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--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/America.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,151 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/America.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:48:48 GMT --> +<head> +<title>HOW GO CAME TO AMERICA</title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<a name="HOW GO CAME TO AMERICA"></a> +<p><hr> + +<br wp="br1"><br wp="br2"><h3><strong>HOW GO CAME TO AMERICA</strong></h3> + +<p><strong>© 2002 Milton N. Bradley</strong> + +<p>It is possible that Go was first brought to America by some of the many Chinese laborers or the +(far fewer) Japanese and Koreans who immigrated here primarily in the mid to late 19<sup>th</sup> century. +But if it was, it was restricted to those (at that time very insular) communities, and therefore had +no impact on "mainstream" American life. So it wasn't until Edward Lasker, a young German +engineer and internationally known Chessmaster, immigrated to these shores in 1914 that Go +truly began its still far from complete process of integration into our society. + +<p>That story is told in the following article by Jerald E. Pinto (originally entitled "How The Young +Edward Lasker Learned About Go, And How He and The World Chess Champion Nearly Went +To Japan To Study With the Masters"), as a tribute to Dr. Lasker (1885 - 1981) on his death, and +first appeared in The American Go Journal, Vol 16, # 2, (June 1981) - reproduced here with their +permission. + +<p>On an autumn afternoon several years ago, I visited Edward Lasker in his apartment on Riverside +Drive in New York, and heard this story of his first steps as a Go player: + +<p>"One day I was at the library of the University of Berlin. At that time, that is, in 1905, I was a +student of electrical engineering. With me at the library was a fellow student, a mathematician, +and we happened on a large magazine with a treatment of Go. Korschelt, the author, gave many +old Japanese games and explained the game quite thoroughly, but what struck us was the article's +title :Das Go Spiele, ein Konkurrent des Schachs, that is 'Go: A rival of chess' which seemed a +humorous claim. Well, we glanced through the article and learned the rules in the few minutes +that takes. + +<p>Then one day at the cafe in Berlin where the Chessplayers used to gather in the afternoon my +friend Max Lange and I saw a Japanese reading a Japanese paper, on the back of which we +noticed a Go diagram. We thought 'Well, that's remarkable'; we knew, of course, about chess +columns, but Go columns? We didn't know what to think, so we waited until the fellow was +gone and took the paper down from the newspaper rack. We put ourselves to deciphering the +diagram. The problem lay in decoding the Japanese numerals the diagram used, but although we +hadn't actually played more than a game or two of Go, we worked things out without too much +trouble. So we went through the game, but after 120 or 150 moves things came to a stop, and +there was some notation. + +<p>We waited until a few days later we saw another Japanese customer at the cafe, whom we +approached to ask whether he would mind telling us what that notation meant. Oh, first it seemed +obvious to us that it must say 'White resigns', since Black had an enormous army and there +didn't seem to be any reasonable continuation for White, or else something like 'Game +adjourned'. Well, the gentleman said, 'Certainly, "Black resigns!" When we heard that we +decided that we would really have to give a good look at the game, and we took the newspaper. +About 3 weeks later Max Lange called to say that he had found a sacrificial continuation for +White ending in the capture of the Black army 22 moves later. Then we really started to play Go +in earnest. We used a piece of cardboard and two different types of coins. However when we told +the other Chessplayers that here was a really interesting game, they just smiled at us and said, +'Don't be silly!' (Ed. Note: Nothing has changed in the intervening 92 years, and this is still the +attitude of the vast majority of Chessplayers that I have encountered!) + +<p>About 2 years later, Emanuel Lasker (Ed. Note: no relation), The world chess champion, returned +to Germany after 14 years in America. Soon after I met him I revealed that my friend and I had +found a game that rivaled chess, but the other chessplayers were too silly to even look at it. +Lasker was skeptical, but he listened to me explain the rules, and said,'Well, let's play a game.' +'Alright', I replied, 'but first I'll show you a few important things which aren't in the rules, but +which you have to know.' 'No, no, no, let's play a game.' we played, and of course I won, but +Lasker immediately recognized the deep strategical and tactical possibilities which Go holds +despite its simple structure. After just one game. He's the only man I ever showed the game to +who grasped this at once. 'Look, this is what we'll do', Lasker said, "I suppose you have a fellow +student at the University who is Japanese and may know the game. If you find one I'd like to +arrange a Go evening once a week at my home.' Indeed, there was a Japanese in my class who +knew the game; he surprised me in fact by saying that every educated Japanese knew the game. I +still recall his name: Yasugoro Kitabatake. At first he gave us 4 stones, but we improved +gradually, and after 2 years we beat him already. + +<p>Then one evening Kitabatake came to us with an interesting proposal. 'There's a Japanese Go +master passing through Berlin, a professor of mathematics on his way to London as an exchange +professor. Would you like to play him?' 'Of course we would.' Lasker replied, 'and I'll play him +in consultation with my brother Berthold, if you don't think he'll mind?' 'Of course he won't.' +'Well' continued Lasker, 'do you think he'll give us a handicap?' "Certainly', laughed Kitbatake. +'And how many stones?' 'Nine of course.' (Ed Note: At least equivalent to Queen odds in chess.) +'That's impossible', Lasker replied decisively. 'The man in the world who can give me nine +stones and beat me doesn't exist!' Kitabatake just smiled, and soon we found ourselves at the +Japanese club playing the master on nine stones. + +<p>No matter how long we took to plot our combinations the master never took more than a tenth of +a second for his reply, and he beat us terrifically. I don't think we had a single live group at +game's end. Lasker was the most discouraged and disappointed of men. 'Look Edward', he said +(this was in 1909 or 1910 don't forget). 'the Japanese have never had a first-class mathematician. +I'm sure that we can beat them at Go, the ideal game for the mathematical mind. Let's go to +Tokyo for a few months to play with the masters. I think that we'll be able to catch up to them +without too much difficulty.' + +<p>Naturally, I didn't think that it would be so easy to catch up to them, but I was enthusiastic about +the plan. However, I had recently graduated from the University and had just got my first job, as +an engineer for the German General Electric Company, and I couldn't tell m y boss that I wanted +a vacation of several months to travel to japan. But I told Lasker I would try to be assigned to my +company's office in Tokyo. + +<p>The next day I went to my boss with my cunning plot. 'There are 41 engineers in this +department", I began. 'I am certainly not so arrogant as to say that I am better than any of them +(MB Note: Ed Lasker later became a millionaire, so he was probably being unduly modest!), and +I don't see how I can expect to excel them to such a degree that I have a promising future here. +So I would like, therefore, to represent the company in one of the foreign offices.' 'Where?' my +boss asked. 'Tokyo, for example.' was my diabolical reply. The boss came back to me later after +speaking with the head of the Foreign Department. 'Sorry', he said, 'we only send Englishmen or +Germans who speak fluent English to Tokyo or any other foreign office. English is the +commercial language throughout the world.' The English had practically everything +monopolized in those days. Nothing daunted, I asked to be transferred to the London office to +learn English while drawing a nominal salary. Eventually they acquiesced in my request and I +was sent to live and work in London in 1912. I was in London when the first World War broke +out in August, 1914.' + +<p> From London, Lasker arrived in New York City in 1914. He made the united States his +permanent home, a turn of fate which is a distant reverberation of that awful defeat at the hands +of a traveling Go master. Soon after his arrival in New York Lasker saw Japanese waiters playing +go at Lee Chumley's restaurant in Greenwich Village. He was introduced by the headwaiter +Koshi Takashima, an avid Go player, to another patron of the restaurant who played Go, Karl +Davis Robinson. Robinson knew of one other Go player in New York, the editor-in-chief of +Harper's Magazine, Lee Hartman. The three formed a Go group at Lee Chumley's that soon +became quite large and took a room on the second floor of the restaurant. This group was the +nucleus of the New York Go Club and organized Go in the United States: the same 3 men +founded the American Go Association the same year Lasker published GO AND GO MOKU. +(MB note: 1934). + +<p>It was Max Lange who first of all made it to Japan, and Lange taught the game to his brother-in-law Felix Dueball, who became the first Westerner of genuine Dan strength. Emanuel Lasker +remained a tremendous Go enthusiast throughout his life and included an important chapter on +the game in his book Die Spiele des Menchen. On hi s death his Go set was presented to the +West Point Military Academy. (MB note: In my visit to the Academy about 10 years ago I +enquired about this, and found no one who even knew what I was talking about!) + +<p>The story which I call "How The Young Lasker Learned Go" was told by Lasker in print in his +article "From My Go Career" in #'s 7 and 9 of Go Monthly Review of 1961, and in his Chess +Secrets I Learned From The Masters (Dover, 1969)." + +<p><hr> + +<br wp="br1"><br wp="br2"> +<p><a href="Compare.html"><Font Color="#0033FF"><strong>Continue</strong></Font></a> + +<p>Click Here To Return To<a href="index.html"><Font Color="#0033FF"><strong> Milt's Go +Page</strong></Font></a> + +<p><hr> + +<br wp="br1"><br wp="br2"> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/America.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:48:48 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C1S1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,88 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:44 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Solution 1"> + <font class="chaptitle"> + Chapter 1 Solution 1 + </font><br> + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD1A.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Solution 1A</strong></b> B1 to escape White’s enclosing move at this same point is absolutely essential.<br><br> + + After this key play, the three corner Blacks are strong and the two White stones on the right are weak and threatened, so Black has Sente! + <br><br> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C1SD1B.jpg" border="1"> + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 1B</strong></b> If Black allows W1 instead, all of the Whites are essentially safe, and it’s Black who’s potentially at risk.<br><br> + + </td> + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:44 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C1S2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,79 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:01:42 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Solution 2"> + <font class="chaptitle"> + Chapter 1 Solution 2 + </font><br> + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD2.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Solution 2</strong></b> Connecting with B“a” would not only be unnecessarily submissive, but overconcentrated as well!<br><br> + Instead, B2 not only indirectly defends the cutting point, is “light”, but also isolates and attacks W1.<br><br> + Not as strong, but still better than “a”, would be B“b”, which also attacks W1.<br><br> + And if Black isn’t particularly concerned with W1 but still desires to reinforce his group here while aiming at the upper Whites, then B “c” might be a good choice.<br> + + + </td> + + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:01:44 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C1S3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,74 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:01:44 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Solution 3"> + <font class="chaptitle"> + Chapter 1 Solution 3 + </font><br> + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD3.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + + + </td> + + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:01:48 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C1S4.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,77 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:01:48 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Solution 4"> + <font class="chaptitle"> + Chapter 1 Solution 4 + </font><br> + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD4.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Solution 4</strong> W2 or “a” are the most common ways to build center thickness, and W“c” or “d” are sometimes preferable, all in accord with the principle stated earlier of avoiding contact.<br><br> + W“b” may be chosen when White is more interested in the lower left than the center.<br><br> + The appealing looking W”e” is actually a mistake because it’s too close to the Black stone!<br><br> + After the natural splitting response of B“f”, White will have two weak groups to manage, and will almost certainly end in trouble on one side or the other.<br><br> + + </td> + + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:01:49 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C1S5.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,81 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:45 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Solution 5"> + <font class="chaptitle"> + Chapter 1 Solution 5 + </font><br> + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD5.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br> + <strong>Solution 5</strong></b> The key here is to recognize that, at least for the moment, + the fight on the left side is over because both sides are stable, and the two isolated Black stones + in the lower left aren’t big enough to warrant immediate action.<br><br> + That in turn means that White’s response to the marked Black stone must without fail be played elsewhere! + (In this position, that means on the right side.)<br><br> + Of course it will make a major difference in the game whether or not that tenuki is played on the best point. + But for the purposes of this chapter’s focus on when fighting is or is not appropriate, count your answer as + correct if you recognized that a tenuki is called for!<br> + + </td> + + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:45 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C1S6.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,158 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:46 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Solution 6"> + <font class="chaptitle"> + Chapter 1 Solution 6 + </font><br> + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD6A.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Solution 6A</strong></b> B1 here is bad on three major counts:<br><br> + - It garners no profit.<br><br> + - It makes no threat (so it’s pure Gote!)<br><br> + - It produces bad shape empty triangles at both “a’ and “b”.<br> + + + </td> + + + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD6B.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 6B</strong></b> This way of playing is feasible, but inferior because it produces + one point less for Black than the preferred (game) solution of 6E. Note that W4 is essential, because + of the defect at ‘a’. If it’s omitted, ...<br> + + + </td> + + + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD6C.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 6C</strong></b> If W4 is omitted, the pitch of B5 on that same point will capture 5 Whites! If W6 captures, + after the atari of B7 if W8 connects then B“a” will capture 11 Whites! So W8 must connect at “a” and allow B9 to replay at 5 + to capture 6 Whites.<br> + + + </td> + + + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD6D.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 6D</strong></b> This B1 is best, and this diagram shows that it absolutely prevents an immediate cut with W2 + because after the atari of B3, connecting with W4 would allow B5 to produce a snapback that captures 7 Whites. So ...<br> + + </td> + + + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD6E.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 6E</strong></b> After the atari on the marked stone of B1, White saved this stone with the simple connection of W2. + This forced B3 to connect, and although this produced an empty triangle, it was acceptable because it retained Sente by forcing W4 + to prevent Black’s pitch and following capture as in Solution 6C.<br> + + + </td> + + + </tr> + </table> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:46 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C1S7.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,75 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S7.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:47 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Solution 7"> + <font class="chaptitle"> + Chapter 1 Solution 7 + </font><br> + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD7.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Solution 7</strong></b> B”a” is feasible but would be painfully slow.<br><br> + Instead, the one point skip to B1 is tesuji.<br><br> + After that, if W“a”, B“b”, W“c” captures, then the simple B“d” easily gets Black out.<br><br> + So what actually happened was W2 as shown. Then after B3, W4 occupied Black’s shape point, + keeping the fleeing Black group as weak as possible under the circumstances.<br><br> + This was fine play by both sides, as would be expected from players at their relatively high level.<br> + + + </td> + + + </tr> + </table> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S7.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:47 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C1S8.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,99 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S8.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:23 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Solution 8"> + <font class="chaptitle"> + Chapter 1 Solution 8 + </font><br> + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1SD8A.jpg" border="1"> + + </td> + + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C1SD8B.jpg" border="1"> + + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Solution 8A</strong></b> If White begins by playing on Black’s key inside shape point with W1, + this shows one plausible continuation.<br><br> + But after B8, although White has gouged out most of the territory from Black’s underbelly, Black is quite safely + led out into the center, and what might have been White’s thickness in the center, with which he hoped to compensate + for the two big Black corners above and below, has been effectively negated.<br><br> + So playing this way would be very inferior for White. + + <br><br><br> + <strong>Solution 8B</strong></b> From the principles enumerated earlier we know that as things stand this still unenclosed + group can’t simply be killed, so if White desires to attack it his only sensible option is to begin by trying to confine it + from the outside. So White correctly began his attack from the outside with the capping move of W1.<br><br> + B2 is the best way for Black to try to expand his space, and after the expected hane of W3 and draw back of B4, W5 is necessary + to prevent Black’s strong ”outside hane” at this same point.<br><br> + When B6 cuts, W7 is necessary to prevent Black’s atari on W1 at this same point. And then Black has a big decision to make!<br><br> + If Black now plays at 9 to make shape, W8 will assure the capture of B6 and connect White, while providing him with the powerful + thickness he sought.<br><br> + ` That was unappealing to Black, so with B8 he chose to keep White separated. But in return, now that Black is enclosed, it does make + sense for W9 to occupy Black’s key shape point!<br><br> + Whether or not Black can live after this will be a function of the respective fighting skills of the opponents. Given that Black allowed + W9 it’s reasonable to assume that a player as strong as the 5D who contested this game correctly pre-calculated his chances in that regard, + and in the end he did in fact live here. (Although the result of that local fight was obviously critically important to the game’s outcome, + from our present perspective it’s a “detail” which lies outside our concern with the proper way to play in such situations, so we won’t go into it further.)<br><br> + </td> + + </tr> + </table> + + +<br><br><br> +<strong>Click Here To Return To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C1S8.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:23 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C2S1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,103 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C2S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:54 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter2 Solution 1"> + <font class="chaptitle"> + Chapter 2 Solution 1 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2SD1.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <strong>Solution 1 Assessments</strong><br><br> + <strong>a: Unimportant</strong>, although live, and takes a small corner territory, because it’s enclosed and therefore can’t influence subsequent play.<br> + <strong>b: Very important when formed</strong>, because the wall projected its influence over the entire upper middle of the board Much less important now</strong> that the Black “d” stones have been played specifically to negate that influence.<br> + <strong>c: Somewhat important</strong> because they prevent the “d” stones from making a base on the edge, but not very important because those same Black “d” stones effectively cut them off from the center.<br> + + <strong>d: Vitally Important!</strong> These stones prevent White from making a massive, winning territory between his two powerful (b and J) walls on either side!<br> + <strong>e: Important</strong> because it helps capture W“f”, and thereby unites the B“g” and “h” units.<br> + <strong>f: Important</strong>, as just noted.<br> + <strong>g: Moderately important</strong> because they reach out toward the center and therefore potentially aid the vital but still unsettled B“d” stones.<br> + + <strong>h: Moderately important</strong> because they will almost certainly connect to the B “t” stones below to secure a large Black territory on the edge.<br> + + + +<strong>i: Almost worthless!</strong> If capturing this stone was the only way that Black could connect his “g” and “h” stones, it would be at least moderately important. But given that Black can also connect by capturing W”f” (which is already in atari!), +the importance of W”I” sinks to just the 2 points that its capture would bring.<br> +<strong>j: Fairly important</strong>, because they form a thick, powerful wall which casts its influence over the entire upper left middle! But not really important because that influence is already partially negated by the Black “d” group.<br> + </td> + + </tr> + </table> +<font size= +1> +<strong>k: Valuable</strong> because it takes the corner territory, <strong>but unimportant</strong> because it’s enclosed and therefore can’t influence subsequent play!<br> +<strong>l: Potentially important</strong>, because the possibility exists that this stone can be used to seal off the left side and then also capture B“m” to form a large White territory there.<br> +<strong>m: Quite Important</strong> because the fate of this stone will probably determine whether or not White can make a big territory in this area.<br> +<strong>n: Moderately important</strong>, partially because of the potential noted above, but mainly because of its potential for preventing Black from making a very large territory in the lower center.<br> + +<strong>o: Moderately Important</strong> because they coordinate well with the B “q” stones to form a nice territory in the lower left, with a threat to make more just above.<br> +<strong>p: Unimportant</strong> because this stone is effectively captured. (But its presence paid off for White earlier, because the threat to connect it out allowed the W“n” stones to secure their eyespace.)<br> +<strong>q: Moderately important</strong> because of their coordination with the B“o”group and the territory that provides, as well as the fact that they help seal off the W“s” stones from the center.<br> +<strong>r: Unimportant.</strong> This was a Kikashi to induce White to connect. Once that was accomplished, it’s now worth only the 2 points its capture would bring the opponent.<br> +<strong>s: Moderately important</strong> because they have some center access, so that they may be able to participate in later action there.<br> + +<strong>t: Moderately important </strong>because the large territory they enclose in conjunction with the B“h” stones may induce a White invasion, with subsequent fighting there. They will also almost certainly play a role in any later center fighting.<br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C2S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:54 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C2S2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,103 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C2S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:55 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter2 Solution 2"> + <font class="chaptitle"> + Chapter 2 Solution 2 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2SD2.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <strong>Solution 2 Assessments</strong><br><br> + <strong>a: Important</strong> because they control the corner and have expansion potential along the upper side, and together with the “c” stones trap (and effectively capture) B“b”.<br> + <strong>b: Marginally Important</strong>, because if it can escape that would neutralize the large White edge territory around it.<br> + <strong>c: Important</strong> because together with the “a” stones they not only trap B“b” to take a large territory, but also project influence toward the open upper middle of the board.<br> + + <strong>d: Important</strong> because together with the “f” and “g” stones they trap (and effectively capture) the two W”e” stones, to both assure life and take a modestly large territory. + Equally significant, they’re not enclosed and can therefore influence subsequent play nearby.<br> + <strong>e: Important</strong> because their demise will ensure the connectivity and safety of the B“d” and “f” stones, to yield a large Black territory. But that’s not yet certain, so this situation will have to be watched closely until it’s definitively resolved.<br> + <strong>f: Important</strong> because they are not only essential to the capture of the W”e” stones, but the weak link in that process. They also make an essential contribution to the W“h”, B“I” potential Seki below.<br> + <strong>g: Important</strong> primarily because of their impact on both the fight against the B “d” stones and the W“h”, B“I” Seki to their right.<br> + <strong>h: Important</strong> because of the very large number of points the difference between their life or death represents. At the moment they’re embedded in a Ko fight with the Black “h” stones which will probably result in Seki when the Ko is filled, but + (although unlikely) that might conceivably change before the game’s end.<br> + <strong>i: Important.</strong> Similar to the “h” stones because of the fight involving both.<br> + + <strong>j: Quite Important</strong>, because the Ko it’s involved in will determine whether or not the fight between the W”h” and B“j” groups becomes Seki.<br> + <strong>k: Overwhelmingly Important.</strong> If this group should die the Seki to its left would collapse and then the W “h” stones would die as well, leading to White’s instant resignation.<br> + + </td> + + </tr> + </table> + + <font size= +0> + <br><br> + <strong>l: Unimportant</strong>, except for the fact that its capture provides the W”k” group with its lone eye.<br> + <strong>m: Vitally Important.</strong> Similar to the W “k” stones, but without an eye.<br> + + <strong>n: Quite Important.</strong> This group is crucial to both the Seki below (because of its impact on the B“m” group), and the W “e” fight.<br> + <strong>o: Very Important</strong>, because in conjunction with the other nearby Black stones it helps contain the crucially important W”k” group.<br> + <strong>p: Important</strong>, primarily because of their effect in trying to enclose the W”k” stones.<br> + <strong>q: Important</strong>, primarily because of the potential aid they may offer to the escape of the W “k” stones.<br> + + <strong>r: Intrinsically Important</strong> because as the lone 4-4 point stone in a corner, this stone’s territorial and influence possibilities are at present almost unlimited. But the current + focus of this game must be the key fight now underway on the lower side, so the realization of any potential here must wait until that urgent issue is resolved.<br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C2S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:55 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C2S3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,82 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C2S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:56 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter2 Solution 3"> + <font class="chaptitle"> + Chapter 2 Solution 3 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2SD3.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br><br> + There’s no time now to protect the cutting point at “a”, nor is there time to make the excellent splitting placement of W“b” on the right side, because either would allow B“c” to attack the still baseless 3 White stones in the lower left.<br><br> + + The urgent play is for White to immediately stabilize those 3 weak stones by providing them with a base via the two point third line skip of W1, even though that allows the strategically big B2 on the right side, with global advantage to Black.<br> + + + </td> + </tr> + </table> + + + <br><br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C2S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:56 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C2S4.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,99 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C2S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:57 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter2 Solution 4"> + <font class="chaptitle"> + Chapter 2 Solution 4 + </font><br> + + </center> + + <br><br> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C2SD4A.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + + <strong>Solution 4A</strong></b> By trying to hang onto W1 with this W5, White would make the + serious error of allowing B6 to enclose him, thus forcing him to try to live in the corner!<br><br> + But that would lead to this easy to read out in advance sequence, in which White can’t make 2 eyes, + and so is dead! (If W7 at 8, B8 at 7, and White is still dead!)<br><br> + Instead ...<br> + + </td> + + + <td width="10"> </td> + + <td align="left" valign="top"> + <img src="C2SD4B.jpg" border="1"> + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Solution 4B</strong></b> By playing this W5 to run away on the outside, White abandoned W1 + as having served its purpose of forcing Black’s response, allowing Black to secure the corner.<br><br> + Then, in this sequence (there are feasible alternatives which lead to similar but somewhat different results), + White succeeded in his real purpose of gouging out and “stealing” much of what otherwise would have been a very large Black territory.<br> + + </td> + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C2S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:57 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C3S1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,83 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:58 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3 Solution 1"> + <font class="chaptitle"> + Chapter 3 Solution 1 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3SD1.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Solution 1</strong> + The marked 10-stone Black group as yet has neither eyespace or shape, and that’s a serious detriment. But it’s offset by the fact that Black has + the lower left corner, a live (two-eyed) group in the lower right, and unopposed stones in both of the upper corners.<br><br> White has safe groups + in the lower left and lower right corner, while his center group is strong (if not yet absolutely safe) because of the 3 trapped Blacks.<br><br> + On balance, if Black can save this large weak group without suffering too much damage to his positions above, both side’s overall chances are about equal.<br> + + <br><br> + + </td> + + </tr> + </table> + + <br><br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:58 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C3S2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,92 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:59 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3 Solution 2"> + <font class="chaptitle"> + Chapter 3 Solution 2 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3SD2.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br> + This situation is a complex fight in which each side has 2 unsettled groups. In such cases, even a minor slip by either side can lead to disaster, + so extreme caution is required.<br><br> + + + The status of each group is as follows:<br><br> + <strong>a:</strong> The lone Black stone on the upper left 4-4 point is strong.<br><br> + <strong>b:</strong> This live Black group is very strong.<br><br> + + <strong>c:</strong> This live White group is very strong.<br><br> + <strong>d:</strong> This live Black group is very strong.<br><br> + <strong>e:</strong> This large White group is marginally weak. It is sure of only 1 eye on the edge, but as things stand can either connect to the “c” stones or escape. + But that connection/escape is not yet certain, and therefore must be watched carefully as the game progresses!<br><br> + <strong>f:</strong> This Black group is marginally strong. It can almost certainly make at least one eye, and has free center access at the moment.<br><br> + <strong>g:</strong> This White group is weak! It has no sure eye, no real shape as yet, and only center access to provide viability.<br><br> + <strong>h:</strong> This Black group is also intrinsically weak, but a bit stronger than the W“g” stones because its shape is better and it already is further out into the center.<br><br> + <strong>i:</strong> This White group is strong because it’s almost certain to be able to make 2 eyes in the corner.<br><br> + + <br><br> + + </td> + </tr> + </table> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> + +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:59 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C3S3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,82 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:00 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3 Solution 3"> + <font class="chaptitle"> + Chapter 3 Solution 3 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3SD3.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + Black’s thickness is imperfect because W “a” to cut him apart might (in some global positions) be feasible.<br><br> + But even if that isn’t true, there still remains the annoying and potentially dangerous peeps at “b” or “c” to worry about.<br><br> + And in the current position “d” is also open, so a later W“e” at the right time (with potential to connect underneath) will reduce the value of this Black formation by a major amount.<br><br> + So the unavoidable conclusion is that as things stand Black’s thickness here is at best incomplete, and these Black stones are not strong!<br> + + </td> + + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> +<br><br> + +<strong>Click Here To Move On To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:00 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C3S4.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,83 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:01 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3 Solution 4"> + <font class="chaptitle"> + Chapter 3 Solution 4 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3SD4.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + W1 is the best way to make shape.<br><br> + Then if later B“a” with atari, W“b” traps that stone and makes the needed second eye.<br><br> + W“c” instead of W1 seems superficially equivalent, but although it’s exactly the same as the correct W1 insofar as assuring the life of the White group is concerned, + the correct W1 has the potential followup of W“d”, while W“c” has no such followup potential because after the White group becomes safe the 6 Blacks to their left are + just unequivocally dead!<br> + + </td> + + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:01 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C3S5.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,95 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:01 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3 Solution 5"> + <font class="chaptitle"> + Chapter 3 Solution 5 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3SD5A.jpg" border="1"> + </td> + + <br> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C3SD5B.jpg" border="1"> + </td> + + <br> + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C3SD5C.jpg" border="1"> + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + + + </td> + </tr> + </table> + <br><br><font size= +1> + <strong>Solution 5A</strong> W1 on Black’s key shape point is intrinsically OK, provided that it’s followed up correctly!<br><br> + + <strong>Solution 5B</strong> After W1, B2 will make a Bamboo joint to strengthen his weak stones while threatening to connect at 3.<br><br> + But if W3 is then played to prevent that connection, the simple B4 traps the 2 Whites to connect Black after all, making his stones strong!<br><br> + <strong>Solution 5C</strong> After B2, instead of futilely cutting with W“a” to produce the bad result of Solution 5B, depending on the nearby + and global position White will be much better advised to run away at either “b” or “c” if he intends to fight, + or to simply tenuki and leave W1 behind temporarily as having fulfilled its purpose, until such time as it becomes clear that utilizing it further will help him more than Black.<br> + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 Problems </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:02 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C3S6.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,82 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:03 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3 Solution 6"> + <font class="chaptitle"> + Chapter 3 Solution 6 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3SD6.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + B1 is the best way to proceed, because of the threat it makes to atari next at 2.<br><br> + W2, B3 and W4 are then forced, after which Black has 5 liberties and is technically “contact stable”.<br><br> + But here that’s not adequate, because if Black tenukis, the turn of W5 will be too good for White to allow.<br><br> + So B5 is necessary, yielding 6 liberties. And because a following B6 would be bad for White, W6 is equally necessary. + So Black retains Sente, allowing him to safely tenuki if he desires.<br> + + </td> + + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C3S6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:03 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C4S1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,104 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:04 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4 Solution 1"> + <font class="chaptitle"> + Chapter 4 Solution 1 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD1A.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 1A</strong></b> Cutting would be a major mistake that would only increase Black’s thickness, because the cutting stones + would be easily caught in Geta as shown.<br><br> + + </td> + + + </tr> + </table> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD1B.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br> + <strong>Solution 1B</strong></b> Correct is for W1 to peep into Black’s cutting point, forcing B2 to connect.<br><br> + After this, W1 may later turn out to be a useful aid to any weak White group below, while B2 has only trivially added to an already strong Black formation.<br><br> + In some situations, it’s best to leave the decision to cut or peep for later when circumstances might make it clearer which course of action is preferable. + But in the game in which this position arose, as is frequently true, getting W1 on the board in Sente immediately was highly desirable.<br> + + </td> + + + </tr> + + </table> + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:04 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C4S2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,94 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:05 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4 Solution 2"> + <font class="chaptitle"> + Chapter 4 Solution 2 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD2A.jpg" border="1"> + </td> + + <br> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C4SD2B.jpg" border="1"> + </td> + + <br> + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C4SD2C.jpg" border="1"> + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + <strong>Solution 2A</strong> The cut is clearly infeasible, because W2 easily captures.<br><br> + <strong>Solution 2B</strong> This peep is inferior, because after W2 connects White has good shape, while B1 has only 3 liberties and no good followup.<br><br> + <strong>Solution 2C</strong> This is the best peep, because when W2 connects B1is not only on White’s shape point but also still has all 4 of its liberties, + and this can make the difference between winning and losing any later fight involving this Black stone. Of course if White should mistakenly answer at “a” + instead of 2, then B“b” is available as a big Ko threat to force W2 after all, and that’s worse for White than this diagram. If W“b” in response to B1 it may + be feasible and/or best to simply tenuki, leaving B1 behind as Aji, or it may be productive to reinforce it. But in any event, it was still ideally placed.<br> + + + + </td> + </tr> + </table> + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> + +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:05 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C4S3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,87 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:06 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4 Solution 3"> + <font class="chaptitle"> + Chapter 4 Solution 3 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD3A.jpg" border="1"> + + </td> + + + <td width="10"> </td> + + <td align="left" valign="top"> + <img src="C4SD3B.jpg" border="1"> + </td> + <td width="10"> </td> + <td valign="top" align="left"> + <br> + <strong>Solution 3A</strong> Peeping with B1 here or at “a” would be simply awful for Black, because the connected White stones are then very strong, while B1 becomes an almost worthless stone plastered against a strong opposing formation. + Such moves mainly help the opponent, and so are called “thank you” moves!<br><br> + + <strong>Solution 3B</strong> Correct is to cut with B1, provided Black has assessed that it will have good prospects in any resulting fight! W2 or W “a” to follow is almost mandatory, but in either case White is separated. What will develop + next will depend on other nearby stones of both colors, the full board position, the strength of the players, and their strategy.<br> + + + </td> + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 Problems </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:06 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C4S4.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,100 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:02:47 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4 Solution 4"> + <font class="chaptitle"> + Chapter 4 Solution 4 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD4A.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 4A</strong> The threat of the cut of W1 here is extremely dangerous for Black, and cannot be permitted!<br><br> + If this cut is allowed, after the sequence thru W7 Black’s entire position here would be in serious trouble! So ...<br><br> + + </td> + + + </tr> + </table> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD4B.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Solution 4B</strong></b> Black must play immediately to prevent that dangerous cut!.<br><br> + The solid connection of B“a” obviously works, but is inferior not only because it doesn’t extend Black’s position, but because it also lacks eyeshape. + And making a “Tiger’s Mouth” at either “b” or “c” is also not best because it would only serve to induce a White peep on the complementary point, with + (slight) advantage to White. So B1 here is the ideal answer, both extending and defending. <br><br> + After this, if W“a” cuts, B“b” will capture the cutting stone.<br> + + </td> + + + </tr> + </table> + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:02:50 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C4S5.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,95 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:02:50 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4 Solution 5"> + <font class="chaptitle"> + Chapter 4 Solution 5 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD5A.jpg" border="1"> + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br> + <strong>Solution 5A</strong> Beginning with the push of W1 is correct! The only conceivable response is the block of B2, but that leaves Black with the two dangerous cutting points at “a” and “b!<br><br> + </td> + + + + <td width="10"> </td> + <td align="left" valign="top"> + + <img src="C4SD5B.jpg" border="1"> + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Solution 5B</strong> In the game from which this position was taken White’s choice (based on the global position) was to cut with W3 at “a”.<br><br> + If Black then gives atari to W3 via B7, that would allow the counter atari of W6, followed by losing the corner to White. So Black played B6, allowing W7 as shown.<br><br> + Then with the second cut of W11 followed by the sequence thru W19, White makes a nice profit, while Black has to go back to secure his life in the corner with B20 while + leaving his 7 outside stones with bad shape and uncertain prospects. So White stands much the better here.<br> + + </td> + </tr> + + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:02:54 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C4S6.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,149 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:02:54 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4 Solution 6"> + <font class="chaptitle"> + Chapter 4 Solution 6 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD6A.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 6 A</strong></b> There are twin cutting points on the second line available for Black to exploit.<br><br> + If B1 here, then the atari of W2 on the outside is to be expected. After the counter atari of B3, the capture of the sacrifice B1 by W4 is natural and necessary.<br><br> + Then B5 virtually assures the capture of the two marked Whites. After that, with the sequence thru W10 the bulk of White’s force is essentially safe because White not only + has free access to the open center, but “a” or “b” are miai to secure two eyes.<br> + + </td> + + + </tr> + </table> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD6B.jpg" border="1"> + <center><b> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Solution 6 B</strong></b> Since that variation takes profit but doesn’t apply much pressure to White, Black will undoubtedly prefer to cut on the other side with this B1 instead.>br><br> + Next, if W2 here, the atari of B3 is to be expected if Black has enough favorable Aji elsewhere on the board. Then W4 will induce the capture of B5 to create a big Ko.<br> + + </td> + + + </tr> + </table> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD6C.jpg" border="1"> + <center><b> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 6 C</strong></b> But White need not become involved in that Ko fight if he prefers not to! Instead, with the sequence thru W8 shown here, he can move smoothly out into the open center + with good shape, with the miai of “a” and “b” left behind to assure his connectivity to W2 and 4.<br><br> + And if and when the connection of W“a” gets played, B“c” will be necessary to assure that the two marked Whites remain Black’s captives.<br><br> + + On balance, this would seem to be the preferred way for White to play, but...<br> + + </td> + + + </tr> + </table> + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C4SD6D.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Solution 6 D</strong></b> In the actual game in which this position arose, White followed this variation instead, opting for the profit his live group took, and leaving for later the problem of + what to do with his now classically weak 3 stone string after B9 capped it!<br><br> + Although B9 was both big and very threatening, the likely outcome of the center fight that will follow if White plays to save the 3 stones isn’t clear, so it’s hard to accurately evaluate which alternative + Solution would ultimately have been globally best for both sides.<br> + + </td> + + + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:03:00 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C4S7.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,83 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S7.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:10 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4 Solution 7"> + <font class="chaptitle"> + Chapter 4 Solution 7 + </font><br> + + </center> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4SD7.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + + <strong>Solution 7</strong> + W48 was a Ladder Breaker! Consequently, preventing the cut of W “a” became absolutely essential, and B1 is a much safer way to do that than via a Geta move, and much better shape than a hard connection!<br><br> + And it’s not Gote, because once B1 makes Black safely connected and strong, the White corner is vulnerable!<br><br> + Then if Black is allowed to continue with B2, W“b”, B“c”, the corner is dead! So White must defend immediately.<br><br> + White could expand his corner slightly via W“c”, B“d”, W2, but although that would nominally be Sente it was nevertheless unpalatable because B“d” would then have undercut the not too strong White formation to its right.<br><br> + + So White instead prudently chose to live in the corner in Gote via W2.<br> + <br><br> + + </td> + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 Problems </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C4S7.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:10 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C5S1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,81 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:11 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5 Solution 1"> + <font class="chaptitle"> + Chapter 5 Solution 1 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5SD1.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Solution 1</strong> + The key Sector Lines for White are shown above, those for Black below.<br> + + <br><br> + + </td> + </tr> + + </table> + + <br><br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:11 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C5S2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,82 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:12 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5 Solution 2"> + <font class="chaptitle"> + Chapter 5 Solution 2 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5SD2.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br> + <strong>Solution 2</strong> + The two main Sector Lines of interest here are those shown above the weak 3 stone Black group in the lower center, and both are White’s.<br><br> + The longer Sector Line encloses much more territory, of course, but its upper anchor point stone is so distant from the target Black group that + if it were the only Sector Line operative here Black could safely ignore it for the moment, if that was globally appropriate.<br><br> + But the shorter White Sector Line’s right anchor stone is close enough that Black must pay attention!<br> + + <br><br> + + </td> + </tr> + </table> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:12 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C5S3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,85 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:03:06 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5 Solution 3"> + <font class="chaptitle"> + Chapter 5 Solution 3 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5SD3.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Solution 3</strong> + Black’s one point skip with the marked stone is the necessary play, breaking both of the White Sector Lines and getting the + Black group safely out into the open board center.<br><br> + If it was White’s turn, the very same key point is also correct for him, and in this position, given the thickness of the White + formation anchoring the left end of the White Sector Lines, that would put the 3 Black stones in considerable trouble!<br> + + + <br><br> + + </td> + </tr> + + </table> + + <br><br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:03:08 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C5S4.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,92 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:13 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5 Solution 4"> + <font class="chaptitle"> + Chapter 5 Solution 4 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5SD4.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br> + <strong>Solution 4</strong> + Black has three territories, but nothing even vaguely resembling a moyo, so the only significant operative Sector Lines are White’s. + As shown, it’s quite apparent that, especially in the left center area, they’re very long and quite porous, with Black stones to support + any invasion very near.<br><br> + Based on those facts, plus the observation that the lower left corner is still wide open, an invasion rather than a reduction clearly seems appropriate.<br><br> + Invading on the 3-3 point in the corner would be absolutely safe, but would almost certainly leave Black confined there and White thick outside, with a result that would be too good for White.<br><br> + So Black reasoned that he would almost certainly be better served by instead invading on the lower left side with a Knight’s move Kakari against the White 4-4 stone. After that, the resulting fight could + develop in many different ways, with details far outside our present interest, so we won’t go into those various possibilities.<br><br> + + + <br><br> + + + </td> + </tr> + </table> + + The key idea that the reader should bring away from this discussion is that the information provided by Sector Line analysis is valid, and the resulting decision to invade that it suggested is generally correct, + even if you don’t choose the very best invasion point! And that judgment isn’t substantively changed by the fact that Black’s invasion ultimately does or does not succeed.<br><br> + The overall lesson that this conveys is that the application of Sector Lines is highly useful in making the correct strategic decisions is necessary for success in Go, but it is by no means foolproof!<br><br> + Accurate tactical followup is the other essential ingredient for success, and, as we’ve earlier noted in the Introduction, that vital skill can only be developed over time with much study, and then honed to perfection via + extensive play against competent opposition. Since all of that is beyond the scope of this book, it is therefore left to your independent study.<br> + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 Problems </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:13 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C5S5.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,96 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:14 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5 Solution 5"> + <font class="chaptitle"> + Chapter 5 Solution 5 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5SD5.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br> + <strong>Solution 5</strong> + B1 is the key play!<br><br> + Although the White corner stones were already within Black’s Sector Line, with W1 (or “a”, “b”, or “c”) White could easily have cut that Sector Line and thus put the baseless + (= weak) Black 7- stone group on the left in danger.<br><br> + Instead, the simple B1 completely encloses the White corner stones within essentially unbreakable Black Sector Lines, so with still incomplete eyeshape White must do something + about that immediately or die!<br><br> + The key White shape point in the corner is “d”, and a weak player would be well advised to play there immediately to assure White’s eyes.<br><br> + + + <br><br><br> + + + </td> + </tr> + </table> + + But 5D White has calculated that after W2 he can still live even if Black plays at “d”. (You might want to experiment with this position and prove this for yourself.)<br><br> + White also recognizes that the Black group to the right isn’t yet completely settled, and that the territory at the top isn’t yet sealed off either. This combination of assets + means that W2 with its aggressive potential is considerably better than the purely defensive “d”, so that’s what White played!<br><br> + For its part, B1 does far more than merely enclose the White corner, important as that is. By preventing W1 (or W“a”. “b”, or “c”), B1 strengthens his own eyeless 7 stone group + on the left so that there isn’t an immediate need to support it - and that gives Black Sente to play a big point elsewhere after the necessary W2 defends in the corner.<br><br> + On the other hand, if Black were to neglect to play at 1, a White play there would happily seize Sente by splitting Black, and thus completely reverse the flow of this game!<br><br> + + Although B1 superficially seems innocuous and slow and is the type of (actually essential) play that can easily be missed by the novice, it’s also a move whose need and power are readily + revealed by application of the Sector Line concept!<br> + + +<br><br> +<font size=+1><strong>Click Here To Return To</strong><a href="Ch5P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:14 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C5S6.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,105 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:15 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5 Solution 6"> + <font class="chaptitle"> + Chapter 5 Solution 6 + </font><br> + + </center> + + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5SD6A.jpg" border="1"> + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Solution 6 Var 1</strong></b> + By now you should already know that if White is to escape from Black’s enclosure his first move must break the enclosing Black Sector Line!<br><br> + In this position the one point skip to W1 is the key play, not only breaking the Black Sector Line but also establishing one of White’s own that encloses the 2 Blacks.<br><br> + But this B2 in response is far too ambitious!<br><br> + After the sequence thru W7 it’s clear that the 3 Black stones will be captured, and with that White’s four stones will have escaped, with at least one sure eye. So instead ...<br><br> + + </td> + + + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C5SD6B.jpg" border="1"> + + <center><b> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Solution 6 Var 2</strong></b> + The atari of B2 here is forced.<br><br> + The connection of W3 is then necessary, forcing the capture of one White via B4 to save the 3 Blacks.<br><br> + + Then W5 completes White’s escape with a good shape “Bamboo Joint”.<br> + + </td> + + + </tr> + </table> + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 Problems </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:15 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C5S7.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,85 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S7.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:16 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5 Solution 7"> + <font class="chaptitle"> + Chapter 5 Solution 7 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5SD7.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br> + <strong>Solution 7</strong> + White has one long Sector Line here, and by playing to just break it (a reduction, rather than an invasion), Black satisfied both of his objectives + as well as possible in this position. And although it’s not known whether either of these players explicitly used Sector Lines in deciding upon their moves, + it’s apparent that B39 was played precisely as though they had!<br><br> + More important, I’m betting that you, the reader, although perhaps little more than a beginning player, was also able to find this exact move or one very near it, + just by applying the simple yet powerful Sector Line concept!<br> + + + + </td> + </tr> + + </table> + + <br><br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C5S7.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:16 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C6S1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,138 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C6S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:17 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter6 Solution 1"> + <font class="chaptitle"> + Chapter 6 Solution 1 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C6PD1.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + + The SWOT Analysis of this position is as follows:<br><br> +<strong>Black:</strong><br><br> +<strong>Strengths:</strong><br><br> + - The Black upper left corner is not fully enclosed, and can easily make 2 eyes if needed. (Although B53 might be ataried and captured by White, doing that would be Gote + and wouldn’t affect the main Black group’s viability, so it’s not important enough to be played any time soon.)<br><br> + - The B3-45 lower right side/corner can almost certainly make 2 eyes if needed, although all of the territory there isn’t Black’s yet because it’s still quite open to a White invasion.<br><br> + - B25 can either connect to the strong Black group above or to the one on the right, so it’s safe for now.<br><br> + + - The B5-49 group has good shape, easy center access and some territorial potential, so it, too, is safe for now.<br><br> + - B1, B51 are in the corner, with no nearby opposing stones.<br><br> + - B27 has good relationship to B1, B51, plus room to extend on either side or jump to the center if needed.<br><br> + + + </td> + </tr> + </table> +<br><br> +<font size=+1> +<strong>Weaknesses:</strong><br> + - No real weaknesses!<br> +<strong>Opportunities:</strong><br> + - Attack the still unsettled White center group from the right, in order to build moyo/make territory on the right side.<br> + - Expand/consolidate the B1,27,51 area.<br> + - Extend on the third line to the left from B27.<br> + + - Enclose some territory in the lower left center.<br> +<strong>Threats:</strong><br> +<strong>- Black:</strong><br> + - A White invasion is feasible in both the upper and lower right corners.<br> + - The B5-49 group is still unsettled.<br> +<strong>Settled Territory:</strong><br> + - Perhaps 10 points in the upper left corner + 10 points in the lower right. Total = 20 points.<br> + +<strong>Territorial Potential:</strong><br> + - Another move in the upper right corner will nail down at least 15-20 points immediately, with prospects of still more to follow when White tries to prevent Black’s further expansion.<br> + - A move near the star point on the right side should bring substantial profit either above or below.<br> +<br><br> + +<strong>- White:</strong><br> +<strong>Strengths</strong><br> + - The W2-54 group is very thick and has good shape.<br> + + - The W4-32 lower left corner is almost absolutely secure.<br> +<strong>Weaknesses</strong><br> + - The 11 stone W28-50 center group has only rudimentary shape and is only open above and to the right, although it technically isn’t enclosed within Black Sector Lines.<br> +<strong>Opportunities</strong><br> + - Invade between B1 and 27.<br> + - Invade the right side and use the center group to hopefully make a significant White territory in that area. (Dangerous!)<br> + - Try to build moyo in the lower right center, using the W28-50 group.<br> + + - Create a moyo by extending from the upper left group to its right.<br> + - Expand into the open area in the left middle, making some White territory there while minimizing Black’s.<br> +<strong>Threats</strong><br> + - The big lower right center group has no eyes and is less than solidly thick, so it needs the most careful watching!<br> + - The W2-54 group’s thickness might be neutralized without adequate compensation.<br> +<strong>Settled Territory</strong><br> + - About 15 points in the lower left corner + about 3 points in the upper left. Total = 18 points.<br> + +<strong>Territorial Potential</strong><br> + - Extending from the upper left group could net about 15 points.<br> + - Making proper use of the center stones to invade the right side should net some profit, but at the moment it’s hard to estimate how much.<br> +<strong>The main focus of play now</strong> will be on White’s twin major detriments:<br> + - The big weak W30-50 lower right center group. Black will at least harass these weak stones and attempt to kill them if possible (highly unlikely, as things now stand), + or use that attack to either make territory elsewhere (especially on the right side) and/or prevent White from so doing.<br> + - White is far behind in settled territory, and must redress that balance before it’s too late!<br> + + + <br><br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch6P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C6S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:17 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C6S2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,145 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C6S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:18 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter6 Solution 2"> + <font class="chaptitle"> + Chapter 6 Solution 2 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C6PD2.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + + The SWOT Analysis of this position is as follows:<br><br> +<strong>Black:</strong><br> +<strong>Strengths:</strong><br> + - Three almost certainly secure groups in the upper left, upper right, and lower right.<br> + - In the lower left there are only Black stones thus far, but that’s only a minimal advantage because that area is still so open.<br> +<strong>Weaknesses:</strong><br> + + - The three B39, 45 stones are almost certainly “captured”.<br> + - Although the three B11 - 21 stones have excellent shape and center access, they are still unsettled.<br> + - The three B25-51 stones are also somewhat weak, and that’s compounded by their proximity to the B11-21 stones. This gives White the potential for driving them toward each other, + and then setting up a potentially devastating splitting attack.<br> +<strong>Opportunities:</strong><br> + - Black’s only really significant attack potential exists against the W30 - 52 group. + - There is also some limited potential for an attack against the W10 - 22 upper right stones, whose shape is still incomplete.<br> + - There is a significant territorial potential on the left side, where there are only Black stones at the moment.<br> +<strong>Threats:</strong><br> + - The 3 B25 -51 stones are still insecure.<br> + + - So are the 3 B11 -21 stones, albeit to a somewhat lesser degree.<br> + + + </td> + </tr> + </table> +<br><br> + + +<font size=+1><strong>Settled Territory:</strong><br> + Strictly speaking, none as yet although at least some will almost certainly be realized from each of the first 4 items below.<br> + +<strong>Territorial Potential:</strong><br> + - Less than 10 points in the upper right corner.<br> + - About the same in the upper left corner.<br> + - A bit more in the lower right corner.<br> + - Possibly 10 or so points in the lower left.<br> + - A presently unquantifiable amount on the left side, which will depend on who is first to play there, and where.<br> + +<br><br> +<strong>White:</strong><br> +<strong>Strengths:</strong><br> + - The big lower right group on the edge is secure and stable because of the 3 “captured” Blacks.<br> + - The upper left corner formation has excellent shape and space.<br> + - Although the six W10-22 upper right stones have incomplete shape, at the moment they’re relatively strong because the 3 Blacks immediately below are somewhat weaker.<br> +<strong>Weaknesses:</strong><br> + - The 5 W30 - 52 stones are solidly connected and have a high liberty count (6), but no shape or eyespace, only limited center access, and are already enclosed within Black + Sector Lines! But White has Sente, can lean on B53 to make Sabaki if needed, and has the at least equally weak B25-51 stones to fight with, these stones aren’t in any immediate danger.<br> + +<strong>Opportunities:</strong><br> + - The potential exists for:<br> + - an attack on:<br> + - the B11 - 21 stones<br> + - the B25 - 51 stones<br> + - An invasion in the left bottom.<br> + + - Most of the lower left side is still virgin territory.<br> +<strong>Threats:</strong><br> + - The 5-stone W30 - 52 string is in grave danger of being enclosed, with little eyemaking potential!<br> + - The W10 - 22 upper right group still has very incomplete shape.<br> +<strong>Settled Territory:</strong><br> + - About 10+ points on the lower right side.<br> +<strong>Territorial Potential:</strong><br> + + - A possible 10 or so points on the upper right side.<br> + - Perhaps 10 points on the upper left edge.<br> + - Perhaps 10+ points in the lower left corner.<br><br> + +<strong>The main focus of play now:</strong><br> +Both side’s major weaknesses are in the same area - the interface between the W30 - 52 group and the B 25 -51 group on the lower side, so that must be the immediate focus of play!<br><br> + +That situation involving two weak groups is necessarily quite tactically oriented, albeit with a strong strategic component.<br><br> + +And those tactics must necessarily dominate at least until the fate of the opposing weak groups is established, it’s not feasible at this early stage of the fight to lay out a definitive plan +for how to proceed after it’s been resolved. But once the fate of those opposing groups of stones is better defined, a new SWOT analysis will not only be necessary but will then also be able +to better specify the path the game should take from that point on! In that, the possibility for aa splitting attack against the two weak Black groups mentioned earlier may well become significant.<br><br> + + <br><br> + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch6P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C6S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:18 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C6S3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,81 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C6S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:19 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter6 Solution 3"> + <font class="chaptitle"> + Chapter 6 Solution 3 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C6SD3.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br> + <strong> Solution 3</strong> Your SWOT analysis should have indicated that Black’s lower side moyo was not only the largest structure on the board but also the one nearest completion. + So your inescapable conclusion should have been that White’s immediate action to reduce it was essential!<br><br> + If that was your conclusion, consider your answer correct even if you didn’t find the specific starting point or sequence shown, + which is more or less “standard” in similar (and not infrequently occurring) positions.<br> + + + </td> + </tr> + + </table> +<br><br> + + +<strong>Click Here To Return To</strong><a href="Ch6P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C6S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:19 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C7S1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,80 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C7S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:20 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter7 Solution 1"> + <font class="chaptitle"> + Chapter 7 Solution 1 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7SD1.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong> Solution 1 </strong> Capping the weak White one point center skip with B1 is the most forcing way to play here, but certainly not the only conceivable one!<br><br> + One plausible alternative is to begin with the jump to B“a” to strengthen Black’s corner below while threatening to enclose the White stones. But that will almost certainly + induce the response of W1, to which B“c” will then be an essentially forced reply, leaving White with Sente.<br><br> + It’s also not inconceivable to play elsewhere, especially the right side, but B1 gives Black control of at least the next few moves of the game, and therefore on balance will + be the most satisfying to an aggressive player.<br> + + </td> + </tr> + </table> + + <br><br> + +<br><br> +<font size=+1><strong>Click Here To Return To</strong><a href="Ch7P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Epi.html"><font size=+1><font Color="#0033FF"><strong> Epilogue </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C7S1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:20 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C7S2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,86 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C7S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:21 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter7 Solution 2"> + <font class="chaptitle"> + Chapter 7 Solution 2 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7SD2.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + + <strong> Solution 2 </strong> The key point for both sides here is clearly at “a”.<br><br> + If B“a”, the two Black one point skip stones are led out into the open center, and are then quite secure because they + should be easily able to connect above or to the right. Almost equally important, after B“a” Black threatens to continue + with B“b” to induce W“c”, then follow at either “d”, “e” or even “f” to initiate a serious attack on the baseless White group.<br><br> + So the defensive W“d” would most likely follow, leaving Black with Sente to use as he sees fit because White would then have no really serious local attack available.<br><br> + + + </td> + </tr> + + </table> + +<font size=+1>But if Black should mistakenly play elsewhere, the cap of W“a” would completely reverse the local dynamic by leaving the two Black stones almost enclosed within White Sector Lines, and in serious difficulties!<br><br> +So if Black wishes to keep things simple, as he should when taking 5 stones, there really is no sensible alternative available to B“a”!<br><br> +But, surprisingly, that’s not what Black actually played, and by allowing the dangerous and unnecessary fight that followed W “a”, unquestionably hastened his demise in this game.<br> + + <br><br> + +<br><br> +<font size=+1><strong>Click Here To Return To</strong><a href="Ch7P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 Problems </strong></font></a> +<br><br> + +<strong>Click Here To Return To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Epi.html"><font size=+1><font Color="#0033FF"><strong> Epilogue </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C7S2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:21 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C7S3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,81 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C7S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:22 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter7 Solution 3"> + <font class="chaptitle"> + Chapter 7 Solution 3 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7SD3.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br> + <strong> Solution 3 </strong> For our present purposes, count your answer as correct if you recognized that an attack intended to keep White’s weak stones + in the left center from connecting to his strong upper side stones was called for, and you suggested a move near the actual game’s B1 as shown.<br><br> + + + + </td> + </tr> + + </table> + + <br><br> + +<br><br> +<font size=+1><strong>Click Here To Return To</strong><a href="Ch7P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Epi.html"><font size=+1><font Color="#0033FF"><strong> Epilogue </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C7S3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:22 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/C7S4.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,80 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/C7S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:23 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter7 Solution 4"> + <font class="chaptitle"> + Chapter 7 Solution 4 + </font><br> + + </center> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7SD4.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br> + <strong> Solution 4 </strong> White’s objective here must be to prevent Black from easily saving his weak group to the left by connecting his forces. + W“a” would also do that successfully, but W1 is superior because it also looks forward to saving the marked stone, and thus making it difficult for + the upper Black group to make its needed second eye!<br><br> + + </td> + </tr> + </table> + + + <br><br> + +<br><br> +<font size=+1><strong>Click Here To Return To</strong><a href="Ch7P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 Problems </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Epi.html"><font size=+1><font Color="#0033FF"><strong> Epilogue </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/C7S4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:05:23 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,1218 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:55 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +</head> +<link rel="stylesheet" href="style2.css"> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"><font size=+4> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"><font size=+2> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1"> + <font class="chaptitle"><font size=+2> + <strong>Chapter 1 - The Role Of Fighting In Go</strong> + </font><br> + + </center> + <font size=+0> + <br><br> +The financial investment model is an appropriate, if rather grossly simplified, way to grasp the essence of a Go game. Think of the stones you play as your investment capital, +and the resulting territory you acquire as the return on that investment. It’s well established that a prudent financial strategy invariably requires a judicious balance between +long and short term investments. It’s much the same in a Go game, where the balance that must be struck is between profit (short term) and such relative intangibles as thickness +and attack (long term). In this balancing process, it’s often feasible to cede even a large temporary lead in solid profit to the opponent, in the expectation of later recouping. +But <I>whatever the chosen strategic mix in any given game, at game’s end the sole determinant of victory or defeat is the amount of empty board space controlled by each side.</I><br><br> +Capturing more stones than the opponent, or even capturing any opposing stones at all, is essentially irrelevant except as it contributes toward that goal.<br><br> +Given that fact, it might seem that victory should be achievable through the simple walling off of areas by both sides. But that’s not true! Even if that primitive strategy (pejoratively +termed “ground gaining Go”) could be successfully followed initially, the finite size of the Go board coupled with the fact that both sides are seeking to gain control of the same limited +amount of space means that conflict is ultimately inevitable. And that’s especially true when one side or the other realizes it has fallen behind in acquiring territory and can only recoup +by “stealing” a portion of what the opponent has claimed. So in well played Go games the confrontations usually begin early, and then are almost invariably crucial in determining the final outcome.<br><br> +As a result, perhaps the major key to making appropriate strategic decisions lies in understanding that:<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + Go Is A Fighting Game + </font> + + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + + This should distinctly not be interpreted as implying that fighting is all there is to Go, because nothing could be further from the truth. Rather, fighting is perhaps best understood as the + essence around which all of the many subtleties and complexities of Go tactics and strategy coalesce to produce the wonderful game which has intrigued humanity for millennia.<br><br> + + <strong>The Basic Principles Of Fighting</strong> + + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + The Life Or Death Of Groups<br> + + Is The Central Issue In Fighting + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + + Although most high level Go games are decided as a result of fights, those fights are anything but random, mindless conflict for its own sake! Quite the contrary. Fights between competent + opponents occur only because both sides are unavoidably competing for control of the limited assets of space, shape and connectivity available on the 361 intersection Go board.<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + Only Fights Involving Important Groups<br> + + Are Likely To Be Productive + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + + How to identify important groups is the subject of Chapter 2.<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + Only Fights Against Weak Groups<br> + + Are Likely To Be Successful + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + + How to identify weak groups and determine when and why they are vulnerable is the subject of Chapters 3 and 4.<br><br> + When attacking vulnerable groups is most likely to be successful is the subject of Chapters 5 - 7.<br><br> + + Rather<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + + <font class="txtboxsmall"> + Gratuitous Fights For Their Own Sake<br> + Are Almost Always A Mistake + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + + </center> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + Fight Only In Pursuit Of <br> + + Strategically Important Objectives<br><br> + And Only When And To The Extent<br> + Absolutely Necessary + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + + </table><br><br> + </center> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D1.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 1</strong> In this game between a 5D and a 7D, the atari of B1 on the marked White stone has forced the connection of W2, with (small) advantage to Black + because B1 not only separates White and is potentially useful, but also because W2 only adds insignificantly to White’s already thick formation.<br><br> + The key question now is how Black should best continue.<br><br> + + </td> + </tr> + </table> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D2.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + + <strong>Diagram 2</strong> The exchange of the atari of B1 for W2 on the left has created useful Aji for Black to exploit at the proper moment, but continuing there immediately + to support/utilize the 2 Black stones would only prematurely start a fight that would almost certainly be to Black’s detriment!<br><br> + As things stand, Black’s absolutely essential play is B3!<br><br> This begins to sketch out a Black corner in the lower right while partially neutralizing the White thickness, + and also prevents the excellent extension/kakari of W“a”, and leaves the decision regarding what to do with the 2 Black stones on the left for later. (In the actual game, the proper + moment to support those stones never arrived!) + <br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D3.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br> + + <strong>Diagram 3</strong> In this game between two 7 D’s, White has retained Sente, so it’s his choice as to how to proceed from this point forward.<br><br> + Invading the wide extension between B1 and B21 seems inviting. But is it really? And if it’s not, what would be better? And why? + <br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C1D4.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 4</strong> This is the sort of position in which it’s tempting to start a fight by invading with W2! Although that might conceivably succeed, + the 7D who played White in this game thought better of it. He instead opted for this calm development, which had the advantage of taking no unnecessary risks. + Its detriment is that it yielded him only a minuscule overall plus.<br><br> + + Caution! There is sometimes no reasonable alternative to initiating a fight when you’ve fallen behind, and less aggressive play is unlikely to reverse the game’s + losing trend! But other than in such exceptional circumstances, avoiding gratuitous and/or potentially dangerous fights is usually sound policy.<br><br> + How to Distinguish between vital fights and those that aren’t is one of the major subjects of this book, so, hopefully, that important distinction will be much + clearer after you’ve read it all.<br><br> + + + </td> + </tr> + </table> + <br><br> + + <strong>Fighting Guidelines:</strong> + + In a fencing bout, every legal touch has the same value. So when the opponent thrusts, a fencer’s first response must be to parry! Only then does it become feasible to initiate an aggressive counter action. + In a boxing match, every legal blow has the same point value to the judges, but more effective blows can not only steal the initiative from the opponent but can also serve to wear him down so that both his + attack and defense become less effective. Equally important, they can also serve to instantly end the bout via a knockout!<br><br> + And it’s much the same in Go. A move by the opponent which intends to seize Sente by making a threat that you can’t afford to ignore may be defended against as expected, but it also may be ignored in favor of + a threat of one’s own which is in fact more serious. In each case, deciding what’s appropriate strategically and then achieving their desires requires accurate positional appraisal followed by precise execution + by both sides, so in the final analysis a player’s arsenal of tactical skills is the foundation upon which his strategy is both built and realized.<br><br> + <I>The crucial factor in the conduct of any fight is the realization that each separate group of both White and Black stones must somehow form at least two separate and distinct eyes by the end of the game</I>, + to both remain alive and garner the territory that will count toward a win. So the more separate groups you can force your opponent to establish, the more “free” moves you gain with which to pursue your own objectives. + This is generally true because most moves made by the opponent to secure his own eyes won’t also expand his space or attack your positions!<br><br> + Because it’s easy for a beginner or intermediate in a handicap game to be intimidated by White’s superior skill, it’s also important to remember that<br><br> + + + <center> + <br><table class="txtbox"> + + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + The White Stones Have No Special Powers,<br> + And Share The Same Need<br> + For Eyeshape, Space, and Connectivity<br> + As Black’s<br><br> + + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + So Black must carefully appraise and then seek to exploit any weaknesses in White’s positions, rather than reflexively playing purely defensively as though the White stones were somehow invulnerable!<br><br> + The following principles provide excellent guidance in most situations. Why they’re generally valid will become clearer when we discuss strong and weak stones in Chapter 3. + <br><br> + + + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + To Attack, Play Away. + <br> + + </font> + <br> + <font class="txtboxsmall"> + (Keep a discreet distance, inhibiting the opponent’s <br> + ability to expand and/or form eyes.)<br><br> + </font> + + </td> + <td width="30"> </td> + + </tr> + </table> + </center> + <br><br> + + <strong>The Nature Of Attack</strong><br><br> + An attack uses threats against weak stones to create gains, either locally or elsewhere, which typically take the form of territory (profit), the creation of power/influence, or an attack on another group.<br><br> + Attacking plays will usually elicit a response, but won’t necessarily result in an immediate fight.<br><br> + + Attacking scenarios are of almost transcendent importance in playing Go and among the most satisfying to implement, so it will be worth our while to briefly examine their structure and implications here, deferring fuller discussion for later.<br><br> + In a 2008 article in the AGA e-journal, well known American Go teacher Jim Kerwin, 1P, said the following:<br><br> + “The key to attacking is to start by choosing where and what you want to gain. You will find it difficult at first to see a possible gain and how to use attack to get it. The good news is that if you can’t see how to use the weak group to get what you + want, you can afford to wait. The worst case is that the opponent will eventually spend a move to reinforce the group allowing you to play a profit move, so you’re guaranteed something.”<br><br> + + This is splendid advice, as might be expected from a Go professional, but I believe that it’s still amenable to modest refinement for the beginners/intermediates who are endeavoring to learn from this book.<br><br> + The relevant issue is the player’s meta-strategy for playing Go in any particular game. When engaged in competition in which winning and rating are the motivation, Kerwin’s conservative strategy of staying within + the confines of the player’s current knowledge/skill base except in desperate circumstances is clearly appropriate. But in playing “casual” Go, especially when expanding your experience base is the dominant motivation, a far more adventurous and aggressive + strategy will usually be more appropriate!<br><br> + Given that such “casual” games will almost necessarily constitute by far the majority of your early playing experience, rather than holding back unless you’re reasonably certain of success as Kerwin suggests, in those games your preferred strategy should be + to assess as best you can, and then, if in your best judgment it seems at all feasible, attack! Then, especially if you later review what happened (or use a service like The Go Teaching Ladder to have a much stronger player point out your errors), by learning + from your mistakes you can maximize your rate of progress.<br><br> + + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + To Defend, Play Close + <br> + + </font> + <br> + <font class="txtboxsmall"> + (Make contact as a method for creating eyeshape <br> + and/or sealing off eyespace.)<br><br> + </font> + + </td> + <td width="30"> </td> + + </tr> + </table> + </center> + <br><br> + + Contact plays will almost invariably result in an immediate fight.<br><br> + In any event<br><br> + + <center> + + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + <br> + <font class="txtboxsmall"> + Before You Play Defensively,<br> + Always Seek An Offensive Move<br> + + That Also Satisfies Your Objectives<br><br> + + <td width="30"> </td> + + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + + <br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + + <br> + <font class="txtboxsmall"> + + FIGHTING CONTINUES UNTIL BOTH SIDES<br> + ARE (at least temporarily) STABLE<br><br> + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + + <br><br> + + This may mean that both sides are safe, that one side’s stones are either unequivocally dead or temporarily abandoned, or that both are still incompletely settled. + In the latter cases, the fight will often resume later, when the appearance of other stones nearby makes it profitable for one side or the other.<br><br> + To see how these principles work in practice, let’s examine a situation that frequently arises in both even and handicap games.<br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D5.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 5</strong> The “Knight’s Move” approach of W1 (or the symmetrical point on the upper side) is the most common way for White to begin operations against the Black 4-4 point stone.<br><br> + Because it’s an attack, it doesn’t make contact with the object of that attack, but instead stays a discreet distance away!<br><br> + When Black is in a position to respond aggressively, the one point squeeze play of B2 is the strongest counterattack, also playing at a discreet distance from its target, and inhibiting W1's ability to expand down the side to make a base there.<br><br> + + Feasible but milder squeeze plays instead of B2 which may be globally preferable in some situations are “a” thru “d”, while “e” is sometimes chosen when Black feels the top and/or center are more important than the left side.<br><br> + After B2, White has the choice of defending W1 immediately or playing elsewhere. (If he tenukis he will suffer a fairly serious local detriment if Black is first to play locally again, but even then W1 can’t be killed.)<br><br> + How each of White’s feasible responses to B2 can play out is shown next.<br> + <br><br> + + </td> + </tr> + </table> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D6.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + + <strong>Diagram 6</strong> In response to the pincer attack of B2, one common (but rather passive) continuation is for W3 to dive into the corner.<br><br> + After the Joseki sequence thru W11 (B“a” in place of B10 is sometimes preferable), White is not only alive with profit in the corner, but is also unconfined.<br><br> + In return, W1 is at least temporarily abandoned and Black has thickness. This dynamic “equality” is a fair allocation of assets for both sides for the moment, but not a fully adequate characterization of the situation.<br><br> + The important aspect of this position unaddressed by that assessment is that White’s profit of about 10 points in the corner is almost (but not quite) already assured, but Black’s thickness on the outside must still be sooner + or later converted into an approximately equivalent gain either locally or elsewhere for this trade to be ultimately fair.<br><br> + + </td> + </tr> + + </table> + <br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D7.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Diagram 7</strong> “Abandoning” W1 as in Dia 6 isn’t always globally desirable, and in that case the one point center skip of W3 here is often a good alternative to entering the corner.<br><br> + After that, the calmest sequence is as shown, with White getting strong center influence in return for Black’s sketching out corner territory. (The contact play of B6 helps defend the corner territory in Sente by threatening to + connect underneath to B2 by continuing at 7, thereby inducing W7 to prevent that.)<br><br> + After this, with the 3-3 point (“a”) in the corner and “b”, “c”, and “d” all still available for White if and when circumstances make them appropriate, and with the skirt at “e” also still open, the big corner territory is as yet far from securely Black’s!<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D8.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 8</strong> It’s also feasible for White to switch W5 in Dia 7 to the “shoulder hit” on B2 shown here, with this common result.<br><br> + B14 prevents a White enclosure, and at least tentatively assures life for the B2-14 group.<br><br> + + Then, depending on what’s going on elsewhere, White may play “a” immediately to assure his connectivity (the best way to do that), or tenuki and hope that he’ll be able to get back to consolidate his position here before Black can play to cut him apart.<br><br> + Instead of the aggressive squeeze play of B2 in Dia 5 - 8, Black might feel it preferable to play defensively, so let’s examine next just how differently that will play out.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C1D9.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br> + <strong>Diagram 9</strong> Especially when Black already has the marked stone or one near it in place, instead of squeezing, the attachment of B2 is feasible.<br><br> + + As earlier noted, this is not an attack! A contact play like this B2 is actually a defensive move which is intended to enable Black to both “make shape” and take some corner/side territory.<br><br> + Its main detriment is that it also induces White to make shape and territory as shown, thus simplifying the position while also reducing both side’s later options.<br><br> + (There are a number of other feasible Joseki variants beyond these few which give somewhat different results, but those details are outside our present interest and so will not be discussed here.)<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D10.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 10</strong> Relevant to this discussion is the “bang against” attachment of B2 here, which, as earlier noted and despite its appearance, is primarily an attack and not a defensive move!<br><br> + + Since this is something that seems inconsistent and therefore may be confusing, understanding its rationale is important.<br><br> + The attachment of B2 is most appropriate when the triangled Black stone (or one at “a”) is already in place on the upper side, and is even more effective when (as here) the marked left side star-point stone is also present (as is true in high handicap games).<br><br> + The aim of B2 is to make infeasible an immediate White switch to the 3-3 point in the corner at “b”, as in Dia 8. It does this because if W3 at “b”to “steal” the corner territory, B4 at 3 would give Black excellent eyeshape while severely damaging W1. So most often + W3 is considered necessary.<br><br> + + </td> + </tr> + </table> + <br> + + Then B4 works perfectly, in conjunction with the triangled upper side star point stone, toward building a large Black territory in the upper left corner and adjacent upper side. (Although as noted in Dia 7, that territory is still far from completely secure, especially + with W“b” still available.)<br><br> + After B4 White needs eyespace for his 2 stones, but the marked Black left side star point stone stands in the way of an ideal extension, leaving only the very short one point skip to W5 as really feasible.<br><br> + Next, B6 prevents a White slide to either “c” or “d” to expand his eyespace, after which W7 is necessary to create the beginnings of some eyespace and shape while fleeing toward the center. B8 is then often best, building Black’s strength and looking toward the lower side.<br><br> + What’s really important here is to recognize the fundamental difference between the almost entirely defensive attachment of B2 in Dia 9 and that of Dia 10, which is primarily (but not entirely) offensive.<br><br> + Once that critical difference is clearly understood, it should then be far easier for you to make the proper decisions and appropriate followup in similar situations that arise in your own games.<br><br> + + <br><br> + + + Whatever the situation<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + <br> + + <font class="txtboxsmall"> + Don’t Act On<br> + The First Plausible Move<br> + That Solves Your Major Problem.<br><br> + + <td width="30"> </td> + + </font> + + </td> + + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + + <td align="middle" valign="top"> + + <br> + <font class="txtboxsmall"> + Always Look Further For A Better Move,<br> + Especially One Which Also Accomplishes<br> + Other Desirable Goals.<br><br> + + <td width="30"> </td> + + + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C1D11.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 11</strong> This is a fairly common type of position, in which the central area to the left of the Black stones is still quite open.<br><br> + + In most cases, when the marked White stone probes his one point skip Black will want to maintain his connection, and the first step in finding the best way to do this is to identify the feasible alternatives.<br><br> + Please decide on your own candidates before looking at the following diagrams.<br><br> + + </td> + </tr> + </table> + + <br><br> + <table> + + <tr> + <td align="left" valign="top"> + <img src="C1D12.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Diagram 12</strong> Black’s available connection options are marked from “a” to “d”. But which is best?<br><br> + + There is no one universally correct answer because the preferred option will depend upon other stones already in place (not shown here) or deemed likely to appear in subsequent play.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C1D13.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Diagram 13</strong> The simplistic choice is the hard connection of B1.<br><br> + + Although this is the only absolutely secure, unbreakable connection, it’s also the one that creates no shape at all while offering the fewest followup alternatives.<br><br> + Despite these detriments there are situations in which it’s the most desirable option, so it can’t simply be dismissed out of hand. But absent special circumstances that make the other options + infeasible and/or Black’s ultra-solid thickness here particularly useful, this is usually the worst choice. So an alert Black will look further.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C1D14.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Diagram 14</strong> A slightly better alternative, which in certain circumstances may be preferable to the others, is the extension of B1 here.<br><br> + + This maintains the connection because if W“a’, B“b”, and if then W“c” cuts, the atari of B“d”answers. And if W“e” then extends, B“f” is a Geta that traps the two White cutting stones.<br><br> + But instead of pushing at “a”, which obviously doesn’t work, if the position to the left is suitable an alert White might continue with something like W“d”, to induce B“c”, and then follow with + something like W”f”, to leave the entire Black group “floating” without either eyes or shape.br><br> + And that possibility is one of the reasons that this B1 as the way to maintain Black’s connection is not often best.<br><br> + </td> + </tr> + </table> + + <br><br> + <table> + + <tr> + <td align="left" valign="top"> + <img src="C1D15.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 15</strong> A bit more stylish and versatile is B1 here.<br><br> + + After this if W “a” pushes into the gap in the Black formation, depending on surrounding circumstances B“b”, “c” or “d” are all sufficient to maintain Black’s connection with good shape.<br><br> + But even this usually isn’t best because this B1 doesn’t reach far enough out from his wall.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C1D16.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 16</strong> So after further reflection, the one point skip of B1 here is revealed as the move that best accomplishes all of Black’s objectives!<br><br> + + After this, if White makes the shape-killing placement at “a”, B “b” connects efficiently because W“a” is now almost trapped.<br><br> + After that, playing immediately (as at “c”) to rescue W“a” would only help Black. Not only would he then have a larger White group to attack, but (assuming the relatively open center we noted at the outset) + that newly formed White group will probably not seriously threaten Black because those White stones will almost certainly be weaker than the Blacks they are supposedly attacking.<br><br> + If after B1, instead of W“a” White pushes at “b”, with B“a” the position reverts to Dia 15 after W“a”, B“d’ there.<br><br> + After W“a”, B“b”, if White doesn’t extend from “a”, then if and when appropriate, B“c”(or even a more distant Geta) is a further stylish play that assures that W“a”is trapped, almost certainly yielding Black one eye.<br><br> + + </td> + </tr> + + </table> + <br> + + <strong>Enclosure</strong><br><br> + + In the big fights that decide the majority of well played games it’s important that each side retain as many options as possible, and key among those options is finding support for both attack and defense from nearby friendly stones.<br><br> + Groups which are enclosed not only can’t simply run away from an attack, but are also unable to connect with other friendly stones which might offer help, either to win the fight outright or to at least survive it.<br><br> + It’s also true that if one side is enclosed it’s almost necessarily disconnected from other friendly groups, and in many (but not all) cases that also means that the opponent is connected.<br><br> + + The result is that when looking at the final position of games which are close enough to count, it will much more often than not be true that the side which has the fewest number of groups (= is best connected!) is the winner!<br><br> + Perhaps most important of all is the fact that<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + <br> + + <font class="txtboxbig"> + Only Enclosed Groups<br> + Can Be Killed<br><br> + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + + </center> + <br><br> + Therefore<br> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + + <br> + </font> + <font class="txtboxsmall"> + To The Extent Feasible<br> + <br> + <font class="txtboxbig"> + Avoid Becoming Enclosed<br><br> + </font> + + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + Becoming enclosed almost necessarily imposes a burden that is not infrequently sufficient to swing the balance of the entire game in the opponent’s favor. + The converse perspective is equally valid, so under most circumstances enclosing the opponent is an excellent strategy. For that reason, understanding the + principles governing enclosure constitute a major factor in becoming a strong player.<br><br> + + + <center> + <br><table class="txtbox"> + + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + <br> + </font> + + <font class="txtboxsmall"> + To Counter An Enclosure Threat<br> + <br> + + <font class="txtboxbig"> + "If In Doubt, Run Out"<br><br> + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + + <br><br> + + The rationale is simple. Enclosed stones:<br> + - Have no interface with or influence on subsequent play elsewhere on the board.<br> + - Must be able to make 2 eyes, or die.<br><br> + Caution! As the board fills up throughout the game, every group will ultimately become enclosed! So the guidelines we discuss here apply primarily during the Fuseki and early middle game. <br><br> + It’s also true that all such “rules” of behavior represent simplifications of often quite complex situations, but they are nevertheless quite valuable because in surprisingly many cases they also provide the clues that can allow even beginning players to find + excellent moves they might otherwise miss.<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D17.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C1D18.jpg" border="1"> + + + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + + <b>Dia 17</b> Especially in high handicap games, this is a fairly common position, in which White has made a double kakari against a star point stone. + <br><br> + In the absence of special circumstances Black should without fail play to prevent White’s enclosure! For this purpose, B1 as shown is usually best, but sometimes the attachment at either “a” or “b” is preferable. + <br><br> + <b>Dia 18</b> If Black doesn’t respond to the double attack and allows White to play the marked enclosing move on his key point before answering, he can still (just barely) achieve life in gote as shown, but with + even a slight inaccuracy he will almost surely die! And even if he does live, White’s advantage is considerable. So, on balance, Black would be well advised not to allow himself to be forced into this kind of situation!<br><br> + + + </td> + </tr> + </table> + The principle of searching beyond the obvious for the best move stated earlier generally applies, but it’s especially relevant in the enclosure context, where the sense of relief that almost necessarily accompanies a successful + escape may readily blind you to the fact that a superior global result might have been obtained if only you’d looked further for a better move.<br><br> + Here’s a fairly “typical” situation which beautifully illustrates this scenario.<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C1D19.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br> + <b>Dia 19</b> In this game between two 5 D’s, the 12 marked White stones are almost enclosed, with no sure eyes yet! (Although one can be easily made.) So if they don’t get out immediately they will almost certainly be in big trouble, + possibly even resulting in a loss sufficient to cost White the game!<br><br> So what’s the best way for White to break out?<br><br> + + + <br><br> + + </td> + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + + <img src="C1D20.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Diagram 20</strong> Beginning with the atari of W1 and then continuing with the forcing plays thru W9 succeeds in allowing White to escape, and in some situations would be the best way to play, but not here!<br><br> + The problem with it is that Black becomes too strong on both sides.<br><br> + + So finding a better way to get out is highly desirable.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C1D21.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Diagram 21</strong> Beginning with the atari on the other side is clearly better, because now Black has only been strengthened on the left, but it’s still inferior!<br><br> + + Although many players might be satisfied with this, the 5D who played White in this game looked further, and found something better!<br><br> + Do you see it? Try to find it for yourself before looking at the next diagram.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C1D22.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 22</strong> With the stylish “dog’s neck” extension of W1 here, White not only gets out as smoothly as before, but now is one step ahead in his race into the open center + - a major difference in enabling a later connection to friendly stones or forming eyes. (W1 works because “a” and “b” are miai for it to remain connected to his group below!)<br><br> + Perhaps equally important, playing this way doesn’t induce Black to strengthen himself on either side!<br><br> + + White escapes in each case, but the seemingly small difference between Dia 22 and either Dia 20 or Dia 21 can easily change the balance between victory and defeat in a close game!<br><br> + + </td> + </tr> + </table> + <br><br> + + <strong>Fighting Against Unenclosed Groups</strong><br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + <br> + </font> + + <font class="txtboxsmall"> + Because<br> + + Only Enclosed Groups<br> + Can Be killed,<br> + <br> + <font class="txtboxbig"> + There’s Little Value<br> + In Playing “Inside” Moves<BR> + Against An Unenclosed Group<br><br> + + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + + <center> + <br><table class="txtbox"> + + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + + <br> + <font class="txtboxsmall"> + It’s Usually Better<br> + To Play Outside Moves,<br> + And Force Your Opponent<br> + + To Make Eyes And “Live Small”<br><br> + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + + Caution!<br><br> + This principle is not absolute! There are circumstances in which the global position makes it more advisable to strike first + at the opponent’s key shape point(s) to prevent an easy two eyes, and then profitably harass the fleeing group as it struggles + to either connect or secure its eyes in the center.<br><br> + The following shows a situation in which attacking an unenclosed group from the inside was counterproductive.<br><br> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C1D23.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Diagram 23</strong> This is the position a few moves after what we will discuss later as Dia 7, Chapter 2, with Black’s attention focused on the White group in the lower right center.<br><br> + This White group is not yet enclosed, so it’s in no immediate danger of dying no matter what happens next. But Black evidently reasoned that if he could prevent its ability to easily make two eyes + that would both force it to run and make it vulnerable to later profitable harassment. So....<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D24.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 24</strong> B1 invaded to occupy the key shape point of the White formation, hoping to either cut it apart or prevent its making eyes.<br><br> + Allowing B2 next would enable B1 to connect out to the Black corner stones, shattering the White group’s viability and forcing it to run into the center eyeless. W2 was the best way to prevent that. + Then B3 aimed at either connecting B1 to the left or allowing it to escape.<br><br> + + </td> + </tr> + </table> + <br><br> + But White neatly avoided that by extending with the simple but effective W4, assuring the capture of B1 and creating one eye, with good prospects for another and/or easy escape into the center.<br><br> + So the result of this premature invasion by B1 was not only a tactical failure but also an important strategic mistake, because it made the White group almost invulnerable!<br><br> + + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D25.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br> + <strong>Diagram 25</strong> Instead of the invasion of B1 in Dia 24, Black should simply have played on the outside like this, expanding and strengthening his own formation and aiming to seal White in, + while biding his time to when an eye-killing sacrifice attack at the point of “a” might have a reasonable chance of success.<br><br> + + </td> + </tr> + </table> + <br><br> + + <strong>Fighting Against Large Groups</strong><br><br> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + + <br> + <font class="txtboxbig"> + + DIRECT THREATS TO KILL LARGE GROUPS<br><br> + ARE RARELY SUCCESSFUL<br><br> + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + + <br><br> + + + Because of the need for efficiency, the enclosure of a large group will often be more or less incomplete. So as the battle progresses and the group continues to grow, those imperfections will typically provide a number of opportunities + either to break out directly or to make eyes in place by capturing some of the surrounding attackers.<br><br> + + Consequently<br><br> + + <center> + <br><table class="txtbox"> + <tr> + + <td width="30"> </td> + <td align="middle" valign="top"> + + + <br> + <font class="txtboxsmall"> + THE BEST PLAN USUALLY IS TO<br><br> + USE SUCH THREATS INDIRECTLY,<br><br> + AS THE MEANS OF ACHIEVING<br><br> + OTHER IMPORTANT OBJECTIVES<br><br> + + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + + + Here’s a “typical” example.<br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D26.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br> + + <strong>Diagram 26</strong> In this game between a 7D and 6D, Black has secured the upper right corner and a small life on the lower right side. In return, White has secured the lower right corner, + as well as eyespace on the upper right edge for his large incompletely settled but not yet enclosed group there.<br><br> + But it’s Black’s turn, and although there’s little chance that he can kill this White group, if possible he’d like to keep the pressure on and gain profit elsewhere by attacking it. But how to do that?<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1D27.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C1D28.jpg" border="1"> + + + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br> + <b><strong>Dia 27</strong></b> The Knight’s Move of B1 is the strongest way to proceed! Although White can then readily live on the edge if he acts immediately, allowing himself to become enclosed + is bad strategy! So instead White tried to escape.<br><br> + + <b><strong>Dia 28</strong></b> With this sequence, Black deliberately didn’t go all out to try to prevent White’s escape! Instead, he cleverly parlayed enclosure threats to build center strength (note the almost captured W6 and 8), + resulting in a global advantage that ultimately enabled him to win the game.<br><br> + + </td> + </tr> + </table> + + +<br><br> +<strong>Click Here To Go To</strong><a href="Ch1P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 Problems </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2</strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br><br><br><br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Improve Fast Comments/Suggestions"> Milton N. Bradley</font></a> + + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:55:15 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch1P.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,177 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch1P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:28 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1 Problems"> + <font class="chaptitle"> + Chapter 1 Problems + </font><br> + + </center> + + <br><br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C1PD1.jpg" border="1"> + + </td> + + + <td width="10"> </td> + + <td align="left" valign="top"> + <img src="C1PD2.jpg" border="1"> + </td> + + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C1PD3.jpg" border="1"> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br> + + <strong>Click Here To Go To</strong><a href="C1S1.html"><font size=+1><font Color="#0033FF"><strong> Problem 1 Solution </strong></font></a> + <br><br> + + <strong>Click Here To Go To</strong><a href="C1S2.html"><font size=+1><font Color="#0033FF"><strong> Problem 2 Solution </strong></font></a> + <BR><BR> + + <strong>Click Here To Go To</strong><a href="C1S3.html"><font size=+1><font Color="#0033FF"><strong> Problem 3 Solution </strong></font></a> + <BR><BR> + + <strong>Click Here To Go To</strong><a href="C1S4.html"><font size=+1><font Color="#0033FF"><strong> Problem 4 Solution </strong></font></a> + <br><br> <br><br> + </td> + + </tr> + </table> + <br><br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C1PD5.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br><br><br><br> + <strong>Click Here To Go To</strong><a href="C1S5.html"><font size=+1><font Color="#0033FF"><strong> Problem 5 Solution </strong></font></a> + <br><br> + </td> + </tr> + + </table> + + <br><br><br> + <table> + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C1PD6.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + + <br><br><br><br><br> + + <strong>Click Here To Go To</strong><a href="C1S6.html"><font size=+1><font Color="#0033FF"><strong> Problem 6 Solution </strong></font></a> + <br><br> <br><br> + </td> + </tr> + + </table> + + <br><br> + <table> + <tr> + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C1PD7.jpg" border="1"> + <br><br> + <td width="10"> </td> + + <td valign="top" align="left"> + + <br><br><br> + <strong>Click Here To Go To</strong><a href="C1S7.html"><font size=+1><font Color="#0033FF"><strong> Problem 7 Solution </strong></font></a> + <br><br> <br><br> + + </tr> + </table> + + <br><br> + <table> + <tr> + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C1PD8.jpg" border="1"> + <br><br> + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br> + <strong>Problem 8</strong> This position arose in a game between two 5D’s. Here, we see that White has conceded both the upper and lower right corners to Black in return for a potential attack on the 3 Blacks on the right side. These stones have nice shape, but also have almost no room to expand either above or below, so that only movement toward the center is really feasible for them. + + The question to be answered is how White can properly exploit this situation. + <br><br><br> + <strong>Click Here To Go To</strong><a href="C1S8.html"><font size=+1><font Color="#0033FF"><strong> Problem 8 Solution </strong></font></a> + <br><br> <br><br> + + </tr> + </table> + + <br><br> + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page </strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch1P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:28 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,608 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:55:15 GMT --> +<head> + <title> Improve fast In Go - Milton N. Bradley </title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter2"> + <font class="chaptitle"> + Chapter 2 - Important Stones + </font><br> + + </center> + + <br><br><font size=+1> + At each turn, the player’s primary task is to find the globally best move in the current position! In doing this, appropriate tradeoffs must be made between + many diverse yet complementary factors (e.g. territory vs. influence, attack vs. defense, etc.) if a good result is to be achieved.<br><br> + But those essential factors are really useful only after you have successfully identified:<br> + - Which stones are globally important and which are not, and<br> + - Whether the important stones are strong or weak<br><br> + + <center> + + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + Important Stones<br> + Require Attention/Action!<br><br> + + Unimportant Stones<br> + May Often Be safely Ignored.<br> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table> + + </center> + <br><br> + But what makes stones important?<br><br> + Safe stones which enclose territory are valuable, of course, but in the sense relevant to our focus on fighting:<br><br> + + + <center> + <br><table class="txtbox"> + <tr> + + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + Stones Are Important<br> + Only To The Extent That<br> + They Significantly Influence Further Play<br><br> + + </font> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + + <br><br> + There are seven (7) ways in which this importance is manifested.<br><br> + + <strong>Stones are important if they significantly affect:<br> + 1. Contesting /controlling a key board area.</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D1.jpg" border="1"> + + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 1</strong> In this early middle game between two 5D players, the only areas now fully controlled are A (Black) and B (White). + They are somewhat different because although the Black “A” group is alive and takes about 8 points of territory, it’s almost completely contained + and is therefore unimportant to the future course of play! The White “B” stones are somewhat important because they impact the adjacent still unsettled marked Black stones.<br><br> + Although Black almost has control of the C and D areas, both are still open to a White invasion so these stones are at least moderately important.<br><br> + The game’s main focus from this point on will center on the fact that each side has a large (marked), still unsettled group in the lower center. Black’s group has much better eyeshape, + but White has more open space available, so there’s no real advantage on that score at the moment to either side.<br><br> + + + </td> + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D2.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br><br><br> + <strong>Diagram 2</strong> In this early middle game between two 1D players, the marked weak White and Black one point skips in the lower center and the two not yet settled Black and White + groups to their left are not only important, but will form the focus of future action until their respective fates are resolved.<br><br> + + + </td> + </tr> + </table> + <br><br> + + <strong>2. Deciding which side wins or loses an important fight.</strong><br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D3.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br><br><br> + <strong>Diagram 3</strong> In this game between a 9D and 7D, W80 completed the enclosure of the huge Black center group, thereby making it vulnerable to attack. + With Sente, Black can easily secure his group, but unfortunately he missed the potential of the marked White stone and mistakenly believed that he was safe. So ....<br><br> + + + </td> + </tr> + </table> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C2D4.jpg" border="1"> + + </td> + <br><br> + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Diagram 4</strong> When B81 made the territorially large move on the right side, W82 - 92 shocked him by developing the marked White stone to cut the big Black center group apart, + leaving it with portions already dead and the remainder with only one sure eye. So Black resigned.<br><br> + + Instead of B81, if Black had recognized that he was so vulnerable to being cut apart, the simple play at 83 would have trapped the marked White stone, not only creating a sure eye for Black + but also essentially unifying all his local forces. After that, given his solid positions in all 4 corners, the game would have favored him.<br><br> + + + + </td> + </tr> + </table> + <br><br> + + <strong>3. Assure your own shape and/or prevent the opponent’s.</strong> + + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D5.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br> + <strong>Diagram 5</strong> In this early Fuseki position between two 5D players, B5 instead of the more customary B7 was a slightly atypical conclusion to the popular Joseki in the upper left corner.<br>br> + After this, if W6 at “a” to approach the upper right corner stone, B“b” would happily squeeze while creating an ideal Black formation in the upper left. So if White wants to prevent Black from getting + too much territory locally that way, he has little choice but to invade with W6 as shown.<br><br> + + </td> + </tr> + </table> + <br><br> + + Although this is a reasonable strategy for White, the price he must pay for it is allowing the blocking attachment of B7. This threatens to continue at 8 to make perfect shape for Black while seriously damaging W6, so it induces W8 to prevent that.<br><br> + But that gives Black the opportunity of making a large knight’s extension from the upper right corner stone with B9, which does double duty by also preventing White from creating his own base via the ideal 3 point skip third line extension to “a” from the + 2-stone base of W6-8.<br><br> + The result as shown is a newly created W6-8 group that must flee baseless into the open center, and this is a large part of the reason that the somewhat “unconventional” B5 was such a strong move!<br><br> + Although W10 was the move actually chosen next to flee into the center, any of W “c”, “d”, “e” or “f” might in some circumstances be preferable alternatives, the choice between them depending on the location of other nearby stones of both colors, and White’s strategy.<br><br> + Here’s another excellent example.<br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C2D6.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C2D7.jpg" border="1"> + + </td> + + + </tr> + </table> + + <br><br> + + <strong>Dia 7</strong> When B1 sealed off some eyespace and territory in the corner, a Black followup at 2 would have created a powerful pon nuki eye shape, inducing W2 to prevent that.<br><br> + In turn, W2 threatened to follow with at 3 to seal in the Black corner, so Black somehow had to prevent that.<br><br> + + B“a” next would get Black safely out, but wouldn’t apply much stress to either the White position on the right or the left, nor would it also look forward to playing at 5. So, on balance, B3 here was best.<br><br> + Next, White would dearly have liked to play at 5 to make good shape while blocking Black’s progress, but the weakness of the lone White stone to the left made W4 necessary to provide the beginnings of a base there.<br><br> + That in turn allowed B5 to occupy White’s key shape point, making W6 necessary to provide the White stones on the right with their own base.<br><br> + + <br> + + <strong>4. Expand/enclose your own territory/eyespace and/or reduce the opponent’s.</strong> + + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D8.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + + <img src="C2D9.jpg" border="1"> + + </td> + + + </tr> + </table> + + + <br><br> + <strong>Dia 8</strong> In this position, a few moves after that of Dia 7, whoever plays first locally has an enormous advantage!<br><br> + + <strong>Dia 9</strong> If it was White’s turn, W1 would provide eyespace, stabilize his stones, and also greatly diminish both the territorial and eyemaking potential of the 4 Black stones to its left.<br><br> + But it was actually Black’s turn, so ...<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D10.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br> + <strong>Diagram 10</strong> B1 is an ideal multi-purpose move because it:<br><br> + - Provides eyespace for the Black stones to its left<br><br> + + - Prevents the excellent W“a” (as just discussed).<br><br> + - Threatens to follow with B“c”, to seriously undercut (and attack) the still unsettled White 2-stone group to its right.<br><br> + B“b” instead would be a mistake because it would induce W“c”. Then if B 2, White would have Sente for W“a”and that would be bad for Black (as already noted).<br><br> + </td> + </tr> + </table> + <br><br> + + B2 instead of B1 would also be wrong! Not only would that make Black overconcentrated, but, instead of defending via W“b” (which would leave White overconcentrated himself and allow B1 after all!), White would simply answer W“a”,with advantage.<br><br> + + After the correct B1 the diagonal extension of W2 was prudent, and not strictly Gote because it not only provided White’s own eyespace while making B“b” or “c” ineffectual, but also threatened W“d” to destroy Black’s base in the corner at an appropriate later moment.<br><br> + + <strong>5. Ensure your own and/or prevent the opponent’s shape and/or connection.</strong><br><br> + <br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D11.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 11</strong> Both sides share the same key point here, although its implications are quite different for each.<br><br> + It would provide both shape and connectivity for Black if he can seize it, and make Black’s shape impossible if White can play there instead.<br><br> + + </td> + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D12.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Diagram 12</strong> If it’s Black’s turn, B1 would provide both ideal shape and connectivity, making Black very strong locally.<br><br> + But it was White’s turn, so ...<br><br> + + </td> + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D13.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 13</strong> After W1 on the key point destroys Black’s shape, it’s necessary for him to defend in order to assure the connection between the + two marked stones and his main force, to prevent White from capturing them to make a big lower side territory.<br><br> + White’s threat is to cut via W“a”, B“b”, W“c”, or W“a”, B“c”, W“b”, so let’s see how Black should best play now to ensure his connection and prevent White’s big local gain.<br><br> + + </td> + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D14.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Diagram 14</strong> The first idea that might occur is to play B1, which will undoubtedly induce W2 to give White shape and some territory, while also ensuring that Black stays confined.<br><br> + Then B3 makes a “bamboo joint”, assuring a virtual connection, but in Gote.<br><br> + The problem with this for Black is that, if later B“a”, depending on what’s going on elsewhere on the board White may not feel constrained to answer at “b” in order to ensure Black’s confinement!<br><br> + So instead ...<br><br> + + </td> + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D15.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Diagram 15</strong> Best for Black is to begin with the Knight’s Move of B1 here, because now W2 is forced, else B2 connects out.<br><br> + Then after W4 and B5, this position is identical with Dia 14 except for the addition of B1 and W2.<br><br> + + But that exchange favors Black, because B1 is a cutting stone which may later either cause White problems or force him to expend resources to ensure its capture, while W2 merely adds an insignificant amount + of extra strength to an already very solid White formation! The difference between Dia 14 and 15 may be small and subtle, but it’s the kind of thing that not only wins close games, but also distinguishes really strong players from ordinary ones!<br><br> + + </td> + </tr> + </table> + <br><br> + <strong>6. Keep your own stones strong and/or the opponent’s weak.</strong><br><br> + + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C2D16.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br> + <strong>Diagram 16</strong> At the moment, both of the marked stones are unsettled, but whoever gets to play at “a” will instantly make his own stone strong and seriously weaken the opponent’s. So this is a key point for both sides which takes priority, and must not be missed!<br><br> + + </td> + </tr> + </table> + <br><br> + + + <strong>7. The group contains too many stones or occupies too vital a position to afford to give up.</strong> + + The basic principle to be followed is:<br><br> + <br><br> + + <center> + <table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + Urgent Moves<br><br> + + Before<br><br> + Big Moves<br> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table> + + </center> + <br><br> + + <I>This means that you should always play to secure the eyespace/eyeshape and/or connectivity of your own important weak groups + (or attack the opponent’s) before even considering making moves with “mere” territorial implications, almost no matter how large!</I><br><br> + This is a principle that strong players invariably follow almost instinctively, but which weaker ones often have yet to learn.<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C2D17.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 17</strong> In this game between two mid-single digit Kyu players, when B1 was played White should have answered with W“a” to secure some eyespace as well as his center connection for his 4 stones at the top. Instead, he foolishly ignored the safety of this weak + group to play the territorially big W2 on the right side.<br><br> + + </td> + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D18.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Diagram 18</strong> After the mistaken W2, B3-7 severely punished White’s failure to secure his center connection by cutting his formation apart and winning 5 stones with enormous profit, forcing White’s resignation only a few moves later.<br><br> + + + + </td> + </tr> + </table> + + <br><br> + Finally, before we leave this important topic, it’s essential to be aware that<br><br> + + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + + <font class="txtboxbig"> + The Relative Strength And Importance<br><br> + Of Stones Constantly Changes,<br><br> + And Therefore Must Be Reappraised<br><br> + Before Every Move!<br> + </font> + <br><br> + + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + + To better understand the meaning and implementation of this important concept, let’s look at an example from an early middle game position contested between two 5D players.<br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D19.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + + <strong>Diagram 19</strong> As things stand now, the marked 3 stone White wall seems not only strong (it has 6 liberties and a large adjacent open area), + but it’s also unquestionably considered very important by both players because it sketches out the beginnings of a huge White moyo on the lower side, in + conjunction with the two Whites on the right.<br><br> + But watch how that appraisal changes in what follows, as both sides evaluated the evolving dynamics as they continued from this position.<br><br> + + + + </td> + </tr> + </table> + <br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C2D20.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Diagram 20</strong> Black concluded that, despite appearances, the 3 marked White stones were vulnerable, so he attacked very aggressively with B1 to + prevent them from readily making a base and too much secure territory on the lower edge.<br><br> + + W2 counter-squeezed B1, because at the moment that lone Black stone is weaker than the 3 stone White group! His objective was to prevent Black’s easily making + a base for that lone stone, while beginning to sketch out a substantial White territory between W2 and the lower right corner stones.<br><br> + + + </td> + </tr> + </table> + <br><br> + Then, after the brief sequence of B3 thru B7 that followed, White apparently realized that the influence the 3 stone wall had formerly been providing had essentially ceased to exist, with the result + that his evaluation of those 3 stones had suddenly changed, not just from an important valuable asset to one that was relatively unimportant, but to an actual potential detriment!<br><br> + So White concluded that running out to save those 3 stones in the current global position would be counterproductive. Instead, it would be better to change strategy, and rather than trying to save those + 3 stones to use them as sacrifices in order to help consolidate as much of his lower right territory as possible! So ...<br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2D21.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + + <strong>Diagram 21</strong> The result: The formerly important 3 White stones have become Black prisoners, but in return White has consolidated about 30 points of territory in the lower right corner!<br><br> + + + + + </td> + </tr> + </table> + <br><br> + + The key idea to grasp is that <br><br> + <I>White didn’t view his 3-stone wall as a fixed asset, but rather as just another potential bargaining chip, which he was prepared to trade in at any time if sufficient compensation was available to make that transaction profitable for him.</I><br><br> + + If you proceed with that kind of flexible attitude, as your skills advance with experience you won’t be confronted with the need to change your mental perspective in order to realize the rating improvement that should rightly be your due!<br><br> + Now let’s try a few problems to see how well you not only understand these concepts, but can recognize them as they occur in real game situations. + <br><br><br><br> + + +<strong>Click Here To Go To</strong><a href="Ch2P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 Problems </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Improve Fast Comments/Suggestions"> Milton N. Bradley</font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:56:14 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch2P.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,137 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch2P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:29 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter2 Problems"> + <font class="chaptitle"> + Chapter 2 Problems + </font><br> + + </center> + <font size= +1> + <br><br><br> + <strong>In each of Problems 1 & 2, please identify each separate group and then characterize its importance.</strong><br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C2PD1.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br><br><br><br> + <strong>Click Here To Go To</strong><a href="C2S1.html"><font size=+1><font Color="#0033FF"><strong> Problem 1 Solution </strong></font></a> + <br><br> + </td> + </tr> + + </table> + + <br><br><br> + <table> + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C2PD2.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + + <br><br><br><br><br><br><br><br><br><br> + + <strong>Click Here To Go To</strong><a href="C2S2.html"><font size=+1><font Color="#0033FF"><strong> Problem 2 Solution </strong></font></a> + <br><br> <br><br> + </td> + </tr> + + </table> + + <br><br> + <table> + <tr> + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C2PD3.jpg" border="1"> + <br><br> + <td width="10"> </td> + + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br><br> + <strong>Click Here To Go To</strong><a href="C2S3.html"><font size=+1><font Color="#0033FF"><strong> Problem 3 Solution </strong></font></a> + <br><br> <br><br> + + </tr> + </table> + + <br><br><br> + <table> + <tr> + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C2PD4.jpg" border="1"> + <br><br> + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br> + <strong> Problem 4 </strong> In this game between 6D and 5D, after W1 invaded on the key 3-3 point in the corner to probe Black’s response, B2 was forced.<br><br> + + Then when W3 slid to try to create White’s own eyespace, B4 was the best response.<br><br> + + How should White continue now? + <br><br> + + <strong>Click Here To Go To</strong><a href="C2S4.html"><font size=+1><font Color="#0033FF"><strong> Problem 4 Solution </strong></font></a> + + </tr> + </table> <br><br> + + + +<br><br> +<strong>Click Here To Return To</strong><a href="Ch2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch2P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:29 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,474 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:56:14 GMT --> +<head> + <title> Improve fast In Go - Milton N. Bradley </title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3"> + <font class="chaptitle"> + Chapter 3 - Strong/Weak Stones + </font><br> + + </center> + + <br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig">Strong Stones<br><br> + + Are An Advantage<br> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <font size= +1> + <br><br> + Strong stones require little or no defense, so they allow you to attack or play aggressively.<br><br> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig">Weak Stones<br><br> + + Are A Disadvantage<br> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table> + </center> + + <br><br> + + + Weak stones require defense, so they also require more cautious play.<br><br> + In many real game situations, beginning or intermediate players may find it quite difficult to correctly determine, + in advance of its being played through to a conclusion, whether a fully or only partially enclosed group is going to end up alive + (= very strong) or dead (= maximally weak)!<br><br> + That in turn means that the assessment of such a group’s viability upon which the player will have to base his strategy will often + be more of a “guesstimate” than a fully reasoned and reliable judgment.<br><br> + The only long term solution to this problem is to develop your assessment ability via the study of Tesuji and Joseki, solving many, + many life-and-death problems, and watching and/or playing a lot against the strongest players you can find. Since, as earlier noted, + all of that is part of the “standard” protocol for progressing in Go, it will not be further discussed in this book. Instead, our + focus will be on identifying the factors that determine the strength or weakness of stones.<br><br><br> + <strong>Strength of stones comes in two disparate incarnations:</strong><br><br> + <strong>- Intrinsic Strength</strong> tends to remain largely invariant as the position changes.<br><br> + + <strong>- Relative Strength</strong> is always influenced by and is frequently extremely sensitive to even small changes in the proximity and configuration + of nearby stones, so it must be continuously and carefully reevaluated move-by-move.<br><br><br> + + <strong>A. Characteristics of Intrinsically Strong Stones:</strong><br><br> + <strong>1. Already Have 2 Eyes, or can make them despite any opponent attack. (Very Strong)</strong><br><br> + + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C3D1.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 1</strong>Although the White corner stones are almost completely enclosed, they’re safe and strong because there is no way that Black can directly prevent them from making two eyes!<br><br> + The problem with White’s strength here is that, except for the territory enclosed it’s essentially wasted, because these stones are almost completely cut off from any interaction with the remainder of the board. + (So in the sense of the last chapter, these stones are unimportant!)<br><br> + + <br><br> + + </td> + </tr> + </table> + <br><br> + <strong>2. Have Good Eyeshape. (Strong)</strong><br><br> + + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C3D2.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 2</strong>When W2 is distantly squeezed by B3, making contact via W4 on the 3-3 point begins several popular Joseki variants.<br><br> + + In this variant, after the W8, B9 exchange White’s shape is good and he may safely play elsewhere, because either W“a” or “b” will assure his two eyes!<br><br> + + + + </td> + </tr> + </table> + <br><br> + <strong>3. Enclose Sufficient Space For Eye Formation, Even Under Attack. (Strong)</strong><br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C3D3.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 3</strong>The White corner is large enough and configured well enough that it’s virtually as strong as if it already had eyeshape.<br><br> + As things stand, with even minimally correct play White is assured of being able to make 2 eyes despite any Black attack.<br><br> + + <br><br> + + </td> + </tr> + </table> + <br><br> + + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C3D4.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br> + <strong>Diagram 4</strong> The upper left corner of this Fuseki, contested in the 2006 North American Masters tournament between Ming Jiu Jiang 7P (Black) and Z Chen 6D (White), + shows a not uncommon type of local resolution, in which Black has created superb thickness (and a burgeoning left side moyo in conjunction with his B5-11 stones below), in return + for White’s large profit in both the upper and lower left corners.<br><br> + + + </td> + </tr> + </table> + <br><br> + + + <strong>B. Characteristics of Relatively Strong Stones:</strong><br><br> + <strong>1. Are effectively connected to a very strong group. (Strong)</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3D5.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + + <strong>Diagram 5</strong> At the moment, the virtual connection between White’s three marked stones and his two-eyed corner group is safe because if B“a”, W“b”, B“c”, W“d” connects.<br><br> + But this connection is not absolutely secure, because, if played as a Ko threat that White can’t afford to answer, any of B“a”, “b”, “c” or “d” will set up a cut.<br><br> + So this situation will have to be carefully watched by both sides until it’s definitively resolved.<br><br> + + + </td> + </tr> + </table> + + <br><br> + + <strong>2. Are in an open area, with no significant problems for the opponent to exploit. (Moderately strong)</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3D6.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Diagram 6</strong> The marked White stones have the beginnings of both shape and modest territorial enclosure, plus free center access. So they are safe for the moment. But until the local situation is definitively resolved, White must be wary of their being later undercut, separated, and/or enclosed.<br><br> + </td> + </tr> + </table> + + <br><br> + + + <strong>3. Any Significant Nearby Opposing Stones Are Weaker. (Moderately Strong)</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3D7.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 7</strong> The Black stones both above and below the 3 Whites are relatively strong because they have reasonable eyemaking potential at the edge. The Whites are somewhat weaker because it’s somewhat harder to make eyes in the center.<br><br> + But the White stones are far from being completely without resources, because they aren’t anywhere near being enclosed. They have lots of room to run (to “a”), or to make eyespace and shape if necessary, beginning with either “b”, “c”,“d”, “e”, or “f”as + appropriate to the overall global position.<br><br> + Because these stones are currently far from being settled, White must continue to monitor this situation very carefully, especially if B“a” is played.<br><br> + + + </td> + </tr> + </table> + <br><br> + + <strong>C. Characteristics of Weak Stones:<br><br> + Stones are weak because they exhibit serious deficiencies in one or more of three major areas:<br><br> + 1. Enclosing eyespace and/or making shape.<br> + + 2. Connectivity.<br> + 3. Liberty count.</strong><br><br> + + The relative weakness of a group exhibiting one or more of these deficiencies is a function of the seriousness of the deficiencies, how many of them it exhibits, whether or not the group is enclosed, and whether or not it’s involved in a fight with an equivalently weak opposing group.<br><br> + In general, groups which exhibit deficiencies in more than one of these areas and/or are enclosed are weaker than those which are deficient in only one area and/or are not enclosed, but that’s not universally true because a even a single deficiency can be fatal if it’s sufficiently great!<br><br> + Caution! Maintaining Sente is always advantageous, but is especially so when involved in a semeai with opposing stones because it not infrequently develops that winning that fight is more a function of who can strike first or most effectively at the opponent’s weaknesses, than of who can best defend his own.<br><br> + + <br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C3D8.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C3D9.jpg" border="1"> + + + <td align="left" valign="top"> + <img src="C3D10.jpg" border="1"> + + </td> + + </tr> + </table> + <br><br> + <strong>Dia 8</strong> The Black group lacks both eyespace and shape, so ...<br><br> + + <strong>Dia 9</strong> If White can play at 1, it would effectively rob Black of his base, leaving this key group floating and vulnerable!<br><br> + Because that would be disastrous for Black ...<br><br> + <strong>Dia 10</strong> With Sente, the simplest and most solid way for Black to play is with B1 on that same key point, as shown here.<br><br> + This not only provides Black with excellent shape, but does so without inducing White to strengthen the 2 stones below, which may now be potentially vulnerable.<br><br> + + + <strong>2. Connectivity Deficiency</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3D11.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C3D12.jpg" border="1"> + + + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + + <b>Dia 11</b> 11 The two point skip between the W2 and W4 is weak because it can easily be cut if Black moves first! But it’s still joseki + because doing so will not necessarily be profitable. <br><br> + + <br><br> + <b>Dia 12</b> B1 is the correct way to begin, and after the strong hane of W2 the drawbacks of B3 and W4 naturally follow. After that, + the cut of B5 separates White. But after B9 and W10 the overall result is considered even, and that’s why the 2 point skip in Dia 11 is Joseki!<br><br> + + + </td> + </tr> + </table> + + + <br> + + <strong>3. Shortage Of Liberties</strong><br><br> + + <strong>“The Five Liberty Criterion”</strong><br><br> + There is one simple but almost transcendentally important idea that governs fights between opposing groups:<br><br> + + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig">WHEN OPPOSING STONES ARE IN CONTACT,<br> + AN UNENCLOSED UNIT IS STABLE,<br> + + AND A PLAY ELSEWHERE IS FEASIBLE,<br> + IF THE UNIT HAS 5 OR MORE LIBERTIES.<br> + </font> + <br> + </td> + <td width="30"> </td> + </tr> + </table> + + </center> + <br><br> + + This is generally an excellent guideline. But as with all other such criteria it has exceptions, so every position must be judged on its individual merits.<br><br> + Understanding this one simple idea can completely transform your ability to properly conduct many of the fights which arise.<br><br> + The beauty and power of this elegant criterion is that in many cases it makes it possible to find the right move (or at least avoid a seriously wrong move) without + the necessity for making a precise and detailed analysis of many complex alternative move sequences!<br><br> + Simply knowing that a given proposed defensive move will leave a key group with less than 5 liberties is usually an indication (but not an absolute proof) that those + stones will sooner or later be in trouble and may die, and that such a proposed move is therefore not likely to be best.<br><br> + Conversely, knowing that a proposed defensive move will yield at least 5 liberties for a threatened group is an indication (but also not a proof) that it isn’t likely to die immediately or easily.<br><br> + + Failure to obey this simple precept is a prime cause of many of the tactical debacles which surprise and plague beginning and intermediate players, as the following examples demonstrate.<br><br> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3D13.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C3D14.jpg" border="1"> + + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + <br> + + <strong>Dia 13</strong></b> This is the beginning of a “the main line” of a popular Joseki which frequently arises in both handicap and even games.<BR><br> + When B2 squeezes W1, diving into the corner with W3 is one feasible (and common) way to proceed.<br><br> + After B4 and W5 the relevant question to our present interest is what Black should play next, and the 5-Liberty Criterion provides the answer!<br><br> + + <br><br> + + </td> + </tr> + + </table> + <br> + <strong>Dia 14</strong></b> The extension of B6 is necessary, and when it’s correctly played as shown the 3 stone unit that it completes then has 5 liberties, and so is “contact stable” - i.e. able to fight successfully.<br><br> + After W11, White has secured the corner territory plus egress along the right side. In return W1 is temporarily abandoned, while Black has 6 liberties, thickness, plus some territorial potential along the bottom.<br><br> + Now let’s see what bad things can happen if B6 is played differently.<br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C3D15.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br> + <strong>Diagram 15</strong> Here B6 is played as a “Hane at the head of two stones”, a well known Tesuji which is often the best move, but which is a disastrous error in this position!<br><br> + + The reason it’s wrong here is that it leaves the two stone B4 unit with only 4 liberties, and therefore “contact unstable” - i.e. lacking enough liberties to sustain a fight.<br><br> + An alert White will immediately take advantage of this via the Hane underneath of W7, followed by B8 and the two forced connections of W9 and B10. Then when W11 cuts, not only is B6 isolated, but (more important) the B4 -10 4-stone unit has only 3 liberties, and is in serious trouble!<br><br> + + + </td> + </tr> + </table> + <br><br> + Some feasible continuations are shown next, to give you some idea of just how badly Black can fare after this error.<br><br> + + <br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3D16.jpg" border="1"> + + </td> + <td width="10"> </td> + <td align="left" valign="top"> + + <img src="C3D17.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br> + <strong>Dia 16</strong> In this variation White gets an enormous corner by capturing the 5 B14-20 stones, and B“a”to trap the 3 White stones doesn’t work! So B“b” to escape is necessary. + But this allows either W“a” or “c”, and then White’s prospects in the coming fight are at least as good as Black’s.<br><br> + <br><br> + + <strong>Dia 17</strong> This continuation is somewhat better for Black, although White is not only alive in the corner with the sequence B“a”, W“b”, B“c”, W“d”, but also has tremendous + thickness in the center, while Black’s position is low on both sides.<br><br> + + </td> + </tr> + </table> + + <br><br> + + There are also many other possible continuations after the cut of W11 in Dia 15, some better than those shown and some worse, but all are inferior for Black because of his violation of the 5-Liberty Criterion!<br><br> + +<br><br> +<strong>Click Here To Go To</strong><a href="Ch3P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 Problems </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> + +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Improve Fast Comments/Suggestions"> Milton N. Bradley</font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch3P.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,197 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch3P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:30 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3 Problems"> + <font class="chaptitle"> + Chapter 3 Problems + </font><br> + + </center> + <font size= +1> + <br><br><br> + <strong> In each of Problems 1 & 2, identify any important weak groups.</strong><br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C3PD1.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br><br><br><br> + <strong>Click Here To Go To</strong><a href="C3S1.html"><font size=+1><font Color="#0033FF"><strong> Problem 1 Solution </strong></font></a> + <br><br> + </td> + + </tr> + </table> + + <br><br><br> + <table> + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C3PD2.jpg" border="1"> + + </td> + <td width="10"> </td> + <td valign="top" align="left"> + + + <br><br><br><br><br><br><br><br><br><br> + + <strong>Click Here To Go To</strong><a href="C3S2.html"><font size=+1><font Color="#0033FF"><strong> Problem 2 Solution </strong></font></a> + <br><br> <br><br> + </td> + + </tr> + </table> + <br><br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C3PD3.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Problem 3</strong> This variant of a popular 3-4 point even game Joseki arose in a game between two 5D players.<br> + + + <br> + When Black tenukied after W13 to make what he considered to be a globally bigger move elsewhere, the key question to be answered is: As things stand, is Black thick? (and therefore strong.) If so, why? If not, why not? + + <br><br> + <strong>Click Here To Go To</strong><a href="C3S3.html"><font size=+1><font Color="#0033FF"><strong> Problem 3 Solution </strong></font></a> + + <br><br> + </td> + </tr> + </table> + + <br><br> + + + <table> + <tr> + + <td width="10"> </td> + + <td align="left" valign="top"> + <img src="C3PD4.jpg" border="1"> + </td> + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Problem 4</strong> In this game between a 7D and 5D, White has to make shape for his lower group.<br><br> + + But how best to do this? + + <br><br> + + <strong>Click Here To Go To</strong><a href="C3S4.html"><font size=+1><font Color="#0033FF"><strong> Problem 4 Solution </strong></font></a> + <br><br> <br><br> + </td> + </tr> + </table> + + <br><br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C3PD5.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br> + <strong>Problem 5</strong> In this game between a 4D and 5D, White can play to try to prevent Black from making good shape (and thus becoming strong locally), but should he? <br><br>If so, how? If not, why not? + + <br><br><br><br> + <strong>Click Here To Go To</strong><a href="C3S5.html"><font size=+1><font Color="#0033FF"><strong> Problem 5 Solution </strong></font></a> + <br><br> + </td> + + </tr> + </table> + + <br><br><br> + <table> + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C3PD6.jpg" border="1"> + + </td> + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br> + <strong>Problem 6</strong> In this game between two 5D’s, the 3 marked Blacks are crucial cutting stones, so retaining them is necessary.<br><br> + + How best to do this, considering that they have only 3 liberties? + <br><br><br> + + + <strong>Click Here To Go To</strong><a href="C3S6.html"><font size=+1><font Color="#0033FF"><strong> Problem 6 Solution </strong></font></a> + <br><br> <br><br> + </td> + </tr> + </table> + </table> + + + + + +<br><br> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> + +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch3P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:30 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch4.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,443 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:56:40 GMT --> +<head> + <title> Improve fast In Go - Milton N. Bradley </title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4"> + <font class="chaptitle"> + Chapter 4 - Peeps and Cuts + </font><br> + + </center> + <font size= +1> + <br><br><br> + + Peeps and cuts are among the most common mechanisms by which weak stones arise.<br><br> + <strong>The primary differences between a peep and a cut are:<br><br> + - A peep’s value is often almost fully realized at the moment it succeeds in forcing the opponent’s connection</strong>, so that in many cases it may then profitably be (at least temporarily) “abandoned”, to thereafter serve primarily as Aji.<br><br> + <strong>- Most cuts result in the formation of a new (often weak) group, which thereafter must be watched and defended.</strong><br><br> + Although there is no single simplistic “rule of thumb” that can provide unerring guidance in deciding whether it’s best to cut or peep in any given position, in general, and <I>considering only the local situation</I>: + + + <center> + + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig">DON’T PEEP<br><br> + IF A CUT SUCCEEDS<br> + </font> + + <br> + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + + The problem confronting the double digit Kyu player is that (s)he’s typically uncertain of whether or not any given cut should succeed ! And considering that their own play is probably going to be less than perfect, + in games in which the main objective is learning and improvement rather than just victory, the best strategy is to cut, and then learn from experience both how to correctly appraise that decision in advance and how to + conduct the resulting fight once you’re embroiled in it.<br><br><br> + + <strong>Peeps</strong> + <br><br> + <table> + <tr> + <br> + <td align="left" valign="top"> + <img src="C4D1.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C4D2.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C4D3.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <b><strong>Dia 1</strong></b> In this variation of a popular 3-4 point Joseki, Black plays for thickness while conceding the corner territory to White.<br><br> + <b><strong>Dia 2</strong></b> After the atari of B10, W11 connects, and then B12 makes a double “Tiger’s Mouth” virtual connection.<br><br> + + + </td> + </tr> + </table> + <br><br> + <b><strong>Dia 3</strong></b> Next, the peep of W13 is a Kikashi which is answered by the connection of B14, and this is followed by the similar W15 peep, B16 connection exchange.<br><br> + After this, the White corner has the miai of “a” and “b” for its life so it’s safe! And, in the absence of other nearby friendly stones to help, there is no reasonable attack that White can currently expect to successfully mount against Black’s solid enclosing wall.<br><br> + So local action often ends for the moment, leaving this situation as is until later events make it clear what each side needs to do next locally.<br><br> + + <br> + IMPORTANT! Just because a peep has been played (and answered), it distinctly does not imply that direct use must be made of that peep stone either immediately or ever! That may in fact occur, but at least as often a peep stone will be used indirectly to attain some other + desirable goal (most often as a ladder breaker), or may even simply be temporarily “abandoned”as Aji, for possible later use.<br><br> + With that in mind, let’s now look again at the situation of Dia 3 and appraise the implications generated by the two peeps of W13 and 15 and their forced responses.<br><br> + The first thing that we notice is that W13 is a completely isolated lone stone pressed against a solid Black position, and W15 is only a bit stronger because of its assist from W3. So both of these peep stones are, by definition, more or less weak!<br><br> + In response to these peeps, we see that Black has not only been forced to add two stones of his own, but also has been forced into a position which, although thick, not only has absolutely no shape, but is also already partially enclosed and inhibited from expanding readily.<br><br> + The overall assessment of the position in Dia 3 is therefore:<br><br> + + - On balance, Black is clearly the stronger on the outside.<br><br> + - If White correctly views W13 and 15 as expendable potential sacrifices rather than as essential assets which must be maintained even at cost, for the moment White stands at least equal overall because of their presence.<br><br> + + Whether this Joseki integrates better into the global strategy of one side or the other depends on the position on the remainder of the board and is an issue beyond our present focus, so it will not be discussed here.<br><br> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C4F1.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Figure 1</strong> In this early middle game between two 4D players, the key issue at the moment is the fight in the upper right that has just begun between the enclosed and still unsettled B47-55 group and the enclosing W10-54 stones, which are still + lacking shape and which therefore must be strengthened before he can safely attack Black.<br><br> + The solution to this dilemma that White conjured up was W56, peeping into the cutting point at “a” in Black’s lower right group. Because the B1- 43 stones would be forced into a dangerous (and quite possibly disastrous) fight if cut off, that gave Black essentially + no choice but to connect at “a”.<br><br> + + Having thus helped stabilize his own weak stones in Sente, White was then able to turn his attention back to the desired attack on the weak Black group in the upper right corner. So in this position the peep was the perfect move!<br><br> + + </td> + </tr> + </table> + <br><br> + + <strong>Cuts</strong><br><br> + + <center> + + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall">The Typical Intention Of A Cut<br><br> + Is To Permanently Separate<br><br> A Group Of Opposing Stones<br><br> + + </font> + <br> + </td> + <td width="30"> </td> + </tr> + </table> + </center> + <br><br> + + and that almost invariably means that the cutting stone(s) will subsequently have to be reinforced/supported as required.<br><br> + <strong><I>A cut therefore typically initiates an important long term commitment.</I></strong><br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4D4.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 4</strong> In this position from a game between a 9D and a 7D, the hane of B1 is a typical continuation of the Joseki in the corner.<br><br> + After the exchange of W2, B3, the necessary continuation thru B7 resulted in the creation of a weak Black group, in return for which White’s thickness has been effectively neutralized.<br><br> + Whether or not this turns out to have been good strategy by Black will depend on the followup by both sides.<br><br> + + + </td> + + </tr> + </table> + <br><br> + + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + <br> + <font class="txtboxsmall">Cuts Are Also Commonly Used<nr><br> To Make Shape Or To Facilitate Escape<br> + </font> + <br> + </td> + <td width="30"> </td> + </tr> + + </table> + </center> + <br><br> + + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4D5.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 5</strong> The cut of B8 followed by the forced sequence thru B12 sets up the capture of the marked White stone, resulting in White’s superb thickness in return for Black’s securing a large corner.<br><br> + Now let’s look at a position in a game between two 5 D’s in which making a judicious cut was the best way for a nearly trapped group to escape.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4D6.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + </td> + </tr> + </table> + <br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4D7.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + + <strong>Diagram 7</strong> Cutting with W1 is the way to begin.! That makes W3, 5, 7, 9 and 11 all forcing moves, sacrificing 2 stones (W1 and 5), and then moving smoothly out with W13., and leaving behind the + potential for an almost certain eye at the top. Beginning instead with either W3 or W7 would allow either the connection of B1 or the extension of B10, and then White will have to flee eyeless!<br><br> + The outcome of a cut will frequently not only be decisive (as in these examples), but sometimes unpredictable, at least among players at less than a very high level, with the result that:<br><br> + + </td> + </tr> + </table> + <br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall">Making A Judicious Cut<br><br> + Is Often The Most Powerful Way To Play,<br><br> + + And Sometimes<br><br> + The Only Possible Route To Victory<br><br> + </font> + <br> + </td> + <td width="30"> </td> + </tr> + </table> + + </center> + <br><br> + + But + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + + <font class="txtboxsmall">Cutting Can Be<br><br>Fraught With Danger<br><br> + </font> + <br> + </td> + <td width="30"> </td> + </tr> + </table> + </center> + + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C4D8.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br> + <strong>Diagram 8</strong> This is a not uncommon position, especially in high handicap games.<br><br> + At first glance, it appears that a White cut at “a” will be big, so that it’s necessary for Black to protect against it. But that’s only an illusion!<br><br> + On deeper analysis, it becomes apparent that a White cut at “a”is actually infeasible!<br><br> + + + + </td> + + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4D9.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C4D10.jpg" border="1"> + + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + + <b><strong>Dia 9</strong></b> If W1 cuts, expecting (or hoping for) this submissive B4 in response to W3, he may be in for a big surprise because ...<br><br> + <b><strong>Dia 10</strong></b> After this B4 instead, if White foolishly continues as shown here, Black has this forcing sequence (a “squeeze”) with which to ruin White’s shape. Then ...<br><br> + + </td> + </tr> + </table> + <br><br> + <table> + + <tr> + <td align="left" valign="top"> + <img src="C4D11.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 11</strong> After the atari of B10 forces the connection of W11 (with simply awful shape), the exchange of W13 for B14 is necessary to allow W15 to be an atari, which then forces B16 + and gives White time for W17 to move out.<br><br> + + This diagram shows one continuation after the plausible diagonal move of W17. Unfortunately for White, it fails. But there are lots of chances for Black to go wrong in the resulting fight, so White + may well live instead if Black plays weakly. <br><br> + + </td> + </tr> + </table> + <br><br> + + White’s problem is that even if he escapes after W15, the outside strength that Black will build up while attacking his ever growing weak group should doom his overall game prospects! On the other hand, if Black isn’t a particularly + strong fighter, or if this sequence is used by White as ko Aji, it might still be very dangerous for Black.<br><br> + So on balance, unless White is a particularly strong fighter or believes that Black is an especially weak one, W1 at “b” in Dia 9 instead of the cut is objectively the better way for White to play. The problem is that in most global + situations that move won’t be Sente, so it must be timed correctly!<br><br> + + <strong>Cuts And Ladders</strong><br><br> + Cuts frequently give rise to a ladder. In those cases, wherever feasible the “rule” is<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + + <br> + <font class="txtboxbig">Capture Any Cutting Stone(s)<br><br> + As Soon As Possible<br> + </font> + <br> + </td> + <td width="30"> </td> + </tr> + + </table> + </center> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4D12.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Diagram 12</strong> When B1 ataris the marked White cutting stone, it sets up a ladder which favors Black because it runs into the Black stones in the lower right corner.<br><br> + Then W2 is a ladder breaker! But instead of playing the natural appearing B“a”, which would reinstate the ladder, Black’s best response is to immediately capture the White stone with B3, + removing its dangerous Aji, perfecting his thickness, and thereby strengthening his now nearly complete moyo on the upper side.<br><br> + That this allows the excellent W4 is regrettable, but unavoidable.<br><br> + + </td> + </tr> + </table> + <br><br> + + +<br><br> +<strong>Click Here To Go To</strong><a href="Ch4P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 Problems </strong></font></a> +<br><br> + +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Improve Fast Comments/Suggestions"> Milton N. Bradley</font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:57:08 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch4P.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,217 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch4P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:31 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4 Problems"> + <font class="chaptitle"> + Chapter 4 Problems + </font><br> + + </center> + <font size= +1> + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C4PD1.jpg" border="1"> + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br> + <strong>Problem 1</strong> In this position the key question is: Should White peep at “a”, cut at “b”, or neither? + <br><br> + <strong>Click Here To Go To</strong><a href="C4S1.html"><font size=+1><font Color="#0033FF"><strong> Problem 1 Solution </strong></font></a> + <br><br> + </td> + + </tr> + </table> + + <br><br><br> + <table> + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C4PD2.jpg" border="1"> + + </td> + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Problem 2</strong> Considering only the local situation, how should Black best exploit the cutting point at “a” in the White formation? + + + <br><br><br> + + <strong>Click Here To Go To</strong><a href="C4S2.html"><font size=+1><font Color="#0033FF"><strong> Problem 2 Solution </strong></font></a> + + <br><br> + </td> + </tr> + </table> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C4PD3.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Problem 3</strong> What should Black do about the cutting point at “a” in the White formation? + + + <br><br> + <strong>Click Here To Go To</strong><a href="C4S3.html"><font size=+1><font Color="#0033FF"><strong> Problem 3 Solution </strong></font></a> + + <br><br> + </td> + </tr> + </table> + + <br><br> + + + <table> + <tr> + + <td width="10"> </td> + + <td align="left" valign="top"> + <img src="C4PD4.jpg" border="1"> + </td> + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Problem 4</strong> In this position from a 3 stone handicap game between a 6D and a 3D, W1 has just been played to secure his bottom territory.<br><br> + + What’s Black’s necessary response? + + + <br><br> + + <strong>Click Here To Go To</strong><a href="C4S4.html"><font size=+1><font Color="#0033FF"><strong> Problem 4 Solution </strong></font></a> + <br><br> <br><br> + </td> + </tr> + </table> + + <br><br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C4PD5.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br> + <strong>Problem 5</strong> What’s White’s big play here? + + + <br><br><br> + <strong>Click Here To Go To</strong><a href="C4S5.html"><font size=+1><font Color="#0033FF"><strong> Problem 5 Solution </strong></font></a> + <br><br> + </td> + </tr> + + </table> + + <br><br><br> + <table> + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C4PD6.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br> + <strong>Problem 6</strong> How can Black best exploit the cutting points in White’s position? + + <br><br><br> + + <strong>Click Here To Go To</strong><a href="C4S6.html"><font size=+1><font Color="#0033FF"><strong> Problem 6 Solution </strong></font></a> + <br><br> <br><br> + + </td> + </tr> + </table> + <table> + <tr> + <br><br><br><br> + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C4PD7.jpg" border="1"> + + </td> + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br> + + <br><br><br><br><br><br><br><br><br> + + <strong>Click Here To Go To</strong><a href="C4S7.html"><font size=+1><font Color="#0033FF"><strong> Problem 7 Solution </strong></font></a> + <br><br> <br><br> + + </td> + </tr> + </table> + + + + +<br><br> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5</strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch4P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:31 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch5.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,856 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:57:08 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5"> + <font class="chaptitle"> + Chapter 5 - Sector Lines, Enclosure & Connectiivity + </font><br> + + </center> + <font size= +1> + <br><br> + + In the previous chapters we discussed the principles upon which fighting must be based if it’s to be productive, and then spelled out how to identify the weak, important stones which should be the objects of any attack. In this chapter we begin the discussion of the criteria for deciding whether and when to initiate or avoid such attacks.<br><br> + Among the key operative themes in attack/defense are the closely related factors of enclosure and connectivity. These often become significant almost from the very earliest moves in the game as both sides maneuver for advantage, especially but not exclusively in the complex local (usually, but not exclusively corner) confrontations called Joseki.<br><br> + Another important issue, closely related to enclosure, is how to act against an opponent’s moyo. Moyo situations are typically quite complex, so without some simplifying concept to provide guidance the average player would find it virtually impossible to accurately assess their often subtle interactions, and then make the correct decisions.<br><br> + The ingenious concept known as a Sector Line efficiently satisfies the critical need for guidance in both the attack/defense and moyo situations.<br><br> + Although the Sector Line concept has been applied implicitly for centuries in the Orient, the first explicit description of it of which I’m aware was in a mid 1970's article by Bruce Wilcox in the American Go Journal.<br><br> + + But just what is a Sector Line?<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + + A Sector Line Is An Imaginary Straight Line<br><br> + Extending Across An Open Board Area<br><br> + Joining Two Stones Of The Same Color,<br><br> + Or Extending From A Single Stone<br><br> + To The Board Edge.<br> + </font> + + + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + + The Sector Line’s conceptual rationale is that a solid wall of stones of that color could theoretically be constructed along that line. + The fact that such a wall will almost never be realized in practice does not affect the Sector Line’s value as a guide to making the appropriate + strategic and tactical decisions.<br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C5D1.jpg" border="1"> + + </td> + + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C5D2.jpg" border="1"> + + </td> + + + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Diagram 1</strong> When B2 approaches W1, the squeeze play of W3 is particularly effective because ...<br><br> + + <strong>Diagram 2</strong> Now the lone Black stone is enclosed within the indicated White Sector Lines, as both players would visualize them.<br><br> + + </td> + </tr> + </table> + + + <br><br> + <strong>When To Use Sector Lines</strong><br><br> + + <strong> - Sector Lines are primarily (but not exclusively) useful in dealing with <U>weak stones</U></strong>, which might be captured if they can’t make eyes or escape.<br> + + <strong> - Sector Lines are most often applicable in the Fuseki and early middle game</strong>, because it is usually only then that enough of the board is still vacant to make them really meaningful.<br><br> + + <strong>The seriousness of the situation for the enclosed stones is primarily a function of:<br> + - The proximity of the nearest Sector Line.<br> + - The spacing between the stones forming that Sector Line.</dd></strong><br><br> + + In each case closer is more serious, with the effect diminishing rapidly with increasing distance. No exact criteria exist for determining this spacing/distance effect, so each situation must be individually evaluated using the player’s best judgment.<br><br> + + <strong>How Sector Lines Function</strong><br> + + <strong> - Sector Lines act as a kind of “early warning system”</strong> to indicate which weak stones are in danger of becoming fully enclosed (and thus before the necessity of fighting a life-or-death battle for survival is thrust upon them).<br> + <strong> - Sector Lines provide only generally appropriate action guidelines</strong>, and do not specifically identify:<br> + - the preferred strategy to be followed<br> + - the best move itself, or even an explicit identification of the set of feasible alternatives from which the best move should be selected.<br><br> + + Caution! Although the Sector Line concept is both simple and extremely valuable, it’s not always determinative!<br><br> + + + <strong>A Sector Line is not valid if it:<br><br> + <strong> - Intersects an opposing stone.</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D3.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Diagram 3</strong> When B1 is played, it breaks the outer Sector Line and negates it, so that Black is no longer enclosed!<br><br> + </td> + </tr> + </table> + + <br><br> + <strong>A Sector Line is not valid if it:<br><br> + - Intersects an opposing Sector Line.</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D4.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br> + <strong>Diagram 4</strong> Here we see that W72 is within Black Sector Lines, but Black’s 69-77 group is similarly enclosed by White Sector Lines which intersect Black’s.<br><br> + The two B49, 59 stones are within White Sector Lines, but are also an anchor point of the Black Sector Lines which enclose W72.<br><br> + The result is that none of these Sector Lines are valid for determining the appropriate action to be taken in this area. This sort of situation is quite common when the board becomes relatively + crowded, but in no way detracts from the general utility of the Sector Line concept.<br><br> + + </td> + </tr> + </table> + <br><br> + Despite these very real limitations, <strong>the information Sector Lines provide is invaluable:</strong><br> + A. To The Attacker, Sector Lines indicate whether or not to try to either:</strong><br> + <strong>1. Steal the opponent’s eyespace</strong>, and therefore drive his weak group out into the center. Or<br><br> + + <strong>2. Cut off flight into the center</strong>, and so force the weak group to attempt to live, either by making eyes in place or by capturing some of the attacking stones.<br><br> + <strong>B. To The Defender, Sector Lines indicate whether it’s best to either:<br> + 1. Run into the center to escape.<br> + 2. Try to connect to nearby friendly stones.<br> + 3. Make eyes.<br> + + 4. Abandon the threatened stones (at least temporarily).<br> + 5. Counterattack.</strong><br><br> + + Caution!<br><br> + In any given position not all of these alternatives may be feasible, and choosing among those that are is a matter of the player’s judgment - a subject on which the Sector Lines themselves offer no direct help! + Now let’s examine each of these Sector Line characteristics in detail.<br><br> + <strong>A. The Attacker’s Uses Of Sector Lines<br><br> + 1. Steal the opponent’s eyespace</strong><br><br> + + The sequence shown in the following diagrams occurred in a championship game between two 9 Dan professionals, who were then among the top 10 players in the world. Yet the simple Sector Line concept explains and helps + predict their moves to a remarkable degree!<br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D5.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br> + <strong>Diagram 5</strong> The position in the lower right corner begins with the same popular 3-4 point Joseki we saw earlier in Dia 1, in which White has just squeezed the lone Black stone + from above, enclosing it within the indicated Sector Lines.<br><br> + These Sector Lines are close enough to constitute a fairly serious threat, so under normal circumstances Black would respond immediately. But because this 9P Black calculated that he can still + readily live locally even if White is first to play again here, he instead chose to take Sente elsewhere.<br><br> + Although this was a rational global strategic decision, it gave White the opportunity to maximize his local advantage, as we see in the following diagrams.<br><br> <br><br> + </td> + + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D6.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Diagram 6 W1</strong> takes advantage of Black’s failure to defend by blocking him from the corner, making territory for White while making it harder for Black to secure eyespace locally.<br><br> + If White were to be allowed to continue at 2 next , that would not only make perfect shape for his own stones but would also make it extremely hard for the Black stone to make life locally.<br><br> + So with little choice, <strong>B2</strong> occupies the key shape point himself, while cutting the White Sector Line! (A strong clue that this is a desirable move!)<br><br> + + A (slightly lesser) problem with B2 is that it also makes his unit “heavy”. + <strong>W3</strong> With this stylish Knight’s move extension, White increases the scope of his control of the corner by extending to the left, at the same time creating a new Sector line which once again encloses Black.(thereby maintaining Sente!) + <br> + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C5D7.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br> + <strong>Diagram 7</strong> In order to escape that enclosure it’s necessary to break White’s new Sector Line, and in this position the stylish diagonal extension of B4 is the best way to achieve this end.<br><br> + + An alert reader will have noticed that B4 not only broke the White Sector Line but also established Black’s own Sector Line enclosing the lone White stone on the right side.<br><br> + But because the Black star point stone anchoring the upper end of that Sector Line is so far away, the lone White stone is only mildly affected by this. So for the moment White can afford to ignore that Black Sector Line, to continue his own attack.<br><br> + White’s natural response to B4 is to extend once again on the bottom with the one point skip of <strong>W5</strong>, increasing his local territory while also initiating the new Sector Line shown, to once again enclose the 3 Black stones.<br><br> + + </td> + </tr> + </table> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D8.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br> + <strong>Diagram 8</strong> When <strong>B6</strong> breaks the latest White Sector Line, there is no further White move that will simultaneously enclose the Black stones within a new White Sector Line while also extending White’s lower side territory.<br><br> + That means that, for the moment at least, it is no longer profitable for White to continue playing on the lower side, because it would be Gote.<br><br> + On the other hand, we see that Black has now established his own Sector Line enclosing White’s lone right side stone.<br><br> + But because the upper anchor stone of this Black Sector Line is so distant, this lone White stone has more than ample maneuvering room to either make a base or escape into the center if attacked further.<br><br> + + So the Sector Line analysis tells us that White can now afford to play elsewhere if his evaluation of the global board position indicates that would be more productive - and that in fact is what the 9 Dan pro playing White in this game actually did!<br><br> + <br><br> + </td> + </tr> + </table> + <br><br> + <strong>2. Cut off flight into the center.</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D9.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + + <strong>Diagram 9</strong> This is a situation that frequently arises in both even and handicap games when Black fails to respond locally to the kakari of W1.<br><br> + W3 (which is also often played at “a”) encloses the Black corner stone within White Sector Lines as shown. But Black can still easily break out safely via a play at + any of “a”, “b”, or “c”. But if he doesn’t ...<br><br> + <br><br> + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D10.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + + <strong>Diagram 10</strong> Most often, White’s strongest continuation is with W1 here, to solidly enclose Black within his Sector Lines.<br><br> + Black can then cut these Sector Lines, but can’t forcibly break out through them.<br><br> + Now let’s examine why allowing W1 is usually bad for Black.<br><br> + <br><br> + </td> + </tr> + </table> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D11.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br> + <strong>Diagram 11</strong> Black can still live in the corner, if he either knows this sequence by heart or can find his way through its tactical complications unaided.<br><br> + But it’s dangerous because even a slight error in the sequence can easily result in the entire corner’s death! And even if Black lives, as here, White’s thickness usually gives him the better position globally.<br><br> So playing this way is usually only advisable in special circumstances. + <br><br> + </td> + </tr> + </table> + + <br><br> + + <strong>B. Defender’s Uses Of Sector Lines<br><br> + 1. Run into the center to escape.</strong> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + + <img src="C5D12.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 12</strong> Black will usually be best advised to break out of the White Sector Line, most often by occupying the key point himself via B1 as shown, but sometimes by attaching at “a” or “b”instead.<br><br> + After B1, W2 to seize the corner is by far the most frequent continuation, and then Black will usually (sooner or later) block at either “c” or “d”, the choice depending on the global board position.<br><br> + + <br><br> + </td> + </tr> + </table> + <br><br> + <strong>2. Try to connect to nearby friendly stones.</strong><br><be> + + <br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C5D13.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 13</strong> In this game between an 8D and 6D, the marked Black stone is completely enclosed by White Sector Lines, so it appears that all of this large territory is about to become White’s.<br><br> + + Living in place is difficult, but Black saw an opportunity to save this stone and neutralize much of White’s potential territory in the surrounding area if he could somehow manage to connect to the Black stones below. + The next diagram shows how he went about doing it.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C5D14.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Diagram 14</strong> With this clever sequence, Black managed to connect underneath in the lower left and achieve life, thus neutralizing most of this formerly large White area.<br><br> + + In return, White captured a part of Black’s former lower edge group, to sharply increase his own territory there.<br><br> + So Black’s gain was not without cost, and that’s a fairly common result of such confrontations. But on balance Black has profited a bit more, at least in part because he has emerged from this fight with Sente.<br><br> + + </td> + </tr> + </table> + <br><br> + + <strong>3. Make eyes.</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D15.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C5D16.jpg" border="1"> + + + </td> + + + <td width="10"> </td> + <td valign="top" align="left"> + + <b>Dia 15</b> In this game between two 7D players, when the marked Black stone was played it not only prevented White’s damaging push through-and-cut, but also completed the enclosure of the White 7-stone group on the right edge.<br><br> + In the absence of special circumstances Black should without fail play to enclose White as shown! + <br><br> + <b>Dia 16</b> If White now desires, his 7 stones on the right edge can live easily via W1, because then if B“a”, W”b” completes his two eyes.<br><br> + + And if Black doesn’t play at “a”, it’s possible that at an appropriate later time White will be able to follow with the profitable endgame sequence of W“a”, B“c”, W“b”, B“d”.<br><br> + + </td> + </tr> + </table> + The problem with making life by playing W1 is that Black will then happily continue with B2 to connect his corner stones out while seriously weakening the important (and presently both shapeless and eyeless) 5-stone “L” shaped White center unit immediately below!<br><br> + Because that was a prospect that was unacceptable to White, what he played instead of this W1 is shown next.<br><br> + <strong>4. Abandon the threatened stones (at least temporarily).</strong><br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D17.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 17</strong> Because the result of Dia 16 was unpalatable, White chose instead to play W1 here, to strengthen the crucial weak 5-stone center White string!<br><br> + + This not only undercut the Black corner while preventing Black’s connection underneath, but also isolated the lone Black stone on the upper edge.<br><br> + But the severe price that White had to pay for this was B2, which more or less assures the death of the White right edge group, because now White needs both “a” and “b” to secure his two eyes, and he can only manage that by making two successive moves here. + (Only possible if played as a Ko threat which Black can’t afford to answer.)<br><br> + So after B2 White had no choice but to tenuki, and hope that circumstances would later enable him to rescue this “abandoned” 7 stone group on the right edge.<br><br> + + + </td> + </tr> + </table> + <br> + + Here’s another example, arising in a position that’s not uncommon in both handicap and even games:<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D18.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br> + <strong>Diagram 18</strong> W4 is a probe intended to induce Black to fix the shape of his stones, so that White will then know how to best proceed locally at the appropriate later time.<br><br> + But as things stand it was too early in the game to be sure after B5 whether White will prefer to continue below, on the right, or on the 3-3 point in the corner, and W4 is enclosed within the indicated + close and very threatening Black Sector Lines. So for the moment W4 was correctly “abandoned”, as White played elsewhere!<br><br> + (From that, it might reasonably be argued that W4 was premature and should better have been deferred until a later time. But that's an issue well beyond our present focus.)<br><br> + + </td> + + </tr> + </table> + <br><br> + + <strong>5. Counterattack.</strong><br><br> + + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C5D19.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Diagram 19</strong> In this game between a 4D and a 3D, when W1 was played it seemed that White had visualized the indicated Sector Lines and the huge potential moyo that they enclose. But, although appearing logical, + this reasoning is actually doubly flawed!<br><br> + Not only are there are two Black Sector Lines running from the upper right to the lower left that intersect (and therefore neutralize) several of White’s, but, far more significant, Black can counter-attack by establishing his + own far more threatening Sector Lines!<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D20.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Diagram 20</strong> A strong Black response would have been as shown, not only enclosing the 4 weak White stones within the indicated close (and therefore very threatening) Sector Lines of his own, but also simultaneously + assuring that Black can move into the White moyo before it can be consolidated. (Note that the 8 marked Whites at the top are tightly enclosed with only 3 liberties, and are therefore effectively captured!)<br><br> + Although the outcome of the fight that would have followed isn’t entirely clear, it would have offered Black his best chance to win. When he failed to make this key play, White moved smoothly on to an easy victory!<br><br> + <br><br> + + </td> + </tr> + </table> + <br><br> + + <strong>Sector Lines As Moyo Invasion/Reduction Indicators<br><br> + - Playing anywhere inside the opponent’s Sector Lines will constitute an invasion.<br> + - A play on or just outside an opponent’s Sector Line will initiate a reduction.<br><br> + + The key clues to deciding whether a reduction or invasion of an opposing moyo is the more likely to produce a satisfactory result are whether or not one or more of the following is true:<br> + - There is at least one long Sector Line operative.<br> + - One or more of the enclosing Sector Lines have significant gaps for possible ingress or egress by opposing stones, especially if<br><br> + - There are friendly stones fairly close outside those Sector Lines.</strong><br><br> + + If any of these conditions exist, an invasion will often be feasible because there will be opportunities to either connect out or to live within the moyo by placing key eyemaking stones which also threaten to connect out.<br><br> + + To the extent that these enabling conditions don’t exist, only a reduction will usually be feasible.<br><br> + But it’s important to remember that there are no absolutes! Although the use of Sector Lines will go a long way toward enabling you to make the right decision, your ultimate success or failure in the fighting that ensues will still depend upon your ability to find and correctly time the right threats, and on your opponent’s ability to meet them.<br><br> + + The following example shows the kind of dangerous tactical complications that frequently result from invasions, and why application of the indications provided by Sector Lines must always be made with great caution and forethought.<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D21.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Diagram 21</strong> This is a not uncommon situation in which Black has made a 5 point skip from a 4-stone wall based on the third line to form a small moyo, against which White will often feel compelled to act.<br><br> + But how? And where?<br><br> + + <br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C5D22.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br> + <strong>Diagram 22</strong> The best try to make a live group within the Black space is to begin with this one point third line skip of W1 from the extension stone.<br><br> + In response, the diagonal extension of B2 is the strongest way to prevent White’s escape to the outside, forcing him to try to live in place.<br><br> + + This diagram shows one possible continuation, in which the invasion dies, and the next diagram shows another with the same result.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C5D23.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 23</strong> The problem in this position with an invasion like this W1. is that there really isn’t room enough for the invaders to live if Black defends correctly! And if White does die, as here, that allows Black to consolidate a territory of over 30 points.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D24.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br> + <strong>Diagram 24</strong> This diagram shows that if Black errs, then White can escape, with a disastrous reduction to what formerly seemed a large potential Black territory. But in at least partial compensation Black now is strong on both sides while the still eyeless Whites remain weak and vulnerable!<br><br> + + </td> + + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D25.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Diagram 25</strong> From the foregoing, it’s likely that a prudent White won’t choose to invade but will instead opt for a reduction.<br><br> + For that purpose, W1 as shown here (just breaking the Black Sector Line) or “a” are usually the best moves, the choice between them depending upon the location of other nearby White and Black stones and the tactical considerations they engender.<br><br> + + + </td> + </tr> + </table> + <br><br> + Now let’s see how Sector Line principles were applied in a complex Moyo situation.<br><br> + + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C5D26.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 26</strong> In this position from a game between two 5D players, White has created a large moyo in the upper center which Black must do something to reduce before it can be consolidated into a winning territory!<br><br> + As usual in such situations, the question to be answered is whether Black should invade the moyo and attempt to live within its confines, or try to reduce it by nibbling away at it from somewhere on its outer perimeter.<br><br> + + This is the kind of situation in which Sector Lines can often provide the best clue as to which of these courses of action is likely to be the most productive.<br><br> + The major difficulty in this position is that a White Sector Line actually covers each of this moyo’s borders, so that only an invasion is really feasible if Black wants to prevent White from consolidating too much of this vast area.<br><br> + At the same time, we see that there are four places, marked “A”, “B”, “C”, and “D” in which the White Sector Line is long enough and/or Black stones are near enough to it to offer support to an invasion. Such potential places of ingress and/or egress are called “doors”.<br><br> + Here, only doors A and B offer real potential for Black as things now stand.<br><br> + + </td> + </tr> + + </table> + <br><br> + + A complication is that the White moyo is so large that only a player of professional strength seems likely to be able to even come close to accurately visualizing all of the invasion possibilities and their likely responses in advance. So “mere mortals”, even fairly strong players + like the 5D protagonists in this game, necessarily have to largely rely on their “gut” instinct plus confidence in their tactical skills to guide them in making difficult decisions like this.<br><br> + A detailed analysis of all of the complex tactics involved in the fighting that transpired next in this game is advanced material far beyond the scope of our interest in Sector Lines. So in the discussion of the actual game resolution provided below we will focus only on the main theme of the invasion.<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D27.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 27</strong> Because the main A and B doors capable of exploitation are both on the left side of White’s moyo, it’s clear that Black’s best invasion point must be somewhere in that vicinity, but the choice of <strong>B81</strong> as the starting point for Black’s invasion was a judgment call.<br><br> + <strong>W82</strong> Rather than simply trying to limit Black’s incursion, White counterattacked by threatening to continue at 83, which would both restrict the expansion of Black’s upper left corner territory while making a sizeable territory of White’s own in that area in conjunction with his stones below. In addition, it blocked Black’s access to door A.<br><br> + + <strong>B83</strong> Given that door B is still open. and because a White continuation at 83 would be too good to allow, Black felt that he had no choice but to block here himself to seal off his upper left territory. So White retained Sente.<br><br> + <strong>W84</strong> similarly blocks off Black’s flight path to door B, leaving Black with the difficult problem of how to continue to achieve life. But now Black’s chances for success are somewhat improved, because he will be able to play a second stone inside White’s moyo before White can respond there.<br><br> + The details of the complex fighting that actually followed in this game are primarily tactical considerations that lie far beyond our focus on learning how to use Sector Lines, so are not presented here.<br><br> + + + </td> + </tr> + </table> + + + + CAUTION!! As we’ve seen, with substantial amounts of maneuvering room available inside a substantial moyo, not only does the ultimate capture of any invaders become more uncertain, but the possibility of resulting external complications also increases exponentially.<br><br> + And even when the invaders are trapped and must be at least temporarily “abandoned”(as in Dia 23), they typically still retain considerable Aji. This may either lead to their later rescue or to an advantage elsewhere for the invader, especially if a Ko fight erupts. So both sides will have to remain alert to this potential until the situation is finally completely resolved or the game ends.<br><br> + As earlier noted, detailed exploration of those complications is beyond our present interest, but you might find it productive to investigate them on your own.<br><br> + Now let’s look at a key portion of the Fuseki/early middle game between a 5D and 4D, to see how Sector Lines provide almost unerring guidance to strong (if not necessarily perfect!) moves.<br><br> + + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C5D28.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br> + <strong>Diagram 28</strong> <strong>W1</strong> encloses the Black lower right corner stone within White Sector Lines. Then, in the absence of any more urgent play elsewhere, it’s to Black’s advantage to respond by expanding/sealing off his eyespace to ensure his life.<br><br> + + The defensive attachment of B2 is an excellent, time tested way for Black to achieve safety, and begins a popular Joseki.<br><br> + + + </td> + </tr> + </table> + <br><br> + After the necessary connection of W5 Black remains enclosed, but his formation can now make eyes against any White attack! So it’s not strictly necessary (although often desirable!) to make a further submissive play like B“a” immediately, because even if W“b” is permitted the simple B“c” gives Black an unassailable live shape.<br><br> + So after W5 Black can afford to tenuki with sente. But because White is now threatening to build a moyo on the lower side, it’s often globally incumbent on Black to try to prevent that from becoming a reality before it’s too solid to readily counter.<br><br> + + Black’s problem is that, wherever he plays on the lower side now, his stone will already be within (somewhat distant) White Sector Lines! But because the end points of the upper Sector Line are so far apart, that’s not particularly dangerous. So with B6 Black makes a “standard” kakari against the White lower left corner star-point stone.<br><br> + Because that doesn’t enclose the White corner stone within Black Sector Lines, White need not defend but may instead counter-attack. He does that with maximum force via the squeeze play of W7, which does enclose B6 within close (and therefore very threatening) White Sector Lines, while also making a maximum strategic extension from his W3,5 wall on the right!<br><br> + This leaves Black with only two viable choices - either dive into the corner and at least temporarily “abandon” B6, or run out to break the White Sector Line. Given White’s thick position in the lower right, diving into the corner would concede White too much almost secure territory on the lower side, so Black has no real option but to break White’s Sector Line! His choice to do this is + the “standard”one point skip of B8, although in some global positions either “d” or “e” may be preferable.<br><br> + B8 is Sente because it encloses the White star-point stone within Black Sector Lines! So W9 (or “f”) to break that Sector Line and sketch out some territory is also natural. Although this also establishes a new White Sector Line enclosing B6,8, in conjunction with W1 all the way across the board, once again its anchor points are so far apart that it has almost no effect.<br><br> + The result is that Black is free to take sente with the strong “shoulder hit” on W7 of B10, to once again establish close (and therefore very threatening) Black Sector Lines around W7. That’s the “normal” joseki continuation in this position, but in this game the circumstances in the lower right impelled Black to deviate from the “usual” sequence would normally follow, as we see in the next diagram. + + Although the complex ramifications of this intensely tactical fight are well beyond our focus on the Sector Line concept itself, they’re shown below for the reader’s edification.<br><br> + <hr> + + <center>The following material may be glossed over at the reader’s discretion.</center> + <hr> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C5D29.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 29</strong> Instead of continuing with the “normal” Joseki move of W11 at 14 to establish a live group along the edge, with this W11 a swap occurred, with Black destroying White’s potential at the bottom in return for White’s effectively killing the 3 Blacks on the left and almost (but not quite) securing the lower left corner!<br><br> + + </td> + </tr> + </table> + + <br><br> + <strong><hr></strong> + <center>End of material to be glossed.</center> + <strong><hr></strong> + <br><br> + <strong>The Limitations of Sector Lines<br><br> + The action guidelines provided by Sector Lines are necessarily incomplete because:<br><br> + + 1. There may be several different groups affected by active Sector Lines at any given instant</strong>, so their presence alone doesn’t change the player’s overall problem of deciding which situation takes priority, and of handling any interactions between them.<br><br> + <strong>2. Sector Lines only provide guidance to an appropriate local strategy!</strong> Global considerations involving a nearby corner, side, the center or even the entire board may dictate that a move other than that indicated by a Sector Line analysis is best overall.<br><br> + <strong>A. From the defender’s perspective</strong>, this may mean that a rescue attempt should be deferred, or that a threatened weak group should be abandoned for later use as Aji, despite the fact that it could be rescued!<br><br> + <strong>B. From the attacker’s perspective</strong>, it will frequently mean that pressure should be applied to weak opposing stones without any real intention or expectation of capturing them (although that outcome will be welcomed if it should present itself!), in order to build up strength for use in attaining some important objective elsewhere.<br><br> + + <strong>3. Sector Lines do not identify the specific move that works best in any given situation</strong> - whether a tesuji, or just the most appropriate strategic play. Correctly identifying the best global move requires a high level of tactical and strategic competence, most of whose development is outside our focus in this book.<br><br> + + Despite these limitations it’s advisable in your own games to:<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + Look First At The Relative Strength<br><br> + Of The Opposing Groups<br><br> + And Any Sector Lines They Generate<br> + </font> + + + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + and<br><br> + <center> + <br><table class="txtbox"> + + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + Override Those Indications<br><br> + Only If There Is A Clear And Compelling<br><br> + Reason For Doing So<br> + + </font> + + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + + No single simplifying idea like Sector Lines can instantly transform a beginning or intermediate Go player into an expert, but in many situations it can go a long way toward suggesting reasonable lines of play that might otherwise be missed.<br><br> + + Although the influence of Sector Lines is often easy to see after-the-fact, things are necessarily far less clear in the heat of battle!<br><br> + Reacting appropriately after you’ve recognized that an opponent’s move has enclosed one of your key groups within a dangerous Sector Line is often essentially routine because there may only be a limited number of viable options, but correctly deciding + what to do next when you have Sente with which to play anywhere is quite another matter! Not only is it necessary to decide whether and where you should take profit or attack, but in the latter case to also where you might <U>create</U> potentially profitable + new Sector Lines. And even if that hurdle is successfully surmounted, the concept still offers no automatically applicable criteria for judging which of several possible alternative Sector Lines might prove the most profitable. And then the Sector Lines in + and of themselves offer little help in resolving any of the inevitable tactical complications that will accompany their creation.<br><br> + The result is that although full understanding of the Sector Line concept may be necessary, it’s nevertheless an insufficient condition for becoming a strong player! Finding the best move in any given position still requires an entire complex of knowledge and + tactical skills that can only be developed over time as a result of much play and study - all of which are outside the scope of this book.<br><br> + Despite these caveats, <strong>mastering the simple idea of Sector Lines offers perhaps the greatest “bang per buck” for the effort expended in any beginning/intermediate player’s quest for improvement!</strong><br><br> + Finally, it’s also important to recognize that when implementing the Sector Line concept in your own games, you will almost necessarily make some strategic errors and even more tactical ones. And those errors will in turn result in some failures in either or + both attack and defense, sometimes even resulting in last minute reversals of winning games in which a long series of excellent moves is completely offset by a single egregious blunder.<br><br> + + But such occurrences, however difficult they may be to accept cheerfully, are a natural part of the learning process and should not be allowed to dissuade you from making the strongest moves of which you are capable! With application of the key concepts provided + in this book and continued diligent study and practice, sooner or later the number and seriousness of such errors will diminish, and your playing strength will then make the quantum leap upward that your new found strategic insights justify.<br><br> + Now let’s try some problems to see how well you’ve mastered the Sector Line concept.<br><br> + + +<strong>Click Here To Go To</strong><a href="Ch5P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 Problems </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6</strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Improve Fast Comments/Suggestions"> Milton N. Bradley</font></a> + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:58:06 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch5P.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,226 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch5P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:32 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter 5 Problems"> + + <font class="chaptitle"> + Chapter 5 Problems + </font><br> + + </center> + <font size= +1> + <br><br><br> + </font><br> + </a></center> +<a name="Chapter5 Problems"> + <br><br><br> + + + </a><table> + <tbody><tr> + <td align="left" valign="top"> + <img src="C5PD1.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <br><br><br><br><br><br><br><br><br> + + <strong>Problem 1</strong> +<font size="+1"> +This is the early middle game between a 6D and 5D. Your task here is to +show each side’s Sector Lines as the players would visualize them. +<br><br> + <strong>Click Here To Go To</strong><a href="C5S1.html"><font size="+1"><font color="#0033ff"><strong> Problem 1 Solution </strong></font></font></a> +<font size="+1"> <br><br> + </font></td> + </tr> + + </tbody></table> + +<a name="Chapter5 Problems"> <br><br><br> + </a><table> + <tbody><tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C5PD2.jpg" border="1"> + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <br><br> + <strong>Problem 2</strong> Where are the operative Sector Lines here? And how significant are they? + <br><br> + <strong>Problem 3</strong> It was actually Black’s turn to play here, so what’s his best move? And (equally important) why? If it was White’s turn + to play instead, where would be his best move, and why? + + <br><br><br> + + + <strong>Click Here To Go To</strong><a href="C5S2.html"><font size="+1"><font color="#0033ff"><strong> Problem 2 Solution </strong></font></font></a><font size="+1"><br><br> + <strong>Click Here To Go To</strong><a href="C5S3.html"><font size="+1"><font color="#0033ff"><strong> Problem 3 Solution </strong></font></font></a> +<font size="+1"> <br><br> + <br><br> + </font></font></td> + </tr> + + </tbody></table> +<a name="Chapter5 Problems"> <br><br> + + + + </a><table> + <tbody><tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C5PD4.jpg" border="1"> + </td> + + <td width="10"> </td> + <td align="left" valign="top"> + <br><br><br><br><br><br><br><br> + <strong>Problem 4</strong> In this position:<br> + 1. Show any Sector Lines that are operative.<br> + 2. Answer the following questions:<br> + + A. How solid/secure do you assess those Sector Lines to be?<br> + B. Based on that assessment, should Black think invasion? Or reduction? + <br><br> + + <strong>Click Here To Go To</strong><a href="C5S4.html"><font size="+1"><font color="#0033ff"><strong> Problem 4 Solution </strong></font></font></a> +<font size="+1"> <br><br> <br><br> + </font></td> + </tr> + + </tbody></table> +<a name="Chapter5 Problems"> <br><br><br> + </a><table> + <tbody><tr> + <td align="left" valign="top"> + <img src="C5PD5.jpg" border="1"> + </td> + + <td width="10"> </td> + + <td align="left" valign="top"> + <br><br><br> + <strong>Problem 5</strong> This position arose in a game between two 5D players.<br> + + What’s Black’s key play here, and why?<br><br> + + If it’s White’s turn instead, what would be his best move? + + <br><br><br> + + <strong>Click Here To Go To</strong><a href="C5S5.html"><font size="+1"><font color="#0033ff"><strong> Problem 5 Solution </strong></font></font></a> +<font size="+1"> <br><br> + </font></td> + </tr> + </tbody></table> + +<a name="Chapter5 Problems"> <br><br><br> + </a><table> + + <tbody><tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C5PD6.jpg" border="1"> + </td> + <td width="10"> </td> + <td align="left" valign="top"> + + <strong>Problem 6</strong> When B1 was played in this game between a 6D and 5D, the marked 4 Whites are within Black Sector Lines and almost trapped.<br><br> + +At the same time, the two Blacks are themselves still within a White +Sector Line, so that these competing Sector Lines technically cancel +each other!<br><br> +But the two Blacks have the outside while the four Whites are almost +enclosed! So it’s clear that if these White stones don’t escape +immediately they will die, because there’s insufficient room on the +edge for them to form two eyes. So the key questions are: Can they +escape? And if so, how? <br><br> + + <strong>Click Here To Go To</strong><a href="C5S6.html"><font size="+1"><font color="#0033ff"><strong> Problem 6 Solution </strong></font></font></a> +<font size="+1"> <br><br> <br><br> + </font></td> + + </tr> + </tbody></table> +<a name="Chapter5 Problems"> </a><table> + <tbody><tr> + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C5PD7.jpg" border="1"> + </td> + <td width="10"> </td> + + <td align="left" valign="top"> + <br><br><br> + <strong>Problem 7</strong>This +position that arose in a game between a 5D and a 4D. White has +constructed a vast (but still incomplete) lower center moyo which Black +would much like to reduce.<br><br> At the same time, Black’s +own upper side position is also becoming impressive, so in playing to +reduce White’s moyo Black must be careful that White’s counter play +doesn’t inflict even worse damage on his own position - and that’s +quite likely to be the outcome if he plunges in too deeply!<br><br> +So the move Black seeks is one that looks carefully in both directions, +and the best answer is quite readily suggested by the Sector Line +concept! Can you find it? <br><br><br><br> + + + + <strong>Click Here To Go To</strong><a href="C5S7.html"><font size="+1"><font color="#0033ff"><strong> Problem 7 Solution </strong></font></font></a> +<font size="+1"> <br><br> <br><br> + </font></td> + </tr> + </tbody></table> +<a name="Chapter5 Problems"> + + + +<br><br> +<br><br> + +<strong>Click Here To Return To</strong></a><a href="Ch5.html"><font size="+1"><font color="#0033ff"><strong> Chapter 5 </strong></font></font></a> +<font size="+1"><br><br> +<strong>Click Here To Move On To</strong><a href="Ch6.html"><font size="+1"><font color="#0033ff"><strong> Chapter 6 </strong></font></font></a> +<font size="+1"><br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size="+1"><font color="#0033ff"><strong> Table Of Contents </strong></font></font></a> +<font size="+1"><br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size="+1"><font color="#0033ff"><strong> Milt's Go +Page</strong></font></font></a> + +<font size="+1"> + <br><br><br><br> + </font></font></font></font></td> + <td width="100"> </td> + </tr> +</tbody></table> +</td></tr></tbody></table></body> +<!-- Mirrored from users.eniinternet.com/bradleym/Ch5P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:32 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch6.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,290 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:58:06 GMT --> +<head> + <title> Improve fast In Go - Milton N. Bradley </title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter6"> + <font class="chaptitle"> + Chapter 6 - S.W.O.T. Analysis + </font><br> + + </center> + <br><br> + <font size= +1> + The themes we’ve explored in this book thus far provided the what, where, when and why of fighting. This chapter integrates those ideas and reaches their logical culmination in a technique widely applied in business management, + known by its acronym of SWOT analysis, which enables the establishment of a rational and appropriate action plan.<br><br> + In Go, SWOT analysis begins with a global board evaluation of the importance and relative strength of the opposing groups prior to each move, just as we’ve done in the preceding chapters. Then we add to that an appraisal of our + own aggressive potential, together with the converse appraisal of where the opponent can do us damage. The result is <strong>a global evaluation of each side’s:<br><br> + S = Strengths<br> + W = Weaknesses<br> + + O = Opportunities<br> + T = Threats<br><br> + + This basic analysis is then augmented with an appraisal of how each side stands in terms of:<br> + - Settled territory.<br> + - Territorial potential.<br><br> + + The combination of these factors then allows the creation of an appropriate action plan, specifying (to the extent feasible):<br> + - The main focus of play in the current position.<br> + - The most urgent immediate task for the player with Sente.<br> + - What (s)he should do to achieve that goal.<br> + - The opponent’s expected response.</strong><br><br> + + <strong><I>When properly completed and updated move-by-move, this global assessment and action plan provides the road map that guides both sides throughout the game!</I></strong><br><br> + + CAUTION! Even if the SWOT analysis is perfectly performed (no mean feat in many positions for less than strong players), finding the best moves to exploit that appraisal will frequently require both tactical and strategic skill well + beyond players at the level for which this book is intended. But please don’t be discouraged by this, because it’s only a technical detail which will eventually be self correcting as your knowledge and skill improve with increasing experience.<br><br> + Until that high level of competence is finally attained, the result of applying a SWOT analysis may “only” be that you identify the right objectives, even if you don’t always find the very best moves to implement them! So, at worst, any resulting lack + of success won’t be because you overlooked some important element of the position!<br><br> + Now let’s revisit the position we examined earlier in Chapter 2, Diagram 2, and see how the more comprehensive SWOT analysis enables sharpening focus beyond the simple (but essential!) identification of strong and weak stones to produce an appropriate action plan.<br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C6D1.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 1</strong> The SWOT analysis of this position is as follows:<br> + <strong>Black:</strong> <br> + <strong>Strengths:</strong><br> + + - The upper side is very strong, but the “b” stones don’t reach out very far into the vital center, so their overall impact is only modest.<br> + - The “k” stones already have one eye and potential for another both on the edge and in the center, so they may be considered modestly strong.<br> + <strong>Weaknesses:</strong><br> + - The “i” stones have no eyes and are pressed on both sides by Whites which are stronger.<br> + <strong>Opportunities:</strong><br> + - The (modest) chance to exploit the weakness of the White “h” stones.<br> + + - The (even more modest) possibility of rescuing the trapped “e” stone.<br> + - The chance to attack and possibly capture the White “f” stone.<br> + - The potential for attacking the White “j” stones which still have only 1 eye.<br> + <strong>Threats:</strong><br> + - The still unsettled status of the fairly large “k” group.<br> + - The weakness of the “i” group, sandwiched between the stronger White “h” and “j” groups.<br> + + <strong>Settled Territory:</strong><br> + - 10+ points in the upper left corner.<br><br> + </table> + + <strong>Territorial Potential:</strong><br> + - Almost, but not yet complete control of the entire upper side (because of the gaps between the “a”, “b”, and “c” groups, and the still open 3-3 + point in the upper right corner.) which could easily total 50+ points if fully realized.<br> + - 10+ points in the lower right corner.<br> + <strong>White:</strong><br> + + <strong>Strengths:</strong><br> + - Because of the trapped Black “e” stone, the White “d” group is very strong, and has great influence in the vital open board center.<br> + - Because of the trapped Black “m”and "n” stones, the White “l”/”o” group is equally strong, and also has great influence in the vital open board center.<br> + - The presence of both of these strong groups on opposite sides of the still open center greatly improves the fighting prospects of White’s still somewhat weak “h” stones. + <strong>Weaknesses:</strong><br> + - The fairly large “j” group as yet has only 1 sure eye.<br> + - The White “h” stones as yet have no eyes are squeezed on both sides by Black.<br> + + <strong>Opportunities:</strong><br> + - There is good potential to invade and reduce the still porous big Black upper side, either between the “a” and “b” stones, between the “b” and “c” stones, or on the 3-3 point in the upper right corner.<br> + - There is also good potential to make territory between the “f” stone and the “d” group.<br> + - There is also modest potential to expand the left and right side groups into the center.<br> + <strong>Threats:</strong><br> + - Mainly that either of the still unsettled “h” and “j” stones will either be captured or will lead to disaster elsewhere if they are forced to run.<br> + + <strong>Settled Territory:</strong><br> + - Essentially none at present.<br> + <strong>Territorial potential:</strong><br> + - 20+ points on the left side.<br> + - Perhaps 15+ or so points in the “d” group.<br> + <strong>Action Plan:</strong><br> + + - The current global focus is on the interplay between the weak “h”,“i”, “j”, and “k” groups.<br><br> + Now let’s see how this simple but surprisingly powerful SWOT protocol was applied in a game between two 4D players.<br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C6F1.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Figure 1</strong> The SWOT analysis of this position is as follows:<br><br> + <strong>Black:<br> + Strengths:</strong><br> + - A still quite incomplete lower left corner enclosure.<br> + - Good shape in the upper left corner that should allow making two eyes against any currently foreseeable attack.<br> + + - A fairly thick and almost connected right side, with one almost abandoned embedded White stone (W14) and one weak White stone (W26), both within Black’s Sector Lines.<br><br> + + <strong>Weaknesses:</strong><br> + - The “thin”Black lower left side position.<br><br> + <strong>Opportunities:</strong><br> + - The chance to exploit the weakness of W6 on the left, and W14 and W26 on the right.<br> + - The possibility for invasion into the big gap between W12 and 24 on the upper side.<br> + + - The Aji of the gap between W18 and 24.<br> + - The potential for expansion from the lower left corner, especially along the lower side.<br><br> + <strong>Threats:</strong><br> + - The potential inherent in White’s possible development of W6 on the left and W14 and 26 on the right.<br><br> + + </td> + </tr> + </table> + + <strong>Settled Territory:</strong><br> + - Essentially none.<br><br> + <strong>Territorial Potential:</strong><br> + - A few points in the upper left.<br> + - Ten to 15 points in the lower left.<br> + - Perhaps 30 or 40 points on the right side, if the problem of W14 and (especially) W26 can be solved.<br><br> + + <strong>White:<br> + Strengths:</strong><br> + - A solid, shapely position in the upper left corner.<br> + - Solid and well coordinated positions in the upper and lower right corners.<br><br> + <strong>Weaknesses:</strong><br> + - W6 is a lone White stone splitting two Black positions and within distant Black Sector Lines. But that’s not urgent at the moment, because the area is too open for a Black attack to seriously compromise the ability of the W6 to make a base and/or escape.<br> + - W14, which abuts a strong Black wall and is also nearly surrounded, so it’s clearly at least temporarily abandoned.<br> + + - W26, although at the moment it’s easily able to escape. The problem with this stone is that it must be aided before Black can play again to block its easy egress to the still open center, and then capture it create a vast Black territory.<br> + - The gap between W18 and 24, and between W12 and 24.<br><br> + + <strong>Opportunities:</strong><br> + - Primarily to develop W26 to prevent a large local Black territory.<br> + - The chance to develop on the lower side.<br> + - The chance to consolidate the upper side by adding a stone between W12 and 24.<br><br> + + <strong>Threats:</strong><br> + - Mainly that W26 will be trapped and captured, and that Black will make too large a territory in that area as a result.<br><br> + <strong>Settled Territory:</strong><br> + - Essentially none at present.<br><br> + <strong>Territorial potential:</strong><br> + - Ten plus points in the lower right corner.<br> + + - Probably 10 or so points on the upper left side, and in the upper right corner.<br><br> + <strong>Action Plan:</strong><br> + - The current global focus is on the weak W26, and the way in which both sides handle that problem will shape much of the remainder of this game!<br> + - Because the center is still so open, White does not have to support W26 immediately, but he must watch the local situation carefully! So at the moment White can afford to improve his prospects elsewhere, with the lower left as the currently most fruitful target.<br><br> + + <hr> + <center>The following material may be glossed over at the reader’s discretion.</center> + + <hr><br> + + The optimal implementation of a SWOT analysis is mainly a matter of technique, and is therefore outside the realm of our focus on the analysis itself. But briefly showing how the fairly strong protagonists in this game answered this challenge may prove illuminating to the reader, so we show that next, with minimal commentary.<br><br> + <br><br> + <table> + <tr> + <td align="left" valign="top"> + <img src="C6F2.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Figure 2</strong> W32 induced B33 to defend the corner territory, and then W34 not only made a base but threatened to more or less + complete a large moyo on the lower side by continuing at “a” or thereabouts at an appropriate later time.<br><br> + When B35 strengthened Black’s upper border, it would normally induce W“b” in response to preclude Black’s strong pressing move there. But in + this situation the threat it posed against W14 and 26 on the right side is far more serious, so White felt compelled to respond to that instead!<br><br> + W36 follows the maxim of attaching for defense (see Chapter 1), and after the natural Hane of B37 in response, the cross cut of W38 is a standard technique to “make shape”.<br><br> + But after the atari of B39, W40, B41, instead of playing W42 White might have been better advised to simply play W“c”, B45, and then skip out lightly (and relatively safely) into the center with W“d”. + But because White was also looking at the weakness of the Black lower right side group ...<br><br> + + The sequence shown followed through W52, after which Black has succeeded in the first stage of his strategy by inducing White to develop the weak and isolated W26 into a group too large to give up, + but which is nevertheless still ripe for attack!<br><br> + + + </td> + </tr> + </table> + + <br> + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C6F3.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Figure 3</strong> After W52 White was out of Black’s Sector Lines, so there was no good way for Black to immediately exploit that still unsettled White center group. So Black’s + attention shifted to White’s threat to close off a big lower side moyo, and for this purpose the invasion of B53 was an excellent way to start!<br><br> + In this situation, the instinct of the typical beginner/intermediate would be to immediately aim next at the potentially vulnerable W32-34 two point third line skip in the lower left, + but Black’s sophisticated plan is much deeper than that!<br><br> + Black’s clever idea is to use B53 et seq as <U>a diversionary mechanism for creating thickness</U> in that area, with which to then:<br> + + - support any weaknesses in his own lower right side group, and <br> + - prevent a later flight to safety in that direction by the weak White center group!<br><br> + + After accomplishing those objectives, Black also emerged with Sente because W78 was necessary to secure White’s eyespace and territory in the lower right corner. So Black was free to implement his plan with the cap of B79, + blocking the flight of the now large and still eyeless right center White string, once again enclosing it in Black Sector Lines, and forcing it to seek safety above.<br><br> + + </td> + </tr> + </table> + + What happened after that was primarily tactical and therefore beyond our current interest, but suffice it to say that after a tense and incisive battle the embattled White center group was unable to either make 2 eyes or escape, so White resigned.<br><br> + This is an almost perfect illustration of the danger that often follows when the Sector Line indications are ignored and a weak group (W26) is belatedly added to in an attempt to save it!<br><br> + Black’s final favorable result in this game depended upon his ability to produce the precise tactics needed to counter White’s many serious escape and counterattacking threats, so it was by no means assured after B79. But whether or not it was, the key idea + to remember is that it’s best to not become enclosed and forced into the kind of desperate situation White confronted here.<br><br> + + + <strong><hr></strong> + <center>End of material to be glossed.</center> + <strong><hr></strong> + + + +<br><br> +<strong>Click Here To Go To</strong><a href="Ch6P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 Problems </strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> + +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Improve Fast Comments/Suggestions"> Milton N. Bradley</font></a> + + + + <br><br><br><br> + </td> + <td width="100"> </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:58:18 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch6P.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,135 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch6P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:33 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter 6 Problems"> + <font class="chaptitle"> + Chapter 6 Problems + </font><br> + + </center> + <font size= +1> + <br><br><br> + In each of Problems 1 and 2, perform a SWOT Analysis to determine:<br> + - Which stones are Strong and which are Weak, and why.<br> + - Each side’s Opportunities and Threats and what they imply.<br> + - Each side’s settled territory and territorial potential<br> + - An appropriate action plan.<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C6PD1.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br> + + + + <br><br><br><br> + <strong>Click Here To Go To</strong><a href="C6S1.html"><font size=+1><font Color="#0033FF"><strong> Problem 1 Solution </strong></font></a> + <br><br> + </td> + </tr> + </table> + + <br><br><br> + + <table> + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C6PD2.jpg" border="1"> + </td> + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br> + + + <br><br><br> + + <strong>Click Here To Go To</strong><a href="C6S2.html"><font size=+1><font Color="#0033FF"><strong> Problem 2 Solution </strong></font></a> + <br><br> + </td> + </tr> + </table> + + <br><br> + <table> + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C6PD3.jpg" border="1"> + </td> + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Problem 3</strong> In this problem you are asked to perform a SWOT analysis, + and then use its results to decide where White should play.<br><br> + For your answer to be considered correct for our current purposes it’s not necessary to find the absolutely best move, + but selecting one in the appropriate area certainly is! + <br><br> + + <strong>Click Here To Go To</strong><a href="C6S3.html"><font size=+1><font Color="#0033FF"><strong> Problem 3 Solution </strong></font></a> + + <br><br> <br><br> + </td> + </tr> + </table> + + + + <br><br><br> + + +<br><br> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + + <br><br><br><br> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch6P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:33 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch7.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,518 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch7.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:58:18 GMT --> +<head> + <title> Improve fast In Go - Milton N. Bradley </title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter7"> + <font class="chaptitle"> + Chapter 7 - A Sampling Of Major Fighting Scenarios + </font><br> + + </center> + <font size= +1> + <br><br><br> + What we’ve done in this book thus far is to explain how to:<br> + - Identify the important weak groups which should be the focus of play.<br> + - Use the SWOT analysis technique to develop an appropriate action plan for exploiting those weak groups.<br><br> + + In this chapter, we illustrate a select few of the more important of those action plans.<br><br> + + As noted earlier, the first step in attacking a weak group will usually be a threat to enclose, because only enclosed groups can be killed. That threat will then typically elicit a response + in which the target group attempts to flee, usually either into the open center or toward friendly stones. Our focus in this final chapter is on the methods for taking best advantage of that flight.<br><br> + In most cases the attacker’s only reasonable expectation should be that the attacked stones will succeed in escaping, so that any profit resulting from the attack will typically be realized elsewhere + (usually, but not always, nearby). Consequently, all-out attempts to surround and kill will usually not only prove futile but unproductive as well. (Of course if the defender errs and the opportunity + for a kill or other major coup <U>does</U> present itself, it should be seized, with alacrity and thanks!)<br><br> + <strong>Capping</strong><br><br> + + This is the commonest and most basic attacking technique - most often appropriate, but (as we show below) not always!<br><br> + + <table> + + <tr> + <td align="left" valign="top"> + <img src="C7F1.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Figure 1</strong> In this 2004 AGA-Ing Pro Cup match between Huiren Yang 1P (White) and Mingjiu Jiang 7P (Black), B31 has capped White’s weak 3- stone W12-20 + group, blocking its easy path into the center.<br><br> + + Although Black has no reasonable expectation of killing these stones, this is nevertheless the best way to exploit their weakness, aiming to profit elsewhere by harassing them.<br><br> + + + </td> + </tr> + </table> + <br><br> + + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C7F2.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br><br> + <strong>Figure 2</strong> This is how the game actually continued. (The details of the complex tactics involved are far beyond our present interest, and so will not be discussed here.)<br><br> + White resigned after B159 because the impenetrable Black lower center moyo is just too large for White to overcome.<br><br> + + + </td> + </tr> + </table> + <br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7F3.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br><br> + <strong>Figure 3</strong> in this 2005 North American Masters match between Jie Li 9D (White) and Thomas Hsiang 7D (Black), Black has just erred with B81. Instead, he should have secured his + large weak group via the one point skip to “a”.<br><br> + Now White can exploit this oversight - but how?<br><br> + + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D1.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br><br> + <strong>Diagram 1</strong> Capping with W1 seems like the logical move, but here it’s not best because it leads to a Ko which might involve dangerous complications.<br><br> + Instead, 9D Li thought through those complications, and came up with an even better idea.<br><br> + + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C7D2.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 2</strong> Instead of capping, the diagonal move of W1 here is even better, because it precludes that Ko possibility.<br><br> + Next, Black thought it prudent to strengthen (and expand) his corner with B2 before answering W1.<br><br> + + Unfortunately that turned out badly because B2 induced W3, which then contributed importantly to White’s attack on the weak Black group below.<br><br> + After the B2, W3 exchange, Black had time to attach with B4, and at that point he must have believed that he was going to survive White’s attack relatively unscathed.<br><br> + But that expectation was dashed when the peep of W13 and the following W15 set up the later cut of W21, trapping the 8 Blacks on the right and leaving the rest of the big weak + Black group fleeing with only 1 eye.<br><br> + Only a few moves later Black was forced to resign.<br><br> + + </td> + </tr> + + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D3.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Diagram 3</strong> In this 2006 Paris Open Championship Tournament game between Motoki Noguchi 7P (White) and Fan Hui 2P (Black), B79 (B1 here) was played to make it difficult for White’s two marked stones to safely connect to his friendly stones in the upper left.<br><br> + This put the onus on White to either break through Black’s encirclement - highly unlikely in this position - or to make life in this immediate area in the face of Black’s surrounding strength.<br><br> + + </td> + </tr> + + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D4.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br> + <strong>Diagram 4</strong> As this game developed, instead of trying too hard to enclose and kill the weak White center group, Black instead wisely chose to make profit at the top without unduly strengthening the target group. This succeeded so well that White resigned before the weak group’s ultimate fate could even be decided!<br><br> + This was superb strategy, and exemplifies how such an exploitation should ideally be carried out.<br><br> + + </td> + </tr> + + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D5.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Diagram 5</strong> In this game between a 2D and 3D, Black has suffered a huge loss of 8 stones in the lower left, so his only possible chance to win is if he can somehow mange to kill the large still eyeless marked White group in the upper center.<br><br> + Since this group’s only realistic chance to connect with friendly stones is with the Whites in the lower right, the attachment of B1 is a fine (and typical) way for Black to try to prevent that connection. Although that strategy didn’t succeed in this game, it in no way detracts from the general principle involved.<br><br> + </td> + </tr> + </table> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D6.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br><br> + <strong>Diagram 6</strong> In this game between two 4D’s, when W1 invades Black’s thin lower right position, with White’s strength on both the bottom left and right side to run to, it would seem that this stone is not only quite safe, but actually may be stronger than the lone Black to its left as well.<br><br> + But is it really? Black’s clever response gives the answer.<br><br> + + </td> + </tr> + </table> + + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D7.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <br><br><br><br><br><br><br><br><br> + <strong>Diagram 7</strong> After the twin kikashis of B2 and 4 followed by the attachment of B6, the lone White stone has now become weak and can only run straight up into the center, where Black is already strong.<br><br> + The price that Black has had to pay for this is that W3 and 5 have given White a considerable profit on the right, but if Black’s following center attack succeeds (as it did in this game), his compensation there will more than make up for that loss.<br><br> + So this strategy is inherently dangerous, but can be very effective if adequately followed up.<br><br> + + </td> + </tr> + + </table> + <br><br> + + <strong>The Steering Attack</strong><br><br> + Unlike the Cap, which typically offers the capped player several options in response, a properly placed steering attack stone essentially constrains the opponent to running in a single desired direction.<br><br> + + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C7D8.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br><br> + <strong>Diagram 8</strong> In this game between two 4D’s, White’s large weak center group offers Black an ideal opportunity to begin the creation of a large Moyo in Sente by forcing White to move in a desired direction.<br><br> + + Do you see how?<br><br> + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C7D9.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br> + <strong>Diagram 9</strong> B1 blocks White’s progress to the right, forcing his group to flee up into the open top, allowing B3 to begin sketching out a large moyo on the right side. Although this area is still much too large and open to all become territory, it does provide Black with considerable potential. How much of that potential territory can later be realized as solid territory is, of course, still to be determined in subsequent play, but it does provide Black with a significant winning chance. + + </td> + </tr> + + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D10.jpg" border="1"> + + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br><br><br><br> + <strong>Diagram 10</strong> In this position from a game between two 5D’s, Black has set White up for the devastating splitting attack of B1, which is also on the key shape point of the lower White group.<br><br> + + </td> + </tr> + </table> + <br><br> + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D11.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br><br> + + <strong>Diagram 11</strong> The choice and timing of the best splitting point and the ultimate outcome of the resulting fight are both a function of the opponents’ skills, but unless gross blunders occur the end result + should more often than not be favorable to the attacking player.<br><br> + + </td> + </tr> + </table> + <br><br> + + + <strong>The Running Battle</strong><br><br> + + Now let’s look at the early stages of a game contested between an 8D and a 7D involving a classic running battle, in which, for many moves, almost every move can be explained by the Sector Line concept!<br><br> + It’s my bet that, just by using this simple concept, you will not only be able to come close to predicting these strong players moves surprisingly often, but also would probably not have made the overplay of W15 in Dia 13 that ultimately cost 8D White this game!<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7F4.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Figure 4</strong> In this position W1 is the most logical (but hardly the only) way for White to play, making the fullest possible use of his upper left 4-4 point stone by making a long strategic extension from it.<br><br> + A squeeze play is the best way for Black to answer because Black is concerned with neutralizing White’s center thickness below, and B2 is the strongest and most aggressive pincer available.<br><br> + Perhaps most important, it encloses W1 tightly within Black Sector Lines, so it’s Sente!<br><br> + + If instead Black were to passively extend at “a” to coordinate with his strong position in the lower right, W“b” would work much too well with both the White upper left star point stone and his thickness below for Black to allow. <br><br> + + </td> + </tr> + </table> + <br><br> + + + <table> + <tr> + + <td align="left" valign="top"> + <img src="C7D12.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 12</strong> If W3 now dives into the 3-3 point to seize the corner as shown here, this Joseki will inevitably follow, and that would leave Black with both thickness which helps neutralize White’s thickness below, + and Sente with which to play at either “a” or “b”in the upper left corner, again with a result White felt was unfavorable to him. So instead ...<br><br> + + </td> + </tr> + </table> + <br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D13.jpg" border="1"> + + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br> + <strong>Diagram 13</strong> The one point center skip of <strong>W3</strong> to break the Black Sector Line was necessary if White didn’t want to become enclosed, and that was the first key move in his strategy.<br><br> + It also enclosed both the Black corner stone and B2 in White’s own fairly distant Sector Lines.<br><br> + + Most important, it was Sente because a following move at 4 would force Black into a low, nearly enclosed position in the upper right corner. So...<br><br> + + </td> + </tr> + </table> + <br><br> + <strong>B4</strong> Prevents White’s good play at this same point and breaks the White Sector Line, while increasing Black’s space. But it’s Gote because it doesn’t establish a Sector Line of Black’s own.<br><br> + + <strong>W5</strong> Since Black has no enclosing move next, White is free to try to establish some eyespace, and this “slide” threatens to follow at 6 (the 3-3 point), to both steal the corner territory and provide the White stones with almost certain life.<br><br> + So it retains Sente.<br><br> + <strong>B6</strong> Prevents White’s play on the key 3-3 point and so retains most of the corner territory. This assures Black of almost certain life, and equally important, keeps the White stones unsettled!<br><br> + But despite those wonderful assets it’s Gote, so White is again free to pursue his own objectives.<br><br> + <strong>W7</strong> This is the second key move in White’s strategy, so it’s important that you thoroughly understand its rationale! What he intends to do is to counter Black’s strategy of negating the value of White’s center thickness below by building a compensating White moyo in the upper left!<br><br> + At least equally important, this stone prevents B2 from extending to the left to make eyespace, retains Sente by enclosing B2 in a White Sector Line, and also threatens to capture it by continuing with W”c”! (Pretty good for a single move!)<br><br> + + <strong>B8</strong> This is close to being the only logical response because B2 has no base, and attaching to W7 at “a” would only induce W“b”, B“c” to strengthen W7 in Sente and thus play into White’s moyo strategy. B“c” instead would not only be too slow in moving out into the center, but would also not + threaten White in any substantive way.<br><br> + In sharp contrast, B8 breaks White’s Sector Line and establishes one of Black’s own which encloses W1-5, while also threatening to follow with B“d” to lock those White stones in.<br><br> + So B8 seizes Sente, and begins a classic running battle in which each side has a weak group in potential danger.<br><br> + + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C7D14.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong>Diagram 14</strong> Becoming enclosed would force the White stones to either live small in Gote or die, so escaping is essential.<br><br> + This one point skip of <strong>W9</strong> is the best way to do that, because it retains Sente by threatening to continue at 10, which would force Black into a low position on the right edge.<br><br> + <strong>B10</strong> Prevents White’s good move at this same point and increases Black’s potential right side territory, while aiming toward making that territory really huge if he can further coordinate it with his strong lower right corner.<br><br> + + But despite that it’s Gote because it makes no serious enclosure threat against the W1-9 group. (W9 already broke what would have been Black’s new Sector Line.)<br><br> + + </td> + </tr> + </table> + + <strong>W11</strong> Because the W9 group can’t be enclosed immediately, White can afford to use his Sente to play here because it encloses B2-8 within a new White Sector Line, while threatening to continue with W“a” to lock-in those two Black stones and almost certainly kill them.<br><br> + This is a fine double purpose move, because it also coordinates with White’s upper left corner stone, beginning to construct the large White moyo in that area White was aiming at when he played W7.<br><br> + + <strong>B12</strong> Black must break out of the new White Sector Line, and this is the best way to accomplish that because it in turn puts the W1-9 stones within Black’s own new Sector Line, and threatens to continue with B“b” to enclose him. So Black once again has Sente.<br><br> + <strong>W13</strong> Even if White allows B“b”, after W“c” it would still be possible for his enclosed group to live, but that scenario would be bad for him. So he has no real choice but to skip out to break the Black Sector Line thus.<br><br> + Although W13 actually encloses the weak B2-12 group within a new White Sector Line, it’s one with a very distant (and therefore not very threatening) anchor point, so Black is really free to continue as he wishes.<br><br> + + + + <br><br> + + + <table> + <tr> + <td align="left" valign="top"> + <img src="C7D15.jpg" border="1"> + + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + + <strong>Diagram 15</strong> B“a” now to further expand his right side is both large and feasible, but then W14 will follow and that would be bad (although not disastrous) for the weak Black 3 stone string of one point skips! So instead ...<br><br> + <strong>B14</strong> offers the weak Black string the most future alternatives, so it’s safest.<br><br> + But either B“c” or 15 is also feasible, with the choice between these options more a matter of the player’s judgment than of necessity.<br><br> + <strong>W15</strong> was the key turning point in this part of the game! Unfortunately, it was somewhat overambitious, despite being the most consistent with White’s moyo strategy in playing W7 and 11. It mistakenly emphasized the creation of + White’s potential upper left moyo over the safety of his weak stones on the right, and thereby violated the earlier noted key principle of: “Urgent Moves Before Big Moves”.<br><br> + + </td> + </tr> + </table> + <br><br> + + Instead, W“a”, “b” or 16 to strengthen his weak group were preferable alternatives, and, as with B14, the choice between them would be a matter of the player’s best judgment rather than of necessity.<br><br> + Because W15 yielded Sente to Black in the running battle it was also the riskiest choice, although one it seems that White undertook willingly because he lusted after the big moyo he was trying to create on the left, and as an 8D he undoubtedly had absolute confidence that + his tactical ability would suffice to rescue him from any resulting difficulties on the right. But even as strong a player as he would almost certainly have been better advised to play one of the other, safer choices noted above.<br><br> + <strong>B16</strong> Because the Black string isn’t enclosed or even nearly so, Black is now free to be aggressive.<br><br> + + Seizing the opportunity offered by White’s failure to reinforce the weak White group, this important play once again encloses those stones within Black’s Sector Lines, and forces a response.<br><br> + <strong>W17</strong> Breaks the new Black Sector Line, but still leaves the White group within a more distant Black Sector Line anchored in the lower right corner, and that’s a measure of the size of White’s error in playing W15.<br><br> + <strong>B18</strong> Reestablishes the more dangerous close Sector Line, and continues to force White’s response.<br><br> + <strong>W19</strong> Not only breaks both of Black sector Lines, but also gives White access to some badly needed potential eyespace on the right edge. Equally important, it also threatens to play at 20 next, occupying the key pivot point in the corner. That would not only + increase White’s own eyespace while reducing Black’s, but would also actually threaten the life of the Black corner because of its weaknesses at “d” and “e”.<br><br> + + Because that would be too good to allow ...<br><br> + <strong>B20</strong> This is now the key move, stabilizing the Black corner stones and destabilizing White’s, which are now no longer certain of making 2 eyes!<br><br> + What happened next to the weak White stones will not be shown because it’s entirely tactical and therefore outside the scope of our interest in the basic Sector Line/connectivity/enclosure themes we’re discussing. But it may be illuminating to note that despite 8D White’s + exceptional tactical prowess he wasn’t able to make 2 eyes locally, and in the process of attempting to achieve life or break out of Black’s enclosure he overstepped the time limit and lost the game! A classic example of the difficulties that can follow from ignoring the indications provided by Sector Lines!<br><br> + + + +<br><br> +<strong>Click Here To Go To</strong><a href="Ch7P.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 Problems </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Epi.html"><font size=+1><font Color="#0033FF"><strong> Epilogue </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Improve Fast Comments/Suggestions"> Milton N. Bradley</font></a> + + + + + <br><br><br><br> + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch7.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Ch7P.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,171 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch7P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:34 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter 7 Problems"> + + <font class="chaptitle"> + Chapter 7 Problems + </font><br> + + </center> + <font size= +1> + <br><br><br> + + <table> + <tr> + <td align="left" valign="top"> + + <img src="C7PD1.jpg" border="1"> + </td> + + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br> + + + <strong>Problem 1</strong> In this position fairly early in a game between two 4D’s, the question is how Black can make best use of his Sente.<br> + + + <br><br><br><br> + <strong>Click Here To Go To</strong><a href="C7S1.html"><font size=+1><font Color="#0033FF"><strong> Problem 1 Solution </strong></font></a> + + <br><br> + </td> + </tr> + </table> + + <br><br><br> + <table> + <tr> + + <td width="10"> </td> + + <td align="left" valign="top"> + <img src="C7PD2.jpg" border="1"> + </td> + + <td width="10"> </td> + <td valign="top" align="left"> + + <strong> Problem 2 </strong>At this critical point in the early middle game of a 5 stone handicap game between a 7D (a really strong amateur) + and one of the world’s top 9 Dan pros, a SWOT Analysis of this position shows that the focus of attention must be on the situation in the lower left center!<br><br> + + There, both the White two point skip and the nearby Black one point skip are weak and potentially vulnerable.<br><br> + + Almost equally important, because the Black Sector Line from the lower left corner stone to the Center Handicap stone intersects the White Sector Line + from the side stone to the upper 2-point skip stone, neither is currently operative.<br><br> + + Given those facts, with Sente where should Black play now? And why? + + + <br><br><br> + + + <strong>Click Here To Go To</strong><a href="C7S2.html"><font size=+1><font Color="#0033FF"><strong> Problem 2 Solution </strong></font></a> + <br><br> + </td> + </tr> + </table> + + <br><br> + <table> + + <tr> + + <td width="10"> </td> + <td align="left" valign="top"> + <img src="C7PD3.jpg" border="1"> + </td> + <td width="10"> </td> + + <td valign="top" align="left"> + <br><br><br><br><br><br> + + <strong>Problem 3</strong> As earlier noted, our objective in this book is to help the reader determine the relevant theme(s) in any given position, + rather than trying to find the absolutely best move. So in this position from a game between two 5D’s, your task is to identify Black’s most appropriate + objective, and then suggest a plausible move to begin carrying it out.<br><br> + If you have the right plan and your suggested move plausibly advances it, your answer is counted as correct whether or not the move you chose was actually best. + + <br><br> + + <strong>Click Here To Go To</strong><a href="C7S3.html"><font size=+1><font Color="#0033FF"><strong> Problem 3 Solution </strong></font></a> + + <br><br> <br><br> + + </td> + </tr> + </table> + + <br><br> + <table> + <tr> + + <td width="10"> </td> + + <td align="left" valign="top"> + + <img src="C7PD4.jpg" border="1"> + </td> + <td width="10"> </td> + <td valign="top" align="left"> + <br><br><br><br><br><br><br><br><br><br> + <strong>Problem 4</strong> Your first task here is to recognize what’s at issue, and then find the best way for White to succeed in fulfilling that objective. + <br><br> + + + <strong>Click Here To Go To</strong><a href="C7S4.html"><font size=+1><font Color="#0033FF"><strong> Problem 4 Solution </strong></font></a> + + <br><br> <br><br> + </td> + </tr> + </table> + + <br><br><br> + + + +<br><br> +<br><br> +<strong>Click Here To Return To</strong><a href="Ch7.html"><font size=+1><font Color="#0033FF"><strong> Chapter 7 </strong></font></a> + +<br><br> +<strong>Click Here To Move On To</strong><a href="Epi.html"><font size=+1><font Color="#0033FF"><strong> Epilogue </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> + +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + + <br><br><br><br> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Ch7P.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:34 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/ChildGo.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,95 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/ChildGo.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<a name="Why Every Child Should Learn Go"> +<p><strong><hr> + +<br wp="br1"><br wp="br2"><h3></strong><strong>Why Every Child Should Learn Go</strong></h3> + +<p><strong>© 2009 Milton N. Bradley</a></strong> + +<p><em>Although it might seem that the time and effort expended on Go constitutes a distraction from +academic work, there is much anecdotal evidence indicating that the students who play Go +regularly actually outperform their non-Go playing peers.</em> In fact, <strong>a 7 year study conducted by +the Japanese Education Ministry showed that STUDENTS WHO WERE MEMBERS OF +THEIR JUNIOR AND SENIOR HIGH SCHOOL GO CLUBS ARE TWICE AS +SUCCESSFUL IN GAINING ENTRY INTO THEIR PRESTIGIOUS NATIONAL +UNIVERSITIES (the equivalent of our Ivy League colleges) AS ALL OTHERS!</strong> + +<p>In the same manner that progressive weight training complements specific sport skill training, +<em>Go complements the standard school academic curriculum, filling in the gaps in the student's +thinking processes left by its emphasis on the rote memorization of facts and the manipulation of +pat formulas. </em>This effect is further enhanced by Go's unique integration of both left brain +(analytic) and right brain (artistic) capabilities in a developmental way that is unmatched by any +other known human activity! + +<p>Many young people "resist to the death" when school and parents attempt to induce them to pay +attention to formal classroom instruction and (even worse) devote hours of their personal time to +homework. In sharp contrast, even indifferent/sub-par students who become caught up in the +fascination of Go's exquisite subtlety, incisive tactics and profound strategy, willingly engage in +prodigies of intense over-the-board concentration, and expend untold hours of study to improve +their playing skills and understanding. They do so because it is FUN, and in the process they not +only restructure their brains but also develop habits of study and concentration which then carry +over with salutary effect into their academic and real life interfaces. + +<p>Does this actually work? Or is it just a pleasant sounding theory? As noted above there are no +hard statistics to definitively support its efficacy, but among the vast amount of anecdotal +evidence I found the following to be especially persuasive - and I expect that you will be +similarly impressed: + +<p>"I can honestly say that I have learnt more about how to conduct my life from Go than from any +other intellectual pursuit." Stephen G. Fawthrop, Ph.D., Math. & Stat. Department, Radford University, Radford, VA 24091, 540-831-6096. + +<p>A slightly different approach which offers further insight into this important issue is provided by the following new study: + +<p>Title: The IQs of Children who learn Baduk go up! + +<p>This article was published by Park Chi-Moon (probably the most famous Baduk reporter in Korea) in the Joongang Daily (a very old and respected newspaper in Korea) on January 3, 2009, and subsequently posted with the author's permission on the official Korean Baduk Association web site http://www.baduk.or.kr) on Feb 2,2009 as article number 512239. + +<p>Translated from the Korean by Gary Kim, edited by Milton N. Bradley +------------------------------------------------------------------------------------------------------------------------------------------- + +<p>A new study has suggested that the kids who learn Baduk (Go, Weiqi) improve their IQ, concentration level, and problem solving skills. + +<p>Baromi Kim of the Children’s Division, Kyung Hee University, has revealed in her Ph.D. dissertation that the kids who participated in her Baduk program experiment are superior to their non-participating counterparts in the categories of intelligence(IQ), concentration (ability to maintain focus on the task at hand), problem solving skill, and satisfaction-deferment ability (ability to curb precipitous action and be patient.). There have long been common conjectures regarding the benefits of playing Baduk, such as increase in intelligence and patience, and now she has provided solid evidence to backup those contentions. + +<p>Kim conducted her experiment over a 7 month period, in 2 divisions of the Seoul Deoksoo Elementary School(*http://www.deoksoo.es.kr/sub7/main.asp?idx=1), with 68 children, age five. + +<p>First, in March 2008, she tested the 68 kids in four areas, namely; intelligence, using the most trusted and widely used test(K-WPPSI) for measuring the intelligence of young children; ability to maintain focus on a given task; problem solving ability; and satisfaction-deferment ability. + +<p>Then, she randomly divided the 68 kids into two groups, and went on to enroll the 36 in the experimental group in her Baduk program. (The remainder were the control group.). After the program had ended, in October 2008, she re-conducted the tests of the aforementioned four areas on all the same children, with the result that the ones who participated in the Baduk program showed superior performance to the control group in all four areas: + +<p>- In the category of IQ (bodily-kinesthetic IQ), the control group showed an increase of 9.8 from 99.8 to 109.4, while the experimental group showed a much er increase of 15.7, from 103.1 to 118.8. + +<p>- In the area of concentration, the control group increased by 90.0, from 96.9 to 186.9, while the experimental group increased 157.1, from 92.2 to 249.3. + +<p>- In the problem solving skills as well, the control group increased 7.44, from 34.97 to 42.41, while the experimental group increased by 16.08, from 36.61 to 52.69. + +<p>So it seems that the natural curiosity the game of Baduk produced in these children has helped their concentration, while the experience of having solved continuous problems on the Baduk board has also affected these children in positive ways. + +<p>- There was a rather peculiar result in the satisfaction-deferment ability test. While it is traditionally thought that all abilities of children increase as they grow up, this was shown not to be the case with regard to patience. Those who did not participate in the Baduk program went down 78.50 in the patience score from 566.41 to 487.91 In contrast, those who learned Baduk increased 109.01 from 555.31 to 664.33. This showed that the nature of Baduk, in which you need to repeatedly play by the rules, may have relevance with regard to the children of the modern age, who may often lack patience and are not accustomed to wait. + +----------------------------------------------------------------------------------------------------------------------------------------------- + +<p>Caveat + +<p>This study on the benefits of playing Baduk on children's intelligence was cogent and interesting especially because its results were in accord with what we already believe, but regrettably was not definitive because it was scientifically flawed. Not only were the sample sizes quite small, but, at least equally important, no attempt seems to have been made to assess the statistical significance of the results. In addition, these two primary flaws are further exacerbated by the secondary fact that no attempt seems to have been made to assess the effects (if any) of the host of other variables (demographics, diet, family situation, etc., etc.) that conceivably could have affected the observed results. + +<p>Until these flaws are corrected in a followup study, final judgment on the study's premise of a salutary effect of playing Baduk (Go) on children's intelligence must regrettably be deferred. + + +<p><a href="Gifted.html"></font><font color="#0033ff"><strong>Continue</strong></font><font color="#0000ff"></a></font> + +<p><font color="#0000ff">Click Here To Return To<a href="index.html"></font><font color="#0033ff"><strong> Milt's Go Page</strong></font><font color="#0000ff"></a></font> + +<p><font color="#0000ff"><hr> +</font> +<br wp="br1"><br wp="br2"> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/ChildGo.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Compare.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,440 @@ +<HTML> + +<!-- Mirrored from users.eniinternet.com/bradleym/Compare.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:48:48 GMT --> +<HEAD> +<META NAME="Generator" CONTENT="Corel WordPerfect 8"> +<TITLE>Comparison Between Chess And Go</TITLE> +</HEAD> +<BODY TEXT="#000000" LINK="#0000ff" VLINK="#551a8b" ALINK="#ff0000" BGCOLOR="#c0c0c0"> + +<P><HR> +<H2></H2> + +<P ALIGN="CENTER"><STRONG><A NAME="Comparison Between Chess And Go">Comparison Between Chess And Go</A></STRONG></P> + +<P ALIGN="CENTER"><STRONG>© 2008 Milton N. Bradley</STRONG></P> + +<P>Although manifestly quite different, Chess and Go are unquestionably the two finest strategic board games in all of human history. Some prefer one, some the +other, and there are a small fortunate number who enjoy and excel at both. So why compare these two exemplars in a manner designed to demonstrate that one +is superior to the other? The answer to that important question is at least partially provided by the lead editorial in The New York Times of May 10, 1997 +entitled "Mind Over Matter", which commented on the then ongoing Chess match between IBM's Deep Blue Computer Program and World Chess Champion +Gary Kasparov, in part as follows:</P> + +<P>"No one much cared when computers mastered backgammon and checkers or clobbered lesser Grandmasters in chess. But now that we have sent the greatest +chess champion in human history into battle, the prospect of defeat seems unnerving. Still, before mere mortals sink too deeply into despair, it is important to +recognize several comforting alibis that may apply here.</P> + +<P>Deep Blue is not thinking the way humans do. It is using its immense number-crunching power to explore millions of moves per second, and applying a set of +rules provided by its human masters to pick the strongest. <STRONG>This gives it tremendous powers to play chess, a narrow, circumscribed pursuit that is red +meat for high-speed computation but hardly the supreme measure of intelligence its practitioners like to pretend.</STRONG>"</P> + +<P>Deep Blue won its match with human World Chess Champion Kasparov by causing his resignation in Game 6 after only 19 moves, after what had been an +even contest to that point. The following is a typical reaction to this event as posted on the web newsgroup rec.games.chess.misc: "Deep Blue won that final +game not because of any superiority it had over Kasparov, but because of bizarre opening play by Kasparov.". To my mind that's a sure indication that +Kasparov "cracked" psychologically, but whether or not that alone is sufficient to justify characterizing his defeat as "decisive" I leave to the reader's judgment.</P> + +<P>The key thing that's almost certain is that with the inevitable improvements that might have been readily added to its hardware and software in subsequent +months had IBM chosen to continue its development, Deep Blue would likely have become indisputably superior. But having satisfied whatever corporate +objectives they had, once having achieved that narrow victory IBM "pulled the plug" and disassembled Deep Blue, presumably forever.</P> + +<P>Now it appears that those improvements have come to pass, as explained in the Chess column of The New York Times on Sunday Feb 17, 2008, when Grandmaster Joel Benjamin wrote: +“If a computer played perfectly, could any human hope to achieve a draw? Chess engines are still far from perfection, but their advances have been staggering. +Deep Blue made history in 1997 by defeating Gary Kasparov in a six-game match. A decade later, no human would dare take on a chess program at even strength. The premier chess engine, Rybka, is estimated at (Elo) 3100, or 300 points higher than any player. +Rybka is exploring this dominant relationship with handicap matches against grandmasters. After narrowly losing a match at pawn handicap (the rough equivalent of 2 stones in Go? MB) I agreed to participate in an experiment. Every draw would count as a win for me. After we split 4 games, Rybka streaked to a 6-2 rout. +Rybka played Black in all 8 games. Larry Kaufman, co-programmer of Rybka, opined that no human has a chance without first move. Playing White greatly increases the chances for a grandmaster to draw with Rybka....” + +<P>In sharp contrast, the best computer Go programs are still mired at just beyond an advanced beginner's level, despite the presence for over 15 years of a $1 +million prize for a program which can defeat a master Go professional, offered by the Ing Chang-Ki Goe (his unique spelling!) Educational Foundation of +Taiwan. But no claimants for this impressive prize are even visible on the far horizon after all these years! The many reasons for this disparity are set out in the +comparison below, but the most obvious concerns the many orders of magnitude vastly greater size of the "move trees" in Go, which render the massive +number-crunching power of Deep Blue and even its potentially vastly more powerful descendants totally impotent in the critical opening and middle phases of +the game.</P> + +<P>At least equally important is the fact that, unlike Go, Chess essentially lacks a deep strategic component! To those who may question this assertion, +substantiation is provided by the following famous quote: </P> + +<P>"Chess is 99% tactics." -- Richard Teichmann, (1868-1925), a German Grandmaster who for many years lived in England, and one of the strongest attacking +players of all time. </P> + +<P>Al Lawrence, former Executive Director of the US Chess Federation said of this quote: "Everyone has always agreed on this point--even before Teichmann, +who happened to come up with a snappy way to say it." </P> + +<P>This was validated by Grandmaster Reuben Fine in his book "Chess Marches On", published by Chess Review, 1945, in which he said on page 97:</P> + +<P>"Thirty years ago Teichmann said that chess is 99% tactics. And despite the enormous strides of chess theory since then, his percentage can only be reduced +(by) a few points. Many amateurs think that master games are usually decided by some deeply-laid plan covering all possibilities for at least ten moves.. That is +what they conceive the grand strategy of tournaments to be. Actually, however, strategical considerations, while quite important, do not cover a range or depth +at all comparable to the popular notion. Very often, in fact, sound strategy can dispense with seeing ahead at all, except in a negative or trivial sense. And it is +still true that most games, even between the greatest of the great, are decided by tactics or combinations which have little or nothing to do with the fundamental +structure of the game."</P> + +<P>Then there is this excerpt from the internet review "NEW CHESSBASE CDs", by Steve Lopez, who said:</P> + +<P>"It's a hoary old cliché that's been kicked around for three-quarters of a century. But do you know why it's quoted so often? Because Teichmann was right! If +Philidor was right in saying that the pawn is the soul of chess, Teichmann was correct in implying that tactics is the heart of the game."</P> + +<P>Some of my master level chess-playing friends have complained that by making this comparison and demonstrating the objective superiority of Go I am +denigrating Chess, but this is a misperception. For example, if we compare precious metals and conclude that gold is more valuable than silver, are we +denigrating silver? Or just acknowledging objective reality? It's clear that silver has many vital uses as coinage, an electrical conductor, and in jewelry, so it is +of importance in industry, commerce and quality of life areas. Under these circumstances our objective appraisal of its position as less valuable than gold +should offend no unbiased observer. And the same should hold true for Chess compared with Go, but regrettably it almost invariably does not. Chess is +interesting in its own right and has many assets, but when all of its attributes are stacked up against those of Go it necessarily ranks second best! The problem is +that most chessplayers refuse to even contemplate that this could be true!</P> + +<P>What most chessplayers share in this regard is that they are so convinced of the superiority of their game that, almost invariably with at best meager knowledge +of Go gained almost entirely by hearsay, they dismiss the entire idea without even exhibiting a willingness to find out for themselves. This is the very problem +that Chessmaster Edward Lasker and then World Chess Champion Emanuel Lasker encountered in 1905 in Germany, and which is described in the prior +section of this web page entitled "How Go Came To America". Maintaining this close-minded posture is any chessplayer's absolute right, of course, but its sad +consequence is that it unnecessarily cuts them off from one of life's greatest purely intellectual challenges and pleasures. Perhaps an even worse loss as a result +of their narrow perspective, those chessplayers of my acquaintance who <U>have</U> put forth the effort to study Go report that it has improved their chess, so this is +yet another detriment that those who display this "head-in-the-sand" attitude sustain. Hopefully those of you who are reading this do not wear those same +blinders, and are willing to investigate Go further and then judge for yourselves!</P> + +<P>Finally, there is this perhaps most cogent comment on the comparison between Chess and Go that appeared in an article in The New York Times Metro Section +of Thursday February 6, 2003 entitled "Queen, Captured by Mouse", which focused on the then ongoing tied match between Gary Kasparov and the Israeli +Chess software program "Deep Junior". That article featured the cogent quote by Dr. Hans Berliner that appears below, whose relevance can only be fully appreciated if you understand +Berliner's background and outstanding credentials in the field. These were spelled out in NY Times Bridge columnist Phillip Alder's column on Saturday, Nov 4, 2006 as follows: + +"Hans Berliner, who was well known in chess circles, used to be a top bridge player, but retired from that game some 50 years ago. +Berliner won the 1956 Eastern States open Chess Championship ahead of Bobby Fischer. But he gave up tournament chess to become the world's leading correspondence player, +winning that world championship, and building a chess-playing computer. + +During the early stages of writing the chess program, Berliner realized that not enough was known about positional evaluation. So he turned to Backgammon. The result was BKG 9.8, + the first computer program to beat a World Champion in any game when it won a backgammon match against Luigi Villa in June 1979. This research led, in 1984, to a chess program called HiTech. + +Berliner went on to become a Professor of Computer science at Carnegie Mellon University, from which he retired in 1998 at 69." + +Because Berliner's work on chess led to the development of IBM's Deep Blue and its descendants, it had great impact and relevance when he said: + +"You don't have to be really good anymore to get good results. Chess is winding down.....What's happening with Chess is that it's gradually losing its place as +the par excellence of intellectual activity". And he concluded: "Smart people in search of a challenging board game might try a game called Go..."</P> + +<P>Need I really say more? </P> + +<TABLE BORDER="1" WIDTH="100%" CELLPADDING="3"> +<TR><TD ALIGN="CENTER"><STRONG> Comparison Between Chess And Go</STRONG></TD> +<TD VALIGN="TOP"></TD> +<TD VALIGN="TOP"> +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> CRITERION</TD> +<TD> CHESS</TD> +<TD> GO + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> When Invented</TD> +<TD> Reputedly About 455 A.D., Probably Much +Earlier.</TD> +<TD> About 2000 B.C. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Where Invented</TD> +<TD> Reputedly India, Probably China</TD> +<TD> China + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Suitable For Players</TD> +<TD> 3 years and older</TD> +<TD> 3 years and older + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Number of Players</TD> +<TD> 2, White and Black</TD> +<TD> 2, Black and White + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Color Selection</TD> +<TD> Chosen by Lot</TD> +<TD> The weaker player always takes Black. Equal +players alternate colors in successive games. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> First Play (= The Initiative)</TD> +<TD> Always White</TD> +<TD> Always Black, except that in handicap games +Black's handicap stones count as his first move so +that White actually makes the first "free" play. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Rules of Play</TD> +<TD> Complex: Different piece moves, many special +rules (e.g. en passant capture, castling, etc.)</TD> +<TD> Elegant: Only 2 simple rules govern all play. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Scope/Board Size</TD> +<TD> Restricted: Only 8 x 8 = 64 squares.</TD> +<TD> Immense: 19 x 19 = 361 intersections. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Object Of The Game</TD> +<TD> Checkmate Opposing King = Total Victory</TD> +<TD> Obtain Larger Territory = Greater "market share" + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Brain Functions Used In Playing (1)</TD> +<TD> Almost Entirely Analytical (left brain).</TD> +<TD> Fully utilizes/integrates analytic (left brain) and +artistic/pattern recognition (right brain) functions. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Number/kind of Playing Pieces</TD> +<TD> 1 King, 1 Queen, 2 ea. Rooks, Knights, & Bishops ++ 8 Pawns/side.</TD> +<TD> An unlimited supply of uniform double-convex +lens shaped pieces (called stones) per side. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> The Moves Of The Pieces</TD> +<TD> Each type of piece has its own unique move.</TD> +<TD> None. Stones are simply entered on the board +one-per-turn on any empty intersection according +to the rules of Go, and then are never moved +thereafter unless captured (when they are removed +from the board). + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> The Starting Lineup.</TD> +<TD> Fixed by custom.</TD> +<TD> None. The board begins empty and the players +enter their stones anywhere that they wish to +uniquely structure the board in every game. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Captures</TD> +<TD> Made one-at-a-time, by moving the capturing +piece into the square occupied by the piece being +captured.</TD> +<TD> Captured singly or en masse, by surrounding the +captive(s) so that they are not connected to any +adjacent open intersection. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> The Fate Of Captives.</TD> +<TD> Removed from the board (and further play).</TD> +<TD> Removed from the board and held as prisoners, +which are subtracted from the opponent's score at +game's end. Each prisoner is worth one point. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Number of possible First Moves.</TD> +<TD> 20 White x 20 Black = 400.</TD> +<TD> 361 Black x 360 White = 129960, although +symmetry reduces this number to an effective +32,490. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Number of STRONG First Moves</TD> +<TD> 8 White x 8 Black = 64</TD> +<TD> 32 Black x 31 White = 992 + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> The Value Of First Move</TD> +<TD> Not precisely evaluated, but often considered +sufficient to force a draw and close to enough to +confer a winning advantage.</TD> +<TD> Most often evaluated at 6 1/2 points (called +Komi), which are added to White's final score to +compensate for playing second. The extra 1/2 point +prevents draws. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Estimated Number of Possible Board +Configurations</TD> +<TD> 10 <SUP>120</SUP></TD> +<TD> OMNI Magazine in June, 1991 proposed 10 <SUP>761</SUP>, +but most believe that the correct figure is really on +the order of 10 <SUP>174.</SUP> + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Opening "Book"</TD> +<TD> Structures the entire board. Any given "book" line +is always feasible.</TD> +<TD> Structures only a single corner. Integration of the +4 corners with the sides and center is governed by +general strategic principles and tactical constraints. +The feasibility of any given corner sequence +depends upon what has already happened as well +as the player's strategic plan for the remainder of +the game. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Handicap System</TD> +<TD> No formal system. Giving handicaps of one or +more pieces or pawns imprecisely compensates for +differences in playing strength, and distorts both +tactics and strategy.</TD> +<TD> Handicaps consist of allowing Black to place an +appropriate number of stones on the board before +White's first move. This natural and very precise +compensation for playing strength differences is +completely consistent with normal play. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Military Analogy</TD> +<TD> A single battle.</TD> +<TD> An entire multi-front war. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> The Nature of Play</TD> +<TD> Primarily tactical, with only a modest strategic +component.</TD> +<TD> Profoundly strategic, but with incisive, complex, +integral tactics. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> The Nature Of The Opening</TD> +<TD> Primarily a struggle for development, center +control, and maneuvering space, with subsidiary +objectives of pawn structure, king safety, and +material.</TD> +<TD> Each side establishes a series of delicate +balances/tradeoffs between the conflicting yet +complementary objectives of territorial acquisition, +"influence", making "shape", maintaining center +access, and attack and defense. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> The Nature Of The Middle Game</TD> +<TD> Mainly tactical piece maneuvering to attempt to +attain a winning material advantage or to mount a +successful mating attack, often involving real +and/or pseudo sacrifices, but also with strategic +elements involving piece mobility, center control +and pawn structure.</TD> +<TD> Features deep strategic planning implemented via +incisive tactics involving feints, diversions, +invasions, pincer and multi-purpose attacks,, often +involving both real and pseudo sacrifices. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> The Nature Of The Endgame</TD> +<TD> Piece and pawn maneuvers to force and/or +consolidate a winning material advantage, promote +a pawn, or force mate. "Endgame" moves always +occur at the physical end of the game.</TD> +<TD> Final consolidation of territorial borders between +safe opposing armies. Although these sequences +typically involve only a few points each, +maintenance of the initiative throughout a +sequence of such plays can readily result in the +gain of enough points to decide the game. Because +of the immense board size, local "endgame" +sequences frequently occur at almost every stage +of the game. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> How Victory Is Decided. (2)</TD> +<TD> Checkmate, resignation, or time. Draws are +possible by agreement, stalemate, repetition of +position, or perpetual check.</TD> +<TD> Higher final score, resignation, or time. No draws +are possible because repetition of any full board +position is prohibited, and because of the extra half +point given to White as part of his compensation +for Black's first move advantage. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Business/Strategic Planning Analogy</TD> +<TD> Emphasis on short term profits. Minimal attention +to automation, Quality Control, and investment in +capital equipment/plant modernization.</TD> +<TD> Emphasis on long term planning, including +automation, Quality control, and investment in +capital equipment/plant modernization. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Countries Using This Kind Of Thinking In Their +Business/Political Decision Making.</TD> +<TD> US, Western Democracies, Russia, and Eastern +European Nations.</TD> +<TD> Japan, Taiwan, South Korea, Hong Kong, +Singapore. + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Strength Of computer Programs</TD> +<TD> Grandmaster Level</TD> +<TD> Intermediate (5-8 Kyu) level + +<BR WP="BR1"><BR WP="BR2"></TD></TR> +<TR><TD> Reasons For Computer Program Performance</TD> +<TD> Restricted scope makes application of "standard" +techniques such as heuristic search, etc. feasible +even on microcomputers.</TD> +<TD> Immense scale makes the application of +"standard" techniques infeasible even on +supercomputers. Requires a real breakthrough in +Artificial Intelligence which has not yet been +achieved. +</TD></TR></TABLE> + +<BR WP="BR1"><BR WP="BR2"> + +<P><STRONG>Notes</STRONG></P> + +<P>(1) It has been my experience that most chessplayers strongly dispute the contention that chess is primarily a left brain function while Go integrates both left and +right brain, and absent any research studies specifically designed to explore this issue it was formerly impossible to definitively resolve it. But now at last one +such a study has been performed, with conclusions that substantiate the contention, as follows:</P> + +<P><STRONG>Cognitive Brain Research 1 (2002) </STRONG></P> + +<P><STRONG>Research report </STRONG></P> + +<P><STRONG>A functional MRI study of high-level cognition </STRONG></P> + +<P><STRONG>II. The game of GO </STRONG></P> + +<P>Xiangchuan Chen , Daren Zhang , Xiaochu Zhang , Zhihao Li , Xiaomei Meng , </P> + +<P>* Sheng He , Xiaoping Hu </P> + +<P>Department of Neurobiology and Biophysics ,University of Science and Technology of China , Hefei , Anhui , 230027, PR China </P> + +<P>Hospital of Anhui Medical University , Hefei , Anhui , 230027, PR China </P> + +<P>Department of Psychology ,University of Minnesota , Minneapolis ,MN 55455, USA </P> + +<P>Center for Magnetic Resonance Research ,University of Minnesota , 2021 Sixth Street SE , Minneapolis ,MN 55455, USA </P> + +<P>Accepted 26 July 2002 </P> + +<P><STRONG>Abstract</STRONG> </P> + +<P>GO is a board game thought to be different from chess in many aspects, most significantly in that GO emphasizes global strategy more than local battle, a +property very difficult for computer programs to emulate. To investigate the neural basis of GO, functional magnetic resonance imaging (fMRI) was used to +measure brain activities of subjects engaged in playing GO. Enhanced activations were observed in many cortical areas, such as dorsal prefrontal, parietal, +occipital, posterior temporal, and primary somatosensory and motor areas. </P> + +<P>Quantitative analysis indicated a modest degree of stronger activation in right parietal area than in left. This type of right hemisphere lateralization differs from +the modest left hemisphere lateralization observed during chess playing.</P> + +<p> </p> + +<p>(2) At first blush, the idea of a draw is superficially appealing! After all, if two opponents are really almost exactly equal in strength, why should the result of +their encounter be that one gets a full point and the other gets nothing? Especially if no obviously egregious errors have been made, it seems fairer that they split the +point evenly. But upon deeper introspection, that idea begins to fall apart. And this is something that most chessplayers implicitly acknowledge, but then act as though +they were either oblivious to or deliberately choose to ignore as less than significant. That this attitude is at best mistaken was made abundantly clear by Robert Byrne, +the distinguished New York Times chess columnist, in his regular weekly column of Sunday, March 28, 2004 when he said: + +<p>“Vladimir Kramnik of Russia, the world champion, won the Super GM Tournament in Linares, Spain, held from Feb. 19 to March 5. He scored 7-5 in the elite seven-entrant +double-round-robin invitational event. Peter Leko and Garry Kasparov tied for second with 61/2 -51/2. It is the greatest satisfaction in the game to be No.1 in a tourney +where everyone is at the top of the world rankings. That having been said, this competition had only nine decisive encounters. All the rest were draws.” + +<p>Translating Byrne’s statement a bit to make clearer the point he’s making, we see that of a total of 84 games contested a full 89% resulted in a draw! And how many of +those were actually infamous “grandmaster draws”, in which the opponents, wary of each other’s skills and unwilling to risk a loss, really only “go through the motions” +for a few desultory moves and then quickly agree to a face saving draw, isn’t revealed. The fact that Byrne even explicitly pointed this out is, I believe, ample proof +that even among the most ardent chess lovers this remains a serious intrinsic flaw that greatly diminishes both the game’s integrity and the satisfaction its players derive +from it.</p> + + +<P><HR> +<A HREF="PlayGo.html"><FONT COLOR="#0033ff"><STRONG>Continue</STRONG></FONT><FONT COLOR="#0000ff"></A> </FONT></P> + +<P><FONT COLOR="#0000ff">Click Here To Return To<A HREF="index.html"></FONT><FONT COLOR="#0033ff"><STRONG> Milt's Go Page</STRONG></FONT><FONT COLOR="#0000ff"></A></FONT></P> + +<P><FONT COLOR="#0000ff"><HR> +</P> + +</BODY> + +<!-- Mirrored from users.eniinternet.com/bradleym/Compare.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:48:48 GMT --> +</HTML>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Epi.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,77 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Epi.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +<body bgcolor="#E0FFFF"> +</head> + + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Epilogue"> + <font class="chaptitle"> + Epilogue + </font><br> + + </center> + + <br><br><br> + +<font class="Chapthds"> +Applying What You've Learned +</font> +<font size= +1> +<br><br> + +If this book has successfully realized its design intent, a double digit Kyu reader who finishes it should have acquired a set of new ideas which provide a much improved understanding of how high level Go is played. That’s a necessary first step, but real, sustained improvement will only result when those ideas have been permanently embedded in your thinking processes, so that their application has become an automatic, almost instantaneous response, rather than requiring the conscious application of a mental checklist. To realize that goal, there is no adequate substitute for playing many, many games, getting practical experience in implementing those ideas in the face of determined and competent opposition. <br><br> + +But that raises a serious problem for most beginners/intermediates, because they will typically be playing most of their games against “equal” or only somewhat stronger opposition. The difficulty this presents is that the caliber of those opponents is not likely to be sufficiently high to afford the opportunity to confront (and therefore learn to counter) the most incisive moves. The unfortunate consequence is that it will often be possible to get by and even prevail with inferior plays that the far stronger opponents you will encounter later in your Go career will almost certainly severely punish. And so, despite your best efforts, by playing against only equal or marginally stronger opponents you will almost necessarily be learning many “things that ain’t so”, which will therefore later have to be unlearned if you are to make the much desired advance to the higher skill levels.<br><br> + +Fortunately, it’s relatively easy to transcend this important difficulty by watching/studying the games of professionals and amateurs who are strong enough to make few egregious errors. In earlier, less technically sophisticated times, being able to watch such strong players on any kind of consistent basis was impossible for any but the relatively few fortunate individuals who lived in communities in which there was a large local Go club with sufficiently strong members. But today, being able to do this is feasible for everyone, 24/7, through the advent of the internet!<br><br> + +<font color="#0033FF"><a href="http://www.gokgs.com/"></font><font color="#993300">KGS</font></a></b></address> +And <font color="#0033FF"><a href="http://www.pandanet.co.jp/English/"></font><font color="#993300">IGS</font></a></b></address> +are by far the largest internet Go communities in the world, and also the preferred home of many of the world’s top ranked professionals, a number of whom play there regularly, albeit mostly anonymously. For these reasons, they’re my preferred choice. But some of the ethnic Go servers (especially the Chinese and Korean) are perhaps even stronger, so for those for whom the language barrier isn’t a problem they form an excellent (or even superior) alternative.<br><br> + +But watching the games of professionals or the very highest rated amateurs is IMHO not the best way to proceed, at least for the “average” double digit beginner/intermediate! The reason is that the highly refined technique and exquisite positional judgment of these ultra-strong players enables them to employ strategy that is often essentially incomprehensible to anyone not close to their own stratospheric skill level. So until you’ve reached at least low single digit Kyu rating you will be well advised to concentrate your watching on players in the 1d to 5d range, where the strategy employed will usually be more or less comprehensible to you, while the protagonists’ technique will still be sufficiently well developed to minimize most egregious errors.<br><br> + +But even that isn’t sufficient, because in order to really profit from your watching it must be an active rather than a merely passive experience!<br><br> + +What this means is that move-by-move you must mentally assume the role of each player in turn, evaluating the whole board situation, performing your own SWOT Analysis, and deciding on what you believe should be the best next move. Then as the player actually makes his move you must compare that with your own idea, and, in the many cases in which they differ, try to figure out why the move actually played was preferable to your own choice.<br><br> + + +Since this process of analyzing the differences will typically take much more time than is available between moves in real time, in order to be able to adequately conduct this kind of analysis, it will usually be necessary to save the game and then replay it later at your own pace. Although that may seem to be a lot of extra work, the payoff for going through this exercise on a regular basis can be immense! The ultimate result will be that, perhaps slowly and possibly quickly but in any event surely, you will begin noticing that your own move choices and those of the strong players you are watching will become identical more and more of the time, as your playing strength soars as well!<br><br> + +If ever there was a “royal road” to Go mastery, this is it! And it’s fun as well - “the best of all possible worlds”.<br><br> Enjoy!<br><br> +<br><br><br> +<strong>Click Here To Move On To</strong><a href="Gloss.html"><font size=+1><font Color="#0033FF"><strong> Glossary </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + <br><br><br><br> + </td> + + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Epi.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Epilogue.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,54 @@ +<HTML> + +<!-- Mirrored from users.eniinternet.com/bradleym/Epilogue.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:54 GMT --> +<HEAD> +<TITLE><STRONG><FONT SIZE="+2">Epilogue</FONT></STRONG></TITLE> +</HEAD> + +<BODY TEXT="#000000" BGCOLOR="#c0c0c0"> +<P><A NAME="Epilogue"><STRONG>Epilogue</STRONG></P> +<P><STRONG>© 2010 Milton N. Bradley</A></STRONG></P> + +<BR WP="BR1"><BR WP="BR2"> + +<p> As of September 2009 I suddenly became deathly ill, was diagnosed with Acute Myeloid Leukemia, and had a quite unfavorable long term prognosis. But after two months of treatment, +including two 10-day long sessions of chemotherapy, things suddenly took a turn for the better! On Tuesday, Nov 24 my blood counts were up for the first time, and then on that +Friday, Nov 27 they actually moved strongly into the normal range for the first time since I became ill. A bone marrow biopsy taken on Monday Nov 30 yielded +favorable results as well, with the consequence that my upcoming round of chemo scheduled to begin on Monday, Dec 7 was cut from 10 days to only 5! + +The result of all this is a dramatic improvement in my long term prognosis! Although there is no cure for my Leukemia, it now seems feasible (perhaps even likely) that it +will evolve into a chronic (rather than acute) condition, requiring continued long term treatment, but quite possibly extending my lifespan by at least several years! Although this +improved prognosis removes the former degree of urgency in the situation, as of this writing it is still my intention to try to keep this web site going after my inevitable passing, + to ensure that what I (perhaps mistakenly) perceive as the wisdom of my writtings remains available to any who wish to avail themselves of them, especially my FREE on-line book Improve Fast In Go. + +<BR WP="BR1"><BR WP="BR2"> + +As of this latest update written just 8 days before my 83 rd bithday, a number of significant events have occurred which have, at least temporarily "roiled the waters" sufficiently that for a time it seemed +that my entire world was about to fall apart! It all began when my 88 year old wife took a terrible fall off the stairs in our split level home, sustaining serious head, arm and leg injuries that landed her in the hospital. +And if that wasn't bad enough, things seemed to get even worse for the next two months as she shuttled back and forth between rehab centers, hospitals and home, until finally coming back home again (this time hopefully to stay!) +about 10 days ago. But now, at last, it seems that things are finally under control, and given my expertise in exercise, the regimen I have her on is finally beginning to bring her back to the fitness level she enjoyed before her fall. +As for me, it appears that things are essentially unchanged so I continue to respond well to my monthly chemo, with no apparent side effects! How long this can continue is, of course, unknown, but at the moment the prognosis is good. + +<BR WP="BR1"><BR WP="BR2"> + +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="Learn%20Chess%20Fast%20Sample.html"><FONT COLOR="#0033ff">Learn Chess Fast</STRONG></FONT></A></P> + + +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="New%20Proverbs%20Sample.html"><FONT COLOR="#0033ff">NEW GO PROVERBS ILLUSTRATED</STRONG></FONT></A></P> + +<P ALIGN="CENTER"><STRONG>Click Here To Go To <A HREF="Improve%20Fast%20Index.html"><FONT COLOR="#0033ff">Improve Fast In Go </STRONG></FONT></A></P> +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="GOFORKIDS.html"><FONT COLOR="#0033ff">GO FOR KIDS </STRONG></FONT></A></P> +<p ALIGN="CENTER"><strong + + +<p ALIGN="CENTER"><strong>Click Here To Return To <a href="index.html"><FONT COLOR="#0033ff">Milt's Go Page </strong></font></a></p> + +<b><font color="#333333"><font size=+2>Last updated on March 20, 2010 by </font> <font color="#0033FF"><a href="mailto:bradleym@eniinternet.com"> Milton N. Bradley</font></a></b></address> + + +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Epilogue.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:54 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/GOFORKIDS.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,117 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/GOFORKIDS.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:52:18 GMT --> +<head> +<title>All artwork by SEHO KIM.</title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> + +<p><hr> + +<br wp="br1"><br wp="br2"> +<p><strong>My New Primer GO FOR KIDS</strong> + +<p><strong>© 2002, 2009 Milton N. Bradley</strong> + +<p><img src="Cover.gif" align="left" >Providing what I deeply believe is the answer to the centuries +old and heretofore unsuccessful quest for an ideal mechanism +for learning Go, especially by children, I'm pleased to +announce the publication by <a href="http://www.yutopian.com/go"><strong>Yutopian</strong></a> <a href="http://www.yutopian.com/go"></a> of my new primer GO +FOR KIDS (ISBN 1-889554-74-X) as of Monday, Sept 17, 2001. + +<p>There are a number of Go primers already in print, so it is +logical to ask why yet another is needed and what mine +provides that is different and better. The answer lies in both the +special audience for which GO FOR KIDS is designed and its +novel presentation. + +<p>As a Chessmaster and member of the world famous Marshall +Chess Club in New York I first learned to play Go 52 years +ago (!), and have been teaching beginners and thinking deeply about their perceptual and learning +problems ever since. The hard won insights gleaned over these five decades were both +augmented and refined during the course of the 8 years of my recently concluded after school Go +program in the South Huntington School District, during which I taught Go to over 700 children, +primarily in the third through fifth grades. In the resulting epiphany, I became acutely aware of +both the children's characteristic and unique perceptual/learning problems, as well as the serious +deficiencies in addressing them inherent in all the existing "conventional" Go primers. + +<p>Since the rudiments of Go are invariant, the core material presented in any primer must +necessarily be pretty much the same. But finding a way to make that presentation both attractive +to and comprehensible by children is the critically important problem that I believe that GO +FOR KIDS uniquely solves! Perhaps equally important, while most of the extant Go primers +more or less satisfactorily address the essential issues of the "what" and "how"of Go, I believe +that only GO FOR KIDS also satisfactorily explains the almost equally important "why"! + +<p>The attractiveness and clarity of presentation of GO FOR KIDS derives from its unique use of +427 cartoon strip panels of question-and-answer dialogues between instructor and students, +which augment its 340 conventional Go diagrams and their accompanying explanatory text. + +<p>GO FOR KIDS is written for children of about age 12 (sixth grade) and up, because the nature +and inherent complexity of Go concepts require at least that level of reading skill, vocabulary and +reasoning ability. But it can also be used quite satisfactorily by even much younger children with +some assistance from older siblings or parents. + +<p><strong>IMPORTANT!</strong> Although GO FOR KIDS is uniquely child-friendly, it is nevertheless a +complete, incisive and insightful presentation of the rudiments of Go suitable for the intelligent +adult. It does use cartoon panels to convey many of its most important insights, but this is no +more "childish" than is the conveying of their pithy social commentary via the same cartoon +mechanism by such well known and widely respected "comic strips" as Peanuts, Dilbert, and +Doonesbury. The result of its unique approach is that GO FOR KIDS succeeds where most Go +primers fail in making this greatest of all strategic board games accessible to the "average" +person, while still providing the depth of content desired by the most apt and/or technically +sophisticated beginner. + +<p>To provide some idea of the efficacy of its unique presentation, the entire INTRODUCTION to +GO FOR KIDS is reproduced below. The only change from the book is that here these panels are +in their original full color, while the first edition of the book was printed in black & white to +minimize costs and resultant selling price! + +<p><img src="Intro1.gif" align="middle" > <img src="Intro2.gif" align="middle" > <img src="Intro3.gif" align="middle" > <img src="Intro4.gif" align="middle" > +<img src="Intro5.gif" align="middle" > <img src="Intro6.gif" align="middle" > <img src="Intro7.gif" align="middle" > <img src="Intro8.gif" align="middle" > +<img src="Intro9.gif" align="middle" > + +<br wp="br1"><br wp="br2"><h2 align="center"><strong>All artwork by SEHO KIM</strong>.</h2> + +<p>To find out more about this talented young artist and/or to utilize his services, visit <a href="http://www.kimseho.com/">Seho Kim's +web page.</a> Because of all of the artwork contained therein the page load slowly, but it's worth the +wait!!!! Enjoy! + +<p>Throughout the book "comic strip" dialogue panels like these provide a much needed context for +the material being presented (almost entirely missing in other Go primers) while answering the +children's most frequently asked questions. The result is that deep rather than superficial +comprehension and learning can take place. They also provide a familiar and pleasurable +child-friendly format as well as "built in" breaks from the more formal tutorial material, and this +makes GO FOR KIDS far easier and more pleasurable for children to read than the conventional +text-and-diagram-only approach used by all prior Go primers. + +<p>I am acutely aware that no presentation can possibly completely satisfy the perceived needs and +preferences of all potential users, but it is my honest belief that GO FOR KIDS goes far further +in this regard than anything extant, and most of those who have seen it agree. But ultimately the +only judgment that counts is yours, and the only way that you can make that judgment +objectively and accurately is to read GO FOR KIDS yourself. It's available directly from<a href="http://www.yutopian.com/go"><strong> +Yutopian</strong></a> , Barnes & Noble, Amazon, or your local bookseller. After you've read it, I'm +confident that you will want each of your children, students, friends and relatives to obtain a +copy of their own as well! + +<p>Finally, it's important to reiterate that although GO FOR KIDS was created specifically for the +juvenile reader it's a complete, coherent presentation of the essential rudiments of Go that will +not insult the intelligence of an adult. So if you or anyone you know has heretofore been unable +to develop interest in the world's premiere strategic board game or has had difficulty learning it, +GO FOR KIDS might just provide the long sought breakthrough! + +<P ALIGN="CENTER"><STRONG>Click Here To RETURN To <A HREF="MBGoHist.html"><FONT COLOR="#0033ff">My Personal Go History</STRONG></FONT></A></P> + +<P ALIGN="CENTER"><STRONG>Click Here To Go To <A HREF="NewProverbsSample.html"><FONT COLOR="#0033ff">NEW GO PROVERBS ILLUSTRATED</STRONG></FONT></A></P> + +<P ALIGN="CENTER"><STRONG>Click Here To Go To <A HREF="ImproveFastIndex.html"><FONT COLOR="#0033ff">Improve Fast In Go </STRONG></FONT></A></P> +<p ALIGN="CENTER"><strong>Click Here To Go To <a href="LearnChessFastSample.html"><FONT COLOR="#0033ff">Learn Chess Fast </strong></font></a></p> + + +<p>Click Here To Return To<a href="index.html"><strong><FONT COLOR="#0033ff"> Milt's Go Page</strong></a></font></p> + +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/GOFORKIDS.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:52:43 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Gifted.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,73 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Gifted.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<a name="Go And The Gifted Child"> +<p><strong><hr> +</strong> +<br wp="br1"><br wp="br2"> +<p><strong>Go And The Gifted Child</a></strong> + +<p><strong>© 2002 Milton N. Bradley</strong> + +<p>There are many kinds of "giftedness" beyond that expressed by a high score on a standard IQ +test, but however identified and measured each presents essentially the same problem to parents, +teachers and developmental psychologists - how best to nurture and develop those so identified. + +<p>In our society's search for equity, in recent years great emphasis has been placed upon providing +help and remediation to the less fortunate who have mental, emotional and physical disabilities, +and this is unquestionably a noble and worthwhile effort. But the reality is that essentially all of +human progress has been the result of the insights and talents of a select very few gifted +individuals and not all the rest of the vast mass of humanity. The sum of the output of all of the +millions of "ordinary" musicians who have ever lived does not equal that of one Mozart, nor did +the insight of all of the people who ever lived equal that of one Copernicus in determining the +true state of our solar system. So it should be apparent that if our society is to continue to +progress, identifying and nurturing the "gifted" among us must receive a far higher priority than +it has heretofore, cries of "elitism" notwithstanding. + +<p>It has long been known that the human brain is "incomplete" at birth, and that most of its +important development takes place between then and adolescence. In a feature article in The New +York Times of June 24, 1986 entitled "Rapid Changes Seen In Young Brain" it was reported that +"...there are twice as many synaptic connections ..... in certain regions of children's brains than +those of adults. The number of synapses seems to fall by half in early adolescence." The article +further states " ... the child's brain develops virtually all potentially useful neural +interconnections by the age of 2. But <strong>it is childhood experience that shapes the architecture of +the brain, strengthening the neural circuits that are used and ultimately sacrificing those +that are not used."</strong> + +<p>These facts have always been more or less intuitively recognized by parents, many of whom have +traditionally attempted to enhance their children's intellectual development via such devices as +"flash cards" to teach them specific skills such as arithmetic and language. But even when +augmented with physical exercise and sports training to enhance motor development, and +training in music and the arts to enhance cultural development, all of these historic attempts have +missed the most important single skill which can determine the individual's ultimate success or +failure in adult life, that of REASONING. In this area, the game of Go stands alone in its unique +ability to teach this almost infinitely valuable skill in the disguise of a pleasurable and non-threatening yet almost infinitely challenging strategic board .game + +<p><em><strong>The extraordinary pedagogical attributes of Go improve both the mental development and +REASONING processes and academic performance of <u>all</u> children, but are even more +efficacious for the gifted.</em></strong> Not only are gifted children naturally attracted to the challenges posed +by the subtle and incisive tactics and profound strategy of Go, but they most readily learn how to +play and then move on to the higher skill levels where the benefits to their thinking processes and +study habits are actually developed and refined. For this reason, in this writer's view it is +inevitable that Go will ultimately become an integral and essential element in the education of +every gifted child. + +<p>To learn how you can introduce Go to your school, group or organization, please send me an +email by clicking on my name at the bottom of my Go page. + +<p><a href="NoAlt.html"><Font Color="#0033FF"><strong>Continue</strong></Font></a> + +<p>Click here to return to<a href="index.html"><Font Color="#0033FF"><strong> Milt's Go +Page</strong></Font></a> + +<p><hr> + +<br wp="br1"><br wp="br2"> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Gifted.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Gloss.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,129 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Gloss.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +<head> + <title>Title of book - Milton Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br> + + + <center><a name="Glossary"> + <font class="chaptitle"> + Glossary Of Japanese Go Terms + </font><br> + + </center> + <font size= +1> + <br><br><br> + +AJI (ah’-gee): Potentially exploitable threats remaining in a position.<br><br> +AJI KESHI (ah’-gee keshi): A bad move which needlessly neutralizes the potentially exploitable weaknesses in the opponent’s position.<br><br> +ATE (ah’-tay): A move that gives atari.<br><br> +ATARI (ah-tah'-ree): A condition in which one or more units has been reduced to only a single liberty, and is therefore subject to capture on the opponent's next play.<br><br> +ATSUMI (atsumi): Thickness.<br><br> +BOSHI (bo-shee): “Cap”. Usually, a one point skip above an opposing stone.<br><br> + +DAME (dah'-may): A neutral liberty shared by safe White and Black groups. Does not count as a point for either side.<br><br> +DAN (dahn): "Step". The designation of playing strength for those of master level. Ranges from 1-Dan to 9-Dan, but professional ranks are separate and much stronger.<br><br> +DANGO (dan-go): “Dumpling” = A shapeless mass of stones with little eyemaking potential.<br><br> +DE (day): A move which pushes between two opposing stones.<br><br> +FUSEKI (fuh-say'-key): The full board Opening.<br><br> +GETA (gay-tah): A trap or snare which can effectively capture opposing stones even when they still have several liberties.<br><br> +GO (goh): The name of the game. (Called Wei Ch’i in Chinese, and Baduk in Korean.)<br><br> +GOTE (goh-tay'): The converse of Sente. A move which makes no significant threat, and which therefore doesn't require an immediate response by the opponent.<br><br> +GOTE NO SENTE (goh-tay no sen-tay): A Gote move which contains (often hidden) aggressive potential.<br><br> + +HANE (hah'-nay): A Diagonal attachment against an opposing stone.<br><br> +HASAMI (hah-sah’-mee): A pincer.<br><br> +HIKI (hee’-kee): “Draw back”.<br><br> +HORIKOMI (hori-koh’-mee): A “throw-in” sacrifice which kills an eye and/or whose capture reduces the opponent’s liberty count.<br><br> +JOSEKI (joh-say'-key): An analyzed sequence of plays which theoretically leads to a dynamically equal local result for both sides.<br><br> +KAKARI (ka-kah’-ree): An approach move against a corner stone to prevent a Shimari.<br><br> +KATA (kah’-tah): “Shoulder”. The point diagonally above a stone.<br><br> +KATACHI (kah-tah’-chee): “Shape”. Usually, good shape.<br><br> +KATATSUGI (kah’-tah-tsoo’-gi): The solid connection.<br><br> + +KATATSUKI (kah’-tah-tsoo’-kee): A shoulder attack.<br><br> +KEIMA (kay-mah): The “Knight’s Move”.<br><br> +KESHI (keshi): "Reduction”, or "minimization”. When played to reduce an opponent's Moyo (Sphere of Influence), Keshi consists of "light" moves, not too deep within the area of the opponent's strength.<br><br> +KIKASHI (ki-kah'-shee): A forcing move which must be answered, and which therefore necessarily retains Sente, but which is incidental to the main flow of play. Such stones are typically abandoned after they have served their purpose of forcing the opponent's response, serving only as Aji thereafter.<br><br> +KIRI (kiri): “Cut”.<br><br> +KO (koh): "Eternity". An important, oft recurring tactical situation in which a single stone is captured and THE NO REPETITION RULE applies.<br><br> +KOMI (koh'-mee): The points added to White's final score in “even” (no handicap) games to compensate for Black's first move advantage.<br><br> +KOSUMI (ko-suh’-mee): The diagonal extension.<br><br> +KYU (kyu): Rank. The designator of playing strength for players of less than Dan (master) strength. For amateurs, ranges from 35 Kyu (beginner) to 1 Kyu (just below master strength)<br><br> + +MIAI (mee-iy): Two complementary points of approximately equal importance in a given situation, such that whichever one a player occupies, the opponent can (and usually must) occupy the other.<br><br> +MOYO (moh-yoh): A large Sphere Of Influence or Potential Territory.<br><br> +NAKADE (nah-kah-day): The placement of stones inside an opposing group to reduce the shape to one eye.<br><br> +NADARE (nah-dah’-ray): The “Avalanche” Joseki.<br><br> +NIDAN (nee’-dahn): “Two Step”.<br><br> +NI-REN-SEI (Nee-Ren-Say): A Fuseki pattern in which a player occupies both 4-4 points on a single side.<br><br> +NOBI (noh’-bee): Extend.<br><br> +NOZOKI (noh-zoh’-kee): A peep which threatens to cut.<br><br> +NUKI (nookee): A capture.<br><br> + +ONADARE (oh’-nah-dah’-ray): The “Large Avalanche” Joseki.<br><br> +OKI (oh-kee): A placement, usually intended to steal eyes.<br><br> +OSAE (oh’-sah-ay): A blocking move.<br><br> +OSHI (oh’-shee): “Push”. Usually along a line atop (or alongside) an opponent’s stone or line of stones.<br><br> +PONNUKI (pon-nuh’-kee): A powerful shape created when 4 stones capture a single opposing stone.<br><br> +SABAKI (Sah-bah'-kee): "Disposal". Light resilient shape which allows a group to be easily settled, or to be partly or totally sacrificed if necessary without significant penalty.<br><br> +SAN-REN-SEI (San-Ren-Say): A Fuseki pattern in which a player occupies all 3 handicap points on one side.<br><br> +SEMEAI (semi-eye): A life-or-death fight (= race to capture).<br><br> +SENTE (Sen'-tay): The initiative. A move central to the major strategic and/or tactical motifs of the game, which therefore requires the opponent's response, and which cannot be ignored without significant penalty! Such stones typically have long term implications, and must therefore be watched and defended. The converse of Gote. Closely related to Kikashi.<br><br> + +SHICHO (shih'-cho): The Ladder.<br><br> +SHIMARI (shih-mah'-ree): A Corner Enclosure.<br><br> +SHINOGI (shih-noh’-gee): A sequence of moves to provide a weak group with either escape or good eyemaking shape.<br><br> +SUBERI (soo-beh’-ree): “Slide”. A Knight’s Move toward the edge, usually from the third line to the second line.<br><br> +SUJI (soo'-gee): "Style" or "skillfulness". Clever, artistic play. See Tesuji.<br><br> +TAISHA (tie-sha): The “Great Slant” Joseki.<br><br> +TENUKI (teh-nuh’-kee). “Play elsewhere”.<br><br> +TESUJI (teh-soo'-gee): A Suji which raises the overall efficiency of the player's local (and sometimes global) stones to their highest possible level.<br><br> +TOBI (tobi): A jump (= skip).<br><br> + +TSUGI (tsu’-gi): A connection.<br><br> +TSUKE (tsu’-kay): An attachment to an opposing stone.<br><br> +TSUME (tsu’-may): An extension which inhibits the opponent’s extension.<br><br> +TSUME GO (tsoo’-may GO): A life-or-death problem.<br><br> +UCHIKOMI (oo’-chee-ko-mi): An invasion.<br><br> +WARIKOMI (wah’-rih-koh’-mee): A placement between two opposing stones intended to set up cutting points.<br><br> +WARIUCHI (wah’-rih-oo’-chee): A wedge (placement) which has room to expand on both sides.<br><br> +WATARI (wah-tah’-ree): A connection at board edge.<br><br> +YOSE (yoh'-say): The Endgame.<br><br> + +YOSU-MI (yoh’-suh mih’), formerly Yosu-miru : “Wait And See”. A probe intended to retain sente while inducing the opponent to fix the shape of the stones.<br> + + <br><br> + +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + + <br><br><br><br> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Gloss.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/GoHist.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,88 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/GoHist.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:03:34 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<a name="The Nature And History Of Go"> +<p><hr> + +<br wp="br1"><br wp="br2"> +<p><strong>The Nature And History Of Go</strong> + +<p><strong>© 2002 Milton N. Bradley</a></strong> + +<p>Go is one of the supreme accidents of human creation! Now universally recognized as the +premiere strategic board game of all time, it originated in China during the Bronze Age about +4000 years ago. As might logically be expected of a game of such incredible antiquity, Go play is +governed by a surprisingly few simple rules which can be learned in only a few minutes even by +young children. But don't be deceived by this! While one might reasonably expect that a +strategic board game with such an astonishingly simple structure would lack the depth and +challenge of more modern and superficially complex games like chess, in reality exactly the +opposite is true! + +<p>In this regard (only) Go resembles mathematics, because from its few elegant rules there derives +an almost unbelievably complex structure of tactics and strategy which not only challenges all +that the best human minds can offer, but which also remains far beyond what even the fastest and +most powerful supercomputers can handle. + +<p>But trying to explain the almost unbelievable beauty and fascination of Go to someone +unfamiliar with it is an essentially impossible task! In a very real sense, it's much like that of a +music critic describing a concert, but with a serious complication. If the reader of the criticism is +familiar with the music, then the critic's analysis of the performance exists in a context which +gives it meaning. But just suppose that the reader not just unfamiliar with the music, but has also +been deaf since birth! In that context, attempting to describe the eloquence and beauty of the +composer's conception and the skill with which the orchestra and soloist rendered it can have +little or no meaning. One can admire the skill with which the critic expresses himself and his +obvious knowledge of the subject, but any visceral, emotional connection with the concert he +describes must necessarily be absent. + +<p>So it is with Go and what I'm trying to do here.. Until one gets beyond the stage of rudimentary +knowledge of its elegant concepts even the slightest inkling of the immense attractiveness and +fascination of its incisive tactics and profound strategy and the pleasure which playing it gives its +devotees is hard to imagine for all but an exceptional few. One of those exceptional individuals +who could instantly grasp why Go is the most fascinating purely intellectual pastime ever created +was former World Chess Champion Emanuel Lasker, and his introduction to Go is described +below in the section of this web page entitled How Go Came To America. + +<p>What follows in the remainder of this web page emphasizes the value of Go in the development +of children's transcendently valuable Reasoning skills rather than its fascination and the pure +intellectual challenge and pleasure derived from playing it, but this should not confuse the reader. +This emphasis was deliberately chosen because it provides a practical justification for skeptical +parents and school teachers and administrators to encourage children to learn and practice Go. +This has regrettably proved necessary because in the intense competition for children's already +scarce "free time" perceiving Go as just another pleasurable leisure time pursuit won't "cut it" in +today's highly competitive school environment. But be assured, once learned Go will provide a +lifetime of the greatest purely intellectual pleasure conceivable, and after 48+ years of Go +experience I can personally attest to that! + +<p>For those who would like to find out a bit more about the background of Go and its place in +history, the following web references are suggested: +<a href="http://www.usgo.org/resources/whatisgo.html"> +<p>The AGA's "What Is The Game Of Go?"</a> +<a href="http://www.well.com/user/mmcadams/gointro.html"> +<p>Mindy McAdams "What is Go?"</a> +<a href="http://ltiwww.epfl.ch/~warkent/go/index.html"> +<p>Ken Warkentine's Go Page (includes the fabulous Go Pages Index)</a> +<a href="http://www.cwi.nl/~jansteen/go/history/china.html"> +<p>"Go in Ancient China" by John Fairbairn</a> +<a href="http://www.honinbo.freeserve.co.uk/"> +<p>Andrew Grant's Go History Pages</a> +<a href="http://www.goban.demon.co.uk/bookmark.htm"> +<p>Harry Fearnley's Go Pages Links (even more fabulous than Ken's!!!)</a> + +<p>But please remember to return to my web page after you've visited them! + +<p><a href="Mind.html"><Font Color="#0033FF"><strong>Continue</strong></Font></a> + +<p>Click Here To Return To<a href="index.html"><Font Color="#0033FF"><strong> Milt's Go +Page</strong></Font></a> + +<p><hr> + +<br wp="br1"><br wp="br2"> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/GoHist.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:03:34 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/ImproveFastIndex.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,99 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/ImproveFastIndex.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:02 GMT --> +<head> + <title> Improve Fast In Go - Milton N. Bradley</title> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> +<table width="100%" height="100%"> + <tr> + <td width="100"> </td> + <td valign="top" align="left"> + + <table width="100%"> + <tr> + <td> + <center><br><br> + <font class="booktitle"><font size=+4> + Improve <I>Fast</I> In Go + </font> + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2008 + </font> + <hr></h1></center> + <br><br><br><br> + <font class="chaptitle"><font size=+3> + Table Of Contents + </font></font> + + <br> + <Ul> + <br><font size=+1> + <font class="chapthds"> + <li> + <b><font color="#990000"><a href="Intro.html">Introduction</a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="Ch1.html">Chapter 1 - The Role Of Fighting In Go</a></font></b></li> + + <br> + <li> + <b><font color="#990000"><a href="Ch2.html">Chapter 2 - Important Stones</a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="Ch3.html">Chapter 3 - Strong/Weak Stones</a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="Ch4.html">Chapter 4 - Peeps And Cuts</a></font></b></li> + + <br> + <li> + <b><font color="#990000"><a href="Ch5.html">Chapter 5 - Sector Lines, Enclosure & Connectivity </a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="Ch6.html">Chapter 6 - S.W.O.T. Analysis</a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="Ch7.html">Chapter 7 - A Sampling Of Major Fighting Scenarios</a></font></b></li> + + <br> + <li> + <b><font color="#990000"><a href="Epi.html">Epilogue</a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="Gloss.html">Glossary Of Japanese Go Terms </a></font></b></li> + <br> + </font> + </ul> + + + + </center> + </td> + </tr> + </table> + +<br> + +<P ALIGN="LEFT"><STRONG>Click Here To RETURN To <A HREF="MBGoHist.html"><FONT COLOR="#0033ff">My Personal Go History</STRONG></FONT></A></P> + + +<p><strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> +<br><br> +<center> + +<p><br><b><font color="#993300"><font size=+1>You Are Visitor</font><font size=+2> + # </font></font><font color="#333333"><font size=+2><!--#exec cgi="/cgi-bin/counter-doc=bradleym2"--> + </font></font><font color="#993300"><font size=+1>To +Improve Fast In Go</font></font></font></b> +<p> +<hr></center> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/ImproveFastIndex.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:22 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/InternetGo.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,404 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/InternetGo.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:09 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> + +<p><hr> + +<br wp="br1"><br wp="br2"><font color="#0066ff"> +<p><strong>HOW TO PLAY GO ON THE INTERNET</strong></font> + +<p>© 2006 Milton N. Bradley + +<br wp="br1"><br wp="br2"> +<p align="center"><strong>NEVER HAVE TROUBLE FINDING AN OPPONENT! </strong> + +<br wp="br1"><br wp="br2"> +<p align="center"><strong><font size="+3">PLAY GO ON THE INTERNET</font></strong> + +<p align="center"><strong><font size="+1">24 HRS/DAY</strong></font> + +<p align="center"><strong><font size="+1">EVERY DAY OF THE YEAR</strong></font> + +<br wp="br1"><br wp="br2"> +<p><strong>WHAT YOU NEED TO PLAY GO ON THE INTERNET</strong> + +<br wp="br1"><br wp="br2"> +<p>Technology continues to advance at a furious pace! In addition to the "dial up" telephone/modem +based system described below that was the only thing widely available only a year or two ago, +there are now vastly faster alternatives. Among these are cable modems and DSL (Digital +Subscriber Line), and by the time that you read this who knows what else? But these newer +alternatives are typically much more expensive than the dial up modem based system and some +have the security disadvantage of being perpetually connected to the internet where "hackers" +can then have the opportunity to penetrate and compromise your computer! In addition, higher +line speed has almost no payoff in playing or watching Go because the players' thinking time is +orders of magnitude greater! + +<p>The well established dial-up system now in wide use consists of the following elements: + +<p><p><OL > + +<p><strong><p><li>COMPUTER, MONITOR, VIDEO CARD, SOUND CARD, AND MODEM.</strong> + +<p>Almost every new computer sold today already comes adequately equipped, and you already +have them all if you're reading this! Better video cards, sound cards and bigger monitors with +higher resolution will increase your playing pleasure, but faster CPU's and modems offer no +advantage in playing Go on line! + +<p><strong><p><li>TELEPHONE LINE</strong> + +<p>Your regular telephone line will work fine but will be unavailable for calls while you're on the +internet, so obtaining a dedicated line is best if you can afford it! + +<p>CAUTION: If you use your normal home phone line to play Go, you MUST disable such add-on +functions as Call Waiting while you are playing on-line, or they may mess up your internet +access! + +<p>Since the average internet Go game takes about 60-90 minutes, playing Go on line using ordinary +telephone company protocols can become expensive, especially if your ISP access number (see +below) is not in your local dialing area. The solution is to obtain "unlimited local" and even +"unlimited regional" telephone service. With these you pay the same flat fee no matter where +your ISP is located or how long you stay on line!! + +<p><strong><p><li>"INTERNET SERVICE PROVIDER" (ISP)</strong> + +<p>Although you also already have an ISP if you're reading this, it is important to realize that many +services charge by the hour for internet access, and this can become VERY EXPENSIVE if +you're playing Go. Far cheaper is to contract with a local or national ISP for an UNLIMITED +INTERNET ACCESS ACCOUNT, preferably PPP or faster ("shell" accounts are <u>not</u> adequate). +On Long Island such service typically can be obtained for under $20/month, and some ISP's +charge as little as $15/mo on a yearly basis and about $10/mo for 3 years paid in advance! So +shop around for the best deal! + +<p><strong><p><li>THE GO SERVERS</strong> + +<p>On any of the several Internet Go Servers listed below you can: + +<p><p><UL><li> <strong>Watch the games of strong players.</strong> (Some special events are available only on +IGS.) + +<p><p><li> <strong>See comments on those games by other players, ask questions, and/or make your +own comments (= kibitz).</strong> + +<p><p><li> <strong>Play your own games.</strong> On the sites accessed via"client" software (described below) +these games can be saved for your own replay later and/or used to participate in the free Go +Teaching Ladder (GTL),in which a much stronger player critiques your play. Using GTL you can +also review the analyses of the games of stronger players. + +<p><p><li> <strong>Participate in the free Go Mentor Program</strong>, in which you play a teaching game with +a much stronger player who then critiques your play. + +<p><p><li> <strong>Make Go friends all over the world. </UL></strong> + +<p><strong><p><OL type=A><li> BROWSER ACCESSED GO SERVERS</strong> + +<p>Until recently, the only way to play Go on the internet was via dedicated Go servers, using +special software called "clients"(described below), but that has changed! It is now possible to +play and watch Go on the internet directly through your browser (mainly The Microsoft Internet +Explorer and Netscape Navigator), if it has Java capability. + +<p>Getting started is much simpler in this mode, since all that you need do is to access the site +through your browser, register (in most cases, "cookies" must be enabled to do this!), and then +follow the on line instructions they provide for playing and watching + +<p>The major problem with all of these browser accessed sites is that there is no rating system, so +you never really know the strength of your opponent or the players you are observing! And in +some cases, as with Yahoo, the display only provides for a small board, which even on my quite +large 19" screen is still only a mere 5"x 5", and must be much smaller on the 15" or 17" screen +that most have. Once you have gotten used to the 8" x 8" display provided by the "client" +software, it's hard to go back! And the move sound provided by these servers is also not nearly +as realistic or audible. + +<p>There are also a number of other "goodies" available on the client accessed sites we discuss next +that a serious Go player will miss on these browser accessed sites, but for the beginner who just +wishes to experiment with Go the ease of getting started on the browser sites more than makes up +for this. + +<p><strong>The major browser based Go sites are:</strong> + +<p><strong><UL><p> KGS => <a href="http://kgs.kiseido.com/">http:kgs.kiseido.com</a></strong> + +<p><strong><p> Yahoo =><a href="http://games.yahoo.com/">http://games.yahoo.com</a></strong> + +<p><strong><p> Internet Gaming Zone => <a href="http://zone.msn.com/go/">http://zone.msn.com/go/</a></strong> + +<p><strong><p> IYT => <a href="http://www.itsyourturn.com/">http://www.itsyourturn.com/</a> </UL></strong> + +<p>Its Your Turn (IYT) differs from the others because it's a "turn-based" game site. What this +means is that you make one move and the system then automatically e-mails your opponent +letting them know it's their turn to play. So IYT is really a correspondence (rather than real time) +site, and this means that games can take weeks or months to play. The result is that IYT is really +suitable only for those whose time for Go is severely limited. + +<p>The IYT Go Guild maintains a list of Go players on IYT and their relative strengths, to help find +opponents against whom you can play properly handicapped games. It also runs Go +tournaments. + +<p><strong><p><li> "CLIENT" ACCESSED GO SERVERS</strong> + +<p>Getting started in this mode is much more complicated than simply using your browser, because +you must first download and install a "client" software program, but the advantages of having a +much better display, a rating system, clocks, ability to save games for later review, and especially +being able to observe the world's strongest players in action much more than makes up for any +extra initial effort! For anyone who is at all serious about Go, this is the only way! + +<p><strong>The major client based Go sites are:</strong> + +<p><strong><UL><p> The Internet Go Server (IGS) </strong> is not only the oldest server but also by far the +largest with over 30,000 registered players, and at any time typically has about 250-400 games in +play! It attracts the strongest players in the world including a number of 9-Dan professionals, +some of whom play anonymously. Although formerly based in Korea and now based in Japan, +the default language on IGS is English, which is used with rather surprising fluency by players +from all over the world. The ratings on IGS were long the toughest in the world, but have recently seen that +position supplanted by some of the Chinese and Korean servers. + +<p><strong> <p> The No Name Go Server (NNGS) </strong> is much smaller than IGS and supposedly has a more +friendly, less competitive atmosphere which some prefer. Its ratings are reported to be about 2 +stones less rigorous than those of IGS. + +<p><strong><p> The other Go servers</strong> are mainly ethnic (Chinese, Japanese, Korean) or national (Canadian, +English, Polish, etc.), and at one time attracted few players outside their own groups. But KGS in +particular has become rather popular recently, especially as a result of sponsoring some unique +events. Its realignment of ratings at the end of 2005 has resulted in a downgrade of its ratings by a full 5 stones, +with the result that its ratings are now that same 5 stones stronger than those of the AGA! So, once again, it has +become necessary to be careful to ascertain where a new player you encounter has established the rating he quotes, because +otherwise the results could be embarrassing! Despite this, IGS is still the place where most of the major championship events which appear on +the internet are available, so it still remains #1. </UL> + +<p><strong><p><li> PREPARING TO USE A "CLIENT" BASED GO SERVER.</strong> + +<p><strong><p><OL type=1><li> Obtaining and installing a "client"</strong> (= A "shareware" program that +enables you to dial up the Go servers and play Go using beautiful representations of the Go board +and stones.) To obtain a client: + +<p><strong> <OL type=a><p><li> Type ftp://ftp.nuri.net/Go <ENTER></strong> + +<p><strong> <p><li> Click on "README" to read the README file!</strong> + +<p><strong> <p><li> Click on "igs clients/"</strong> + +<p><strong> <p><li> Click on the icon for your computer system (Win98, Mac, etc.).</strong> + +<p><strong> <p><li> Click on "select client".</strong> + +<p><strong> <p><li> Click on the client you desire to download. </strong> + +<p><strong> <p><li> Download and install the selected client on your computer. </strong> + +<p><strong> <OL type=1><p><li> Create a master folder (mine is called "Go") and an appropriately +named sub-folder for each client in an appropriate directory in your computer. </strong> + +<p><strong> <p><li> Find the downloaded client program (usually automatically entered into your + "Program Files" folder in a Windows system).</strong> + +<p><strong> <p><li> Decompress the download and install it into its sub-folder in the Go folder.</strong> + +<p><strong> <p><li> Find the .exe file in that sub-folder and right click on it to create a shortcut +icon, then place that icon onto your desktop for easy routine access.</strong> + +<p>Because these "clients" are shareware they are nominally FREE, but they usually contain +periodic annoying "pop up" registration reminder messages which can only be disabled by +registering each with its respective author and paying his nominal registration fee (usually about +$25-$30). This is not only advisable but more than fair, since a great deal of time and +sophisticated programming effort was expended to create these programs. So once you've +decided that you like a particular client and intend to keep using it, register it ASAP. + +<p>An important advantage of using a client is its ability to save games in Smart Go Format (sgf), +for later replay, editing, analysis and print out. If you use WinIGC as your client (as I do) this +replay function is performed by a dedicated program called WinMGT, which is downloaded in +exactly the same way from the same site! And all games saved in WinIGC are automatically and +instantly available to WinMGT if both sub-folders have been placed in the Go folder. +</OL></OL> + +<p><strong><p><li> USING A CLIENT TO ACCESS A GO SERVER</strong> + +<p>These instructions are for the client WinIGC 1.00. To the extent that other clients differ from this +you may have to experiment a bit or use your client's "help" file to figure out exactly what to do. + +<p><strong> <OL type=A><p><li> Initial Access </strong> + +<p><strong> <OL type=1><p><li> Set up your client.</strong> + +<p><strong> <Ol type=a><p><li> Start the client by double clicking on its desktop shortcut icon.</strong> +(You do NOT have tostart or use your web browser to do this!)<strong></strong> + +<p><strong> <p><li> Maximize the Terminal Window and click on "Connect" on the tool bar at its +top</strong>. + +<p><strong> <p><li> Click on "Connect to a Server" </strong>to bring up the address book. + +<p><strong> <p><li> Click on "Add" in the pop up dialogue box.</strong> + +<p><strong> <p><li> Enter the telnet addresses (and alternates, where available) for all the Go +Servers to which you desire to connect. (See list below.) </strong>The numeric form of the address is + preferred because it gives faster access. + +<p>In all cases access can <u>only</u> be obtained if the specified port # has been entered as shown below, +and these addresses need be entered only once.<strong></strong> + +<p>You will not yet have the data to enter into the first two fields "Login Name" and "Password", +because you can obtain that information <u>only</u> after you have contacted the servers and registered +with them! So for the moment simply leave those two fields blank! + +<p><strong>The major Go server addresses are:</strong> + +<p><strong> <UL><p><li> IGS = igs.joyjoy.net 6969 , or</strong> + +<p><strong> = 210.146.253.13 6969 (Alternate Port # = 7777), or</strong> + +<p><strong> = 210.146.353.10 6969 (Alternate Port # = 7777)</strong> + +<p><strong> <p><li> NNGS = nngs.cosmic.org 9696, or</strong> + +<p><strong> = 198.36.217.71 9696 </strong> + +<p><strong> <p><li> LGS = lgs.hinet.net 9696</strong> + +<p><strong> = 210.65.1.245 9696</strong> + +<p><strong> <p><li> CTN = weiqi.online.sh.cn 8888</strong> + +<p><strong> = 202.96.217.81 8888</strong> + +<p><strong> <p><li> WING = wing.gr.jp 1515</strong> + +<p><strong> <p><li> CWS = cws.weiqi.net 9696</strong> + +<p><strong> = 202.98.15.15 9696 </UL></strong> + +<p><strong> <p><li> Left click to highlight the desired server address.</strong> + +<p><strong> <p><li> Click on "Connect!" in the right side tool bar to connect to that Go server.</strong> If +you haven't already connected to your ISP, this will first do that automatically. + +<p><strong> <p><li> Log in as "guest".</strong> + +<p> WinIGC automatically enters "guest" when you connect to IGS for the first time. With + another client or for a different server you may have to enter "guest" yourself. (No + password is necessary for guests.) + +<p><strong> <p><li> Register.</strong> + +<p> Each time you contact a server as a guest you will be prompted to register as a permanent + member of their Go community by simply following the instructions they provide. Since + all servers are free outside of Japan (and only IGS charges there) and registration is + necessary if you desire to obtain a rating and use all of the server's facilities, there's no + reason not to do so! + +<p><strong> <OL type=1><p><li> Select a user name.</strong> (If the name you select is already assigned, +you will be prompted to choose another. For example, my main IGS account name is +"philonist".) + +<p><strong> <p><li> You will be logged in and your assigned password will be emailed to you +within a few hours. </strong> + +<p><strong> <p><li> When you receive that email, enter your user name and password into the + appropriate fields to complete your client's "connect" address book.</strong> + +<p> If you neglect to do this, you will have to manually reenter both of these items every + time you log on! </OL></OL></OL> + +<p><strong> <p><li> Routine access.</strong> + +<p><strong> Once your server address book is completed, just:</strong> + +<p><strong> <OL type=1><p><li> Double Click on your client's desktop shortcut to start it.</strong> + +<p><strong> <p><li> Click on "connect" in the terminal window.</strong> + +<p><strong> <p><li> Click on "Connect to a server".</strong> + +<p><strong> <p><li> Click on the desired server's address in the pop up box to highlight it.</strong> + +<p><strong> <p><li> Click on the "Connect!" button! </OL></strong> + +<p><strong> WinIGC then does the dial up, connect and sign-in automatically!</strong> + +<p><strong><p><li> HOW TO PLAY GO ON THE CLIENT BASED GO SERVERS</strong> + +<p><strong> <OL type=1><p><li> Download the server's commands</strong>. + +<p> <Ol type=a><p><li> <strong>Type "help commands" <Enter> to see the list.</strong> + +<p> <p><li> <strong>For each command of interest, use the "mail me" command to have its +description emailed to you.</strong> + +<p> <p><li> <strong>Download the email attachment, print it, and put it in a loose leaf binder next +to your computer for quick, easy reference as needed.</strong> </OL> + +<p><strong> <p><li> Use the appropriate commands to watch others play, kibitz, converse, and to +arrange and play your own games.</strong> + +<p><strong> <p><li> Playing your own games.</strong> + +<p><strong> <OL type=a><p><li> Before playing your first game, it is advisable to declare a RANK</strong>, +if you know your approximate playing strength. CAUTION! On IGS most ratings are at least +several stones stronger than those of the AGA! (Until recently I had believed that the difference was 2 stones, +but on Jan 26, 2006 I discovered that a well established AGA 2 Dan and 3 Dan were each 2k* on IGS, which implies, +at least at that level, that the difference is actually as much as 4 or 5 stones!) + +<p> This same sort of ranking disparity exists across national,regional and internet Go server ranks, and has been +(approximately) cataloged at the following web site: + +<strong><a href="http://senseis.xmp.net/?RankWorldwideComparison">//senseis.xmp.net/?RankWorldwideComparison</a></strong> + +<p>But please note that this table shows only a 2 stone disparity between AGA and IGS ratings, as opposed to the approximately +4 stones my example cited above implies, so these figures should be applied with caution! + +<p><strong> <p><li> If you have no idea of your approximate RANK, you can play as a non-rated +(NR) player</strong>, but if you do so there will be 2 penalties: + +<p> <OL type=1><p><li> Most rated players will NOT play with you. + +<p> <p><li> None of your games will count toward obtaining a RATING. + +<p> So, sooner or later, you will <u>have</u> to declare a RANK if you wish to become a full fledged + rated member of the on-line Go community! </OL> + +<p><strong> <p><li> After you've played 20 rated games, you will acquire a RATING </strong>(designated by +an <strong>*</strong>), which is a relatively true measure of your playing strength and which will become ever +more accurate as the number of your rated games increases. If you've chosen your initial +RANK well, your initial RATING should be within a stone or two of that level. + +<p><strong> <p><li> To find a suitable opponent, use the "who" command</strong> to find players at the +RATING of interest who are currently logged on and not already playing or marked as +unavailable. Or you can "shout" your desire for a match to all logged-on players. + +<p><strong> <p><li> The basic way to arrange a game is via the "match" command</strong>, which has a +specific syntax that you must learn and obey. Most games are played "even" (without handicap +except for Komi), but handicap games are also possible. + +<p><strong> <p><li> All games are played with time constraints</strong>, which must be chosen with care +consistent with your ability to think accurately. <u>Most players on IGS prefer fast games</u> and +beginners may find this difficult, although it does have the very real advantage that you get a lot +of experience quickly! + +<p><strong> Time constraints consist of two parts:</strong> + +<p><strong> <OL type=1><p><li> "Standard time".</strong> One minute is usual, and anything above 10 +minutes is considered slow. After this is used up, you automatically go into Byo Yomi (= +overtime). + +<p><strong> <p><li> Byo Yomi.</strong> Less than 5 minutes is fast, more than 10 is considered slow. <strong>In Byo +Yomi the player must play 25 stones in the allotted time or lose the game "on time"</strong>. If +those stones are successfully played the player repeats the Byo Yomi period with a new 25 +stones. Unused time is not carried over. </OL> + +<p><strong> <p><li> Games are won or lost via resignation, overstepping the time constraint, or by +final count.</strong> + +<p align="center"><strong>HAVE FUN!!!</strong> +<a href="Magic.html"></font> +<p><font color="#0033ff"><strong>Continue</strong></font><font color="#0000ff"></a></font> +<font color="#0000ff"> +<p><font color="#0000ff">Click Here To Return To<a href="index.html"></font><font color="#0033ff"><strong> Milt's Go Page</strong></font></a> + +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/InternetGo.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:09 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Intro.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,132 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Intro.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:22 GMT --> +<head> + <title>Title of book - Milton Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Improve Fast In Go + </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2008, 2010 + </font> + <hr></h1></center> + <br><br><br><br> + </center> + + <center><a name="Chapter1"> + + <font class="chaptitle"><font size=+2> + <strong>Introduction</strong> + </font></font><br> + + </center> + + </table> + +<font class="Chapthds"> +About This Book’s On-Line Publication +</font> +<br><br><font size= +1> +The on line publication of this book provides two quite extraordinary assets:<br> + - It’s FREE.<br> + - It’s perfectable! +<br><br> +A printed book is fixed in form and content, and remains essentially immutable from the moment of its publication. So except for the inclusion of a separate list of errata or the subsequent issue of a second edition, any errors of omission or commission it contains remain unchanged forever. In sharp contrast, whatever flaws this on line publication possesses can be readily corrected, if only you, the reader, are kind enough to communicate your perceptions to me. + +If anything substantive has been omitted, it can be added. If anything is unworthy of inclusion, it can be excised. If I got anything wrong, including typos and diagrammatic and/or commentary errors, it can be corrected. If more or better examples are needed, they can be provided. And if anything is insufficiently clear, it can be clarified. All that’s necessary to achieve a “perfect” presentation is for the reader to provide me with the appropriate positive feedback. +Just click the link below or at the end of any chapter, and send me an email detailing the problems you perceive, and - this is most important - specifics of exactly what you suggest as their correction. This is not quite like Wikipedia, where the reader can directly modify the presentation, but it’s close. + +In order for this process to be successful, when you provide your feedback it’s essential that you include your rating (AGA or other), so that I can properly evaluate the perspective from which your caveat has originated. Obviously, if a high Dan tells me that I’ve got something wrong it will carry more weight than if a double digit Kyu player makes the same claim, but all positive comments will be treated with the respect they deserve. + +Finally, if you like the book, and especially if you’re in its target audience and agree that it has significantly improved your understanding (and rating!), I’d much appreciate your communicating that to me. It’s really the only thing that will make the vast amount of time and effort that went into its creation worthwhile. + +<font class="Chapthds"> + +<br><br> +Introduction +</font> + +<br><br> + +This book is not a Go primer nor even a second book, so it presumes that the reader intending to profit from it already has a firm grasp (if perhaps not yet complete mastery) of the basic rules of Go, as well as the fundamentals of life and death, Joseki, and Fuseki. <br><br> + +When deciding whether or not it will be worth the time and effort necessary to profit from a Go tutorial such as this, the most relevant criterion employed will almost necessarily be the amount and rapidity of improvement in your rating that you can expect in return. Although it’s manifestly impossible to correctly assess this without an in-depth appraisal of your individual intellect and countless other factors, some highly relevant insight into this matter can nevertheless + be gained from considering the author’s own experience. + +As originally conceived, this book’s objective was to provide players from double digit to perhaps 5 Kyu with crucial insights into the key issues of deciding what, where, and why to play next. But as a result of my own experience, I’ve just come to realize that the range of players who can find in it the insights that can and will lead to significant improvement in their Go skill (and rating) extends at least to 1D AGA! How and why I’ve come to that startling conclusion is related next. <br><br> + +With the possible rare exception of a few geniuses at the very top of the Go professional ratings, every Go player throughout its extensive history has eventually reached a skill and rating +plateau which they never thereafter exceed. For many players, intermediate plateaus also often hold sway for a number of months or even years, but ultimately a final, highest level is reached and then continues until age induced decline takes over, if the player is fortunate enough to live that long. As I’ve observed during the 60 years of my own Go playing experience, depending on the player these final plateaus range all the way from high double digit Kyu for the least apt (most of whom drop out in frustration), +to high ranked 9P. But the one seemingly invariant factor characterizing them all is that once a certain amount of time has elapsed (typically 10 years or more), or age has been reached (typically 60-65), the player’s then operative plateau is final, and is never thereafter transcended! <br><br> + +But what has just happened in my own Go playing life violates both of those seemingly impenetrable time barriers! I’m now 83, suffering from the incurable, invariably fatal Acute Amyloid Leukemia, and have been at a 1D AGA plateau for over 20 years. But despite that, my latest results definitively demonstrate that I’m now no weaker than 3D AGA, and most probably 4D, and, perhaps most startling of all, am unquestionably still improving! When I watch games on IGS between players rated 4D* (= 7D AGA) and above, I now quickly and easily find their exact moves a vast majority of the time! The key that the reader should be aware of is that this ability didn’t develop immediately after I had organized the key ideas and translated that into this book, but only reached its current state of fruition after another couple of years of integration of those ideas into my thinking. But as noted, I’m quite old by any standard and consequently undoubtedly more fixed in my thinking than the average player who will read this book, so I have every confidence that those of you who put forth the requisite effort can, as I’ve done, reap rewards of Go rating beyond your fondest expectations! <br><br> + +Now about the book itself. <br><br> + +At its most fundamental level, playing Go is heavily dependent upon pattern recognition. As a result, an essential factor in progressing from beginner to intermediate and beyond is perfecting knowledge of the key recurrent local patterns, especially as embodied in Tesuji and Joseki. This knowledge constitutes the tactical bedrock upon which Go skill is built, but even its mastery is insufficient to make one a strong player! What’s missing is the ability to visualize and then act appropriately on those patterns in actual global board contexts, +and that latter capability can only be realized in the service of key strategic ideas like those developed in this book. Preeminent among these key ideas is that fighting is the heart and soul of Go, to the degree that the final outcome of a high proportion of well played games is decided directly or indirectly by big battles. For that reason, mastering the art of fighting is one of the most productive of the essential steps in becoming a strong player. <br><br> + +There are two quite different but equally essential aspects of fighting:<br> +1. Deciding where, when and why it’s appropriate to fight.<br> +2. Knowing how to fight. <br><br> + +This book focuses on the former. Its basic premise is that a fully developed skill arsenal is unquestionably essential to becoming a strong player, but is insufficient because the full value of that skill can only be realized in the service of deep strategic understanding. It’s much like driving a car - technical driving skill is essential for maneuvering safely and efficiently in traffic, but useless for getting where you want to go without an adequate road map! + +So the focus in this book is on how to identify which fights are necessary and/or productive and which should be avoided, rather than on how to conduct a fight once it’s begun. It attempts to do what many believe impossible - to explain this essential aspect of Go to beginners and intermediates so clearly and concisely that they will thereafter think much like strong players, even if they’re still far from being able to consistently translate that understanding into fully accurate and incisive play. <br><br> + +Of necessity, we do discuss the details of some fights, because it can be very helpful to the reader to see the sort of complications that may result from the implementation of the ideas being studied. But even in those cases, our emphasis is on identifying plausible moves which fulfill the position’s overall strategic objectives, rather than on finding those that are absolutely best. <br><br> + +Finally, it must be understood that although this book provides a valuable road map for Go fighting in the form of a set of simple but important strategic ideas which are generally (but certainly not always) applicable, those protocols must be viewed as neither absolute prescriptions that must be slavishly followed, nor unerring guides to the absolutely best moves! + +Despite that important caveat, the book’s premise is that mere exposure to these key ideas will provide the greatest increase in any beginner/intermediate’s playing strength for the least effort expended! But, as desirable as that is, it’s only a good first step. Completing the transformation into a strong player will also take much study and practice of the detailed techniques of Go, as well as lots of over-the-board playing experience - all things well beyond our present purposes, and which are therefore left for your independent effort. + +<br><br> +<font class="Chapthds"> +The Use Of Ratings In This Book +</font> + +<br><br> +Except as otherwise noted, all of the illustrations in this book were taken from actual Dan level games played on leading on-line Go servers, and that means that the stated ranks are all really equivalent to 1- 3 stones stronger on the AGA scale! So although 5D may not seem all that impressive, when you realize that it’s really equivalent to from 6D-8D AGA and therefore among its highest rated players, that player’s judgment about where to play becomes much easier to accept as valid. +<br><br> +<font class="Chapthds"> +Acknowledgement +</font> +<br><br> + +I hereby pay my respects and acknowledge my debt to all of the many wonderful Go teachers and authors who have preceded me. + +Thanks are hereby offered to the vetters of this book’s original incarnation, Ray Kukol 4D, Lisa Maloney, Michael Quintero, Dale Blann, Masaaki Hamaguchi, and my son Randy, who were kind enough to review the manuscript, find errors, and offer some insights into places in which it needed clarification and/or modification. Thanks are also offered to Joanne Phipps 3D and Louis Abronson 5D, who vetted the revised manuscript, found some significant errors, and made key suggestions that helped me reedit it yet again. + +But in the end, because I’m a Beethoven and not a Mozart, I once more rethought and completely recast everything, so that although much of the book’s content is essentially the same as in the earlier versions, the presentation is now completely different. As a consequence, responsibility for what appears here, including any errors, remains uniquely mine . + +Finally, special thanks are offered to Jakob Meulengracht for his invaluable assistance in preparing the HTML coding of the manuscript that allowed its on line publication. +<br><br> + +Milt Bradley, July 2008 + + +<br><br> +<strong>Click Here To Move On To</strong><a href="Ch1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="Improve%20Fast%20Index.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> + +<br><br> + +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Improve Fast Comments/Suggestions"> Milton N. Bradley</font></a> + + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Intro.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:22 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/JapEd.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,51 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/JapEd.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<a name="Go In Japanese Education"> +<p><hr> + +<br wp="br1"><br wp="br2"> +<p><strong>Go In Japanese Education</strong> + +<p><strong>© 2002 Milton N. Bradley</a></strong> + +<p>To understand the Japanese experience and assess its relevance to the US, some historical +background is helpful. Go was brought to Japan from China in the 8<sup>th </sup>century A.D. and quickly +became the favorite intellectual pastime of the nobility and Samurai. In 1612, only a few years +after he became Shogun in 1603, Tokugawa Ieyasu institutionalized Go by establishing the Go +Academy, and this exalted and specially privileged position for Go in Japanese society remained +intact for over 250 years until the fall of the Shogunate in the 1868 revolution. Although in +today's Japan Go masters are "only" respected and wealthy professionals (like those in Sumo, +Tennis or Golf), Go still occupies a unique position of honor in Japanese cultural life on a par +with that of art, literature and music. An estimated 10,000,000 million Japanese (almost 10% of +the entire population!) are ardent Go players, including many of their business executives and 4 +of their 6 Nobel Prize winners, and its popularity is so great that tutorial programs and +championship matches are routinely broadcast on national TV. + +<p>Mr.Kazuaki Minami, author of a book called "Go and Education", says <em><strong>"One of the most +important things that Go gives a child is the ability to concentrate"</strong></em>. Richard Bozulich of +Tokyo's Ishi Press reports that Dr.Akira Tano, a Japanese educational researcher and head of the +Child Psychology department at Chiba National University, has done extensive testing of young +Japanese children and has concluded that <strong><em>"studying GO is the best way to develop a child's +innate intellectual abilities"</strong>.</em> He also points out that <em>"the younger a child learns to play GO, the +better the results"</em>, and considers the age of 4 or 5 to be the best at which to begin. (At this early +age, most children typically learn Go <em>informally</em> by the same method of "osmosis" used in +acquiring language - just by being immersed in a milieu in which it is being practiced, in this +case simply by watching the excellent play of their parents and the experts shown on TV.) + +<p><a href="ChildGo.html"><Font Color="#0033FF"><strong>Continue</strong></Font></a> + +<p>Click Here To Return To<a href="index.html"><Font Color="#0033FF"><strong> Milt's Go +Page</strong></Font></a> + +<p><hr> + +<br wp="br1"><br wp="br2"> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/JapEd.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/LIGC.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,350 @@ +<HTML> + +<!-- Mirrored from users.eniinternet.com/bradleym/LIGC.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:50:03 GMT --> +<HEAD> +<META NAME="Generator" CONTENT="Corel WordPerfect 8"> +<TITLE>Long Island Go Club</TITLE> +</HEAD> +<BODY TEXT="#000000" LINK="#0000ff" VLINK="#551a8b" ALINK="#ff0000" BGCOLOR="#c0c0c0"> +<P><A NAME="The Long Island Go Club (LIGC)"><STRONG>The Long Island Go Club (LIGC)</STRONG></P> +<P><STRONG>© 2009 Milton N. Bradley</A></STRONG></P> + +<BR WP="BR1"><BR WP="BR2"> + +<P ALIGN="CENTER"><FONT SIZE="+3"><STRONG>THE LONG ISLAND GO CLUB</STRONG></FONT></P> +<P ALIGN="CENTER"><FONT SIZE="+3"><STRONG>Founded 1976</STRONG></FONT></P> +<P ALIGN="CENTER"><STRONG><FONT SIZE="+2">A Chapter of The American Go Association</STRONG></FONT></P> +<BR WP="BR1"><BR WP="BR2"> +<P ALIGN="CENTER"><STRONG><FONT SIZE="+2">MEETS</STRONG></FONT></P> +<P ALIGN="CENTER"><FONT SIZE="+3"><STRONG>EVERY WEDNESDAY</STRONG></FONT></P> +<P ALIGN="CENTER"><STRONG> <FONT SIZE="+3">7:30 - 10 P.M. </STRONG></FONT></P> +<P ALIGN="CENTER"><STRONG>(Arrive and/or leave early or late, as suits your own schedule.)</strong></p> +<BR WP="BR1"><BR WP="BR2"> +<P ALIGN="CENTER"><STRONG><FONT SIZE="+2">In The Starbucks Coffee Shop </STRONG></FONT></P> +<P ALIGN="CENTER"><STRONG><FONT SIZE="+2">At The</STRONG></FONT></P> +<H1 ALIGN="CENTER"><STRONG><FONT SIZE="+3">BARNES & NOBLE Bookstore</STRONG></FONT></H1> +<H1 ALIGN="CENTER"><STRONG><FONT SIZE="+3">350 Rt 110</STRONG></FONT></H1> +<H1 ALIGN="CENTER"><STRONG><FONT SIZE="+3">Huntington Station, NY 11746</STRONG></FONT></H1> +<H1 ALIGN="CENTER"><STRONG><FONT SIZE="+3">(631) 421-9886</STRONG></FONT></H1> +<BR WP="BR1"><BR WP="BR2"> +<H2 ALIGN="CENTER"><STRONG><FONT SIZE="+2">Please use this number for directions only!</STRONG></FONT></H2> +<H2 ALIGN="CENTER"><STRONG><FONT SIZE="+2">For all other information about the LIGC, email <font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Long Island Go Club">Milton N. Bradley</font></FONT></STRONG></a></H2> +<BR WP="BR1"><BR WP="BR2"> +<P ALIGN="CENTER"><STRONG><FONT SIZE="+2">Beginners, Visitors, Spectators Welcome.</STRONG></FONT></P> +<P ALIGN="CENTER"><STRONG><FONT SIZE="+2">No Dues Or Fees!</STRONG></FONT></P> +<BR WP="BR1"> +<P ALIGN="CENTER"><FONT SIZE="+3" COLOR="#dd0000"><STRONG><BLINK>FREE INSTRUCTION</BLINK></STRONG></FONT><STRONG><BLINK> </BLINK></STRONG></P> + +<P ALIGN="CENTER"><FONT COLOR="#0000dd"><STRONG>+ LADDER MATCHES</STRONG></FONT><STRONG> </STRONG></P> + +<P ALIGN="CENTER"><FONT SIZE="+3" COLOR="#dd0000"><STRONG>EVERY SESSION.</STRONG></FONT></P> + +<BR WP="BR1"><BR WP="BR2"> + +<p><font COLOR="#000000"><strong>Here Are Some Photos Taken At Our Weekly Meetings.</strong></p> + +<P ALIGN="CENTER"><img src="LIGC97-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Mike Lin, 2D</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC102-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Nairn Baik, 2D</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC40-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Saul Lapidus, 1D</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC58-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Hailong (Hayden) Huang, 1D</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC16-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Clayton Wilkie, 1D</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC2-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Milt Bradley, 1D</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC23-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Randy Bradley, 1D</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC41-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Nathan Borggren, 1K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC93-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Eric Wong, 1K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC14-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Andy Segal, 3K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC75-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Dennis Grossman, 4K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC31-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Jile Gao, 5K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC65-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Erik Van Riper, 6K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC42-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Dana Emery, 6K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC73-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Bryan Barash, 6K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC18-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Carrie Lapidus, 6K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC99-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Joshua Lau, 6K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC51-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Tom Meli, 8K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC88-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Adam Connell, 9K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC63-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Kenny Lewis, 9K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC90-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Josh Thompson, 9K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC92-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Patrick Kelley, 11K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC86-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Rory Bennett, 12K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC1-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Ken Brown, 14K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC19-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Frank Hall, 14K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC22-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Steve Link, 14K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC82-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Jack Zar, 15K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC27-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Zach Aal, 15K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC47-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Brendan Wood, 15K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC48-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Jonathan Pu, 15K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC66-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Mike Petralia, 17k</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC30-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Michael Kenny, 17K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC54-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>TJ Liu, 18K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC74-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>David Levy, 19K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC84-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Iris Lin, 20K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC94-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Corwin Kiestler, 21K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC33-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Barbara Huang, 21K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC57-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Sam Rock, 22K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC34-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Joanne Huang, 25K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC50-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Joe Adams, 27K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC68-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Steven Pu, 27K</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC72-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Arjun Dorde, 30k</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC98-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>David Li, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC101-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Todd Dickerson, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC96-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Sam Peng, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC35-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Matthew Zegilla, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC38-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Jeff Rigueur, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC37-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Joshua Rigueur, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC39-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Darla Dodenhoff, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC43-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Ryan Glantz, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC44-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Neil Dodenhoff, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC45-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Kathleen Kelley, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC46-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Ashley Winckel, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC49-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Matt Richmond, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC62-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Andrea Richmond, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC53-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Susan Tsai, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC56-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Rubi Passen, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC59-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Christopher Adams, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC60-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Sheila Casey, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC61-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Matthew Glodowski, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC67-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Aziz Huq, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC77-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Zahin Huq, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC87-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Reggie Alexandre, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC85-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Brett Hebert, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC91-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Bob Sohne, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC95-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Raheema Kakar, Beginner</STRONG></FONT></P> + +<P ALIGN="CENTER"><img src="LIGC79-400.jpg" align=middle> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>Jack Mok, Beginner</STRONG></FONT></P> + +<BR WP="BR1"><BR WP="BR2"> + +<P><STRONG>Club History</STRONG></U></P> +<P>Immediately upon completing my family's relocation from New York City to suburban Long Island in January 1976, I began a +search for Go opponents in the local area. The membership of the American Go Association revealed less than a half dozen among +the over 2 million residents of Long Island, and, as later events revealed, I was never able to get more than one or two of even these +select few to come together to play Go.</P> + +<P>Announcements in the local press and my personal attempts at recruitment achieved only marginal success, so that until my +retirement in 1986 the LIGC never was able to muster more than a half dozen or so to any of our regular Wednesday night +meetings, which at that time were held mostly at local schools or my home.</P> + +<P>The big change occurred in January 1991, with my lecture at the Half Hollow Hills Community Library in nearby Dix Hills, and its +following newspaper coverage. In preparation for this event, I created and then personally distributed 4000 meeting notices +door-to-door in the local area! As a bit of serendipity, this provided me with a particularly interesting insight into the completely + unexpected rugged topography existing within only a mere half mile or so from the flat-as-a-pancake land of my own housing development, + which had been built on a former potato field. But this nearby area, completely invisible from the major thoroughfares of Old Country + Road and Wolf Hill Road which border it, consists of a miniature mountain called Pigeon Hill, in which many of the streets have grades + as steep as any of the famous hills of Los Angeles or San Francisco. So distributing my fliers among those steep slopes required a bit + more than mere persistence and stamina, but because doing so fit in perfectly with my normal exercise regimen it was a task willingly + undertaken. + +<P>These notices were deliberately crafted to be provocative and (hopefully) intriguing, resulting in an attendance of 105, many of +whom stayed after the main presentation on the history and social implications of Go for a lecture/demo on how Go is played. This +latter group then became the nucleus of a vastly expanded LIGC. Serendipitously, as a result of having impressed the library staff +by both my lecture's attendance (the largest ever at the library) and its content, my request for a permanent venue for our club +meetings at their facility was granted, and henceforth, for about the next 10 years, we met at the library's Melville branch + +<P ALIGN="CENTER"><STRONG><img src="Lecture.gif" width="750" height="500" align=top ></STRONG></P> + +<P ALIGN="CENTER"><STRONG>This was the scene at the Half Hollow Hills Community Library Lecture</STRONG></P> + +<P>The structure of the LIGC's meetings reflected my own personal experience and philosophy, and emphasized the training and +nurturing of novice through "average" players. Each session began with an approximately 45 minute lecture/demo/Q&A session in +which I reviewed the Fuseki (full board opening) of a game - preferably one played by the club's own members. My approach was +to try to develop each member's strategic/tactical thinking. To achieve this, I requested suggestions from the attendees for each +succeeding move, beginning with the weakest player and proceeding in ascending order of playing strength. That way each player's +own thinking was revealed, yet the weaker players weren't influenced by what their betters thought Then, after all present had +expressed their opinion, I explained the position's implications and what the proper move (or its feasible alternatives) was. +Following the lecture, I paired the players off to play ladder matches using the AGA's "standard" 45/10 time limits. + +<P>The LIGC Rating Ladder had a number of unique characteristics, designed to make it simple to use yet accurate in its rankings. The +numerical ratings assigned were "arbitrary", but tied to the standard AGA ranks by the fact that they were separated by exactly 100 +points. Each win in a rated match resulted in a gain of 25 points, with the same amount deducted for a loss (so this was a true "zero +sum" game). It therefore required an excess of 4 wins over losses to advance 1 rank, and conversely. Handicaps and Komi were +established using standard AGA protocols. + +<P>The Dan-level players were assigned no point rating so that they provided a stable datum on which all of the other player's ratings +could be based. This kept our internal ranks tied to the AGA's. Otherwise they would have "floated" and might readily have become +completely unrealistic over time. The initial assessment of where each new player entered the ladder was made by the instructor, +and was adjusted if necessary over the course of the first few rated games, although the need for this occurred very infrequently. +The conservative nature of the Ladder's ranks was repeatedly proved over the years when our members have played in AGA rated +tournaments, at which they invariably scored about 1-2 stones stronger! + +<P>Under this format the LIGC continued to grow until we were averaging about 20 members per meeting. But about 10 years ago the +deleterious effects of 2 developments hit, and hit hard!. The first was a vast downturn in defense employment on Long Island, culminating + in the effective demise of its largest employer (Grumman Aerospace), with a tremendous "ripple effect" on the remainder of the local +economy. The second was the advent of Go on the Internet. Then a third, even more devastating development occurred to supply +the coup de grace when the library's director resigned and the new director decided to cut back our use of the Melville meeting +room to only twice per month. With the advent of these three successive blows attendance slipped badly, rebounded for a while to +about 8 per session, and then tapered off again to a mere handful. Given this sparse attendance, at that time I decided to abandon the +lectures and ladder matches, and to find a new meeting venue. + +<P>Since our move from the library to the Barnes & Noble bookstore, attendance has once again increased to the 6-8 range on average, +but still remains only a pale shadow of what it was at our peak. A couple of years ago we got one new beginner from the +graduating class at Chaminade High School in nearby Nassau County, who was so enthusiastic that another 4 of his classmates soon +joined him! Tom advanced from absolute beginner to 9 K (and was still improving smartly) in only 4 months!The problem with this is that + all of these fine young men are now attending college far from Long Island, so that other Go clubs will become the beneficiaries of our +recruitment and teaching efforts. + +<P>Last year a 1K who is a Doctoral candidate and Graduate Assistant in Physics at the NY State University at Stony Brook began coming to the club +when his heavy schedule permitted, and this year he’s brought with him another similarly credentialed Stony Brook doctoral candidate who is 5k. +A few weeks ago, another new 5K showed up, and only last week a 1D Chinese computer programmer also appeared for the first time, so that the club’s +viability seems assured, even if attendance at our weekly meetings still remains only a pale shadow of what it was in its best days.</P> + +<P>In 2005, former World Artistic Pool Champion Andy Segal showed up, a recent convert to Go and at that time, rated at 18k* on IGS. Through dedicated study, lessons from Cornel Burzo on IGS and +my instruction, within 3 months he was rated at 8K*, and is now officially at 6K* but on the verge of promotion to 5K*. Sadly, Andy has since dropped out of Go entirely, for undisclosed reasons. +That's not untypical but really a shame, because he had real potential. Other significant player comings and goings at the LIGC since that time are detailed briefly in the section of this web page + entitled My Personal Go History, URL just below. + +<P>As ever, we maintain our friendly, welcoming atmosphere in which beginners are not only encouraged but prosper. + + +<BR WP="BR1"><BR WP="BR2"> +<a href="GOFORKIDS.html"></font><p><strong><font color="#0033ff">Continue</font><font color="#0000ff"></a></strong></font> + +<P ALIGN="CENTER"><STRONG>Click Here To RETURN To <A HREF="MBGoHist.html"><FONT COLOR="#0033ff">My Personal Go History</STRONG></FONT></A></P> + +<P ALIGN="CENTER"><STRONG>Click Here To Go To <A HREF="New%20Proverbs%20Sample.html"><FONT COLOR="#0033ff">NEW GO PROVERBS ILLUSTRATED</STRONG></FONT></A></P> + +<P ALIGN="CENTER"><STRONG>Click Here To Go To <A HREF="Improve%20Fast%20Index.html"><FONT COLOR="#0033ff">Improve Fast In Go </STRONG></FONT></A></P> +<p ALIGN="CENTER"><strong>Click Here To Go To <a href="Learn%20Chess%20Fast%20Sample.html"><FONT COLOR="#0033ff">Learn Chess Fast </strong></font></a></p> + + +<P ALIGN="LEFT"><STRONG>Click Here To Return To<A HREF="index.html"><FONT COLOR="#0033ff"> Milt's Go Page</STRONG></FONT><FONT COLOR="#0033ff"></FONT><FONT COLOR="#0000ff"></A><ADDRESS><HR> + +</ADDRESS> +<ADDRESS></FONT><FONT COLOR="#0000ff"><STRONG>Last Updated on Nov 30, 2009 by</STRONG> <A HREF="mailto:bradleym@villagenet.com">Milton N. Bradley</A></FONT></ADDRESS> +</P> + +</BODY> + +<!-- Mirrored from users.eniinternet.com/bradleym/LIGC.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:52:18 GMT --> +</HTML>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/LearnChessFastEratta.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,64 @@ +<HTML> + +<!-- Mirrored from users.eniinternet.com/bradleym/Learn Chess Fast Eratta.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:26 GMT --> +<HEAD> +<TITLE><STRONG><FONT SIZE="+2">Learn Chess <i>Fast</i>Errata</FONT></STRONG></TITLE> +</HEAD> + +<BODY TEXT="#000000" BGCOLOR="#c0c0c0"> +<P><A NAME="Learn Chess Fast"><STRONG>Learn Chess Fast Errata</STRONG></P> +<P><STRONG>© 2009 Milton N. Bradley</A></STRONG></P> + +<BR WP="BR1"><BR WP="BR2"> + +<p>On page 12, it should say "jump one", not "jump on". +<p>Amend the language on page 67 to say "... three (3) times, with the same player to move." +<p>On page 101, instead of "continues with 5.d5, d5", it should better say "continues with 5. cd ed" + +<p>On page 107, Diagram 36, it should say Black plays 4....Qb6, not ...Qc6. +<p>On page 111, it should say Black plays 9....g4, not g5 which he already played on move 7. +<p>On page 112, Dia. 40, it should say "11...f2+", not ...11..... "f7+". Later, the commentary following 13.Kd3 should be replaced by the following: "and now Black can simply take the Queen with 13....... Bd1. +This leaves Black temporarily a piece up, White’s only developed piece (the Bishop on d8) en prise, while Black also has a potentially winning passed pawn on f2! So White’s game is very inferior, and no matter +how he continues after this his prospects are poor." +<p> On page 149, Diagram 52, it should say "sacrifice of 1.b4!", not "1.c4!" +<p> On page 168, Diagram 83, it should say "then 3.Nc4 is checkmate", not "3. Nc6 is checkmate" +<p> On page 224, Diagram 4, there are two places where it should say "Bc4+" and not "Bd4+". +<p>On page 233, Diagram 17, it should say "the disastrous 13.....d6", not "13.....d3". + +<p>The book's sole significant problem exists in the exposition of the elementary checkmate with King and Rook on page 53, in which Diagram 35 was inadvertently omiited, with consequent garbling of the continuation, +especially the omission of the important Rook "waiting move". +<p>The corrected sequence from Dia 35 thru Dia 38 follows: + +<p><img src="Dia%2035.jpg" width="257" height="257" align="left"></p>Dia 35. After 7.Rh7 Ke8; 8.Kd6 Kf8; 9.Ke6, Kg8 this is the position. + +<p><img src="Dia%2036.jpg" width="257" height="257" align="left"></p>The rook is attaacked, so 10.Ra7 gets it safely out of danger while maintaing Black's confinement. + +<p><img src="Dia%2037.jpg" width="257" height="257" align="left"></p>Now, the clever 10......Kf8 forces White to lose a tempo via 11.Rb7, to keep Black confined. + +<p><img src="Dia%2038.jpg" width="257" height="257" align="left"></p>After this, it's all routine! 11.....Kg8; 12. Kf6 Kh8; 13. Kg6 Kg8; 14.Rb8 mate!! + +<p>Finally, a last, non substantive error corection: The page headings on pages 164-173 were inadvertently retained from an earlier manuscript, from which ssome of this book's content was excerpted. Since this in +no way affects the book's content, it is, at worst, a cosmetic flaw. +<BR WP="BR1"><BR WP="BR2"> + + +<p><strong>Learn Chess Fast</strong> is published by <strong>Ishi Press International</strong></a> and as of May 2, 2009 is available on Amazon, at Barnes & Noble, and other major on line book sellers! + +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="Learn%20Chess%20Fast%20Sample.html"><FONT COLOR="#0033ff">Learn Chess Fast</STRONG></FONT></A></P> + + +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="New%20Proverbs%20Sample.html"><FONT COLOR="#0033ff">NEW GO PROVERBS ILLUSTRATED</STRONG></FONT></A></P> + +<P ALIGN="CENTER"><STRONG>Click Here To Go To <A HREF="Improve%20Fast%20Index.html"><FONT COLOR="#0033ff">Improve Fast In Go </STRONG></FONT></A></P> +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="GOFORKIDS.html"><FONT COLOR="#0033ff">GO FOR KIDS </STRONG></FONT></A></P> +<p ALIGN="CENTER"><strong + + +<p ALIGN="CENTER"><strong>Click Here To Return To <a href="index.html"><FONT COLOR="#0033ff">Milt's Go Page </strong></font></a></p> + +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Learn Chess Fast Eratta.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 07:04:26 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/LearnChessFastSample.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,216 @@ +<HTML> + +<!-- Mirrored from users.eniinternet.com/bradleym/LearnChessFastSample.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:40 GMT --> +<HEAD> +<TITLE><STRONG><FONT SIZE="+2">Learn Chess <i>Fast</i></FONT></STRONG></TITLE> +</HEAD> +<p><img src="Cover1.jpg" align="left"> +<BODY TEXT="#000000" BGCOLOR="#c0c0c0"> +<P><A NAME="Learn Chess Fast"><STRONG>Learn Chess Fast</STRONG></P> +<P><STRONG>© 2009 Milton N. Bradley</A></STRONG></P> + +<p><strong>Overview</strong> + +<p>The basic ideas of Chess are well known, and over the years many prominent Masters and Grandmasters have written books designed to teach beginners those rudiments. So it seems reasonable to ask why yet another exposition of this same material is either warranted or necessary. + +<p>The answer is simple. Learn Chess Fast is clearer, more logically organized, more complete, and, especially, more insightful than anything ever written, progressing smoothly and effortlessly from the most basic concepts to the more complex. The result is a unique, self-teaching primer that speeds learning while increasing the beginner's enjoyment and understanding. It can do this because it represents the culmination of the author's 50 + years of successful experience in teaching both Chess and Go beginners, from young juveniles thru older adults. + +<p>Throughout, key ideas are boldly highlighted in prominent text boxes and then profusely and clearly illustrated., so the things that most need the reader’s attention/learning are not only thoroughly and insightfully explained, but also clearly distinguished from supporting concepts. + +<p>The book’s many hundreds of diagrams and clear explanatory text better answer the key beginner’s issues that all Chess primers must address, and such things as its exposition of the reasons why memorization of the Openings is counterproductive will save the beginner from much unnecessary later trauma.. + +<p>Two of the book’s most unique features are its explanations that: +<p> - The “standard’ version of Chess that forms the book’s subject is really only the most prominent variant of an entire complex of similar but sometimes strikingly different games such as Chinese Chess, Korean Chess, Japanese Chess, and an entire complex of even more arcane and interesting variants known collectively as “Fairy Chesss”. +<p> - The“special rules” governing such things as Castling, the “En Passant” pawn capture et al are really only the unavoidable residue of the game’s speedup in the Middle Ages! + +<p>The result is that what other beginner’s Chess books present as seemingly arbitrary and oft confusing facts to be memorized, here become logical constructs that are easily remembered! + +<p>As one of its reviewers said: "This is the book I wish I had when I was learning to play Chess". Check it out for yourself and discover why Learn Chess Fast is the ideal gift for your own family members, as well as for friends and relatives who've had difficulty in learning Chess in the past, or whom you've never before been able to interest. + +<p> +<p>IMPORTANT! + +<p>The selected brief excerpts From <strong>"Learn Chess Fast"</STRONG> are presented below without the formatting (like highlighted text boxes), which not only make the book's key ideas stand out, but also make all of the remainder of the text easier to follow and digest. So although this excerpted content is identical to that of the book, +it's important to realize that what you see here is only a pale shadow of the much more elegant original, and therefore provides just a tiny inkling of the book's incisive and elegant presentation and many insights. + +<P><STRONG>© 2009 Milton N. Bradley</A></STRONG></P> + + +<p> From Chapter 4 + +<p><strong>The En Passant (French: “In Passing”) Capture</strong> + +<p>This complicated rule was introduced in the Middle Ages as part of the Chess speedup which occurred then, when each Pawn was allowed to advance 2 squares on its first move instead of only one. + +<p>But this new 2 square Pawn move meant that an opposing Pawn could no longer capture as was formerly possible when Pawns could advance only one square. And, just as with Castling, players accustomed to the old move protested, so the new en passant rule was added to solve the problem. + +<p><strong> - When a Pawn is moved 2 squares on its first move, and + +<p> - It passes an opposing pawn in the next file on its fifth rank, then + +<p> - Capture by the opposing Pawn is allowed en passant (e.p.) as though the Pawn had only been moved 1 square, but only on the very next move. + +<p> - If that capture is not made, the opportunity to capture that Pawn en passant is gone forever.</strong> + +<p>That an En Passant capture could be made only on the very next move was a compromise introduced to satisfy those who objected to allowing it at all! It also prevents disputes because one player may not remember exactly what happened several moves earlier. + + +<p><img src="Dia%2020.jpg" width="350" height="257" align="left"></p> + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p>Dia.20 White’s King has no moves, so... + +<p>Dia.21 Black’s 1....g5 advances his Pawn 2 squares with check! And it looks like checkmate! But...... + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><img src="Dia%2022.jpg" width="350" height="257" align="left"></p> + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p>Dia.22 White’s 2.hg e.p. captures, and the threat is over! + +<p>Dia.23 Black then will play 2..... Kg6 to capture the White “passed Pawn”, and now the game will be a “book” draw because it’s King + Rook vs. King + Rook. +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p>The following is the introductory section to Chapter 6. + + +<p><strong>The Fundamental Ideas Of Chess</strong> + +<p>Our emphasis here will be on those ideas of most use to beginners in creating a rationally structured game. Of necessity, our primary focus will be on the essentially straightforward Opening and the elementary aspects of the Endgame, for the most part leaving the enormous tactical complexities of the Middle Game and the more advanced aspects of the Endgame for your later independent study. + +<p>In a very real sense, the dichotomy between “Operational” and “General” concepts presented here is arbitrary. The basic idea is to place those concepts that apply primarily to specific situations into the Operational category, and to put those with more diffuse application throughout the game into the General Concepts category. + +<p>Although logically second, because of their overwhelming importance in helping the beginner achieve an understanding of how to play, especially in the game’s vital Opening, the Operational Concepts are presented first. + +<p><strong>Part 1 - Operational Concepts</strong> + +<p><strong>- Mobility</strong> + + + <p><strong>Chess Is A Game Of Mobility</strong> + + +<p>Although Chess is far too complex to be adequately characterized by any single idea, in the final analysis it is the relative mobility of the opposing side’s forces that, more than anything else, ultimately determines the game’s winner. + +<p>The presence of the Pawns and their structure significantly impacts mobility, so even if both side’s numbers are equal, the player whose pawn structure allows his pieces to move about more freely has a very real advantage! + +<p>Caution! + +<p><strong>Mobility Is A Transitory Phenomenon That Must Ultimately Be Transformed Into Either A Material Advantage Or A Mating Attack To Produce A Win</strong></p> + +<BR WP="BR1"><BR WP="BR2"> + + +<p>The following excerpt is from the introduction to Chapter 11 + + +<p><strong> “Knowledge Keeps Like Fish” + - George Bernard Shaw</strong> +<p> +<p>This colorful and insightful maxim is especially relevant and true in Chess, and is expressed in the following precept:: + +<p><strong>Memorization Of The Chess Openings Without Real Understanding Is An Invitation To Disaster!</strong> + +<p>Although many centuries old, Chess remains dynamic and ever evolving, so that what was long established “book” only yesterday may today be an obsolete error! + +<p>Then, a bit later in Chapter 11 + +<p><strong>What The Chess Opening Is All About.</strong> + + +<p><strong>Selection Of A Chess Opening Is Actually A Decision To Pursue A Particular Strategy</strong> + + +<p>The major purpose of the Opening is to structure the way that the player desires the game to be played, and the major opening systems differ primarily in how they handle development and control of the center of the board. + +<p>The most obvious approach is to immediately attempt to seize control of the center. And there is its opposite in which the center is quickly locked, and then both players mainly maneuver behind their own Pawn lines for the early part of the game. Those are the “classical” opening systems. Even more interesting are the Hypermodern opening systems in which one player deliberately allows the opponent to establish center control, and then, at the appropriate later moment, tries to take it away!! + +<p>The Opening sets the stage for all that follows, so it is by far the most important part of a Chess game. + +<p><strong>Each Opening system is based upon its own unique concept of the ideal balance between the critical elements of: +<p> - mobility/ development +<p> - space +<p> - material +<p> - Pawn structure +<p> - King Safety</strong> + + +<BR WP="BR1"><BR WP="BR2"> + +<p>Finally, here's just a tiny bit of the main portion of Chapter 11. + +<BR WP="BR1"><BR WP="BR2"> + +<p><strong>King's Pawn Openings</strong> + +<p><strong>- The Direct Approach To Development/Center Control</strong> + +<p> This is the “open game” invented by Paul Morphy, which revolutionized chess when he introduced it in the 1850's. + +<p><strong> - Both sides immediately contest the center and try to develop as quickly and completely as possible. + +<p> - White's fundamental plan in this branch of the King's Pawn Openings is to advance his Queen Pawn to d4 at the proper moment to force the exchange of Black's King Pawn, +in order to leave White with the favorable Pawn structure shown here.</strong> + +<p><img src="Dia%201.jpg" width="257" height="257" align="left"></p> + +<BR WP="BR1"><BR WP="BR2"> +<p>Dia.1 The key thing to remember is that White’s advantage here is only temporary! + +<p>At the moment, White’s better Pawn structure cramps Black and provides valuable outposts for White’s pieces at d5 and f5. + +<p>But later in the game, and especially in the endgame, neither of these things may have much meaning, and the White center Pawn may even become a weakness if it is subject to attack. + +<p>So an advantage like this must be quickly put to use via an appropriate attack if it is to pay off! + +<p>Examples of this genre are The Center Game, The Bishop's Opening, The Four Knight's Game, The Giuoco Piano, The Ruy Lopez, Petroff's Defense, The Two Knight's Defense, and The Vienna Game. + + +<BR WP="BR1"><BR WP="BR2"> + + +<p> +<p>The foregoing snippets can only suggest how Learn Chess Fast's many insights can ease and speed the beginner's learning, but hopefully they will be sufficient to induce the reader to give it a look, +whether for him/herself or for that friend or relative who always wanted to learn chess and never seemed to be able to. + +<p><strong>Errata</strong> +<BR WP="BR1"><BR WP="BR2"> + +<p>Regrettably, a number of typos and other relatively minor errors escaped the proofreaders and have made their way into the first few copies of the published manuscript. If you have one of these copies, +the errors are corrected below. All copies purchased after June 1, 2009 should be error free. + +<p ALIGN="CENTER"><strong><a href="Learn%20Chess%20Fast%20Eratta.html"><FONT COLOR="#0033ff">Learn Chess Fast Eratta </strong></font></a></p> + +<BR WP="BR1"><BR WP="BR2"> + + +<p><strong>Learn Chess Fast</strong> is published by <strong>Ishi Press International</strong></a> and as of May 2, 2009 is available on Amazon, at Barnes & Noble, and other major on line book sellers! + +<a href="Epilogue.html"></font><p><strong><font color="#0033ff">Continue</font><font color="#0000ff"></a></strong></font> + + +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="New%20Proverbs%20Sample.html"><FONT COLOR="#0033ff">NEW GO PROVERBS ILLUSTRATED</STRONG></FONT></A></P> + +<P ALIGN="CENTER"><STRONG>Click Here To Go To <A HREF="Improve%20Fast%20Index.html"><FONT COLOR="#0033ff">Improve Fast In Go </STRONG></FONT></A></P> +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="GOFORKIDS.html"><FONT COLOR="#0033ff">GO FOR KIDS </STRONG></FONT></A></P> +<p ALIGN="CENTER"><strong + + +<p ALIGN="CENTER"><strong>Click Here To Return To <a href="index.html"><FONT COLOR="#0033ff">Milt's Go Page </strong></font></a></p> + +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/LearnChessFastSample.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:54 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Legend.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,80 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Legend.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<a name="The Legend Of The Mysterious Stranger"> +<p><hr> + +<br wp="br1"><br wp="br2"> +<p><strong>The Legend Of The Mysterious Stranger</strong></a> + +<p>©1997 Milton N. Bradley + +<p>Imagine that you are an athletic coach, magically transported 50 years back in time. One day, you +are approached by a mysterious stranger who offers you a new training method that he claims +will improve the performance of <em>all</em> athletes, male and female, young and old, able bodied or +handicapped, and which will also aid in the rehabilitation of injuries. "Of course this is only a +training adjunct", he says, "and the athletes will still have to practice and perfect their specific +sport skills just as before. But if they add this discipline to their training they will become faster, +stronger, and more enduring. Its only drawback is that it's hard work, and unfortunately there's +only anecdotal evidence to demonstrate that it works." + +<p>Your first reaction would almost certainly be one of complete disbelief, but, restraining your +negative impulses you inquire as to the nature of this marvelous new method. The stranger +replies "It's called progressive weight training". Now your disbelief turns to derision, because +back then everyone "knew" that weight training caused athletes to become "muscle bound" and +less, not more competent. So you dismiss him as a slightly deranged fanatic, more suited to +residence in a "rubber room" than someone to be taken seriously. + +<p>Now quickly fast forward a half century to the present, and we find that everything that the +mysterious stranger predicted about the ability of the unusual new training method to improve +athletic performance has proven abundantly true. Today all athletes male or female, young or old, +and whether engaged in football, swimming, tennis, or any other sport now routinely make +progressive weight training an integral part of their regimen, and performances have soared to +previously unimagined levels as a result. + +<p>A miracle? A lucky coincidence? Hardly, but you must understand the simple underlying +principle to appreciate why the method works. The specific requirements of every sport, even +such multi-disciplinary events as the decathlon, require that the athletes who participate in it +repetitively practice a specific, limited series of movements. This inevitably results in overuse of +some muscle groups while underusing others, producing an unbalanced and sub-optimal physical +development. Progressive weight training <em>complements</em> each athlete's specific sport training by +filling in those gaps to produce a much more balanced development which is not only stronger +and more versatile, but also more enduring and less injury prone. In addition, it simultaneously +provides a graded method for progressively increasing the resistance applied, thereby increasing +the athlete's strength and ability with maximum efficiency. + +<p>Now imagine that it's still the present but instead of an athletic coach you're a parent and/or +educator, and this time the mysterious stranger approaches you with an even more outrageous +proposal. He claims to have discovered <em>a near magical extra-curricular activity that will +improve the thinking ability and academic performance of even marginal students</em>. Just as was +true of progressive weight training, <em>this new activity won't replace the need to study and master +the regular academic subjects, but it will make those who habitually employ it better and more +willing students</em>. Best of all, it isn't hard work but pure FUN! + +<p>Once again, with great effort you suppress your disbelief and enquire as to the nature of this +almost magical paragon of pedagogical tools, and the stranger replies "It's the 4000 year old +Oriental strategic board game called Wei Ch'i in China, Baduk in Korea, and GO in Japan and +the rest of the world." Your skepticism in response to this information is even greater than +before, but you're understandably more cautious about rushing to a possibly erroneous judgement +given the overwhelming success of weight training in athletics, so you ask for some proof that +the new method works. Once again, the stranger informs you that there are no controlled +experiments which conclusively demonstrate GO's efficacy in improving student performance, +but there is abundant and <a href="JapEd.html"><Font Color="#0033FF">highly persuasive +anecdotal evidence in Japan.</Font></a> + +<p><a href="JapEd.html"><Font Color="#0033FF"><strong>Continue</strong></Font></a> + +<p>Click Here To Return To<a href="index.html"><Font Color="#0033FF"><strong> Milt's Go +Page</strong></Font></a> + +<p><hr> + +<br wp="br1"><br wp="br2"> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Legend.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/MBGoHist.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,618 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/MBGoHist.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:36 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> + +<p><hr> + +<br wp="br1"><br wp="br2"> +<p><strong>My Personal Go History</strong> + +<p><strong>© 2002, 2010 Milton N. Bradley</strong> + +<p>As a schoolboy I was introduced to chess at about the age of 8, but soon afterward my family +moved to another neighborhood and I lost contact with both the friend who had taught me and +the game. After I graduated from The Bronx High School Of Science in January 1943 at age 15 I +went to work for 6 months and then entered the NYU College of Engineering as a 16 year old, +where my interest in chess was rekindled. I soon became fairly proficient - not quite strong +enough to defeat the Captain of the NYU Chess Team, but good enough that he was willing to +play with me on a regular basis. Back then, in common with most Americans (of even today!) I +had never heard of Go, and not only was passionately in love with chess but believed completely +the commonly held misconception that it was the superior of all other strategic board games. + +<p>Strictly speaking, my first introduction to Go occurred way back in 1946. At that crucial time +in my 19 year old life my main board game interest was Chess, and this had led me to borrow the +second edition of Edward Lasker’s “Modern Chess Strategy” from the library. When I noticed that +it contained “An appendix on Go”, although I didn’t know it then my lifelong interest in Go had begun!. +The problem with Lasker’s exposition was that at 1K he wasn’t a particularly strong Go player (a key +point that I was then unaware of) and which, despite his obvious enthusiasm for the game, undoubtedly + contributed to his less than scintillating analysis and commentary. The unfortunate result of Lasker’s +limitations was that although through his book I had become aware of Go’s existence, at the time I was +largely unimpressed with it and therefore made no attempt to learn more about it. But even if I had tried +to search for further enlightenment back then, other than Lasker’s own earlier and equally flawed “Go And + Go Moku” (of which I was then still blissfully unaware), the only other Go book then available in English +was Arthur Smith’s 1908 The Game Of Go, which itself was based heavily on the Korschelt "Das Go Spiele" of +some 20 years earlier. Smith's classic offering, despite its age, was actually at least a notch + above Lasker’s, but lacking the incentive to search further I regrettably didn’t even encounter it until many +years later. + +<p>My service in the US Navy during WWII interrupted my schooling, and only 2 months following +my discharge in July 1946 I met my future wife and then married her on November 1, 1947. My second and more solid + introduction to Go occurred as a result of my marriage to Sonya! Her cousin Harold Rogers had been a Japanese + translator for the US Government during WWII, and was then a resident of Tokyo. Knowing that I was an ardent and +reasonably accomplished chessplayer, Harold gave me a copy of Lasker’s 1936 book “Go And Go Moku”as a wedding present. + But here again the same problem became evident, because this earlier book by Lasker, although more complete than his +Appendix On Go in "Modern Chess strategy" displayed the very same flaws, so obtaining any real information about more + than the most rudimentary elements of Go from it was essentially impossible. Perhaps even worse, it left me both somewhat + confused and, what’s far worse, largely unimpressed! Despite that, it constituted the real beginning of my ever increasing + lifetime passion for and involvement in Go, because of my love for chess, and a fortuitous circumstance. + +<p>At the time of my 13th birthday in 1940, in return for my father’s many kindnesses to him when he was a youth, my (25 year older) + cousin Murray gave me the chess materials that really launched my interest in that game. At that time he was a vastly stronger +chessplayer than me, but when we played again in 1948 or 9, to his complete surprise I was far better than he and “cleaned his clock” + with ease! What ensued as a result is related below. + +<p>1948 was the year that I graduated from NYU with a BME, and it soon became apparent in that immediate post-WWII era that jobs for + young engineers were very scarce, so I realized that obtaining more than a mere Bachelor's degree would be essential if I ever wanted + to make my way in that field. So in 1950, still armed with the free education benefits provided by the "GI Bill", I again began my +pursuit of higher education - this time at night, while working full time, and often with long commutes - a process that began with 5 + nights per week plus a half day laboratory on Saturdays, and eventually tailed off 19 continuous years later to one night/week! I quickly +achieved an additional BIE in 1952 and an MIE in 1954 with induction into the Industrial Engineering Honor Society, but when I finally ended + my formal studies in 1969 I had not managed to complete my Ph.D. in Operations Research. + +<p>My studies at NYU had a completely unanticipated and serendipitous payoff! The NYU downtown campus at Washington Square in Manhattan at which + several of my classes were scheduled (the majority were at the NYU uptown campus in University Heights in the Bronx) is located only a few +blocks from the world famous Marshall Chess Club at 23 W 10 Street, where my cousin Murray was a long time member. So With his sponsorship I was +invited to join, and thereby gained a pleasant venue at which to fill the time before my scheduled 6-8 PM Friday night classes, which had been + carefully chosen because not only could I then race home by subway in time to catch "the Friday Night Fights " on TV, but could also "sleep in" + the next (Saturday) morning instead of having to race off to work. + +<p>The Marshall Chess Club had been created by long time US Chess Champion Frank Marshall, who, in defense of that championship in 1914, had defeated + the same Edward Lasker of whom we’ve been speaking soon after Lasker had arrived in America. Unfortunately for me, Frank Marshall died in 1944 so I +never had the pleasure of meeting him, but when I became a member of his club in 1950 it was still one of the two strongest in the entire country and his +influence was still palpable. Making Marshall’s continuing influence even more omnipresent was the fact that his widow, Caroline, still lived upstairs + in their private apartment, and, although a non-chessplayer, supervised the physical aspects of running the club. + +<p>Of greatest interest to me then was the makeup of the Marshall’s membership, at least half of which consisted of Chessmasters, + Senior Masters, and Grandmasters, including several former US Champions and US Open champions! Among this distinguished +company were a number of top players in about my age group, so I fit in quite readily. In particular, I became friends with +Eliot Hearst, then reigning NY State Chess Champion, and played with him informally on a regular basis. Regrettably, I must +confess that he was consistently just a bit better than me, and although he never “steam rolled” me, I also never did beat him! +At the same time, I was good enough that I gained acceptance into the club’s circle of better players, and in my regular participation +in the club’s Friday night “rapids” tournaments (then conducted at 10 seconds/move, with Mrs. Marshall sitting at a table and ringing +a bell by hand to mark the time) I never got less than a 50% score! Considering the caliber of the opposition, that was quite clearly +an impressive result in which I still remain justifiably proud. + +<p>From this, it was clear to me that if I put forth a real effort I could become a really good Chessplayer, probably even a champion of the highest caliber, but despite that, as time progressed I increasingly lost interest in chess, + ultimately continuing to play it only as a mechanism for attempting to convert Chessplayers to Go! My reasoning was that if I beat them soundly at chess it would be difficult for them to dispute my contention that Go was its superior. +During this period, while an engineer at RCA in New Jersey, I became RCA Chess Champion and founded the Tri-County Industrial Chess League of New Jersey. And in that process I soon rediscovered the phenomenon that Edward Lasker had first +encountered some 50 years earlier in Germany - that most chess players were almost completely resistant to even the idea of another game, and that this resistance extended to include even long established. traditional chess variants like +Xiang Qi (Chinese Chess) and Shogi (Japanese Chess). Eventually, this resistance overcame even my own energy and optimism, and, lacking any real reason to continue with it I finally ceased playing chess altogether! + +<p>For a number of years before this final end to my "career" as a chess player, I continued to play chess as a vehicle to assist me in introducing chess players to Go, so it was for this reason that in 1969, while Asst. Manager for +Operations Research, Maxwell House Division, at General Foods Headquarters in White Plains, NY, I played the simultaneous chess exhibition against all of 15 of the members of the GF Research Center's chess club depicted in the photo reproduced +below from the GF "Candid" company newspaper (that's me on the left). As an aside, Larry Russ, one of my opponents in this simul is now Dean of Undergraduate Academics at Stevens Institute Of Technology in Hoboken, N.J., and a dedicated Go player! +(The latter fact is one for which I believe that I deserve credit!) + +<a href="MBGoHist.html.html"></a> +<p><p align="center"><strong><img src="gf.gif" align="top"></strong> + +<p><strong>Chess, Go and Tennis At St. James Park, Bronx, NY</strong> + +<p>St. James Park was named for the nearby Protestant Episcopal church, because, I suspect, they donated the land for it to the City, and was a lovely urban oasis, featuring 8 bona fide clay tennis courts, numerous concrete chess tables, and, of + course, the usual trees, paths and playgrounds, all located little more than a couple of short blocks from my home. In contrast to the Tennis players at St. James, my impression was that the Chessplayers were a much friendlier and far less elitist group, + although to be fair that perception was almost certainly skewed by the fact that I was among the best chessplayers, as opposed to being near the bottom of the pecking order at the tennis courts. Of course the differences in skill between the various +chessplayers were well known to all, and the better players naturally tended to prefer matches against those who were at least near peers, but the unpleasant atmosphere of actively vicious denigration of the weaker players by their betters so blatantly + displayed at the tennis courts was largely lacking. There were more than enough chessplayers who appeared regularly that it was almost always possible to find most of the chess tables occupied during any daylight hour, and in almost any season. So, +especially in the early years, I spent many happy hours there engaged in friendly combat. But as my appreciation for the limitations of chess and the depth and profundity of Go grew, my time at the chess tables slowly evolved into more of an effort to +convert chessplayers into Go enthusiasts than an activity for its own sake. Unfortunately, as I equally slowly but surely came to recognize, that effort was doomed to be futile, because, as Grandmaster Edward Lasker and then World Chess Champion Emanuel +Lasker had discovered a half century earlier, disabusing dedicated chessplayers of the mistaken notion that their game is the world’s finest was an essentially impossible task! + + +<p>Although the structure of Chess, with its fixed starting setup and tiny board size had provided me with an obvious, if somewhat abstract exemplification of its limitations, my direct playing experience with one of the St. James regulars confirmed that + judgment in a more pragmatic fashion, and in my mind made it unassailable. This fellow (whose name I simply don’t recall) was an active USCF Expert, and a “specialist” in the openings, being intimately abreast of all of the latest nuances, traps and variations. + In sharp contrast, I played chess only with my skill and basic understanding of the structure and dynamics of the game. What happened when we played defined for me the intrinsic limitations of chess, and why Go was by far its superior. In about 50% of our games, + using his detailed knowledge of the latest traps and innovations, my friend would “bust” me in the opening and would then usually (but not always) go on to win the game. But in the other 50%, when I’d emerge from the opening unscathed by the latest nuance, I’d +almost always win! What “iced the cake” of the comparison of chess with Go for me was the fact that in Go the sort of detailed knowledge of specific variations that this fellow displayed can certainly provide a significant local advantage, but usually isn’t even + vaguely capable of conferring any lasting overall global advantage. Consequently, only deep positional judgment backed by incisive and accurate tactics can prevail in Go, with the result that no amount of detailed “homework” can suffice to overcome superior deep + understanding of the game’s structure and motivations. + +<p>That this judgment on my part some 50 years ago was entirely accurate I believe has been validated by recent events, because ordinary commercially available computer Chess software programs can now resoundingly crush 99.9% of all chessplayers, but despite a prize + of over $1 million offered for nearly 20 years, the very best Go software programs are only now, in 2009, beginning to play at much better than at an advanced beginner’s level! + +<p><strong>The New York Go Club</strong> + +<p>At that point in time I was still vastly more skilled at Chess than at Go, and at least partially for that reason Chess remained for quite a number of years my most practiced +board game activity. But from almost the very moment that I had first encountered Go it had been slowly dawning on me that it was not only vastly superior to Chess, as Lasker had + contended, but was also more satisfying to play, and for those reasons it was ultimately going to become my primary intellectual recreation for the remainder of my life. The problem + with transforming that realization into practice was that, way back then in the “dark ages” before personal computers and the internet, essentially the only way to find suitable Go + opponents to play with and strong players to watch was in person, at a local Go club. + +<p>It was at the Marshall that the fortuitous circumstance occurred that finally confirmed my then still nascent interest in Go. Just then, the New York + Go Club was meeting regularly on (as I recall) Tuesday nights in the Marshall’s main playing room - something that came +about because Ed Lasker (“The Father Of American Go”) was a distinguished member of both organizations! My classes at NYU‘s Washington +Square campus had been deliberately scheduled to be on Friday night, although all the rest of my academic load throughout the week was at the +University Heights Campus, way up in the Bronx close to where I lived. So during that period, with the exception of Ed Lasker in the Chess context, + I never actually got to meet any of the Go club’s other members or even see them in action. But their equipment was stored in plain sight, as were copies of +The American Go Journal, which they had just then begun to publish. And in reading those early AGJ’s at the Marshall I finally began to get + an inkling of why Lasker had been so enthusiastic about Go, as well as a somewhat better idea of how the game is played. And it was that enhanced, + although as yet only primitive understanding, that became the beginning of my lifetime devotion and commitment to Go! To make things even better, I +eventually had the opportunity to play a game of Go with Lasker himself! Exactly how long after that I joined the New York Go Club is a detail that’s +lost in time, although it certainly happened not too long after they moved their meeting site from the main Chess room upstairs in the Marshall to +the little one room apartment under the front stairs. And I do know with reasonable certainty that I joined the American Go Association (AGA) in 1952! + +<p>Despite the tight constraints on my free time, I maintained my membership in the New York Go Club throughout the period when they met at the Marshall Chess Club, +and then subsequently when they moved uptown to vastly larger quarters at the Nippon Club on W 97 Street - a relocation that was achieved thanks to the Nippon Club’s +manager, Mitsuo Horiguchi, who was an ardent Go devotee and a quite strong player - when I first met him, 3 Dan, but not too much later, 5 Dan. During this period, +it was only feasible for me to visit the club on Friday nights, but I managed to do that successfully more often than not. + +<p>At the time, in what was then still the immediate post WW II period, the residue of the wartime hatred of the Japanese for the Pearl Harbor attack in 1941 was still + very strong among many Americans. Despite that, the New York Japanese community had sufficiently great economic resources to enable the Nippon Club to purchase what +had originally been a large and elegant private mansion, with many large rooms on four floors, and that provided the preferred social gathering place for their elite. +Thanks to club manager Horiguchi, the Nippon Club’s top floor, which consisted almost entirely of a single large room, had been converted into a Go venue, in which perhaps + 15 or 20 traditional Go Bans with legs removed sat on long, low tables, so that players could sit on ordinary chairs (instead of kneeling in traditional fashion on tatamis) + while playing. Posted prominently on one wall was a large roster of the Go club’s membership, listed in descending order of their playing strength, with the exception that + all players below 9 Kyu were indiscriminately lumped together under the heading of “beginner”. To fully appreciate the implications of this rating system, it should only be +necessary to note that the AGA today shows ratings as weak as 47 Kyu, while even the ultra-strict Internet Go Server (IGS) has a weakest category of 22 Kyu! + +<p>For the most part, the atmosphere at the NY Go Club was friendly and accommodating regardless of the player’s strength or ethnicity, although as might be expected the stronger + players generally preferred to compete against approximately equal opponents rather than give large handicaps to much weaker players like me. At the same time, I don’t ever +recall anyone refusing to do so. But within this otherwise friendly and accepting atmosphere there was one glaring exception, which bothered me then and which still stands out +sufficiently in my memory that I feel compelled to give it special note here, all these many years later. The protagonists in this ongoing contretemps were a fellow named Schwartz +(given name lost to memory) and Dr. Harry Gonshor (5D), a Math Ph.D. and Professor at Rutgers University in New Jersey. The problem was that Harry, although clearly brilliant at math + and Go, was probably suffering from what was then undiagnosed but would now almost certainly would be clinically recognized as Asperger’s Syndrome. Consequently, he was socially inept + and almost totally incapable of responding appropriately to the sometimes subtle cues that trigger and govern ordinary verbal intercourse, and especially the sort of “locker room + bantering” so prevalent among young American men. Although the fact that Harry was somehow “different” was instantly recognizable to all (as an example, Harry would frequently open his + mouth, put most of a hand in (!), and then chatter his teeth on his nails), everyone else simply accepted that as Harry’s peculiarity and then just ignored it to play Go. But not Schwartz! + For whatever reasons, probably impelled by his own personal demons, he took it upon himself to relentlessly mock Harry, even though it was abundantly apparent to everyone else that Harry +either didn’t even understand that he was being made an object of public derision and humiliation, or was simply too socially inept to know how to respond. The most vicious and oft repeated + of these verbal assaults found Schwartz at his most nasty, ostensibly seriously querying Harry about golf by saying “What’s a golfer do when he gets to the green - (pause for effect) - putz?” +But that ostensibly straightforward question was really just a crude play on words, in which the golfer’s “putts” is replaced by the Jewish slang “Putz”, which literally means penis but better + translates into “fool” or “idiot”. Of course Harry never responded, either because he couldn’t, didn’t understand, or was too intimidated to do so. Nor did anyone else (including me!) ever take +explicit notice of or intervene in this all too frequently repeated nasty byplay. For my own part, my excuse for not intervening is that, as a far weaker player than either of them, I didn’t wish + to become engaged in what would almost certainly have become a nasty personal confrontation with Schwartz. But that someone like Mr. Horiguchi, as club manager, never did is somewhat more puzzling. +But then again, the fact that he was a Japanese in post WWII America and the contretemps was between two Americans may have had something to do with it. In any event, the entire scenario has stuck +in my craw all of these many intervening years, and even spilling it out now isn’t likely ever to change my feelings about both its injustice and gratuitous cruelty. Perhaps the most unpleasant aspect + of it all for me is that it revealed that, despite their obvious intellectual bent, Go players may not be fundamentally much different from everyone else! + +<p><strong>My Other Go Activities</strong> + +<p>In that same year, based upon the recommendation of AGA Secretary Elizabeth Morris, I imported my traditional table Go board and slate-and-shell stones from +Japan myself, purchasing only intermediate quality. Ah! If I had only known then what I know now I'd have obtained the top quality Kaya Tenchimasa board and the 10 mm +stones! But hindsight is always 20/20, and we can only do the best we can with the knowledge available at the time. + +<p>How good at Go I might have become if all of my available after work time during my prime years between 1950 and 1969 hadn’t been occupied by my Graduate studies at NYU + and other work and personal responsibilities can only be speculated, but I must note that simply as a result of reading the very few Go books and materials then available + in English, when I played Ed Lasker (who was 1K) at 9 stones, I remember well that I only lost a very close game in the yose as a result of a corner Ko fight! So it seems that, + virtually on my own, I had rapidly and almost seamlessly passed through all of the high double digit Kyu ranks to perhaps 10 K or so! Despite the severe limitations on my availabel time, throughout + this period I neverthelss did find some time for Go, and in that endeavor certain events stand out sufficiently in memory to warrant recounting here. + Although the exact dates on which these events occurred is now less than clear, the fact that they almost certainly took place sometime during this period makes it reasonable to recall + a couple of the more notable of them now. + +<p>Almost certainly the most notable of these Go events involved an informal “open house” and accompanying playing free-for-all that was held by Lester and Elizabeth Morris at their home + in Pompton Lakes, New Jersey on a Saturday afternoon sometime in either Spring or Fall, when the weather was warm but not excessively hot. The Morris’ themselves were an interesting couple + because they were both (as I recall) perhaps early to mid 40-ish, childless, and each employed in some high tech capacity at the prestigious Bell Labs, which at the time had one of the few +large (and strong) industrial Go clubs in the entire US. Before I ever met them in person, this couple was already well known to me because I had read the “Introduction to Go” that they had jointly +written and published in the AGJ, and that the AGA had since then distributed routinely to prospective new members. At the time, Lester was AGA President and Elizabeth was Secretary, and as far +as the rest of the world could tell that also correctly represented their relative degree of interest in Go. But the thing that retrospectively makes that alignment worthy of note is what happened + not too many years later, when Elizabeth died rather suddenly of cancer. Not too long after that sad event Lester remarried, and then quickly dropped out of the AGA (and Go) entirely!! At that +moment it became painfully apparent to me that Elizabeth had been the true Go afficionado and the real driving force behind their AGA leadership roles, and that she, not he, should rightly have been President! + +<p>The other fact of interest to me concerning that afternoon of friendly Go at the Morris home on the shores of Pompton Lakes was the physical venue. The players were many, friendly and strong, and +the house was both lovely and replete with all the amenities one would expect of the home of an upper middle class couple, including a charming back yard abutting the lake. It was, to at least the casual +eye, near perfect - except for... The mosquitoes! Swarms and swarms of large, viciously biting mosquitoes! How any rational person could countenance living in such an environment on any extended basis escaped + my understanding then, and still does today. But I suppose that it’s much like Florida and the Carribean - paradise, except when the hurricanes come and destroy everything in their path! + + +<p>The second Go-related incident of interest that occurred somewhere within this same time frame happened at my home. At the time the American Go Association (AGA) had a total of only about 250 members, and so + I was immensely pleased at my good fortune when I learned that one of them, a fellow named Sid Hyman, 5K, actually lived in the Bronx! So I contacted him and arranged for him to come to my home one night for a game. +At its conclusion, we walked out together to his car, which he had parked just a few houses up the street. But when we got there, he discovered that it had been broken into, and this energized him into a burst of + frenetic activity. I don’t recall what month it was but the weather was balmy and many of the windows in the surrounding apartment houses were open, so Sid began calling up to them to inquire if they’d seen anything. +After several fruitless minutes of this I remonstrated with him, saying “Don’t you think that we should call the police?”. And, at least for the moment, his cryptic answer “They already know!” baffled me, until, +noting my confusion, he cleared up the mystery. Sid was a detective Sergeant in the NYPD! And, of course, this was completely unexpected by me because all of the other Go players with whom I’d come into contact until + that moment were professionals of one sort or other, with an enormously high proportion of them mathematicians, engineers and/or scientists. + +<p>During the 19 years that I attended NYU graduate school at night while working full time and raising a family I had precious little time for Go, so I had to learn what I could from the American Go Journal, and, +beginning in 1956 with the publication of Takagawa's "How To Play Go" by the Nihon Kiin, from the slowly growing number of Go books in English. Even though I was little more than a beginner myself, most of my actual Go +playing throughout those years was obtained by teaching those few of my engineering co-workers that I could interest. The only significant advantage of this was that my early exposure to playing White and being the handicap +giver rather than the taker - a complete reversal of the typical beginner's syndrome of playing Black and receiving large handicaps from experienced players. For this reason, I've always been free of the passive, defensive, +often almost frightened mental set of the conventionally trained beginner, and was comfortable with (if not necessarily fully proficient in) the more balanced and aggressive style needed in even game play. + +<p>Throughout this period and well beyond, "grubbing a living" for my family naturally took precedence in my life, with the consequence that I was only able to manage an (estimated) average of perhaps 10 or so games/year against + stronger players. Fortunately, among those rare events was my participation in a number of Friday night simultaneous games at the New York Go Club by former Honinbo Kaoru Iwamoto during the period when he was living in New York +City. + +<p>With the appearance of the Ishi Press in the 1960's, more advanced Go literature in English designed for beginning/intermediate players became available for the first time, so it finally became possible for me to truly begin +to learn Go via independent study - an activity that I was quite experienced with and good at as a result of my years of graduate study. Almost entirely in this way, with almost no over-the-board play, I was able to raise my rank to + 5 Kyu (AGA). + +<p><strong>Mensa</strong> + +<p>From almost the very moment that I first discovered Go, I recognized its very special attributes and determined to attempt to make it better known in America. I began this effort modestly, by trying to interest those in my milieu - primarily +engineers and chessplayers, but I soon realized that there was little prospect of making the desired significant impact if I limited myself to such a personal scale. so I tried to use my +ingenuity to devise ways of expanding my reach beyond my immediate environment. + +<p>I’m no longer certain whether I’d maintained my Mensa membership throughout the passage of the many years between when I first joined as one of the original New York (and US) members in the 1950's, or whether at some interim point I had let it +lapse. But I do clearly recall that it was sometime in the early 1970's that I conceived the idea of creating a regular Go column for the monthly national Mensa Bulletin, operating on what I now realize was an unrealistically idealized notion of +what people like Mensa members, with (supposedly) superior intellects, would find appealing. To that end I wrote to Karl Ross, then the national Mensa Bulletin’s editor, and with rather less effort than expected, convinced him to give the project + his blessing. And so my regular “Go Mensa” column was born and continued for several years. + +<p>To say that this project was a disappointment would be a masterpiece of understatement! My naive beginning expectation was that Go would be a “natural” for Mensans, and that they would take to it, as I had, as soon as they became aware of its +existence and depth. Was I ever wrong! The grim reality was that in all of the several years that my column ran, not a single Mensa member ever contacted me about it! And so, as the true meaning of the reality that a high IQ apparently doesn’t imply + anything more than an ability to do well on IQ tests finally sank in, I not only ended the column but also dropped out of Mensa, although as it turned out, not yet forever.(That was to come some 20 + years later.) + +<p>In 1999 I again rejoined Mensa on the off chance that things might be different after the passage of so much time, and the far greater (if still minuscule) penetration of Go into American society. Well! After giving one of my free +lecture/demonstrations to the members of Long Island Mensa, from their massive disinterest I discovered to my sorrow that nothing much had changed, so I've once again dropped out, this time permanently! + +<p><strong>Some Of My Other Attempts To Promote Go</strong> + +<p>Perhaps my most interesting idea for spreading Go came to fruition at just about this same time, when I arranged for and participated in a Go demonstration in the front window of the +upscale Takashimaya Department Store on New York City's famous Fifth Avenue at 43 Street, as the accompanying photo shows. I'm the clean shaven guy in the white sweater on the left - the beard I now sport is something that I later added to my physiognomy + on my retirement as a declaration of independence! + +<p><strong><p align="center"><strong><img src="Takashimaya.gif" align="top"></strong></strong> + +<p align="center"><strong>This was the scene on New York's famous Fifth Avenue</strong> + +<p align="center"><strong>when I played Go in the front window of the Takashimaya Department Store,</strong> + +<p align="center"><strong> before a large crowd of onlookers. </strong> + +<p><strong>I Embark On A Monumental Project</strong> + +<p>In my earlier years I had never thought of myself as an author, nor had I ever consciously even considered engaging in writing to any major degree as either a +formal or informal pursuit, although I had as a matter of course created many reports and procedural manuals as part of my various job responsibilities during my +working career. From the outset I recognized that, although I might enjoy an intellect that was far superior to that of most people, I definitely didn’t also possess + the type of linguistic gifts that make for the production of highly appealing prose. Quite the contrary, it seemed that although I was blessed with the ability to think + logically and concisely, I could then only present any results of that thinking in rather straightforward narration, rather than the elegant and sophisticated verbiage +replete with the kind of descriptions and allusions that are so favored by both the literary critics and (I must admit) the reading public. So what I could produce made +for excellent corporate ‘boiler plate” or technical exposition, but not the kind of commercially viable prose desired by the publishers of mass marketed magazines or novels. + +<p>Although that was clearly a monumental detriment to my writing aspirations, when I looked objectively at what goes on in this screwed up, fractious world, I also came to + believe that my insights were valuable enough that they were worth trying to convey anyway, even in my inadequate fashion. So, despite all indications to the contrary, I +decided that my major avocation in my retirement was going to be that of a writer! Lest the reader get the wrong impression regarding my motivation in this regard, let me +here add a brief clarification of a key point. Perhaps the most significant factor impelling me toward writing, about Go as well as other subjects, is the sad fact that, +although I have a son and heir, he is childless, and at age 57 as of this writing in 2009, is virtually certain to remain so forever! The unfortunate result of those facts +is that my only realistic chance to impact posterity in any significant way will necessarily come as a consequence of those substantive accomplishments I leave behind at my +passing, and among those things, writings, which can renew their influence upon each successive future generation in turn, constitute perhaps the simplest and best mechanism. +Taking my clue from Polonius’ advice to his son Laertes in Shakespeare’s Hamlet: “This above all, to thine own self be true...”, I resolved to write about those subjects in +which I was both most knowledgeable and had the greatest interest, beginning with the game of Go. + +<p><strong>My Hypothesis</strong> + +<p>From my earliest contact with Go, as a mere beginner myself and based upon my own struggles to achieve understanding, it seemed to me that the high dropout rate among novices + and intermediates almost certainly had to largely be a result of their inability to fathom Go’s arcane and subtle strategy. This inability in turn resulted in their failure to +improve quickly enough to maintain their interest, and that was inevitably followed by frustration and, finally, with no way to relieve that frustration, their ultimately dropping out! + +<p>The hypothesis that I generated as a result of this simple bit of analysis was that if this fundamental problem could somehow be solved, Go would then be able to attain its rightful + place in Western society as the world’s premiere strategic board game, replacing chess, which presently (and manifestly undeservedly) occupies that exalted position. But was it even + possible that that understanding gap could ever really be bridged sufficiently easily and on a large enough scale to be significant? Neither I nor anyone else knew the answer to that + fundamental question, but finding it is the prodigious task that I (probably foolishly) nevertheless set for myself! The reality that this was going to be a monumentally difficult +enterprise should require no explanation, because none of the many accomplished Go professional authors over the centuries of Go’s modern history had succeeded enough to even come close +to accomplishing it! So how could a mere amateur like me, and not a very strong one at that, conceivably hope to do so? On the other hand, I always recognized that it was always possible + that my underlying premise is wrong and that no such direct (I hate to use the word “simple” in this context) solution to the dropout problem is even feasible, although everything that +I’ve learned from a lifetime of personally teaching over 1000 Go beginners from third graders to adults tells me that it is. So off I went, “fat, dumb, and happy”, a modern version of +Don Quixote, tilting at my own slightly different and certainly far more difficult and complex form of windmill. + +<p><strong>The Generic Problem Of Teaching and Learning</strong> + +<p>As I thought more and more deeply about the many problems attendant upon teaching Go, especially to juvenile beginners, I came to realize that even that large set of problems constituted + only a tiny, proper subset of the totality of problems involved in the vastly larger and more comprehensive subject of teaching and learning in general. And so, ultimately, my initial quite +narrow focus on teaching Go slowly but inexorably expanded into the much wider, and I believe far more important subject of the teaching of Reasoning. That transformation in my thinking, +although simply stated, was not easily achieved, and occurred quite slowly in several discrete steps over the period of at least a decade. + +<p>Just how transcendentally important the ability to reason objectively can be may most easily be understood via reference to a proininent example, admittedly in a field far removed from Go. +Consider the nation of Zimbabwe (formerly Rhodesia) in Southern Africa. When the majority Blacks finally revolted and cast off their centuries long oppression by the White minority, they also + threw out the White's mangement skills! The result has been economic disaster, as their once prosperous farms have essentially ceased to function. But IF they'd been able to reason objectively + instead of allowing their hatred of their long term oppressors to dominate their thinking, both sides could now be prospering! + +<p> A somewhat different perspective on this same subject is provided by considering the Bill and Melinda Gates' Foundation's efforts to ease global poverty. To my mind, although worthy, this is +also essentially futile, because the same inferior thinking that gave rise to that poverty in the first place will still remain unchanged. Instead, if in both of these situations the emphasis +instead was on teaching the native population how to reason, in a generation leadership capable of finding their own way out of their problems would inevitably arise! + +<p>Because this is a subject much beyond our present focus on Go it's not really appropriate to discuss it further here, but a rather complete exposition of this transcendentally important topic + is provided elsewhere within this web page at + +<p ALIGN="LEFT"><strong>Click Here To Return To <a href="TeachingNewR.html"><FONT COLOR="#0033ff">Teaching The New "R" Of Reasoning </strong></font></a></p> + +<p><strong>My Initial Attempts at Finding A Solution To The Dropout Problem</strong> + +<p>Throughout the early years of my then still mainly nascent Go career, it had become painfully apparent to me that the available Go literature in English was almost totally inadequate to the +task of creating the needed cadre of new strong players that would enable American Go to ultimately rise above its seemingly perpetual status as a peripheral activity, indulged in only by an +elite few! And because it also seemed clear that no one else was even addressing this ungently needed task or was likely to do so in the foreseeable future, I reluctantly determined to take it on + myself despite the fact that I was only a mere AGA 1D. In essaying that effort, I was smart enough to recognize that as a necessary first step I had to improve my own understanding of the complex +and subtle strategy of Go. To accomplish this vital task, I adopted a new personal learning strategy. Instead of devoting most of the strictly limited amount of time I had available for Go to playing + my own games, for a number of years I instead spent aalmost all of it watching the games of relatively high-Dan level players on IGS (The Internet Go Server), then the oldest, largest and strongest +such venue in the world. I then integrated what I learned about Go itself from that with what I gleaned about the perceptual and cognitive difficulties of both children and adults from my SHUNT After +School Go Program teaching. From that blending, I identified a number of key areas that I felt weren’t adequately covered in the existing Go literature, and then set about finding constructive ways to + redress them. + +<p>My initial attempt to accomplish this synthesis was to create and flesh out an entirely new primer entitled “The Complete Guide To The Game of Go”, an undoubtedly overambitious attempt to cover all +aspects of Go from the beginner’s perspective, and that became the substrate on which all of my subsequent efforts in this genre were later built. But translating that beginning, however worthy, into the + long sought comprehensive solution to the dropout problem turned out to be even more complex and challenging than it initially appeared to be. In addition to the many formidable conceptual difficulties, + a major practical difficulty with this project was that it was undertaken during what we now recognize as having been near the dawn of the personal computer age, and long before the advent of the internet! + So of necessity all of my writing was done entirely by hand, with its many illustrations “kludged” together by xeroxing existing printed materials. But it was a project in which I was not only really +interested but which I felt certain would produce a worthwhile result, so, despite the many formidable difficulties, I forged ahead. + +<p><strong>My War With The AGA</strong> + +<p>Sometime in the late 80's or early 90's a new paradigm for teaching Go beginners was created by some professionals in Japan, and instituted there with some success. Its basic premise was that the many +profound complexities of Go could be avoided and the path to competence of the beginner eased by starting with a restrictive form of the game involving only the single aspect of capture, and then after the +novice had learned that concept (at least in its elementary manifestations), the complete and more complex ideas that make Go great and worth the time and energy to master are then introduced. And this seems + to have worked well in Japan, in a society in which every one knows of Go, and where it has been established, accepted, and acknowledged as an integral part of their culture for over 400 years. Transferring + that same new paradigm to teaching American Go beginners was something with which the key members of the AGA who went to Japan to become “certified” to teach it foresaw no difficulties, but which I immediately + recognized as constituting a large potential problem. The difficulty that I perceived with this new method derived from the great cultural disparity between the two societies, in which virtually all Americans + were already inculcated with the thinking derived from chess (which is primarily tactical and in which captures play a central role), and especially checkers, in which capture is actually the game’s sole objective! + In contrast, although threats to capture are central to Go strategy, and large or significant captures can lead directly to victory, capture is distinctly only a means to the end of establishment of influence and +control of space, and a playing paradigm which emphasizes direct capture is a prescription for defeat! Given those well known facts, it seemed obvious to me that starting new American beginners in Go by making capture + the sole objective of play must necessarily prove counterproductive in the long run, because it’s an emphasis that must later be unlearned in order to become even a modestly proficient player. In short, it was my + firm belief that this new introductory paradigm (called “The Capture Game”) requires learning a bad habit, and then later unlearning it - something that’s well established pedagogically as both difficult and unnecessary! + +<p>The problem that immediately arose when I raised this caveat publically was that those in the AGA’s inner circle who’d invested their time and many $ to go to Japan to become certified as “Capture game” instructors + weren’t exactly thrilled to have me tell the world that (in effect, without ever saying so explicitly) I thought they’d made a huge mistake! To make matters worse, when my logical arguments appeared in the AGA E-Journal + the resulting controversy became too intense for the establishment to bear. So I was told directly in no uncertain terms (albeit in a private email) that if I didn’t immediately and permanently desist from even discussing + the issue that I’d henceforth be banned from any posting in the E-Journal! Talk about suppression of free speech and violation of the First Amendment! But in the supposedly democratic AGA organization that’s the reality, + and so, very reluctantly, I desisted from any further discussion of this topic. But the resulting residue of anger and resentment toward me on the part of several key members of the AGA’s Executive Board sems not to have +ever abated since, and I believe reasonably and logically infer that one of its unfortunate consequences was the less than favorable reviews my quite excellent primer Go For Kids and New Go Proverbs Illustrated undeservedly + received, as discussed below. Fortunately, despite all of that (I believe undeserved) negativity the excellence of Go For Kids has ultimately prevailed, and it has continued to sell throughout the now more than 8 years since + its publication, long ago passing its break even point. And New Go Proverbs also continues to sell, although almost certainly at a far slower pace than it would have if it had received the decent reviews it deserved. + +<p><strong>Go For Kids</strong> + +<p>Although I recognized early on that The Complete Guide To The Game Of Go was too ambitious an effort to ever have even the remotest chance of commercial viability, it did successfully serve to organize my ideas + and thus provide the framework on which its several successors were all built. The first of these successors was the somewhat less ambitious (and also unpublished) “The Beginner’s Guide To The Game Of Go”. Then, +as an outgrowth of my ongoing After School Go Program in the South Huntington School District, I conceived the idea of transforming that already much more incisive and focused document into a child-friendly primer, +by replacing key portions of its narrative with hundreds of cartoon panels that children would find both more attractive and easier to follow. (In this I had prescient anticipation of the now monumentally successful Hikaru No Go!) + +<p>Since I have essentially zero artistic ability, and it was crucial that those cartoon panels be of absolutely first class professional caliber, so after creating the dialogue and rough outlines of the accompanying scenes, +my next (and not inconsiderable) task was to somehow find a really excellent artist to render them. The problems attendant on this quest were considerable. First, it was clear that no already established artist would be interested + in a project that would never provide sufficient monetary payback to cover even the most modest hourly charges. Second, and equally daunting, was the fact that even that modest payback for the artist would occur only if the book + got published, and then only many months or years later when sales had been built up. So what I needed was to find an unknown but first rate artist who’d be willing to invest his time and talent in a project with uncertain and +at best long deferred payoff! As I reasoned it, the only such persons, if any existed, would be young art students, who’d be willing to invest their efforts on the speculation that they’d then achieve recognition that would later +payoff more substantially with other projects. So I set up an informal competition in which participants were required to submit a sample of their work, and then for those who surmounted that first hurdle, to create a sample cartoon + panel or two. Advertising that competition through the employment offices at well known art schools and colleges with art departments actually produced a number of excellent candidates, from whom I ultimately selected Seho Kim, +then a graduate art major at the Cooper Union in New York City. + +<p>Having accomplished that essential first step, the even more challenging task of finding a publisher willing to consider this unique project was undertaken, leading rather more easily than I expected to Dr. Sidney Y.K. Yuan of + Yutopian Press, one of the less than half dozen English language Go publishers in the world. Then began the long process of cartoon panel creation, review and editing, followed by assembly and editing of the complete manuscript, +in turn followed by all of the resulting customary back and forth between publisher and author. And after all of those steps had been successfully surmounted, there began an extended dispute between Sid and me regarding the cover art, + primarily focused on his preference for a sort of action game scene as opposed to my preference for the type of calm, contemplative and mildly upbeat scene that was eventually chosen. And then even that agreement developed into controversy + when I was appalled at the “muddy” appearing cover colors, based on the sample image that Sid emailed me. Fortunately, when I finally had a copy of the actual book in hand, it developed that the color rendition of that earlier emailed +sample image was the problem, and that, as Sid had assured me, the actual cover is quite attractive. Unfortunately, that same color rendition problem persists today in Amazon’s on-line listing of the book! But at least Go For Kids was +successfully published by Yutopian in 2001 (ISBN 1-889554-74-X), and continues to sell today, albeit somewhat more slowly than I had hoped. At the same time, even the joyful event of its publication led to more than a bit of not inconsiderable + pain when some reviewers completely ignored the presentation breakthrough represented by the book’s unique child friendly interface, to criticize such trivia as the font used for the text! To say that this sort of inconsequential “nit picking” + left me with a very poor opinion of a prominent portion of the Go community would be a monumental understatement! What came to mind was the old saying about “casting pearls before swine” - but perhaps it’s all “par for the course” and I’m being + unrealistically bitter. + +<p>For a better idea of what Go For Kids is all about, please click on the following link: + +<p ALIGN="LEFT"><strong>Click Here To Go To <a href="GOFORKIDS.html"><FONT COLOR="#0033ff">Go For Kids </strong></font></a></p> + +<p><strong>New Go Proverbs Illustrated</strong> + +<p>I integrated what I learned in my study of high Dan games on IGS with what I gleaned about the perceptual and cognitive difficulties of both children and adults from my After School Go Program and LIGC teaching. From that, I identified a number of + key areas that I felt weren’t adequately covered in the existing Go literature, and then set about finding constructive ways to address those issues. The first fruit of this effort was New Go Proverbs Illustrated, which followed in the path first +established by Kensaku Segoe’s now classic Go Proverbs Illustrated, and subsequently augmented by still largely unknown books by two far lesser known authors. The result was what I’d characterize primarily as “a fun book”, in which everything it contains + is useful derived wisdom, but will still almost certainly be viewed by most readers as a form of light reading. + +<p>What happened with this book was that my own publisher Dr. Sid Yuan of Yutopian said that although he liked it and thought it almost certain to sell relatively well, he was fully committed with professional authors for at least several years in the future, +and therefore couldn’t take it on immediately even though he would like to. So I reluctantly cast about for another publisher, and elicited at least preliminary interest from Bill Cobb of Slate & Shell. Unfortunately, he didn’t like the manuscript, and rejected + it rather brusquely with a few cryptic comments which baldy stated that he hadn’t sufficient interest in it to justify working with me on rectifying what he perceived to be its many deficits. Although I thought this summary dismissal rather stupid and short +sighted on Cobb’s part, I had to agree that his main complaint of excessive complexity was well founded, so I immediately revised the manuscript completely to delete all of the more complex actual game examples, and to make the explanations of the concepts +more concise. This of course, made the book considerably shorter and easier to read, as well as less expensive to print and therefore cheaper to buy. Given those improvements, I was able to convince Sid Yuan to publish it after all, and it finally appeared in print + in May 2006. + +<p>But the kind of reception it elicited from the Go community quickly became clear, and it wasn’t a pretty picture! A couple of reviewers thought it simply awful, in one case primarily because of a single, obvious (and admittedly egregious) error that hadn’t been +caught in proofreading. One reviewer also complained that he felt that it was disingenuous of someone at my modest skill level to “presume to create new Go proverbs”, as if only professionals could do that! Quite to the contrary, many readers in the book’s target +range of 15K - 5K thought that it was easy to read and provided the valuable insights that were its design intent! So the overall result was at best a “mixed bag”, and not the resounding endorsement I had hoped for and still believe that the book fully deserves! + +<p>For a better idea of what New Go Proverbs Illustrated is all about, please click on the following link: + +<p ALIGN="LEFT"><strong>Click Here To Go To <a href="New%20Proverbs%20Sample.html"><FONT COLOR="#0033ff">New Go Proverbs Illustrated </strong></font></a></p> + +<p><strong>Improve Fast In Go</strong> + +During the period in which my manuscripts for New Go Proverbs Illustrated and Improve Fast In Go were both in limbo, the AGA’s then new President, Mike Lash, announced that the AGA was going to undertake creating its own new Go primer, as a way to help + “lock in” new recruits. Having gone for decades through the process of trying to create just such a primer myself, and appreciating just how much more difficult it actually is compared to what one would believe a priori, I offered my own deconstruction + and enhancement of Go For Kids, THE FIRST BOOK OF GO, free to the AGA if they would publish it as their official primer! To my complete astonishment, Lash summarily rejected my manuscript after review! Considering that it was the double distilled essence + of everything that I’d learned in over 55 years from teaching well over 1000 adult and juvenile beginners, and that it was (at least as I then saw it) even clearer and more complete than Go For Kids, that left me completely baffled. But running the +manuscript past a “wanna be” Go publisher, Cardoza Enterprises, resulted in an almost identical rejection, so maybe they both knew something that I didn’t, although I sincerely doubted that was possible because Lash is only a mid 6 Kyu (a weak player) and + the Cardoza people really don’t know Go at all! + + +<p>Despite my reservations, I prudently proceeded to rethink and then completely reedit themanuscript, and then sent the revised version to two of my most reliable vetters for another look! And their preliminary feedback wasn’t favorable either - not because + of any deficits of content, but because of presentation! Although that feedback was obviously not the kind of critique that I would have preferred to receive, it was something that could rather easily be corrected, so I had every expectation that yet another + carefully focused reedit would do the trick! The thing that bothers me about all of this is why experienced publishers like Cardoza and supposedly knowledgeable people like Mike Lash couldn’t see past the book’s basically superficial flaws to its intrinsic +merits to offer positive improvement suggestions, but were instead so unpleasantly dismissive! But in the end, I was confident that rejecting it so summarily would be their loss and not mine! + +<p>Gritting my teeth and taking advantage of the old admonition to use the KISS (“Keep It Simple, Stupid”) system, I proceeded to completely reedit the manuscript, and after a hiatus of something over a year’s time once again contacted Mike Lash to see if he might + be interested in giving the revised version a look. Contrary to my expectations he was willing and did, and to my delight agreed that the revised version was now far superior and had real potential. But, despite that, he thought that it was too long! And I reluctantly + had to agree, although despite my best efforts all of the cuts that I saw as being feasible without damaging the manuscript’s clarity and completeness would still be insufficient to bring its size down to the less than 150 pages he deemed desirable. Nevertheless, + Mike agreed to review it in depth and get back to me with his suggested cuts in a month’s time - the end of December 2006. But when I hadn’t heard from him by nearly the end of January 2007, I again emailed him to enquire regarding his progress. To say that his +response baffled me would be a masterpiece of understatement! + +<p>As earlier noted, the original premise underlying my contact with Mike on this matter was the AGA’s avowed intent to create its own “official” Go primer, and what I offered, and he agreed was an excellent proposition from the AGA’s perspective, was to save them all + the very considerable time and effort needed to create such a primer “from scratch” by using mine, which I’d give them absolutely free in return for their designating it their official publication! So when in his response to my inquiry regarding progress he replied +“I am going out of the country tomorrow and can't get to it until next week. Sorry if I am not responding as fast as you like. This is extra volunteer work for me, for your personal benefit.” I was both shocked and baffled! For my “personal benefit”, indeed! I was offering + to give the AGA absolutely free the results of all of my years of teaching Go beginners, plus the hundreds and hundreds of hours that went into creating and editing this manuscript, and he now saw his tiny reviewing effort as being for my personal benefit? Evidently +he didn’t even recall our prior correspondence, and what that says about both him and the AGA I leave to the reader’s judgment. + +<p>Based on my many largely unsatisfactory dealings with the AGA’s leadership over the course of the last 50+ years I probably shouldn’t have expected anything different. But my correspondence with President Lash on this subject had been so clear and unequivocal to that time +that I was, probably unwisely, lulled into a false sense of security. They say “live and learn”, but perhaps in this case the more appropriate adage would be “hope springs eternal...”. So after a considerable hiatus I again contacted Lash, noting that I had completely revised + and improved the manuscript, and once again repeating my offer to make it available to the AGA,. Regrettably, after he reviewed the revised manuscript he informed me that the AGA had decided not to proceed with this project after all! To say that this sequence of events makes + me skeptical of that rationale should be apparent. As if that wasn’t bad enough, when I had occasion to contact former AGA President and current President of The American Go Foundation Terry Benson and suggest that he might want to look at the manuscript, he refused, saying that + I was “too controversial”for him to even bother! Well! That definitively put the dagger into my back, and as I see it now, effectively also put an end to my attempt to ever publish another Go book in hard copy! It was a devastating and I believe entirely undeserved setback, from + which at my then age of 80 I believed it apparent that I could never recover. But in that belief I had (at least temporarily) forgotten the new world of the internet. So what I did was to complete the reediting of Improve Fast In Go, convert the manuscript into HTML, and then + published it FREE as part of Milt’s Web Page! + +<p>I consider this book to be my “magnum opus”, and the second and by far the most important fruit of my effort to identify a number of key areas that I felt weren’t adequately covered in the existing Go literature, and then set about finding constructive ways to address + them. Its basic underlying premise is that Go is essentially a fighting game, and that understanding the related issues and how to handle them will produce the fastest and largest possible improvement per unit of effort expended in the skill and rating of double digit + thru 5 Kyu players! + +<p>Has it been successful? That’s hard to assess accurately, but the “hit counter” offers one clue, already at 12092 on Dec 2, 2009, and growing at a steady rate daily. Assuming an average of 10 hits per viewer (as they return again and again to study in depth), that’s still + about 1200 people in only a few months time - not bad, I believe, given that its only publicity has been “word of mouth”! Perhaps an even better indication of the value of Improve Fast In Go is provided by the results obtained by players in its target range of high double digit +- 5K who’ve studied it. It’s well established that “One Swallow does not a Summer make”, so the results obtained by any single player can at best be considered indicative and not determinative. At the same time, the fact that Lou G of my own LIGC had been stalled at 14K for several + years, but after only one careful reading of Improve Fast In Go over a period of 6 weeks is now a solid 8K! However you slice it, such a terrific result could not even be possible if Improve Fast In Go didn’t at least approach the degree of perfection that I’m firmly convinced + that it has! + +<p>The complete manuscript of Improve fast In Go is available by simply clicking on the following link: + +<p ALIGN="LEFT"><strong>Click Here To Go To <a href="Improve%20Fast%20Index.html"><FONT COLOR="#0033ff">Improve fast In Go </strong></font></a></p> + +<p><strong>Vetting My Manuscripts</strong> + +<p>Because I’m a Beethoven and not a Mozart, I’m keenly aware that however excellent my concepts may be and regardless of how carefully I edit and reedit, the finished product of any manuscript can’t be arrived at either quickly or within a few iterations. So when each of my manuscripts + had reached what i considered to be a reasonable state of nominal “completion”, I advertised through the AGA’s e-journal for vetters, assembled a team, sent out copies of the manuscript for correction and comment, and then completely reedited again and yet again after those comments had + been received and integrated. And even after all of that, it invariably wasn’t enough! Although this process had proceeded more or less smoothly in the several books I’d had vetted in the past, what happened with New Go Proverbs Illustrated caught even me completely by surprise! Eva Casey, + one of my earlier vetters who volunteered again for the revised manuscript, recommended a friend of hers named Alan W for the team, and based upon my excellent experience with her I accepted him without real question - a decision I since came to strongly regret! + +<p>The formal, written agreement I make with each vetter is that their (only) compensation in return for their efforts will be my public acknowledgment in the book, plus an autographed copy on publication. And that worked satisfactorily until I encountered Alan! From the outset he began + complaining about the amount of work involved, and then began harassing me for his postage costs in mailing the vettted manuscript back to me, eventually even threatening me with a lawsuit to recover that paltry sum. This was especially galling because the few comments he did make were almost + absolutely worthless (a fact that I was instinctively smart enough to never even mention to him!). After some months of this harassment, in which he continued to badger me repeatedly via email and to which I only politely responded but never initiated anything, in desperation by that time +willing to do almost anything to get him off my back, I finally gave in and sent him the few dollars involved. The denouement to all of this, which would be funny if it weren’t so sad, was that he then emailed me saying that I should never contact him again! As if I ever would unless I was +certifiably insane! Regrettably, even after all of that this incident wasn’t over, because with the publication of New Go Proverbs Illustrated, Alan emailed me again seeking “his” autographed copy! My patient reply was that he had abrogated our contract by demanding compensation for his costs, + and that the money I’d sent him was his chosen alternative to receiving an autographed copy of the book. But I offered him the choice of returning those funds and receiving the book. His response was to accuse me of listing his name in the book without permission, and threatening to involve my + publisher! Sigh! My response was to send him a copy of my original ad in the AGA e-journal, which specified that the vetters would be listed in the book, and noting the fact that signing on had constituted his agreement to such listing. But that’s a logical argument, and from sad experience I +already knew that logic is not Alan’s strong suit, so I awaited his next ploy with some trepidation. Fortunately, it seems that at least in this case logic actually prevailed, and at long last my contacts with Alan have finally come to their long desired end! + + +<p><strong>My Chess Primers</strong> + +<p>Caveat!Because it bears no intrinsic relationship to Go, this topic really shouldn’t be discussed here at all. But because my Chess writings were a direct outgrowth of the Go writings that were the focus of much of my later life, I believe that makes its inclusion here acceptable. + +<p>As noted above, long before my strategic board game efforts became focused on Go, Chess was my preferred game, and for more than a few years teaching it was also an activity high on my agenda. While I worked at the RCA Receiving Tube Division Harrison plant in 1954 -59 (now an incredible half century ago!) +as the company Chess Champion I regularly gave instructional lectures to our Chess Club’s members. So after Go For Kids was published it quite naturally occurred to me that the same approach could be productively applied to Chess. As a result I wrote Chess For Kids, designing the same sort of cartoon panel +dialogues as in Go For Kids. I then prevailed upon my artist Seho Kim to actually create a few sample cartoon panels to show to any potential publisher. But I was determined that this wasn’t to be just another typical chess primer, to add to the already massive host already in print. Instead it uniquely +incorporated a little used but highly effective technique of restricted force games for mastering piece moves and (more important) capabilities. Each of those mini games allows the beginner to avoid the confusing complexities of the full game by focusing on the capabilities of a single piece at a time, +simplifying and speeding learning of the rudiments in a way somewhat analogous to the use of small boards in Go. + +<p>Regrettably, despite my conviction regarding this book’s excellence, I was never able to conjure up even the slightest interest for it from any publisher, primarily (as I learned to my sorrow) because of their expressed perception that “kids books don’t sell”. As a consequence of that rejection, I decided + to “reverse engineer” Chess For Kids back into an adult primer called Learn Chess Fast by simply reconverting the cartoon panels back into straight expository text, but retaining the unique and efficacious reduced force games as a unique learning mechanism. That approach initially received only a marginally better + response, receiving a single expression of interest from an Australian Chess book publisher. So, with his explicit assent, I sent him a copy of the manuscript for his review and waited patiently for a response. Some 6 months later I contacted his secretary only to learn that he hadn’t even opened the envelope yet, + and was going to be out of town for a while. At that moment I realized that he wasn’t anyone that I wished to deal with, so I had her send the manuscript back to me and wrote him off as just another bad experience. The result was that although I still firmly believed that Learn Chess Fast was a superior primer, +it appeared that it, too, would continue to languish among the growing catalog of my writings that in all probability would never achieve publication. But, to my great surprise, that assessment turned out to be excessively pessimistic, and Learn Chess Fast (ISBN 4-87187-822-8) was published by Ishi Press International + in April 2009, and has received only 5 star reviews! + +<p>For a better idea of what Learn Chess Fast is all about, please click on the following link: + +<p ALIGN="LEFT"><strong>Click Here To Go To <a href="Learn%20Chess%20Fast%20Sample.html"><FONT COLOR="#0033ff">Learn Chess Fast </strong></font></a></p> + +<p><strong>The South Huntington After School Go Program</strong> + +<p>Based upon my conviction that learning Go is a superior way to train the developing mind, with the assent of then School Superintendent Dan Domenech, in 1991 I began the South Huntington (SHUNT) UFSD After-School Go Program with small groups of +fourth and fifth graders meeting in each of the Maplewood and Birchwood Intermediate schools, and all interested Middle and Senior High school students meeting at the Stimson Middle School. It was at almost exactly this same time that I gave my lecture + at the Half Hollow Hills Library, so this period marked a major expansion of my local efforts to both spread the word about Go and to recruit new LIGC members. + +<p>With each succeeding year the SHUNT after-school Go program grew based entirely on word-of-mouth, with 125 children entered at the start of the 1996-7 school year and an astonishing 146 at the start of the 1997-8 school year, although normal attrition + inevitably reduced these numbers to about 33- 40% of those figures by each school year's end. This growth was greatly aided by the arrival of new School Superintendent Gerald Lauber, who authorized the program's expansion to include third graders! But then + fate intervened when Supt. Lauber’s unfortunate heart attack forced his precipitous early retirement, although my program did continue through that period despite new Superintendent Marilyn Zaretsky’s (the former Asst. Supt. for Administration, and much more +of a "bean counter" than an educator) obvious disinterest. + +<p>Although the vast majority of my interfaces with the kids enrolled in the SHUNT After School Go Program necessarily were the expected formal one of instructor and pupils, there were a few less formal interfaces, most prominently involving those occasions when, for one reason or another, one or more parents + didn’t show up at the end of one of our sessions to take their children home. Because that was invariably well after the last school buses had already left, it then became my responsibility to get those children back home safely myself. That I don’t recall ever having been thanked for this is perhaps not +surprising, but I sometimes wonder what might have happened had I become involved in any kind of accident with one of those children in my car. Fortunately, no such untoward event ever occurred, and it all passed smoothly into history without a glitch. + + +<p>The only other non-Go related incident of note occurred one afternoon in the last year of the program at the Stimson Middle (Junior High) School. As might be expected in a group of pubescent youngsters, the kids were just beginning to enjoy and explore their developing bodies, and were engaging in arm wrestling. + And that included the lone girl in the group, a young Japanese American, who it developed was actually a member of the boys wrestling team (because there wasn’t a girls wrestling team!). Despite my protests, I was immediately drafted into the informal arm wrestling competition. At the time I was already past 70 + and only a pale shadow of the powerful young man I’d once been, but because I had continued to workout and had stayed in shape, and because the kids were still not fully mature, I wasn’t overly concerned regarding the outcome. So what I did in each of my own informal bouts was to simply “lock” my arm as my +opponent struggled to pin me, and then after a discreet period, apply the pressure and pin them. What might have happened had we repeated the contest when these kids were only a year or two older I can only speculate, but at least at that moment I was still stronger than any of them! Perhaps most interesting is + that the little Japanese girl was the strongest of the group, and a year or two later actually became the star of the High School’s boys wrestling team! As an interesting aside, she was also the same program member who had become my best Go student! + +For more detailed infrormation about the South Huntington After School Go Program, please click on the follwing link: + +<p ALIGN="LEFT"><strong>Click Here To Return To <a href="SHUNTGO.html"><FONT COLOR="#0033ff">The South Huntington After School Go Program </strong></font></a></p> + + +<p><strong>The Long Island Go Club (LIGC)</strong> + +<p>After almost 15 years of its existence as a tiny, essentially unknown organization, the watershed moment in the life of the LIGC occurred in January 1991, almost exactly 5 years after my retirement, with my lecture at the Half Hollow Hills Community Library in nearby Dix Hills, and its following newspaper coverage in Newsday, + Long Island’s premiere newspaper. In preparation for this event, I had written, reproduced, and then personally distributed 4000 meeting notices, walking from house to house in the local area! As a bit of serendipity, this provided me with a particularly interesting insight into the completely unexpected rugged topography +existing within only a mere half mile or so from the flat-as-a-pancake land of my own housing development, which had been built on a former potato field. But this nearby area, completely invisible from the major thoroughfares of Old Country Road and Wolf Hill Road which border it, consists of a miniature mountain called Pigeon Hill, +in which many of the streets have grades as steep as any of the famous hills of Los Angeles or San Francisco. So distributing my fliers among those steep slopes required a bit more than mere persistence and stamina, but because doing so fit in perfectly with my normal exercise regimen it was a task willingly undertaken. + +<p>Those meeting notices were deliberately crafted by me to be provocative and (hopefully) intriguing. That this must have been successful is demonstrated by the fact that they resulted in an attendance at my lecture of 105, many of whom stayed after the main presentation on the history and social implications of Go for a lecture/demo + on how Go is played. This latter group then became the nucleus of a vastly expanded LIGC. Serendipitously, as a result of having impressed the library staff by both my lecture's attendance (the largest ever at the library!) and its content, my request for a permanent venue for our club meetings at their facility was granted, and thereafter + we met at the Melville Branch of the library for nearly 10 years. + +<p>The structure of the LIGC's meetings at that time reflected my own personal experience and philosophy, and emphasized the training and nurturing of novice through "average" players. Each meeting began with an approximately 45 minute lecture/demo/ Q&A session in which I reviewed (from memory!) the Fuseki (full board opening) of a game +- preferably one played by the club's own members, but sometimes a master game. My plan in doing this was to try to develop each member's strategic/tactical thinking, and to achieve that end my lecture strategy was to elicit suggestions from the attendees for each succeeding move, beginning in each case with the weakest player and proceeding + in ascending order of playing strength. That way each player's own thinking was revealed, without the weaker players being induced to modify their own (usually incorrect) perceptions by what their betters thought, as would have been the case if the stronger players had made their ideas known first. Then, after all present had expressed their + opinions, I would explain the position's implications and reveal what the best move was, as well as its feasible alternatives, if any. Following each lecture, I paired the players off to play ladder matches using the American Go Association’s (AGA's) then "standard" 45/10 time limits. + +<p>The LIGC Rating Ladder I created had a number of unique characteristics, designed to make it simple to use yet accurate in its rankings. The numerical ratings assigned were "arbitrary", but tied to the standard AGA ranks by the fact that they were separated by exactly 100 rating points. Each win in a rated match resulted in a gain of 25 points, + with the same amount deducted for a loss, so this was a true "zero sum game”. It therefore required an excess of 4 wins over losses to advance 1 rank, and conversely to lose one. Handicaps and Komi (compensation for playing second) were established using standard AGA protocols. To provide a stable datum on which all of the other player's ratings +were based, the Dan-level players on the ladder were not assigned a point rating and their ratings did not change as a result of our games. That kept our internal ratings tied to the AGA's, thereby preventing them from "floating" and quite possibly becoming completely unrealistic over time. The initial assessment of where each new player would +enter the ladder was made by me, and then that was adjusted as necessary over the course of the player’s first few rated games, although I’m proud to say that the need for any such adjustment occurred only rarely. The conservative nature of the LIGC’s Ladder ratings was repeatedly proved over the years when our members played in AGA rated tournaments, + at which they invariably scored about 1-2 stones stronger! + +<p>Under this format the LIGC continued to grow until we were averaging about 20 members per meeting. But at about that same time (some 15 or so years ago) the deleterious effects of 2 major disastrous economic developments hit. The first was a vast downturn in defense employment on Long Island, culminating first in the closing of Republic Aircraft, +and then, as if that wasn’t bad enough, with the acquisition by Northrop and subsequent effective demise of the island’s largest employer, Grumman Aerospace, with a tremendous resulting deleterious "ripple effect" on the remainder of the local economy. The second development was the advent of Go on the Internet, which enabled potential players to find + suitable opponents and play without ever leaving home. Finally, a third, even more devastating event occurred to supply the coup de grace, when the Half Hollow Hills Library's Director resigned, and the new Director decided to cut back our use of the Melville meeting room to only twice per month. With the confluence of these three successive blows our + average weekly attendance quickly tailed off to only few, rebounded for a while to about 8 per session, and then tapered off again to a mere handful. Given this sparse attendance, at that time I decided to stop the lectures and rating ladder, and also to begin searching for a new meeting venue. + +<p>After our move from the library to the Barnes & Noble bookstore, weekly meeting attendance once again increased to the 6-8 range on good nights and even more on occasion, but still remained only a pale shadow of what it was at our peak, and all that we now do at our meetings is to provide some one-on-one instruction and play informal Go. A couple of +years ago we got a new player from the graduating class at Chaminade High School in nearby Nassau County, who progressed from complete beginner to 9K in only 4 months! He was so enthusiastic that another 4 of his classmates soon joined him! The problem with this was that all of these fine young men then graduated from Chaminade and began attending colleges + far from Long Island, so that other Go clubs became the beneficiaries of our recruitment and teaching efforts. In June 2007 this same most enthusiastic young man returned to Long Island after graduation, and for a time once again actively engaged in an attempt to improve his rating from the Kyu ranks to Shodan, but then he moved away again and is now more + or less permanently residing upstate, where, in 2009, he has established his own Go club! + + +<P>At about the same time as our move to B&N, Newsday, Long Island's premiere newspaper, began a new feature on Saturdays called Act II, featuring the activities of the Island's growing community of retirees, and focused on those who have undertaken significant new careers after their nominal "retirement". In response to their call for reader input, I sent + the editor a brief summary of my "second career" in Go, with the result that I became their featured retiree on Saturday, July 12, 2003, as seen below. With the exception of the "quote" shown (which they insisted on, despite my admittedly mild objections), everything in the article is exactly as I wrote it. + +<P><img src="MB%20Newsday%20Profile%20horiz.jpg" width="1224" height="640" align=bottom ></P> + +<p>The result of that appearance in Newsday was serendipitous, if less than overwhelming. Jerry Fu, an AGA 4D who wasn't aware of local Go activity, plus a few new beginners, appeared at LIGC meetings for a brief time. In addition, we were invited to participate in the 2004 Spring Japanese Festival at the Huntington Universalist Fellowship. Unfortunately, our + participation in that event didn't produce any new LIGC members, but there's little doubt that a significant segment of the local populace became aware of Go's existence as a result. In 2004, a 1K who was then a Doctoral candidate and Graduate Assistant in Physics at the NY State University at Stony Brook began coming to the club whenever his heavy teaching and + research schedule permitted, and in 2005 he brought with him another Stony Brook doctoral candidate who was 5k. In January 2006, another (unrelated) 5K showed up and for a while became a regular attendee, and shortly thereafter a 1D computer programmer also appeared for the first time, so that at that time the club’s continued viability seemed assured, even if + attendance at our weekly meetings still remained only a pale shadow of what it was in its halcyon days. And beginning in early August 2007 we had an enormous influx of new players, mostly beginners but also including several Kyu rank players and one solid Dan, but subsequently that temporary surge subsided, so that as of this update in Nov 2009 attendance has +tailed off yet again, now to its lowest level ever! + +<p>Since my retirement in 1986 I nominally had the advantage of more time to study Go, and with the effective completion of my new primer GO FOR KIDS, for the first time ever, for at least a short time I had the luxury of concentrating on my own game rather than always thinking of what the juvenile beginner's perceptions and misperceptions are and how to best present + the rudiments of Go to optimize their enjoyment and learning rate. But that didn't last very long, and the vast effort to write, edit and get publushed New Go Proverbs Illustrated, my free on-line Improve Fast In Go, and Learn Chess Fast soon intruded again! And all of that was naturally complicated by my advancing age - at this latest update in December 2009, just a + few months before my 83<sup>rd</sup> birthday. Until about 20 years ago I still found it feasible to play in an occasional AGA tournament, and in so doing raised my official rating to 1 Dan despite several quite gratuitous losses in games that I had easily "won" (but don't we all have this problem?). Since then, I have been playing on the internet, exclusively on IGS, +although to be honest most of my time there has actually been spent watching strong players primarily in the 4 d* - 7 d* range, trying to anticipate their moves and puzzling over why their selections differed from mine, as they all too frequently did. The result of this extended exercise was an increase in my ability to predict their moves and, a surge in confidence in + my own ability to play! This was justified because I was then able to play on equal terms with players who could (and sometimes did) give me as much as 3 stones only a few months before! At the same time I have experienced strangely mixed results. Playing at my normal "tournament speed" of 45/10, on my good days I saw the entire board with crystal clarity, and easily +defeated several 2 d* (= AGA 5D) players, and lost by only a half point to another. But on my bad days I lost to 2 k* and 3 k* players! It seems that I almost invariably got a fine Fuseki (full board opening), but then let down when it seemed that an "easy" win was in the offing! My unfortunate tendency was also to play somewhat faster than my reading skill will sustain, +and then to err as a result. <strong>Using my account as "philonist" I'm now officially a 1 d* (approx. AGA 4-5 D) </strong> + +<p><strong>The problem with 45/10 is that the culture of IGS favors much faster games, so that finding opponents willing to play the relatively "serious" games such tournament speed implies is severely limited. So, reluctantly at first, I started a new account ("Solon") as a 2k, playing exclusively at 1/10 speed. But at that speed my tendency to let down when ahead became + even more prominent! I later also started a couple of other 1/10 accounts which I use for experimenting with various strategies, most notably as Frantic 3K* (= 1d AGA). My main experimental account ("aspirant") is now at 2 k* (= AGA 2D), and I think that's Still not at all bad overall!</strong> + +<p><strong>Retrospectively reviewing what may euphemistically be termed my Go "career"as outlined +herein, I am struck by how few games I've actually played in over 50 years. I estimate the +total now on the order of perhaps 2000, of which as many as 1500 were contested since my retirement +23 years ago, and until I began playing on IGS 99% of those were played against much weaker players, most often my +own pupils - a far from optimal scenario for learning/improving. Given this average of slightly less than 15 +games/year for most of this extended period, almost all against weak opposition, and +especially given the "distraction" provided by my 19 years of almost full time night Grad +school study, I believe that the progress that I made then was quite remarkable. </strong> + +<p><strong>It is only natural to speculate on how much stronger I might be now had I begun earlier, +had more time for Go, better opposition, better study materials early on, or had IGS +available back then. Of course, it is always possible that the result might have been exactly +the same and that I've reached my ultimate potential despite all, but I prefer to believe +that's not true. This seems especially so because it is apparent that, despite my now being +82+, until I got sick with Leukemia I believe that my playing strength has continued to improve noticeably. + Although we'll never really know what might have been, of course, I'm comforted by the realization that my first priority was +always to do what was best for my family, followed by my passion to make Go both more popular and acessible. +So I have no regrets, only thankfulness at having discovered in Go one of the highlights of my life, next only +to my family and my love of classical music. If this web page similarly inspires someone else, I will be well satisfied.</strong> + +<a href="LIGC.html"></font><p><strong><font color="#0033ff">Continue</font><font color="#0000ff"></a></strong></font> + +<P ALIGN="LEFT"><STRONG>Click Here To Go To <A HREF="NewProverbsSample.html"><FONT COLOR="#0033ff">NEW GO PROVERBS ILLUSTRATED</STRONG></FONT></A></P> + +<P ALIGN="LEFT"><STRONG>Click Here To Go To <A HREF="ImproveFastIndex.html"><FONT COLOR="#0033ff">Improve Fast In Go </STRONG></FONT></A></P> +<p ALIGN="LEFT"><strong>Click Here To Go To <a href="LearnChessFastSample.html"><FONT COLOR="#0033ff">Learn Chess Fast </strong></font></a></p> + +<p><strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> + + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/MBGoHist.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:50:03 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Magic.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,511 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/Magic.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:09 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="The Magic Of Go"> +<p><strong>The Magic Of Go</strong> + +<p><strong>© 2002 Milton N. Bradley</a></strong> + +<p>Although the characteristic which places Go on a unique plane far above competitors like chess +is its almost unbelievably profound strategy, it is the clever, incisive tactics of Go that are the +most obvious and accessible feature which provides much of its appeal. + +<p>As in chess, perhaps the most startling and frequently unexpected of Go's extensive catalog of +clever tactical ploys is the sacrifice, so this will be the focus of many of the few selected +examples presented here. + +<p>Unlike chess, in which many of the best problems can be shown to be impossible to achieve in a +real game, EVERY GO PROBLEM IS COMPLETELY REALISTIC and the vast majority of the +best ones have actually occurred in master games! <a href="#Problem 1"> + +<p>Problem 1</a> - Elementary <a href="#Problem 2"> + +<p>Problem 2</a> - Elementary <a href="#Problem 3"> + +<p>Problem 3</a> - Easy <a href="#Problem 4"> + +<p>Problem 4</a> - Easy <a href="#Problem 5"> + +<p>Problem 5</a> - Intermediate <a href="#Problem 6"> + +<p>Problem 6</a> - Intermediate <a href="#Problem 7"> + +<p>Problem 7</a> - Somewhat Difficult <a href="#Problem 8"> + +<p>Problem 8</a> - Somewhat Difficult <a href="#Problem 9"> + +<p>Problem 9</a> - Moderately Difficult <a href="#Problem 10"> + +<p>Problem 10</a> - Moderately Difficult + +<p>The examples presented here provide only a tiny insight into the beautiful and challenging world +of Go problems. For a vastly greater and more advanced selection, please refer to the section +entitled "Problems" in the wonderful <a href="http://nngs.cosmic.org/hmkw/golinks.html"></font><font color="#0033ff"><strong>The Web Go Page Index</strong></font><font color="#0000ff"></a></font> + +<p>After you've had your fill of those brain twisters (at least for the moment) please don't forget to +return here for the remainder of my presentation!<a href="Legend.html"> + +<p><font color="#0033ff"><strong>Continue</strong></font></a> + +<p>Click Here To Return To<a href="index.html"><font color="#0033ff"><strong> Milt's Go Page</strong></font></a> + +<p><hr> +<br wp="br1"><br wp="br2"><a name="Problem 1"> +<p>Problem 1</a> - Black To Play And Live + +<p><font color="#0000ff"><img src="img.gif" width="122" height="122" align="bottom" ></font> + +<p>Click here to see the <a href="#Problem 1 Solution">Solution And Explanation</a> + +<p><hr> +<a name="Problem 2"> +<p>Problem 2</a> - Black To Play And Kill + +<p><img src="img1.gif" width="102" height="262" align="left" > +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> + +<p>Click here to see the <a href="#Problem 2 Solution">Solution And Explanation</a> + +<p><hr><br wp="br1"><br wp="br2"><a name="Problem 3"> +<p>Problem 3</a> - White to play and kill the Black upper left corner. + +<p><img src="img2.gif" width="162" height="202" align="left" ></font> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> + +<p>Click here to see the<a href="#Problem 3 Solution"> Solution And Explanation</a> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="Problem 4"> +<p>Problem 4</a> - White to play and live in the upper left corner. + +<p><img src="img3.gif" width="202" height="222" align="left" ></font> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p>Click here to see the <a href="#Problem 4 Solution">Solution and Explanation</a> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="Problem 5"> +<p>Problem 5</a> - Black to play and live despite the fact that the marked White stone has just been +played on his key point! +<p><img src="img4.gif" width="193" height="97" align="left" > + +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p>Click here to see the <a href="#Problem 5 Solution">Solution And Explanation</a> + +<p><hr> +</font> +<br wp="br1"><br wp="br2"><a name="Problem 6"> +<p>Problem 6</a> - Black to Play For Ko +<p><img src="img5.gif" width="122" height="142" align="left" > + +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p>Click here to see the <a href="#Problem 6 Solution">Solution And Explanation</a> + +<p><hr> +</font> +<br wp="br1"><br wp="br2"><a name="Problem 7"> +<p>Problem 7</a> - Black To Play And Live (Despite the fact that the marked White stone has just been +played.) + +<p><img src="img6.gif" width="142" height="182" align="left" > + +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p>Click here to see the <a href="#Problem 7 Solution">Solution And Explanation</a> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="Problem 8"> +<p>Problem 8</a> - Black To Play And Kill + +<p><img src="img7.gif" width="122" height="162" align="left" > + +<br wp="br1"><br wp="br2"> +<p>Here, The white stones have excellent shape and a solid root in the corner, +so killing them can only be achieved via the most precise play. + +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p>Click here to see the <a href="#Problem 8 Solution">Solution And Explanation</a> + +<p><hr> +</font> +<br wp="br1"><br wp="br2"><a name="Problem 9"> +<p>Problem 9</a> - Black To Play And Live + +<p><img src="img8.gif" width="162" height="122" align="left" > + +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p>Click here to see the <a href="#Problem 9 Solution">Solution And Explanation</a> + +<p><hr> +</font> +<br wp="br1"><br wp="br2"><a name="Problem 10"> +<p>Problem 10</a> - Black to Play And Kill + +<p><img src="img9.gif" width="162" height="142" align="left" > + +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p>Click here to see the <a href="#Problem 10 Solution">Solution And Explanation</a><hr> + +<br wp="br1"><br wp="br2"> +<p><hr> +<a name="Problem 1 Solution"> +<p>Problem 1 Solution</a> + +<p><img src="img10.gif" width="122" height="122" align="left" >The "rule of thumb" which applies here is "in a symmetrical position, play +at the middle", and with B1 the life of the Black group is assured! + +<p>If W2 attempts to narrow Black's eyespace B3 blocks while forming one +eye. Then W4 and B5 repeat the procedure on the other side, giving Black +the 2 separate and distinct eyes needed for life and safety. + +<p>By symmetry, W2 and 4 may be played in either order. + +<p>Of course, in a game between experienced players, none of this will occur (except as Ko threats +and responses) until the late endgame, since both sides can clearly see that after B1 it is +impossible for White to kill directly. + +<p>Please note that whether or not the point "a" is filled (by either side) makes absolutely no +difference to the life or death of these stones! Finally, after B5 White can only defend one or the +other of W2 and 4, so Black is almost certain to be able to capture one of them. <a href="#Problem 2"> + +<p>Next Problem</a> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="Problem 2 Solution"> +<p>Problem 2 Solution</a> + +<p><img src="img11.gif" width="102" height="262" align="left" >B1 is the key initial play, on White's eye-making point (if White plays here +instead, he has 3 eyes and is alive!). + +<p>Since the position is symmetrical, it makes no difference if W2 is played as +shown or at 5. + +<p>Because W2 threatens to continue at 3, not only making one eye but with atari +on the 2 Blacks as well, the additional sacrifice of B3 to prevent this is +necessary. + +<p>W4 is not only atari on the 3 Blacks, but also threatens to continue at 5 to form +an eye as well, so B5 to prevent this is essential. + +<p>(Note that if W4 is played at 5 instead, B5 at 4 also kills! Please work this +variation out for yourself.) + +<p>Finally, W6 could be played to capture the 3 trapped Blacks but this would not +save him because 3 stones in an "L" is a "dead shape", so B7 would be played +back "beneath the stones" at 1 to reduce White to one eye. Therefore the White formation here is +simply "dead as it stands"...... except that there is still a spark of life remaining! Do you see why? + +<p>The only chance for life is if White captures the 3 Blacks as a Ko Threat which Black cannot +afford to answer here. Then, White will be the one who can play "beneath the stones" at the point +of 1 to form his 2 eyes after all! + +<p>From this analysis, the alert reader may realize that in an actual game between two competent +players in this situation no further moves would be made directly after B1, because White would +"read" out the diagramed sequence mentally and recognize that it failed. So, in practice, ALL of +the diagramed moves would be made ONLY as Ko Threats and responses thereto! (If and when +such a remote Ko came into existence.) <a href="#Problem 3"> + +<p>Next Problem</a><a href="#Problem 1"> + +<p>Prior Problem</a> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="Problem 3 Solution"> +<p>Problem 3 Solution</a> + +<p><img src="img12.gif" width="182" height="202" align="left" > + +<br wp="br1"><br wp="br2"> + +<p>The Black corner group already has one secure eye at "a", but in +order for it to secure the second real eye needed to ensure its +absolute safety (here, at "b"), Black would have to play on the +point now occupied by the marked White stone. + +<p>By playing the marked sacrifice stone on this key point himself, +White has converted the point "b" into a FALSE EYE, and +because the Black group cannot escape it is now DEAD AS IT +STANDS. Because these Black stones still have liberties they will +remain on the board until both sides have passed and the game is +over, but then White will simply remove all of them as his +prisoners without further play! <a href="#Problem 2"> + +<br wp="br1"><br wp="br2"> + +<p>Prior</a><a href="#Problem 4"> + +<p>Next</a> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="Problem 4 Solution"> +<p>Problem 4 Solution</a> + +<p><img src="img13.gif" width="202" height="202" align="top" ><img src="img14.gif" width="202" height="202" align="top" > + + +<p>W1 is the key sacrifice, giving atari to 3 Black stones. + +<p>At this point a competent Black would abandon these stones, because further resistance is futile! + + +<p>If Black foolishly continues with B2 as shown to capture W1 (and remove it from the board), W3 +is again atari on the same 3 Blacks. + +<p>If B4 then mistakenly connects, after the inescapable atari of W5 he has lost 6 stones instead of +only 3, but since he has captured W1 his true net loss is "only" 5 stones. With either scenario +White is assured of his necessary 2 eyes, and life in the corner. + +<p>This position arose in an actual game between two professional Go masters, played on the +Internet Go Server (IGS) in Feb 1997, but with Black to move instead of White! So, of course, +the opportunity for White to play this sacrificial sequence never occurred because Black foresaw +it and wisely played on the point to the right of W5 to prevent it! + +<p>This sort of prophylactic play is quite common at the higher levels, and as a consequence most +(but far from all) of the spectacular tactical ploys in Go occur only in the minds of the players, +and not on the board! <a href="#Problem 3"> + +<p>Prior</a><a href="#Problem 5"> + +<p>Next</a> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><hr> +<br wp="br1"><br wp="br2"><a name="Problem 5 Solution"> +<p>Problem 5 Solution</a> + +<p><img src="img15.gif" width="193" height="97" align="bottom" > <img src="img16.gif" width="193" height="97" align="bottom" > <img src="img17.gif" width="193" height="97" align="bottom" > + +<p>B1 makes one eye, and then W2 gives atari to one Black. + +<p>B3 captures 2 White stones, and then W4 plays back on the point just vacated by W2 ("beneath +the stones") to again atari the lone Black stone. + +<p>Next, if B5 is mistakenly played at the point of 6 to capture W4, the atari of W5 kills Black +because the eye at 4 is false! + +<p>So the only feasible response is the connection of B5 as shown, allowing W6 to capture 4 +Blacks! + +<p>But now it is Black who gets to make the play "beneath the stones" with B7, giving an +inescapable atari to W4, 6 and thereby assuring Black's second eye with their capture! + +<p>The secret to success in such situations, of course, is not only being able to visualize the entire +sequence beforehand, but also in not being greedy and attempting to save the 4 Black stones. + +<p>(Although I have characterized this as an "advanced" problem because it involved both sides +playing "beneath the stones", to a strong Go player it is really quite simple and many more +difficult situations are routinely encountered on a daily basis.) <a href="#Problem 4"> + +<p>Prior</a><a href="#Problem 6"> + +<p>Next</a> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><hr> +</font> +<br wp="br1"><br wp="br2"><a name="Problem 6 Solution"> +<p>Problem 6 Solution</a> + +<p><img src="img18.gif" width="122" height="142" align="left" >B1 is the key point, and after this White cannot avoid the Ko. + +<p>W2 is forced! If this stone is mistakenly played at 3 to form an eye, the +clever "throw in" sacrifice of B3 at 2 sets up a SNAPBACK which captures +4 stones and kills the entire White group outright! + +<p>If W2 correctly connects as shown, then the atari of B3 sets up a Ko in the +corner when W4 makes its forced capture. This is a "flower viewing" Ko for +Black because it has cost him nothing if he loses it (and even then he will +almost certainly profit elsewhere as a result of the Ko threat which White +can't afford to answer), while White risks his entire corner here (worth over 20 points!). <a href="#Problem 5"> + +<p>Prior</a><a href="#Problem 7"> + +<p>Next</a> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="Problem 7 Solution"> +<p>Problem 7 Solution</a> + +<p><img src="img19.gif" width="142" height="182" align="left" ><img src="img20.gif" width="142" height="182" align="left" > +B1 is the only way to begin, but then W2 establishes a connection to his stones below, and it looks bad for Black! + +<p>But B3 is a clever sacrifice which gives atari to +both Whites, so W4 MUST capture it. + +<p>Next, B5 threatens to continue at 7 with a double +atari, so White MUST connect at either 6 or 8. + +<p>Then when B7 gives atari W must make the other connection, because allowing the capture +would not only give Black his needed 2 eyes but some prisoners as well. + +<p>Finally, B9 forms the needed 2 eyes to give Black life and safety. <a href="#Problem 6"> + +<p>Prior</a><a href="#Problem 8"> + +<p>Next</a> + +<p>Click here to return to <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="Problem 8 Solution"> +<p>Problem 8 Solution</a> + +<p><img src="img21.gif" width="122" height="162" align="left" >The solution to this problem is provided by the Japanese Go proverb "There +is death in the Hane". + +<p>B1 is the first Hane, narrowing White's eyespace and threatening to continue +at "a". + +<p>W2 is atari on B1, while also preventing the killing B"a". + +<p>Because of the presence of the marked Black stone, White cannot escape +even if he captures B1, so B3 ignores the atari to make a second Hane on the +other side, threatening to continue at "b". + +<p>This time W4 isn't an atari so Black has time for the clever placement of B5, but with W4 White +is now assured of one eye in the corner.. + +<p>Since B5 threatens to connect out at 6 to kill White's second eye, W6 is forced, but then.... + +<p>B7 is atari on two separate White 2-stone units, assuring the capture of one or the other of them. + +<p>After this, W"c" seems to make 2 eyes after all, but is really futile because after Black captures 2 +Whites via B"d" or B"e", either W2 or W4 will eventually be put in atari, so the needed eye at +either "a" or "b" will be false and White is dead! <a href="#Problem 7"> + +<p>Prior</a><a href="#Problem 9"> + +<p>Next</a> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><hr> +<a name="Problem 9 Solution"> +<p>Problem 9 Solution</a> + +<p><img src="img22.gif" width="162" height="142" align="left" >B1 not only prevents a White atari at this same point while practically +assuring the capture of the marked White stone, but also prepares to +make an eye in the corner by continuing at 2, so... + +<p>W2 is a sacrifice on the key point to prevent the Black eye. + +<p>Next, B3 is a clever counter-sacrifice which does 2 key things: + +<p>By threatening to capture the 2 Whites below, it forces W4 to assure +its own capture; and until B3 IS captured White can't give atari at "a" +to the 2 Blacks because it would be a self-atari! + +<p>This gives Black time to play B5, which threatens to continue at 6 to capture 2 Whites separately +and make Black's needed 2 eyes, so.... + +<p>W6 is yet another sacrifice to prevent this, allowing + +<p>B7, which makes an eye and assures Black's life. Why? Because with "c" still open W"d" can be +met by B"e" to atari and assure the capture of the 3 Whites and make Black's second eye! <a href="#Problem 8"> + +<p>Prior</a><a href="#Problem 10"> + +<p>Next</a> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> +<p><hr> +<a name="Problem 10 Solution"> +<p>Problem 10 Solution</a> + +<p><img src="img23.gif" width="162" height="142" align="left" >The key to the solution is the sacrifice of B1 to prevent White's own +play on this key eyemaking point. + +<p>W2 desperately tries to enlarge his eyespace, so the block of B3 is +essential to contain this. + +<p>W4 threatens to continue at 5 to form one eye and assure the capture +of 2 Blacks to assure the second, so.... + +<p>The additional sacrifice of B5 to prevent this is necessary. + +<p>Next, W6 again threatens to make an eye by continuing at 7, so yet another sacrifice via B7 on +this new key point is necessary. + +<p>Next W8 threatens to continue at "a" to assure the capture of 4 Blacks with a "live shape" for +White, so... + +<p>Yet another sacrifice via B9 is necessary to assure the death of the White group because now +W"a" would capture 5 Blacks in a "dead shape". Why? Because after W"a"' captures the 5 +Blacks, a final Black sacrifice "beneath the stones" at 1 reduces White to 1 eye and kills. <a href="#Problem 9"> + +<p>Prior</a><a href="Legend.html"> + +<p>Click here to Return To <a href="#The Magic Of Go">The Magic Of Go</a> + +<p><strong><a href="Legend.html"><font Color="#0033FF">Continue</font></a></strong> + +<p>Click Here To Return To<a href="index.html"><Font Color="#0033FF"><strong> Milt's Go +Page</strong></Font></a> + +<br wp="br1"><br wp="br2"> +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/Magic.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/Mind.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,165 @@ +<html> + + +<!-- Mirrored from users.eniinternet.com/bradleym/Mind.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:48:48 GMT --> +<head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<meta name="generator" content="Corel WordPerfect 11"> +<meta http-equiv="content-Type" content="text/html; charset=utf-8"> +<title>THE PLEASURABLE WAY TO A SUPERIOR MIND</title> + +<style> +hr +{ + height: 0.0125in; + background-color: black +} + +p +{ + margin-top: 0px; + margin-bottom: 1px +} + +body +{ + font-family: "Times New Roman", serif; + font-size: 12pt; + font-weight: normal; + font-style: normal +} +</style> + +</head> + +<body> +<hr> +<br> +<br> +<p><span style="color: #000000"><span style="font-weight: bold"><span style="font-size: 12pt"><span style="font-size: 14pt"><a name="THE PLEASURABLE WAY TO A SUPERIOR MIND"></a>THE PLEASURABLE WAY TO A SUPERIOR MIND</span></span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"><span style="font-size: 14pt">© 2004 Milton N. Bradley</span></span></span></span></p> +<br> +<p<span style="color: #000000"><span style="font-size: 12pt">●<span>  </span><span style="font-weight: bold">SIMPLE, ELEGANT RULES.</span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span>Rules as simple as checkers. Strategy more profound than chess. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> No different piece moves to master. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> No fixed starting setup. Each game uniquely structured by the players themselves. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span>Integral handicap system allows even players of widely different ability to enjoy truly +competitive games. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Suitable for age 3 - Ph.D. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">●<span>  </span> NO "LUCK" OR CHANCE. </span></span></span><span style="color: #000000"><span style="font-size: 12pt">Just outsmart your opponent to win. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"></span></span></span><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">●<span>  </span> A GAME OF EXQUISITE SUBTLETY.</span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Profound Strategy. (Like football, many different plays from the same initial "set".) </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  <span>○<span>  </span> Dazzling Tactical Magic. (Like Judo, use the opponent's strength against him.) </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  <span>○<span>  </span> Features pincer attacks, ambushes, feints, diversions, traps, and "airborne" invasions +behind enemy lines. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">●<span>  </span> VAST SCOPE, ALMOST LIMITLESS POSSIBILITIES. </span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"></span></span></span><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">●<span>  </span>ALWAYS CHALLENGING. Every game different, never routine or boring..</span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"></span></span></span><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">●<span>  </span> FULLY UTILIZES/INTEGRATES ARTISTIC/ANALYTIC ABILITIES.</span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"></span></span></span><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">●<span>  </span> ABSTRACT MODEL OF REAL WORLD BUSINESS/ECONOMIC +COMPETITION.</span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"></span></span></span><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"><span style="text-decoration: underline">CHILDREN/STUDENTS</span></span></span></span></p> +<br> +<p<span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"></span></span></span><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">●<span>  </span> DEVELOPS GOOD STUDY HABITS.</span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold"></span></span></span><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">●<span>  </span> TEACHES VITAL REASONING SKILLS.</span></span></span><span style="color: #000000"><span style="font-size: 12pt"> Creates an enjoyable, mentally stimulating +environment in which even very young children learn how to: </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span>Objectively appraise a competitive situation. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Identify what's important and what's not. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span>Evaluate the feasible alternatives. +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Recall/apply pertinent facts and techniques. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Develop appropriate alternative strategy and tactics. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Calculate the value and risks of each alternative. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Prioritize them. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Make and implement decisions. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Observe the outcome, cope with the consequences, and then </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Repeat the decision making cycle, as appropriate. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span><span style="font-weight: bold">TEACHES REAL-LIFE REASONING/JUDGMENT SKILLS</span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Long term planning succeeds, "instant gratification" fails. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Greed is counter-productive. The opponent must always get his due. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> No simplistic, fixed plan can succeed against competent opposition. A balanced, +flexible approach is the only possible route to victory. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Rote memory is useful but insufficient. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span> Deep positional analysis, understanding and sound judgment dominate even the best +tactics. No "quick kill" is possible against competent opposition. </span></span></p> +<p style="text-indent: -1in; margin-left: 1in"><span style="color: #000000"><span style="font-size: 12pt"><span>  </span>○<span>  </span></span></span></p> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="text-decoration: underline"><span style="font-weight: bold">ADULTS</span></span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">ABSTRACT MODEL OF REAL WORLD BUSINESS/POLITICAL COMPETITION.</span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt">●<span>  </span>Overall strategic judgment and patient development dominate tactics. </span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt">●<span>  </span>Investment for the future is generally superior to emphasis on immediate profit, but ultimate +success almost always requires a carefully balanced set of tradeoffs between both objectives.</span></span></span></p> +<p<span style="color: #000000"><span style="font-size: 12pt">●<span>  </span> The game that taught Japan the strategies that have moved them into leadership in such fields +as automobiles and semiconductors! </span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="text-decoration: underline"><span style="font-weight: bold"></span></span></span></span><span style="color: #000000"><span style="font-size: 12pt"><span style="text-decoration: underline"><span style="font-weight: bold">SENIORS</span></span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">AIDS MEMORY, REVERSES SENILE DEMENTIA, MAY HELP PREVENT +ALZHEIMER'S DISEASE.</span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">In his regular column "The Empty Board" in the American Go Journal, Vol. 34, #3, Fall 2000, +William S. Cobb reports:</span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">"Last June (I visited) Japan to participate in a symposium on the educational benefits of +teaching Go in schools. ....... On this trip I discovered that the Japanese have become +seriously interested in the possibilities of using Go as a therapy for people with mental +problems."</span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">And Cobb goes on to say:</span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">"In recent years, Dr. Kaneko Mitsuo, a Japanese neurosurgeon with an international +reputation, has been working with older people suffering from senile dementia. Using PET +scans he has shown that there is substantial area of the right brain that begins to atrophy in +people who suffer from dementia. This turns out to be essentially the same part of the brain +that is most active when engaging in musical activities and in playing Go. To research this +further, Dr. Kaneko has been teaching Go to patients in the beginning stages of dementia. +(He) is now convinced that learning to play Go can <span style="text-decoration: underline">reverse the development of dementia</span> in +virtually all patients in the beginning stages of the disease. Of course, this does not apply to +Alzheimer's, which is still an incurable condition, but it does work for common dementia."</span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">Other recent medical research indicates that older individuals who vigorously and consistently +exercise their REASONING abilities also have <span style="text-decoration: underline">a far lower incidence of Alzheimer's Disease</span> +than those who do not! </span></span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt"><span style="font-weight: bold">And, as you may have gleaned from the foregoing, for this purpose the 4000 year old game of +Go is far superior to any other known mechanism!</span></span></span><span style="color: #000000"><span style="font-size: 12pt"> Why? Because playing Go regularly is not only +enjoyable but also results in intense exercise and integration of both left and right brain function to a +degree not otherwise achievable!</span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt">The number of Alzheimer’s cases in the US has been estimated at 4 million in a total population of +about 280 million. But because Alzheimer’s is essentially found only in the elderly, the true basis for +comparison is really no more than half that number, or 140 million at most, yielding an expectation of +Alzheimer’s incidence in the general population on the order of approximately 3%. Given that there are +currently approximately 400 recognized Go professionals in the world, and that there have been many, +many thousands in the period from 1612 when Go was institutionalized in Japan under the rule of +Shogun Tokugawa until the present time, if their incidence of Alzheimer’s disease was the same as that +of the general population there should be at least 6 current sufferers in their ranks, and a long history of +those who contracted Alzheimer’s in the past. But in fact there have never been even a single one!</span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt">This was validated by the following email I received on Monday June 14, 2004 in response to my +enquiry on this subject:</span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt">Dear Mr. Bradley,</span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt">To our knowledge, <span style="font-weight: bold">there have been no professional go players who have ever suffered from +Alzheimer's</span>. In a note President of the World Bridge Federation recently gave me are put these lines: +"Very serious medical studies carried out by universities in California have proved that groups of bridge +players, for example, are much less likely to develop Alzheimer's or Parkinson's than non-players." It +appears that the same goes with Go. There have been published since a couple of years books by +Japanese neurologists regarding Go and mental health of the aged persons, all of which have proved +positive effects on aged go players. It is related to the function of "right brain".</span></span></p> +<br> +<p><span style="color: #000000"><span style="font-size: 12pt">Regards,</span></span></p> +<p><span style="color: #000000"><span style="font-size: 12pt">Riichi Yamamoto</span></span></p> +<p><span style="color: #000000"><span style="font-size: 12pt">Advisor, Overseas Dept</span></span></p> +<p><span style="color: #000000"><span style="font-size: 12pt">Nihon Ki-in</span></span></p> +<br> +<p><a href="America.html"><span style="font-size: 12pt"><span style="color: #0000ff"><span style="text-decoration: underline"><span style="color: #0033ff"><span style="font-weight: bold">Continue</span></span></span></span></span></a><span style="font-size: 12pt"><span style="color: #000000"></span></span></p> +<br> +<p><span style="font-size: 12pt"><span style="color: #000000">Click Here To Return To</span></span><a href="index.html"><span style="font-size: 12pt"><span style="color: #0000ff"><span style="text-decoration: underline"><span style="color: #0033ff"><span style="font-weight: bold"> Milt's Go Page</span></span></span></span></span></a><span style="font-size: 12pt"><span style="color: #000000"></span></span></p> +<br> +</body> + + +<!-- Mirrored from users.eniinternet.com/bradleym/Mind.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:48:48 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/NewProverbsSample.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,184 @@ +<HTML> + +<!-- Mirrored from users.eniinternet.com/bradleym/NewProverbsSample.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:52:43 GMT --> +<HEAD> +<TITLE><STRONG><FONT SIZE="+2">New Go Proverbs Illustrated</FONT></STRONG></TITLE> +</HEAD> +<p><img src="New%20Go%20Proverbs%20Cover1.gif" align="left"> +<BODY TEXT="#000000" BGCOLOR="#c0c0c0"> +<P><A NAME="Introduction From New Go Proverbs Illustrated"><STRONG>Introduction From "New Go Proverbs Illustrated"</STRONG></P> +<P><STRONG>© 2006, 2009 Milton N. Bradley</A></STRONG></P> + +<p>Introduction + +<p>This book provides a logical continuation of Kensaku Segoe’s 1960 classic “Go Proverbs Illustrated”, David Mitchell’s 1980 “Go Proverbs”, + and the Nihon Ki-in’s “Handbook Of Proverbs”, translated from the original Japanese and edited by Max Golem in 1998. Segoe set the standard + with his ground breaking exposition of 42 proverbs covering a diverse range of basic Tesuji for making shape, connecting, eyemaking/killing, + attack/defense/, etc. Mitchell’s 24 proverbs added more Tesuji plus a few important strategic ideas, and the Nihon Ki-In’s compendium of 151 + proverbs largely completed the catalog of essential Tesuji. + +<p>Given the scope and number of proverbs included in these excellent earlier efforts it would seem that there couldn’t be much room for further + exploration of this genre, but on close examination that rather surprisingly proved not to be so. This book contains 25 proverbs, 13 of which +are not only completely new but are also primarily focused on key strategic concepts that experience has shown to be especially vital to the Kyu + player’s understanding and advancement. As a result, it’s my belief that mere exposure to these key ideas will enable readers at almost every Kyu + level to achieve the fastest possible increase in playing strength. + +<p>Except for standard Joseki sequences and a few examples in which professionals participated, all of the illustrative material in this book was + taken from games contested by strong amateur Dan Go players. + +<p>I hereby gratefully acknowledge the valuable contributions of my vetters, Eva Casey, Alan Wadja, Dr. Fumitaka Hayashi, Joanne Phipps, Dr. Masaaki + Hamaguchi, and my son Randall Bradley, all of whose incisive comments, suggestions, and sharp eyed spotting of errors have greatly improved and refined + this book’s presentation. But above all, special thanks are due to Bill Cobb, whose sparse but very incisive comments have been of invaluable assistance + in sharpening the book’s clarity and focus. + +<p>Except for a few changes resulting from vetter’s comments, the book’s design, selection of topics included, illustrative materials chosen, and analyses + provided are all mine, so I am solely responsible for both its strengths and weaknesses. + + Milt Bradley June 2005 + +<P><A NAME="Sample Chapter From New Go Proverbs Illustrated"><STRONG>Sample Chapter From "New Go Proverbs Illustrated"</STRONG></P> +<P><STRONG>© 2005 Milton N. Bradley</A></STRONG></P> + + +<p><strong>Proverb 16 - Use Thickness For Attack, Not Territory</strong></p> + + +<p>One of the most common results of a Joseki is that one side gets territory in return for the opponent’s thickness. + +<p>In order that this tradeoff be fair, it’s ultimately necessary that the thickness be converted into an amount of territory at least equivalent to what the opponent has already acquired. + +<p>But this conversion should not, need not be, and in fact only rarely is, immediate! + +<p>Instead, strong, efficient play usually requires that it be deferred! + + +<p>That’s because <strong><I>the real value of thickness is as a fighting weapon</strong></I>, and not as a mere base for building territory.! + +<p>To be sure there are circumstances in which thickness forms the basis for a large moyo, much of which may then sometimes become actual territory. But that’s the exception rather than the rule! In most cases, the function of such a moyo is to force the opponent to act against it before it can be consolidated! And then, as it should, the thickness becomes a fighting weapon against which, like rocks in the sea, the opponent’s invaders will hopefully be dashed to their death! + +<p>Now let’s see how that works in the games of strong players. + +<p><img src="Sample%20Illus%20-1.gif" width="257" height="489" align="left"></p> + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p ALIGN="center"><strong>Fig 1</strong> In this position from a game between a 2D and 1D, Black has just played the ideal splitting move of B1 to invade the big White left side moyo while reducing the influence of White’s thickness - but carefully not too close to it. (More about that in Proverb 17.) + +<p>The problem is to find White’s best response. + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><img src="Sample%20Illus%20-2.gif" width="257" height="489" align="left"></p> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><strong>Dia 1</strong> W2 here would be a major mistake! Not only does it create only a tiny territory, but it’s far too close to White’s own thickness to be efficient. +It would also allow the ideal two point third line skip of B3 to expand Black’s own base while restricting and threatening the still incomplete White corner formation above. +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><img src="Sample%20Illus%20-3.gif" width="257" height="489" align="left"></p> + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><strong>Dia 2</strong> Correct is the squeeze play of W2 from above, forming an ideal extension from and reinforcement of his upper left corner stones, while pushing Black toward the White thickness below. + +<p>In response, the one point center skip of B3 instead of a third line extension to “a” is correct! + +<p>Do you see why? + +<p>Please try to work this out for yourself before looking at the following diagrams. + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><img src="Sample%20Illus%20-4.gif" width="257" height="345" align="left"></p> + + +<p><strong>Fig 2</strong> Although the two point third line skip to B3 here seems logical it’s actually a serious error, because it comes much too close to the White thickness below! + +<p>With excellent tactical followup play this error need not necessarily lead to a disaster for Black, but this diagram and those that follow show how readily a few relatively minor mistakes can lead to just such an outcome! + +<p>(After W6, B7 should have been the atari of B“a”, after which W“b” would have produced a Ko.) + +<p>Jumping to B7 was certainly important, but it was badly timed because it allowed W8 to force B9 (else with W10 at 9 White would be safe and Black wouldn’t even have one sure eye without another local move). + +<p>Now White would like to enclose Black with W10 at “c”, to leave him without sufficient space to make two eyes unless he defends immediately, but he can’t afford to attempt this until his left side group is safe, so ... + + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><img src="Sample%20Illus%20-5.gif" width="275" height="379" align="left"></p> + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><strong>Fig 3</strong> After this sequence thru W14 assured White’s life on the left edge, Black awoke to his danger and played B15 to assure his second eye for the corner stones.. + +<p>W16-18 correctly kept Black locked-in, and then Black should have continued as shown in the next diagram. + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><img src="Sample%20Illus%20-6.gif" width="287" height="345" align="left"></p> + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><strong>Dia 3</strong> By following this simple sequence thru W22, Black could have lived in Sente on the bottom, and then readily made shape above with B23 to force W24.. +<p>Instead Black tried for too much, overplayed, and lost! + +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> +<BR WP="BR1"><BR WP="BR2"> + +<p><I><strong>The key lesson to be learned here is that although the immediate cause of Black’s loss in this game was his tactical errors, that situation would not ever have even arisen if he hadn’t first made +the crucial strategic error of approaching White’s thickness too closely with B3 in Fig 2, in violation of the proverb!</I></strong> + +<p>I'm pleased to announce that the publication by <a href="http://www.yutopian.com/go"><strong>Yutopian</strong></a> <a href="http://www.yutopian.com/go"></a> of my new book for intermediates +New Go Proverbs Illustrated has occured, and that as of May 29, 2006 the books are now available! + +<a href="ImproveFastIndex.html"></font><p><strong><font color="#0033ff">Continue</font><font color="#0000ff"></a></strong></font> +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="GOFORKIDS.html"><FONT COLOR="#0033ff">GO FOR KIDS </STRONG></FONT></A></P> +<P ALIGN="CENTER"><STRONG>Click Here To Return To <A HREF="MBGoHist.html"><FONT COLOR="#0033ff">My Personal GO History </STRONG></FONT></A></P> + +<p ALIGN="CENTER"><strong>Click Here To Return To <a href="index.html"><FONT COLOR="#0033ff">Milt's Go Page </strong></font></a></p> + +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/NewProverbsSample.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:02 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/NoAlt.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,130 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/NoAlt.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<a name="There Is No Satisfactory Alternative T"> +<p><strong><hr> +</strong> +<br wp="br1"><br wp="br2"> +<p><strong>There Is No Satisfactory Alternative To Go</strong> + +<p><strong>© 2002 Milton N. Bradley</a></strong> + +<p>As one of the world's great strategic board games, Chess shares certain important characteristics +with Go that also makes it a valuable pedagogical adjunct to the standard curriculum, and it has +often been used in that role outside the Orient in places where Go was unknown. As Shelby +Lyman noted in his nationally syndicated Chess column in Long Island's premiere newspaper +Newsday on Sept 10, 1991, "Chess works in an educational environment because ......it is a +sport....and it is played for fun." He continued "... children playing Chess engage their full +intellect, will and strength to a remarkable extent. They alertly attend the chessboard: observing, +remembering, generating ideas, testing those ideas, making decisions and mistakes and learning +from those mistakes." He concluded "Chess has an advantage over most school subjects: it +combines both theory and practice. Ideas are honed and tested in the crucible of competitive play. +Poor formulation or poor execution of ideas loses games. Careless, faulty thinking is ruthlessly +refuted on the chessboard." + +<p>The validity of Lyman's contention that Chess can improve student performance was recently +abundantly demonstrated in New York City's Mott Hall School, as reported by Brent Staples in +the Sunday New York Times of Dec 15, 2002, and described in considerable detail in the section +of this web page entitled "Teaching The New 'R' Of Reasoning". + +<p><em><strong>Go is far superior to Chess as a pedagogical tool because it not only fully shares <u>all</u> of these +considerable assets, but also possesses several others of transcendent importance that <u>Chess +lacks almost completely</u>:</strong></em> + +<p><UL type = disc> + +<p><LI> Most readily apparent is Go's far greater accessibility, especially by the very young. It is +free of all the artificial complexities (e.g. different piece moves, promotion, castling, en passant +capture, etc.) that beset Chess. The structure of Go is as simple and almost as easy to learn in +rudimentary fashion as Checkers, so it is possible for almost anyone to quickly and effortlessly +begin playing it. + +<p><LI> The rigid starting setup of Chess vastly reduces the number of options available, thereby +inhibiting the free flow of the player's imagination. In contrast, <em>the Go board starts empty and +the players create their own unique structure in every game, thus allowing full reign to their +creativity and imagination.</em> + +<p><LI> The simplistic objective of Chess of catching the opposing King together with its small 8 x +8 square scale and constricting starting lineup lead to a "quick kill" mentality in which the +capture of some material or a successful "mating attack" on the opposing King can lead to an +instant win. The result is a game that is very strongly biased toward the tactical, with very little +opportunity for the development of much more than elemental strategy. In contrast, the 19 x 19 +line Go board has enormous scale. Coupled with the need to trade off short term profits and their +costs against the possibility of later achieving greater long term gain, this leads to incredibly +profound strategy whose realization depends upon the precise execution of tactics every bit as +incisive as those of Chess. <em><strong>This gives Go an entire dimension for intellectual development +almost entirely lacking in Chess.</em></strong> + +<p><LI> Perhaps most important of all, the vast scale of the Go board makes it impossible to +precisely calculate anticipated outcomes during the crucial opening stages of the game, and this +requires the players to rely entirely upon general strategic principles and such right brain +functions as pattern recognition and "instinct". <em><strong>This integration of right and left brain function +provided by Go is crucial to the complete development of the brain, and is also almost +completely lacking in Chess (or any other known human activity).</em></strong> + +<p>This unique integration of left and right brain function in playing Go was recently directly +demonstrated for the first time by MRI brain scans, in experiments described in the report +referenced in the section of this web page "Comparison Between Chess and Go". + +<p></UL> + +<p>For these reasons, <em><strong>Go</em> not only provides <em>unlimited scope</em> for even the most brilliant to +exercise their mental capabilities to the fullest, but <em>an effectiveness in improving the brain +function and academic performance of even underachievers unmatched by any other known +pedagogical mechanism.</em></strong> +<a name="Caveats "></a> +<p><u><strong>Caveats</u></strong> + +<p>There are some significant caveats that must be addressed in implementing a school Go program, +especially in the US: + +<p><UL type = disc> + +<p><LI> Most important is the realization that <em>Go is not a form of magic wand</em>, despite the +enormous benefits that its participants ultimately enjoy. Mere brief exposure to the elegant basic +concepts of Go and occasional casual play may be pleasurable, but will <u>not</u> result in substantive +salutary changes in the student's thinking processes or study habits! + +<p><em><strong>The benefits Go provides can <u>only</u> be achieved over a period of months and years during +which the student actively studies and plays Go, and progresses well into the advanced stages +of skill.</em> </strong>The reason is that a deep understanding of and ability to appropriately address the +complex interactions between Go's strategy, tactics, and elegant structural concepts are what +actually improve the student's intellectual capabilities. Coupled with Go's subtle development +and inculcation of improved study habits, this then translates into improved academic +performance. + +<p><LI> It is this "rewiring" of the brain to enable it to efficiently engage in the kind of <em> advanced +REASONING</em> essential to both playing Go and solving real world problems that is most readily +accomplished at about age 4 or 5. As noted in some detail in the section of this web page +"Teaching The New 'R' Of Reasoning", the ideal learning method for such young children is +largely but not wholly informal, supplemented by a small irreducible minimum of formal +instruction. Unfortunately, the ideal combination of conditions to permit using this preferred +method does not routinely exist anywhere in the US today outside a very few Oriental +communities. Therefore there is no practical alternative to a more formal, intrinsically less +desirable (but still effective) approach. + +<p><LI> In Japan, Go is a well established and highly respected cultural/social activity and almost +every child is already aware of its existence long before entering school, so participation in an in-school Go program is fairly readily obtained and accepted. In the US Go is almost completely +unknown to all but a few students of Oriental extraction. Far worse, in our basically anti-intellectual society, activities like playing Go are also often characterized by many students and +parents as "nerdy", and are viewed disapprovingly. Overcoming this erroneous negative +preconception may constitute a formidable challenge, at least until the program is well +established and its value demonstrated beyond question. + +<p></UL> + +<p><a href="SHUNTGO.html"><Font Color="#0033FF"><strong>Continue</strong></Font></a> + +<p>Click Here To Return To<a href="index.html"><Font Color="#0033FF"><strong> Milt's Go +Page</strong></Font></a> + +<p><hr> + +<br wp="br1"><br wp="br2"> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/NoAlt.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/PlayGo.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,792 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/PlayGo.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:48:48 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> + +<p><hr> + +<br wp="br1"><br wp="br2"><a name="HOW TO PLAY Go"> +<p><strong>how to play Go</strong> + +<p>© 2007 Milton N. Bradley + +<p> If you've gotten this far in my web page it's reasonable to assume that your interest in Go has +been kindled, but perhaps not yet to the point of making Go a permanent part of your future life - +something that probably will only occur after you've actually begun to play and have +experienced its exquisite pleasures and fascination first hand. Until that desirable moment +arrives, you will be able to obtain at least a preliminary idea of what delights await you from +reviewing the illustrative game presented below. + +<p> Go is most often compared with chess in our society because that has been long considered the +western world's standard of strategic depth and complexity, and I, too, follow that model in this +web page. But Go is startlingly different from chess because it is a game of accretion rather than +of depletion - beginning with the board empty and then filling up rather than the converse. And +in Go the playing implements (called stones) are placed on the board intersections instead of the +squares and never move thereafter, although they may be captured and removed from the board. +Part of the mystery of Go is that it would seem that this lack of physical movement should +produce a slow, static game, but in reality the exact converse is true, and a well played Go game +has a powerful feeling of cut-and-thrust! + +<p> Another major difference between Go and such games as chess and checkers is that the latter +produce a "winner take all" result, whereas Go is really a game of "market share" in which it is +only necessary to outscore the opponent by a single point in order to win! + +<p> To ease your understanding, I now provide a brief introduction to some of the fundamental ideas of Go. Please understand that this exposition is not intended to be either complete or definitive, so that it may therefore leave some unanswered questions in the minds of some readers. A much more complete exposition is provided by my primer GO FOR KIDS, while the on line presentations of other authors are spelled out in some detail in the web pages referenced at the end of this section. + +<p> We begin with a few key definitions: + +<p><strong> Unit = Any number of adjoining stones of the same color which are solidly connected by board lines.</strong> +<p> Diagonally adjacent units are <u>not</u> connected! +<p> All The Stones In a Unit Live Or Die Together Indivisibly. + +<p><strong> Group = Any number of spatially related, cooperating units of a single color.</strong></p> +<br> + +<p><strong>Units & Groups</strong></p> +<p><font color="#0000ff"><img src="Playimg10.gif" align="left"></font></p> + + +<p> The separate units in a group may later become connected to form a single unit, or permanently disconnected by the opponent to live or die independently. + +<p> The White group consists of units marked "a" containing 4 stones, and "b" containing 2 stones. The Black group consists of units marked "c" and "d" of one stone each, "e" 2 stones, and "f" 3 stones.</p> +<p>Under normal circumstances neither of these groups is ever likely to be separated in subsequent play, although that's not impossible.</p> +<br> +<p><strong> Liberty = An immediately adjacent unoccupied intersection to which a unit is <u>connected by a board line</u>.</strong> +<br> +<p><img src="Playimg11.gif" align="left"> <strong>Liberties</strong></p> +<p>A single stone in the corner has only 2 liberties ("a"), one on the edge has 3 ("b"), and one in the center +has 4 liberties ("c").</p> +<p>The White two stone unit has 6 liberties (marked "d"), and the 3 stone Black unit +has 8 liberties (marked "e"), but </p> +<p>Although the White 3 stone unit also consists of 3 stones it only has 7 liberties (marked "f')! The difference between it and the Black "e" unit is its shape!</p> +<p>And that's a vitally important characteristic that strongly influences viability.</p> +<br> +<br> +<br> +<br> + +<p><img src="Playimg13.gif" align="left"><strong>Shared Liberties</strong></p> + +<p>Liberties may be shared by stones of one color or by both, but each liberty only counts once for each unit that shares it.</p> + +<p> - Liberties solely possessed/shared by White stones are marked "w".</p> +<p> - Liberties solely possessed/shared by Black stones are marked "b".</p> +<p> - Liberties shared by both Black and White stones are marked "s".</p> + +<br> +<br> +<br> +<p><strong> Eye = One or (sometimes) more unoccupied intersections entirely surrounded by stones of a single color.</strong></p> +<p><img src="Playimg12.gif" align="left"><strong>Eyes</strong></p> +<p>Eyes may contain one or more points. "a" and "b" are typical one point eyes, while "c" is a two-point eye.</p> +<br> +<br> +<p><strong>Eyes may be real or false.</strong></p> +<p><img src="Playimg14.gif" align="left"><strong>False Eyes</strong></p> +<p> </p> +<p> </p> +<p> </p> +<p>"a" is a real eye, but "b" is false because when "c" is filled by White it will be the last liberty for three Blacks! + +<br> +<br> +<br> +<p><strong> Territory = The unoccupied intersections contained withn a safe group.</strong> + +<p><strong> Safe Group = A group containing at least 2 separate and distinct real eyes.<p></strong> +<p> Control of a given territory is achieved when the defender either already has or cannot be prevented from making 2 eyes, and any of the opponent's stones already inside that space or that may later be entered therein cannot either make their own 2 eyes or achieve Seki (a local stalemate). + +<p><strong>Only safe groups take any territory.</strong></p> + +<br> +<p><img src="Playimg15.gif" align="left"><strong>Minimal Safe Groups</strong></p> + +<p> This shows two cases of the minimum possible territory within any group - the 2 eyes that make it safe ("a" and "b" on the left and "c" and "d" on the right.) There is no maximum except that imposed by the physical limitations of the board. +<br> +<br> +<br> +<br> +<p><img src="Playimg16.gif" align="left"><strong>A Safe Group</strong></p> + +<p>In this well known Joseki (analyzed sequence) position, the Black corner stones are safe and take a territory of approximately 10 points. (The exact final dimensions will be determined by later play around the borders.) +<p> Any open space bordered by safe stones of <u> both </u> colors is neutral, and doesn’t count as territory for either side. +<br> +<br> +<br> +<br> +<br> +<p><strong>Seki = A local stalemate in which opposing groups with less than 2 eyes are nevertheless mutually safe from capture.</strong></p> +<br> +<br> +<p><img src="Playimg17.gif" align="left"><strong>Seki - Neither Side Has An Eye</strong></p> +<p>The key to Seki is the 2 shared liberties, on which neither side can play without putting itself into atari.</p> +<p>The reason that neither side in a Seki can afford to put itself in atari by approaching the other is that when the opponent captures those stones it would be provided with a live (two eyed) shape.</p> +<p>But if the capture does not provide a live shape, it is feasible to sacrifice your own stones and then play back on the opponent's key eyemaking point(s) to kill his group!</p> + +<p><img src="Playimg18.gif" align="left"><strong>Seki - Both Sides Have an Eye</strong></p> +<br> +<br> +<p>In this position, Black may capture the marked White stone to gain one point, without affecting the Seki.</p> +<br> +<br> +<br> +<br> + +<p><img src="Playimg19.gif" align="left"><strong>Seki - Only One Side Has An Eye</strong></p> + +<br> +<br> +<br> +<br> +<br> +<br> +<br> +<br> +<p><strong> The Mechanics Of Play </strong> + +<p><strong>- Go is a 2 player game, one side using the Black stones, the other the White.</strong> +<p> Go stones are lenticular disks, about 5/8 inch in diameter and from about 6 to 10 mm. thick. +<p> The stronger player traditionally plays White, and equal players alternate colors in successive games. + +<p><strong>- Black plays first.</strong> +<p> Since this confers a sufficient advantage to insure a Black victory against an equal opponent, to equalize each player's winning probability a number of points (called Komi) is added to White's final score. In our sample game, Komi was a higher than usual 8 points. + +<p><strong>- The 19 x 19 line board starts empty</strong> +<p> Exception: In handicap games, Black's handicap stones constitute his first move. + +<p><strong>- A move consists of entering one stone from the player's supply upon any unoccupied board intersection in accord with the 2 rules of Go</strong> stated below. (Each player always has as many stones as needed to finish the game.) + +<p><strong>- If a move fills the last liberty of any opposing stones, <u>all</u> of those stones are Captured and immediately removed from the board by the capturing player.</strong> +<p>This means that a player may enter a stone on a point at which it <u> appears</u> to have no liberties IF that stone captures some opposing stones, because the removal of those captives from the board will produce the required liberties. + +<p><strong>- The opponent may not respond until that removal is completed.</strong> + +<p><img src="Playimg20.gif" align="left"><strong>Atari And Capture Of A Single Stone</strong></p> +<p>A - Atari, B - Capture, C - Result.</p> +<p>A player who has a unit "in atari" is not required to protect it, nor is the opponent ever required to capture.</p> +<p> Stones may remain "in atari" indefinitely!</p> +<br> +<br> + +<p><img src="Playimg21.gif" align="left"><strong>Multiple Stone Capture</strong></p> + +<p>A - Atari, B - Capture, C - Result.</p> + +<p><strong>- The captives are held as prisoners by the capturing player, and after the game's end are filled back into territories of the same color, thereby subtracting from the opponent's score.</strong></p> + +<p>Each captive is worth 2 points - one point for the open intersection exposed when it is removed from the board, and a second point when it is filled into the opponent's territory to count the score after the game has ended.</strong></p> +<p>The result is that a capture can sometimes be quite productive on a direct point basis, but that should <u>not</u> deceive you into making capture a major objective!</p> +<p>If the opponent errs and an important capture can be made without significant offsetting detriment you should, of course, accept that gift, but in most cases capture is best only threatened, as the mechanism for achieving more important strategic objectives. Remember that, especially in the early stages of the game, there's usually far more territory available to be enclosed than stones to be captured!</p> + + +<p><strong>- There are no mandatory moves in Go </strong>(unlike the response to check in chess), so the opponents are always free to play anywhere that they wish in accord with the rules. + +<p><strong>- At each turn, a player may chose to enter a stone or pass.</strong> (In practice, no one ever passes unless they have decided that there is no way to improve their position.) + +<p><strong>- When both players pass in succession, the game ends</strong>, prisoners are filled in, and the score is counted. (This process is performed automatically by the on-line Go servers.) + +<p><strong>- There are no draws in Go.</strong> If the final score (including Komi) of both sides is the same, White wins! + +<p><strong>- Tournament games are invariably played with clocks</strong> (essentially identical to chess clocks, although the time limits used are quite different.) + +<UL> +<LI><p><strong>Games may be won (and lost) in 3 ways:</strong></LI> + <UL> + <LI><p><strong>normally, by final count, or </strong></LI> + <LI><p><strong>abnormally, either by </strong></LI> + <UL> + <LI><p><strong>resignation, or </strong></LI> + <LI><p><strong>overstepping the time limits.</strong></LI> + </UL> + </UL> +</UL> + +<p><strong> The objective of a game of Go: To gain control of more territory than the opponent.</strong> +<p> In keeping with Go's ancient heritage this objective is extremely simple, although achieving that goal can +become staggeringly complex and difficult in the face of intelligent opposition. And that's why Go is so intriguing! +<p>Although at least some direct acquisition of territory will always occur, for the most part in high level games such efforts usually serve only as the substrate upon which the major battles which actually decide the outcome are fought! +So the key to making the appropriate strategic decisions in Go lies in understanding that its fundamental nature is conflict! +<p>One of the more common major strategems is for one player to threaten to enclose a sufficiently large territory that, if it can be consolidated, will give that player an insurmountable lead! That, in turn, leaves the opponent with no viable alternative but to immediately act to try to prevent that consolidation +before it can be completed, by either invading deeply and trying to make his own live group in its midst, or by "nibbling at the margins" to reduce the territory sufficiently that his own acquisitions can match or exceed it. The resulting battles frequently spill over into adoining board areas, and almost invariably +decide the game's outcome. + +<p><strong> There are only two simple rules that govern all play in the game of Go:</strong> + +<p><strong> Rule 1. To remain on the board, every unit must possess at least one liberty.</strong> + +<p> Each Unit Shares The Sum Of The Liberties Possessed By Its Individual Members, But Each Liberty Counts Only Once For The Unit, No Matter How Many Stones Share It. +<p> (This means that stones inside a large unit need not be themselves directly connected to a liberty if <u>any</u> of their friends on the outside edge have a liberty!) +<p> A non-obvious but absolutely critical implication of this simple basic rule actually dominates much of actual Go play: In order to be certain that they always have at least the one liberty necessary for them to remain on the board, each discrete group of stones must completely enclose <u> two separate +liberties</u> on which the opponent can never play!! (And that's why 2 separate and distinct eyes are necessary for safety!) + +<p><strong> Rule 2. No full-board position may be repeated.</strong> + +<p> Local positions not only can but often do repeat, in the pattern called Ko (="eternity"). +<p><img src="Playimg22.gif" align="left"><strong>Ko</strong></p> + +<p>This diagram shows the 3 conceptually identical forms that Ko can take. + +<p> - A is the basic form of Ko.</p> +<p> - B shows the Ko cut off by the edge of the board.</p> +<p> - C results when the Ko is moved into the corner.</p> +<br> +<p>When White captures the marked Black stone, White's capturing stone will itself be in atari! But the "No Repetition Rule" +requires that Black must first make a move elsewhere before a legal recapture is allowed! If that recapture is important, it +means that Black must find a threat elsewhere (a "Ko threat") important enough to White to compel his reply there. Then Black +is permitted to recapture the Ko, and now it will be White who must find a Ko threat to compel Black's response so that he can +recapture the Ko. And this series of threat, response, capture, and threat will often continue for many moves and frequently +becomes decisive in determining the game's outcome - either as a direct result of which side "wins the Ko", or not infrequently +as a result of what happens elsewhere as a result of the Ko threats and the way that they were answered.</p> + +<p>Because a Ko involves the capture and recapture of only a single stone, taken out of context it appears trivial, but in actual play it's anything but! +A Ko will be created and fought only when its result will determine the fate of one or more significant groups of stones, because of +the confirmation (or killing) of a needed eye, or the establishment or severing of an important connection. It is therefore unquestionably the +single most important tactic in Go!</p> + +<p>Ko typically occurs at least once in almost every game and several times in most, but the fighting of a Ko may not even begin until many, many moves after it's established, + and its resolution is frequently not defined until after a long series of Ko threats, responses and counter threats has been fought.</p> + +<p>Ko is the primary situation in which "The No Repetition Rule" is expressed, but far from the only one. +Even when considering only Ko itself there are strange and interesting variants like double and triple Ko +with and without outside dame. And there are also even more unusual non-Ko repetitive positions like Chosei and "Eternal Life". But because most of these other repetitive +patterns occur only infrequently, it's possible to play Go on a quite sophisticated level with little more than a +realization that such things exist. For that reason you can make their acquaintance whenever you feel ready and inclined +to do so.</p> + +<p> Everything else about how to play Go (except for the mechanics of play, ending the game and counting the score) can be deduced from just these two simple rules . + +<p><strong>Caution!</strong> The deceptively simply stated objective of Go conceals one of the most devilishly complex intellectual activities in all of human history! To understand how this can possibly be true, consider some other well known games with similarly simple appearing objectives: + +<p>- Golf: Just hit the ball into the cup in as few strokes as possible. (But how many can achieve par +or less?) + +<p>- Tennis: Just be the last one to hit the ball over the net and into the opponent's court. (But how +difficult this is to do successfully against a fast, hard hitting, fit opponent over 3 or 5 sets!) + +<p>- Chess: Just catch the opponent's King! (Difficulty/complexity too well established to require +further comment or explanation.) + +<p>- Football (American): Just move the ball downfield and over the opponent's goal line. [But doing +that successfully requires a good strategy (maximize your team's assets, minimize its defects, +and exploit the opponent's), the right tactics (call the right plays), and execution (block, tackle, +pass, etc.) . Spectacularly difficult to do against strong opposition.] + +<p><strong>What's Involved In Playing Go</strong> + +<p>Playing Go requires the integration of these same three vital elements of strategy, tactics, and +execution, and failure in any of them will make a favorable outcome impossible to achieve +against competent opposition. But the level of complexity involved in Go is many orders of +magnitude greater than in football, so playing Go well remains a challenge to the best and +brightest even after a lifetime of play and study! + +<p>Much of the tension in playing Go results from the compromises and tradeoffs required in +achieving the simply stated objective of enclosing and securing territory. Although some direct attempts to +sketch out and secure territory are both natural and necessary, in high level play that's only a sub text. The major thrust +of play usually devolves about the identification of potentially weak groups on both sides, followed by their subsequent +attack and defense, during which the final shapes of each side's territories actually become defined. If a player tries to be overly conservative and either initially loosely encloses too small +a territory or consolidates what he has sketched out too soon, the opponent will be presented with the opportunity to + gain dominance over a larger area elsewhere. But if too large an area is loosely sketched out initially or if it is not +consolidated in timely enough fashion, the opponent may either separate (and sometimes kill) +some of its stones, reduce it substantially, or even play within its confines to make a small +territory of his own there, effectively wiping it out almost completely. And, of course, if any mistakes in the fighting occur, +that not infrequently leads to instant resignation when a key group dies. So what primarily +distinguishes the best players from the merely mediocre is the quality and execution of the delicate +and precise positional and tactical judgments and timing that motivate these moves. + +<p> The initiative (Sente) is the "natural birthright" of Black at the outset by virtue of his moving +first, and if this initiative could be maintained throughout the entire game White would have no +chance at all to win. But it cannot! As a natural consequence of the normal interactions which +inevitably occur in every Go game, each player will of necessity from time to time have to make +moves which are primarily defensive (of stones and/or territory), so Sente naturally switches +back and forth. And of course if either player makes even a small error which the opponent is +alert enough to exploit, Sente can switch sides even in situations in which it normally would +otherwise not. In the final analysis, other things being equal and major blunders excepted, the +side which retains Sente for the greater proportion of the game will usually win! In the +illustrative game presented below the key to Black's victory is his early seizure of Sente, +followed by its relentless maintenance throughout a long series of subsequent moves. + +<p> The opening of a game of Go is its most difficult phase because these early moves not only +provide its unique structure but also influence the feasibility of everything that follows. For that +reason the most detailed explanations will be provided for these early moves, and then we will +sketch more and more broadly as the game develops and becomes intensely tactical. Especially +during the Fuseki (full board opening) but throughout the game as well, the immensity of the +decision making problem confronting the players arises from the need to trade off conflicting +objectives (e.g. territory vs. "influence", attack vs. defense, etc.) coupled with the need for +efficiency (getting "the maximum bang per buck" for each stone played). And of course, each +player is not only trying to achieve his own objectives but is also trying to frustrate his opponent! +So the decisions on how to best proceed at each turn are surpassingly difficult! And even the +"detailed" explanations provided herein are therefore necessarily much simplified. + +<p> It is easy to see that making eyes and sealing off territory are easiest to accomplish in the corners +because there the board edges form natural barriers to enemy incursion in two directions. So the +corners are the "theoretically correct" places to begin the game - and in fact that's what occurs in +this and most other Go games. But the reader should be aware that it is feasible to utilize a more +subtle, indirect approach, starting instead with center moves which have no immediate territorial +implications, but which offer fighting "potential" instead whose later proper exploitation is +expected to produce at least an equivalent amount of territory. The problem with such an indirect +strategy is that it places an increased premium on proper followup else the final return from these +initial moves may be insufficient, because in the final analysis only the balance of territory at +game's end counts! So such an initial center strategy has historically quite rarely been used, +although more experimentation with it is being seen recently. + +<p> Over the many millennia that Go has been played, the best locations for initial corner moves +have been fully developed, resulting in simple patterns for uncontested corner enclosures (= +Shimari) and far more complex ones when the corner is contested (= Joseki, each of which is +fully comparable to a complete chess opening). Integral to this, the optimal distance from the +board edges for these early moves has also been established, so if you check what follows you +will see that none of the early moves in this game is any closer to the edge than the third line! + +<p> The Go board diagrams presented below utilize algebraic notation similar to that used in chess, +since that makes it easier to refer to alternative moves without the necessity for creating a +variation diagram. As in chess, these numbers and letters do not appear on the actual boards the +players use, but can be (and usually are) displayed by the "clients" (software programs) used to +play by computer on the internet, and of course appear in books and presentations like this one. + +<p><strong> Illustrative Game</strong> + +<p> Because the protagonists in this game were top flight professionals, a complete understanding of +the strategy and tactics displayed is far beyond the unaided ability of even the strongest amateur +player - and I'm not even in that modestly exalted category. So even if it was my objective to do +so, providing a detailed explanation of their subtle maneuvering would be infeasible. But that's +not the objective here. Our much more basic intention is merely to sketch out the game's main +strategic and tactical themes in broad terms that can be readily comprehended even by a rank +beginner. + +<p> This game was contested between two professional Go players, Michael Redmond, 8 Dan +(Black) and Yilun Yang ("rabcat"), 7 Dan (White), April 10, 1999 on the Internet Go server +(IGS), in the second qualifying round of the 1999 North American Masters Championship +Tournament (NAMT). These professionals are both the approximate Go equivalent of +Grandmasters in chess so their level of play is exceptionally high, although neither is quite of +world championship caliber (although there is not at present any such recognized title or +individual in Go). + +<p>The explanations of the game moves provided are intended to illustrate the almost unbelievable +beauty, strategic depth and mind-bogglingly complex tactics of Go in a manner comprehensible +to persons who don't know more than its few simple rules of play. Although this would seem an +impossible task, it is feasible because the unique qualities of Go are so self evident that even the +complete neophyte will not only be able to follow the game's flow but appreciate it, albeit only +on a very general level in which all of the more intricate strategic and tactical nuances are +necessarily glossed over or omitted. + +<p>Hopefully, at least some of you readers to whom this represents a first look at Go will be kind +enough to email me after you finish reviewing this game to let me know just how well or poorly +I've succeeded in this daunting task! It would be most appreciated. + +<p><img src="Playimg.gif" align="left" ><strong>Game Record 1</strong> + +<p><strong>B1-W4</strong> are each played in an open +corner, and this is the most usual +way to begin. The exact point in the +respective corners occupied by each +stone is the result of a very careful +analysis of their subtle interactions. + +<p>Once each corner has a stone in it, +an important decision regarding the +placement of <strong>B5</strong> must be made. W2 +is on the 4-4 point, so with it the +Lower Left corner is temporarily +"finished". But B5 could rationally +be played at any of C15 or D15 in +the Upper Left, Q5 or R5 in the +Lower Right, or P16 or P17 in the Upper Right corner, each of which will produce a completely +different game! + + +<p>From a theoretical perspective, playing in the UR corner is slightly best for reasons we will +discuss in a moment. But the decision between the chosen location at O17 and the alternatives of +P17 and P16 is not so simple. As played, the Shimari formed by B1,5 exerts the strongest +influence down the board toward B3 in the LR, and that is the reason it was chosen. But in return +this positioning has the detriment that it encloses the UR corner more loosely than the more usual +P17, leaving it more vulnerable to a possible later White invasion. On the other hand, it protects +its left flank better than would P16. This kind of tradeoff is typical of Go and one of the things +that makes playing it so very intriguing! Because, <u>unless the opponent has made an absolute +blunder which you are exploiting, every move has both assets and detriments</u> - i.e. "There is no +such thing as a free lunch". So the art of playing Go is to try to "Give a little, take a lot", and not +be greedy. + +<p><strong>W6</strong> prevents a second Black Shimari, as expected, but then (in accord with his plan in playing +B5), <strong>B7</strong> combines an ideal extension from his Shimari in the UR corner with a Joseki squeeze +play in the LR corner! And this is a considerable advantage for Black, as it should be if he has +played correctly! Why?? Because at the moment Black has played one more stone than White +and still retains Sente (the initiative) as his "birthright" from playing first - and that's the reason +that White gets Komi (in this game, 8 points) added to his score at game's end! + +<p>Next, <strong>W8</strong> and <strong>B9</strong> are both popular Joseki moves. This means that the resulting division of the +available assets (e.g. territory, influence) in this corner is dynamically (not statically) equal. The +degree to which the selection of this particular Joseki was appropriate in the global context is one +of the many factors that not only determine the future course of the game but which also strongly +influence the prospects for each side, and constitutes one of the more important and difficult +decisions to be made. + + +<p><img src="Playimg1.gif" align="left" ><strong>Game Record 2</strong> + +<p><strong>W10</strong> After B9, White is faced with +a dilemma. If he plays at O5 Black +will respond at N4, running along +the 4 <sup>th</sup> line and getting too much +potential territory along the LR +edge as a result. But running out at +P7 or O6 won't affect Black at all +and will also leave White without +sure eyes in this corner, so he +decides to attach at the key 3-3 +point to secure eyespace. + +<p><strong>B11</strong> reduces the liberty count of +W10 and threatens to continue at +S3, so <strong>W12</strong> on this same point is +forced. But this makes Q4 an ideal +"shape" point for White, so <strong>B13</strong> there is necessary. This in turn makes the threat of a Black play +next at Q5 to split the white formation apart, so <strong>W14</strong> on this same point is also forced. The result +is that this sequence has formed an unusual but feasible Joseki pattern, after which White is +virtually assured of making 2 eyes in this corner because he has S2 and S8 (to enlarge his space) +as alternatives (miai). + + +<p><strong>Important:</strong> Contact via <strong>W10</strong> was made here, but not with the intent of capturing opposing +stones! Rather, its intent is to produce a shape capable of making 2 eyes if and when needed! +Note also that <strong>B11</strong> and <strong>W12</strong> are the first moves on the second line, but this is acceptable because +both are essential in this position for producing a shape capable of generating 2 eyes if needed! +Now that both sides have at least temporarily achieved a local formation capable of making eyes +or running away into the safety of the open center, further contact and attempts to capture locally +come to a halt - to be resumed later only if and when required to assure the safety of the opposing +stones!!! + +<p>So Black next played the totally unexpected and surprisingly strong <strong>B15</strong> - a move that none of +the many observers anticipated, but which after-the-fact everyone agreed was magnificent! +Although this stone is quite close to B7 its shape is ideal, it inhibits White's expansion in this +direction, and begins the process of turning the space between these 2 stones and the Black UR +corner Shimari into a large potential territory (Moyo). + +<p>Since White's LR corner stones are quite safe for the moment, <strong>W16</strong> combines an extension from +White's LL corner stone with a squeeze play which inhibits the expansion of Black's LR corner +stones to their left. Because this threatens to follow next at N6 to close Black in, <strong>B17</strong> moves him +smoothly out into the open center while slightly weakening W16. + + +<p><strong>Note:</strong> Black does NOT make contact with W16 because that would induce White to strengthen +that still weak and potentially exploitable stone! (This is the exact converse of the beginner's +mistaken instinctual behavior.) + +<p>After B17, White can still flee into the open center with O6 or P7, but, perhaps influenced by the +slightly higher than usual 8 point Komi in this game, he opts instead to secure eyespace in the +corner via <strong>W18</strong>, which threatens to make one eye immediately via playing at Q2 to catch B11. + +<p>Since saving B11 now would be both small and too localized, Black instead opts for <strong>B19</strong>, which +squeezes W16. But instead of defending W16 directly, <strong>W20</strong> strengthens it indirectly by counter-squeezing B19 with good coordination with White's LL corner stone, in the typical thrust-and-counter thrust of high level Go play! + +<p><img src="Playimg2.gif" align="left" ><strong>Game Record 3</strong> + +<p><strong>B21</strong> A simple, but surprisingly +effective move! Not only makes +perfect use of the subtle B15 to +create a vast Black moyo on the +Right side, but also locks-in the +White LR corner stones and forces +them to make eyes immediately. + + +<p><strong>W22-24</strong> With the capture (and +removal) of B11 White makes one +eye immediately and with the easy +prospect of making a second eye if +and when needed becomes +absolutely safe here, but because +these moves have no other effect on +the global position Black retains +Sente with which to play elsewhere. (This is a key difference between high level and weak Go! +Strong players make the globally largest move, often switching to a completely different board +area, as here. Beginners tend to fixate upon a local situation and continue to play there long after +the incremental value of the added moves has fallen far below that of potential alternative plays +elsewhere.) + +<p><strong>B25-31</strong> With this Joseki sequence, both sides become locally stable, with White having virtually +assured eyes and Black with good shape enclosing enough space and with center access to be not +only also safe for the moment, but in better position to wage any future center fighting. At the +same time, Black's position here is a lot less secure than White's, so the result is dynamically +"equal" (as it must be in order for the sequence to be Joseki). + +<p><strong>W32</strong> For the first time in this game White finally has Sente, but in a position in which it is +surpassingly difficult to see how best to proceed. White thought for a long time before making +this play and it evidently was a compromise, but the result is that it is "neither fish nor fowl". He +clearly couldn't decide upon the best place to invade Black's right side moyo, but this move +seems too unfocussed to be truly effective even as a preparatory play for a following invasion. +The result is that this was almost certainly the losing move, although proving that required all of +the skills of a top professional on Black's part! + +<p><img src="Playimg3.gif" align="left" ><strong>Game Record 4</strong> + +<p><strong>B33</strong> The natural way to expand/ +virtually secure this corner, and the +point at which one would logically +have expected W32 to have been +played if he wasn't confident of the +result of a deeper invasion. + +<p><strong>W34</strong> Regrettably, something like +this deep invasion is now necessary, +because Black simply can't be +allowed to consolidate all of his +vast moyo here if White is to have +any chance to win this game. + + +<p><strong>B35</strong> Well played! If White was +allowed to play here next the +strange W32 would suddenly become a fine play, assuring that the White invaders can safely +escape. So B35 quashes this possibility, and now White must "live small" on the edge. + +<p><strong>W36-44</strong> White struggles for eyespace, while Black builds outside strength while threatening to +kill the invaders (recognizing that it's not really possible). + +<p><strong>B45</strong> Threatening to follow at S12 to isolate and catch W34. But if White plays there himself +now, Black will play at S7, severely damaging the LR White corner territory as well as making +it extremely difficult for the 7 White stones here to live, so <strong>W46</strong> is forced! + +<p><strong>B47</strong> Another fine move by Michael Redmond! The logical followup in the UR would be to play +this stone at S12 to create a +substantial Black UR corner +territory, but Black correctly sees +that White can't afford to play there +now to save W34 because he has no +effective followup that's large +enough to play at this still early +stage of the game. So Black takes +Sente again! It is non-obvious, +subtle judgments like this that +distinguish top players from +ordinary ones, and which win +games against really strong +opponents. + +<p><img src="Playimg4.gif" align="left" ><strong>Game Record 5</strong> + +<p><strong>W48 - B63</strong> This is the sequence that sets the stage for all of the remainder of this game! White +makes the logical decision to respond to the squeeze play of <strong>B47</strong> by trying to connect his stones +to make a live group locally, so (in accord with the Go principle "to defend, play close") with +<strong>W48</strong> he attaches to the Black K4 stone (B19). + +<p>But Black's clever response not only prevents White from becoming settled (assuring 2 eyes), +but also makes a small Black territory in the LR. This forces White to flee for safety into the +center with <strong>W58</strong>. But this makes a subtle threat of its own to continue at F7 to enclose the weak +Black 3 stone group, so ... + +<p>With <strong>B59</strong>, not only have Black's own weak stones been led out into the center but White's LL +corner has become vulnerable to invasion, so <strong>W60</strong> is necessary to protect against this. Then B61 +again threatens to invade, forcing <strong>W62</strong>. But this leaves black with Sente, so .... + + +<p>The "capping" play of <strong>B63</strong> once again threatens the life of the White stones below by blocking +their easy center egress, maintaining Sente for Black. But because the 4 Black stones squeezed +between the White groups here are also still unsettled this is a fair fight, in which victory will +only be gained (if at all) by a continuing series of good moves and not by any one or two +especially incisive plays! + +<p>From this point on, the game becomes intensely tactical, within the context of the major strategic +motif of Black's attack on the unsettled white group and White's attempts to settle it or escape +encirclement. Of course, within this broad framework other subsidiary strategic motifs are also +invoked and played out, as each side attempts to enclose and secure territory in the attack/defense +process. And other local battles are also initiated and carried on within this broad context as well, +and this is typical of the complex interactions that make Go so intriguing. + +<p>The details of these many complex tactical threats, counter threats, and secondary strategic +motifs are well beyond our present interest, so they will not be explored in any depth. But be +advised that they are not only present but must be fully accounted for by the players if their +moves are to be successful in the overall game context. + +<p><img src="Playimg5.gif" align="left" ><strong>Game Record 6</strong> + +<p><strong>W64-70</strong> In a carefully calculated +interplay of threat and counter +threat, first White and then Black +threaten to escape into the center +and prevent the opponent from +doing so. + +<p><strong>B71</strong> Safely completes Black's +escape process, at least for the +moment. + +<p><strong>W72</strong> White tries to duplicate +Black's safe egress, but once again + + +<p><strong>B73</strong> throws a roadblock in his path. + +<p><strong>W74</strong> Threatens to capture 2 Black +stones, forcing the bad shape <strong>B75</strong> to preserve them. + +<p><strong>W76-88</strong> In the subsequent play, the 2 White stones on L4, M4 are trapped and at least +temporarily left behind in Black's grasp, while after more complex tactical cut-and-thrust with +<strong>W88</strong> the still eyeless White stones finally emerge into relatively open board area and temporary +safety. + +<p>Overall, the current situation at this moment is as follows: + +<p>- White has about 15 points of solid territory in the LR, about the same in the LL, and perhaps 10 +more in the UL. + + +<p>- Black has about 15 points in the UR (and perhaps 25 if he can play at S12 before white does), +perhaps 10 to 15 more in the UL (20-25 if he can play at B17 before White invades), and perhaps +10 in the Right Center. + +<p>So with Komi White is comfortably ahead in relatively secure territory at the moment. BUT, and +this is the key theme of this game, White has a large weak group for Black to exploit, and it is in +the process of cleverly harrying this group that Black intends to secure more territory and/or +perhaps even score a coup if White falters in his defense!! + +<br wp="br1"><br wp="br2"> +<p><img src="Playimg6.gif" align="left" > + +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p><strong>Game Record 7</strong> + +<p>In the process of trying to entrap the +fleeing White group, Black must +also be mindful of the safety of his +own still unsettled stones, lest +White trap some of them and +thereby save his own. That's the +primary meaning of <strong>B89</strong>, which +prevents the potentially dangerous +cut at K9. + +<p>As White struggles to escape and +connect to some of his already stable stones (like his UL corner), he also collaterally increases +his territory there via <strong>W96, 100, and 106</strong>. But the combination of <strong>B93, 99, 103, 107, and 115</strong> + +keep White from making that highly desirable connection, and at the moment of the forced +<strong>W120</strong> White is still confined and vulnerable. Finally, <strong>B121</strong> essentially destroys White's potential +for making an eye in this area so he +is left seeking both of the still +elusive two eyes he needs to +survive. + +<br wp="br1"><br wp="br2"> +<br wp="br1"><br wp="br2"> +<p><img src="Playimg7.gif" align="left" ><strong>Game Record 8</strong> + +<p>Throughout the remainder of this +game, White struggles to attain +safety by making the needed 2 eyes +for his ever larger center group of +stones, while Black tries to frustrate +him at every turn. + +<p>The clever and incisive tactics involved must be meticulously calculated in advance by both +players, because once embarked upon a particular line of play there is only rarely available a +satisfactory fallback line if a miscalculation heads toward impending disaster! + +<p>The key finishing sequence in Black's attack begins with the "push through" of <strong>B141</strong> followed +by the cut of <strong>B143</strong>, but its success was only made possible by the non-obvious earlier response +of the "solid connection" of <strong>B137</strong> to the attachment of <strong>W136</strong>. This move was especially brilliant +because the resulting inefficient shape of the string of 4 Black stones that it created would +ordinarily be something to avoid, but in this case was actually best because after <strong>B143</strong> it offered +White no "wiggle room" here in which to create mischief. This is the kind of foresight and +creative thinking that characterizes Go and distinguishes its better players. + + +<p>After <strong>W156</strong> White has one secure eye, but is still desperately short of prospects for making the +needed second. Note especially how the 2 "abandoned" White stones on L4,M4 are still useful +because they necessitate <strong>B157</strong>, giving White Sente with which to play <strong>W158</strong>. Much as Black +dislikes having to play <strong>B157</strong>, if this stone was mistakenly omitted then a White play at N3 would +capture 5 Blacks and save the entire beleaguered White group! + +<p>The clever <strong>W158</strong> seems finally to offer the chance of making his needed second eye, but after +<strong>B159</strong> it is clear that Black will rescue his almost trapped 6 stones by capturing either the White +stone on R12 (W34) or by escaping via attaching to <strong>W136</strong> at P14, so this attempt fails. <strong>W160</strong> is +his last desperate attempt to cause complications, hoping for a Black response at F1. But when +Black simply connects with <strong>B161</strong> it is clear that White can neither capture the 4 Black stones nor +connect out, so <strong>WHITE RESIGNS</strong> because with this failure to secure his needed second eye the +entire vast White center group is dead! + + +<p>Brilliantly played throughout by Michael Redmond, and exemplifying all of the attributes that +make Go the greatest strategic board game in all of human history! + +<p><strong>Go Playing Tutorials</strong> + +<p>If you're not "a games person" or if you're a teacher not interested in Go for its own sake but in +how it can be used in teaching vital REASONING SKILLS to children, you might want to stop +with just what you've learned so far and just enjoy the other material provided in the remainder +of this web page. But if what you've seen of the depth and beauty of Go in this game has +captured your imagination, thoroughly learning its rudiments is the next natural step. + +<p>A number of other Go enthusiasts have already produced their own versions of its basic ideas in +pages on the web, so rather than "reinvent the wheel" here I shall merely reference the best of +those efforts below. Although I do not find any one of these presentations fully satisfactory, in +sum they do provide enough of the rudiments of Go to get a beginner started. Of course, much of +this material necessarily repeats what you've already seen in my brief introduction above, but +most go well beyond it so unless you are an especially "quick study" their perusal will prove well +worth your time. + +<p>But be advised that even the best possible short introduction to a subject with the depth and +complexity of Go can reasonably do little more than present its fundamental notions. Of +necessity, any in-depth discussion of the three key elements of strategy, tactics, and execution +must be left for a much later time at which the beginner has acquired sufficient background to +begin to integrate and appreciate them. So please do not expect even the totality of these +introductions to do much more than provide a few key insights and a basis for further study. + +<p>The few simple ideas presented in these introductions can be learned in a few minutes, even by +young children, and all of Go's spectacular tactical magic and profound strategy can be (and +actually were) derived from them and nothing more! It was just this modest amount of +information (sans "the Ladder" and "Geta") that then World Chess Champion Emanuel Lasker +had in 1907 (see <a href="America.html">How Go Came To America</a>) when he played his first game of Go and +immediately grasped its immense potential. And it is theoretically possible for anyone to not +only begin to play Go but to become a strong player using no more formal instruction than this. +But in practice, that would mean trying to learn from your own personal experience all of the +tricky tactical nuances and profound strategic ideas that have been developed by hosts of superb +players over the many centuries that Go has been played - clearly a daunting and ultimately +infeasible task. Far easier and better to avail yourself of all the accumulated wisdom codified in +the many excellent Go tutorial books now in print. + +<p>Unfortunately, IMHO none of the extant beginner's books, in common with the web page +tutorials, is completely adequate, and my own complete and incisive introduction THE FIRST +BOOK OF GO is now out-of-print. However, I'm pleased to announce that its derivative and +successor, GO FOR KIDS, is scheduled for publication by <a href="http://www.yutopian.com/go/">Yutopian</a>, a major publisher of Go +books in English by summer 2000, as soon as its unique art work is completed. Although this +book has been specifically designed to be "child friendly", it is distinctly not simplistic and can +be profitably and pleasurably read by adults as well! Check with Yutopian for the latest +information by clicking on their highlighted name above. + +<p>In reading the other author's web introductions to Go referenced below (which all basically cover +the same material in slightly different fashion), please remember that they present only a few +highlights of the most basic ideas, and that there not only is far, far more to Go but that most of +the things that place it on a plane far above all other strategic board games can only be, at best, +vaguely glimpsed from them. What they contain is perhaps analogous to learning simple +arithmetic, with all of the immense power and application of advanced mathematics still to be +discovered! But as Confucius said "The journey of 1000 miles begins with but a single step", so +don't be afraid to begin. You'll never be sorry that you did! + +<p><strong><a href="http://www.cs.umanitoba.ca/~bate/MyGoPage.html"><font +Color="#0033FF">John Bate's Introduction</font></a></strong> + +<p><strong><a href="http://www.cwi.nl/~jansteen/go/"><font Color="#0033FF">Jan van der Steen's +Introduction</font></a></strong> + +<p><strong><a href="http://www.joy.or.jp/nihonkiin/howto/htm-e/howto1.htm"><font +Color="#0033FF">The Nihon Kiin Introduction</font></a></strong> + +<p><strong>The next introduction is especially recommended for children!</strong> + +<p><strong><a href="http://www.sainet.or.jp/~mori/howto/HowTo.html"><font +Color="#0033FF">Hiroki Mori's Introduction</font></a></strong> + +<p><strong><a href="InternetGo.html"><font Color="#0033FF">Continue</font></a></strong> + +<p><strong>Click Here To Return To</strong><a href="index.html"><font Color="#0033FF"><strong> Milt's Go +Page</strong></font></a> + +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/PlayGo.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:09 GMT --> +</html \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMApp.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,1442 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMApp.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:39 GMT --> +<head> + <title> Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"></a> + + <center><br><br> + <font class="booktitle"> + Reasoning And Decision Making</font> </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2010</font> + <hr></h1></center> + <br><br> + + + <center><a name="Appendix"></a> + <font class="chaptitle"> + <strong>Appendix - Introduction To Symbolic Logic</strong> + </font><br> + </center> + + <br><br><br> +<font size= +1> +This Appendix is included for completeness, because the time honored techniques it discusses form the logical (albeit theoretical) basis for all of the more practical problem solving +techniques discussed in the following chapters that are our real interest. Because this material is very technologically dense and difficult, as noted in the Introduction, most readers will +probably be well advised to either skim it lightly on first reading, or even skip it entirely. If you do either, the loss to your overall understanding will, in most cases, not be highly significant. Despite that, you will be well advised to invest the time and effort needed to master this material sooner rather than later, because the payoff to your overall understanding for so doing will be considerable. +<br><br> + +Symbolic Logic is an ancient discipline dating at least back to the time of the famous Greek philosopher Aristotle (384-322 B.C.). Its purpose is to help make sense of human communication +by providing a method which can enable us to distinguish between Arguments which can be relied upon and those which cannot.<br><br> + +This is a complex, well developed and mathematically oriented discipline which is often the subject of multi-semester courses, so it will not be possible for us to do much more here than to introduce + its main ideas and briefly explore how they are applied. Our objective in doing this won’t be for you to master this important subject, but rather for you to obtain a broad grasp of how and when to +use it. But it is important enough that those of you who really wish to perfect their Reasoning skills are strongly urged to invest the effort to further pursue this topic on your own.<br><br> + +Whatever your level of skill in utilizing Symbolic Logic, in order for this process to have any real chance of success it is first necessary that those communicating “be on the same page” - that is, +to agree on the meaning of the words used in their communications. This may seem obvious and easy to accomplish, but, as we describe below, history clearly shows that it is all too often anything but! +So let us digress briefly to address this important issue.<br><br> + +As a result there’s an important caveat that must be observed if the application of even the most powerful a set of techniques like REAP, Critical Thinking, or even Formal Symbolic Logic + are to be really productive - the reliability of the proposer of the information must first be evaluated and then, if necessary, compensated for!<br><br> + +<strong>Categorizing</strong><br><br> + +Efficiently focusing upon the specifics of what’s important to any real world problem situation requires that there first exist an accurate description of that situation, and this in turn requires the ability to +categorize. The verbal hierarchy used in categorizing is:<br><br> + +<OL type = DISC> +<LI> +<strong>Concepts</strong> = Ideas that represent general categories or types of things +<LI> +<strong>Genus</strong> = The broadest, most inclusive Concept class. +<LI> +<strong>Species</strong> = A less inclusive subclass of Genus. +<LI> +<strong>Referents</strong> = The individual items included in a subclass. +</OL><br> + +Caution! Genus and Species are relative terms. (e.g. In one plausible formulation, Dog is the Genus for the Species Poodle. But in a different formulation, Dog may plausibly be considered +a Species of the Genus Mammal, although perhaps calling it a sub-Genus might actually be more accurate. In either case, Aunt Mary’s pet dog Fido is a Referent.)<br><br> + +<strong>Defining Terms</strong><br><br> + +Preventing the considerable waste of time and effort often unnecessarily expended on mere verbal disputes, which can occur when people believe they disagree about some matter of substance +when in reality they are just differently defining or using some key terminology, can frequently be achieved via the simple advance definition of key terms! And once they recognize what’s going on + and settle on single definitions for the terms in question, what might otherwise be extremely antagonistic disputants may find that they don't disagree at all!<br><br> + +A classic case in point occurred at Supreme Headquarters of the Allied Expeditionary Forces (SHAEF) Europe during the key concluding days of WW II, when Supreme Commander Gen. Dwight +D. Eisenhower was chairing a meeting with British, French and other Allied Generals. A proposal was made which the British requested be “tabled”, and the Americans objected. After hours of wrangling, +it finally developed that in Britain “tabling” meant “address immediately” while in America it meant “defer”, so both sides had really been agreement all along, but simply didn’t know it because the supposedly +“obvious” and common colloquial verb “table” had not been satisfactorily defined!<br><br> + +Dictionary definitions often provide an effective starting point, but aren’t always adequate because they sometimes consist almost entirely of a synonym for the term at issue, and are therefore only really useful if + that synonym has just one possible meaning which both parties know. So the only feasible solution in cases in which a “ready made” definition satisfactory to all doesn’t already exist may be to conjure up one of your own!<br><br> + +<strong>Guidelines For Good Definitions</strong><br><br> + +<OL type = DISC> +<LI> +Include the Genus (general category) and Differentia (specifics which uniquely identify the particular item or concept of interest). +<LI> +Use the appropriate level of detail (neither too broad nor too narrow). +<LI> +Use only the essential (rather than trivial) attributes of the item being defined. +<LI> +Avoid circularity (= using something as its own “definition”). +<LI> +Avoid the negative, if possible . +<LI> +Avoid vagueness, obscure language, and metaphor. +</OL><br> + +<strong>Some Key Symbolic Logic Definitions</strong><br><br> + +<strong>Statement = An assertion that can be determined to be true or false.</strong><br><br> +Statements may be either simple or compound.</strong> 2 + 3 = 5 is an example of a simple Statement which is true. 2 + 3 = 6 is a simple Statement which is false. + “The Moon is made of green cheese” is another simple statement which is false.<br><br> + +<strong>Compound Statement = Two or more simple Statements joined by one or more Symbolic Logic Operators</strong> <br><br> + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="100%" colspan="3" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">Symbolic Logic Operators</font></strong></td> + </tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Connective</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Symbol</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Formal Name</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" BORDER="1" +height="31">Not</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="5"> ~~</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">Negation</td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1">And</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="5"> &n</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">Conjunction</td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1">Or</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="5"> Ú?</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">Disjunction</td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1">If ...then</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="5"> É?</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">Conditional</td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1">...if and +only if...</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="5"> º?</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">Biconditional</td> + </tr> +</table> +</div> +<br><br> + +<strong>Explanation = A collection of related Statements in which the Conclusion is already accepted as fact</strong>, and therefore need not be proved. In this case, the only function + of the Premises is to improve understanding. (Example: The Sun appears to rise and set every day because the Earth rotates on its axis once every 24 hours.)<br><br> + +<strong>Proposition = A Statement in which something is affirmed or denied, so that it can be properly characterized as either True (T) or False (F).<br><br> + +Categorical Proposition = A Proposition that asserts a relationship between two categories of (logical or physical) things.<br><br> + +A Categorical Proposition consists of 4 elements: +<OL type = DISC> +<LI> +2 elements (Subject and Predicate) which determine the content of the Proposition +<LI> +2 elements (Quantifier and Copula) which determine its kind (= “quality”).</strong><br><br> + +<strong>These elements are defined as follows:</strong> +<OL type = DISC> +<LI> +<strong>Subject</strong><br> +The class, category, or concept that is the concern of the Proposition. +<LI> +<strong>Predicate</strong><br> +The class, category or concept which is related by the Proposition to the Subject. +<LI> +<strong>Quantifier</strong><br> +Sets the proportion of the Subject about which the Proposition makes a claim. Only two proportions matter in Categorical Logic: “all”, and “less than all”. <strong>If the whole + Subject class is referred to, the Statement is called Universal; if less than the whole is referred to, it is called Particular.</strong> +<LI> +<strong>Copula (= linking term) +Determines inclusion or exclusion. When the relation is inclusion, the Proposition is called Affirmative. When the relation is exclusion the Proposition is called Negative.</strong><br><br> +The copula is always some form of the verb "to be".(e.g. "is", "are", "was", "were", "will be")<br><br> + +example: +<OL type = DISC> +<LI> +Categorical Proposition = “All humans are mortal.” +<OL type = DISC> +<LI> +Quantifier = “All” +<LI> +Subject = “humans” +<LI> +Copula = “are” +<LI> +Predicate = “mortal” +</OL></OL><br> + +The thing to be wary of in practice is that the Statement being analyzed will often not be in the “standard form” shown, and/or will contain other verbiage which may make it +difficult to precisely determine its meaning. There is no simple solution to this problem that will always suffice, so all of the REAP technique, the analysis of seller’s gimmicks, +your own experience and good judgment, plus Symbolic Logic must be employed in solving it. <br><br> + +<strong>The Four Types (Forms) of Categorical Proposition:</strong> +<OL type = DISC> +<LI> +<strong>A = Universal Affirmative => All S are P</strong> (e.g. All men are mortal.) +<LI> +<strong>E = Universal Negative => No S are P</strong> (e.g. No pigs can fly.) +<LI> +<strong>I = Particular Affirmative => Some S are P</strong> (e.g. Some students are female.) +<LI> +<strong>O = Particular Negative => Some S are not P</strong> (e.g. Some large people aren’t fat.) +</OL><br><br> + +<OL type = DISC> +<LI> +<strong>The Predicate of an Affirmative Proposition is regarded as having Particular Quantification. +<LI> +The Predicate of a Negative Proposition is regarded as having Universal Quantification.</strong><br><br> + +The following considerations are useful in translating “ordinary language” (= non-standard) Propositions into standard form: + +<OL type = DISC> +<LI> +When the grammatical Predicate of a sentence does not explicitly include a class or Concept but instead does so by implication, the sentence may be rewritten to create one. (E.g. "Deers + run fast." does not actually have a Predicate Term. But this can be translated into "Deers are fast runners.", in which the Predicate Term is clearly seen to be “the class of fast runners”). +<LI> +Although the Copula is always some form of the verb "to be", its tense may be ignored because it’s not important to the logic of the Proposition. +<LI> +Although the Subject Term usually occurs first in a Proposition, even if the positions of the Subject and Predicate are switched the Proposition’s logical structure is unaffected.. (e.g. The + poetic "Soft is the wind." Here it should be apparent that the Subject of the Proposition is really “the wind” and not “soft” so "The wind is soft" would be closer to standard form.) +<LI> +When the Subject Term is explicitly singular, as in the case of proper names and definite descriptions, it should be treated it as a class of one. But that means the whole class is being referred to, + so Singular Propositions are then treated as Universals. +<LI> +Nonstandard Quantifiers or no Quantifiers at all are provided. +<OL type = DISC> +<LI> +When no Quantifier is given, one must judge from the context (as best one can) whether a Universal or Particular Proposition is being claimed. For example, "Lions are carnivores." would + be a Universal Proposition about all lions, while "Lions are circus animals." would be a Particular Proposition making a claim about some lions. +<LI> +Any Proposition of the form "All S are not P" (where S = Subject Term, and P = Predicate Term) is ambiguous. It may reasonably be translated into either an E form or an O form Proposition + with no certain way to decide between them, so once again judgement is required. +<LI> +Because "some" = "at least one" and Logic cares only about whether the claim is about (the whole class) or (less than the whole class), words such as "few", "several", "many" and "most" + must all be translated as “some” (i.e. Particular rather than Universal). +</OL></OL></OL><br><br> + +<strong>Distribution<br><br> + +A term is called Distributed if its Proposition makes a claim about each and every member of that category. +<OL type = DISC> +<LI> +A Propositions => The Subject term is Distributed and the Predicate term is not. +<LI> +E Propositions => Both Subject and Predicate terms are Distributed. +<LI> +I Propositions => Neither Subject nor Predicated term is Distributed. +<LI> +O Propositions => The Subject term is not Distributed but the Predicate term is.</OL><br><br> + +Rules For Distribution<br><br> +<OL type = DISC> +<LI> +The Subject of any Universal Proposition is Distributed, but the Subject of any Particular Proposition is not. +<LI> +The Predicate of any Negative Proposition is Distributed, but the Predicate of any Affirmative proposition is not.</strong></OL><br><br> + +<left><strong>Arguments</strong><br><br> + +Because most of the communications of interest are those intended to persuade us in some fashion or other, our main concern will be with what are technically termed “Arguments” +(not to be confused with disputes) in Formal Symbolic Logic, so it will be to our advantage to briefly define and explain that crucial concept now, as well as to show how it differs from +an Explanation. <br><br></OL></OL> + +<strong>ARGUMENT = A collection of related Statements (= Propositions) which purports to prove something:</strong><br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>ARGUMENT = STATEMENT SUPPORTED + SUPPORTING EVIDENCE</strong> + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> + <center> + <strong>Or</strong> + </center> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>ARGUMENT = CONCLUSION + PREMISES</strong> + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center><br> + + <center> + <strong>And</strong> + </center> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <center><strong>Every ARGUMENT contends that:<br> + The CONCLUSION is true <br> + because the PREMISES are true.</strong></center> + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center><br> + +<strong>How To Detect CONCLUSIONS</strong><br><br> +<OL type = DISC> +<LI> +In most essays, any Conclusions will appear in either or both the introductory and concluding paragraphs. +<LI> +Certain indicator words signal Conclusions: “therefore, thus, hence, so, in conclusion, as a result, in short, the point is, Q.E.D.”. +</OL><br><br> + +<strong>Real life Arguments almost always contain one or more of the following additional types of Statement:</strong><br><br> +<OL type = DISC> +<LI> +<strong>Supporting Materials</strong><br><br> +<OL type = DISC> +<LI> +Data +<LI> +Examples +<LI> +Illustrations +<LI> +Analogies +<LI> +Literature citations +<LI> +Comments</OL><br><br> +<LI> +<strong>Status Assessments</strong><br><br> +<OL type = DISC> +<LI> +Convince that the Argument is important. +<LI> +Define the range of application of the Argument's Conclusions. +<LI> +Identify the source of and/or validate the "truth" of the Premises and/or Conclusion(s).</OL><br><br> + +<LI> <strong>Explanations</strong><br><br> +<OL type = DISC> +<LI> +Key concepts or terms +<LI> +Data +<LI> +Context</OL><br><br> + +<LI><strong>Summaries/Restatements/References to Related Arguments:</strong><br><br> +<OL type = DISC> +<LI> +The stated position. +<LI> +The opposition view.</OL><br><br> + +<LI><strong>Unsupported and/or Irrelevant Statements</strong> (= Claims which either do not fit the argument, are controversial and/or undefended, or are actually unrelated to the subject at issue.) + These are most often included with the deliberate intent to distract, obfuscate, or confuse, but sometimes may just reflect the sloppy thinking processes of the Argument’s creator.<br><br> +<LI> +<strong>Summaries/ Restatements of the Premise(s) or Conclusion(s).</strong><br><br> + +These Supporting Statements may or may not be illuminating or confusing, convincing (i.e. provide Inductive support) or not, but none of them can in any way influence the Deductive logic +underlying our analysis.<br><br> + +<strong>Two Key Definitions</strong><br><br> + +<strong>EMPIRICAL PREMISE</strong> = A Premise that claims that some state of affairs either exists or doesn’t exist.<br><br> + +<strong>CONCEPTUAL PREMISE</strong> = A Premise whose truth depends upon the meaning of certain key words in its statement.<br><br> + +<strong>The consequence of these definitions is that:</strong> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Your First Step In Evaluating An Argument Must Be To Examine Its Premises <br> + To Determine Whether They Are Empirical Or Conceptual.</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + +<strong>And because</strong> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong><center>Every ARGUMENT contends that<br> + The CONCLUSION is (presumed) true because the PREMISES are true.</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + + + +<strong>This means that</strong><br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Determining the truth or falsity of its Premises<br> + is the essential step at the heart of the process<br> + of determining the validity and soundness of Arguments.</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + +<strong>Methods For Deteremining The Truth Of Premises</strong><br><br> +<OL type = DISC> +<LI> +Consistency with established fact. +<LI> +Reference to established authority. +<LI> +Personal experience. +<LI> +Internal consistency.</OL><br><br> + +The first three of these methods are all concerned with fact on some level, and are therefore applicable to Empirical Premises. The fourth is concerned with the structure of the Statement + itself, and therefore applies only to Conceptual Premises.<br><br> + +The caution to be observed with the second method is that the qualifications and credibility of the “authority” cited must be above question, else the “proof” of the statement’s truth falls apart. The +well known example of competing “experts” in jury trials demonstrates the danger here.<br><br> + +The caution to be observed with the third method is that of our own limitations as observers, which may easily lead us to reach erroneous conclusions about the content and meaning of our experiences. +The well known unreliability of eyewitness testimony demonstrates the danger here.<br><br> + +When the Premises and Conclusion of a presentation are clearly spelled out, understanding and evaluating the author’s position is a fairly routine (if often somewhat complex) logical exercise, as we shall + soon see. Unfortunately the real world is anything but neat and clean, so the Arguments we encounter in the press, on TV, and especially in political discourse are not always clearly spelled out, and in +all too many cases are even deliberately obscured to the extent that they must actually be reconstructed before their Premises and Conclusions become apparent. So in order to be able to correctly identify + those key elements in the blizzard of obfuscation the author may have thrown up, it is frequently necessary is that we seek indicators of their presence:<br><br> + +<strong>Premise indicators are phrases like:<br><br> +<OL type = DISC> +<LI> +After all, ... +<LI> +Given that... +<LI> +Inasmuch as... +<LI> +Because... +<LI> +Since... +<LI> +In view of the fact that... +<LI> +Whereas... </OL><br><br> + +Conclusion indicators are phrases like:<br><br> +<OL type = DISC> +<LI> +So... +<LI> +Thus... +<LI> +Therefore... +<LI> +Accordingly... +<LI> +It follows that... +<LI> +Hence... +<LI> +Consequently... +<LI> +In short,... +<LI> +We can conclude that...</strong></OL><br><br> + +Things become even more difficult when there are no apparent indicators at all! Then the best strategy is to try to find a statement which can serve as the Conclusion of the presentation's Argument + - assuming that one exists. If it doesn’t, then there is no choice but to try to construct one of your own, and this can be a tricky business because it will require your (obviously subjective) + interpretation of the author’s intent. And if you get that interpretation wrong, of course, everything else that follows therefrom will necessarily be largely useless.<br><br> + +<strong>Types of Argument:<br><br> +<OL type = DISC> +<LI> +Deductive<br><br> + +An argument is Deductive if its major premise is based on a rule, law, principle, or generalization.</strong><br><br> + +In this form of Argument, if the Premises are true then the Conclusion is necessarily also true! So + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Deductive Arguments are always either completely Valid or Invalid, <br>with no middle ground.</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Deduction Begins With The General (The Rule) <br> + And Ends With The Specific.</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + + +<LI> +<strong>Inductive<br><br> + +An Argument is Inductive if its major premise is based on observation or experience.</strong><br><br> + +Inductive arguments are all comparisons between two sets of events, ideas, or things. In this form of Argument, even if the Premises are true the best that can be said about the Conclusion is that it is likely to be true. +So <strong>Inductive Arguments are classified as Strong or Weak, depending on how we assess the probability that their conclusions are true.</strong><br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Induction Proceeds From The Specific (The Observation)<br> + To The General. </strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + + + + +Despite this, the difference between Inductive and Deductive reasoning is primarily in the way the arguments are expressed, and any Inductive Argument can alternatively be expressed +Deductively, and conversely. Which of these approaches is best in any given situation is a matter of judgment, influenced in no small part by the degree of confidence desired (and attainable) + in the Argument’s Conclusion(s).<br><br> + +The result is that the Conclusion of a valid Deduction never contains more information than was contained the Premises; while the conclusion of even the strongest Induction always does. + And that’s why <br><br> +</OL> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Deductions Are Always Certain!</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Inductions Are Always Uncertain,<br> + to Greater Or Lesser Degree!</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + + +<strong>Argument Reliability Assessment</strong><br><br> +<OL type = DISC> +<LI> +<strong>Valid Argument</strong><br><br> +A Deductive Argument in which if the Premises are true then the Conclusion must also be true! (Whether or not the Premises are actually true is another matter entirely!)<br><br> +<LI> +<strong>Invalid Argument</strong><br><br> +A Deductive Argument in which even if the Premises are true the Conclusion may still be false. An Invalid Argument is always also Unsound.<br><br> +<LI> +<strong>Strong Argument</strong><br><br> +An Inductive Argument in which the Premises provide probable support for the Conclusion.<br><br> +<LI> +<strong>Weak Argument</strong><br><br> +An Inductive Argument in which even if the Premises are true they don’t provide much support for the Conclusion. Weak Arguments are always Uncogent.<br><br> +<LI> +<strong>Sound Argument</strong><br><br> +A Valid Deductive Argument in which all of the Premises are true.<br><br> +<LI> +<strong>Unsound Argument</strong><br><br> +A Valid Deductive Argument in which either the Conclusion doesn’t follow from the Premises or some of the Premises are untrue.<br><br> +<LI> +<strong>Cogent Argument</strong><br><br> +A Strong Inductive Argument with true Premises.<br><br> +<LI> +<strong>Uncogent Argument</strong><br><br> +A Strong Inductive Argument some of whose Premises are untrue.<br><br> +</OL> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Statements Can Be True Or False, <br> + But They Can’t Be Valid Or Invalid <br> + In The Sense These Terms Are Used In Logic.</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + <strong>Arguments Can Be Valid Or Invalid, <br> + But They Can’t Be True Or False.</strong> + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> <br> + + +<strong>Evaluating Arguments</strong><br><br> + +The use of techniques like Truth Tables and Venn Diagrams can expose logical flaws in Arguments, and are therefore extremely valuable in distinguishing fact from fiction.<br><br> + +<strong>Truth Tables<br><br> + +For each type of Compound Statement, a 'truth table” can be constructed which spells out: +<OL type = DISC> +<LI> +All of the possible combinations of truth and falsity for the included Simple Statements, plus +The resulting truth or falsity of the Compound Statement of which they are a part:</OL></strong><br><br> + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="30%" colspan="3" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">And</font></strong></td> + </tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Statement A</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Statement B</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">A & B</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>T</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong>T </strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>T</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>F</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> T</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>F</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F</strrong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> +<td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>F</strong></td> + </tr> + </table> +</div> + +<br><br> + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="30%" colspan="3" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">Or</font></strong></td> + </tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong>Statement A</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> Statement B</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> A Ú B</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>T</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> T</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>T</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> T</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>F</strong></td> + </tr> + </table> +</div> + +<br><br> + +<div align="center"> + <center> +<table border="6" width="20%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="30%" colspan="2" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">Not</font></strong></td> + </tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">A</strong></td> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">~ A</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>T</strong></td> + <td width="33%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F</strong></td> + <td width="33%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> T</font></strong></td> + </tr> + </table> +</div> +<br><br> + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="20%" colspan="3" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong><font size="5">If - Then</font></strong></td> +<tr> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>T</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> T</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>T</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>F</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F<strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> T</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F<strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> +</table> +</div> + +<br><br> + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="30%" colspan="3" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">If And Only If (= Iff)</font></strong></td> + </tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Statement A</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Statement B</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">A iff B</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>T</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong>T </strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>T</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>F</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> T</font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>F</strrong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> F</font></strong></td> +<td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>T</strong></td> + </tr> + </table> +</div> + +<br><br> + +These elementary truth tables can be extended to determine the truth value of far more complex compound statements containing many logical operators, such as are routinely encountered +in the real world. This is a complicated process which is the subject of entire courses and is therefore infeasible for us to go into further here, but it is well worth your while to explore on your own.<nr><br> + +To apply these truth tables, all that is necessary is to replace the symbols (A and B) by their respective statements, and the answer regarding the truth or falsity of the consequent compound statement will then be instantly known.<br><br> + +Example:<br><br> + +A = The weather is hot.<br> +B = It’s September<br><br> + +If A = T, B = F: A and B = F, A or B = T, If A then B = F, A iff B = F<br> +if A = F, B = T: A and B = F, A or B = T, If A then B = T, A iff B = F<br><br> + +That is, to cite just one of these results for A and B: If the weather is hot but it’s not September, then the compound statement “The weather is hot if and only if it is September” is (obviously) false.<br><br> + +For simple compound statements with only a single logical operator like those in these tables, such a formal process hardly seems necessary. But for complex compound statements with many logical operators functioning in combination, +correctly finding one’s way through the logical maze can be daunting, and in such situations the discipline provided by the table may become the only feasible way to assure the obtaining correct answer regarding the compound statement’s +truth or falsity.<br><br> + +<strong>Inductive Inferences</strong><br><br> + +Because we have time here for only a brief survey of Symbolic Logic, our emphasis will be on Deductive Reasoning, but the subject of (Inductive) Reasoning By Analogy is so important and pervasive that it’s essential it at least receive mention.<br><br> + +This process of inductive inference is at the center of both “brand loyalty” in the commercial sphere and many of our key relationships in the personal sphere. Because we have had good past experiences with products of brand “X”, we are induced to + expect similar good future experience with new products from the same manufacturer, and this forms the basis for our product selection/brand loyalty. And it also forms the basis for our dismay if and when said new product turns out to be a “lemon” + that fails to live up to our expectations. In the personal sphere, because person “X” is a leader of our church or an executive of our company, we confidently expect that they will exhibit exemplary behavior in all related activities. And this accounts for + the vast dismay we feel if the Church funds have been embezzled, or as happened in the Enron scandal, when the company was bankrupted and the employees and stockholders were defrauded, while the executives walked off with untold $ millions!<br><br> + +------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------<br> +<strong>IMPORTANT NOTE!</strong><br><br> + +The material which follows is somewhat more complex, detailed and difficult than the preceding, so it will probably be difficult for any normal person to absorb it completely from the very limited treatment provided here. For + that reason all that is expected is that you get a general understanding of what it’s all about and why/how it works. <br><br> + +But because this material describes a long established and very powerful technique for making sense of and assessing the validity of many of the Arguments with which we are all inundated daily, it is important that you at least be aware of its existence so that you + can learn more about it on your own should you be so inclined. And, as earlier noted, any investment of time and energy required to master this material will certainly ulttimately payoff to your advantage.<br><br> + +-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------<br><br> + +<strong>Deductive Inferences<br><br> + +A Deductive Inference may be of two kinds:<br><br> +<OL type = DISC> +<LI> +Immediate Inference<br> + An Argument consisting of exactly 2 Categorical Propositions: <br> + 1 Premise and 1 Conclusion +<LI> +Mediated Inference (= A Categorical Syllogism)<br> + An Argument consisting of: +<OL type = DISC> +<LI> +exactly 3 Categorical Propositions (2 Premises and 1 Conclusion) +<LI> +containing 3 categorical terms, +<LI> +each of which is used twice.</strong></OL></OL><br><br> + +The classical example:<br> + All men are mortal.<br> + Socrates is a man.<br> + Therefore Socrates is mortal.<br><br> + +It is important to recognize that an Argument containing more than 3 terms might still qualify as a Categorical Syllogism if it can be translated into an equivalent Argument containing the required exactly 3 terms. The danger here, + of course, is that the “translation” must be valid, and not do substantive damage to the Argument being presented.<br><br> + +A second key danger to be avoided is that each of the 3 terms in the Syllogism must be used in exactly the same sense throughout. (e.g. If the term “men” is used to mean “human beings” in one Statement but “male humans” in another, + the Argument would not qualify as a Syllogism.)<br><br> + +<OL type = DISC> +<LI> <strong> +The Major Premise of the Syllogism is a Categorical Proposition that contains the Predicate of the Conclusion and the Middle Term. +<LI> +The Minor Premise of the Syllogism contains the Subject of the Conclusion and the Middle Term. +<LI> +The Major Term of the Syllogism is whatever is employed as the Predicate Term of its Conclusion. +<LI> +The Minor Term of the Syllogism is whatever is employed as the Subject Term of the Conclusion. +<LI> +The Middle Term of the Syllogism doesn't occur in the Conclusion at all, but must be employed in somewhere in each of its Premises. +</OL></strong><br><br> + +<strong>Syllogism Rules:<br><br> +<OL type = DISC> +<LI> +There are only three terms in a Syllogism (by definition). +<LI> +The Middle Term is not in the Conclusion (by definition). +<LI> +The Quantity of a term cannot become greater in the Conclusion. +<LI> +The Middle Term must be Universally Quantified in at least one Premise. +<LI> +At least one Premise must be Affirmative. +<LI> +If one Premise is Negative, the Conclusion is Negative. +<LI> +If both Premises are Affirmative, the Conclusion is Affirmative. +<LI> +At least one Premise must be Universal. +<LI> +If one Premise is Particular, the Conclusion is Particular. +<LI> +If both Premises are Universal, the Conclusion is Universal.</strong></OL><br><br> + +<strong>Standard Form<br><br> + +A Categorical Syllogism in Standard Form always has a:<br><br> +<OL type = DISC> +<LI> +Major Premise +<LI> +Minor Premise +<LI> +Conclusion<br> +in that order.</strong><br><br> +</OL> +Although arguments in ordinary language are frequently stated in a different arrangement, it is always possible to restate them in Standard Form for analysis. The simple procedure is:<br><br> +<OL type = DISC> +<LI> +Identify the conclusion, and place it in the final position +<LI> +whichever premise contains the Conclusion’s Predicate term must be the Major Premise that should be stated first. +<LI> +the remaining Premise is the Minor Premise, and appears in the middle.</OL><br><br> + +<strong>The Standard Form of a Syllogism is described in terms of 2 factors: Mood, and Figure.</strong><br><br> +<OL type = DISC> +<LI> +<strong>Mood = A list of which categorical propositions (A, E, I, or O) it comprises, in the order in which they appear.</strong><br><br> +<OL type = DISC> +<LI> +<strong>A = Universal Affirmative => All S are P</strong> (e.g. All men are mortal.) +<LI> +<strong>E = Universal Negative => No S are P</strong> (e.g. No pigs can fly.) +<LI> +<strong>I = Particular Affirmative => Some S are P</strong> (e.g. Some students are female.) +<LI> +<strong>O = Particular Negative => Some S are not P</strong> (e.g. Some large people aren’t fat.)</OL><br><br> + + Example: A Syllogism with a Mood of OAO has an O Proposition as its Major Premise, an A Proposition as its Minor Premise, and another O Proposition as its Conclusion.<br><br> + + <strong>There are 4 kinds of Categorical Proposition but a Syllogism uses only 3 of them at a time, so the total number of possible Moods (arrangements) = 64.<br><br> + + S: Subject of the Conclusion.<br> + P: Predicate of the Conclusion.<br> + M: Middle Term. of the Conclusion</strong><br><br> + + <strong>Each Syllogistic Mood can appear in four distinct versions called Figures.</strong> <br><br> + +<LI><strong>Figure = The position in which the Middle Term appears in the two Premises.</strong><br><br> +<OL type = DISC> +<LI> +First-Figure Syllogism = The Middle Term is the Subject Term of the Major Premise and the Predicate Term of the Minor Premise +<LI> +Second-Figure Syllogism = The Middle Term is the Predicate Term of both Premises +<LI> +Third-Figure Syllogism = The Middle Term is the Subject Term of both Premises +<LI> +Fourth-Figure Syllogism = The Middle Term appears as the Predicate Term of the Major Premise and the Subject Term of the Minor Premise. </strong></OL></OL><br><br> + +These four Figures may be depicted as follows:<br><br> + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="20%" colspan="5" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">The Four Syllogism Figures</font></strong></td> + </tr> + <tr> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong><font size="4"></strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong><font size="4">1st</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="4">2nd</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="4">3rd</strong></td> +<td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="4">4th</strong></td> + </tr> + <tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>Major</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>MP</strong></td> + <td align="center" bordercolor="#000000" +height="31" BORDER="1"><strong>PM </strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>MP</strong></td> + <td align="center" bordercolor="#000000" +height="31" BORDER="1"><strong>PM </strong></td> + </tr> + <tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>Minor</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>SM</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>SM</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>MS</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>MS</strong></td> +</tr> +<tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>Conclusion</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>SP</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>SP</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>SP</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>SP</strong></td> +</tr> + </table> +</div> +<br><br> + +Since each of the 64 possible Moods can have 4 Figures, the total number of possible Categorical Syllogisms is 64 x 4 = 256.<br><br> + +The power of a Syllogism is that after it has been put into Standard Form and checked for informal fallacies, its validity or invalidity may be determined directly via mere inspection of the form!!<br><br> +</strong> +<br><br> + + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="20%" colspan="4" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">Unconditionally Valid Syllogisms</font></strong></td> + </tr> + <tr> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong><font size="4">AAA</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong><font size="4">EAE</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="4">IAI</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="4">AEE</strong></td> + + </tr> + <tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>EAE</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>AEE</strong></td> + <td align="center" bordercolor="#000000" +height="31" BORDER="1"><strong>AII </strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>IAI</strong></td> + + </tr> + <tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>AII</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>EIO</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>OAO</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>EIO</strong></td> + +</tr> +<tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>EIO</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>AOO</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>EIO</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>-</strong></td> + +</tr> + </table> +</div> +<br><br> +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="20%" colspan="5" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">Conditionally Valid Syllogisms</font></strong></td> + </tr> + <tr> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong><font size="4">Figure 1</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong><font size="4">Figure 2</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="4">Figure 3</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="4">Figure 4</strong></td> +<td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> <font size="4">Required<br>Conditions</strong></td> + </tr> + <tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>AAI<br>EAO</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>AEO<br>EAO</strong></td> + <td align="center" bordercolor="#000000" +height="31" BORDER="1"><strong>-</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>AEO</strong></td> + <td align="center" bordercolor="#000000" +height="31" BORDER="1"><strong>S Exists</strong></td> + </tr> + <tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>-</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>-</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>AII<br>EAO</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>EAO</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>M Exists</strong></td> +</tr> +<tr> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>-</strong></td> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>-</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>-</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>AAI</strong></td> +<td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>P Exists</strong></td> +</tr> + </table> +</div> + +<br><br> + +What do these tables tell us??<br><br> + +In the first table, these syllogisms are Valid whether or not their terms denote actually existing things! In the second table, the syllogisms listed are valid only if the designated term denotes an actually existing thing. +So all that we have to do is to put an unknown Syllogism into Standard Form, determine its mood and figure, and see if it appears in our tables to instantly know whether or not it is valid! Surely a quick path to the truth. <br><br> + +Arguments in the real world frequently incorporate what can (often only with considerable effort) really be parsed into multiple Syllogisms, and there are methods that have been developed for handling such situations and then + converting those arguments into standard Syllogistic Form so that these techniques can be applied. But all of that is beyond our present intent of introducing these logical concepts as a preferred way to determine the validity of the + blizzard of verbiage with which we are all confronted every day. As noted earlier, you will be well advised to explore this important topic further on your own.<br><br> + +Finally, before we leave this subject it is useful to recognize that life is not fair, so that there are a host of ways, either deliberately or through inadvertence, in which what appear to be solid logical arguments can go wrong, but only one +way to get them right. This situation was cleverly characterized many years ago by Chessmaster Dr. Savielly G. Tartakower when he wryly observed that “All the little errors are there, waiting to be made”. Although he was talking about + Chess, his astute observation applies equally well to Logical Fallacies, which have been neatly catalogued as follows:<br><br> + + +<strong>Guide To The Logical Fallacies © 1995-2000 Dr. Stephen Downes, Research Officer, National Research Council Canada</strong> (Included here with permission.)<br><br> + +<strong>Fallacies of Distraction</strong><br><br> + + * False Dilemma: two choices are given when in fact there are three options<br> + * From Ignorance: because something is not known to be true, it is assumed to be false<br> + * Slippery Slope: a series of increasingly unacceptable consequences is drawn<br> + * Complex Question: two unrelated points are conjoined as a single proposition<br><br> + +<strong>Appeals to Motives in Place of Support</strong><br><br> + + * Appeal to Force: the reader is persuaded to agree by force<br> + * Appeal to Pity: the reader is persuaded to agree by sympathy<br> + * Consequences: the reader is warned of unacceptable consequences<br> + * Prejudicial Language: value or moral goodness is attached to believing the author<br> + * Popularity: a proposition is argued to be true because it is widely held to be true<br><br> + +<strong>Changing the Subject</strong><br><br> + + <strong>* Attacking the Person:</strong><br> + * (1) the person's character is attacked<br> + * (2) the person's circumstances are noted<br> + * (3) the person does not practice what is preached<br><br> + + <strong>* Appeal to Authority:</strong><br> + * (1) the authority is not an expert in the field<br> + * (2) experts in the field disagree<br> + * (3) the authority was joking, drunk, or in some other way not being serious<br> + * Anonymous Authority: the authority in question is not named<br> + * Style Over Substance: the manner in which an argument (or arguer) is presented is felt to affect the truth of the conclusion<br><br> + +<strong>Inductive Fallacies</strong><br><br> + + * Hasty Generalization: the sample is too small to support an inductive generalization about a population<br> + * Unrepresentative Sample: the sample is unrepresentative of the population as a whole<br> + * False Analogy: the two objects or events being compared are relevantly dissimilar<br> + * Slothful Induction: the conclusion of a strong inductive argument is denied despite the evidence to the contrary<br> + * Fallacy of Exclusion: evidence which would change the outcome of an inductive argument is excluded from consideration<br><br> + +<strong>Fallacies Involving Statistical Syllogisms</strong><br><br> + + * Accident: a generalization is applied when circumstances suggest that there should be an exception<br> + * Converse Accident : an exception is applied in circumstances where a generalization should apply<br><br> + +<strong>Causal Fallacies</strong><br><br> + + * Post Hoc: because one thing follows another, it is held to cause the other<br> + * Joint effect: one thing is held to cause another when in fact they are both the joint effects of an underlying cause<br> + * Insignificant: one thing is held to cause another, and it does, but it is insignificant compared to other causes of the effect<br> + * Wrong Direction: the direction between cause and effect is reversed<br> + * Complex Cause: the cause identified is only a part of the entire cause of the effect<br><br> + +<strong>Missing the Point</strong><br><br> + + * Begging the Question: the truth of the conclusion is assumed by the premises<br> + * Irrelevant Conclusion: an argument in defense of one conclusion instead proves a different conclusion<br> + * Straw Man: the author attacks an argument different from (and weaker than) the opposition's best argument<br><br> + +<strong>Fallacies of Ambiguity</strong><br><br> + + * Equivocation: the same term is used with two different meanings<br> + * Amphiboly: the structure of a sentence allows two different interpretations<br> + * Accent: the emphasis on a word or phrase suggests a meaning contrary to what the sentence actually says<br><br> + +<strong>Category Errors</strong><br><br> + + * Composition : because the attributes of the parts of a whole have a certain property, it is argued that the whole has that property<br> + * Division: because the whole has a certain property, it is argued that the parts have that property<br><br> + +<strong>Non Sequitur</strong><br><br> + + * Affirming the Consequent: any argument of the form: If A then B, B, therefore A<br> + * Denying the Antecedent: any argument of the form: If A then B, Not A, thus Not B<br> + * Inconsistency: asserting that contrary or contradictory statements are both true<br><br> + +<strong>Syllogistic Errors</strong><br><br> + + * Fallacy of Four Terms: a syllogism has four terms<br> + * Undistributed Middle: two separate categories are said to be connected because they share a common property<br> + * Illicit Major: the predicate of the conclusion talks about all of something, but the premises only mention some cases of the term in the predicate<br> + * Illicit Minor: the subject of the conclusion talks about all of something, but the premises only mention some cases of the term in the subject<br> + * Fallacy of Exclusive Premises: a syllogism has two negative premises<br> + * Fallacy of Drawing an Affirmative Conclusion From a Negative Premise: as the name implies<br> + * Existential Fallacy: a particular conclusion is drawn from universal premises<br><br> + +<strong>Fallacies of Explanation</strong><br><br> + + * Subverted Support :The phenomenon being explained doesn't exist<br> + * Non-support:: Evidence for the phenomenon being explained is biased<br> + * Untestability: The theory which explains cannot be tested<br> + * Limited Scope: The theory which explains can only explain one thing<br> + * Limited Depth: The theory which explains does not appeal to underlying causes<br><br> + +<strong>Fallacies of Definition</strong><br><br> + + * Too Broad : The definition includes items which should not be included<br> + * Too Narrow: The definition does not include all the items which should be included<br> + * Failure to Elucidate: The definition is more difficult to understand than the word or concept being defined<br> + * Circular Definition: The definition includes the term being defined as a part of the definition<br> + * Conflicting Conditions: The definition is self-contradictory<br><br> + +Please note the close relationship between this list of Logical Fallacies and both the “Seller’s Gimmicks” and the Impediments to Logical Thought presented earlier, all of which are really only slightly different ways of expressing the same key idea. + +In the next chapter we shall begin our exposition of specific techniques which can serve to improve your Decision Making/Problem Solving.<br><br> + + +<strong>Click Here To Go To</strong><a href="RDMCh3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMCh2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMTOC.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"> Milton N. 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--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMCh1.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,361 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh1.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +<head> + <title> Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style1.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"></a> + <center><br><br> + <font class="booktitle"> + Reasoning And Decision Making</font> </font> + <br><br> + <h1> + + <font class="chaptitle"> + © Milton N. Bradley 2010</font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter1"></a> + <font class="chaptitle"> + <strong>Chapter 1 - Thought And Its Impediments</strong> + </font><br> + + </center> + <font size=3> + <br><br><br> + Before we can logically begin the exploration of our reasoning processes and then develop the desired techniques for decision making/problem solving, it is first necessary that we obtain at least a minimal understanding of the substrate + upon which that structure will be built - our thought processes. + <br><br> + What goes on inside our heads is the major factor that defines not only our generic humanness, but also our individual personality and ability to relate to the complex world into which we are born and shaped. Yet despite the central + importance of this function in every aspect of our lives few of us have ever examined or thought deeply about it, so the brief exploration we are about to engage in will undoubtedly prove both illuminating and (quite possibly) unsettling to at least some of you. + <br><br> + +<strong>The Structure Of Thought</strong> +<br><br> +<strong>Focus</strong><br> +<OL type = DISC> + +<LI> +The mundane details of everyday life (eating, sleeping, socializing, sex, chores, etc.) <br> +<LI> +People<br> +<LI> +Things<br> +<LI> +Events<br> +<LI> +Ideas<br> +<LI> +Problems + +<br><br> +</OL> +<strong>Content</strong><br> +<OL type = DISC> +<LI> +Daydreaming<br> +<LI> +Communicating<br> +<LI> +Observing/Learning<br> +<LI> +Rationalizing<br> + +<LI> +Critical Thinking<br> +<LI> +Innovating/Creating<br><br> +</OL> + +<strong>Decision Making/Problem Solving</strong><br><br> + +<strong>Patterns (Styles)</strong> +<OL type = DISC> +<LI> +Emotional<br> + +<LI> +Pragmatic<br> +<LI> +Experiential<br> +<LI> +Strategic<br><br> +</OL> +<strong>Thinking Style “Dimensions”</strong><br><br> + +Psychologists have developed a somewhat different way than the foregoing of categorizing Thinking Styles into 26 “Dimensions”, which describe the individual’s cognitive and linguistic preferences and level of flexibility in their application. +These are major factors in determining how the individual will respond in any particular situation, but they do not measure thinking ability, nor are they a measure of “intelligence”. Everyone utilizes most or even all of these dimensions to greater or lesser degree, but people differ significantly in which are dominant in their individual thinking and actions.<br><br> + +<strong>Thinking Style Dimension Structure</strong><br><br> + +<strong>Each dimension can be identified by the:<br> +<OL type = DISC> +<LI> +Specific language patterns used<br> +<LI> +Associated behaviors</strong><br><br> +</OL> +<strong>The 26 thinking style dimensions can be conceptually divided into 3 major groups:</strong><br><br> + +<strong>Sensory Focused:</strong> Describes the way the individual prefers to receive information.<br><br> + +<OL type = DISC> +<LI> +<strong>Visual:</strong> Emphasizes the use of pictures, diagrams, and visual imagery.<br> +<LI> +<strong>Auditory:</strong> Focuses on the use of words and language, especially involving listening and “talking things through”.<br> +<LI> +<strong>Kinesthetic</strong> Dominated by feelings, emotions, intuition, and physical activity.<br> +<LI> + +<strong>Digital:</strong> Focuses on the facts, and/or the use of data and statistics.<br><br> +</OL> +<strong>People Focused: Explores the way the individual interacts with others.</strong><br><br> +<OL type = DISC> +<LI> +<strong>Internal:</strong> Relies primarily on the individual’s own judgements & standards, believes oneself to be right, tends to ignore feedback.<br> +<LI> +<strong>External:</strong> Relies largely on feedback from others, believes that others are right.<br> + +<LI> +<strong>Self referenced:</strong> Puts own needs first and ignores the needs of others.<br> +<LI> +<strong>Others referenced:</strong> Responsive to the needs of others.<br> +<LI> +<strong>Matching:</strong> Wants to fit in, dislikes confrontation, and takes a non-challenging approach.<br> +<LI> +<strong>Mismatching:</strong>Dislikes being told what to do, will challenge and confront.<br> + +<LI> +<strong>Collaborative:</strong> Involves others, shares information, prefers a team environment.<br> +<LI> +<strong>Competitive:</strong> Wants to win and better the competition and/or ones' own performance.<br><br> +</OL> +<OL type = DISC> +<LI> +<strong>Task Focused: Explores the way the individual relates to tasks and activities at work, and his/her approach to problem solving.</strong><br> +<OL type = DISC> +<LI> +<strong>Broad Based:</strong> Focuses on general principles & summary information..<br> + +<LI> +<strong>Detail Oriented:</strong> Emphasizes detailed information.<br> +<LI> +<strong>Right Brain:</strong> Creative/ artistic/ intuitional, naturally multi-tasks, disordered, unsequenced.<br> +<LI> +<strong>Left Brain:</strong> Analytic, processes systematically in sequence, ordered, prefers to complete one task at a time.<br><br> +</OL> +<LI> + +<strong>Options Oriented:</strong>Explores opportunity & possibility, seeks choice and alternatives, views work from the broadest base possible.<br><br> +<LI> +<strong>Procedure Oriented:</strong> Believes that accepted practices and procedures are important, diligently follows instructions & “the correct way of doing things”.<br><br> +<LI> +<strong>Goal Oriented:</strong> Focuses on goals & targets, outspoken, has a positive attitude.<br><br> +<LI> + +<strong>Problem Oriented:</strong> Focuses on problems, makes contingency plans, may have a negative attitude.<br> +<OL type = DISC> +<LI> +<strong>Proactive:</strong> Anticipates, initiates action, presses on toward defined goals even if unexpected consequences may result.<br> +<LI> +<strong>Reactive:</strong> Waits, analyzes and plans, reviews all the relevant information and considers consequences before acting.<br> +<LI> +<strong>Simplicity Preference:</strong> Tries to simplify complex issues, prefers things to be easy or routine.<br> + +<LI> +<strong>Complexity Preference: </strong>Enjoys the challenge of difficulty and complexity.<br> +<LI> +<strong>Sameness Oriented:</strong> Seeks stability and the familiar; notices similarities, prefers gradual change.<br> +<LI> +<strong>Differences Oriented:</strong> Seeks variety, notices what is different; has a high capacity & tolerance for change.<br><br> +</OL> + +<strong>Using Thinking Styles Analysis</strong><br><br> + +Thinking Styles analysis applies in all areas in which skill in communication is crucial to success, by providing a vital tool for influencing and encouraging those with whom you interact.<br><br> + +It also can play a key role in understanding and developing your own personal cognitive awareness, helping to develop your cognitive skills and behavioral flexibility, as well as aiding in the selection of the appropriate thinking style to achieve your objectives in different situations.<br><br> + +In applying this technique it is essential to recognize that in every practical situation involving interpersonal relationships at least one dimension from each of the 3 major groups (Sensory, People, Task) will necessarily be involved! And this means that some judgmental blending will be required, for which no pat formulas exist.<br><br> + +You should also be aware that normal individuals typically exhibit a blend of at least several styles, with the mix often varying with the specifics of the particular situation, although one style will typically dominate, frequently overwhelmingly. So for most practical purposes identifying and focusing on that one dominant style will be sufficient to find the best way to characterize the situation.<br><br> + + + <strong>Application of Thinking Styles Analysis To Interpersonal Relations</strong><br><br> + + By comparing the thinking styles of the interacting individuals, you can identify:<br><br> +<OL type = DISC> +<LI> +Individual weaknesses <br> +<LI> +Overlaps <br> +<LI> +Incompatibilities and potential conflicts<br><br> +</OL> +thereby enabling you to (hopefully) resolve difficult relationships<br><br> + + + <strong>Application of Thinking Styles Analysis To Team Dynamics</strong><br><br> + + By analyzing each team member’s thinking styles, it is possible to identify and understand the cognitive dynamics within the team, resulting in:<br><br> +<OL type = DISC> +<LI> +Understanding the strengths and weaknesses of each individual and the team as a whole.<br> +<LI> +Improving relationships within the team through mutual understanding of colleagues' thinking styles.<br> +<LI> +Enabling tasks to be allocated to those people who are best suited to accomplish them.<br> + +<LI> +Engendering mutual understanding and respect for both individuals and the team.<br> +<LI> +Energizing the team and thereby maximizing its productive output.<br><br> +</OL> +<strong>Impediments To Logical Thought</strong><br><br> + +In a perfect world, everyone would always think logically and objectively, with the result that the best possible decisions would frequently be reached, at least to the extent that the sometimes conflicting objectives and desires of the participants (all too frequently rivals or worse) can be accommodated.<br><br> + +Unfortunately, in the real world the already difficult competitive situations are all too frequently made even worse, and often impossibly so, by the fact that the individuals involved never get to arrive at factually based decisions because their own built-in impediments to logical thought prevent them from ever even seeing those facts. And the most dangerous part of this unfortunate scenario is that those most afflicted by this problem are almost invariably not only unaware that they are its victim, but are also frequently in a state of denial that they could possibly be so afflicted!<br><br> + +No one is totally immune to this problem, so the simple act of confronting its scope and dimensions can prove very useful in allowing us to each recognize where and to what extent we are its victim, and thus begin the difficult process of disenthralling ourselves of these biases as the first necessary step in achieving our goal of becoming effective Decision Makers/Problem Solvers:<br><br> + +<OL type = DISC> +<LI> +<strong>Egocentrism<br> +<LI> +Belief that there is no objective reality (i.e. everything is “just a matter of opinion”) <br> +<LI> +Reliance on:<br> +<OL type = DISC> +<LI> +Tradition<br> +<LI> +Authority<br> + +<LI> +“Self evident truth”<br> +<LI> +Intuition<br> +<LI> +Popular beliefs or prejudices<br> +<LI> +Group behavior<br> +<LI> +News Reports<br> +<LI> +Media Portrayals<br> + +</OL> +<LI> +Denying the facts:<br> +<OL type = DISC> +<LI> +On their own merits<br> +<LI> + Because of:<br> +<OL type = DISC> +<LI> +Personal dislike<br> +<LI> + +“Guilt by association”<br> +<LI> +Stereotyping<br> +<LI> +Unwillingness to admit error<br> +<LI> +Unwillingness to reach agreement<br> +</OL> +<LI> +Over-generalizing (especially from limited personal experience)<br> +<LI> +Failure to distinguish between “equality” and “identity”<br><br> + +<LI> +Reaching conclusions unwarranted by the premises because of reliance on:<br> +<OL type = DISC> +<LI> +Implied (but unproven) causality<br> +<LI> +Circular reasoning<br> +<LI> +False analogies<br> +<LI> +The “domino theory”<br> +<LI> + +Improper deductions from statistical data<br> +<LI> +Badly formulated problem statements, because of:<br> +<OL type = DISC> +<LI> +Simplistic reduction of complex issues to “black or white”<br> +<LI> +“Us vs. Them” thinking<br> +</OL><LI> +"All or nothing” thinking<br> +<LI> +Confounding multiple questions into one<br> + +</OL><LI> +Rationalizing in defense of pre-existing beliefs<br> +<LI> +Paying “lip service” to opposing views (while ignoring and/or damning them)<br> +<LI> +Mounting irrelevant personal attacks on perceived “opponents”<br> +<LI> +Trying to squelch disagreement<br> +<LI> +Fear of:<br> +<OL type = DISC> +<LI> + +Trying something new<br> +<LI> +Making a mistake<br> +<LI> +Looking foolish<br> +</OL> +<LI> +Making unwarranted assumptions that:<br> +<OL type = DISC> +<LI> +There is always an “answer” to every problem<br> +<LI> + +The problem at hand has been adequately formulated<br> +<LI> +The available data is adequate to support a rational conclusion</strong> +</OL></OL><br><br> +Looking at this long list of ways in which logical thought about our real life problems can be compromised or even avoided altogether, and comparing it with the realization that +there is really only a single way of “doing it right” reinforces the perception that life, indeed, isn’t fair! Perhaps even worse is the realization that in some circumstances, even the +best of us may have no choice in the matter! For example, if you begin to feel sick or to experience certain physical symptoms, unless you’re a trained medical professional you +have little choice but to consult a doctor and then to rely upon his/her competence to get you through the crisis. And even if you are a trained medical professional it’s best that +you consult another expert anyway, else you can fall prey to the ancient dictum “The doctor who treats himself has a fool for a patient”. Of course if your situation is serious enough +you may consult several different doctors, and then will likely be confronted with the task of trying to reconcile possibly differing diagnoses and/or proposed treatments. Fortunately, +in this latter case the techniques we’re going to cover in this book can be productively employed to sort things out to arrive at the best possible problem solution after all!<br><br> + +Finally, please note the close relationship (and in some cases actual overlap) of these Impediments To Logical Thought to the “Seller’s Gimmicks” we will cover when we consider the + REAP technique in Chapter 2, as well as to Dr. Downes’ list of Logical Errors provided when we discuss the subject of Formal Symbolic Logic in the Appendix. Together, these show +all of the multitude of ways in which the ignorant, incautious, or merely sloppy thinker can unwittingly stand in his/her own way of discovering the truth! +</font> +<br><br> +<strong>Click Here To Move On To</strong><a href="RDMCh2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMIntro.html"><font size=+1><font Color="#0033FF"><strong> Introduction </strong></font></a> + +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"> Milton N. 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--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMCh2.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,399 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh2.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +<head> + <title> Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"></a> + + <center><br><br> + <font class="booktitle"> + Reasoning And Decision Making</font> </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2010</font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter2"></a> + <font class="chaptitle"> + <strong>Chapter 2 - Making Sense Of Real World Data</strong> + </font><br> + </center> + + <br><br><br> + +<font size = 3> +If this were an ideal world, all information transactions would be honest and straightforward, and the recipients of information could completely and unfailingly rely upon its accuracy. +But we all know that the real world is anything but ideal and that the purveyors of information are frequently less than completely honest, even if those departures from absolute honesty +are sometimes “only” those of (presumably inadvertent) omission rather than of (deliberate) commission. And we also recognize that some of those departures aren’t necessarily motivated + by venality or greed (as when the “con” artist is trying to separate the “mark” from his money), but may arise from completely benign, often even noble motives, in whose pursuit “shading +the truth” may be incorrectly considered by some to be morally acceptable.<br><br> + +As a result there’s an important caveat that must be observed if the application of even the most powerful a set of techniques like REAP, Critical Thinking, or even Formal Symbolic Logic + are to be really productive - the reliability of the proposer of the information must first be evaluated and then, if necessary, compensated for!<br><br> + +<strong>Sellers and Consumers of Statements</strong><br><br> + +In most contexts, especially those involving human interaction rather than some business or technological subject, it’s all too frequently true that the author/presenter of a communication has + an (often hidden) agenda in whose service statements may be made which are at best only partially true, yet which their proposer nevertheless wishes to have accepted as entirely true.<br><br> + +For convenience, we shall call the (not necessarily entirely honest) proposer of a Statement the “seller”, and the one (s)he is trying to convince the “consumer”.<br><br> + +The seller’s objective is to gain acceptance of the proposed idea(s), at a “cost” to the consumer (which may be legal, moral and/or psychological rather than, or in addition to, pecuniary), + and whose magnitude will depend upon the consumer’s resources, morality, and vulnerability. The consumer’s objective is to attempt to discern the truth, despite what may be a blizzard +of often confusing and obfuscating Statements made by the seller consisting of an unknown mix of honest, half, mis-, and actively false information!<br><br> + +In all cases, <strong>the seller’s essential “pitch” consists of:<br> + <OL type = DISC> + <LI> + An Argument in which there is:<br> + <OL type = DISC> + <LI> + A target Statement (= the Conclusion) that the consumer is being urged to accept. + <li>"Supporting" Statements (= Premises), which: + <OL type = DISC> + <LI> + Purport to be ones the consumer already accepts as true. + <li>Consequently “prove” the truth of the Conclusion.</strong> + </OL></OL></OL><br> + +Being a skilled Critical Thinker requires understanding the dynamics of the situation, and the various (often clever) devices sellers use (usually deliberately but sometimes inadvertently) to +induce the consumers to accept the (not necessarily valid) Conclusions being sold.<br><br> + +<strong>Sellers’ Gimmicks<br><br> + +Clever sellers employ a stunning array of psychological ploys designed to dazzle, impress, confuse, elicit sympathy from or intimidate the consumer in order to gain acceptance for their +Statements, including some or all of:<br><br> + + <OL type = DISC> + <LI> + Exhibiting symbols of power, wisdom, and/or authority, and generally presenting themselves as a fountainhead of truth. (This is especially effective when the seller really is an authority figure in some context or other.) + <LI>Smiling, shaking hands, looking attentive, and generally being really friendly. + <LI> Declaiming, shouting, screaming, yelling and generally being emphatic. + <LI> Threatening, bullying, terrorizing, and generally being intimidating, overbearing and/or obnoxious. + <LI> Crying, whimpering, sulking, and generally being pathetic. + <LI> Overwhelming with fast talk, mountains of “data”, and/or confusing rhetoric. + <LI> Making appeals to: + <OL type = DISC> + <LI>Ego + <LI> Greed + <LI> Desire + <LI> Custom + <LI> Bias + <LI> Patriotism + <LI> Group Loyalty + </OL></OL></strong><br> + +All of these techniques are effective individually and collectively to greater or lesser degree, depending on the seller, audience and context. Some sellers rely for their effectiveness on +positive interaction with the consumer and on negative interaction with others, but none of that has anything to do with the truth or falsity of the Statement(s) being sold, since they all +work just as well (or badly) with lies as with the truth. Because all of these techniques are pernicious and damaging to truth, it’s vitally important to be alert to their existence and to not +be taken in by them!<br><br> + +<strong>CAUTION! The implied presumption here is that accounting for any possible use of seller’s gimmicks will in and of itself be sufficient to properly decode/understand the seller’s +message, and thus justify moving on to the remaining REAP steps. But as we will see when we conduct our brief overview of Formal Symbolic Logic in the Appendix, that alone is not sufficient, and true +understanding of the seller’s message also requires assuring that his/her Arguments be both Valid and Sound! For that reason, revisiting REAP after we’ve covered Formal Symbolic Logic + will be well advised.</strong><br><br> + +Most of the data encountered in both academic and personal life by individuals who are engaged in other than scientific and/or mathematical fields falls into the “soft” category, and comes +to us via some form of communication rather than by direct observation. <br><br> + +High on this list of data types in terms of perceived reliability are scholarly papers and other similar writings. Distinctly further down on the reliability scale are such things as the “position” +statements issued by corporations, political candidates and office holders, media news accounts and their interpretations, and the various writings of advocacy groups. And it is in these +latter areas, especially, that discerning the writer’s true message is often not only difficult but invariably crucial to making the correct decision regarding the weight to be assigned to the +message’s credibility. So a key task we must efficiently accomplish is that of digesting and evaluating the accuracy/validity of those often questionable communications, and that’s the +purpose for which REAP was created.<br><br> + +<strong>REAP</strong> + +<strong>Read-Encode-Annotate-Ponder (REAP)</strong> is a strategy developed M.G. Eanet & A.V. Manzo at University of Missouri - Kansas City to improve the digestion and +understanding of written information, although it can be applied equally well to audio-visual materials.<br><br> + +<strong>Steps in REAP:<br><br> + +R = READ/listen, to identify the presenter’s message.</strong><br><br> + +This is the most crucial step because of the truism “garbage in, garbage out”. So if this task isn’t performed absolutely correctly all of the subsequent effort, however well executed, will be +wasted! It’s often the most difficult step because of the host of roadblocks to correctly discerning the writer’s message that we shall consider shortly, plus a few more that we will +encounter after we’ve discussed Symbolic Logic in some detail, in the Appendix.<br><br> + +One of the most common and serious problems we will encounter is in trying to correctly tease out and discern the essence of the presenter’s message from all of the often voluminous +verbiage that typically surrounds and obscures it. <br><br> + +<strong>In carrying out this essential first step, it will almost always be useful and often even necessary to first “boil down” the author’s verbiage to a bare minimum of prose. To do this:<br> + <OL type = DISC> + <LI> + Begin with a quick overview, to get a general “feel” for where the author is coming from and what his objective in making the presentation probably is. Clues which may aid in + this are biographical material and organizational citations, as well as any cited references. + <LI> + Eliminate all excess verbiage, to achieve the most concise language possible:<br> + <OL type = DISC> + <LI> + delete any not directly relevant statements + <LI> + delete any “loaded”, prejudicial or pejorative statements + <LI> + replace flowery verbiage with simple, direct declarative language + <LI> + Try to create a one short sentence summary of what you think the author’s message is. + <LI> + Then try to find something similar in the presentation. If it exists, it’s almost certainly the author’s Conclusion. + <OL type = DISC> + <LI> + If the author’s Conclusion isn’t evident, try to reconstruct it. + <LI> + Identify the author’s Premises + <LI> + Rewrite the Premises and Conclusion for conciseness and clarity.</strong></OL></OL></OL><br> + +Performing this exercise is obviously much easier said than done, but it is the best way to assure your understanding of the author’s intent and message. The caution to be observed in +carrying out this step is that in trying to “boil down” the author’s message to its bare essence that you don’t somehow distort/alter it!<br><br> + +<strong>E = ENCODE the message by translating it into your own words.</strong><br><br> + +This simple task is useful because it ensures that you have truly understood the message the presenter intended to convey. But it contains a great hidden danger because if not very carefully + performed your “translation” may in fact be a distortion which then prevents properly addressing the issue raised. For this reason it’s often advisable to exactly retain at least a few of the +presenter’s own key descriptive phrases and/or declaratory verbiage.<br><br> + +<strong>A = ANNOTATE to synthesize, explain, clarify, and/or amplify the author’s message and/or its context.</strong><br><br> + +Even if the first two steps in the REAP paradigm have been successfully carried out, its final success or failure will still depend on how well the third step of Annotation is conducted.<br><br> + +<strong>Annotation Types</strong><br> + <OL type = DISC> + <LI> + <strong>Reconstructive</strong> + <OL type = DISC> + <LI> + <strong>Summary response.</strong> Cogently restates/summarizes the presenter’s basic message. + <LI><strong>Attention-getting response.</strong> Highlights that portion of the essay that motivates the reader. (Here again it is best to use the author's + own words to avoid possible distortion of his/her message.) + <LI><strong>Question response. </strong>Proposes a summarizing/organizing question that you believe the essay addresses.<br><br></OL> + <LI> + <strong>Constructive</strong> (Requires reading and thinking between and beyond the lines.) + <OL type = DISC> + <LI> + <strong>Personal view.</strong> Answers the question "How do your own views and feelings compare with what you perceive the author said?" + <LI><strong>Critical response</strong>. Supports, rejects, or questions the main idea, and tells why: + <OL type = DISC> + <LI> + Restate the author's position. + <LI> + State your position. + <LI> + Explain how the two differ.</OL> + <LI> <strong>Intention response.</strong> State and briefly explain what you perceive to be the author's objective in writing the selection. This is a special version of the + critical response that requires you to try to think from the author's perspective. + <LI><strong>Motivation response.</strong> State what you believe may have caused the author to create the selection. This is another special version of the critical + response in which you attempt to discover the author's personal agenda and possible associated areas of (sometimes unwitting) bias. + <LI><strong>Contrary (“Devil’s advocate”) response.</strong> State a logical alternative position to the author’s, even if it is not one that you necessarily support. + <LI><strong>Discovery response.</strong> State one or more practical questions that need to be answered before the “facts” provided by the author can be properly judged for accuracy or worth. This often leads to more reading and research, and occasionally to a reformulated position. + <LI><strong>Creative response.</strong> Suggest different and (hopefully) better solutions, views and/or applications than those proposed by the author. + </OL></OL><br> + +<strong>P = PONDER what you have read and written, and/or discuss with others.</strong><br><br> + +After all of the foregoing, it’s still necessary to reconsider the entire analysis, think about its implications, and if necessary to reassess your understanding of both the writer’s message and +what it means in terms of how to appropriately deal with it.<br><br> + +<strong>EXPLANATION = A collection of related Statements in which the Conclusion is already accepted as fact</strong>, and therefore need not be proved. In this case, the only + function of the Premises is to improve understanding. (Example: The Sun appears to rise and set every day because the Earth rotates on its axis once every 24 hours.) <br><br> + +<strong>Spelling Out The Presenter’s Premises and Conclusions</strong><br><br> + +A major problem we encounter in the real world when dealing with presentations is that the Arguments advanced are rarely simple. Even if no seller’s gimmicks are involved, but especially +if they are, not only are the Arguments typically embedded in editorials, letters to the editor, essays, technical papers, newscasts, talk show interviews and a host of similar contexts, but the +y are also frequently complex, with numerous premises and sometimes convoluted, often interrelated conclusions. And that’s assuming a straightforward presentation without any extraneous + and often unrelated material.<br><br> + +<strong>So after we’ve Read the presenter’s message but before we even begin to attempt to Encode it, it will be extremely useful to try to work out the broad interrelationships between + the Premises and Conclusions provided. The technique for doing this is quite similar to that used in Concept Mapping: +<OL type = DISC> +<LI> +Identify and number the overall conclusion +<LI> +Identify and number any intermediate conclusions +<LI> +Identify and number the supporting statements for each conclusion +<LI> +Note whether the supporting statements are independent or operate jointly +<LI> +Make a simple Concept Map showing how these elements interrelate. (Most of these maps will resemble an upside down Organization chart!) +</OL><br> +How all of this is done can best be demonstrated by example, as follows:<br><br> + +--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------<br> +<strong>NY Times Editorial 2/1/02</strong><br><br> + +The View From Riyadh</strong><br><br> + +Saudi Arabia’s normally reticent leaders have made an unusual effort in recent days to air their views about the United States and its role in the Middle East. The openness itself is welcome + and some of the comments have been heartening, including the desire to strengthen the friendship between Riyadh and Washington. Unfortunately, Saudi Arabia’s rulers remain reluctant to + reckon with deformities in their own society that fuel the violent Islamic fundamentalism of Osama bin Laden and his followers.<br><br> + +Crown Prince Abdullah, who has all but replaced the ailing King Fahd as Saudi Arabia’s supreme leader, and Prince Nawwaf, the intelligence chief, largely glossed over the serious concerns + Americans now have about Saudi Arabia in interviews with The Times and The Washington Post. America’s historic relationship with Saudi Arabia, so central to the energy needs of the + West and the security of the oil-rich Persian Gulf, has been badly shaken by the events of Sept. 11 and subsequent revelations of the close links between important elements of Saudi +society and Al Qaeda’s terrorist war against the United States.<br><br> + +These problems are too important to overlook, or to deflect with the kind of polemics the two men offered about Israel. Washington’s relationship with Riyadh will not right itself until sensitive + issues concerning Saudi Arabia itself are openly addressed. These include the growth of virulent anti-American sentiment among young Saudis and the continued close links between the kingdom’s + economic and religious establishments and violent fundamentalist groups abroad.<br><br> + +Four and a half months after Sept. 11, Crown Prince Abdullah still refuses to make the kind of clean break with violent Islamic fundamentalism that Gen. Musharraf has made in Pakistan. + The Prince and many other Saudi leaders seem in denial about the extensive connections between the kingdom and events of that day. These include the Saudi passports carried by most +of the suspected hijackers , the well-connected Saudi charities that funneled money to Osama bin Laden’s terrorist network and the Saudi-funded seminaries in Pakistan and Afghanistan + that steered students into battle on behalf of the Taliban and Al Qaeda.<br><br> + +While the Crown Prince dismisses Osama bin Laden and his Saudi followers as “deviants” trying “to drive a wedge” between Riyadh and Washington, his half-brother, the intelligence chief, + more realistically recognizes that an overwhelming majority of young Saudis now sympathize with the terrorist leader’s cause. Saudis from the royal family on down are responsive to the militant + teachings of the country’s officially established Wahhabi sect of Islam. For at least some Wahhabi mullahs, those teachings now include support for armed jihad against the United States.<br><br> + +Saudi leaders need to be more forthright in opposing those who distort religion to justify the terrorist murder of innocent civilians. As the custodians of Islam’s holiest places, they can speak with + great authority on these issues. They can also do a better job of making sure that Saudi Arabia ceases to send mullahs and money abroad in support of violent fundamentalism. In effect they have +encouraged the training of Islamic revolutionaries who may eventually threaten their own throne. The royal family should begin reducing pressures inside the kingdom by gradually opening up a system + in which no one is presently held accountable for corruption, and (in which) educated professionals, women and religious moderates have no meaningful voice.<br><br> + +-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------<br><br> +<strong>Now let’s analyze this editorial using the above technique by: +<OL type = DISC> +<LI> +Numbering all the Statements +<LI> +Identifying the key Premises and Conclusions +<LI> +Constructing a simple Concept Map showing how they interrelate. +</OL><br> + +Numbering all of the Statements yields this result:</strong><br><br> + +<Strong>1</Strong> Saudi Arabia’s normally reticent leaders have made an unusual effort in recent days to air their views about the United States and its role in the Middle East.<br><br> + +<Strong>2</Strong> The openness itself is welcome and some of the comments have been heartening, including the desire to strengthen the friendship between Riyadh and Washington.<br><br> + +<Strong>3</Strong> Unfortunately, Saudi Arabia’s rulers remain reluctant to reckon with deformities in their own society that fuel the violent Islamic fundamentalism of Osama bin Laden and his followers.<br><br> + +<Strong>4</Strong> Crown Prince Abdullah, who has all but replaced the ailing King Fahd as Saudi Arabia’s supreme leader, and Prince Nawwaf, the intelligence chief, largely glossed over the serious concerns Americans now have about Saudi Arabia in interviews with The Times and The Washington Post.<br><br> + +<Strong>5</Strong> America’s historic relationship with Saudi Arabia, so central to the energy needs of the West and the security of the oil-rich Persian Gulf, has been badly shaken by the events of Sept. 11 and subsequent revelations of the close links between important elements of Saudi society and Al Qaeda’s terrorist war against the United States.<br><br> + +<Strong>6</Strong> These problems are too important to overlook, or to deflect with the kind of polemics the two men offered about Israel.<br><br> + +<Strong>7</Strong> Washington’s relationship with Riyadh will not right itself until sensitive issues concerning Saudi Arabia itself are openly addressed. <br><br> + +<Strong>8 </Strong>These include the growth of virulent anti-American sentiment among young Saudis and the continued close links between the kingdom’s economic and religious establishments and violent fundamentalist groups abroad.<br><br> + +<Strong>9</Strong> Four and a half months after Sept. 11, Crown Prince Abdullah still refuses to make the kind of clean break with violent Islamic fundamentalism that Gen. Musharraf has made in Pakistan. The Prince and many other Saudi leaders seem in denial about the extensive connections between the kingdom and events of that day. <br><br> + +<Strong>10</Strong> These include the Saudi passports carried by most of the suspected hijackers , the well-connected Saudi charities that funneled money to Osama bin Laden’s terrorist network and the Saudi-funded seminaries in Pakistan and Afghanistan that steered students into battle on behalf of the Taliban and Al Qaeda.<br><br> + +<Strong>11</Strong> While the Crown Prince dismisses Osama bin Laden and his Saudi followers as “deviants” trying “to drive a wedge” between Riyadh and Washington, his half-brother, the intelligence chief, more realistically recognizes that an overwhelming majority of young Saudis now sympathize with the terrorist leader’s cause.<br><br> + +<Strong>12</Strong> Saudis from the royal family on down are responsive to the militant teachings of the country’s officially established Wahhabi sect of Islam. For at least some Wahhabi mullahs, those teachings now include support for armed jihad against the United States.<br><br> + +<Strong>13</Strong> Saudi leaders need to be more forthright in opposing those who distort religion to justify the terrorist murder of innocent civilians. <br><br> + +<Strong>14</Strong> As the custodians of Islam’s holiest places, they can speak with great authority on these issues.<br><br> + +<Strong>15</Strong>They can also do a better job of making sure that Saudi Arabia ceases to send mullahs and money abroad in support of violent fundamentalism. <br><br> + +<Strong>16</Strong> In effect they have encouraged the training of Islamic revolutionaries who may eventually threaten their own throne.<br><br> + +<Strong>17</Strong> The royal family should begin reducing pressures inside the kingdom by gradually opening up a system in which no one is presently held accountable for corruption, and (in which) educated professionals, women and religious moderates have no meaningful voice.<br><br> + +<Strong>Identifying the Key Premises and Conclusions</strong><br><br> + +Preliminary analysis quickly reveals that statement 17 is the overall conclusion, while 3, 7, 13 and 15 are intermediate conclusions. 4 supports 5 which supports 3, which in turn supports 7, as does 8, 9, 10, 11 and 12. 14 supports 13, 16 supports 15, and 7, 13 and 15 support 17. Neither 1, 2, or 6 are relevant to the arguments being made, so ...<br><br> + +<strong>Our simple Concept Map looks like this:</strong><br><br> + +<P ALIGN="CENTER"><img src="CM4.gif" align=middle body bgcolor="#E0FFFF"> +<P ALIGN="CENTER"><FONT SIZE="+2"><STRONG>View From Riyadh Concept Map</STRONG></FONT></P><br><br> + + +<strong>Critical Thinking</strong> <br><br> + +As a result of the real world’s many imperfections, it was recognized that creating an efficient methodology for distinguishing between unadorned fact and mere advocacy and/or deception +was necessary if rational decision making was to occur, and this process came to be known as Critical Thinking. This discipline organizes and sharpens the key process of correctly evaluating + and making sense of writings such as reports, depositions and/or speeches, especially in those situations in which competing “experts” make conflicting claims regarding the facts of the situation + and what those facts “really” mean.<br><br> + +<strong>Critical Thinking (sometimes called Informal Logic) is an efficient and highly versatile methodology which applies logical concepts to the analysis of everyday reasoning and problem-solving.</strong> Elements of Formal Symbolic Logic are frequently involved, but usually only to the extent that they contribute to this practical objective.<br><br> + +<strong>Critical Thinking usually has only limited applicability in Mathematics and the “hard” sciences</strong>, where immutable physical laws and explicit mathematical formulas usually preclude + much leeway in the interpretation of what constitutes fact. In those special contexts, most statements are made (as in research papers, patent applications, etc.) with the simple and straightforward +objective of advancing knowledge, so of necessity such statements are usually as entirely truthful as the proposer can make them, although even they are sometimes open to different + interpretations.<br><br> + +<strong>The Phases of Critical Thinking:</strong><br><br> + +There are a number of different ways in which the discipline of Critical Thinking can be logically structured, among which the following simple formulation is one that has been found to be + particularly useful: +<OL type = DISC> +<LI> +<strong>RECONSTRUCTION = Extracting an Argument from the surrounding mix of (sometimes extraneous) statements which have been presented.</strong> This is the function that REAP is designed to serve, and is the entry point for your analysis. +<LI> +<strong>ASSESSMENT = Determining whether the structure of the Argument extracted does or does not allow truth to logically follow from the Premises to the Conclusion.</strong> If it does, the Argument +is Valid. Otherwise it is Invalid. The procedures for accomplishing this key task are the core elements of Formal Symbolic Logic, and is the reason we briefly explore that important discipline in the Appendix. +<LI> +<strong>EVALUATION = Judging whether the Premises are true or false, clear or vague, and in need of further defense or not.</strong> If the Argument is Valid and all of the Premises are true, then the Argument + is also Sound. This is also a function performed by Formal Symbolic Logic.<br><br> +</OL> +The important thing to realize is that although both the crucial Assessment and Evaluation functions of Critical Thinking are theoretically best performed via application of the discipline of +Formal Symbolic Logic, many practitioners of Critical Thinking haven’t studied that subject and therefore can’t utilize its techniques. Instead, they must try to achieve the same result +approximately, and this can lead to significant errors in judgment.<br><br> + +In order to avoid that problem in this course we briefly cover the elements of Formal Symbolic Logic in the Appendix, despite that subject’s difficulty.<br><br> + +Where Critical Thinking gets really interesting and useful is in those areas in which it goes beyond the limits of Formal Symbolic Logic to consider other aspects of a situation which nevertheless + profoundly affect the validity of any conclusions that may be drawn.<br><br> + +<strong> These additional elements of Critical Thinking are: +<OL type = DISC> +<LI> +Estimating +<LI> +Evaluating +<LI> +Classifying +<LI> +Assuming +<LI> +Inferring Logically +<LI> +Grasping principles +<LI> +Noting Relationships +<LI> +Hypothesizing +<LI> +Offering Opinions With Reasons +<LI> +Making Judgments With Criteria +</OL><br><br> + +<strong>Caution!</strong><br> + +<strong>Despite its great usefulness, Critical Thinking is severely limited because it is really only concerned with the front end of the Decision Making/Problem Solving process - evaluating the current situation. +The full implications of these limitations will only become apparent when we embark upon the detailed study of Decision Making/Problem Solving itself (the central objective of this book) in Chapters 3-5.</Strong> +<br><br> +<strong>Click Here To Move To</strong><a href="RDMApp.html"><font size=+1><font Color="#0033FF"><strong> Appendix</strong></font></a> +<br><br> +<strong>Click Here To Move On To</strong><a href="RDMCh3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMCh1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMTOC.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"> Milton N. 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--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMCh3.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,655 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:18 GMT --> +<head> + <title> Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"></a> + + <center><br><br> + <font class="booktitle"> + Reasoning And Decision Making</font> </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2010</font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter3"></a> + <font class="chaptitle"> + <strong>Chapter 3 - The Nature Of Problems, Problem Statements, Concept Mapping, Information Gathering</strong> + </font><br> + </center> + + <br><br><br> +<font size= +1> +<strong>Definitions:</strong><br><br> + +<strong>Problem =</strong> Recognition that the current situation (the initial state) is in some significant way different from and less desirable than a goal (the final/desired state).<br><br> + +<strong>Problem Context =</strong> The overall situation in which the Problem exists.<br><br> + +<strong>Problem Statement => Spells out:</strong><br> +<ul> +<li> <strong>Current Status =</strong> The set of known/given information that defines the Problem. +<li> <strong>Goal = </strong>Specification of the final status that will be accepted as the Problem Solution. +<li> <strong>Problem Description =</strong> The specifics of the difference(s) between the initial and goal states, which exist because one or more of the following are true: +<ul> +<li> Something is wrong that must be corrected. +<li> Something is missing that must be provided. +<li> Something is threatened that should be prevented. +<li> A desirable improvement opportunity exists. +</ul> +<li> <strong>Problem Action Specification =</strong> The most precise statement possible of the set of feasible actions/operations that must be taken in order to move from the Current (Problem) state to the desired Goal (Solution) state. +</ul> + +<strong>The Nature of Problems And Their Solutions</strong><br><br> + +In common with most other situations of interest, it is readily possible to conceive of the continuity of problems as being parsed in a number of different ways, each of which has special and often unique value in achieving understanding of the extremely complex underlying reality. For that reason, the reader should understand that the arbitrary and quite simple dichotomy proposed next is just one of many possible ways of characterizing that reality.<br><br> + +<strong>For our present purposes, we shall consider that all problems can be divided into two complementary but mutually exclusive classes:<br> +<OL type = DISC> +<LI> +Problems with exact solutions. +<LI> +Problems for which exact solutions are unknown, infeasible, or impossible. +</strong></OL><br> + +Problems with exact solutions occur largely in disciplines like mathematics and the sciences, but also can sometimes be found in the common simpler interfaces of ordinary existence. Although achieving a correct solution to the more difficult and advanced of this class of problem often requires prodigious amounts of training and the application of much hard work, ultimately, if you have those qualifications and make the requisite effort, the desired answer will be forthcoming. What happens is that you use your expertise to correctly evaluate the situation, recognize which techniques are relevant, apply due diligence in collecting and validating the requisite data, apply the appropriate technique and “turn the calculation crank”, and out pops the desired, unambiguous answer!<br><br> + +Problems that lack exact solutions include most of the non-trivial ones which we routinely encounter in everyday personal life, business, government, and social organizations. A major difficulty in solving these problems lies in the fact that in many cases the relevant facts are not completely known but must be estimated (at best) or “guesstimated” (at worst), and that precise solution techniques not only are often not known, but sometimes may not even exist.<br><br> + +Another major difficulty that we will encounter, both in this book and in applying its technologies to real world problems, is that the methods that we present and apply herein are designed to minimize the uncertainties (to the extent that’s feasible), and that we are then going to turn that same “calculation crank” to generate an answer. But although that “answer” may then have the same superficial appearance of precision as that obtained from calculation in problems with exact solutions, it’s really anything but! So falling into the mental trap of missing or ignoring that essential difference is something that the successful problem solver must studiously avoid! <br><br> + +In the search for real world problem solutions it’s also essential to understand and conform to the following “Guiding Principles”, most of which will not be found in any standard text. Failure to understand and be guided by them will almost necessarily result in an inability to ever develop correct solutions to an entire class of important real life problems, so they may be ignored only at your own peril! Except as otherwise noted, all are my own formulations.<br><br> + +<strong>Guiding Principles</strong><br> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="left" valign="top"> + <br> + <font class="txtboxbig"> + + <strong>“The validity and worth of an idea is independent of: + <OL type = DISC> + <LI> + Who proposed it.<LI> + How long it has been believed.<LI> + The number and importance of those who subscribe to it.<LI> + The vehemence with which they support their belief.”</strong></OL> + </font> + + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + “It ain’t what people don’t know that hurts ‘em, <br> + it’s what they know that ain’t so!” + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> + <center>Charles Farrar Browne, AKA Artemus Ward, 4/23/1834 - 3/6/1867, American Philosopher and Humorist</center><br><br> + + </table> + </center> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + “ Facts have no agenda.” + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> + <br> + + </center> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + “Truth is an Uncompromising Taskmaster.” + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> + <br> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + “Except by accident, the correct solution to a problem can only result <br> + from accurate facts, objective analysis and Reasoning” + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> + <br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + “The simplest explanation in accord with the facts is best.” + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> + <center>"Occam's Razor", an accepted principle of Logic.<center><br> + + </center> + + </center> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxsmall"> + “A simplistic solution to a complex problem is almost invariably wrong.” + + </font> + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br> + </center> + <br> + </center> + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="middle" valign="top"> + <br> + <font class="txtboxbig"> + + <strong>The reliability of the answer <br> + cannot exceed <br> + the reliability of the input data. </strong> + + </font> + + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> + + So you must be careful in your search for problem solutions, always keeping in mind the well known caveat of computers, that:<br><br> + + <center> + <br><table class="txtbox"> + <tr> + <td width="30"> </td> + <td align="left" valign="top"> + <br> + <font class="txtboxbig"> + + <strong>GARBAGE IN, GARBAGE OUT!</strong> + + </font> + + <br><br> + </td> + <td width="30"> </td> + </tr> + </table><br><br> + </center> +<br> +<strong>General Problem Solution Guidelines</strong> +<ul> +<li>Be careful not to look for a solution until you’re certain that you really understand the problem. +<li>Carefully distinguish between symptoms and the actual underlying problem. +<li>Take as much time as required to thoroughly examine and explore the Problem Context and Constraints before attempting to develop the Problem Statement. Often, properly understanding the problem is enough to solve it. +<li>Avoid +<ul> +<li>Accepting information at face value +<li>Making/using implicit but incorrect assumptions/premises +<li>Making premature evaluations +<li>Blindly applying stereotypes and/or analogies. +<li>Blindly accepting the judgment(s) of “authorities”. +<li>Functional fixedness = Using habitual modes of behavior/thought which make it more difficult to see new and better approaches. +<li>Fixating on one presumed (often “obvious” but incorrect) “solution”, rather than continuing to search for the best solution. +<li>Arbitrarily rejecting proposed solutions/solution mechanisms based on “gut feel”, bias toward the proposer, or other non-rational criteria. +</ul> +<li>Be sure to solve the problem that really exists and not just the problem you already have a solution for, the problem you wish existed, or the problem someone else thinks exists. +<li>If a solution to the problem you are trying to solve already exists, begin by studying that solution even if you intend to improve on it. +<li>Be careful not to select a solution until you have a whole range of choices. That will allow you to choose the best from among many. +<li>The way in which the problem is stated has much to do with the quality of the solutions that can be found: +<li>The formulation of the Problem Statement determines/constrains the range of available solution choices. +<li>The initial Problem Statement proposed all too often reflects a preconceived (usually wrong) solution. +<li>Breaking the problem into smaller parts can often make solving it much easier, because you can then solve each part separately. (This is a common and highly successful technique used in computer programming.) +<ul> +<li>Begin by solving the simplest version of each subproblem, then +<li>Build the overall solution incrementally. +</ul> +<li>Remember the critical importance of obtaining acceptance in solving problems involving others. A solution that is technologically brilliant but sociologically stupid is not a satisfactory solution. +<li>Operate with the understanding that people work to implement their own ideas and solutions much more energetically than they work to implement those of others. +<li>Remember that, however exact they may appear, the solutions to real world problems involving people can never be completely precise, so their implementation must always take that caveat into account. +<li>Avoid judging behavior. Labeling people as "good" or "bad" is an easy (but defective) way to dispense with interpersonal problems of instead of trying to figure out why people behave as they do. +<li>Avoid assuming you are much smarter or better informed than others (with the result that you can safely ignore their input). +<li> Remember that: +<ul> +<li>Denying the existence of a problem only serves to perpetuate it. +<li>A problem is not a punishment, but an opportunity! +</ul> +<li>Recognize that many practical problem situations involve: +<ul> +<li>Personal values that influence which solutions may be “acceptable”. +<li>Ambiguity and/or inadequate definition. +<li>Multiple causality. +<li>Inadequate information. +<li>No elegant solution. +</ul> +<li>There is rarely one completely "right" answer. +<li>Different answers may each be “somewhat right”. +<li>Involved individuals and/or groups may understand their problems better than you do, and therefore act in ways they think entirely reasonable but which seem less than that to you. +<li>Be patient and persevere. +<li>Don't expect to find permanent answers. +</ul><br> +<strong>Underlying Problem Solution Principles</strong><br><br> +<ul> +<li><strong>The Law of Optimal Sloppiness</strong><br><br> + + Only employ the minimum degree of precision in data and analysis necessary to arrive at a decision that has an acceptable probability of being correct. <br><br> + + One of the best ways of determining which input variables need be considered to satisfy this principle is the following.<br><br> + +<li><strong>The Principle of Successive Approximation</strong><br><br> + + At the beginning of the problem solving process the first step should be to try to derive an order-of-magnitude answer using quick, gross approximations. Then only if that approximate answer seems reasonably productive should you incrementally invest the much greater amount of time and effort needed to obtain and analyze more complete and accurate information.</strong><br><br> + +<li><strong>The Pareto Principle</strong><br><br> + + Studies conducted by the Italian economist Vilfredo Pareto (1848 - 1923) produced the brilliant insight that 80% of his nation’s wealth was owned by only 20% of the people. Further studies and experience by Pareto and many others revealed the even more useful insight that this same ratio of cause and effect applies in a wide variety of fields and circumstances!<br><br> + + What this means is: In studying any situation it is usually feasible to reach reasonable decisions based solely upon identifying and considering the key 20% of all of the causal factors, while safely ignoring the vast insignificant multitude of others. +</ul><br> + +<strong>To perform a Pareto Analysis:</strong> +<ul> +<li><strong>List the variables involved.</strong> If there are many, group related items. +<li><strong>Score the items or groups.</strong> The scoring method to use will depend on the nature of the problem. (i.e. In one case the criterion might be cost, in another it might be convenience on a 0-5 scale, etc.) +<li><strong>Act on the highest scoring items first </strong>, and stop whenever desired after 80% of the total expected benefit has been attained. (The options with the lowest scores will probably not even be worth bothering with, because solving those problems may cost more than the benefits received.) +</ul><br> +Applying the Pareto Principle in conjunction with each of the techniques that follow will enable greatly limiting the number of variables to be included in the analysis without significantly decreasing the validity of the decisions reached.<br><br> + +<strong>Principles of Cost/Benefit Analysis</strong> +<ul> +<li><strong>There Must Be a Common Unit of Measurement To Compare Costs With Benefits.</strong><br> +The Simplest and Most Common Measurement Unit is Money. The difficulty here is that some benefits are intangible (i.e. “Quality of life”), and assessing a reasonable $ equivalent for these is not only a strictly subjective (and not always feasible) exercise, but one which may easily completely change the result of the final comparison. So such assessments must be conducted with extreme caution! <br><br> + +<li><strong>The Comparison Must be In Terms of $ at a Specified (future) Date. (= Discounted $ Value.)</strong><br> +How to choose the appropriate interest rate to use for the discounting and then calculate the discounted value of money are standard accounting procedures which are beyond the scope of this course, so they will not be discussed here. Both are described in any introductory accounting text, and standard actuarial tables are available for this calculation for any interest rate and time period. +<ul> +<li>(Project Benefits $ value) x (Discount factor) = Discounted Present $ Value of Benefits<br> +<li>(Project cost $) x (Discount factor) = Discounted Present $ Value of Costs<br> +<li>(Project Net Benefit) = (Total Discounted Present $ Value of benefits) - (Total Discounted Present $ Value of costs.) +</ul><br><br> +<li><strong>If this net difference is positive and great enough to justify the time and energy that must be expended, then the project is tentatively worth pursuing.</strong><br><br> +<li><strong>Semi-final confirmation of whether or not the project is worth pursuing should result from a “With vs. Without” Analysis of the proposed changes.</strong> +In conducting this phase of the decision making process, it is important to recognize that for certain types of problem the result may vary depending on the particular study area chosen. (e.g. The best choice for a local situation might not be best in the overall context, or conversely.)<br><br> +<li><strong>The final decision on whether or not to proceed with a particular project will depend on whether or not there are other mutually exclusive projects with a positive Net Discounted Present $ Value competing for the same limited amount of available resources of time, money and personnel.</strong> If there are, simple comparison will select that project with the highest Net Discounted Present $ Value for immediate action. (Whether or not the other projects with positive Discounted Present $ Value ever ultimately get worked on will depend on factors outside our present interest.)<br> +</ul> +<br> +<strong>Solution Search Guidelines: </strong><br> +<ul> +<li>The entire problem space must be searched. +<li>Backtracking and/or repetitive searching of the same local areas should be avoided. +</ul><br> + +<strong>Desirable Solution Development Technique Characteristics</strong> +<ul> +<li>Simple +<li>Quick +<li>Inexpensive +<li>Require no specialized tools, knowledge or expertise to apply +<li>Applicable to a wide variety of problems</strong> +</ul><br> +These techniques are not mutually exclusive, and are often used sequentially or even simultaneously, to examine the various problem aspects from several different viewpoints, all with the same objective of maximizing the chances that the best possible Problem Solution will be reached. <br><br> + +<strong>Developing A Problem Statement</strong><br><br> + +The necessary first and often most critical step in arriving at an adequate Problem Solution is developing an appropriate Problem Statement, and this is sometimes so difficult to accomplish that it may not be possible to be certain that it’s been accomplished until you’ve actually succeeded in solving the Problem! <br><br> + +<strong>Creating a Problem Statement involves 8 essential steps:</strong><br><br> +<ul> +<li>Determine the Problem Context. +<li>Objectively assess the current situation and its (often far from obvious) implications: +<ul> +<li>Identify the key operative factors. +<li>Assess the relative importance of each. +<li>Determine Their Relationships And Interactions. +</ul> +<li>Identify/Collect/Validate Relevant Facts and Data. +<li>Identify/Quantify The Operative Constraints. +<li>Create a Prototype Problem Statement. +<li>Develop Rational Solution Alternatives +<li>Verify That A Solution Is Feasible, Given The Available Data And Resources. +<li>Repeat These Steps As Required Until The Best Possible Solvable Problem Statement Is Generated. +</ul><br> + +Now let’s investigate each of these steps in detail. <br><br> +<ul> +<li><strong>Determine The Problem Context</strong><br><br> + +<strong>This</strong> should typically be apparent from direct observation, and <strong>will consist of some combination of the following contexts:</strong> +<ul> +<li>Social +<ul> +<li>Personal +<li>Interpersonal +<li>Group +<li>Organization +</ul> +<li>Political +<li>Employment +<ul> +<li>Technical +<li>Organizational +<li>Employee/Management +<li>Peer +<li>External +</ul> +<li>Economic +<li>Educational +<li>Professional +</ul><br.<br> + +<li><strong>Objectively assess the current situation and its (often far from obvious) implications:</strong><br><br> +<ul> +<li>Identify the operative factors +<li>Determine their relationships +<li>Assess the relative importance of each +</ul></ul><br> + +In this book we shall restrict our attention to Concept Mapping and Venn Diagrams, which are the simplest and most generally applicable of the many alternative methods for performing this essential task. Concept Mapping requires no special preparation, so we shall discuss it first. Applying Venn Diagrams requires some knowledge of Formal Symbolic Logic, and that was the main reason that subject was introduced in the previous chapter.<br><br> + +<strong>Concept Mapping</strong><br><br> + +This is a technique designed to make it easier to understand the interplay between ideas, by creating a visual picture of their relationships and interconnections. It allows you to better: +<ul> +<li>Understand the interactions between ideas you already have. +<li>Relate new ideas to your existing knowledge. +<li>Organize the ideas in a logical but flexible structure that indicates what future information or viewpoints need be included, while providing for their incorporation. +</ul><br> + +<strong>Caution!</strong><br><br> + +<i>A Concept Map is not a goal in itself! Rather it’s a tool whose use in accurately representing and understanding the current situation can enable you to produce a better Problem Statement, and ultimately a maximally useful Problem Solution!</i><br><br> + +<strong>The Advantages of Concept Mapping</strong> +<ul> +<li>Replaces often complex verbal descriptions with a few simple diagrams. +<li>Summarizes all the relevant information on one page. +<li>Clearly identifies and defines the most important concept(s) +>li>Specifies and clarifies the often complex relationships between concepts. +<li>Illustrates their relative importance. +<li>Readily allows identification of contradictions, paradoxes, and gaps in the system or in your understanding of it, so that corrective action can be initiated. +<li>Makes recall and review of the relevant information more efficient. +<li>Makes it easier to add new information. +<li>Makes it easier to see the system and its information from different viewpoints. +</ul> <br> +<strong>The Structural Elements of a Concept Map</strong> +<ul> +<li>Concepts. These form the substance of the problem situation. +<li>Branches. A concept may branch many times to include both closely and distantly related concepts. +<li>Arrows join concepts from different branches. +<li>Groupings of related concepts are usually indicated by enclosing them within a box or circle.. +<li>Lists. +<li>Notes. Usually shown alongside the appropriate portions of the Map to explain, question or comment on the concepts and/or the relationships between them. +</ul><br> + +<strong>The Four Major Categories of Concept Map:</strong><br><br> + +<strong>The Hierarchy Concept Map</strong> presents related information in descending order of importance. <br><br> + +In the following example, this powerful method of organizing data is applied to the Concept mapping process itself! <br><br> + +<P ALIGN="CENTER"><img src="CM3.gif" align=middle> +</P><br><br> + +A standard <strong>Organization Chart</strong> like that of The US Department of Agriculture Headquarters Office shown below is another prime example of a Hierarchy Concept Map.. +<br><br> + +<P ALIGN="CENTER"><img src="orchart2.jpg" align=middle> +</P><br><br> + +The <strong>Flowchart Concept Map</strong> organizes information to show the progression of the physical and/or temporal flow of materials and/or information. Originally developed to describe industrial processes, this technique soon proved to be applicable to almost any activity because of the simplicity and universality of its basic descriptors:<br><br> + + <strong><P ALIGN="center"><img src="oper.gif" align=middle> <ALIGN="center"><img src="trans.gif" align=middle> <ALIGN="center"><img src="store.gif" align=middle> <ALIGN="center"><img src="delay.gif" align=middle></strong> <ALIGN="center"><img src="insp.gif" align=middle></P><br><br> + +Adding a Diamond to this basic 5 symbol set to represent the asking of a question (usually requiring a “yes” or “no” answer) to determine which alternative path to follow, it is possible to accurately and concisely describe almost any realistic situation. As an example, shown next is a simple Flow Chart I created to describe the process of deciding whether or not to repair or replace a broken TV set. <br><br> + +<P ALIGN="CENTER"><img src="Broken%20TV%20Flowchart%202.gif" align=middle></P> +<br><br> + +The "Spider" Concept Map is organized by placing the central theme or unifying factor in the center of the map, then surrounding it with outwardly radiating sub-themes and supporting +details. + +<P ALIGN="CENTER"><img src="spider4.gif" align=middle> +</P><br><br> + +<strong>The Systems Concept Map</strong> organizes information with focus on inputs and outputs. + +In this formulation the information is usually presented in hierarchical fashion, and in that limited sense it’s similar to the Hierarchy and Organization Charts. + +The simplified examples below describing the automotive manufacturing process were prepared by me especially for this book. + +<P ALIGN="CENTER"><img src="MB%20Cars%201.gif" align=middle> +</P><br><br> + +<P ALIGN="CENTER"><img src="MB%20Cars%202.gif" align=middle> +</P><br><br> + +<strong>Steps In Constructing A Concept Map</strong><br><br> + +The following are the steps in building a concept map manually. (A number of commercially available software programs exist for this task, and the steps are essentially the same in each case.)<br><br> +<ul> +<li><strong>Assemble Your Writing and Drawing Materials</strong><br> + +Interrupting your thought processes to find a tool or notebook is more than a inconvenience, because it can completely break your concentration. So have plenty of supplies on hand, including paper, colored markers, a ruler, and even a shape template for drawing the concept boxes.<br><br> + +<li><strong> Find/Gather/Understand Your Research Materials</strong><br> + +These can include: books, related newspaper, magazine and technical journal articles, notes of independent observations, data/statistics, computer data bases, web site addresses, and visual materials such as videos, photos and diagrams. This is your database, and it is vital that you not only become thoroughly familiar with it but can list 10-15 key concepts as well as several examples before you begin constructing a Concept Map.<br><br> + +<li><strong>Make as complete a list as possible of all of the relevant concepts and examples impacting your Problem.</strong><br> + Remember that it is feasible to create many different maps from the same list, depending on how you interpret the relationships between the relevant components.<br><br> + +<li><strong>Rank the concepts (key words) from the most abstract and inclusive to the most concrete and specific.</strong><br><br> + +<li><strong>Cluster concepts that function at similar levels of abstraction, and note how and to what degree they interrelate.</strong><br><br> + +<li><strong>Become familiar with each of the different Concept Map Formats, and understand the type of information/analysis each is best suited for.</strong><br><br> + +<li><strong>Select The Concept Map Format that best fits the current problem.</strong><br> + +In the non-technical, non-business environment of this course, the Hierarchy and Spider/Network Maps will most often be appropriate.<br><br> + +<li><strong>Transfer the concepts, events, and physical entities to 3 x 5 cards, small pieces of paper, or post-it notes</strong>, preferably using different colors for each type of input. (In a computer model, use different symbols.)<br><br> + +<li><strong>Arrange the cards on a large sheet of paper or poster board in the structure consistent with the type of Concept Map you’ve chosen.</strong> (If it’s hierarchical, for example, you will place the broadest or most abstract ideas at the top and the most specific ideas at the bottom.). If appropriate, add subsidiary concepts that help explain, connect, or expand the key ideas that you have. Don’t include the examples yet. <br><br> + +<li><strong>Draw lines to connect the related concepts, events, and physical entities.</strong><br><br> + +<li><strong>On the connecting lines, write words or phrases that explain the relationships between these items.</strong><br><br> + +<li><strong>Enter the examples under the appropriate concepts, and connect them with arrows and accompanying explanatory phrases.</strong><br><br> + +<li><strong>Reorder and revise as many times as necessary until the best and fullest possible explanation of the relationships is reached.</strong><br><br> + +<li><strong>Copy the results of the above onto a single (possibly quite large) sheet of paper, and draw circles around the concepts. This is your first draft Concept Map.</strong> + +</ul><br> + +<strong>Revising/Refining Concept Maps</strong><br><br> + +Good maps are like good writing; and are usually the product of several drafts and revisions. The best possible result will usually require differing perspectives and insights, so showing your map to knowledgeable others like teachers, classmates, coworkers and friends to get feedback is an excellent strategy.<br><br> + +<strong>Ask questions about:<br> +<ul> +<li>The input data +<ul> +<li>What are its implications? +<ul> +<li>Could there be other ways of looking at it? +<li>Is it true in all cases? +<li>How far does its usefulness extend? +<li>What more do you need to find out? +</ul> +<li>The Concept Map itself +<ul> +<li>How do the parts fit together? +<li>And how well/completely? +<li>Does it all make sense? why? or why not? +<li>Is anything: +<ul> +<li>Redundant? +<li>Missing? +<li>Unclear? +<li>Illogical? +<li>Questionable? +</ul> +<li>How does the result accord with: +<ul> +<li>Other available information? +<li>Prior experience? +<li>Published information? +</ul></ul><br> + +If there are items that don’t fit well , ask why! +</strong><br<br> + +Of course not all of these questions will apply to every Concept Map, but the more closely you look at the material the more and better questions will occur to you. Focus on the central/most important aspect of the situation, and if anything about it doesn’t make sense or seems unresolved, try to state explicitly where the difficulty or problem lies. This may be difficult to do, but it’s worth the effort because it will frequently highlight the route to the solution.<br><br> + +<strong>Identify/Collect/Sort/Sift/Synthesize/Assess/Evaluate Relevant Facts and Data</strong><br><br> + +<strong>Types of Information</strong><br><br> +<ul> +<li><strong>“Hard” Data +<ul> +<li>Mathematical Data +<li>Scientific Data</strong><br> +Objective validation of data in this category is always theoretically possible, although in practice that’s sometimes quite difficult to achieve. But, on balance, this type of data is usually the most reliable.<br> +<li><strong>Statistical</strong><br> +The reliability of this kind of data lies somewhere between the “hard” and “soft” because by its very nature it's somewhat imprecise and subject to interpretation. So it’s not only necessary to validate the underlying statistical methodology used to determine that it has been applied correctly (sample selection is the area most frequently performed badly), but also to validate that the conclusions reached are justified by the data. <br> +<li><strong>Economic</strong><br> +The reliability of this kind of data is much the same as for statistical data, and should be treated in similar fashion. +</ul><br><br> +<li><strong>“Soft” Data +<ul> +<li>Historical Data +<li>Sociological Data +<li>Political Data +<li>Personal/interpersonal Data</strong><br> +This data is the least reliable of all, since the selection of the particular facts chosen for inclusion as well as the validity of their interpretation is often highly subjective, and sometimes even actively biased. And in the extreme some of it isn’t really data at all, but mere opinion and/or speculation masquerading as fact! Distinguishing between real and pseudo data is often as much art as science, but being able to do it efficiently is crucial to your ultimate success or failure. So giving that process the attention it requires and deserves is prudent, however reluctant you may be to invest the required time and energy. +</ul></ul><br><br> + +<strong>Information Gathering</strong><br><br> +This essential step provides the factual data base upon which all of your problem solving efforts and eventual success probability will rest, so carrying it out as efficiently and completely as possible is essential. Much of it is routine and possibly even boring if the subject at issue isn’t of the greatest interest to you, so it’s important to resist the tendency to “cut corners” in its completion. It’s also important to resist the tendency to uncritically accept data that supports your preconceptions, and/or to ignore or fail to adequately consider data that you find discomforting or inconvenient. Remember the basic rule: “Garbage in - garbage out”!<br><br> + +<strong>The key questions to be answered are: +<ul> +<li>What information is needed? +<li>Is it available/accessible in the form needed? +<li>If it must be transformed in order to be useful, is that process feasible? +<li>Can it be obtained quickly and cheaply enough to be useable for our purposes? +<li>Is its reliability adequate for the current purpose? +<li>Do you have the expertise to correctly/adequately utilize it? +</ul></strong><br><br> + +If and only if all of these questions can be answered affirmatively will it make sense to proceed with information gathering.<br><br> + +<strong>The essential elements involved in Information Gathering are:<br><br> +<ul> +<li>Memory +<li>Research +<li>Data +<ul> +<li>Collection +<li>Sorting/Sifting/Organization +<li>Assessment +<ul> +<li>Perception +<li>Cognition +<li>Synthesis +</ul> +<li>Evaluation<strong> +</ul></ul><br><br> + +Once all of the relevant data has been collected and organized, perhaps the most difficult step of all must be carried out - evaluation, or making sense of it! We begin the exploration of this key topic in the next chapter.<br><br> + +<strong>Click Here To Move On To</strong><a href="RDMCh4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMCh2.html"><font size=+1><font Color="#0033FF"><strong> Chapter 2 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMTOC.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"> Milton N. Bradley</font></a> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh3.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:35 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMCh4.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,276 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:35 GMT --> +<head> + <title> Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"></a> + + <center><br><br> + <font class="booktitle"> + Reasoning And Decision Making</font> </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2010</font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter4"></a> + <font class="chaptitle"> + <strong>Chapter 4 - Problem Constraints, Problem Statements, Solution Guidelines</strong> + </font><br> + </center> + + <br><br><br> +<font size= +1> + +Having concluded our rather extended excursion into the vital topic of collecting, validating and evaluating the relevant facts and data, we now continue with the steps involved in actually arriving at an implementable problem solution.<br><br> + +<strong>4. Identify/Quantify The Operative Problem Constraints.</strong> +<ul> +<li><strong>List the operative constraints:</strong><br><br> +<ul> +<li><strong>Time.</strong><br> +Is the issue one of timing? Amount of time needed to implement? Both? If time to implement dominates, how long is it expected to take? Who made that estimate, and how certain can you be that it’s accurate? And if it’s accurate, can the solution be sped up or can more time somehow be found? <br><br> +<li><strong>Money.</strong><br> +Are the assumed money limits necessary? Who made the estimate, and how certain are you that it’s accurate? Can more money be found? Or, more creatively, can the job be done for less money or even no money at all? Or can you get someone else to pay?<br><br> +<li><strong>Physical.</strong><br> +Are the apparent physical constraints real? Or only illusory? Can you use anyone else’s clever solution to a similar problem to help solve yours?<br><br> +<li><strong>Energy.</strong><br> +In addition to time and money, solving this problem will take a certain commitment of both physical and mental energy. Are you prepared to expend it?<br><br> +<li><strong>Information.</strong><br> +Is the available information correct? Adequate? How do you know? To be certain, double check to validate the so-called facts surrounding the problem, obtaining more information as required.<br><br> +<li><strong>Legal.</strong><br> +Are there legal restrictions on the solution? Are you certain? If not, get professional advice. If there really are such restrictions, can the law be changed, reinterpreted, or circumvented?<br><br> +<li><strong>Cost/Benefit.</strong><br> +What total expenditure of time, energy, money, mental effort, emotion, or other resources will be needed to solve the problem? How does the sum of these compare with the payoff from a solution? And is that comparison favorable, either intrinsically or psychologically? <br><br> +<li><strong>Cooperation.</strong><br> +Is the assistance of others necessary to achieve a solution? Is that likely to be forthcoming? And how do you know that? Is it necessary that others favor the solution, support it and/or help implement it? Or do you believe that certain people/groups will be against the solution? If so, with what degree of assurance do you know those things? And can you prudently proceed despite this?<br><br> +<li><strong>Socio-Cultural.</strong><br> +Is your ability to find the best solution being limited because of attitudes in the culture of the groups to which you belong, or that of society in general? And if so, is achieving that solution important enough to you to countenance violating those cultural constraints?<br><br> +<li><strong>Other.</strong><br> +Any other inhibiting factors not covered above.<br><br> +</ul> +Considering the effects of the operative constraints is clearly a vital step, because a valid and implementable solution is impossible to achieve if it isn’t consistent with those constraints! Fortunately, this is usually relatively easy and straightforward to accomplish if your prior data collection/ validation efforts have been properly conducted. <br><br> + +Once the constraints have been listed to insure that none have been overlooked, it is then necessary to: <br><br> + +<li><strong>Quantify/Prioritize the constraints as either:</strong> +<ul> +<li><strong>Critical </strong>(must be accommodated), or +<li><strong>Non-critical </strong>(may be ignored if necessary). +</ul><br> + +The key is to identify all of the critical constraints, and then assure that each and every one is satisfied! This is an “all or nothing” proposition, with no functional difference between 95% satisfaction and 0%! But even if some of the non-critical constraints are omitted, a useable solution may still be realized.<br><br> + +The hidden difficulty underlying satisfactory completion of this vital step is that your view of the constraints is necessarily influenced by your prior experiences. By shaping your understanding of the situation and/or desire to focus (and quickly solve) the problem, these prior experiences almost invariably generate a set of (often subconscious) assumptions about the constraints and their applicability, so in order to properly accommodate them what must be done is to:<br><br> + +<li><strong>Identify The Assumptions Behind Each Constraint:</strong> +<ul><br> +<li><strong>General Assumptions.</strong><br> +These are assumptions you make subconsciously, usually without even realizing that you have made them! Some are necessary but many may not be, and this can be a serious problem.. To avoid its worst effects, making a list that includes every assumption - even the most obvious - will assure that you become consciously aware of any potentially damaging biases or unnecessary restrictions that you’re mistakenly trying to impose, and which may prevent reaching the best (or even any!) solution.<br><br> + +<li><strong>Specific (Critical) Assumptions.</strong><br> +These assumptions will almost always be made consciously, but may not be examined in sufficient depth to determine whether they are really necessary or not. Since they are the major determinants of the boundaries and viability of the solution, making a meticulous and complete list of them and examining each in equally meticulous detail is essential!<br><br> +</ul> +<li><strong>For each assumption, determine:</strong><br> +<ul> +<li><strong>Is it necessary?</strong> If so, it must be retained and accommodated. +<li><strong>If it is not necessary:</strong> +<ul> +<li><strong>Is it appropriate and/or desirable?</strong> If so, it should be retained. +<li><strong>Or can/should it be safely dispensed with?</strong> +</ul></ul> + +<br><br> +Careful attention to this step has a large potential payoff , because each and every unnecessary constraint that you can eliminate from consideration will make the problem solution both easier and less costly (in terms of all required resources) to reach.<br><br> +</ul><br> +The steps that follow are not only far more difficult to accomplish correctly than the identification of problem constraints, but are also even more crucial to achieving a successful final Problem Solution. <br><br> + +<strong>5. Develop/Refine The Problem Statement</strong> +<ul> +<li><strong>Identify/Evaluate Feasible Problem Alternatives</strong><br><br> + The situations we perceive as "problems" are often complex and/or ill defined. They also frequently offer a choice of possible ameliorative actions (= “solutions”), none of which is obviously perfect, so that, willingly or not, we are forced to make some form of compromise.<br><br> + +As noted earlier, a “solution” consists of a specification of a series of actions which will take us from the initial (problem = unacceptable) state to the desired goal state.<br><br> + +Perhaps the most important impediment to efficiently generating an acceptable solution is the difficulty in properly identifying the nature of the real underlying problem, as distinct from either its symptoms (which often may not provide a completely adequate problem description) or our misperception of the true nature of the problem itself. Such misidentification then inevitably leads us to an incorrect Problem Statement, and thence almost necessarily to a useless or even actively detrimental “solution”. So realizing a truly useful Problem Solution requires as an essential precondition that we first create an accurate and detailed Problem Statement.<br><br> + +A major pitfall that all too frequently traps the unwary in creating an adequate Problem Statement is revealed in the following key bit of wisdom that has been developed as a result of extensive sad experience by professional problem solving consultants:<br><br> + +<center> +<strong>THE FIRST PROBLEM STATEMENT GENERATED +ONLY RARELY DESCRIBES THE TRUE PROBLEM!</strong></center><br> + +Some of the actions that have been developed to circumvent this critical difficulty are: +<ul> +<li>Review/question all facts and parameters at least five times. +<li>Restate the Problem in as many ways as you can: +<li>Change the wording. +<li>Take different viewpoints. +<li>Try transforming it into another. +<li>Make Concept Maps, Flowcharts, and/or Venn Diagrams, as appropriate. +<li>Refine your own thinking by explaining the problem to others and listening to yourself as you do so. +<li>Get the opinion of friends, associates and/or experts in appropriate fields. +<li>Don't try to learn all the details before deciding on a first (trial) approach to solution. +<li>Try visualizing solutions from different directions and/or starting points. +<li>Study the inverse problem. (See what would happen if you try to make things worse!) +<li>Test the extremes. +<li>Continuously revise the Problem Statement as required by any new information developed during the solution process. +</ul><br><br> + +Traps to avoid in this stage: +<ul> +<li>Not stating the problem in sufficient detail. +<li>Confusing symptoms with causes. +<li>Stating the problem in behavioral (= interpersonal) instead of situational terms. +<li>Assuming that your personal difficulty with the situation is "the" problem. +<li>Accepting information at face value. +<li>Failing to differentiate fact from opinion. + <li>Making premature judgments about facts, people and/or actions. +<li>Unthinkingly applying stereotypes. +<li>Implying a solution in the problem statement. +<li>Prematurely settling on a solution. +</ul><br><br> + +In trying to generate Problem Alternatives, consider: +<ul> +<li>Key system/available resource constraints +<ul> +<li>time +<li>money +<li>legal issues +<li>organizational issues +<li>external realities +<li>other +</ul><br><br> +<li>The decision maker’s +<ul> +<li>Personal constraints. +<li>Sources of power in the situation. +</ul><br><br> +<li>Possible leverage points +<ul> +<li>technology +<li>organizational structure +<li>reward systems +<li>job descriptions +<li>education +<li>personnel +<li>societal environment +<li>individual behavior of key people involved +</ul></ul><br><br> + + +<strong>6. Develop Rational Solution Alternatives</strong><br><br> + +Once you have validated that the Problem that you’re trying to solve is really the one of interest to you, then essentially the same sort of scrutiny must be applied to finding its optimal solution (or as near to that as the actual problem constraints will allow).<br><br> + +Be creative, and try to visualize how you would live with each of the various solution alternatives under consideration, what their impact would be on others, as well as the costs and benefits of each.<br><br> + +<strong>In order to maximize the probability that an optimal Problem Solution will be reached, it is vital to first create the maximum number of possible solution alternatives over the entire range of acceptable options identified in the previous phase, without concern for feasibility. Pruning of infeasible options can then follow later. Enough time and effort should be devoted to this activity to ensure that non-standard and innovative alternatives are generated.</strong> + +Another part of the difficulty in achieving at least a minimally useful (and preferably near optimal) Solution is that the form of the Problem Statement itself often not only implies a certain solution, but sometimes even constrains the feasibility of generating any solution at all! So except in the most trivial cases, <strong>the greatest possible care in framing the Problem Statement is required!</Strong><br><br> + +If the problem is yours, or if you are the designated problem solver, <strong>to be sure that all of the right bases have been touched, asking the following questions is extremely helpful: +<ul> +<li>What is the exact nature of the problem to be solved? +<li>Are you sure it really is a problem? And if so how and why? +<li>For whom is it a problem, and why? +<li>What type of problem is it ?(personal, individual, relationship, group, intergroup, leadership/motivation/power, technical, man/machine interface, total system)? +<li>Is it important? +<li>How important relative to other problems? +<li>Is it urgent? +<li>How urgent relative to other problems? +<li>In short, do we really want/need to solve this problem at all, and/or now? +</ul><br><br> + +If the problem's constraints satisfy these questions, then the following additional questions become relevant: +<ul> +<li>Must the problem be solved as a whole, or can it be broken into several sub-problems, each of which may be easier/less costly/quicker to solve? +<li>What are the problem’s major deleterious effects you desire to ameliorate/avoid? +<li>How do key people affected feel about the problem and its current outcomes? +<li>Have you identified the problem’s crucial aspects and constraints? +<li>Could doing something to “fix” the problem have unwanted consequences? If so, what? And how serious are they? +<li>How stable are present conditions? +<li>What do you expect would happen if the problem were ignored? Will it get worse? Stay the same? Or spontaneously go away? And how soon? +<li>What are the sources of the available information? And how reliable are they? +<li>What facts do you have? And how reliable are they? +<li>What key information do you know that is not included in the Problem Statement? +<li>Are all of the constraints and/or assumptions reasonable? Necessary? Or can some be eliminated? If so, which? +<li>What information is lacking? +<li>Have you seen a similar problem before? +<li>If so, what are the key points of similarity? Of difference? +<li>How likely is it that the solution to the prior problem (or a modification thereof) can be satisfactorily applied to this one?</Strong> +</ul><br><br> + +If the problem isn’t yours but you are trying to solve it for some other person or organization, it is crucial that you get that person or organization’s answers to these same questions, and (if feasible) that you work closely with them in this process.<br><br> + +<strong>Perhaps over and even beyond all of the detailed technical questions posed above, there are the human considerations that must be accounted for. We all prefer to believe that our personal view of the world is clear and objective, but the reality is that it’s often anything but. We’re each the product of all of our prior experiences and how we and those who’ve shaped us have responded to them. And that means, whether we like it or not, we are influenced not only by the objective realities of the current situation but also by the psychological baggage we bring to it. The result is that when we view the current situation we almost necessarily analogize it to our prior experiences and then (usually subconsciously) assign a label to it. This label then influences both the way we frame the Problem Statement and the places we look for the Problem Solution, and, perhaps equally important, also constrains the very nature of that solution as well! It is therefore highly useful to pause early on during the course of creating the Problem Statement to ask yourself how (and why) you’ve got it labeled as you do.</strong><br><br> + +For example, if I believe that my problem in obtaining employment at an acceptably high compensation level is primarily a result of the current recession, then only a certain very limited set of solution options is open to me. But if I see my problem as primarily one of my own lack of marketable skills, an entirely different and far larger set of potential solution options becomes available. <br><br> + +The difficulty is that our mental biases are often quite subtle and in any event largely not consciously known to us, so that it’s not easy to detect them and then appropriately reformulate the Problem Statement. In fact, because these biases are so intimately related to and integrated into our basic personality structure, accomplishing this review may be especially difficult in those cases where the problem we’re trying to solve is “close to the bone” of our existence. But since those are our most important problems the payoff for its accomplishment will be the greatest! One strategy for handling this difficulty without confronting the (usually unpleasant) necessity of probing our own deep psychological motivations is to simply and routinely change the way we’ve labeled each and every problem, then create appropriate Problem Statements for each different label, and see where that leads! <br><br> + +<strong>7. Determine The Effectiveness Of Proposed Alternative Solutions.</strong><br><br> + +During this step it is important to identify any boundaries of acceptable alternatives, important facts, values and/or feelings to be considered, and results that should be avoided. Criteria should be categorized as either essential to a successful solution or merely desirable.<br><br> + +<strong>Potential criteria are: +<ul> +<li>Relevant facts +<li>Important personal, group, organization, community, and societal values, attitudes and feelings. +<li>Technical limitations and constraints +<li>Factors that: +<ul> +<li>logically flow from the statement of the problem +<li>influence how alternatives function. +<li>influence how the solution fits into the larger context. +</ul><br><br> + +After the potential evaluation criteria are listed, they must themselves then be: +<ul> +<li>Evaluated +<li>Reconciled with the stated Problem and Solution constraints +<li>Pruned to eliminate the unimportant or irrelevant. +<li>Revised/modified as required. +</ul><br><br> +<li>Assess/Estimate Problem Solvability, given the: +<ul> +<li>Constraints established +<li>Evaluation criteria +<li>Available time and resources +</ul><br.<br> +<li>Proceed only if that estimate produces a sufficiently high cost/benefit ratio +</ul>.<br><br> + +Only if the decision to proceed is affirmative will it then be appropriate to actually develop, select, and evaluate problem alternatives and proposed solutions, and then apply to them the evaluation criteria just developed. <br><br> + +8. Repeat The Preceding 7 Steps As Required Until An Acceptable Solution Is Reached.</strong><br><br> + +In the next chapter, we will explore some practical decision making techniques. + + +<br><br><br><br> +<strong>Click Here To Move On To</strong><a href="RDMCh5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMCh3.html"><font size=+1><font Color="#0033FF"><strong> Chapter 3 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMTOC.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"> Milton N. Bradley</font></a> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh4.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:35 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMCh5.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,1216 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:35 GMT --> +<head> + <title> Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"></a> + + <center><br><br> + <font class="booktitle"> + Reasoning And Decision Making</font> </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2010</font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter5"></a> + <font class="chaptitle"> + <strong>Chapter 5 - Developing The Problem Solution</strong> + </font><br> + </center> + + <br><br><br> +<font size= +1> +<strong>Part 1 - Assuring Inclusion of All Relevant Parameters</strong><br><br> + +When we’ve finally decided that it makes economic and otherwise practical sense to solve our problem, the next question to be decided is how to systematically and thoroughly go about actually developing its solution consistent with the principles identified earlier. To that end a number of related techniques have been developed for quickly and accurately focusing on those system aspects, parameters and constraints that are most likely to be important, and to which attention is most likely to pay off. <br><br> + +<ul> +<li> +<strong>Ways To Attack A Problem</strong><br><br> +<ul> +<li><strong>Entry Points</strong> +<ul> +<li><strong>The Beginning.</strong> The conventional approach. +<li><strong>The End.</strong> Approximate/guesstimate an answer, then work backward to try to figure out how it could be obtained. +<li><strong>Somewhere in the middle.</strong><br><br> +</ul> +<li><strong>Rival Hypotheses.</strong> Conjure up different theories about the nature of the problem and how to solve it, and see where each leads.<br><br> +<ul> +<li><strong>Modeling +<ul> +<li>Modeling Objectives: +<ul> +<li>Make an idea concrete. +<li>Reveal possible relationships +<li>Simplify the complex. +<li>Clarify the problem. +</ul> +<li>Model Categories +<ul> +<li>Conceptual. +<li>Structural. +</ul> +<li>Model Types. +<ul> +<li>Visual. +<li>Physical. +<li>Mathematical. +<li>Metaphoric, Symbolic, or Analogic. +</ul> +<li>Model Paradigms +<ul> +<li>System +<li>Design +<li>Construction +<li>Recipe +</ul> +<li>Specific Model Metaphors: +<ul> +<li>Garden +<li>Machine +<li>Symphony Orchestra +<li>Human Body +<li>Vehicle<br><br> +</ul> +</ul> +</ul> +</ul> +<li>Conceptual Solution Generating Techniques</strong><br><br> + +We begin by discussing a generic idea generating technique, which can be applied together with any of the specific technically oriented techniques that follow it.<br><br> + + +<li><strong>BRAINSTORMING.</strong><br><br> + +In this innovative individual or group process, the objective is to deliberately generate as many unusual solution ideas as possible in a non-threatening, unstructured manner, and then to push each of those ideas as far as possible. To break down preconceptions about the limits of the problem and assure the free flow of the participants’ imagination, during this process no criticism of the proposed ideas is permitted. Only later, when the results of the brainstorming session are analyzed, is it then permissible to evaluate the results and prune the proposed solutions for further brainstorming or the application of other techniques.<br><br> + +One approach to brainstorming is to “seed' the session with one or more words pulled randomly from a dictionary, as starting points in the process of generating ideas.<br><br> + +<ul> +<li><strong>Group Brainstorming</strong><br><br> + +Each session should be: +<ul> +<li>Announced as lasting a fixed (and reasonable) length of time. +<li>Moderated and controlled by a designated leader who should: +<ul> +<li>Try to select participants from as wide a range of disciplines with as broad a range of experience and expertise as possible, to maximize the number and kind of creative ideas developed. +<li>Initially define the problem to be solved +<li>Stipulate the solution constraints and other criteria to be met +<li>Encourage: +<ul> +<li>an enthusiastic, uncritical attitude among the brainstorming team members so that they will feel free to produce as many ideas as possible, from the solidly practical to the wildly impractical. +<li>participants to not only develop their own ideas but also to follow up on those proposed by other team members. +<li>succinct expression of ideas, with no elaboration required as to how the proposal might (or might not) work. +<li>Encourage participation by all members of the team +</ul> +<li>Keep the group “on topic” +<li>Try to (very gently) steer the group towards the development of practical solutions, while +<ul> +<li>Ensuring that no train of thought is followed for too long. +<li>Visually documenting the ideas developed on a blackboard, easel or similar device, so that all session participants can be “on the same page” at all times. +<li>Maintaining a “permanent” written, tape or video record of the session, for later study and evaluation.. +<li>Refraining from any sort of criticism which would stifle creativity and cripple the free interchange of ideas essential to any brainstorming session’s success. +</ul></ul></ul><br><br> +<li><strong>Individual Brainstorming</strong><br><br> + +Individuals are always free to explore ideas on their own without any fear of criticism or possible domination by other group members. Although individual sessions have the potential to produce a satisfactorily wide range of ideas, they tend not to develop them as effectively as group sessions, probably because most individuals almost necessarily have a smaller range of experience and expertise than even an “ordinary”group can readily muster.<br><br> + +The result is that group brainstorming is usually superior, because when any individual’s limitations in the development of an idea are reached another’s creativity and experience may be available to overcome that barrier. On the other hand, group brainstorming can be inhibiting if quiet but creative people are allowed to be suppressed or overwhelmed by more aggressive ones, because of ineffective session leadership.<br><br> + +<li><strong>Mixed Individual and Group Brainstorming</strong><br><br> +. +Sometimes “the best of all possible worlds” can be achieved by a creative mix of both types of session. This usually takes the form of allowing team members to individually generate a wide (but possibly shallow) range of solutions, and then developing and enhancing these ideas via group brainstorming. The main advantage of this approach is that maximum input can be obtained from creative but shy and/or insecure participants.<br><br></ul> + +<li><strong>The “SIX THINKING HATS” of Edward de Bono.</strong><br><br> + +<strong>This is a powerful technique for considering potential decisions from a number of quite different perspectives</strong>, forcing you to transcend the limitations of your normal thinking style to obtain a more rounded view of the problem situation. Rather than simply considering the situation rationally, it also requires you to view it emotionally, intuitively, creatively and even negatively. By thus “touching all the bases”, the probability that any important aspect of the situation will either be overlooked or unnecessarily discounted will be greatly reduced, and the quality of the proposed solution accordingly enhanced.<br><br> + +<strong>The “Six Thinking Hats” technique is most often applied in group settings</strong>, where it has the benefit of blocking the confrontations that frequently occur when people with different thinking styles discuss a problem. But it is also useful when applied in solo mode.<br><br> +<br> +<strong>The thinking style for each type of (imaginary) hat is as follows:</strong><br><br> +<ul> +<li><strong>White Hat:<br><br> +This is the rational approach</strong>, with focus on the available data and its analysis. Consider any gaps in that data as well as what you can learn from it, such as trends, anomalies, significant differences, etc.<br><br> +<li><strong>Red Hat:<br><br> +This is the emotional, intuitive approach.</strong> Consider your own “gut reactions” as well as those of any other participants, especially the ones who may not fully understand or agree with your reasoning or position.<br><br> +<li><strong>Black Hat:<br><br> +This is the negative approach.</strong> Review the proposed decision cautiously and defensively, considering all the reasons you can think of that it might not work. By thus finding the weak points in an approach you gain the opportunity to eliminate or alter them, or to prepare contingency plans to counter those weaknesses in advance of taking what otherwise might be a costly decision..<br><br> + +This perspective is one of the real benefits of de Bono's technique, because it avoids getting “blind sided” as a result of undue optimism which prevents you from seeing problems in advance.<br><br> + +<li><strong>Yellow Hat:<br><br> +This is the optimistic viewpoint</strong> that helps you to see all the benefits of the decision and the value in pursuing it, even when everything looks gloomy and difficult.<br><br> + +<li><strong>Green Hat:<br><br> +This is the creative approach</strong>, similar to brainstorming, in which there is little criticism of ideas.<br><br> + +<li><strong>Blue Hat:<br><br> + +This is the executive/managerial approach</strong>, switching thinking back and forth into the other perspectives as needed to generate the problem solution..<br><br> + +<li><strong>A variant of the “Six Hats” technique is to look at the problem from the point of view of different professions (e.g. doctors, engineers, sales directors, etc.), or the specific different participants (individuals or groups) involved.</strong> As is well known, this is certain to produce contrasting or even diametrically opposing viewpoints. + +The output from the “Six Hats” technique or its variants can also be quantified and then analyzed in precisely the same manner as we show in the techniques described next.<br><br> + +</ul</ul></ul></ul> + +<li><strong>Problem Solution Search Techniques</strong><br><br> +<ul> +<li><strong>General</strong><br><br> + +These techniques are applicable to any type of problem, and therefore can be used in advance of, in conjunction with, or independent of heuristic and technological techniques. <br><br> +<li><strong>Public Solution.</strong><br><br> +Publicly posting a request for help on a problem to coworkers, associates, friends, teachers, etc. can get several minds with fresh perspectives working on it independently, in discussion with others, and/or in conjunction with you.<br><br> +<li><strong>“Phillips 66".</strong><br><br> +This is a form of the Public Solution technique which is useful for simultaneously engaging the minds of a large group in a problem. In its original form, the large group was divided into smaller groups of six people each, and each of those subgroups discussed the problem for six minutes, followed by formulating a single question or proposed solution by agreement.<br><br> + +There were several inadequacies in this approach, but the main one was the unreasonably short time allowed for discussion. (In six minutes not much can happen because just settling the group down and focusing take some time, and discussing and agreeing typically require much more.) So the revised procedure is now as follows: <br><br> +<ul> +<li>Each subgroup should consist of 3 to 8 people, with an ideal size of about 5. +<li>The assigned task must be made clear and explicit, requesting a decision or conclusion. (Otherwise the output will likely be just feelings, opinions, or questions.) +<li>Each subgroup should be allowed at least 20 to 30 minutes to work on the problem. +</ul><br><br> +<li><strong>The Method of Contradiction.</strong><br><br> +Pretend to assume the opposite of what you want to prove and then look for facts that contradict that assumption. By disproving all of the alternative explanations you automatically highlight (and “justify”) the sought after solution, but (unfortunately) you don’t necessarily prove it. (That would only be possible in the relatively rare case in which the two competing explanations were true diametrical opposites.)<br><br> +<li><strong>The Method of Outrageous Provocation.</strong><br><br> +Begin with a statement that is known to be absolutely incorrect, and then use it as a bridge to a new solution approach. (This is a variant of the Method of Contradiction.)<br><br> + +<li><strong>The Random Word Technique.</strong><br><br> +Select a random word from the dictionary and juxtapose it with the problem statement, then brainstorm about possible relationships.<br><br> +<li><strong>Incubation.</strong><br><br> +If you’re not making progress toward a solution at an acceptable rate, put the problem aside for a while (overnight, a day or two, several weeks or months, or...) and allow your subconscious mind to work on it. This doesn’t always succeed, but it is sometimes the only path to the solution.<br><br> +<li><strong>Case Analysis.</strong><br><br> +Research similar cases to see what insights their solutions can offer.<br><br> + +<li><strong>Heuristic Search Methods</strong><br><br> + +A heuristic is an empirical, learn-as-you-go procedure which can’t guarantee finding a solution, but which will increase the probability of finding a solution over what would be possible using a purely random or ad hoc approach.<br><br> +<ul> +<li><strong>Trial and error.</strong><br><br> +<strong>Different possible configurations are generated, and after a test of their "fitness" the good ones are retained and the bad ones eliminated.</strong><br><br> +The search for a solution proceeds without any sense of choice or calculation of the likelihood that any path will be superior to another. This technique can be made as efficient as possible by being systematic and keeping a record of attempts and their outcomes, so that no path or solution is tried more than once.<br><br> +<li><strong>Proximity.</strong><br><br> +<ul> +<li><strong>Hill climbing.</strong><br><br> +In this strategy, the searcher looks one step ahead to see what next action will best move him toward the goal.<br><br> +<li><strong>Means-ends analysis.</strong><br><br> +This is a set of procedures designed to reduce the distance from the problem state to the goal state through a sequence of carefully identified steps, taking into consideration all of the many different dimensions of difference between those states. It involves creating subgoals (the ends) to eliminate the differences between the current state and the condition for applying a desired operator (the means).<br><br> +<li><strong>Fractionation.</strong><br><br> +These methods involve breaking the problem into parts and solving each part separately.<br><br> +<li><strong>Mixed Scanning.</strong><br><br> +This strategy involves alternating between a general overview of the situation and a close-up, detailed, precise examination of a subset of it. The first gives the solver a quick sense of the overall situation, even though that may be somewhat vague and general. Then, given that context, it allows attention to individual parts in exact detail, permitting a close knowledge of pertinent areas to provide information about both potential or actual trouble spots, as well as a better basis for generalizing about the whole.<br><br> +<li><strong>The split-half method.</strong><br><br> +This method involves starting at the halfway point in a more or less linear system, and checking to see if the problem (or its symptoms) already appears there. If it does, the problem is in the first half of the system. If it doesn't, the problem lies in the second half. Next, the investigator goes to the half of the system where the problem is now known to occur and checks at its halfway point to see if the problem or symptom appears there. Each such iteration successively eliminates another half of what remains of the system as the source of the problem, and the process continues until the problem is located. This is much faster than random checking or simply starting at one end of the system and then proceeding consistently toward the other end.<br><br> +<li><strong>Pattern Search</strong><br><br> +In selected situations, the presence of patterns may either suggest solutions themselves or remind you of prior cases in which useable solutions were found.<br><br> +</ul> +<li><strong>Solution Selection Procedure:</strong><br><br> +<ul> +<li><strong>Develop possible solution alternatives.</strong><br><br> +Using as many of the techniques discussed below as are appropriate to the problem being worked on, create solution alternatives over the entire range of options, without concern for feasibility. Enough time should be spent on this activity to ensure that all plausible solutions are uncovered, including non-standard and creative ones.<br><br> + +Relevant questions to be asked include: +<ul> +<li>What constraints exist on the solution? +<li>What are the available resources for implementation? Are they adequate? +<li>Who is the decision-maker, and what are his/her sources of power in the situation? +<li>What are possible leverage points for implementation ? +<li>Are others involved? If so, are they favorable? If not, is their opposition serious? And if so, can it be changed? +</ul><br><br> +<li><strong>Evaluate the proposed alternative solutions using the pre-established criteria.</strong><br><br> + +Techniques like PMI and Cost/Benefit Analysis will come into play here, and alternatives should be directly compared:<br><br> +<ul> +<li>Eliminate the alternatives which fail to meet essential criteria. +<li>Collect Risk/Benefit information for the remaining alternative solutions. +<li>Assess the degree of satisfaction each alternative provides. +<li>Ensure that the benefits provided are in the areas of high importance. +<li>Ensure that high risks and low benefits are not in the areas of high importance. +<li>Question if the risks identified are serious enough for an alternative to be eliminated, or whether it’s possible to develop a plan which could remove risk or minimize its effect. +</ul><br><br> +<li><strong>Select the best scoring/most promising alternative that meets these criteria as the proposed problem solution.</strong><br><br> +<li><strong>If no proposed Solution provides sufficient satisfaction, recycle through the entire process again to look for more options!</strong><br><br> +<li><strong>When a Solution alternative is finally selected, review and evaluate the potential problems that may arise when this “solution” is implemented, and proceed only if that review is favorable.</strong><br><br> +<ul>Relevant questions to be asked include: +<li>Does the proposed solution: +<ul> +<li>Adequately address the critical aspects of the problem? +<li>Satisfy the stated objectives? +</ul> +<li>Is it consistent with organizational and/or other situational realities? +<li>Who would be the solution implementation "change agent"? +<ul> +<li>You? Or someone else? +<li>Does he/she have the power, skills, knowledge to be successful? +</ul> +<li>What is the probability of success? +<li>What are the risks if the plan fails? +<li>Is resistance to this change likely? +<ul> +<li>From whom? +<li>How strong/serious is this likely to be? +<li>Can it be overcome? +</ul> +<li>Are there any sources of support? +<ul> +<li>From whom? +<li>How important is this likely to be? +</ul></ul><br><br></ul> + +<li><strong>Solution Implementation Procedure:</strong><br><br> +<ul> +<li><strong>Determine the efficacy and completeness of implementation.</strong><br> +Omission or improper completion of this step is a common reason for the failure of the problem-solving/decision-making process, because ineffective implementation hasn’t been detected and therefore can’t be corrected.<br><br> +<li><strong>Evaluate the effectiveness of the Solution.</strong><br> +It is particularly important to evaluate the proposed solution in light of the problem statement generated at the beginning of the process. In addition to the expected technical considerations, affective, cognitive, and behavioral outcomes (the impact on the people involved) should be considered.<br><br> +<li><strong>Modify the Solution as required by the problems revealed in the evaluation process.</strong><br><br> +<li><strong>Repeat the evaluation</strong> cycle to be sure that those problems previously identified and any new ones generated by the changes have all been satisfactorily resolved. <br><br> +</ul></ul> + +<strong>Part 2 - Generating The actual Solution</strong><br><br> + +What we’ve done up to now has been to confirm that:<br> +<ul> +<li>We are attempting to solve the right problem +<li>Solving it will pay off sufficiently well to be worth the effort expended. +<li>We have identified and incorporated all important problem aspects and parameters. +</ul><br> +These steps are essential to arriving at a viable solution, but are insufficient in and of themselves because they are too general to be implementable. What we must do now to achieve the desired payoff is to actually delve into the specifics of the problem, and then go about developing a detailed solution which will allow us to realize that payoff.<br><br> + +<strong>CAVEAT!</strong><br><br> + +The techniques that follow are methods for turning what would otherwise be a completely subjective, basically “gut feel” decision-making process into one which has at least a semblance of objectivity. The problem with it is that, as earlier noted, unlike pure mathematical processes (e.g. addition) which always yield precisely accurate and repeatable results, when a value is generated by one of these methods it is essential to recognize that result is heavily dependent upon the initial assumptions made, and therefore might be quite different, even diametrically reversed, if those initial assumptions are even slightly changed.<br><br> + +Not only does this mean that it is possible for the analyst to subconsciously influence the decision while maintaining a facade of objectivity, but that any decision reached as a result of such an analysis must be viewed with great caution and even skepticism.<br><br> + +The ways to counter this problem are to:<br> +<ul> +<li>discuss and validate the values assigned to the key parameters with other persons who know the situation but have no stake in its outcome. +<li>repeat the analysis using a range of each of the subjective input parameters, and then compare the indicated decisions. In this way, you can determine the sensitivity of the analysis to those input assumptions, and then treat the reliability (or non-reliability) of the resulting decisions accordingly. +</ul><br> +In the examples that follow, for the sake of simplicity in describing these techniques, only one “pass” is made.<br><br> +<ul> +<li><strong>PMI = Plus/Minus/Interesting of Edward de Bono</strong><br><br> + +<strong>This is an adaptation of the simple “pros and cons” analysis that has almost universally been used for centuries.</strong><br><br> + +To apply it: +<ul> +<li>Construct a table with colimns headed “Plus”, “Minus”, and “Interesting” +<li>In the respective columns list the appropriate factors influencing the desired action together with their expected effects +<li>Assign a subjective (estimated) positive or negative score for each.effect +<li>Add up the scores. +</ul><br><br> + <strong>A strongly positive score indicates that action is probably justified, a strongly negative score that it should be avoided. In between scores are ambiguous, and allow moving in either direction as desired.</strong><br><br> + +<center>Example: Deciding whether to relocate from Long Island to New York City.</center><br><br> + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Plus</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Minus</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Interesting</strong></td> + </tr> + <tr> + <td align="center" bordercolor="#000000" BORDER="1" +height="31">More Social Activity<br>In The City (+5)</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1">Have To Sell My House (-6)</td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">Easier To Find A New Job (+1)</td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1">Much Shorter Commute (+5)</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1">More Pollution (-3)</td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">Meet New People (+2)</td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1">More Interesting Places To Go (+3)</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1">Less Living Space (-3)</td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">More Difficult To Get Work Done (-4)</td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"> - </td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1">High Rent (-5)</td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">More Crime (-3)</td> + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1">+13</td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1">-17</td> + <td bordercolor="#000000" align="center" height="31" BORDER="1">-4</td> + </tr> +</table> +</div> +<br><br> +<center>Total = 13 -17 - 4 = -8 => Decision: Stay on Long Island.</center><br><br> + +<li><strong>SWOT ANALYSIS.</strong> In this process you <strong>analyze a situation by identifying its Strengths, Weaknesses, Opportunities, and Threats.</strong><br><br> + +In its simplest adaptation, a table similar to that for PMI can be created, with 4 columns but in every other way identical. The same problem with the subjectivity of the values assigned to the relevant factors exists, with the same solution. <br><br> + +The questions that are appropriate for assessing each of the four SWOT factors will vary depending upon the type and context of the problem being analyzed, and will necessarily be very different for (say) a personal problem as opposed to one that is societal, technical, business or political, but certain common themes will exist. <br><br> + +<strong>Typical questions that will reveal the required information are:</strong><br><br> +<ul> +<li><strong>Strengths</strong> (always positive) +<ul> +<li>What assets does your entity (person, organization) possess? +<ul> +<li>Physical +<li>Intellectual +<li>Temporal +<li>Capital +<li>Other +</ul> +<li>What things does it do well? +</ul><br><br> +<li><strong>Weaknesses</strong> (always negative) +<ul> +<li>What assets does your entity lack? +<li>What things doesn’t it do well? (i.e. What needs improvement?) +<li>What weaknesses do others perceive that you don’t? +</ul><br><br> +<li><strong>Opportunities</strong> (always positive) +<ul> +<li>In what immediate and long term ways can your strengths be used effectively? +<ul> +<li>external factors +<li>technological and/or social trends +<li>the economy +<li>relationships +<li>competition +<li>etc. +</ul> +<li>What are the longer range opportunities, and what must be done to take advantage of them? +<li>Can you improve the things you don’t do well? +</ul><br><br> +<li><strong>Threats</strong> (always negative) +<ul> +<li>What obstacles do you face? +<li>What things should be avoided? +<li>What is your competition doing? +<li>Are the required specifications for your job, products or services changing? +<li>Is the current economy, changing societal trends, and/or technology threatening your position and/or prospects? (Are you in an economic bind?) +</ul></ul><br><br> + +The strictly qualitative output of the SWOT analysis can be quantified and analyzed in precisely the same manner as that of both the PMI and Force Field techniques, so they all really represent slightly different (and complementary) ways of achieving the same result.<br><br> + +<li><strong>FORCE FIELD ANALYSIS</strong><br><br> + +This method is conceptually very similar to both SWOT and PMI, especially the latter, with the important difference that rather than focusing on factors internal to the success or failure of a proposed solution it describes the external forces arrayed for or against it, so that a decision can be made which takes into account all interests. As with the other methods, this is really nothing more than a specialized and highly refined way of comparing pros and cons.<br><br> + +<strong>Where a plan has been decided on, Force Field Analysis allows you to appropriately act to reduce the impact of the opposing forces and strengthen/reinforce the supporting forces, as well as to implement changes that may make success more likely .</strong><br><br> + +<strong>To carry out a Force Field Analysis: +<ul> +<li>List all forces for change in one column, all forces against in another. +<li>Assign a score to each force, from 1 (weak) to 5 (strong). +<li>Draw a diagram showing the forces for and against, and their size.</strong><br><br> +</ul> + +<strong>CAUTION!<br><br> + +The same caveat earlier noted in applying the other techniques regarding the subjectivity of the assigned scores again applies here.</strong><br><br> + +An example of a Force Field Analysis applied to the same decision regarding whether or not to relocate to the city used earlier in the PMI analysis is shown below:<br><br> + +<P ALIGN="CENTER"><img src="Force%20Field2.gif" align=middle> +</P><br><br> + +The result of this analysis is only slightly negative, so any decision regarding whether or not to proceed with the proposed move probably shouldn’t be made on the basis of it alone, but rather on the totality of this and any other forms of analysis performed. <br><br> + +The preferred decision making process consists of a meta-analysis in which each of the various techniques presented herein is applied (as appropriate), and then the final decision summarizes their overall effect. For example, if each of the PMI, SWOT, and Force Field analyses were also slightly negative, then the overall conclusion would be fairly strongly negative. But if one or more was positive, then the overall result would be ambiguous at best. In most cases, because of the considerable impact on the system that would follow from a major change, an ambiguous result will almost always result in continuance of the status quo (= no change). In this problem, both PMI and Force Field analyses are in agreement, so the proposed move to the City is counter-indicated! (But remember again the caveat regarding the subjectivity of the weights assigned to each of the decision criteria!)<br><br> + +<li><strong>Paired Option Comparison Analysis</strong><br><br> + +Many real life problems contain several plausible alternative solution options, but little or no objective hard data which will allow you to objectively choose between them. In such cases, a purely subjective technique such as Paired Option Comparison Analysis can still enable the rational selection of the most important problem to solve first, and/or reaching the best solution attainable once that choice has been made.<br><br> + +<strong>Paired Option Comparison Analysis Procedure: +<ul> +<li>List the Solution options. (Letter designators are usually assigned for convenience.) +<li>Build a table in which each option appears as both a row and a column header. +<li>Zero out the table diagonal in which each option is compared with itself, as well as all cells below that diagonal (= the converse duplicates of the above-diagonal cells). +<li>Use this table to compare each option with every other option, one-by-one.<br><br> +For each such comparison: +<ul> +<li>Decide which of the two options is the more important. +<li>Enter the letter designator of the more important option. +<li>Assign a score to show the size of their difference. ( Since this is purely subjective, any convenient scheme may be used: Most common is: 0 = no difference, 1 = small difference, 2 = modest difference, 3 = major difference.) +<li>Total the scores for each option. +<li>Convert these scores into percentages (if desired). +<li>Select the highest scoring option.</strong> +</ul></ul><br><br> + +Example: + +A local community college student is trying to decide which of the options listed below will be in her best interest to pursue after she receives her Associate’s degree. There’s no good way to accurately quantify their value, but by applying this technique it should still be possible to make a rational decision. <br><br> + +As she sees the situation, her options are: +<ul> +<li>Continue on full time to obtain a Bachelor’s degree immediately (A) +<li>Obtain some kind of (temporary) employment, while continuing on in night school. (B) +<li>Begin a full time career in teaching (C) +<li>Use her musical skills to try to “make it” with a Rock band. (D) +</ul><br><br> + +To solve her problem, our hypothetical student creates a Paired Option Comparison Table as follows:<br><br> + + + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="30%" colspan="5" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">Paired Option Comparison Table Example</font></strong></td> + </tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong></strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> College (A) </strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong>Night<br>School (B)</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> Teach (C) </strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> Music (D) </strong></td> + + </tr> + <tr> + <td align="center" bordercolor="#000000" BORDER="1" +height="31"><strong>College (A)</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong></font>-</strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong>A,2</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong>A,1</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> A,1</strong></td> + + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>Night School (B)</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> </font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong></strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong>C,1</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> D,2</strong></td> + + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>Teach (C)</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> </font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong></strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> </strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> D,2</strong></td> + + </tr> + <tr> + <td align="center" bordercolor="#000000" height="31" BORDER="1"><strong>Music (D)</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="31" BORDER="1"><strong> </font></strong></td> + <td bordercolor="#000000" align="center" height="31" BORDER="1"><strong></strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong></strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong></strong></td> + + </tr> + </table> +</div><br><br> + +In this case, the analysis has failed to provide a clear decision because our student is equally desirous of continuing on to obtain her Bachelor’s degree immediately or trying to begin a career with a Rock band. But what is painfully apparent is that any thought of attending night school is out, and that teaching is also not really an option worth further consideration!<br><br> + +This is not the kind of nice, neat answer we would prefer, but the real world is often messy so we shouldn’t really be surprised. But given this ambiguity, the student decides that perhaps the key direct comparison she made between the two dominant options of continuing on in college (A) and trying to establish a career in Rock music (D) should be used as a tie breaker - in effect giving that comparison more weight!<br><br> + +Checking the table, we see that this direct comparison favored the College (A) option by the slimmest of margins. But we also note that the college option was preferred over each of the other alternatives, so on balance a clear if narrow margin in favor of College (A) emerges as the student’s final decision!<br><br> + +<li><strong>Grid Analysis</strong><br><br> + +<strong>This technique is conceptually similar to Paired Option Comparison Analysis, with the important difference that instead of merely directly comparing the opposing options we look at and quantify/evaluate their component factors. So this technique requires much more input information. But in return for that extra input effort, it enables a somewhat less subjective and therefore more precise decision.<br><br> +Its major virtue is that it quickly and simply allows the inclusion and evaluation of a wide array of factors while providing a rational decision basis in place of an outright guess or simple “gut feel”, and thus greatly increases the probability that the decision reached will be a good one. </strong><br><br> + +One interesting fact to be noted here is that the comparisons upon which this technique is based are really the same ones we instinctively use in our normal, everyday decision making. The difference here is that by explicitly listing and quantifying the factors involved we not only assure that all of the relevant ones are included, but that we also evaluate their relative importance correctly. <br><br> + +<strong>Grid Analysis Procedure: +<ul> +<li>List the options. +<li>List the key factors that will influence the decision. +<li>Create a table with options as the row labels, and factors as the column headings. +<li>Determine the relative importance of the factors in making the decision (= assign weights to the preferences). If these values aren’t immediately apparent, then a technique like Paired Comparison Analysis may be used to estimate them. +<li>Score each option in the table for each of the important factors in your decision. (The usual values assigned are the same 0-3 as before, and it’s not necessary to assign a different score for each option). +<li>Multiply each score by its corresponding relative importance value (= weight) to calculate the correct overall decision weight. (The weights assigned usually range from 1-5 for simplicity, but because this comparison is strictly subjective any desired range of values may be used.) +<li>Total these weighted scores for each option. +<li>As ever, the highest scoring option is the desired choice. +</ul><br><br></strong> + +Example:<br><br> + +Your family needs a new car, and you want it to have as many of the following desired characteristics as possible: +<ul> +<li>good acceleration +<li>good handling +<li>good looks +<li>good fully loaded ride +<li>V6 engine +<li>Lots of cargo room +<li>Seats 6 +<li>4 wheel drive +<li>all power +<li>reliable +<li>Not too expensive +</ul><br><br> + +The options to be considered are the several major manufacturer’s various models on which the desired characteristics are available. But to keep our table simple for this example we’ll here pretend that only a few manufacturers make suitable models and that each of those manufacturers has only one such model, so that we need only give the manufacturer’s name in our table.<br><br> + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="100%" colspan="13" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">Table 1 - Unweighted Factors</font></strong></td> + </tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Factor</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Accel</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Handl</strong></td> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Appear</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Ride</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">V6</strong></td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Cargo</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Seat</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">4 Whl</strong></td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Pwr</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Rel</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">$</strong></td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Total</strong></td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Weight</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Chev</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Dodge</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Ford</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Toyota</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Honda</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Nissan</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">1</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +</tr> + </table> +</div> +<br><br> + + +<div align="center"> + <center> +<table border="6" width="60%" cellspacing="0" cellpadding="11" +bordercolordark="#000000" bordercolorlight="#C0C0C0" +bordercolor="#000000" height="373"> + <tr> + <td align="center" width="100%" colspan="13" align="center" +bordercolor="#FFFFFF" height="30"> + +<strong> + <font size="5">Table 2 - Weighted Factors</font></strong></td> + </tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Factor</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Accel</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Handl</strong></td> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Appear</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Ride</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">V6</strong></td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Cargo</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Seat</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">4 Whl</strong></td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Pwr</strong></td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">Rel</strong></td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong> <font size="4">$</strong></td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1"><strong><font size="4">Total</strong></td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Weight</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">5</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">-</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Chev</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">9</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">5</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">62</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Dodge</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">5</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">58</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Ford</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">5</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">64</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Toyota</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">9</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">12</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">10</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">74*</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Honda</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">2</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">10</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">68</td> +</tr> + <tr> + <td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">Nissan</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">3</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">4</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">6</td> + <td width="20%" align="center" bordercolor="#000000" +height="20" BORDER="1">8</td> + <td width="34%" align="center" bordercolor="#000000" +height="20" BORDER="1">10</td> +<td width="33%" align="center" bordercolor="#000000" +height="20" BORDER="1">67</td> +</tr> + </table> +</div> +<br><br> + +From Table 2, the preferred decision is immediately obvious! The Toyota clearly outscores all of the others. <br><br> + +<strong>CAUTION!</strong><br><br> + +As earlier noted, the key thing to be wary of here is that this is a strictly subjective process which represents the preferences of the individual assessing and specifying both the factors to be included and the weights assigned to each. So each and every individual conducting precisely this same analysis will almost necessarily obtain different totals, and thus may reach quite different decisions!<br><br> + +<li><strong>Decision Trees</strong><br><br> + +The relatively simple techniques we’ve just explored are applicable in a very wide set of circumstances, but unfortunately they’re not sufficient to handle situations in which complex financial or similar numeric calculations are required to adequately define the problem and its solution. That requires the more powerful and complex tool of Decision Trees, which we discuss next.<br><br> + +Decision trees are an excellent tool for making financial/number based decisions because they provide a simple visual framework within which:<br><br> +<ul> +<li>All choices can be viewed, discussed and challenged. +<li>Alternative decisions and the implications of taking each can be spelled out and evaluated. +<li>The value of outcomes and the probability of achieving them can be quantified. +<li>An accurate, balanced picture of the risks and rewards that can result from each alternative decision can be derived. +<li>The best possible decisions can be objectively made, given the existing information and best available estimates. +</ul></ul><br><br> + +How to (Manually) Draw a Decision Tree<br><br> +<ul> +Represent the decision that needs to be made by a small square at the left edge of a large sheet of paper. From this node: +<ul> +<li>Draw a line toward the right for each possible solution, keeping them as far apart as possible to allow for later expansion of your thoughts. +<li>Briefly name/describe each solution along its line. +<li>At the end of each solution line, consider the results of taking that decision: +<ul> +<li>If uncertain, draw a small circle. +<li>If the result is another decision that needs to be made, draw another square. +</ul> +<li>Specify the decision to be made or the factor to be considered above its square or circle. +<li>If you have completed the overall Problem Solution at the end of any line, just leave its termination blank. +<li>Starting from each new decision square on your diagram, again draw lines representing the options that could be taken. +<ul> +<li>From the circles draw lines representing possible outcomes. +<li>In each case, again enter a brief explanatory note on the corresponding line. +<li>Repeat this process until you have included all of the possible outcomes and decisions you can visualize resulting from your original decision. +</ul><br><br> + +This is only the first step in the process!<br><br> + +<li>Review the Decision Tree diagram and examine/question each square and circle to be sure that you haven’t missed any solutions or outcomes that should be included. If you discover any such, draw them in and redraft the tree as necessary (if parts of it have become too congested or untidy for clarity).<br><br> + +You should now have a good understanding of the range of possible outcomes.<br><br></ul> + +<li>Making a Preliminary Evaluation From Your Decision Tree<br><br> + +In this step, you perform some simple calculations to reveal the decision that has the greatest payoff:<br><br> +<ul> +<li>Assign a cash or numeric value to each possible outcome, representing how much you think it would be worth to you. (Caution! This is another subjective judgment which will strongly affect your final decision, so these values must be chosen with extreme care!) +<li>For each circle (representing an uncertainty point), estimate the probability of each outcome. If you have data on past events you may be able to make fairly rigorous estimates of the probabilities. Otherwise write down your best guesstimates. (These too will be subjective judgments, so the same caveat applies!) +<ul> +<li>Probabilities must total 1.0 +<li>Percentages must total 100%. +</ul></ul><br><br> + +The result will be a tree like the one below:<br><br> + +<P ALIGN="CENTER"><img src="Decision%20Tree3.gif" align=middle> +</P><br><br> + +<li><strong>Calculating Tree Values</strong><br><br> + +Once you have quantified the outcomes and assessed the probabilities of each, it is time to start calculating the values on which to base your decision: +<ul> +<li>Start on the right hand side of the decision tree, and work back towards the left. +</ul><br><br> +<li><strong>Calculating Values For Uncertain Outcomes (circles on the tree diagram)</strong><br><br> +<ul> +<li>Multiply the value of each outcome by its probability, and note the result. +<ul> +<li>The total value of any node of the tree is gained by adding together the values for its branches .(Remember that the sum of the probabilities assigned to each node’s branches must total 1.0) +<li>As the set of calculations for each node (decision square or uncertainty circle) is completed, simply record that result in the appropriate place on the right edge of the tree. +<li>After this, all the calculations that led to that result can be ignored! (i.e. that branch of the tree can be discarded.) This is called 'pruning the tree'. +</ul><br><br> + +In the example above, the value for 'College, Ph.D.' is:<br><br> + + 0.2 (probability, best outcome) x $450,000 (value) = $ 90,000<br> + 0.6 (probability, expected outcome) x $250,000 (value) = $75,000<br> + 0.2 (probability, worst outcome) x $200,000 (value) = $ 40,000<br> + -------------------------------------<br> + Node Total = $205,000<br><br> +These values are then entered in alongside their respective nodes as shown below:<br><br> + +<P ALIGN="CENTER"><img src="Decision%20Tree5.gif" align=middle> +</P><br><br> + +<li><strong>Calculating The Value of The Decision Nodes</strong><br><br> +<ul> +<li>Redraw the tree, eliminating all of the branches of the uncertain nodes and replacing each with the corresponding single node value just calculated. +</ul> +<ul> +<li>Enter the cost of each option along the corresponding decision line. +<li>Subtract the cost from the node value just calculated, to find the benefit of that decision. “Sunk costs”( = amounts already spent), are not considered in this analysis. +</ul><br><br> + +Calculation of the decision (“choice”) nodes in our example is shown next:<br><br> + +<P ALIGN="CENTER"><img src="Decision%20Tree6.gif" align=middle> +</P><br><br> + +<li><strong>Arriving At The Decision</strong><br><br> + +When you have calculated the net benefit of each alternative decision, simply select the one which has the largest value.<br><br> + +In this example, the benefit we calculated for “College, Ph.D.” was $205,000 and its cost was $180,000, giving a net benefit of $25,000. But the benefit of “College, B.S.” was $280,000. On this branch we therefore choose that as the most valuable option, and allocate its value of $280,000 to the decision node for the “college” branch of our decision tree.<br><br> + +Similarly, we calculate the values for the two branches of the “Work” approach as $380,000 and $370,000, so of these the “use music skills” option is slightly better. And overall it’s equally clear that it’s also best, so it and its net benefit of $380,000 become our final decision and value.<br><br> + +<strong>Caution!</strong><br><br> + +Our application of the Decision Tree technique in this situation produced the indicated decision that it would be best for this hypothetical student to go to work immediately after high school rather than to college, and that utilizing his music skills would be only marginally more productive (in terms of economic payoff) than not doing so.<br><br> + +But that decision was heavily dependent upon both the 10 year term chosen for the evaluation, and the probabilities assigned to the various outcomes, for which, unlike ones made in a business context where it’s often possible to use prior history to obtain somewhat more reliable estimates of the probabilities involved, in this context there is no realistic way of sharpening those estimates. So the only feasible approach which can improve the probability that the decision reached is at least reasonably valid is to repeat the analysis using somewhat different probability estimates for the various outcomes, and using at least one other, substantially longer payoff period (e.g. 20 years in place of 10). Then combining this form of analysis with at least some of the others discussed to produce a meta-analysis is also wise.<br><br> + +In this situation that’s especially necessary, because the application of this quantitatively oriented technique to a problem in which the most important payoff for many people is qualitative (e.g. quality of life - satisfaction with what you’re doing and with the people with whom that forces you to be in daily contact) rather than quantitative (the amount of money you earn), can very easily produce a ridiculous result. The problem that the incautious analyst encounters is that the mechanical application of the technique produces a nice, neat numerical result which has every appearance of both accuracy and validity, when in many cases it really possesses neither!<br><br> + +So, as with any other technique, Decision Tree Analysis should always be applied in conjunction with a liberal helping of good old fashioned common sense!<br><br> + + + +<br><br><br><br> +<strong>Click Here To Move On To</strong><a href="RDMCh6.html"><font size=+1><font Color="#0033FF"><strong> Chapter 6</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMCh4.html"><font size=+1><font Color="#0033FF"><strong> Chapter 4 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMTOC.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"> Milton N. Bradley</font></a> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh5.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:39 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMCh6.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,102 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:39 GMT --> +<head> + <title> Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"></a> + + <center><br><br> + <font class="booktitle"> + Reasoning And Decision Making</font> </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2010</font> + <hr></h1></center> + <br><br> + + + <center><a name="Chapter 6"></a> + <font class="chaptitle"> + <strong>Chapter 6 - Teaching Reasoning</strong> + </font><br> + </center> + + <br><br><br> +<font size=+1> + +Now that we have covered all of the formal aspects of problem solving in some detail, it should be abundantly clear that there is far more involved in the Reasoning process than most people are aware of. Even more surprising and serious is the realization that even among the select minority who have been exposed to and may actually have mastered the many often highly technical aspects of the formal Reasoning process, for the most part they confine their application of these techniques to work-related areas, and in any event, few use more than a small fraction of those skills in the personal areas which are most important to one’s self image and place in society.<br><br> + +This almost universal and regrettable syndrome is an exemplification of the counterproductive “compartmentalized thinking” that we are actually taught by parents, schools, and (especially) religious establishments, which actually encourage us to suspend our critical thinking abilities in certain areas (e.g. “accept on faith”). Why do they do this? Because what we would discover as a result of an objective assessment and analysis would be embarrassing and dangerous to the established power structures! Of course this common practice of unquestioning acceptance isn’t all bad because it clearly helps to generate a certain group cohesion, which in turn has some salutary effects both individually and collectively. But regrettably its main result is deleterious, because it stands firmly in the way of achieving true understanding of this complex world, and of solving many of the important physical and societal problems that complexity generates. So the really big and nearly intractable problem we face is how to efficiently inculcate a sufficiently large portion of the world population with the Reasoning skills that will enable them individually and collectively to avoid the major repetitive mistakes of the past, and to thus finally achieve the level of cooperation that will be necessary to effectively manage our ever growing world population.<br><br> + +From the perspective of the teacher, even a cursory examination of this book should make it apparent that the many complex and technically advanced aspects of the Reasoning process make it totally impractical to even begin to attempt to teach it formally to pre-High School children, and in most cases it isn’t practical even there. But, regrettably, High School is far too late! If ever there was one, here is a situation in which Sigmund Freud’s sage and oft quoted observation to a parent almost 120 years after he made it (although offered in a quite different context), remains stunningly appropriate today! The situation in point occurred in Vienna when a young mother came to Freud with her now famous question: “Dr. Freud” she asked, “when should I begin to teach my child about sex?” Dr. Freud quite slyly enquired in return “Well, madam, when will your child be born?” “Born?” the mother gasped, “Why he’s already 3 years old!” And then Freud delivered his immortal (and quite clever) punch line: “Then rush home immediately, madam, for you have already lost the best 3 years!” And exactly the same is true here! The earlier the process of teaching the child to Reason is begun, the better. But although an early start may solve one important problem, it creates a different but equally difficult dilemma: How to teach the elements of a vital but stunningly complex and technically involved subject like Reasoning to juveniles whose nervous systems are still only partially developed and far from mature, and whose language and mathematical skills are consequently also still largely undeveloped? Fortunately, I believe that it can be done, but the only way to accomplish it is to do so entirely informally!<br><br> + +<strong>The Game Of Go As Reasoning Paradigm</strong><br><br> + +An approach that I favor is to use the 4000 year old oriental strategic board game called Go as metaphor. Its ability to function in that role arises as a consequence of the need by the Go player to make a complete situational appraisal at each and every turn, and to then choose (to the degree of which he is capable) a course of action that maximizes his chances of prevailing, <br><br> + +Go is unquestionably one of the most complex and challenging purely intellectual pursuits in all of recorded history, yet it has been known for centuries that even children as young as 3 years of age can learn to play it, often quite competently. And there are many documented cases (like that of former World Go Champion Kaku Takagawa and former Japanese Women’s Go Champion Chizu Kobayashi) in which by the age of 5 the most apt of these very talented young children have already reached a sufficiently high skill level to defeat most quite expert adults. <br><br> + +On the other hand, it is also equally well documented that, much like the all too common phenomenon of those who don’t “get”mathematics, many (most?) people do not readily “get” Go, and that even among those who do master it, most rarely make any connection between the thinking processes they use in their game play and those they use in their everyday life problem solving. So the crucial missing element in the process of teaching Reasoning informally using the game of Go as paradigm is in somehow achieving that essential (but apparently none too obvious) transference of thinking skills from the abstract and perfect information world of play in the game to the practical, very concrete but imperfect information world in which we live! Fortunately, it turns out that making that essential transition is quite feasible, if not easily accomplished. <br><br> + +How this can be done is:<br><br> +<ul> +<li>Introduce the game of Go as a fun activity, to be engaged in on its own terms, for no other purpose than the pleasure derived from the intellectual challenge and competition it affords. +<li>Simultaneously, begin the formal teaching of Reasoning on an elementary level via the mechanism of simple Role Playing Games. +<li>Once the student has learned enough of Go to have mastered its rudiments (counting liberties in a fight, making/killing eyes, securing territory, finishing the game and counting the score - i.e. when the student is ready to graduate from play on the 9x9 board to the 13x13 board) - the beginning of skill transference to real world decision making can be accomplished via the introduction of the ideas of SWOT Analysis, together with some explanation of its universality of application in both the abstract game and real world spheres of activity. +<li>In successive years, as the young student progresses and matures, the Role Playing Games are gradually increased in complexity. +<li>Simultaneously, on the formal level there should be teaching of simple Reasoning techniques like REAP and the introduction of the ideas of Thinking Patterns and Styles, followed by a fairly extensive discussion and investigation of Seller’s Gimmicks. This will equip the student to be capable of assessing the believability of the information encountered in the real world, with reasonable probability of success. +<li>Once these key notions have been thoroughly mastered, it then becomes feasible to begin introducing the formal structure of Reasoning and Symbolic Logic. +<li>This should be followed by fairly extensive class discussion of these ideas, together with lots of practice applying them to an increasingly complex series of real life problems. +<li>Finally, reinforcement of these ideas via playing Go should enable every student to more or less “automatically” if not entirely effortlessly become reasonably expert in their application! +</ul><br><br> + +Caveat! At this very early stage in the development of this new teaching paradigm it’s not possible to know with any degree of certainty how fast the “average” student will be able to master this material. So it’s also not now possible to know with any degree of certainty whether the average student will be reasonably competent in Reasoning Skills by the end of Grade School, Middle School, High School, College, or even not until later than that. But it’s my “gut” feel that it will be earlier rather than later IF this process is begun sufficiently early - in pre-school - and then continued as above described throughout the student’s entire school career.<br><br> + +<strong>Using Role Playing Games To Achieve Skill Transference</strong><br><br> + +With very young children especially, but effectively with those of any age, in place of the formal tutorial approach to Reasoning, the use of simple role playing games offers a non-threatening and pleasurable way to teach the basic thought processes involved, at least on a rudimentary level. Since role playing is a natural activity already engaged in by all children (e.g. “Playing house”, “doctor”, “cops and robbers”, etc.), all that is necessary to convert it into a focused learning tool is a bit of appropriate direction, as follows:<br><br> +<ul> +<li>For the very youngest children, role playing games based upon ordinary everyday life are ideal, beginning with “The grocery shopping game”. In this game, the child is given a “make believe” $ budget for food plus basic information about nutritional needs, and then is asked to pretend to go to a local supermarket to shop. Using a series of “leading questions”, at each step in the purchasing process the child is encouraged to compare the available purchase options, and decide what to buy based on the resulting costs and benefits.. +<li>Not only can this game be used to teach nutrition and budgeting as well as decision making, but running it as a group activity in addition to an individual one can be used to enhance social and leadership skills, while serving to improve group cohesion. +<li>As the children mature, the nature of the decisions can be made more complex and broadened in scope, allowing some of the simpler formal Reasoning techniques like PMI, Paired Option Comparison Analysis and Grid Analysis to be introduced and applied! +<li>A natural further expansion of this paradigm is to progress from “The shopping game” to a discussion of more generalized decision making, beginning with such simple decisions as which TV shows to watch, or where the family should go on vacation. +<li>Once you’ve advanced the children to this level of complexity, the introduction of such formal techniques as SWOT Analysis becomes appropriate. +<li>When that level of sophistication has been reached, making a direct comparison between the thinking involved in playing Go and that of normal everyday decision making becomes appropriate and feasible, with all of the accompanying serendipitous benefits. +</ul><br><br> + +A key stratagem in following this protocol is that even with the very youngest children (who may not yet even be able to read independently), it is nevertheless possible to introduce the ideas of REAP, especially those of the seller’s gimmicks and the need to be skeptical of the information being presented, by initially applying them to TV commercials, news broadcasts and even “sitcoms”, instead of to written documents. <br><br> + +Those who advocate application of the childhood strategy of belief in such things as Santa Claus, Tooth Fairy, Easter Bunny, and Great Pumpkin will almost certainly object strenuously to this analytic approach to reality as “too early”, and (more pejoratively), as “robbing our children of their childhood”. But I firmly believe that here again Freud’s insight was correct, and that it’s never too soon to face the truth. As with other aspects of this complex and often not very pleasant world, I also firmly believe that Artemus Ward’s equally notable insight also applies here - that teaching children things “that ain’t so” and which they will later have to unlearn if they are to function adequately in the adult world, is a counterproductive waste of irreplaceable time and resources.<br><br> + +To counter my contention, some argue that, as an inevitable consequence of the child’s necessarily limited data base of experience, subterfuges like Santa Claus are justified because any child’s understanding of reality must necessarily be much less accurate and complete than that of an adult. Although this assessment of the limitations the child’s perceptions is unquestionably correct, that fact in no way excuses or justifies compounding the problem by deliberately lying to the child about the true nature of reality - a process which not only wastes irreplaceable time in mastering the already difficult process of learning to correctly perceive that reality, but also results in disillusionment in authority when the child inevitably realizes that (s)he has been deceived by those very authority figures in whom the greatest trust should have justifiably been expected!<br><br> + +<strong>The Implementation Dilemma</strong><br><br> + +The current ferment in American education concerns the grim reality that a very substantial proportion of our entire student body is sadly below accepted standards in such absolutely fundamental skills as reading and Math! With no universal agreement as to how to rectify this monumentally important and admittedly disastrous situation, nor any universal allocation of sufficient funds with which to ameliorate this problem, it’s apparent that finding either the will or resources to even begin to address the issue of the inculcation of Reasoning skills in our student population is necessarily little more than a pipe dream! So all that I can realistically expect is that some readers of this book will agree with my premise regarding its transcendent importance, and that understanding will, somehow, sooner or later lead to the actions and dollars required for its implementation. Whether such action will occur in sufficiently timely fashion to save humanity from all or even most of the many looming disasters occasioned by our continuing stupidities, is both unclear and unlikely. But I, at least, can be modestly satisfied that through my efforts this issue has at least been brought to the fore. From this point on, it’s up to you, dear readers, to take the necessary actions.<br><br> + +Milt Bradley, July 2010 + + +<br><br><br><br> +<strong>Click Here To Move On To</strong><a href="RDMApp.html"><font size=+1><font Color="#0033FF"><strong>Appendix</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMCh5.html"><font size=+1><font Color="#0033FF"><strong> Chapter 5 </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMTOC.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"> Milton N. Bradley</font></a> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMCh6.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:39 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMIntro.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,62 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMIntro.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +<head> + <title> Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"> + + <center><br><br> + <font class="booktitle"> + Reasoning And Decision Making</font> </font> + <br><br> + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2010</font> + <hr></h1></center> + <br><br> + + + <center><a name="Introduction"></a> + <font class="chaptitle"> + <strong>Introduction</strong> + </font><br> + </center> + + <br><br><br> +<font size=+1> +<strong>The Role And Importance Of Reasoning</strong><br><br> + +For as far back as the record of human society extends, it is not only marked but often dominated by conflict, ranging from the mild to the deadly. And the most recent research indicates that even creatures of considerably lesser intelligence, like the Great Apes, also exhibit nearly identical behavior. So it is only natural to wonder whether this is an inviolable and permanent condition of human existence, or whether we might somehow be able to modify it so that rational behavior becomes ascendant over the instinctual, which is clearly now dominant.<br><br> + +That this should be possible is the guiding thesis of this book.<br><br> + +Wikipedia provides this definition: "Reasoning is the cognitive process of looking for reasons, beliefs, conclusions, actions or feelings." I prefer to think of it more simply, as "The logical mental process through which one arrives at answers to real world problems."<br><br> + +The rationale for the study of Reasoning and its associated Decision Making process derives directly from an understanding of the single factor that I believe constitutes the most important difference between human beings and almost all of the other creatures that share this Earth with us. This key difference is that, beyond certain ‘built-in” instinctual drives, almost all of the other creatures that inhabit this planet must learn everything they know from direct personal experience. But a human being can learn indirectly from the experiences of every person who ever lived, even over a gap of many centuries, provided only that said person communicated those experiences in some fashion. <br><br> + +This is crucially important because any person who doesn’t avail him/herself of this opportunity to learn from the experiences of others is voluntarily relinquishing his/her unique humanness, and effectively diminishing themselves to the intellectual status of a dog or a cat!! Another way to view the situation derives from philosopher Santayana’s sage observation that “Those who don’t understand history are doomed to repeat it.”<br><br> + +Somewhat more subtly, but essentially the same kind of thing happens if, instead of objectively searching for the truth, we instead voluntarily and uncritically accept as truth the unsubstantiated propositions promulgated by advocacy groups (social, political, religious) whose agenda may not (and frequently doesn’t) coincide with either our own or society’s best interests! So although the truth may already have been discovered and is there for our use if only we have the wit and resolve to recognize it, we all too often nevertheless cannot avail ourselves of it to solve our problems because of our self imposed blinders! <br><br> + +The purpose of this book is to provide the reader with a basic set of tools with which to avoid this self defeating mental trap. If those tools are learned and appropriately applied, that will result in the maximum possible benefit. But even if all that the reader gains is an understanding of the few Guiding Principles stated in Chapter 3, that alone should make the effort and time expended in reading this book more than worthwhile. Whether and how those tools that the reader may acquire are used is quite another matter which is outside our present purview.<br><br> + + +<strong>Click Here To Move On To</strong><a href="RDMCh1.html"><font size=+1><font Color="#0033FF"><strong> Chapter 1</strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="RDMTOC.html"><font size=+1><font Color="#0033FF"><strong> Table Of Contents </strong></font></a> +<br><br> +<strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><font size=+2><font color="#0033FF"><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"> Milton N. Bradley</font></a> + + </td> + <td width="100"> </td> + </tr> +</table> +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMIntro.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:59:17 GMT --> +</html> \ No newline at end of file
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/RDMTOC.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,80 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMTOC.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:22 GMT --> +<head> + <title>Reasoning And Decision Making - Milton N. Bradley</title> +<link rel="stylesheet" href="style2.css"> +</head> +<body bgcolor="#E0FFFF"> +<a name="top"></a> + + <center><br><br> + <font class="booktitle">Reasoning And Decision Making</font> + </font> + + <br><br> + + <h1> + <font class="chaptitle"> + © Milton N. Bradley 2010 + </font> + <hr></h1></center> + <br><br><br><br> + <font class="chaptitle"> + + Table Of Contents + </font> + + <br> + <Ul> + <li> + <b><font color="#990000"><font size=+1><a href="RDMIntro.html">Introduction</a></font></b></li> + <font size=+1><br> + + <li> + <b><font color="#990000"><a href="RDMCh1.html">Chapter 1 - Thought and its Impediments</a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="RDMCh2.html">Chapter 2 - Making Sense Of Real World Data </a></font></b></li> + <br> + <li> + + <b><font color="#990000"><a href="RDMCh3.html">Chapter 3 - Venn Diagrams, Concept Mapping, Information Gathering </a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="RDMCh4.html">Chapter 4 - Problem Constraints, Problem Statements, Solution Guidelines </a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="RDMCh5.html">Chapter 5 - Developing The Problem Solution </a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="RDMCh6.html">Chapter 6 - Teaching Reasoning </a></font></b></li> + <br> + <li> + <b><font color="#990000"><a href="RDMApp.html">Appendix - Introduction To Symbolic Logic</a></font></b></li> + <br> + </font> + </Ul> + </center> +<br><br> +<font size=+1><strong>Click Here To Return To</strong><a href="index.html"><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> <br> + +<br><br> +<strong>Click Here To Email Your Comments/Suggestions To</strong><a href="mailto:bradleym@eniinternet.com?subject=Reasoning And Decision Making Comments/Suggestions"><font size=+2><font color="#0033FF"> Milton N. Bradley</font></a> + + +<center> + +<p><br><b><font color="#993300"><font size=+1>You Are Visitor</font><font size=+2> + # </font></font><font color="#333333"><font size=+2><!--#exec cgi="/cgi-bin/counter-doc=bradleym3"--> + </font></font><font color="#993300"><font size=+1>To +Reasoning And Decision Making</font></font></b> +<p> + +<hr></center> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/RDMTOC.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:53:40 GMT --> +</html> +
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/SHUNTGO.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,219 @@ +<html> + +<!-- Mirrored from users.eniinternet.com/bradleym/SHUNTGO.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:33 GMT --> +<head> +<title></title> +</head> +<body text="#000000" link="#0000ff" vlink="#551a8b" alink="#ff0000" bgcolor="#c0c0c0"> +<a name="The South Huntington UFSD After-School"></a><a name="The South Huntington Go Program"> +<p><strong><hr> +</strong> +<br wp="br1"><br wp="br2"> +<p><strong>The South Huntington Go Program</strong> + +<p><strong>© 2005, 2009 Milton N. Bradley </a></strong> + +<p>Based upon my conviction expressed above that learning Go is a superior way to train the +developing mind, with the assent of then School Superintendent Dan Domenech I began the +SHUNT UFSD After-School Go Program in 1991 with a small group of third and fourth graders +meeting in each of the Maplewood and Birchwood Intermediate schools, and all interested +Middle and Senior High school students meeting at the Stimson Middle School. The illustrations +show students playing 13 x 13 line Go at Birchwood, Maplewood and Stimson in the 1997-8 +school year. + +<p><img src="kids98b.gif" align="left" > <img src="kids98m.gif" align="middle" > + +<br wp="br1"><br wp="br2"> +<p><img src="kids98s.gif" align="left" >With each succeeding year the SHUNT +after-school Go program grew based almost +entirely on word-of-mouth, with 125 children +entered in 1996-7 and 146 in the 1997-8 school +year, although normal attrition inevitably reduced +these numbers to about 33- 40% of these figures by +the school year's end. This growth was greatly +aided by the arrival of School Superintendent +Gerald Lauber, who authorized the program's +expansion to include third graders in the +Intermediate Schools, and it continued under the +leadership of Superintendent Marilyn Zaretsky. + +<p>In the 1997-8 school year, for the first time I experimented by using the simplified approach of +"The Capture Game" for all new beginners. The advantages of this method are that the beginner +has little to learn initially and can therefore begin playing and having FUN immediately. Its +primary disadvantage is that it inevitably reinforces the beginner's counterproductive tendency +carried over from such simpler games as chess and checkers to focus upon the capture of +opposing stones instead of on such key Go fundamentals as "shape", eyemaking and prevention, +territory, "influence" creation and nullification, etc. Even after the conclusion of that school year +"the jury was still out" on whether this method is more productive than the "conventional" +approach. The overall attrition rate was about the same as in prior years, but the competence and +enthusiasm of the kids did seem just a bit greater. However, at least part of this is attributable to a +change in my teaching style, so it's unfortunately unclear whether using "The Capture Game" +actually generated any real benefits. + +<p>The result was that upon mature reflection and after much "soul searching"I decided to return to +the time tested "conventional" teaching method in the next school year, modifying it slightly to +allow the kids to begin playing almost immediately by omitting introduction of such +complications as making two eyes and Ko until they arose in actual play. As hoped, IMHO this +produced a superior result! + +<p>Invariant in either approach is that all beginners start playing on 9x9 line boards because this +restriction in the size of the playing field not only reduces the complexity of the resulting +positions but also radically shortens the game as well. This not only accommodates the children's +still largely undeveloped attention span and therefore prevents boredom by producing a quick +result for every game, but also enables them to quickly obtain much needed practice in dealing +with such fundamentals as recognizing the game's end, counting territories, etc. + +<p>When in my judgment the students mastered the game's fundamental mechanics of play (but +certainly NOT yet either its incisive and devilishly clever tactics nor its almost unbelievably +profound strategy) they were "promoted" to play on 13x13 - a significant milestone in their +development to which they aspired and reacted to with great pleasure. At this point, the most +marked and universally visible difference in their behavior was the vast improvement in their +attention span!! From the typical 15-30 minute attention span displayed by almost all beginners +at the start of the school year, almost without exception at the time of their promotion to 13x13 +the children remaining in the program were not only capable of maintaining focus on playing Go +for the full hour-and-a-quarter that our sessions lasted, but were enthusiastic about doing so! +Since this improvement was displayed equally by the third, fourth, and fifth grade students it is +clearly the serendipitous result of the Go program and not just the fact that the students were 6 +months older. + +<p>If this was the sole benefit generated by participation in the Go program it would far more than +justify the time and effort invested, but it really represents only its first fruit. As noted in the next +section of this web page entitled TEACHING THE NEW "R" OF REASONING, the +transformation of the student's reasoning processes from their initial primitive state to one of +adult high-level sophistication is a far more valuable result. + +<p>In the first 6 years of the Go program I began each session with a brief lecture, but my +experience during that time clearly demonstrated that the children are most strongly motivated by +peer competition. This lead to the establishment of rating ladders at each school and emphasis on +that mode of behavior, and my decision in the program's seventh year to end the formal lectures +at the time that all children were promoted to 13x13. Although that increased their enthusiasm, +the unfortunate consequence of this emphasis on peer competition was necessarily that +opportunities for the children to receive formal Go instruction or to play against the instructor +and to thereby gain the benefit of his knowledge and experience were far more limited than is +optimal. On occasion, at my suggestion some of the children chose to play against me instead of +conducting a ladder match, but for the most part their desire to move up the ladder was so +overwhelming that they seized every available opportunity for peer play. So when there were an +even number of children in a given day's attendees, my only available way to provide the +instruction that they required to improve their still largely undeveloped skills was to flit from +game to game, mentally noting key positions and then reconstructing them from memory after +the game's end and then demonstrating to the participants what should have been done. + +<p>But when there were an odd number of children at a given session an opportunity for individual +instruction was presented because no child was ever left without a game! In that case, I +announced that because of the odd number someone would get to play with me until an opponent +became available, and then requested a volunteer. These games were conducted either at +handicap or "even", at the child's option, because I explained that they were not playing against +me to win but to learn! And as soon as any ongoing game finished, our game was aborted (unless +the child wanted to finish it, as sometimes happened) and that child was replaced by one of those +who just finished his/her match. In this way, in a given session I might get to play at least part of +a game with as many as 10-15 kids! + +<p>The signposts of a child's progress when playing against me on 13x13 at a 5 stone handicap were +as follows: + +<p>Stage 1. All of the Black stones die. + +<p>Stage 2. Black makes a live group somewhere. + +<p>Stage 3. Black makes more than one live group, but still has a high negative score (I have +captured many more prisoners than Black has territory). + +<p>Stage 4. Black has a low negative score. + +<p>Stage 5. Black has a positive score, but is very far behind. + +<p>Stage 6. The game is fairly close. + +<p>Stage 7. Black wins! + +<br wp="br1"><br wp="br2"> +<p>That summer I created an "Advanced Go Seminar", open to all interested Go Program +participants, which met every Friday evening. Free of the pressure of school and homework, it +was hoped that the opportunity thus provided would enable those interested to devote more time +and effort to their Go than was possible during the school year, leading (hopefully) to a quantum +leap in their skill level. Unfortunately, although 24 children signed up for the seminar other +family commitments resulted in an average attendance of not more than 8 or so, and a number of +those students who had professed the greatest interest had the poorest attendance records! But +those who did attend made significant progress, with the result that the very best of them actually +improved to the point that she consistently achieved a positive (although still far from winning) +score in a no-handicap 13 x 13 game against me! + +<p>Teaching these children was a rare privilege for me! Most of them were bright, funny, effusive, +witty, clever and charming, and for the most part superior students, although my greatest success +was probably in motivating a few "difficult" kids who weren't otherwise successful either +socially or in their regular classes. + +<p>All of the children were very competitive and obviously enjoy playing Go very much, but despite +this and the impressive numbers noted above I do not yet consider this program to have been +more than a marginal success at best, because no participant has progressed to a point at which +the program's design objective of significantly improving his/her REASONING skills was been +achieved, although there were many indications of progress in this direction. Perhaps my +personal standards are unrealistically high in this regard as several have claimed, but I'd much +prefer to err on that side rather than give myself accolades when there was much still to be +accomplished. + +<br wp="br1"><br wp="br2"> +<p><strong>Epilogue </strong> + +<br wp="br1"><br wp="br2"> + +<p>For a number of reasons it became reluctantly necessary for me to end the after school Go program at the end of its 8<sup>th</sup> year. Undoubtedly the most important of those reasons was the lack of positive support +from the School District, and especially from Supt. Zaretsky herself. Although never explicitly stated, it was apparent that her attitude toward my program could best be described in terms made infamous + in the fight for civil rights - “benign neglect”. And this was exemplified and made abundantly apparent to me when the school hired a photographer to document the various groups participating in all of + the District’s after school programs for inclusion in the District’s Newspaper “Spotlight”. But my Go program wasn’t included, even though the number of its participants was several times greater than +that of most of the others, even including the vastly popular sports programs. When I protested this, the bland rationale provided for the omission was that my program, despite its manifestly great success + and popularity, wasn’t an “official” District program! Well! To say that this displeased me greatly after 8 years of selfless dedication to the District’s children would be a monumental understatement! +But that alone, devastatingly discouraging as it was, wouldn’t have been sufficient for me to abort the program. The decisive factor was the onset of phlebitis in my legs, which made it infeasible for me to stand or +walk around for any extended period, and that was the final straw that impelled my decision to end the program. As unfortunate consequences of this premature program end, I was never able to unequivocally demonstrate + the superiority of the “conventional” teaching method over that of “The Capture Game”, nor was I ever able to bring any of the program's participants to the desired high skill level. As a consequence, until just +recently I had no solid "proof" that the program had in any substantive way achieved any of its goals, or produced any +real benefits for its participants. But that uncertainty recently ended on what for me was a very high note! + +<p>At a recent regular Wednesday night meeting of the Long Island Go Club in our local Barnes & +Noble bookstore, I was approached by a huge, smiling young giant who I instantly recognized as +the now grown up version of one of my program's "regulars". And when he told me that he had +fond memories of my "great program" and that he thought that it had helped him in his studies, I +was uplifted. A few weeks later this was even more strongly reinforced when I visited my local pharmacy to +pick up my prescription, and the woman behind the counter revealed that she was the mother of +another of my former "regulars" who had just been admitted to Manhattan College and - this is +the key point - who told his mother that he felt that the reasoning skills he had gained from my +after school Go program had been the reason for his academic success!!! + +<p>All of that was topped by what happened at the LIGC's meeting on Wednesday, Dec 7, 2005 when I +was approached by a woman who noticed the Go board I had just set up. As we began to converse about Go she +suddenly recognized me, and, adressing me by name then began to effusively pay me the finest compliment I've +ever received, saying that I "had changed her daughter's life". And then she related that some 8 or 9 years +earlier her daughter Tia had been in my after school Go program and that I "had inspired her to study Math and Science, + instead of (paraphraisng slightly because I don't recall her exact words) the softer disciplines like Social Studies +that most girls take". And then she went on to relate that Tia had been admitted to Harvard, played the violin, spoke 4 languages (English, +Spanish, her parents' native Farsi, and Japanese, which she had then been studying for 3 years.) And the coup de grace was +that Tia intended to become an M.D.! And then Tia herself appeared, all grown up, of course, and was equally effusive! Well! +To say that I was both astonished and overjoyed would be a masterpiece of understatement! Although I love Go and am +fully convinced of the value of learning it on its own considerable merits, my intent and hope in conducting my +afterschool program had been to achieve precisely the result that Tia had obtained - to inspire the kids to value +the power of reasoning, and to have that in turn transform their lives for the better. But until this point I had +believed that, at least for the most part, I had failed. But now, I know at last that I had in fact atleast modestly +succeeded, and that was vastly gratifying. To be sure, I had evidence demonstrating that I had achieved the desired +result in only the few cases I've described here, but considering that mine was a voluntary after school program that +met for only 1 1/2 hours/week, I believe that even that modest success is remarkable. So maybe, just maybe, I'm really +the competent, inspirational teacher that I've always believed myself to be. + +<p>The foregoing is, of course, only anecdotal "evidence" and therefore not definitive, but since it is in +complete accord with everything that I believe and strove to achieve, I contend that I may be justified in feeling both +elated and vindicated thereby. + +<p>Milton N. Bradley 12/08/05, updated 12/02/09 + +<a href="TeachingNewR.html"> +<br wp="br1"><br wp="br2"></font> +<p><font color="#0033ff"><strong>Continue</strong></font><font color="#0000ff"></a></font> +<font color="#0000ff"> + +<p><strong>Click Here To Return To</strong><a href="index.html"><font size=+1><font Color="#0033FF"><strong> Milt's Go Page</strong></font></a> + +<p><hr> + +</body> + +<!-- Mirrored from users.eniinternet.com/bradleym/SHUNTGO.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:36 GMT --> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/TeachingNewR.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,1026 @@ +<HTML> + +<!-- Mirrored from users.eniinternet.com/bradleym/TeachingNewR.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:36 GMT --> +<HEAD> +<TITLE></TITLE> +</HEAD> +<BODY TEXT="#000000" LINK="#0000ff" VLINK="#551a8b" ALINK="#ff0000" BGCOLOR="#c0c0c0"> + +<P ALIGN="CENTER"><STRONG>Teaching The new "R" of Reasoning</STRONG></P> + +<P ALIGN="CENTER"><STRONG>Using The 4000 Year Old</STRONG></P> + +<P ALIGN="CENTER"><STRONG>Strategic Board Game of Go</STRONG></P> + +<P ALIGN="CENTER"><STRONG>As Paradigm </STRONG></P> + +<P ALIGN="CENTER"><STRONG>© 2009 Milton N. Bradley</STRONG></P> + +<BR WP="BR1"><BR WP="BR2"> +<P><STRONG>EXECUTIVE SUMMARY:</STRONG></P> + +<p>From the furthest reaches of pre-history millions of years ago, when our earliest ancestors were little more intelligent than apes, thru the thousands of years of modern humanity's recorded history, making even the most egregious of errors might cause the demise of an indivdual, a group, or possibly even an entire nation. But it's only since the last century that it has become possible for one or more very bad decisions to not only wipe out the entire human race, but quite possibly all life on this planet as well. So it's only now, for the very first time, that the stakes are so high and the allowable tolerance for error so low! Although on some level cognizance of this overwhelmingly crucial problem would seem unavoidable, even the most casual look at the current state of world affairs provides conclusive evidence that most of our leaders continue to behave as improvidently as their predecessors could safely afford to do, but we manifestly no longer can! + +<p>Everywhere we look we find the world in chaos, with a myriad of seemingly intractable problems which resist solution: +<p>- In the geopolitical realm, we find nations ruled by rigidly ideological religious cadres and/or oppressive dictatorships, “emerging“ nations incompetently led, long established nations riven with internal strife or unable to coexist in peace with their neighbors, great powers still “throwing their weight around” by trying to impose their ideas upon other countries and cultures, and, worst of all, the very real prospect that either a rogue nation or terrorist group will acquire and then use weapons of mass destruction. +<p>- In the geophysical realm we find burgeoning disasters like the destruction of the Brazilian rain forest because of unnecessary “slash and burn” farming practices and excessive logging, overfishing of what once appeared to be limitless seas, rape of the environment resulting from improvident drilling, mining and logging practices, and excessive air pollution coupled with global warming, primarily resulting from failure to implement timely controls on auto and smokestack emissions. +<p>- In the economic realm, we find a global crisis primarily brought about by lack of appropriate controls on investment, lending, credit, and banking in general, as well as the monumental collapse of the American auto industry resulting from a long term failure of its high paid “leadership” to correctly evaluate consumer needs, all exacerbated by the inevitable impact of oil supply problems and their accompanying price rises. +<p>- On the personal level, the most visible problem is the housing and consumer mortgage crisis, brought about by a massive failure to behave in a fiscally prudent manner coupled with deceptive credit practices, and all of the other individually destructive consequences of the effects of obesity, illegal drug addiction, smoking, and bad personal choices in education, occupation, political affiliation, and selection of mate/partner. + +<p>Given the monumentally deleterious and ever growing negative impact of these overwhelmingly serious problems, it seems clear that the very survival of the human race on this planet is dependent on our ability to expeditiously find, if not the actual solutions themselves (really too much to ask!), then at least a possible path to their solution upon which we can build. In our attempt to do this, the first question that naturally comes to mind is whether it might be possible to reduce the overwhelming complexity of the situation by identifying any common thread(s) in this bewildering multiplicity of seemingly disparate issues. If that should prove possible, then at least we will have in hand a reasonable perspective from which to begin our search for solutions that offers some reasonable prospect of success. But is the existence of such a unifying theme even possible? And if so, can we find it? + +<p>The premise of this essay is that the answers to both of these central questions is “yes”, and that the common thread underlying all of the important societal problems cited above is bad decision making - not resulting from simple ignorance, which can at least in theory be readily rectified by better education in the traditional content areas, but more intrinsically flowing from an inherent inability by our leaders to adequately think through the problems and all of their complex implications! The validity of this key premise is open to reasonable question when we +consider such problems as the destruction of the Brazilian rain forest cited above, which has resulted primarily from highly inefficient "slash and burn" agricultural practices by poor, uneducated peasants. The counter argument to the premise that merely educating those poor peasants would cause them to end those practices is provided by the many examples of analogous problems (e.g. Poaching of African Elephants for their Ivory tusks), where the destructive practices have continued essentially unabated despite both education and massive government action to suppress them! And if that's true, it becomes painfully clear that the required problem solutions can only be achieved through implementation of an entirely new paradigm. + + +In the rather extensive discussion that follows I first provide the background of the issue, propose that the new solution paradigm is the teaching of Reasoning skills to every child, and then discuss how that solution can/should be implemented. + +<p>In concluding this summary I note with more than a little pride that at the time this essay was first written in 2005 it appeared that mine was a lone voice crying out in the wilderness in support of the premise of the importance of teaching every child Reasoning skills, with no positive reinforcement anywhere in sight within the educational establishment. But in June 2009 that all changed for the better, although for the moment at least almost exclusively in England, and then really only to the limited degree of mandating the teaching of that key portion of the Reasoning paradigm known as “Critical Thinking”, as described in the body of the essay below. (The slightly rearranged but otherwise unchanged announcement of this British initiative is presented at the end of the essay, just as it was originally posted on the internet on June 8, 2009.) I also note with considerable interest a news report on NY Public Television (Ch 13) on June 22, 2009 that in a recent public speech former US President Bill Clinton also made a call for the teaching of Critical Thinking! So with that long seemingly insurmountable first problem recognition hurdle apparently successfully surmounted at last, it appeaars that there should logically be at least some reasonable prospect that my vision will someday become a reality, and the teaching of Reasoning skills will become a significant aspect of the education of every child, not only in America, but worldwide! But is that hope realistic? Regrettably, the answer, at least for the foreseeable future, must continue to be no! + +<p>The primary current difficulty is the deep ongoing worldwide and national recession, which is causing school districts everywhere to make deep and painful cuts in already inadequate funding, causing teacher and supporting staff layoffs with accompanying academic program and service cuts, and that combination makes even achieving existing (and widely acknowledged to be inadequate) student performance standards difficult if not impossible to maintain. And that necessarily makes even the idea of introducing a new initiative like the teaching of Reasoning skills into the already loaded curriculum more of a "pipe dream" than a realistic expectation. +But won't the prospects for change be measurably improved when the current monumentally deleterious situation is finally resolved with an improvement in the overall economic climate (as it inevitably must)? Would that it were so. The reality is that even achieving acceptance of the premise that making this curriculum change is essential will be difficult! Given the well known resistance to change of both the political and educational establishments, it's highly unlikely that the needed curriculum change can be achieved on anything approaching a universal scale for decades, if not far longer. Why? Because even reorienting the thinking of the politico-educational establishment’s leaders is almost certain to take decades, and probably even far more. +And as if that weren't enough of an impediment, there is also the at least equally difficult intrinsic problem of achieving broad based and successful real world implementation of those Reasoning skills, beyond their "theoretical" application within the narrow bounds of the curriculum. So even after the educational establishment has accepted that the teaching of Reasoning skills is an essential step in the education of every child and has actually integrated it into the curriculum, the grim reality is that's only a preliminary step, which by itself can't provide any substantive progress toward the actual solution of the many serious societal problems we face. +After that essential first step is surmounted, decades more must necessarily pass before the young generations actually trained under the new Reasoning paradigm mature and then take over the world business/political leadership roles that will actually enable their improved thinking/decision making skills to make the needed positive changes in the country’s and the world’s course. So it's far from certain that, even in the unlikely event that we're smart enough to move expeditiously in the right direction, we’ll be lucky enough to avoid even any of the above cited looming disaster(s) in the interim. But however unpleasant that prospect may be, I’m even more certain that if we don’t begin implementing this new Reasoning paradigm ASAP, there’s little hope at all for our society's long term survival. + +<p><strong>End Of Executive Summary</strong></p> + +<p><strong>The American Educational Establishment</strong> + +<P>Finally awakening from decades of complacency to a serious long standing problem, the American educational establishment is currently in a state of ferment +over raising educational standards.</P> + +<P>Traditional American education emphasized the core skills of communication and calculation, exemplified as "The Three R's", and this was adequate for most of society +in the primarily agrarian environment of 18<SUP>th</SUP> century America. But as technology advanced at an ever increasing pace and society became primarily urban, it became +necessary to augment these basic skills with a vast panoply of practical subjects like geography, civics, science, history, etc., plus such perspective expanding +ideas as literature and the thoughts of the world's great philosophers. </P> + +<P>The result of exposure to this augmented curriculum was intended to produce citizens capable of understanding and effectively coping with the almost +unbelievably complex and technologically advanced real world of the 21<SUP>st</SUP> century. But in all of the attendant rhetoric and turmoil sight has been lost of the fact +that even if <U>all</U> of the proposed initiatives for eliminating social promotion, requiring more Regents credits, raising test scores, etc., etc. are fully realized the +result will only reach the level of "necessary, but not sufficient".</P> + +<P>Successful functioning, whether of the individual, groups and organizations, nations, and even the world as a whole is almost entirely dependent upon a single +central meta-skill that I call <STRONG>Reasoning</STRONG>. This is the ability to correctly appraise the problems confronted, assemble the facts necessary, comprehend their +interrelationships and implications, and then devise and implement appropriate solutions. </P> + +<P>As noted above,<STRONG>Reasoning</STRONG> is not now explicitly taught, and is at best only peripherally addressed in very limited contexts in some science, mathematics and +graduate business school courses. To make matters worse, even those few peripheral stabs at teaching this vital meta-skill occur very late in the student's +academic career, long after many bad thinking habits have long been established. The result is that the desperately needed problem solving ability can only be +acquired by first breaking those long established defective thinking habits - a process that's notoriously difficult for most and virtually impossible for all too +many!</P> + +<P>In the essay that follows I begin by discussing this problem, some of the partial solutions now being implemented (primarily the teaching of Critical Thinking), and their +limitations. I next present a two step proposal for solution, and the role that the ancient strategic board game of Go can play in it:</P> +<P><LI>The ideal, long term, and only fully satisfactory solution, which requires beginning the teaching of Reasoning in pre-school and continuing throughout the student’s entire +academic career. Formal implementation of this protocol requires development of formal age/grade-appropriate curricula and supporting materials which presently do +not exist. Informal implementation via the use of Go is immediately feasible. Discussion of this long term aspect forms the major portion of the essay.</P> +<P><LI>The unavoidable compromise and necessarily suboptimal solution of implementation on relatively advanced academic levels, especially college and graduate, is immediately +feasible using a curriculum and text already developed by this author.</P> + +<P>A significant caveat must be noted here. In almost any other discipline, whether in the sciences, mathematics, or in any of the arts or social sciences, a trained cadre of +practitioners and teachers already exists from whose ranks competent teachers of those disciplines can be readily recruited. But if the underlying premise of this essay is correct, + no such adequate supply of those trained and competent in Reasoning exists! And that means that, somehow, it will be necessary to essentially start from near zero, and then"bootstrap" + our way to create the needed supply of competent teachers with which to inculcate the population at large. + +<P>Finally, also addressed herein are some of the key impediments to juvenile learning, and how they affect the educational process, as well as a brief discussion of certain caveats +required to respond to critiques of earlier versions of this essay.</P> + +<P><HR> +</P> +<STRONG>The Goal of Education</STRONG> + +<P>In order to identify and correct the major problems afflicting education it will be helpful to reiterate its objectives, because it is clear from what's occurring that +these have either not been understood or have been lost sight of. </P> + +<P><STRONG>The three major objectives of education, in <U>ascending</U> order of importance, are for the students to learn: </STRONG></P> + +<P><STRONG>1. Facts</STRONG></P> + +<P><STRONG>2. Skills </STRONG></P> + +<P><STRONG>3. How to Analyze and Reason (i.e. <U>how to think</U> coherently and rationally).</STRONG> </P> + +<P>Regrettably, the existing educational establishment is deficient in realizing all three of these objectives, but especially receives failing grades in the supremely +vital Reasoning area.</P> + +<P><STRONG>The Ongoing "Content Based" vs. "Reasoning Based" Curriculum Controversy</STRONG></P> + +<P>In its featured article in the "Arts & Ideas" section on Saturday Sept 11,1999 The New York Times outlined the currently raging controversy in this area +succinctly under the heading "Opposing Approaches So Johnny Can Read", as follows:</P> + +<P>"Howard Gardner, a Harvard professor and author of the new book 'The Disciplined Mind: What All Students Should Understand' argues that critical thinking +and analytical skills in various disciplines should be the backbone of any educational approach, and that these do not depend on studying any particular subject +matter or using a core curriculum."</P> + +<P>The article then contrasted that with:</P> + +<P>"E.D. Hirsch, Jr., the author of 'Cultural Literacy', is a professor of education and humanities at the University of Virginia and president of the Core +Knowledge Foundation. Mr. Hirsch .... argues that to function well, people need a vocabulary of common information, of facts, stories and skills that make up a +shared literacy. His approach is being used in some of New York City's newest charter schools. He argues that the progressive tradition in education, which +Mr. Gardner represents, has miserably failed students, particularly disadvantaged ones, and that a school combining drills and practice where needed with a +demanding core curriculum will continue to produce the most successes."</P> + +<P><STRONG>Resolving This Controversy</STRONG></P> + +<P>Well!! The battle has certainly been joined, but the terms under which it is being fought are seriously defective! The problem is that <U>both</U> of these seemingly +opposing viewpoints are insufficient unto themselves, and that, rather than being mutually exclusive as their proponents seem to believe, they are in fact +complementary!!</P> + +<P><STRONG>Having "a vocabulary of common information" is clearly useful in achieving societal coherence, and learning facts is necessary to simple every day +functioning because they describe the world we live in. And finding our way around in that world and recognizing the relationships that exist between +its almost infinite variety of components is an essential prerequisite to accomplishing anything useful.</STRONG> Many of these things are learned informally outside +the school environment, but most are acquired in the formal process of education. <STRONG>But wherever and however these things are learned, THEY ALONE +ARE USELESS! What is needed to utilize them in any productive fashion are some form of logical structure to provide an appropriate context in +which they make sense and can be applied, plus some techniques for their application.</STRONG></P> + +<P><STRONG>Techniques are essential to the conduct of all aspects of our daily lives</STRONG> and are so intimately intertwined with it that we rarely consider them explicitly. +Many, like how to walk, talk, dress, brush our teeth, etc. are learned informally in childhood long before exposure to the school environment. Another +important set, like how to drive a car, fix a broken toilet or sink, read a map, etc. are learned later in life but still usually informally. But <STRONG>an entire complex of +techniques vital to the performance of the higher cognitive functions and tasks are only available in more or less formal educational settings. +Prominent among these are the techniques of Mathematics, the Sciences, Language, and Logic.</STRONG></P> + +<P><STRONG>TECHNIQUE AND FACTS TOGETHER ENABLE THE PERFORMANCE OF USEFUL WORK, BUT THEY ALONE ARE INSUFFICIENT +BECAUSE THEY LACK THE ESSENTIAL INGREDIENTS OF UNDERSTANDING, MOTIVATION, AND DIRECTION THAT CAN ONLY BE +SUPPLIED BY ANALYSIS AND REASONING.</STRONG> </P> + +<P>The best technique inappropriately applied will almost necessarily produce only failure, and even hosts of facts are useless without some organizing hypothesis +with which to make sense of them and indicate where and how they might logically and productively be applied.</P> + +<P><STRONG>The Rationale For Teaching Reasoning Skills</STRONG></P> + +<P>The article "Tune-ups for the Young Brain", The New York Times, Feb 11, 1999, Section G, page 11, said:</P> + +<P>" ...educators have been discovering, .. that thinking can be taught, and indeed, <U>must</U> be taught." (Emphasis mine.) "Thinking is a kind of overlord of academia" +said Dr. Arthur Pober, an educational psychologist who conducts workshops nationally on thinking skills. "<STRONG>What many grownups don't understand is that +learning math and reading, social studies and science, music, woodworking, block building or art doesn't teach youngsters to think. Just the reverse." </STRONG></P> + +<P><STRONG>Learning to think "should be a distinct component of the school curriculum and a distinct activity at home" Dr. Pober said. He added, "Children can +then use those skills to better understand other subjects." </STRONG></P> + +<P>The article further states that "Educators essentially agree that thinking comprises a cluster of elements: memory, cognition, or learning, decision making, and +problem solving,"</P> +<p><UL><li> +<P> Dr. Pober uses the term "thinking" in place of what I call "Reasoning" in this paper.)</P> +<p><li> +<P> There are two serious omissions in Dr. Pober's synthesis:</p> +<p>- the key element of perception, which necessarily precedes all of those listed and without which none of the other elements even come into play!</p> +<p>- The fact that improving the student's ability to Reason will also favorably change his/her attitude toward learning.</p> +</P></UL> + +<P>This problem is further amplified and delineated by the conclusion reached in a feature article in the National section of The New York Times of Sunday May +4, 1997 by Peter Applebome, headlined "U.S. Pupils Score High On Science Facts but Falter on Reasoning". It is manifest that this critical deficit will almost +certainly have a strong negative impact on America's ability to maintain its current position of leadership in science, technology and business in the next +century unless immediate action is undertaken by the educational establishment to remedy this condition and ameliorate its deleterious effects.</P> + +<P>It is well known that the essential first step in obtaining a solution to any problem is the development of an accurate and reasonably complete problem +statement, but it is far less well understood that identifying the problem's underlying causal mechanism(s) is also equally necessary. Lacking this identification +of causation a "cure" may sometimes gratuitously result anyway, but this favorable outcome cannot be guaranteed and in the absence of established causation +the best that can reasonably be expected in most cases is merely an amelioration of symptoms. Pragmatically this may sometimes be adequate, but not in most +cases. Of relevance in the current context, whether or not causality can be established in the crucial educational problem under discussion herein is far from +clear.</P> + +<P><STRONG>The Significance Of This Problem</STRONG></P> + +<P>The premise underlying the remainder of this paper is that lack of student Reasoning Skills is, if not the most important, at least one of the more important +problems in American education. Accordingly, the discussion which follows identifies and analyzes this syndrome's key symptoms as the necessary precursor +to determining its underlying causal mechanisms and then devising and implementing a solution. I'm reasonably confident that this emphasis is justified, but in +the unlikely event that it should later develop that this premise is in error then of necessity solving this problem will have little substantive value. </P> + +<P>It shouldn't be necessary to point out that there are a host of far better known problems which also unfavorably impact American education, so that solving this +one alone will by no means produce nirvana. But it is my firm belief that its solution will provide the "biggest bang per buck", and is therefore well worth +pursuing aggressively.</P> + +<P><STRONG>The Standard School Curriculum, And Its Evolution </STRONG></P> + +<P>From its inception in colonial days, the dual purpose of the American educational system has been to adequately prepare our youth for the challenges they will +later face in adult life, and to produce a sufficiently competent workforce.</P> + +<P>In the primarily rural/agrarian society that existed before the mid 1800's, a curriculum that didn't go far beyond the traditional "3 R's" was more than adequate +to meet these needs for all except a select few. But with the advent of the new societal paradigm initiated by the twin developments of the communications +revolution (which began with the telegraph and telephone) and the industrial revolution, there was initiated an ever more rapid and pervasive transformation of +America from an agrarian society into a largely urban one. Then, with manufacturing and technology rather than agriculture and the traditional trades providing +an ever increasing proportion of the available jobs, it accordingly became necessary to augment the school curriculum's basic 3 R's with Science and more +advanced Mathematics.</P> + +<P>Toward the end of the 19th century, a second and even more powerful technological upheaval began with the advent of automobiles and airplanes, accompanied +by a rapid expansion of the earlier communications revolution. In the 20<SUP>th</SUP> century, communications further progressed inexorably into radio, radar, television +and finally computers, and this once again markedly changed "the rules of the game" by speeding up and effectively shrinking the world. This in turn raised the +value of the ability to communicate in one's own native language as well as in foreign tongues, and forced an additional reassessment and revision of the +school curriculum.</P> + +<P>Until recently, each of these new challenges was eventually met more or less successfully by the educational establishment via incorporation of the appropriate +subjects into the core curriculum, which was then further augmented by the addition of culturally desirable subjects like literature, civics, athletics, music, +theater, dance, etc., to arrive at the currently accepted configuration.</P> + +<P><STRONG>An Earlier Attempt At Curriculum Reform, And Why It Is Inadequate</STRONG></P> + +<P>But even this augmented curriculum this has not proved fully satisfactory to all, with the result that most recently a new effort at further curriculum +revision/enhancement was initiated by Thomas Lickona, Professor of Education at the NY State University at Cortland, who proposed adding to the traditional +three "R's" a fourth and fifth "R", called Respect and Responsibility.</P> + +<P><STRONG>The implied presumption inherent in Lickona's proposal is that the addition of these 2 new "R's" to the traditional 3 would result in a curriculum +which adequately prepares our youth for the highly technological and unforgiving adult world they will face in the 21<SUP>st</SUP> century. But can it actually +succeed in this task? Regrettably, I believe it self evident that the answer to this pivotal question is a resounding NO!!</STRONG></P> +<H5><STRONG>COMPLETELY MISSING FROM THE CURRICULUM, EVEN WITH THE ADDITION OF LICKONA'S PROPOSED ENHANCEMENTS, IS +THE REAL-WORLD SKILL SECOND IN IMPORTANCE ONLY TO THAT OF COMMUNICATION IN DETERMINING THE STUDENT'S +ADULT LIFE SUCCESS - THE "R" OF REASONING - WHICH SUBSUMES AS PROPER SUBSETS BOTH CRITICAL THINKING AND +DECISION MAKING. </STRONG>Because of its transcendent importance, I believe that Reasoning should properly be considered the 4<SUP>th</SUP> "R" despite the fact +that Lickona made his proposal first.</H5> + +<P>Since it's so important, let's now briefly examine the components of Reasoning, beginning with its proper subset critical thinking.</P> + +<P><STRONG>What Is CRITICAL THINKING?</STRONG></P> + +<P>In standard education texts, critical thinking is defined as consisting of the following elements:</P> +<OL type = 1> + +<P> Estimating</P> +<LI> +<P> Evaluating</P> +<LI> +<P> Classifying</P> +<LI> +<P> Assuming</P> +<LI> +<P> Inferring Logically</P> +<LI> +<P> Grasping principles</P> +<LI> +<P> Noting Relationships</P> +<LI> +<P> Hypothesizing</P> +<LI> +<P> Offering Opinions With Reasons</P> +<LI> +<P> Making Judgments With Criteria</P> +</OL> + +<P>On close examination, it is apparent that <U>all</U> of these 10 elements together address only the evaluation/appraisal portion of the total decision-making process. +Even the last of them, although in a sense summarizing its predecessors, still falls short of making or acting on a decision which may result from such an +evaluation/appraisal. For this reason, critical thinking as defined above is <U>inadequate</U> as a tool for effective decision-making in the real world because it +addresses only the "front end" of that vital process.</P> + +<P>Given that reality, it is only reasonable to wonder why the educational establishment has heretofore seen fit to stop at this point rather than to take the natural +further step of completing the Reasoning process by including the additional steps needed for action oriented problem solving.</P> + +<P>The answer to this conundrum is readily revealed when one recognizes the etiology of this entire effort - the search by the educational establishment for a +mechanism with which to provide students with a structured, rational basis for readily distinguishing fact from mere speculation, and for deciding which of +competing "explanations" for an observed situation or phenomenon is the more likely to be correct.</P> + +<P>Since most of the student's study and research even through graduate school is focused on the investigation of sources and data followed by the drawing of +inferences and conclusions therefrom, this is really all that is necessary to adequately fulfill that need. The necessity to continue on to action oriented decision +making and implementation only arises in such situations as graduate business school case studies, and, of course, real life situations with which the educational +establishment rarely deals explicitly.</P> + +<P><STRONG>Current Critical Thinking Teaching Programs</STRONG></P> + +<P>Before moving on to the complete Reasoning Process, the reader may wish to investigate the current state of development of teaching the Critical Thinking +process, beginning with:</P> + +<P ALIGN="CENTER"><STRONG>Study of 38 Public Universities and 28 Private Universities To Determine </STRONG></P> + +<P ALIGN="CENTER"><STRONG>Faculty Emphasis on Critical Thinking In Instruction</STRONG></P> + +<P ALIGN="CENTER"><STRONG>Principal Researchers: Dr. Richard Paul, Dr. Linda Elder, and Dr. Ted Bartell</STRONG></P> + +<P ALIGN="CENTER">at <STRONG><A HREF="http://www.criticalthinking.org/">http:www.criticalthinking.org/schoolstudy.htm</A></STRONG></P> + +<P>If this study is nearly as representative as it appears to be, even this limited area of teacher education is not only seriously neglected (as I've long contended) +but is also being very imperfectly implemented in even those relatively few schools in which an attempt at teaching it is currently underway! </P> + +<P>In attempting to find existing college/university courses in this area, the first one I've uncovered is the <STRONG>Graduate Program in Critical and Creative Thinking +</STRONG>at University of Massachusetts, Boston, described in detail at </P> + +<P ALIGN="CENTER"><STRONG><A HREF="http://omega.cc.umb.edu/~cct/">http://omega.cc.umb.edu/~cct/</A></STRONG></P> + +<P>This is referenced in the web page entitled Critical Thinking On The Web at</P> + +<P ALIGN="CENTER"><STRONG><A HREF="http://www.philosophy.unimelb.edu.au/">http://www.philosophy.unimelb.edu.au/reason/critical/</A></STRONG></P> + +<P>which contains a fairly comprehensive list of on line resources in this area.</P> + +<P><STRONG>What is REASONING?</STRONG></P> + +<P><STRONG>As defined herein, Reasoning subsumes Critical Thinking by adding to it the additional elements needed to turn that primarily evaluative process into +one in which a decision-making situation is correctly analyzed in the face of intelligent competitive action, and then the required +corrective/ameliorative action is devised and implemented!</STRONG> With this important addition, the necessary but static and essentially intellectual exercise of +critical thinking is transformed into a highly useful, practical decision-making process. </P> + +<P><STRONG>Elements Of the Reasoning Process:</STRONG></P> +<OL type = 1> + +<P><STRONG></STRONG><STRONG> Objectively assess the current status and its (often far from obvious) implications. (= Critical Thinking).</STRONG></P> +<LI> +<P><STRONG> Recall pertinent facts which potentially impact the outcome.</STRONG></P> +<LI> +<P><STRONG> Visualize feasible/appropriate alternative courses of action.</STRONG></P> +<LI> +<P><STRONG> Calculate/estimate the value and risks of each.</STRONG></P> +<LI> +<P><STRONG> Prioritize them.</STRONG></P> +<LI> +<P><STRONG> Make and implement action decisions.</STRONG></P> +<LI> +<P><STRONG> Observe the outcome.</STRONG></P> +<LI> +<P><STRONG> Repeat the entire cycle, as appropriate.</STRONG></P> +</OL> + +<P>From this definition, it is apparent that <STRONG>Reasoning is the <U>essential</U> meta-skill involved in correctly making the entire complex of every-day decisions which +dominate all human interactions, so the ability to effectively utilize it is a primary determinant of each individual's real-world success or failure! </STRONG> </P> + +<P>These decisions range from the relatively simple like choosing what to eat for dinner, to vastly more difficult ones like deciding whether to go to college or get +a job after high school. They culminate in the almost infinitely complex decisions confronting an entrepreneur who must decide whether or not to launch a new +product, what market to aim at, how and where to produce, price and advertise it, etc., etc.</P> + +<P><STRONG>Some Acknowledgments Of The Importance Of Reasoning Skills</STRONG></P> + +<P>The importance of acquiring these vital REASONING SKILLS by our youth has been explicitly acknowledged by the New York State Commissioner of +Education, Dr. Richard P. Mills who was quoted in a New York Times profile on Apr 1, 1999 as saying "It's not fair to graduate children without the +knowledge and skills to make it in the world. We are setting them up for failure." , and then went on to mandate implementation of "The new learning standards +adopted by the (NY State) Board of Regents" placing "teaching students to apply higher order thinking skills in the content areas" (= beginning with fifth grade +Social Studies).</P> + +<P>This realization was further confirmed in The New York Times Metro Section article of Jan 14, 2001 entitled "What Kind Of Education Is Adequate? It +Depends." in which Dr. Leon Botstein, President of Bard College said "As information and its sources grow more complex, the ability to evaluate information +becomes ever more important." The same article later quoted Dr. Gerald Graff, Professor of education at The University of Illinois at Chicago as saying "<STRONG>We +still have a long way to go to get across to people in the schools and citizens that the kinds of testing we are doing and the standards we are applying +emphasize the ability to think and argue rather than cramming minds with a lot of facts".</STRONG> </P> + +<P><STRONG>Deficiencies In The Existing Proposals For Acquiring These Vital Skills</STRONG></P> + +<P>From the latter it is apparent that although well intentioned and certainly a step forward from current policy, it is regrettable that Dr. Mills' initiative will +necessarily prove insufficient to adequately prepare our students to cope with the ever increasing technological complexity of modern life in the coming +century! Why? Because "content area" implementation is badly targeted, and begins far too late in the student's educational life to be truly effective!! </P> + +<P>In order for the desired result to obtain, I believe it essential that the explicit teaching of REASONING SKILLS <U>begin in pre-school</U>, with ongoing +reinforcement/enhancement of these ideas continuing throughout each student's entire school career!</P> + +<P>As I see it, the major deficiencies in the plan adopted by the NY State Board of Regents are:</P> +<p><OL type=!><li> +<P> The "content area" teaching of vital REASONING SKILLS begins long after the student has already internalized his/her own (almost +invariably inadequate) synthesis of how to approach and resolve the myriad of real life decisions which confront each of us every day. The result of this late +start is that the student must first <U>unlearn</U> his/her misconceptions before it is possible to move on to the proper mental orientation. Not only a vast waste of +effort, but also unnecessarily undertaking the notoriously difficult task of breaking long established habits!</P> +<p><li> +<P> Training the students "to apply higher order thinking skills in the content areas" has dual built-in deficits:</P> +<p><OL type=A><li> +<P> The entire subject will almost certainly be viewed by the students as "just another academic exercise", which in their minds (in common +with their other school work) bears little or no relevance to their "real lives".</P> +<p><li> +<P> No explicit mechanism is provided to conquer the very important and well known difficulty of transferring these REASONING SKILLS from the +intellectually antiseptic school environment and curriculum "content areas" to the students' everyday lives, where most of their true payoff lies. </OL></OL></P> + +<P><STRONG>How Can These Vital REASONING SKILLS Best Be Acquired?</STRONG></P> + +<P><STRONG>My proposal is:</STRONG></P> + +<P><STRONG>1. Begin the inculcation of vital REASONING SKILLS in pre-school (or Kindergarten at latest). </STRONG></P> + +<P><STRONG>This will require a completely different approach than the rather simplistic and straightforward one which will suffice in a fifth grade "content area" +classroom! In place of formal instruction, role playing games seem a far more appropriate mechanism.</STRONG> </P> + +<P>For example, with the youngest children a good way to start is with a shopping game in which they have a fixed amount of money to spend and have to decide +first which menu items are essential (e.g vegetables, milk, etc.) and which are not (e.g. candy, potato chips, soda, etc.), and then select their purchases +accordingly.</P> + +<P><STRONG>2. Continue Throughout The Student's Entire Academic Career.</STRONG></P> + +<P>With repetition, advancing age and increasing sophistication, the nature and content of the role playing games and the decision process can gradually be +expanded into more complex real life situations, and then quite naturally segued into the content areas. In this manner, both of the above noted deficits in the +current Board of Regents proposal will be effortlessly overcome.</P> + +<P><STRONG>3. Create and implement an appropriate REASONING SKILLS curriculum.</STRONG></P> + +<P>This is the essential element in this new proposal, but something that obviously does not yet exist! And since developing and obtaining approval for such a +curriculum is not likely to be quickly or easily accomplished, it is equally essential that immediate action be taken to begin this development process.</P> + +<P><STRONG>4. In the interim between the current complete lack of teaching of REASONING SKILLS and the ultimate situation in which a comprehensive, +effective and smoothly functioning curriculum is fully implemented from pre-school on there is an at least partially effective action which can (and +should) be taken:</STRONG></P> + +<P><STRONG>The great strategic board games of Chess and/or the superior and far older oriental strategic board game of Go can be used to teach these vital +Reasoning Skills informally!</STRONG></P> + +<P>As will be described shortly, Chess is already fulfilling this role with distinction at the Mott Hall School in one of New York City's poorer neighborhoods, +while because Go is still largely unknown in the US it has only had the opportunity to show its even greater value in Japan (Described in the section of this web +page entitled "Go In Japanese Education"). </P> + +<P>The "miracle" of both Chess and (especially) <STRONG>Go</STRONG> is that playing either well requires implementing at each move precisely the same set of logical steps as in the +solution of real world problems. This confluence of thinking seems not to have been noticed by anyone other than myself and until recently was +unsubstantiated, but its validity has just been demonstrated (at least to my own not easily garnered satisfaction) with my discovery of a technique now widely +used in the business world called <STRONG>SWOT Analysis</STRONG>! In this technique, the decision maker evaluates the: <STRONG> S = Strengths, W = Weaknesses, O = +Opportunities, and T = Threats</STRONG> inherent in the situation of interest, and then uses that analysis as the basis for his decision. And this is precisely what a +competent player of either Chess or Go must do prior to each and every move! </P> + +<P>The advantage of using these games is that the lessons they teach are informal and non-threatening, concealed in the benign guise of the world's most +challenging strategic board games! So unlike formal school instruction, all that the children are aware of while playing them is having FUN, so that the +profoundly useful changes that occur in their thinking processes are completely transparent and painless to them! And it is only later, when the relationship +between their thinking/ decision making in the game context and in real life problem solving is explicitly developed (e.g. using the model of the SWOT +technique) will they experience any of the pressure that exists in the "normal" school context.</P> + +<P><STRONG>So until the explicit REASONING SKILLS curriculum has been developed and implemented, the games of Chess and (even better) Go can function +effectively to informally begin the process of teaching them. And even after the formal curriculum has been implemented Go, especially, can continue +to serve as a pleasurable reinforcement</STRONG> which offers unlimited opportunity for the students to practice and hone these vital skills at home whenever it is +convenient (thanks to the internet), at their own pace! And this combination of attributes certainly constitutes an ideal learning environment.</P> + +<P>At present, this premise is largely supported only by anecdotal (albeit highly persuasive) evidence, so that it can't quite be considered fact. However, that +evidence has been persuasive enough to convince me and I hope that it will do the same for you.</P> + +<P><STRONG>Why Go Is Superior To Chess as Paradigm For Teaching Reasoning Skills</STRONG></P> + +<P>Although this web page is devoted to Go, and my own migration from Chess to Go was based upon my regretfully arrived at deep conviction of Go's +superiority in almost every respect, in the pursuit of fairness I've noted in the foregoing that Chess has been used quite successfully in a number of American +(and foreign!) schools as a mechanism for improving student academic performance.. But because of its limited scope, fixed starting setup, and primarily +tactical orientation Chess provides a far less than ideal vehicle for this purpose. </P> + +<P><STRONG>Go's major advantages over Chess are its immense board size, infinitely flexible starting setup, and especially the dominance of deep strategic +thinking over even its dazzlingly beautiful and incisive tactics. Together these attributes make Go the ideal vehicle for painlessly teaching vital +REASONING SKILLS so badly needed yet sadly missing from our children's current school curriculum.</STRONG> Almost equally important for their academic +careers, <STRONG>advanced students of both Chess and Go typically develop good study habits</STRONG>, but this process is even more complete in Go. As if that weren't +enough, its many attributes combine with the vast scale of the Go board to provide unlimited scope for even the most capable students to exercise their mental +capabilities to the fullest, so that even the best and brightest never become bored. And, as already noted, <STRONG>it is not uncommon for "underachievers" who +become captivated by Go to become transformed into superior students!</STRONG></P> + +<P>The main reason that Chess suffers from a serious limitation as paradigm for teaching REASONING SKILLS is that it is essentially analytic. In contrast, because +Go players must rely almost entirely upon general strategic principles and such abilities as pattern recognition during the crucial opening phase of the game, <STRONG> +Go produces an integration of right and left-brain function which is essential to complete mental development, and does so to a degree unmatched by <U>any</U> other mechanism +known to medical science!</STRONG> (At least partial validation of this contention was provided in late 2002 by a MRI brain scan study, referenced in the earlier section of this +web page entitled "Comparison Between Chess and Go".)</P> + +<P>Despite its limitations, Chess can nevertheless be quite efficacious in improving student academic performance, as described in a featured article on the Sunday +New York Times of December 15. 2002 editorial page by Brent Staples, Editorial Observer, entitled "Chess Offers Young Students Life Lessons at a City +School".</P> + +<P>Selected excerpts, with my comments, follow:</P> + +<P>"The chess master and teacher at the Mott Hall school, Jerald Times .....radiates energy as he patrols the classroom urging fourth and fifth graders to fight +through chess problems that he has given them. Mr. Times is looking for potential prodigies who could join the Mott Hall's Dark Knights, a mainly black and +latino chess team from a poor community that has won six national championships over the last decade."</P> + +<P>The article later continued:</P> + +<P>"Chess programs are offered on a voluntary basis in many schools around the City. But a child who attends Mott Hall is REQUIRED (emphasis mine) to take +at least one semester of chess"!</P> + +<P>This is unique, and in my opinion is the major factor in the program's success (described below). But achieving it requires obtaining the backing of skeptical +school administrators who typically have other priorities.</P> + +<P>The article then continued with a description of the program's simply outstanding results:</P> + +<P>"A substantial number of those students stick with it, taking more and more advanced classes every year.</P> + +<P>Chess and academic excellence seem to go hand in hand. About one fifth of the students who leave this school go on to elite prep schools like Andover, Exeter +and Choate. About 50 percent get into competitive public high schools like Stuyvesant, Brooklyn Tech and Bronx Science. These would be staggering numbers +in any case, but they are especially impressive given that Mott Hall serves a poor, heavily Dominican district where that kind of academic excellence is rare."</P> + +<P>This is, of course, only "anecdotal evidence", and in accord with the old maxim "One Swallow does not a Summer make", cannot ordinarily be considered +definitive. But this case is clearly different because the results obtained are so far beyond the bounds of mere random variation as to be statistically significant +in and of themselves. (And I say this as one professionally trained in and who made his living practicing Mathematical Statistics and Operations Research.). In +fact these results represent the Holy Grail that all educators seek, and which has proven so elusive in even the most affluent schools.</P> + +<P>The article continued:</P> + +<P>"Studies show that students who participate in chess programs typically experience at least modest gains in academic achievement. But the children who +attend Mott Hall do not just play chess - they live it, through a creative curriculum that includes tai chi and storytelling that interests children in the classics."</P> + +<P>And it continues with what is perhaps the key underlying concept:</P> + +<P>"The goal of the program is to tap the skills developed in chess to achieve the greater goal of academic excellence".</P> + +<P>This, of course, exemplifies the premise spelled out in this essay, and which is the underlying generic underpinning of all such programs. The fact that this +particular Chess program, operating in what can only be characterized as a "deprived environment", has been so outstandingly successful indicates clearly +what CAN be accomplished IF the right elements are included and IF the required degree of support is in place! How difficult it is to achieve the latter is the +subject of the article's denouement, described next.</P> + +<P>The article continued:</P> + +<P>"A nationally known research group called Public/Private Ventures gave Mott Hall's chess program an outstanding rating in 2001 and described it as an +excellent candidate for replication."</P> + +<P>So from all of the foregoing you would naturally expect that school administration support and resources would at least be maintained if not greatly augmented, +wouldn't you? But you'd be very wrong! The article continued:</P> + +<P>This recognition came as the foundation that had been underwriting Mott Hall's chess program changed focus; it has set up a new group to raise money. +Meanwhile the school has cut back on its chess staff and reduced enrollment in the program....The chess classes are more crowded since the budget cuts, and +students get less individual help."</P> + +<P>Can you believe this???</P> + +<P>From the perspective of a rational, unbiased observer who has no pecuniary or psychological investment in the immense New York City system (with over 1 +million students!), this behavior in failing to support Mott Hall's program seems bizarre. New York's schools are well known to be largely in disarray, with +vast portions servicing poor minority neighborhoods while achieving dismal test scores and high dropout percentages as well as disturbingly high crime rates. +So when a small school like Mott Hall in one of those very same typically low achieving areas suddenly produces results that exceed those of most of the +system's best areas, one would rationally expect that instead of cutting their budget it would be increased! And beyond that, that it would be used as a model for +all the other schools in the system to emulate.</P> + +<P>But, strangely, the system's behavior is actually quite rational, if nevertheless execrable. At least part of the explanation is, regrettably, in perfect accord with +the observation I made some time ago regarding the impenetrability of the educational establishment to new ideas, particularly those arising from outside its +own ranks - the well known NIH (Not Invented Here) syndrome.</P> + +<P>But beyond that I believe the deep seated rationale is power and control! Almost universally, neither the top school administration, the local Principals nor the +many teachers even know how to play chess, and certainly don't understand its tactics and strategy. And this means that they can have no understanding of how +the program will function, or why and how it will accomplish its goals. So implementing (or supporting) it means willingly abandoning their control - a +prospect so frightening to them that it produces the incredible result that they reduce support for the only program that has shown itself to be capable of +producing the superior academic performance that has historically eluded their best efforts! </P> + +<P>NY Times Article author Brent Staples was as amazed and appalled as I when he concluded:</P> + +<P>"Mott Hall will almost certainly attract the private financing it needs to bring its chess curriculum back to full strength. What is disheartening is a public +education financing mechanism that rewards mediocrity everywhere you look and then forces innovation to stand on the street, rattling the tin cup."</P> + +<P><STRONG>From the Mott Hall experience I believe it manifest that the payoff from a properly implemented Reasoning program can be immense, and that +bringing it to fruition ASAP on the widest possible scale is the only rational course of action to pursue if American education is ever to reach the high +quality that life in the 21st century will require.</STRONG></P> + +<P><STRONG>Redressing The Deficits In The Mott Hall Program</STRONG></P> + +<P>The key unanswered question is whether the spectacular results obtained in the Mott Hall School can be widely replicated. I believe that answer is in the +affirmative because their program, excellent as it is, omits the following important elements the inclusion of which can only improve the probability of good +results:</P> + +<P>1. The Mott Hall program does not teach Reasoning Skills explicitly, only implicitly using the Chess paradigm..</P> + +<P>2. Their Chess instruction is separate from the regular curriculum, rather than being integrated into it as it would be if the same teachers taught both (at least at +the elementary level - beyond that, of course, a specialist like Mr. Time would have to take over).</P> + +<P>3. Their program also requires the students to "find their own way" in transferring the thinking processes employed in Chess to their academic studies.</P> + +<P>4. Perhaps most important, there is NO transfer either explicit or implicit into the problem solving thinking processes which govern success in the real adult +world beyond the academic experience, and which are so essential to the proper functioning of our democratic society.</P> + +<P>5. The age at which the children are introduced to the Mott Hall program, although quite young, is still almost certainly far older than optimal.</P> + +<P>6. Although all the Mott Hall children are required to take Chess for one year, beyond that it's voluntary. Continuation for all children throughout their entire +school careers must almost necessarily improve overall results.</P> + +<P>7. Finally, the Mott Hall program uses the game of Chess as paradigm rather than Go. Although the resulting difference in <EM>academic</EM> performance between +these is probably negligible (and this may be sufficient to satisfy school administrators who almost necessarily have parochial interests involved), when +transferred to the <EM>real life decision making</EM> that will determine the viability of our society the vastly broader (and more realistic) scope of Go thinking is clearly +superior.</P> + +<P>********************************************************************************************************************************</P> + +<P><STRONG>An Important Caveat!</STRONG></P> + +<P><STRONG>To achieve the desired transformation of the student's reasoning processes from their initial primitive state to the goal of fully mature competence, it +is necessary that he/she advance to the higher levels of Chess or Go proficiency. Merely playing either game on a primitive level, even consistently over +a lengthy period, produces no discernable benefit.</STRONG></P> + +<P><STRONG>It is also essential to realize that learning to reason in the abstract game context may prove helpful in doing the same in real-life situations, but it is by +no means either necessary or sufficient for that purpose! So for most students explicit attention to transferring these skills will be required.</STRONG> (Here +again, use of the SWOT model is ideal.)</P> + +<P>Since achieving an advanced level of competence is <U>an essential precondition</U> for the student's perfecting his/her reasoning skills in the game environment, a +key question to be answered concerns whether this level of competence is exceptionally difficult achieve or feasible for most. </P> + +<P>For Go, the answer to this crucial question may best be found in Japan, China and Korea, where it is not uncommon for exceptionally gifted children as young +as 5 or 6 to already be at least moderately competent players, ranked at about the 3-5 Kyu (= Brown Belt) level on the American Go Association (AGA) scale. +For the most promising and talented of these youngsters who aspire to become Go professionals, the usual entry age into the apprenticeship program is 10-14, +at which age the prime admission criterion is that the candidate must already have achieved at least an amateur 4-5 Dan (= Black Belt) ranking! </P> + +<P>But even among the "average" less talented students who neither aspire to nor qualify for professional Go training, reaching the 3-5 Kyu plateau of skill by the +end of their school career should be possible for most, and this is sufficient for the majority of Go's mind-altering benefits and improved reasoning skills to be +realized. The major caution to be observed here is that, in common with every other human activity, achieving competence in Go (or Chess) is easier for a +fortunate few than for most others, but almost all normal individuals can reach the desired skill level if only they are willing to invest the requisite time and +effort! </P> + +<P>On the other hand it has been found that, in contrast to the rapidity with which many children in the Orient progress in Go, American children typically advance +far more slowly! The key question this disturbing fact raises is whether or not this marked difference in rate of progress results from superior innate intelligence +or some other genetic attribute of the Orientals and is therefore beyond our control, or whether it is merely a consequence of our societal environment which we +can address and change. </P> + +<P><STRONG>Based upon my own experience and research, I believe that whatever inherent intellectual advantage Orientals may or may not possess is essentially +irrelevant in this context. Instead, I consider it almost certain that most if not all of the vast observed difference in performance between Oriental and +Western children in learning Go is due to the fact that Go is an integral part of their culture and an omnipresent and well respected activity, whereas +in America it is pejoratively perceived as a "nerdy" outsider's activity!</STRONG></P> + +<P>For example, consider the case of Korea's former top Go professional, Cho Hun-Hyun. His first exposure to Go was at age 2 (!), when he would sit in the +warmth and caring of his father's lap while his dad played Go, <U>absorbing the game's strategy and tactics "by osmosis", in the same optimal and effortless way +that all young children learn language</U>. By age 3, young Cho was already a competent player, and by 5 he was the best player in his village. (This fairly closely +parallels the experience of former World Chess Champion Jose Capablanca, and shows the close resemblance of the learning processes involved.) At around +age 10 he was proficient enough to be accepted as an apprentice professional, and the rest (as they say) is history. In sharp contrast, <STRONG>Go and its attributes are +even today almost completely unknown to the vast majority of children, parents, and educators in the USA. Consequently, even in the few venues in +which it has been introduced Go necessarily ranks very low in the fierce competition for the scarce but essential resource of the children's time, and, +absent special programs like that at Mott Hall, Chess usually fares little better.</STRONG></P> + +<P>The importance of this cultural imperative was clearly demonstrated recently by a Korean-American of my acquaintance. In common with fully 20% of all +Korean men in his native country, my friend is a strong, dedicated Go player. But, although they have been taught by their father, neither of his two teen age +American-born and thoroughly culturally integrated sons either plays or has any interest Go!</P> + +<P>-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------</P> + +<P>The following was added on February 27, 2003, and updated on October 4, 2004</P> + +<P>As with other of my insights that some in the Go community have challenged as unsupported, I'm extremely gratified to have had my contention in the +foregoing validated by a feature article by Natalie Angier entitled "Not Just Genes: Moving Beyond Nature vs. Nurture" in the Science Times, page F1, of The +New York Times, Tuesday February 25, 2003. The relevant portion of this article is as follows: </P> + +<P>"Dr. Richard E. Nisbett, a professor of psychology at the University of Michigan, has found that Asians and Westerners think differently from each other in +significant and measurable ways, as he describes in his new book 'The Geography of Thought'. "Westerners focus on some kind of central object" he said in an +interview. "They attend to its attributes and try to find out what rules apply to its behavior, with the goal of categorizing it".</P> + +<P>By contrast, he said, Asians tend to see an object in a much broader field. "They're not as interested in categorizing objects", Dr. Nisbett said, "and they don't +have as many linear deterministic rules of behavior". These differences are revealed even in tests of perceptual and visual skills: Westerners score higher on the +ability to remember the absolute size of an object; Easterners do better with recalling its dimensions relative to something else. </P> + +<P>(All of this is entirely consistent with my speculation that Orientals have some kind of "built in" advantage in learning Go - as it turns out, not an inherent +genetic advantage, but a cultural one! And this, too, is consistent with my observations of the Oriental children in my classes and the sons of my Korean friend. +To more or less definitively confirm this last contention, the Science Times article concluded with these words:)</P> + +<P>"Significantly, the cognitive styles are not fixed, but shift after a person has spent only a few months living on the other side of the globe. (My comment: Or in +a cultural environment displaced from there, as with many of today's Japanese youth immersed in American culture?) Whether it must tilt holistic or dualistic, +defend nature, nurture or neither, the human brain will find a way to fit in with the crowd".</P> + +<p>There is also another factor that may be at work here, built-in to the structure of our respective written languages! Western written languages are based +upon alphabets, in which words are constructed phonetically and which therefore involve primarily analytic brain function to decipher, while the major oriental languages +(Chinese, Japanese and Korean) use pictographs which require pattern recognition for interpretation. And because playing Go is intensely dependent upon pattern recognition, + it would seem almost tautological that those trained in that art from earliest childhood would have a major advantage in learning Go.<p> + +<P>-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------</P> + +<P>The "other side of this coin" of the cultural imperative has just been splendidly illustrated by Eric Lui of Baltimore, who a couple of years ago at age 9 become +the youngest person ever to attain the AGA rank of 3-Dan! As Eric's father I-han was quoted in the Spring 1998 edition of The American Go Journal, "Eric +started very early. He didn't have regular lessons. At three (!), he came to the Go class I taught at Chinese school. I wasn't really sure if he understood the +lessons. When he was almost five, I found out that he really does understand - about life-and-death, things like that. He started to play with the computer, using +the Many Faces of Go program, and that helped to speed him up. We didn't have formal lessons. I just pointed out where he made mistakes when we played. +(Eric's dad is a 6-Dan player!) He picked up the game quickly." I-han further said that he has never had another student as good as Eric.</P> + +<P>The comparison between the contrasting outcomes of these youngsters I believe underscores the importance of starting early and the influence of the dominant +cultural medium in which the student lives.</P> + +<P>Significant as it clearly is, even the great cultural difference between the Orient and America is insufficient to completely explain the learning deficits that I +have observed during my own 8 years of experience teaching Go to over 700 children (primarily in the third thru fifth grades) in the South Huntington School +District's after-school Go program, and their consequent difficulty in acquiring Go skill at what I had heretofore considered to be a minimally desirable rate. (Of +particular interest here is the fact that among my students were a number of children of Chinese, Japanese, and Korean immigrants, and this appears to lay to +rest any serious contention that any intrinsic superior capacity for Go exists in orientals.) </P> + +<P>However, recent feedback from other children's Go teachers resulting from the posting of an earlier version of this essay on the web has indicated that my +expectations may have been unrealistically high considering the minimal hour-and-a-quarter per week exposure to Go of my students. So even though their +learning rate is apparently much more reasonable under my program's operating constraints than I had previously thought it to be, I nevertheless continue to +believe that it can and should be feasible to greatly improve it!</P> + +<P>In an attempt to discover what was impeding the students' learning I began my own modest research project, leading to the identification of the significant +inhibiting factors discussed in the addendum presented below.</P> + +<P><STRONG>EPILOGUE:</STRONG></P> + +<P>Within 2 weeks of writing the original version of the foregoing in 2000, I also made the identical proposal on teaching REASONING SKILLS and the use of +Go as an adjunct thereto to then Presidential candidates Texas Governor George W. Bush and New York Governor George Pataki, NY State Education +Commissioner Richard P. Mills, Microsoft Corp's Bill Gates, and then sitting President William Jefferson Clinton, in addition to others less prominently on +record as being interested in education. The predictable responses were all polite "cockroach letters" (if you know that story), but at least the idea was planted +(assuming that the intended recipients ever actually saw my proposal). </P> + +<P>In May 2001 my wife Sonya was awarded an honorary Doctor of Humane Letters degree by Five Towns College, and at that time I suggested to the college's +Vice President that they include a Reasoning Skills course in their Early Childhood Teaching curriculum, and after reading an earlier version of this essay he +evinced interest in doing so. As a result, I developed the course curriculum along the lines proposed here, and presented it for the college's review. </P> + +<P>As of July 2003 this course was accepted by the college and added to their graduate offerings for the then upcoming Fall 2003-2004 semester in +the Elementary Education Department, as ELE 553 in their catalog. Unfortunately, logistical and other administrative problems prevented it from being given, + but at least the first positive step has been taken! So perhaps a miracle will occur and this idea actually will flower in my lifetime! But whether or not it does + I will not be deterred from trying, consistent with my motto:</P> + +<P>"BETTER TO LIGHT ONE SMALL CANDLE THAN TO CURSE THE DARKNESS."</P> + +<P>********************************************************************************************************************************</P> + +<P>This concludes the main body of this essay. In the addenda that follow are explanatory materials which address some significant issues that arose in conducting +my research and presenting its results. Although not strictly essential to either understanding or validating my argument, they may help answer some questions +which otherwise might disturb the astute reader. </P> + +<P>********************************************************************************************************************************</P> + +<P><STRONG>A Puzzling Behavioral Anomaly</STRONG></P> + +<P>The foregoing exposition of the benefits that can accrue to the student's Reasoning processes as a result of training in Chess and/or Go seems quite neat and +tidy until one addresses the well known and extremely puzzling anomaly of the excellent Go or Chess player who is socially inept. How to reconcile this kind +of individual with the premise that learning these strategic board games can make one a competent thinker?? This is the anomaly that baffled me for many years +and which for a long time deprived me of compelling ammunition with which to silence critics of what I have always "known" (in the deep "gut" sense) about +what learning REASONING SKILLS via Go (even more than Chess) can both explicitly and implicitly contribute to making a successful, mature individual.</P> + +<P>At least that was true until Apr 6, 1999! Because in that day's New York Times, "Science Times", Section F, page 1, one of the feature articles "A Syndrome +With a Mix of Skills and Deficits" by John O'Neil, seems to have finally revealed the long sought answer!</P> + +<P>Described therein is "Asperger's Syndrome", "generally considered a form of autism", which "under some definitions as many as 1 in 500 people have the +condition", and is "largely a condition affecting males". The article further states "All of the autistic-like conditions that have come under an umbrella term of +'empathetic disorders' - to emphasize the stunted social skills that undermine the learning process - appear to be caused by lesions in a part of the brain that +processes sensory input." It goes on " In Asperger's the deficits are largely in non-verbal skills , connected to the right hemisphere". It further says "The most +striking characteristic of the syndrome is consuming interest in arcane subjects." And in conclusion "The key point in the diagnosis is that their obsessive +behavior significantly impairs their social functioning." </P> + +<P>So if - and this is a major point - if some competent and even ultra-competent Go players are otherwise social misfits they may in fact be victims of this until +now largely unrecognized condition (affecting 1 in 500 people = almost 1 in 250 males)! And if this is true then the premise that "normal" individuals (and +especially children) can be trained to transfer their Go thinking skills to improve their ability to solve their real world problems becomes truly viable! What's +more, there are remedial mechanisms even for those unfortunates afflicted with Asperger's Syndrome but they are only effective if begun early - a perfect +dovetailing with my "early start" REASONING SKILLS teaching proposal.</P> + +<P><STRONG>****************************************************************************************************************************************</STRONG></P> + +<P><STRONG>Factors Inhibiting Children's Learning</STRONG></P> + +<P><STRONG>While teaching my after school Go program in the South Huntington School District, in addition to conducting my own research into the published findings on this subject, I attempted to validate what I had observed concerning the +children's learning problems by discussing my findings with the district's teaching staff. As a result of those discussions, I became convinced +that these same inhibiting factors are not unique to the Go program but are also common in the normal classroom, so it is extremely likely that they +represent an endemic problem which affects all school children as well as the entire educational process!</STRONG></P> + +<P><STRONG>These key inhibiting factors are:</STRONG></P> +<OL type =1> + +<P><STRONG></STRONG><STRONG> DIFFICULTY IN REMEMBERING/LEARNING</STRONG></P> + +<P><STRONG>This deficit clearly has transcendent importance, yet it is presently not known what proportion of it results from the presentation, the children's +deliberate or involuntary inattention, their intrinsic inability to remember, or some combination thereof.</STRONG></P> + +<P>To place this factor in proper context it is necessary to recognize that in many school subjects (e.g. history, language, mathematics, biology, etc.) rote memory +is actually a primary determinant of success, despite the fact that it is well known that this ability alone is of little value outside the academic setting. It is also +well established that massive, continued rote repetition (= drill) has been found to be almost the only way to embed the desired memory in the minds of the +majority of children. </P> + +<P><STRONG>A significant reason that the game of Go functions so well as the paradigm for teaching Reasoning skills is that in it rote memory has even limited +utility only in certain sharply restricted (primarily tactical) contexts.</STRONG> Especially in the important macro game, even the best rote recall is of little ultimate +value (and may even be counterproductive) unless it is properly integrated into and supported by accurate and detailed analysis of the current global board +position, and then coupled with excellent overall strategic judgment.</P> + +<P><STRONG>Despite this caveat and in apparent contradiction to it, there <U>are</U> a number of simple general Go principles whose memorization can prove extremely +useful because they are correct most (if not quite all) of the time, so they can therefore act as reasonably reliable guides to the player's search for the +best move. </STRONG>And it is in the children's attempt to learn these simple precepts that this key aspect of their learning difficulties has been revealed.</P> + +<P>Contrasting the learning experience of my beginning adult Go students at the Long Island Go Club with that of my after-school-program children, the more +important of these elementary maxims were explained and illustrated in identical fashion to both. The profound difference is that the adults typically "learn" +these ideas in a single session or two, while in order for even rote recall to occur with the children this process of statement and illustration must be <U>repeated in at +least in each of the first 8 to 10 sessions</U>, and then yet again from time to time thereafter as the teacher's observations of the children's responses and game play +indicate are necessary. (Of necessity for even the adults, full understanding of the actually quite sophisticated implications of these simple principles of play +almost invariably takes at least several months.)</P> + +<P>In each session after its initial presentation, the procedure was to attempt by question and answer to ascertain how many of the children have "learned" each +principle, before again repeating its statement and illustration as further reinforcement.</P> + +<P>Despite all of this repetition, I discovered to my surprise that a majority of the children still could <U>not</U> even "parrot back" these few simple postulates <U>by rote</U> (i.e. +without understanding), and for some this situation remained unchanged even at the end of their second full school year in the Go program! </P> + +<P><STRONG>Although the description of this problem makes it sound much as if the children exhibiting this difficulty were suffering from some form of Attention +Deficit Disorder (ADD) or were otherwise dysfunctional, "slow", or unusually unresponsive, this is distinctly <EM>not</EM> true! This was demonstrated by the +fact that many of them were actually among the highest academic achievers, and that this syndrome was repeated in each school and with each new +group entering the program in each succeeding year!</STRONG></P> + +<P>A possible explanation for this frustrating phenomenon may be found in Piaget's profound observation that (as paraphrased) "children understand only what +they discover for themselves". Although I believe that this conclusion was derived by Piaget from observation of children somewhat younger than those in my +after school Go program, it is not inconceivable that it still remains valid to a significant degree at their age of 8-10. If so, this would offer a logical explanation +of why the children found it so difficult to follow what were clearly very simple guidelines laid out for them by the instructor.</P> +<LI> +<P><STRONG> INABILITY TO TRANSLATE WHAT'S BEEN "LEARNED" INTO PRACTICE.</STRONG></P> + +<P><STRONG>Eventually, practically all of the children who remained in the Go program were able to correctly regurgitate these key maxims by rote, but even +when they could finally do this successfully <U>most still had not established any apparent connection between the memorized aphorisms and their +application to the actual play of the game</U>.</STRONG></P> + +<P>The following illustrates this problem perfectly. </P> + +<P>One readily apparent and presumably easily learned implication of the simple principles of play which the children were taught is that in the early moves of the +game, with a few notable exceptions, moves on either the first or second board lines are counterproductive and should be avoided. </P> + +<P>Yet despite repeated reminders of this, until at least 10 sessions had been completed and often far more, almost without exception most of the children began +the game with some moves on the first and/or second lines! </P> + +<P>When asked by the instructor what their move on the first line is worth, after some hesitation in which their rote memory store was obviously being searched, +the child's invariable response was a plaintive "Nothing?". To the instructor's logical followup question of "Then why did you play there?", the equally +invariable answer was an even more plaintive "I don't know!". What this clearly means is that when prompted the child is able to recall the instructor's +admonition, but has made no connection between the abstract idea and the logical decisions they make in the actual play of the game!</P> + +<P>Immediately after such an exchange had taken place a change in that child's stone placement would frequently be evident for several moves and sometimes +even until the next game, but then <U>the child would almost invariably revert</U> to his/her former inappropriate and completely unsophisticated pattern of behavior! +The twin obvious questions of interest raised by this persistent syndrome are "Why?", and "What can be done to counter this problem?".</P> + +<P>It seems likely that at least a portion of this persistent phenomenon must be due to the children's reluctance to accept instruction - which again translates into +Piaget's observation regarding their built-in determination to devise their own methods. <STRONG>It also seems likely that a significant portion of this problem must +almost certainly result from a true inability on the children's part to relate the prescription provided by the instructional maxim to the real-world +action (play of the game) that it describes!</STRONG></P> + +<P>But there is another possible explanation for this phenomenon: </P> +<H4><STRONG>The children apparently consider what they learn in school to be irrelevant to their life in the "real world" outside the +classroom!</STRONG> </H4> +<H4><STRONG>As a result, their thinking seems to be compartmentalized into:</STRONG> </H4> +<H4><STRONG><p><UL><li> "things of use in school" </STRONG></H4> +<H4><STRONG><p> and</STRONG></H4> +<H4><STRONG><p>"things of use in everyday living" </UL></STRONG> </H4> +<H4><STRONG>with almost no discernable crossover between the two!</STRONG></H4> + +<P><STRONG>If this hypothesis proves correct, it constitutes about as serious an indictment of the current curriculum/educational process as can be imagined!</STRONG></P> +<LI> +<P><STRONG> LIMITED CONCENTRATION/ATTENTION SPAN</STRONG></P> + +<P><STRONG>At the beginning of each school year, it was apparent that the brains of most of the after-school Go program's new participants would "go into +neutral" after periods typically ranging from as little as 15 minutes to a maximum of about 45 minutes for the best of them. And it was only after most +of the full school year that a majority of those who remained in the program were able to maintain concentration for the full hour and a quarter that +our sessions lasted. </STRONG>As an ameliorating factor, it should be noted that this problem was unquestionably exacerbated by the fact that our sessions took place at +the conclusion of an already full school day. </P> + +<P>Since this syndrome is one of the very things that the Go program was designed to alleviate, it is heartening to note that <STRONG>the fact that the new third and fourth +grade students who remained with the Go program were able to maintain attention as well as both the new fifth graders and the carry-over students +from the prior year! This strongly demonstrated that <U>this improvement in ability to maintain concentration was a result of the Go program</U>, and not just a +consequence of the fact that the children were 9 months older! </STRONG></P> +<H4><STRONG>This positive finding acts to strongly offset some of the negative findings noted herein, and indicates a substantial benefit +of the Go program beyond its design intent of improving reasoning skills.</STRONG></H4> +<LI> +<P><STRONG> MINIMAL REASONING SKILLS</STRONG></P> + +<P><STRONG>It was fully expected that the children entering the Go program would be uniformly incapable of demonstrating any discernable Reasoning skills. +Truly surprising was that almost without exception they played the game as though no opponent existed!</STRONG> (i.e. no apparent thought was given to the +possible implications of the opponent's last move before deciding upon their own response.) <STRONG>In addition, in all too many cases the speed with which the +children made their moves far exceeded that which anyone less than a master strength player could maintain and still play reasonably well, with the +invariable result of largely incoherent and often inappropriate play. </STRONG></P> + +<P><STRONG>The only conclusion that could reasonably be reached from these facts is that no real thought or analysis was taking place, and this was the very +syndrome that the Go program was intended to correct.</STRONG></P> + +<P><STRONG>It was only after almost a full year for the most apt children and the second and even the third year for others, and after much instruction and many +repeated admonitions, that <U>the beginnings</U> of the necessary process of appraisal of the opponent's last move and the current board position before deciding +upon an appropriate response typically became apparent.</STRONG></P> + +<P>Of course, all of this was no surprise to me and was essentially in accord with my initial premise regarding the children's thinking processes - that they came +into the after-school Go program with little experience in situational appraisal and decision making, and even fewer skills to apply to that essential real-life +task.</P> + +<P><STRONG>What was most painful to this perhaps excessively demanding teacher is that the change from the student's expected initial state of primitive thinking +to a more sophisticated approach was certainly apparent but to far less than the degree desired, even for the brightest and most capable performers.</STRONG></P> + +<P><STRONG>From this, I infer that our constraint of a single hour-and-a-quarter after-school session per week was <U>insufficient</U> for the necessary Reasoning skills to +be adequately learned and internalized, although some have suggested that this problem may instead at least in part represent an instructional +failure! Since there is no good way to distinguish the proportion of the observed phenomenon caused by each of these factors without running a large +carefully constructed and controlled study, I must depend on my own best judgment that the time constraint was the dominant factor. </STRONG></P> + +<P><STRONG>If this is true, the only feasible solution to this problem seems to be to add independent home study by program participants, but this conflicts strongly +with the problem discussed next.</STRONG></P> +<LI> +<P><STRONG> MOTIVATIONAL PROBLEMS</STRONG></P> + +<P><STRONG>The children who continued with the Go program obviously enjoyed it! Competition with their peers clearly stimulated them, and they strove so +mightily to improve their position on the rating ladder that wins and losses were met with overt expressions of triumph or dismay such as are common +on the athletic field.</STRONG></P> + +<P><STRONG>Despite this, only a relatively small proportion of the children ever obtained their own Go sets to enable play at home, and fewer still gave indication +that they invested even a minimum of time and effort to review and study any of the many Go tutorial materials that were distributed to them. +Instead, they almost all seemed content to merely appear once per week at our sessions, listen to and participate in any brief interactive instruction, +and then just enjoy playing Go against their peers. </STRONG>A select few occasionally expressed the desire for individual instruction, but even these children rarely +sought it regularly.</P> + +<P>As noted earlier, a large part of this apparent lack of motivation almost certainly results from the fact that Go is not an "in" activity in an American society well +known to have a prevalent anti-intellectual bias, especially among school children. In their milieu, sports and other entertainment stars are the subject of mass +adulation, while scholastic achievers and intellectuals are denigrated as "nerds", "dweebs" and other like pejoratives. In such a climate it is not surprising that a +profoundly intellectual activity like Go has at least some difficulty in motivating youngsters to devote much time and effort to home study.</P> + +<P>On the other hand, <STRONG>my discussions with the children's parents indicated that most of this lack of home study and Go play was <EM>not</EM> due to lack of interest, +but rather to conflict with heavy demands of school homework and competition with other, better established and socially more acceptable interests +like sports, music, etc.</STRONG></P> + +<P><STRONG>Fortunately, the advent of Go on the internet offers real prospect of breaking through this inhibiting syndrome by giving the kids the opportunity to +conveniently participate in Go without the need for leaving the comfort of home. The number of children involved in internet Go was still small but +appeared to be growing fairly rapidly at the time that I was forced to end the program, especially as the prices of high powered PCs continued to drop +precipitously. </STRONG></P> + +<P><STRONG>Perhaps my greatest disappointment was in working with the school district's Asst. Supt. For Administration in an attempt to make the district's +computer lab available one night per week for Go program participants to play on the internet Go servers. Although we talked about this on several +occasions, a firm commitment was never obtained even though copies of WinIGC and WinMGT were downloaded, and were only waiting for the +go-ahead to be installed. The final decision was a firm "no" on making Go available on the school district's computers! Whether or not this +represented a personal failure of persuasion on my part or just an intractable educational establishment I probably will never know for certain, +although it should be obvious that I believe that it was the latter. In any event, it certainly was discouraging! </STRONG></P> +<LI> +<P><STRONG> THE PROBLEM OF DISTINGUISHING THE TRIVIAL FROM THE ESSENTIAL</STRONG></P> + +<P><STRONG>One of the important hidden assets of Go is that "instant, effortless success" is impossible for even the very brightest. </STRONG></P> + +<P><STRONG>Although the game's basic rules are simple enough to be grasped even by very young children, its strategy is so profound and its tactics so incisive and +intricate that even geniuses require years of intensive study and high level competition to fully master them. This puts a heavy premium on staying +power, and means that the clever but lazy dilettante may achieve easy early success but will inevitably fall behind even a far less talented student who +is willing to work persistently.</STRONG></P> + +<P>One of the glories of Go is its exquisite subtlety. This means that each player's major objectives must almost always be realized <U>indirectly</U>, and that no +simplistic approach to the game can possibly succeed against competent opposition.</P> + +<P>A major difficulty that all American and other western world Go novices experience arises because they come to Go bearing the intellectual baggage they have +acquired from the much simpler games of Checkers, Chess, etc., in which capturing opposing forces is not only highly desirable but is in many cases (e.g. Checkers) actually +the objective of the game. In contrast, in well played Go games it is not only possibble (if unusual) to win without capturing any opposing stones, and it's more usual than not that + <U>very few</U> stones are captured, while emphasis on direct capture actually constitutes a counterproductive strategy.</P> + +<P><STRONG>Because of this unfortunate carry-over, in their primitive early stages of Go development the capture of opposing stones in American beginner's +games is almost invariably the dominant (albeit incorrect) theme which determines victory or defeat. And it is only with increased understanding of +the game's subtle strategy that this simplistic approach is slowly but inexorably supplanted.</STRONG></P> + +<P>This process was perfectly illustrated by two fourth graders who began the after-school Go program at the Birchwood Intermediate School in 1995. One little +girl picked up the rudiments quickly and almost immediately rose to the top of the rating ladder, entirely based upon her superior innate ability to better fathom +the many gratuitous fights that occurred and to then capture significant numbers of opposing stones. At one point she was actually capable of playing and +defeating several opponents simultaneously! </P> + +<P>The other little girl floundered badly, and for the longest while seemed to have no concept at all of what was going on. (Most of the children who experience +similar difficulties quickly drop out in frustration, and this is perhaps the major problem resulting from the Go program's voluntary/after-school format.) But, +despite her difficulties, this particular girl doggedly persisted, quite possibly because she was the child of immigrant Japanese parents.</P> + +<P>Of course, at this time neither of these children had as yet any real concept of how to play the game, despite much individual coaching and oft repeated group +instruction. </P> + +<P><U>The difference between them was that the girl who was initially the most successful absolutely refused to listen to my repeated admonitions that her +capture-oriented approach was incorrect, while the girl who was the tail-ender, despite her difficulties assiduously tried to understand and follow my advice</U>. </P> + +<P>The result? Several months later the former tail-ender resoundingly defeated the #1 player, who then left the class in tears <U>and never returned</U>! And then that +slow but persistent learner began a relentless advance which culminated when she became the clear #1 herself! (Reads like a movie script updating the parable +of the tortoise and the hare, doesn't it? But it's all true!)</P> +</OL> + +<P><STRONG>Program Results</STRONG></P> + +<P><STRONG>THE GO PROGRAM'S PARTICIPANTS OBVIOUSLY LOVED WHAT THEY WERE DOING! They came to each weekly session gladly and were +highly motivated by the rating ladder competition, anxiously scanning the latest standings at the start of each session to check their relative advance +or decline against that of their peers. Word-of-mouth publicity resulted in growth of the program each succeeding year, and in a number of cases 2 +and even 3 children in the same family joined the program on their promotion to the third grade. SO FROM THE STANDPOINT OF PROVIDING +A PLEASURABLE LEISURE TIME ACTIVITY, THE GO PROGRAM WAS AN OUTSTANDING SUCCESS! </STRONG></P> +<H5><STRONG>HOWEVER FROM THE STANDPOINT OF THE GO PROGRAM'S DESIGN INTENT OF TRANSFORMING THE REASONING PROCESSES +OF ITS PARTICIPANTS FROM THEIR INITIAL PRIMITIVE STATE TO A SOPHISTICATED ONE, THE APPRAISAL IS NOT SO ROSY.</STRONG></H5> +<H5><STRONG>TO ACHIEVE THIS GOAL, IT WAS NECESSARY THAT THE STUDENTS PROGRESS FAR BEYOND THE BEGINNING STAGES OF GO +COMPETENCE TO AT LEAST MODESTLY HIGH SKILL LEVELS, AND THIS NEVER HAPPENED.</STRONG></H5> + +<P><STRONG>Despite their obvious intelligence and generally superior academic performance, not a single one of the South Huntington after-school Go program's +participants ever even remotely approached this desired level. This writer believes that this was an inevitable consequence of the voluntary, +after-school format under which the program was constrained to operate, but others have suggested that it might also in part or in whole be a +consequence of the teacher's attitude and/or methods. Which of these causalities (or some combination thereof) was in fact dominant is unknown, but +the presumption made herein is that most of the problem was a consequence of the limitations of the format and not of the instruction. Whether or not +this judgment is correct, the reader will have to decide for him/her self.</STRONG></P> + +<P><STRONG>***********************************************************************************************************************************************</STRONG></P> + +<P><STRONG>A FINAL NOTE</STRONG></P> + +<P>The following was originally reluctantly written to respond to the criticisms of this essay’s original version by some readers, in which the description of my after school Go program and the conclusions drawn from it regarding the children’s learning deficits that I noted above were presented as though made by an external, +dispassionate and unbiased observer. A number of those readers objected to this on the ground that the writer was also the program's instructor, and therefore could really +be neither entirely objective nor unbiased in either his observations or conclusions. Given the apparent reasonableness of that position, the bulk of this addition very briefly +presents the instructor's background, personal/intellectual characteristics, and educational philosophy so that the reader can have some rational basis for judging my +degree of objectivity or lack thereof for him/herself. Unfortunately, even the selection and presentation of this material is itself necessarily subjective and can therefore +never definitively resolve this issue, leaving the critics ample opportunity to continue their criticism undeterred should they so desire. The concluding portion of this note addresses a new criticism by an education professional.</P> + +<P>My formal education consists of a BME, BIE, MIE and almost (but not quite) a Ph.D. in Operations Research, all from New York University, and for most of my +career in high-tech manufacturing industry I used my technical skills and analytic abilities to function as a problem solver/trouble shooter/manager. This means +that I made my living for those many years by applying my abilities in situational appraisal/analysis to the solution of significant problems - precisely the same +process that I engaged in while making the appraisals in dispute here.</P> + +<P>Most of what I know about Go has been acquired through independent study, because for most of my life until my retirement (now, in June 2009, some 23+ years ago) I had very little +time available for over-the-board play, which at the time required in person contact with the opponent, usually at a Go club.</P> + +<P>I've recently celebrated my 62<SUP>nd</SUP> wedding anniversary, and my wife can testify that as a private individual I'm tender, caring, compassionate and thoughtful. A +believer in "a sound mind in a sound body", I've consistently worked out with the weights for the last 66 years and still maintain almost the exact physique and +bodyweight (although not the strength, I'm sad to relate) that I first achieved as a youth of 16. I have very high moral and intellectual standards both for myself and my students, and this can sometimes +make me seem demanding, impatient and difficult.</P> + +<P>On the other hand, about 14 years ago a parent who witnessed me teach a class of over 50 kids (including her own) in the Go program, literally almost running +from one game to the next to answer the children's questions as they arose, remarked to me afterwards in genuine awe (and I quote exactly because I remember +it so well) "You have the patience of a saint!"</P> + +<P>In another incident which occurred almost 15 years ago, I was "conned" into making an Introduction To Go presentation in a nearby school district to what I +wasn't aware was a special class of Junior High School misfits, who had been segregated from the general school population because of their uncontrollable +disruptive behavior. As I learned only after the session was over, this group typically could sit still for no more than 15 minutes before all hell would break +loose. At the conclusion of my hour and a quarter session in which I kept the entire group attentive, involved and <EM>responsive</EM>, their teacher drew me aside and +said in wonder (and I remember his exact words too) "You're a miracle worker!" </P> + +<P>So just perhaps I do have<EM> some</EM> skill as a teacher.</P> + +<P>In the discussion of the children's learning deficits presented earlier, it is therefore important for the reader to understand that I loved the children in my +after-school Go program and considered the opportunity to teach them to be a rare privilege which greatly enhanced my life. As a group, they were everything a +parent or teacher could hope for: intelligent, witty, charming, clever, and effusive. But despite this I tried mightily not to allow this affection to cloud my +objectivity in identifying and trying to ameliorate the defects that I perceived in their learning/reasoning processes. It is those defects that formed the major focus of that portion of this essay, and are the source of my +critics dissatisfaction. </P> + +<P>In the case of each of the deficits cited earlier, an alternative explanation to that proposed by me was put forth by critics who have read an earlier version of this +essay to the effect that the observed phenomenon <EM>really</EM> represents a communication failure by me, the teacher! As noted elsewhere herein, if they are correct then +the proper solution was for me to find an alternative way to spend my retirement! Unfortunately (or was it fortunately?) I never had to confront that decision +because a medical problem arose with the circulation in my legs which precluded my standing for long periods, and that forced a precipitous end to both my +after school Go program and teaching career!</P> + +<P>So the validity of the criticisms leveled at me were never either definitively demonstrated or contravened, and given that unreconcilable ambiguity I believe I have every right to +continue to contend that my premises outlined above are correct.</P> + + +<p>The latest and most severe criticism of this essay came from a recent addition to the Long Island Go Club - a retired professor of Education from a leading local university +- who took extreme umbrage with my premise that there is some degree of special talent required to play competent Go, and that certain groups (for whatever reasons, whether +intrinsic and/or cultural) possess more of that talent than others. With great heat he, in no uncertain terms, told me that I was not only mistaken but was also unquestionably +incompetent as a teacher because he “knew” that with proper materials and competent instruction it was possible to teach anyone anything! Well! To say that I was both astonished +and displeased by this characterization would be a monumental understatement. My response was to invoke the well known rhetorical device of reductio ad absurdum as follows: I enquired +if, by his reasoning, it was possible to teach music to a profoundly deaf person, or art to one who was blind. And when he rejected those examples as too extreme, I tried again with the +question of how to teach a retarded person to understand Shakespeare. His flabbergasting response was that you could teach him to follow the plot. If I was astonished before, that was as +nothing compared to this! The plots of Shakespeare’s works indeed! If plot was even the slightest measure of why Shakespeare is considered the greatest English language author (and possibly +the greatest in any language) of all time, then the name of Shakespeare would have been long forgotten! And in any event, contending that following the plots is in even the most superficial +way equivalent to understanding Shakespeare’s works is very much analogous to saying that understanding that 1+1=2 is equivalent to understanding Differential and Integral Calculus. The former is a +necessary precondition to be sure, but is in no realistic sense equivalent! And that someone who had spent his entire working life as a high ranked professional educator could even contemplate + accepting those two quite different conditions as equivalent is an astonishing and deeply disturbing commentary on that profession. So the bottom line is that I reaffirm my belief that what +I’ve set forth herein is an accurate description of reality which not only correctly characterizes the situation but also provides the appropriate guidelines for its improvement.</p> + +<p><font color="#333333">Last updated on July 1, 2009 </font> + +<P><A HREF="MBGoHist.html"><FONT COLOR="#0033ff">Continue</FONT><FONT COLOR="#0000ff"></A></FONT></P> + +<P><FONT COLOR="#0000ff">Click Here To Return To<A HREF="index.html"></FONT><FONT COLOR="#0033ff"><STRONG> Milt's Go Page</STRONG></FONT><FONT COLOR="#0000ff"></A></FONT></P> + +<P><FONT COLOR="#0000ff"><HR> +</P> + +</BODY> + +<!-- Mirrored from users.eniinternet.com/bradleym/TeachingNewR.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:49:36 GMT --> +</HTML>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/about.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,24 @@ +<!doctype html> +<html> + <head> + <style> + a { + text-decoration: none; + } + a:hover { + text-decoration: underline; + } + </style> + </head> + <body> + <h2>About this website</h2> + + <p>I am <a href="https://www.linkmystyle.com/fschmidt">fschmidt</a>. I had linked to the old "Milt's Go Page" but recently discovered that it is down. Someone sent me an archive of the site, so I am hosting that. The source code is <a href="https://hg.reactionary.software/repo/go2/">here</a>.</p> + + <p>My main interest in this website is in the idea of using Go to teach children to think. I am not interested in Go for adults. I was highly rated in Chess as a child and only learned the basics of Go later. But on my first exposure to Go, I immediately recognized it as a better game than Chess. I am interested in teaching Go to children in religious communities, either mosques or churches.</p> + + <hr> + + <p>Click Here To Return To <a href="index.html">Milt's Go Page</a></p> + </body> +</html>
--- /dev/null Thu Jan 01 00:00:00 1970 +0000 +++ b/src/index.html Sun Apr 02 10:30:03 2023 -0600 @@ -0,0 +1,163 @@ +<!doctype html public "-//w3c//dtd html 4.0 transitional//en"> +<HTML> + +<!-- Mirrored from users.eniinternet.com/bradleym/index.html by HTTrack Website Copier/3.x [XR&CO'2014], Sun, 06 Nov 2022 06:48:21 GMT --> +<HEAD> +<META HTTP-EQUIV="Content-Type" CONTENT="text/html; charset=iso-8859-1"> + <meta name="AUTHOR" content="Go, Igo,WeiQi,Baduk,teaching Go, Go In Education,Comparison Between Go And Chess"> + <meta name="GENERATOR" content="Mozilla/4.73 [en] (Win98; I) [Netscape]"> +<TITLE>Milt's Go Page</title> +<style> +a { + text-decoration: none; +} +a:hover { + text-decoration: underline; +} +</style> +</HEAD> +<body text="#000000" bgcolor="#C0C0C0" link="#0000FF" vlink="#551A8B" alink="#FF0000"> + +<h1> +Milt's Go Page</h1> + +<h1> +<b><font size=-1>© Milton N. Bradley 2010</font></b> +<hr></h1> + +<center><table WIDTH="100%" > +<tr> +<td></td> + +<td> +<center><img SRC="GoLogo7.jpg" height=382 width=620></center> +</td> + +<td></td> +</tr> + +<tr> +<td></td> + +<td> </td> + +<td></td> +</tr> +</table></center> + +<center> +<h2> +<img SRC="godemo.gif" height=262 width=303></h2></center> + +<center><b><i><font face="Times New Roman,Times"><font size=+1>Here I am, with Clayton Wilkie assisting, +giving an outdoor demo of Go </font></font></i></b> +<br><b><i><font face="Times New Roman,Times"><font size=+1>at Coindre Hall, Huntington, N.Y. during the Huntington +Fall Festival, 1995</font></font></i></b></center> + +<hr> + +<p><br> +<center> +<h2> +<b><font size=+2>Contents</font></b></h2></center> + +<ul> +<li> +<b><font color="#990000"><font size=+1><a href="GoHist.html">The Nature +And History Of Go</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="Mind.html">The Pleasurable +Way To A Superior Mind</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="America.html">How Go Came +to America</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="Compare.html">Comparison +Between Chess And Go</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="PlayGo.html">How To Play +Go</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="InternetGo.html">How To +Play Go On The Internet</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="Magic.html">The Magic Of +Go</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="Legend.html">The Legend +Of The Mysterious Stranger</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="JapEd.html">Go In Japanese +Education</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="ChildGo.html">Why Every +Child Should Learn Go</a></font></font></b></li> + +<li> + +<b><font color="#990000"><font size=+1><a href="Gifted.html">Go And The +Gifted Child</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="NoAlt.html">There Is No +Satisfactory Alternative To Go</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="SHUNTGO.html">The South +Huntington After School Go Program</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="TeachingNewR.html">Teaching +The New "R" of Reasoning</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="MBGoHist.html">My Personal +Go History</a></font></font></b></li> + +<li> +<b><font color="#990000"><font size=+1><a href="LIGC.html">The Long Island +Go Club (LIGC)</a></font></font></b></li> + +<li> +<b><font size=+1><font color="#990000"><a href="GOFORKIDS.html">My Primer <i>GO FOR KIDS</i></a></font><font color="#CC0000"><font size=+2> *AVAILABLE!*</font></font></b></li> + +<li> +<b><font size=+1><font color="#990000"><a href="NewProverbsSample.html"><i>NEW GO PROVERBS ILLUSTRATED</i></a></font><font color="#CC0000"><font size=+2> *AVAILABLE!*</font></font></b></li> + +<li> +<b>My Book For Kyu Players <font size=+1><font color="#990000"><a href="ImproveFastIndex.html"> IMPROVE FAST IN GO</a></font> <font color="#CC0000"><font size=+2> *THE COMPLETE BOOK - FREE!*</font></font></b></li> + +<li> +<b>My New Book On Reasoning <font size=+1><font color="#990000"><a href="RDMTOC.html"> REASONING AND DECISION MAKING</a></font> <font color="#CC0000"><font size=+2> *THE COMPLETE BOOK - FREE!*</font></font></b></li> + +<li> + +<b>My Return To My "First Love"<font size=+1><font color="#990000"><a href="LearnChessFastSample.html"> LEARN CHESS <i>FAST</i></a></font><font color="#CC0000"><font size=+2> *AVAILABLE!*</font></font></b></li> + +<li> + +<b><a href="Epilogue.html">Epilogue</a></b></li> + + +</ul> + + +<hr> + +<p><br> +<address> +<b><font color="#333333"><font size=+2>Last updated on July 11, 2010 by </font> <font color="#0033FF"><a href="mailto:bradleym@eniinternet.com"> Milton N. Bradley</font></a></b></address> + +<br><p><small><a href="about.html">About this website</a></small></p> + +</body> +</html>
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