (1990). Ethics in the design of human computer interfaces for the disabled. Association for Computing Machinery Special Interest Group on Computers and the Physically Handicapped, 42, 1-7. FIELD OF STUDY Major field: Education Studies in: Instructional design and technology Computer based education Qualitative methodology v TABLE OF CONTENTS DEDICATION................................... ii ACKNOWLEDGEMENTS....................................................................... iii VITA......................................................................................................... iv LIST OF FIGURES.................................................................................. ix CHAPTER I. INTRODUCTION TO THE STUDY........................................ 1 Background ...................................................................... 1 Purpose of the study......................................................... 4 Examples of data representing everyday visualization ....................................................................... 5 Significance of the study .................................................... 9 Use of a qualitative research ............................................ 10 Limitations of the study ...................................................... 12 Organization of the chapters ............................................. 13 II. REVIEW OF LITERATURE.................................................... 14 Background in visual imagery ........................................... 14 Visual-spatial skills research ................................ 17 Spatial development ......................................................... 18 Gender and visualization ................................................... 19 Testing and instruction in visualization ............................. 21 Visualization in classrooms ............................................... 24 Visual thinking through visual arts .................................... 28 Framing an everyday perspective for visualization study ................................................................................. 30 Schooling.......................................................................... 31 Everyday activity ................................................................ 34 Summary ........................................................................... 39 III. METHODOLOGY.................................................................... 40 Research setting................................................................ 44 Participants ......................................................................... 44 vi Data collection.................................................................... 46 Data analysis ...................................................................... 48 Validity ................................................................................ 51 IV. PRESENTATION OF THE STUDY DATA.............................. 55 School program................................................................. 56 School schedule................................................................. 57 School principal and classroom teachers ......................... 58 “Neeble, Neeble”............................................................... 60 Introduction to the data descriptions ................................. 62 LEARNING TO SEE IN THE CHESS CLUB.................... 64 Visualization in the chess club .......................................... 65 Instructions to see in the chess lessons............................ 69 LOOKING AND SEEING IN THE ART ROOM.................. 81 Instructions for making Dali like pictures ........................... 88 USING ILLUSTRATIONS ON THE BOARD FOR TEACHING SCIENCE....................................................... 95 Understanding our moon ................................................... 97 Instructions to see the total lunar eclipse......................... 100 “Astronomy pointillism”...................................................... 105 Structure of the atom......................................................... 108 What is lightning? .............................................................. 111 What is a short circuit? ....................................................... 115 ROLE-PLAYING IN SOCIAL STUDIES............................ 121 DIAGRAMMING SENTENCES......................................... 127 WAYS OF KNOWING CUBES, PYRAMIDS, AND LINES................................................................................ 135 Becoming blind
Load more

Recommended publications
  • Chess for Kids and Parents
    Chess for Kids and Parents From the start till the first tournament Heinz Brunthaler 2006 Quality Chess Contents What you need (to know) 1 Dear parents! (Introduction) 2 When should you begin? 2 The positive aspects of chess 2 Our training programme 3 Applying the training programme 4 Name that square! 6 Our training game "Hunting the black king" 10 The moves 11 The "en passant" move 11 We note down a game of chess 12 Noting down a game! 14 Ranks, files and diagonals 15 Introduction to endgame training 19 Elementary wins – Mate with king + queen 20 Quiz on queen endings (6 x mate with K + Q) 29 Mate with king + rook 30 Mate with king + 2 rooks 34 Quiz on rook endings (6 x mate with K + R or K + 2 R) 36 Introduction to opening training 37 Starting a game of chess 40 The centre 40 Development 41 Castling – a safe haven for the king! 41 The correct and the quick order of moves 42 We learn an opening: the Scotch Game 43 Traps, tricks & blunders – Scholar’s mate; Fool’s mate; 60 a defence against those nasty tricks which attack f7 Opening quiz 64 Solutions to opening quiz 67 Introduction to training in tactics 70 Tactics 71 The double attack / the fork 72 Quiz on the double attack 78 Solutions to the quiz on the double attack 80 The pin 81 Quiz on the pin 84 Solutions to the quiz on the pin 86 The skewer 87 Quiz on the skewer 90 Solutions to the quiz on the skewer 92 Discovered attack and discovered check 94 Quiz on the discovered attack and discovered check 98 Solutions to quiz on the discovered attack and 100 discovered check Introduction
    [Show full text]
  • Discovered Attacks #Chessathome
    Lesson 17: Discovered Attacks Discovered Check If the White knight on e5 magically vanished, Black would be in check from the White queen on e2. Let’s try to find a good move for that knight, knowing that on their next move Black will have to escape the queen check. Suppose White moves the knight to g6. Here it’s attacked by two pawns. However, Black cannot capture the knight. They must block the queen check first. White is then able to use the knight to capture the Black rook on h8. Even better, suppose White moves the knight to c6. Again, Black must block the queen check. The White knight can then capture the Black queen. When a piece moves to uncover a check from a second piece, it’s called a DISCOVERED CHECK. Puzzle Corner How can White use a discovered check to win material? #ChessatHome www.chessinschools.co.uk Discovered Attack This time White wishes his bishop on d3 would disappear. They would then be able to use their queen to capture the undefended Black queen on d4. White moves the White bishop to b5 (check), uncovering the attack on the Black queen. Black would love to move or defend their queen but before doing so must escape the bishop check. This gives White the move they need to capture the Black queen. When a player moves a piece to uncover an attack from a second piece, it’s called a DISCOVERED ATTACK. Double Attacks Grandmaster Test You now know all the dou- This puzzle has ble attacks in chess.
    [Show full text]
  • Opening Idea 3: the Knight and Bishop
    OPENING IDEA 3: THE KNIGHT AND BISHOP ATTACK If you play your knight to f3 and your bishop to c4 at the start of the game you’ll often have the chance to go for a quick attack on f7 by moving your knight to g5. Is it a good idea or a bad idea? The answer is that it all depends. Going back to these moves: 1. e4 e5 2. Nf3 Nc6 3. Bc4 Bc5 4. d3 Nf6 5. Nc3 d6 You’ll remember we looked at Bg5 here. You might have asked yourself why we didn’t play… 6. Ng5 instead? Here’s the position. It looks tempting, doesn’t it. You’re threatening Nxf7 with a FORK which, if your opponent doesn’t notice, will win a rook. But playing for traps like this isn’t a good idea. You must always assume that your opponent is going to find the best reply. Here, it’s easy for Black to stop White’s threat comfortably. The best move is… 6… 0-0 You’ll remember that this was not a good move after 6. Bg5. But against Ng5 it’s the only good move! Chess is hard. Even a very slight difference in the position can make a very big difference to the best move. If you’re White you might be tempted to continue with… 7. Bxf7+ Rxf7 8. Nxf7 Kxf7 … reaching this position: Now you might think this is good for White because Black’s king seems to be in trouble. This is not the case, though.
    [Show full text]
  • Glossary of Chess
    Glossary of chess See also: Glossary of chess problems, Index of chess • X articles and Outline of chess • This page explains commonly used terms in chess in al- • Z phabetical order. Some of these have their own pages, • References like fork and pin. For a list of unorthodox chess pieces, see Fairy chess piece; for a list of terms specific to chess problems, see Glossary of chess problems; for a list of chess-related games, see Chess variants. 1 A Contents : absolute pin A pin against the king is called absolute since the pinned piece cannot legally move (as mov- ing it would expose the king to check). Cf. relative • A pin. • B active 1. Describes a piece that controls a number of • C squares, or a piece that has a number of squares available for its next move. • D 2. An “active defense” is a defense employing threat(s) • E or counterattack(s). Antonym: passive. • F • G • H • I • J • K • L • M • N • O • P Envelope used for the adjournment of a match game Efim Geller • Q vs. Bent Larsen, Copenhagen 1966 • R adjournment Suspension of a chess game with the in- • S tention to finish it later. It was once very common in high-level competition, often occurring soon af- • T ter the first time control, but the practice has been • U abandoned due to the advent of computer analysis. See sealed move. • V adjudication Decision by a strong chess player (the ad- • W judicator) on the outcome of an unfinished game. 1 2 2 B This practice is now uncommon in over-the-board are often pawn moves; since pawns cannot move events, but does happen in online chess when one backwards to return to squares they have left, their player refuses to continue after an adjournment.
    [Show full text]
  • Chess Mag - 21 6 10 02/02/2021 09:32 Page 26
    26-28 IdentifyingtheGoal_Chess mag - 21_6_10 02/02/2021 09:32 Page 26 Identifying the Goal Do we struggle to defend, manoeuvre or convert advantages? Amatzia Avni ponders Experienced players usually know , just advantage, or to push a flank pawn. from looking at a position, what their goal Ma.Tseitlin-A.Caspi 1 e6! should be, whether it is an attack on the Israeli Championship 2000 Black is able to draw after 1 Îxd7? Îa2+! enemy king, exchanging an inferior piece, 2 Êg1 Îxa4 3 h6 Êf5 4 h7 Îh4 5 Îe7 Êg6 putting pressure on a weak pawn, 6 e6 Êf6 or 1 h6? Îh3+ 2 Êg2 Îxh6 concentrating on defence , and so forth . 3 Îxd7 Îa6. 1...dxe6 2 h6! Îh3+ 2... Îxa4 3 h7 Îa8 4 Îg2+ Êf4 5 Îg8 is Y.Kraidman-Y.Bernstein winning too. Israel Championship 1967 3 Êg1! Îxh6 4 Îh2! Îf6 5 Îg2+ Êh3 6 Îf2 Îg6+ 7 Êh1! Liquidation by exchanging the rooks is imminent. In retrospect, White’s non-routine goal was to reach a pawn ending, as his a- pawn then promotes without hindrance. A. Avni & M. Minski 2nd HM, Shakhmatnaya Kompositzia , 2019 White’s position seems absolutely winning, but due to stalemate possibilities, the task is not as easy as it looks. The goal is clear: White has to invade with the king; but as in the previous game, it needs the hand of a strong player to decipher the tactics. 58 Êc4 Êc7 59 b6+ Êd8 60 Êb5 Êe7 White is losing material and his chances 61 Êa6 Êd8 62 d6 Ía7! 63 b8 Ë+! Íxb 8 clearly lie in attacking the black king, along 64 Êb7 Íxd6 Or if 64..
    [Show full text]
  • Copyrighted Material
    31_584049 bindex.qxd 7/29/05 9:09 PM Page 345 Index attack, 222–224, 316 • Numbers & Symbols • attacked square, 42 !! (double exclamation point), 272 Averbakh, Yuri ?? (double question mark), 272 Chess Endings: Essential Knowledge, 147 = (equal sign), 272 minority attack, 221 ! (exclamation point), 272 –/+ (minus/plus sign), 272 • B • + (plus sign), 272 +/– (plus/minus sign), 272 back rank mate, 124–125, 316 # (pound sign), 272 backward pawn, 59, 316 ? (question mark), 272 bad bishop, 316 1 ⁄2 (one-half fraction), 272 base, 62 BCA (British Chess Association), 317 BCF (British Chess Federation), 317 • A • beginner’s mistakes About Chess (Web site), 343 check, 50, 157 active move, 315 endgame, 147 adjournment, 315 opening, 193–194 adjudication, 315 scholar’s mate, 122–123 adjusting pieces, 315 tempo gains and losses, 50 Alburt, Lev (Comprehensive beginning of game (opening). See also Chess Course), 341 specific moves Alekhine, Alexander (chess player), analysis of, 196–200 179, 256, 308 attacks on opponent, 195–196 Alekhine’s Defense (opening), 209 beginner’s mistakes, 193–194 algebraic notation, 263, 316 centralization, 180–184 analog clock, 246 checkmate, 193, 194 Anand, Viswanathan (chess player), chess notation, 264–266 251, 312 definition, 11, 331 Anderssen, Adolf (chess player), development, 194–195 278–283, 310, 326COPYRIGHTEDdifferences MATERIAL in names, 200 annotation discussion among players, 200 cautions, 278 importance, 193 definition, 12, 316 king safety strategy, 53, 54 overview, 272 knight movements, 34–35 ape-man strategy,
    [Show full text]
  • Chess Merit Badge
    Chess Merit Badge Troop 344 & 9344 Pemberville, OH Requirements 1. Discuss with your merit badge counselor the history of the game of chess. Explain why it is considered a game of planning and strategy. 2. Discuss with your merit badge counselor the following: a. The benefits of playing chess, including developing critical thinking skills, concentration skills, and decision- making skills, and how these skills can help you in other areas of your life b. Sportsmanship and chess etiquette 2 Requirements 3. Demonstrate to your counselor that you know each of the following. Then, using Scouting’s Teaching EDGE, teach someone (preferably another Scout) who does not know how to play chess: a. The name of each chess piece b. How to set up a chessboard c. How each chess piece moves, including castling and en passant captures 3 Requirements 4. Do the following: a. Demonstrate scorekeeping using the algebraic system of chess notation. b. Discuss the differences between the opening, the middle game, and the endgame. c. Explain four opening principles. d. Explain the four rules for castling. e. On a chessboard, demonstrate a "scholar's mate" and a "fool's mate." f. Demonstrate on a chessboard four ways a chess game can end in a draw. 4 Requirements 5. Do the following: a. Explain four of the following elements of chess strategy: exploiting weaknesses, force, king safety, pawn structure, space, tempo, time. b. Explain any five of these chess tactics: clearance sacrifice, decoy, discovered attack, double attack, fork, interposing, overloading, overprotecting, pin, remove the defender, skewer, zwischenzug. c. Set up a chessboard with the white king on e1, the white rooks on a1 and h1, and the black king on e5.
    [Show full text]
  • Chess Merit Badge Requirements
    CHESS STEM-Based BOY SCOUTS OF AMERICA MERIT BADGE SERIES CHESS “Enhancing our youths’ competitive edge through merit badges” Requirements 1. Discuss with your merit badge counselor the history of the game of chess. Explain why it is considered a game of planning and strategy. 2. Discuss with your merit badge counselor the following: a. The benefits of playing chess, including developing critical thinking skills, concentration skills, and decision-making skills, and how these skills can help you in other areas of your life b. Sportsmanship and chess etiquette 3. Demonstrate to your counselor that you know each of the following. Then, using Scouting’s Teaching EDGE*, teach someone (preferably another Scout) who does not know how to play chess: a. The name of each chess piece b. How to set up a chessboard c. How each chess piece moves, including castling and en passant captures 4. Do the following: a. Demonstrate scorekeeping using the algebraic system of chess notation. b. Discuss the differences between the opening, the middle game, and the endgame. c. Explain four opening principles. d. Explain the four rules for castling. e. On a chessboard, demonstrate a “scholar’s mate” and a “fool’s mate.” f. Demonstrate on a chessboard four ways a chess game can end in a draw. * You may learn about Scouting’s Teaching EDGE from your unit leader, another Scout, or by attending training. 35973 ISBN 978-0-8395-0000-1 ©2016 Boy Scouts of America 2016 Printing 5. Do the following: a. Explain four of the following elements of chess strategy: exploiting weaknesses, force, king safety, pawn structure, space, tempo, time.
    [Show full text]
  • Exercisesssential Tacfortic Al Beginnersexercises for BEGINNERS the Tactics Workbook That Explains the Basic Concepts, Too
    Franco Masetti and Roberto Messa 11001001 chess eexercisesssential tacfortic al beginnersexercises FOR BEGINNERS The tactics workbook that explains the basic concepts, too LE DUE TORRI New In Chess 2012 Le due Torri srl Via Ugo Lenzi 4/d ContentsIndex 40122 Bologna www.chess.it MateMate inin oonene ..................................................................................................................................................................................page. 77 MateMate inin ttwowo ................................................................................................................................................................................ 1133 TheThe missingmissing ppieceiece .......................................................................................................................................................... 2255 DoubleDouble attackattack ........................................................................................................................................................................ 2299 DiscoveredDiscovered attackattack ......................................................................................................................................................... 3355 DiscoveredDiscovered checkcheck ............................................................................................................................................................ 3399 DoubleDouble checkcheck .........................................................................................................................................................................
    [Show full text]
  • Discovered Attacks a Discovered Check Is a Good Example of a Discovered Attack
    Adapted from the Chess Skills leaflets, produced for the British Chess Federation by JE Littlewood and RA Furness. Developed from the Tactics for Juniors sheets originally prepared by RG Wade, R Bott and S Morrison. Discovered Attacks A discovered check is a good example of a discovered attack. It occurs when a piece is moved and uncovers check form another piece. &àç è' 7676<67nJ| m::676:m:: 76:67676z É67676767y 76767676x gD 6 q@767w $ 6 67m8 m8v &nG767nG7sK7u ,,-./01234 Here, if the White Bishop moves, Black will be in check from the Rook on e1. The best place for the Bishop is c5, where it will attack the Queen. Black has no chance to save the Queen because it is check. &àç è' J67676<6| m::m:76:m:7 7676767m:z É67qB76767y 76"oL7m876x 67oN 6767w $ m8 676 m8v &nG76767sK7u ,,-./01234 Here, if Black moves the Knight, White will be in check from the Bishop on c5. The best move for the Knight is to capture the Pawn on c2 and attack the Rook on a1. After White has moved ut of check, Black will play 2… Nxa1. Find the Discovered Attacks 1. White to move 2. White to move &àç è' &àç è' 76DnJ76<6| 76767676| m:76J67m:: 6767s<767 7m8:67676z 7gD7m:7m:76z É67676767y É67qB76767y 76867676x 76767m876x 6967676 w 67m87q@)67w $ 6767m8 6v $76767676v &67676GsK7u &6767nG767u ,,-./01234 ,,-./01234 3. Black to move 4. Black to move &àç è' &àç è' J676J6<6| 76767676| m:D67oL7m:: 67656767 7m:767m:56z 76767s<76z É67676767y É676:6:67y 76767m87g=x 7676767m8x 67oN76767w 6767nG76)w $ m87676 m8v $76767676v &nG767sK"6Gu &67676767u ,,-./01234 ,,-./01234 5.
    [Show full text]
  • Computing the Aesthetics of Chess
    Computing the Aesthetics of Chess Azlan Iqbal Department of Informatics, College of Information Technology, Tenaga Nasional University Km 7, Jalan Kajang – Puchong, 43009 Kajang, Selangor, Malaysia [email protected] Abstract tional chess. It does not cater for other variants of the game Aesthetics in chess is a concept competent players are quite even though similar principles could theoretically be de- familiar with. For many, it is one of the main reasons they rived for them. play. Much of the research with regard to chess however, has been towards making machines play better and to un- derstand how humans think. This article explores the princi- Chess Aesthetic Principles ples of chess aesthetics and proposes a computational model based on those principles. An experiment was carried out Wilson proposed a method of evaluating chess problems comparing composed chess problems to over-the-board using reference tables by attributing values to strategies games. The results suggest that the model can discern be- like checks, blocks, castling and individual themes in the tween the beauty in chess problems where aesthetics is more hope of providing a fair basis for comparing one composed prominent and over-the-board games where it is not. Im- chess problem to another (Wilson 1969). He did so because plementation of the model into a computer program could he felt human judges could not be consistent enough and therefore lead to the automatic detection of aesthetic mating composers were not treated justly for their hard work. Aes- combinations in chess that will be of interest to humans, thetics being a significant element in chess problems (Ra- particularly chess players and problem composers.
    [Show full text]
  • Study Chess with Matthew Sadler
    First published in 2012 by Gloucester Publishers Limited, Northburgh House, 10 Northburgh Street, London EC1V 0AT Copyright © 2012 Matthew Sadler The right of Matthew Sadler to be identified as the author of this work has been asserted in accordance with the Copyrights, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic tape, photocopying, recording or otherwise, without prior permission of the publisher. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: 978 1 85744 940 2 Distributed in North America by The Globe Pequot Press, P.O Box 480, 246 Goose Lane, Guilford, CT 06437-0480. All other sales enquiries should be directed to Everyman Chess, Northburgh House, 10 Northburgh Street, London EC1V 0AT tel: 020 7253 7887 fax: 020 7490 3708 email: [email protected]; website: www.everymanchess.com Everyman is the registered trade mark of Random House Inc. and is used in this work under licence from Random House Inc. Everyman Chess Series Chief advisor: Byron Jacobs Commissioning editor: John Emms Assistant editor: Richard Palliser Typeset and edited by First Rank Publishing, Brighton. Cover design by Horatio Monteverde. Contents Acknowledgments Introduction 1 Discovering New Ideas in the Opening 2 Introducing New Ideas Easily into your Opening Repertory 3 Playing Unorthodox Openings 4 Types of Thinking in the Middlegame 5 That Didn’t Quite Work Out ... 6 Thinking in Endgames Index of Games Acknowledgments A huge thank you to Natasha Regan for all her suggestions, corrections and her unstinting enthusiasm during the writing of this book.
    [Show full text]