Chapter 7, which serves as the conclusion, describes the important role of the “mild thesis” in obscuring the history of slavery in Dutch New York. The chapter argues that the mild thesis is largely incorrect, and that slavery in New York was harsh and violent. Yet, more than previous historians, I point to the nuance of why the mild thesis came into being, and what it is not entirely without merit. Memories of slavery in Dutch New York came from those who viewed it positively and remembered its final years, when legal protections for the enslaved had been built in to the system.

In chapter 3, preparing for crisis, the narrative begins. It is told mainly chronologically and this chapter deals with the period between May 11 and May 19, but only after a brief focus on January 1931 where Harry Siepmann on the basis of the socalled Bagehot model considers what to do in case of a major financial crisis in Europe. The Bagehot model for a lender of last resort and its inadequacy in the face of an international crisis, is a theme that goes through the book’s narrative. On May 11 the Credit Anstalt failure is made known and the central bankers get ready to make sense of the information they get from Austria and elsewhere. The BIS sends Francis Rodd to Vienna and the chapter follows him closely as he communicates his findings back to the BIS and Bank of England. In a world where debt is abundant and credit scarce, Rodd presents a plan to the upcoming BIS board meeting.

In chapter 11, To act now if we are to act at all (June 16 - Jun 27) the relative calm in Austria is followed by increasing concern about Germany which looses foreign exchange. The Bank of England, the New York Fed, the Banque de France and the Bank for International Settlements arranges a $100 million credit to the Reichsbank. Meanwhile,on June 20, US President Herbert Hoover announces his plan for a one year moratorium, which is received positively in most of Europe, but not in France. George Harrison assumes a more active role in trying to defuse the concern about a breakdown in Europe, and he enters into dialogue with the Banque de France, which is more open to a solution than the French government. The chapter ends with some optimism that the Hoover proposal may have changed the situation in Europe.

The way that the teacher's planning decisions are realized in-flight will require the capacity to adapt the plan in line with the actual classroom circumstances, as these evolve in time and space: no lesson plan, however carefully elaborated, can fully anticipate how the learners will respond to it. The teacher, therefore, needs the skills whereby the lesson can be managed so as to maximize learning opportunities, even in the face of the unpredictable.

• 48 Adaptive expertise

• 49 The physical space

• 50 The online space

• 51 Classroom management and instructions

• 52 Classroom interaction: the teacher

• 53 Classroom interaction: pair and group work

• 54 Challenge/push/pace/flow

• 55 Openings, closings and transitions

• 56 Using presentation software

• 57 Providing feedback

• 58 Dealing with emergent language

Adaptive expertise

We have seen already that even the most meticulously planned lessons don't always go to plan (see 11). Here is an example, taken from an actual classroom in Mexico (from Cadorath and Harris, 1998, p. 188):

Here, despite the unexpected contribution of one student, and the interest it aroused on the part of the other students, the teacher made the decision to stick to her plan. She may have had very good reasons to do this. Nevertheless, you can't help feeling that there was an opportunity lost here, and that the teacher's decision to go with the plan was in fact a lack of decision. She could, for example, have decided to get the other students to ask Jorge, in English, about his wedding, with a view to their writing it up as a news story.

Chapter 5 addresses a major demographic puzzle concerning thousands of New York slaves who seem to have gone missing in the transition from slavery to freedom, and the chapter questions how and if slaves were sold South. The keys to solving this puzzle include estimates of common death rates, census undercounting, changing gender ratios in the New York black population, and, most importantly, a proper interpretation of the 1799 emancipation law and its effects on how the children of slaves were counted in the census. Given an extensive analysis of census data, with various demographic techniques for understanding how populations change over time, I conclude that a large number of New York slaves (between 1,000 and 5,000) were sold South, but not likely as many as some previous historians have suggested. A disproportionate number of these sold slaves came from Long Island and Manhattan.

Many patients with insomnia report difficulties with downregulating or de-arousing. Relaxation techniques have been an established component of CBT for many decades and may be a suitable option for some patients with insomnia. In this chapter a historical and scientific background to relaxation therapeutics is provided. The chapter next describes how to introduce relaxation to patients, and how to frame it as a value proposition. It goes on to provide instruction to clinicians in how to introduce, contextualise, and deliver relaxation therapeutics, namely establishing an evening wind-down routine, progressive muscle relaxation, and autogenic training.

Chapter 1 establishes the context and extent of Dutch culture in New York to demonstrate that Dutch slavery in New York was distinct and extensive. This chapter provides a demographic argument for the importance of Dutch slaves in the history of New York slavery. This chapter combines an argument drawn from census data with anthropological observations about the nature of violence and mobility in Dutch New York slavery.

The big picture

A language lesson is the product of a complex synthesis of factors that extend way beyond the immediate lesson itself. These include the curriculum, its materials and methodology, the learners’ needs and their learning goals, and the teacher's own preferred practices that are themselves an effect of their personal beliefs and values. Lesson design requires that these big picture factors be taken into account.

• 1 Curriculum, syllabus and lesson

• 2 Teacher thinking

• 3 Methods

• 4 Cultures of learning

• 5 Needs analysis

• 6 Syllabus design

• 7 Types of syllabus

• 8 Competencies and the CEFR

• 9 Coursebooks

• 10 Learner autonomy and out-of-class learning

Curriculum, syllabus and lesson

A teacher, Ana, is scheduled to teach an elementary EFL class at 11 am next Tuesday. In planning the lesson, this is not the sum total of the knowledge she brings to bear. The lesson presumably is part of a sequence of lessons (or scheme of work, see 59) that is one way of realizing the requirements of a syllabus. The syllabus may be tagged to, or even the product of, a specific coursebook. The syllabus and coursebook will, in turn, realize the overall goals of the curriculum.

The terms curriculum and syllabus are often used interchangeably, but it is important to differentiate them. Here are some definitions:

• 1. A curriculum contains a broad description of general goals by indicating an overall educational-cultural philosophy which applies across subjects together with a theoretical orientation to language and language learning with respect to the subject matter at hand. A curriculum is often reflective of national and political trends as well.

• 2. A syllabus is a more detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives (Dubin and Olshtain, 1986, pp. 34–35).

Important words associated with curriculum to note in these definitions are: broad, general, philosophy, theoretical. For syllabus, however, these words stand out: detailed, operational, planned steps.