Difference between revisions of "User:Jon Awbrey/SCRATCHPAD"
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− | | Tennyson, ''The Lady of Shalott'', [Ten, 17] | + | | — Tennyson, ''The Lady of Shalott'', [Ten, 17] |
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− | The power of form, the will to give form to oneself. "Happiness" admitted as a goal. Much strength and energy behind the emphasis on forms. The delight in looking at a life that seems so easy. — To the French, the Greeks looked like children. | + | <p>The power of form, the will to give form to oneself. "Happiness" admitted as a goal. Much strength and energy behind the emphasis on forms. The delight in looking at a life that seems so easy. — To the French, the Greeks looked like children.</p> |
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− | | align="right" | Nietzsche, ''The Will to Power'' S94, 58 | + | | align="right" | — Nietzsche, ''The Will to Power'', [Nie, S94, 58] |
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<p> The second consideration depends on relations given in certain situations — relations accidental to the thing, which consequently are not necessary and admit of infinite variety.</p> | <p> The second consideration depends on relations given in certain situations — relations accidental to the thing, which consequently are not necessary and admit of infinite variety.</p> | ||
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− | | align="right" | Rousseau, ''Emile, or On Education'', [ | + | | align="right" | — Rousseau, ''Emile, or On Education'', [Rou-1, 34–35] |
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Revision as of 17:18, 19 December 2008
Greek
ἐν ἀρχῇ
Ἐν ἀρχῇ ἦν ὁ λόγος
Πάτερ ἡμῶν ὁ ἐν τοῖς οὐρανοῖς· ἁγιασθήτω τὸ ὄνομά σου·
ἐλθέτω ἡ βασιλεία σου·
LOGOS
Epigraph Formats
Out of the dimness opposite equals advance . . . . | |
— Walt Whitman, Leaves of Grass, [Whi, 28] |
On either side the river lie | ||
Long fields of barley and of rye, | ||
That clothe the wold and meet the sky; | ||
And thro' the field the road runs by | ||
To many-tower'd Camelot; | ||
And up and down the people go, | ||
Gazing where the lilies blow | ||
Round an island there below, | ||
The island of Shalott. | ||
— Tennyson, The Lady of Shalott, [Ten, 17] |
The power of form, the will to give form to oneself. "Happiness" admitted as a goal. Much strength and energy behind the emphasis on forms. The delight in looking at a life that seems so easy. — To the French, the Greeks looked like children. |
— Nietzsche, The Will to Power, [Nie, S94, 58] |
In every sort of project there are two things to consider: first, the absolute goodness of the project; in the second place, the facility of execution. In the first respect it suffices that the project be acceptable and practicable in itself, that what is good in it be in the nature of the thing; here, for example, that the proposed education be suitable for man and well adapted to the human heart. The second consideration depends on relations given in certain situations — relations accidental to the thing, which consequently are not necessary and admit of infinite variety. |
— Rousseau, Emile, or On Education, [Rou-1, 34–35] |
Outline Form
- Item 1
- Item a
- Item i
- Item ii
- Item iii
- Item b
- Item c
- Item 2
- Item 3
Mathematical Symbols
\(\lessdot\) | \lessdot
|
\(\gtrdot\) | \gtrdot
|
\(:\!\lessdot\) | :\lessdot
|
\(:\!\gtrdot\) | :\gtrdot
|
Cactus TeX
- \[X = \{\ (\!|u|\!)(\!|v|\!),\ (\!|u|\!) v,\ u (\!|v|\!),\ u v\ \} \cong \mathbb{B}^2.\]
- \[X = \{\ \underline{(u)(v)},\ \underline{(u)~v},\ \underline{u~(v)},\ \underline{u~v}\ \} \cong \mathbb{B}^2.\]
- \[X = \{\!\]
(u)(v)
\(,\)(u)v
\(,\)u(v)
\(,\)uv
\(\} \cong \mathbb{B}^2.\)
- \[X = \{\!\]
(u)(v)
\(,\)(u)v
\(,\)u(v)
\(,\)uv
\(\} \cong \mathbb{B}^2.\)
- \(X = \{\!\)
(u)(v)
\(,\)(u)v
\(,\)u(v)
\(,\)uv
\(\} \cong \mathbb{B}^2.\)
- \(X = \{\!\)
- \(X = \{\!\)
(u)(v)
,(u)v
,u(v)
,uv
\(\} \cong \mathbb{B}^2.\)
- \(X = \{\!\)