prompt_front: Now, answer the following question based on the text below, only give me the answer and do not output any other words.

Question: What is the correct expression for the derivative of the function?

Read the following text and answer briefly.

Context 1: \section{Introduction}

Derivate is one of the most important topics not only in mathematics, but also in physics, chemistry, economics and engineering  Every standard Calculus course provides a variety of exercises for the students to learn how to apply the concept of derivative  The types of problems range from finding an equation of the tangent line to the application of differentials and advanced curve sketching  Usually, these exercises heavily rely on such differentiation techniques as Product, Quotient and Chain Rules, Implicit and Logarithmic Differentiation \cite{Stewart2012}  The definition of the derivative is hardly ever applied after the first few classes and its use is not much motivated 

Like many other topics in undergraduate mathematics, derivative gave rise to many misconceptions \cite{Muzangwa2012}, \cite{Gur2007}, \cite{Li2006}  Just when the students seem to learn how to use the differentiation rules for most essential functions, the application of the derivative brings new issues  A common students' error of determining the domain of the derivative from its formula is discussed in \cite{Rivera2013} and some interesting examples of the derivatives, defined at the points where the functions themselves are undefined, are provided  However, the hunt for misconceptions takes another twist for the derivatives undefined at the points where the functions are in fact defined 

The expression of the derivative of the function obtained using differentiation techniques does not necessarily contain the information about the existence or the value of the derivative at the points, where the expression for the derivative is undefined  In this article we discuss a type of continuous functions that have the expression for the derivative undefined at a certain point, while the derivative itself at that point exists  We show, how relying on the formula for the derivative for finding the horizontal tangent line of a function, leads to a false conclusion and consequently to missing a solution  We also provide a simple methodological treatment of similar functions suitable for the classroom 

\section{Calculating the Derivative}

In order to illustrate how deceitful the expression of the derivative can be to a students' eye, let us consider the following problem 

\vspace{12pt}

\fbox{\begin{minipage}{5 25in}

\begin{center}

\begin{minipage}{5 0in}

\vspace{10pt}

\emph{Problem}

\vspace{10pt}

Differentiate the function $f\left(x\right)=\sqrt[3]{x}\sin{\left(x^2\right)}$  For which values of $x$ from the interval $\left[-1,1\right]$ does the graph of $f\left(x\right)$ have a horizontal tangent?

\vspace{10pt}

\end{minipage}

\end{center}

\end{minipage}}

\vspace{12pt}

Problems with similar formulations can be found in many Calculus books \cite{Stewart2012}, \cite{Larson2010}, \cite{Thomas2009}  Following the common procedure, let us find the expression for the derivative of the function $f\left(x\right)$ applying the Product Rule:
\begin{eqnarray}
f'\left(x\right) &=& \left(\sqrt[3]{x}\right)'\sin{\left(x^2\right)}+\left(\sin{\left(x^2\right)}\right)'\sqrt[3]{x} \notag \\ &=& \frac{1}{3\sqrt[3]{x^2}}\sin{\left(x^2\right)}+2x\cos{\left(x^2\right)}\sqrt[3]{x} \notag \\ &=& \frac{6x^2\cos{x^2}+\sin{x^2}}{3\sqrt[3]{x^2}} \label{DerivativeExpression}
\end{eqnarray}

Similar to \cite{Stewart2012}, we find the values of $x$ where the derivative $f'\left(x\right)$ is equal to zero:
\begin{equation}
6x^2\cos{x^2}+\sin{x^2} = 0 
\label{DerivativeEqualZero}
\end{equation}

Since the expression for the derivative (\ref{DerivativeExpression}) is not defined at $x=0$, it is not hard to see that for all values of $x$ from $\left[-1,1\right]$ distinct from zero, the left-hand side of (\ref{DerivativeEqualZero}) is always positive  Hence, we conclude that the function $f\left(x\right)$ does not have horizontal tangent lines on the interval $\left[-1,1\right]$ 

However, a closer look at the graph of the function $f\left(x\right)$ seems to point at a different result: there is a horizontal tangent at $x=0$ (see Figure \ref{fig:FunctionGraph})  

First, note that the function $f\left(x\right)$ is defined in $x=0$  In order to verify if it has a horizontal tangent at this point, let us find the derivative of the function $f\left(x\right)$ using definition:
\begin{eqnarray}
f'\left(0\right) &=& \lim_{h\rightarrow0}{\frac{f\left(0+h\right)-f\left(0\right)}{h}} \notag \\ 
&=& \lim_{h\rightarrow0}{\frac{\sqrt[3]{h}\sin{\left(h^2\right)}}{h}} \notag \\ 
&=& \lim_{h\rightarrow0}{\left(\sqrt[3]{h} \cdot {h} \cdot \frac{\sin{\left(h^2\right)}}{h^2}\right)} \notag \\
&=& \lim_{h\rightarrow0}{\sqrt[3]{h}} \cdot \lim_{h\rightarrow0}{h} \cdot \lim_{h\rightarrow0}{\frac{\sin{\left(h^2\right)}}{h^2}} \notag \\
&=& 0 \cdot 0 \cdot 1 = 0 \notag
\end{eqnarray}
since each of the limits above exists  We see that, indeed, the function $f\left(x\right)$ possesses a horizontal tangent line at the point $x=0$ 

\section{Closer Look at the Expression for the Derivative}

What is the problem with the standard procedure proposed by many textbooks and repeated in every Calculus class? The explanation lies in the following premise: the expression of the derivative of the function does not contain the information as to whether the function is differentiable or not at the points where it is undefined  As it is pointed out in \cite{Rivera2013}, the domain of the derivative is determined \emph{a priori} and therefore should not be obtained from the formula of the derivative itself 

In the example above the Product Law for derivatives requires the existence of the derivatives of both functions at the point of interest  Since the function $\sqrt[3]{x}$ is not differentiable in zero, the Product Rule cannot be applied  

In order to see what exactly happens when we apply the Product Rule, let us find the expression for the derivative using definition of the derivative:
\begin{eqnarray}
f'\left(x\right) &=& \lim_{h\rightarrow0}{\frac{f\left(x+h\right)-f\left(x\right)}{h}} \notag \\ 
&=& \lim_{h\rightarrow0}{\frac{\sqrt[3]{x+h}\sin{\left(x+h\right)^2}-\sqrt[3]{x}\sin{\left(x^2\right)}}{h}} \notag \\ 
&=& \lim_{h\rightarrow0}{\frac{\left(\sqrt[3]{x+h}-\sqrt[3]{x}\right)}{h}\sin{\left(x^2\right)}} + \notag \\
&& \lim_{h\rightarrow0}{\frac{\left(\sin{\left(x+h\right)^2}-\sin{\left(x^2\right)}\right)}{h}\sqrt[3]{x+h}} \notag \\
&=& \lim_{h\rightarrow0}{\frac{\sqrt[3]{x+h}-\sqrt[3]{x}}{h}} \cdot \lim_{h\rightarrow0}{\sin{\left(x^2\right)}} +  \notag \\&& \lim_{h\rightarrow0}{\frac{\sin{\left(x+h\right)^2}-\sin{\left(x^2\right)}}{h}} \cdot \lim_{h\rightarrow0}{\sqrt[3]{x+h}} \notag \\
&=& \frac{1}{3\sqrt[3]{x^2}} \cdot \sin{\left(x^2\right)}+2x\cos{\left(x^2\right)} \cdot \sqrt[3]{x} \notag 
\end{eqnarray}
which seems to be identical to the expression (\ref{DerivativeExpression}) 

Students are expected to develop a skill of deriving similar results and know how to find the derivative of the function using definition of the derivative only  But how `legal' are the performed operations?

\begin{figure}[H]
\begin{center}
	\includegraphics[width=6 0in]{sin pdf}
	\vspace{ 1in}
	\caption{Graph of the function $g\left(x\right)=\sqrt[3]{x}\cos{\left(x^2\right)}$}
	\label{fig:GFunction}
\end{center}
\end{figure}

Let us consider each of the following limits: 
\begin{eqnarray*}
&& \lim_{h\rightarrow0}{\frac{\sqrt[3]{x+h}-\sqrt[3]{x}}{h}} \notag \\
&& \lim_{h\rightarrow0}{\sin{\left(x^2\right)}}\notag \\
&& \lim_{h\rightarrow0}{\frac{\sin{\left(x+h\right)^2}-\sin{\left(x^2\right)}}{h}}\notag \\
&& \lim_{h\rightarrow0}{\sqrt[3]{x+h}} 
\end{eqnarray*}
The last three limits exist for all real values of the variable $x$  However, the first limit does not exist when $x=0$  Indeed
\begin{equation*}
\lim_{h\rightarrow0}{\frac{\sqrt[3]{0+h}-\sqrt[3]{0}}{h}} = \lim_{h\rightarrow0}{\frac{1}{\sqrt[3]{h^2}}} = + \infty
\end{equation*}

This implies that the Product and Sum Laws for limits cannot be applied and therefore this step is not justifiable in the case of $x=0$  When the derivation is performed, we automatically assume the conditions, under which the Product Law for limits can be applied, i e  that both limits that are multiplied exist  It is not hard to see that in our case these conditions are actually equivalent to $x\neq0$  This is precisely why, when we wrote out the expression for the derivative (\ref{DerivativeExpression}), it already contained the assumption that it is only true for the values of $x$ that are different from zero 

Note, that in the case of $x=0$ the application of the Product and Sum Laws for limits is not necessary, since the term $\left(\sqrt[3]{x+h}-\sqrt[3]{x}\right)\sin{\left(x^2\right)}$ vanishes 

The correct expression for the derivative of the function $f\left(x\right)$ should be the following:
\begin{equation*}
f'\left(x\right)  = 
\begin{cases} 
\frac{6x^2\cos{\left(x^2\right)}+\sin{\left(x^2\right)}}{3\sqrt[3]{x^2}}, & \mbox{if } x \neq 0 \\ 
0, & \mbox{if } x = 0 
\end{cases}
\end{equation*}

The expression for the derivative of the function provides the correct value of the derivative only for those values of the independent variable, for which the expression is defined; it does not tell anything about the existence or the value of the derivative, where the expression for the derivative is undefined  Indeed, let us consider the function
\begin{equation*}
g\left(x\right) = {\sqrt[3]{x}}\cos{\left(x^2\right)}
\end{equation*}
and its derivative $g'\left(x\right)$ 
\begin{equation*}
g'\left(x\right) = \frac{\cos{\left(x^2\right)}-6x^2\sin{\left(x^2\right)}}{3\sqrt[3]{x^2}}
\end{equation*}

Similar to the previous example, the expression for the derivative is undefined at $x=0$  Nonetheless, it can be shown that $g\left(x\right)$ is not differentiable at $x=0$ (see Figure \ref{fig:GFunction})  Therefore, we provided two visually similar functions: both have the expressions for their derivatives undefined in zero, however, one of these functions possesses a derivative, but the other one does not 

\section{Methodological Remarks}

Unfortunately, there exist many functions similar to the ones discussed above and they can arise in a variety of typical Calculus problems: finding the points where the tangent line is horizontal, finding an equation of the tangent and normal lines to the curve at the given point, the use of differentials and graph sketching  Relying only on the expression of the derivative for determining its value at the undefined points may lead to missing a solution (as in the example discussed above) or to some completely false interpretations (as in the case of curve sketching) 

As it was discussed above, the expression for the derivative does not provide any information on the existence or the value of the derivative, where the expression itself is undefined  Here we present a methodology for the analysis of this type of functions 

Let $f\left(x\right)$ be the function of interest and $f'\left(x\right)$ be the expression of its derivative undefined at some point $x_{0}$  In order to find out if $f\left(x\right)$ is differentiable at $x_{0}$, we suggest to follow a list of steps:

\begin{enumerate}
  \item Check if the function $f\left(x\right)$ itself is defined at the point $x_{0}$  If $f\left(x\right)$ is undefined at $x_{0}$, then it is not differentiable at $x_{0}$  If $f\left(x\right)$ is defined at $x_{0}$, then proceed to next step  
  \item Identify the basic functions that are used in the formula of the function $f\left(x\right)$, that are themselves defined at the point $x_{0}$, but their derivative is not (such as, for example, the root functions) 
	\item Find the derivative of the function $f\left(x\right)$ at the point $x_{0}$ using definition 
\end{enumerate}

The importance of the first step comes from the fact that most students tend to pay little attention to the functions domain analysis when asked to investigate its derivative  Formally, the second step can be skipped, however it will give the students the insight into which part of the function presents a problem and teach them to identify similar cases in the future  the difficulty of accomplishing the third step depends on the form of the function and sometimes can be tedious  Nevertheless, it allows the students to apply the previously obtained skills and encourages the review of the material 

\begin{figure}[H]
\begin{center}
	\includegraphics[width=6 0in]{cos pdf}
	\vspace{ 1in}
	\caption{Graph of the function $g\left(x\right)=\sqrt[3]{x}\cos{\left(x^2\right)}$}
	\label{fig:GFunction}
\end{center}
\end{figure}

\section{Conclusion}

We discussed the misconception, that the expression of the derivative of the function contains the information as to whether the function is differentiable or not at the points, where the expression is undefined  We considered a typical Calculus problem of looking for the horizontal tangent line of a function as an example  We showed how the search for the values that make the expression of the derivative equal zero leads to missing a solution: even though the expression of the derivative is undefined, the function still possesses the derivative at the point  We provided an example of the function that similarly has the expression for the derivative undefined, however the function is not differentiable at the point  We also presented the methodological treatment of such functions by applying the definition of the derivative, which can be used in the classroom 


Context 3: A special tribute to Del Bigtree (pictured) and his team at ICAN for his stunning 88 page letter to the HHS regarding vaccine safety  As Del reported - in the latest edition of Highwire - the letter, in response to an earlier reply from the then acting Director National Vaccine Program Office, Melinda Wharton, took virtually a year to compile, and is a meticulous piece of research  Most sensationally they researched the HHS claim through US government archives that at least some pediatric vaccines had been trialed against genuine placebo, and came to a negative conclusion  Not only that, they established that none of the vaccines those vaccines had been trialed against had ever been trialed against genuine placebo either  At the end of the line the toxic products were only being compared with other toxic products, rather than against saline 
Leave aside the sceptics, for any believer in the vaccine program as a necessary intervention in public health, this should be a devastating finding  Fundamentally, the research into the safety of any of the products before marketing was simply not there  The manufacturers apparently had no faith that their proto-products could withstand this scrutiny, and for the rest they just did not care: under the alleged imperative of protecting the population it seems anything went  So even before all the sham monitoring procedures and reviews which Del and his team dismantle in forensic detail we are left with the proposition that none of the present products being given to US children – and frequently other children across most of the developed world – have any meaningful pre-marketing safety data all  If you are believer in the program you have been let down: if you wanted a program with any pretensions to safety - supposing such a thing to be possible - it looks like you would have to start from scratch  The manufacturers did this: the governments, the politicians and the regulators (internationally) let it happen 
This damning document is published simultaneously with a demand in the UK from the Royal Society for Public Health (which I had never heard of) to shut down comment about vaccines on the web  It echoes calls from Seth Berkley of GAVI, Heidi Larson of the Vaccine Confidence Project and the European Parliament  The pamphlet airily dismisses concerns that vaccines have side effects or that you could possibly have too many  It is pure public relations, and if the RSPH claims to be "independent" it also admits that the publication was paid for by Merck, a detail which was reported by British Medical Journal and the Guardian, but not true to form by the BBC  We have, in truth, been building to this moment for two decades: as the evidence piles up that every single aspect of the program lacks integrity or is simply rotten to the core all the perpetrators can do is call for the silencing of their critics, and maintain the products are safe because they say so 
Please help give the ICAN letter the widest possible distribution, particularly to politicians 
"The outcome of disease always depends both on the virulence of the pathogen and the health of the individual immune system "
Nope  This makes no sense  Lots of people who seemed vibrant will get a very severe case of the same illness that a vulnerable baby overcomes in a day 
And under the germ theory it doesn't matter how strong your immune system *was*  Once it's been overcome by the pathogen it is every bit as weak as anybody else's with that pathogen 
What you say makes no sense  There's no reason for me to reply to you again 
"Why do you think that within a few years (not many) of the introduction of the vaccines for them, pertussis, measles, mumps, rubella, tetanus, diphtheria, Hib disease, and chickenpox (and others) almost entirely disappeared?"
Why do you keep asking this question when I've already provided the answer hundreds of times? Why are you so desperate to believe the people who you already recognize are harming our children?
Why would Walter Reed be any more trustworthy than Paul Offit or Senator Pan? Why would Jenner or Pasteur?
And you went no way to explaining my arguments against germ theory  If we are attacked by billions of viruses every day then if even a tiny fraction of them are pathogenic then we couldn't possibly survive  And even if we could, we would already be immune rendering every vaccine pointless  Once we had survived our first few days on earth, then we could never get sick again 
If that's wrong then we must conclude that precisely 0% of germs are pathogenic 
Plus your comment about the immune system completely misunderstood my point  The immune system does not allow us to overcome our math problem  In fact, it makes it worse 
You did provide one solitary example of a patient with what are presumably yellow fever symptoms but you didn't say whether they had been given any toxic medical treatments 
And like I said before, the whole "incubation period" is more than a little suspicious  Clearly they never found what they thought they would and just rigged the results to tell them what they want to hear 
Like every other germ theorist/vaccine promoter in history 
Many kinds of bacteria are constantly evolving and changing, like flu viruses  Others are more stable over time, like the yellow fever virus  Those that change develop new ways of infiltrating the cells of the organism being attacked (from our point of view, from its unconscious point of view, it's just carrying out its need to replicate, which it can only do inside the cells of its host)  The changes which allow it to better infiltrate are more successful and result in more viruses with those traits 
Our immune system is designed to detect and destroy potentially dangerous invading pathogens  Many bacteria are usually harmless and absolutely necessary  The minority are dangerous, and most people's immune systems do a good job of analyzing them and killing them, often with no signs of disease  Others experience a clinical infection, and the immune system usually mounts a successful attack on them 
The outcome of disease always depends both on the virulence of the pathogen and the health of the individual immune system  Vaccines are usually effective in giving immunity to the targeted diseases  They also have many dangers which everyone should be aware of, and vaccines should be avoided whenever possible  But in the case of the most dangerous diseases, everyone should learn about them and think about what he wants to do to protect himself and his children from them, considering all the factors involved  And no one can have 100% certainty that he has made the right decision, but that's life  But if you live in the Congo and many people around you are currently dying of yellow fever, then that means that you yourself are at risk of being bitten by a loaded mosquito and getting, often dying, of yellow fever  The yellow fever vaccine is very effective at preventing yellow fever  From there, each person must make a choice 
At the end of this stage there is a remission of two or three days  About 80% of those with clinical disease recover at this point, with permanent immunity



ground_truth: It depends on the value of x, either 0 or (6x^2cos(x^2)+sin(x^2))/(3(x^2)^(1/3)).

prompt_front: Now, answer the following question based on the text below, only give me the answer and do not output any other words.

Question: What was Hugh H. Goodwin's rank in the United States Navy?

Read the following text and answer briefly.

Context 2: Hugh Hilton Goodwin (December 21, 1900 – February 25, 1980) was a decorated officer in the United States Navy with the rank of Vice Admiral  A veteran of both World Wars, he commanded escort carrier  during the Mariana Islands campaign  Goodwin then served consecutively as Chief of Staff, Carrier Strike Group 6 and as Air Officer, Philippine Sea Frontier and participated in the Philippines campaign in the later part of the War 

Following the War, he remained in the Navy and rose to the flag rank and held several important commands including Vice Commander, Military Air Transport Service, Commander, Carrier Division Two and Commander, Naval Air Forces, Continental Air Defense Command 

Early life and career

Hugh H  Goodwin was born on December 21, 1900, in Monroe, Louisiana and attended Monroe High School there (now Neville High School)  Following the United States' entry into World War I in April 1917, Goodwin left the school without receiving the diploma in order to see some combat and enlisted the United States Navy on May 7, 1917  He completed basic training and was assigned to the battleship   Goodwin participated in the training of armed guard crews and engine room personnel as the Atlantic Fleet prepared to go to war and in November 1917, he sailed with the rest of Battleship Division 9, bound for Britain to reinforce the Grand Fleet in the North Sea 

Although he did not complete the last year of high school, Goodwin was able to earn an appointment to the United States Naval Academy at Annapolis, Maryland in June 1918  While at the academy, he earned a nickname "Huge" and among his classmates were several future admirals and generals including: Hyman G  Rickover, Milton E  Miles, Robert E  Blick Jr , Herbert S  Duckworth, Clayton C  Jerome, James P  Riseley, James A  Stuart, Frank Peak Akers, Sherman Clark, Raymond P  Coffman, Delbert S  Cornwell, Frederick J  Eckhoff, Ralph B  DeWitt, John Higgins, Vernon Huber, Albert K  Morehouse, Harold F  Pullen, Michael J  Malanaphy, William S  Parsons, Harold R  Stevens, John P  Whitney, Lyman G  Miller and George J  O'Shea 

Goodwin graduated with Bachelor of Science degree on June 3, 1922, and was commissioned Ensign in the United States Navy  He was subsequently assigned to the battleship  and took part in the voyage to Rio de Janeiro, Brazil, before he was ordered to the Naval Torpedo Station at Newport, Rhode Island for submarine instruction in June 1923  Goodwin completed the training several weeks later and was attached to the submarine   He then continued his further training aboard submarine  and following his promotion to Lieutenant (junior grade) on June 3, 1925, he qualified as submariner 

He then served aboard submarine  off the coast of California, before he was ordered for the recruiting duty to San Francisco in September 1927  While in this capacity, Goodwin applied for naval aviation training which was ultimately approved and he was ordered to the Naval Air Station Pensacola, Florida in August 1928  Toward the end of the training, he was promoted to lieutenant on December 11, 1928, and upon the completion of the training in January 1929, he was designated Naval aviator 

Goodwin was subsequently attached to the Observation Squadron aboard the aircraft carrier  and participated in the Fleet exercises in the Caribbean  He was transferred to the Bureau of Aeronautics in Washington, D C  in August 1931 and served consecutively under the architect of naval aviation William A  Moffett and future Chief of Naval Operations Ernest J  King 

In June 1933, Goodwin was ordered to the Naval War College at Newport, Rhode Island, where he completed junior course in May of the following year  He subsequently joined the crew of aircraft carrier  and served under Captain Arthur B  Cook and took part in the Fleet exercises in the Caribbean and off the East Coast of the United States 

He was ordered back to the Naval Air Station Pensacola, Florida in June 1936 and was attached to the staff of the Base Commandant, then-Captain Charles A  Blakely  When Blakely was succeeded by William F  Halsey in June 1937, Goodwin remained in Halsey's staff and was promoted to Lieutenant Commander on December 1, 1937  He also completed correspondence course in International law at the Naval War College 

Goodwin was appointed Commanding officer of the Observation Squadron 1 in June 1938 and attached to the battleship  he took part in the patrolling of the Pacific and 
West Coast of the United States until September 1938, when he assumed command of the Observation Squadron 2 attached to the battleship  

When his old superior from Lexington, now Rear Admiral Arthur B  Cook, was appointed Commander Aircraft, Scouting Force in June 1939, he requested Goodwin as his Aide and Flag Secretary  He became Admiral Cook's protégé and after year and half of service in the Pacific, he continued as his Aide and Flag Secretary, when Cook was appointed Commander Aircraft, Atlantic Fleet in November 1940 

World War II

Following the United States' entry into World War II, Goodwin was promoted to the temporary rank of Commander on January 1, 1942, and assumed duty as advisor to the Argentine Navy  His promotion was made permanent two months later and he returned to the United States in early 1943 for duty as assistant director of Planning in the Bureau of Aeronautics under Rear admiral John S  McCain  While still in Argentina, Goodwin was promoted to the temporary rank of Captain on June 21, 1942 

By the end of December 1943, Goodwin was ordered to Astoria, Oregon, where he assumed command of newly commissioned escort carrier USS Gambier Bay  He was responsible for the initial training of the crew and was known as a strict disciplinarian, but the crew appreciated the skills he taught them that prepared them for combat  Goodwin insisted that everyone aboard has to do every job right every time and made us fight our ship at her best 

During the first half of 1944, Gambier Bay was tasked with ferrying aircraft for repairs and qualified carrier pilots from San Diego to Pearl Harbor, Hawaii, before departed on May 1, 1944, to join Rear admiral Harold B  Sallada's Carrier Support Group 2, staging in the Marshalls for the invasion of the Marianas 

The air unit, VC-10 Squadron, under Goodwin's command gave close air support to the initial landings of Marines on Saipan on June 15, 1944, destroying enemy gun emplacements, troops, tanks, and trucks  On the 17th, her combat air patrol (CAP) shot down or turned back all but a handful of 47 enemy planes headed for her task group and her gunners shot down two of the three planes that did break through to attack her 

Goodwin's carrier continued in providing of close ground support operations at Tinian during the end of July 1944, then turned her attention to Guam, where she gave identical aid to invading troops until mid-August that year  For his service during the Mariana Islands campaign, Goodwin was decorated with Bronze Star Medal with Combat "V" 

He was succeeded by Captain Walter V  R  Vieweg on August 18, 1944, and appointed Chief of Staff, Carrier Division Six under Rear admiral Arthur W  Radford  The Gambier Bay was sunk in the Battle off Samar on October 25, 1944, during the Battle of Leyte Gulf after helping turn back a much larger attacking Japanese surface force 

Goodwin served with Carrier Division Six during the Bonin Islands raids, the naval operations at Palau and took part in the Battle of Leyte Gulf and operations supporting Leyte landings in late 1944  He was later appointed Air Officer of the Philippine Sea Frontier under Rear admiral James L  Kauffman and remained with that command until the end of hostilities  For his service in the later part of World War II, Goodwin was decorated with Legion of Merit with Combat "V"  He was also entitled to wear two Navy Presidential Unit Citations and Navy Unit Commendation 

Postwar service

Following the surrender of Japan, Goodwin assumed command of Light aircraft carrier  on August 24, 1945  The ship was tasked with air missions over Japan became mercy flights over Allied prisoner-of-war camps, dropping food and medicine until the men could be rescued  She was also present at Tokyo Bay for the Japanese surrender on September 2, 1945 

Goodwin returned with San Jacinto to the United States in mid-September 1945 and he was detached in January 1946  He subsequently served in the office of the Chief of Naval Operations until May that year, when he entered the instruction at National War College  Goodwin graduated in June 1947 and served on Secretary's committee for Research on Reorganization  Upon promotion to Rear admiral on April 1, 1949, Goodwin was appointed Chief of Staff and Aide to Commander-in-Chief, Atlantic Fleet under Admiral William H  P  Blandy 

Revolt of the Admirals

In April 1949, the budget's cuts and proposed reorganization of the United States Armed Forces by the Secretary of Defense Louis A  Johnson launched the wave of discontent between senior commanders in the United States Navy  Johnson proposed the merging of the Marine Corps into the Army, and reduce the Navy to a convoy-escort force 

Goodwin's superior officer, Admiral Blandy was call to testify before the House Committee on Armed Services and his harsh statements for the defense of the Navy, costed him his career  Goodwin shared his views and openly criticized Secretary Johnson for having power concentrated in a single civilian executive, who is an appointee of the Government and not an elected representative of the people  He also criticized aspects of defense unification which permitted the Joint Chiefs of Staff to vote on arms policies of individual services, and thus "rob" the branches of autonomy 

The outbreak of the Korean War in summer 1950 proved the proposal of Secretary Johnson as incorrect and he resigned in September that year  Also Secretary of the Navy, Francis P  Matthews resigned one month earlier 

Later service

Due to the Revolts of the admirals, Blandy was forced to retire in February 1950 and Goodwin was ordered to Newport, Rhode Island for temporary duty as Chief of Staff and Aide to the President of the Naval War College under Vice admiral Donald B  Beary in April 1950  Goodwin was detached from that assignment two months and appointed member of the General Board of the Navy  He was shortly thereafter appointed acting Navy Chief of Public Information, as the substitute for Rear Admiral Russell S  Berkey, who was relieved of illness, but returned to the General Board of the Navy in July that year  Goodwin served in that capacity until February 1951, when he relieved his Academy class, Rear admiral John P  Whitney as Vice Commander, Military Air Transport Service (MATS) 

While in this capacity, Goodwin served under Lieutenant general Laurence S  Kuter and was co-responsible for the logistical support of United Nations troops fighting in Korea  The MATS operated from the United States to Japan and Goodwin served in this capacity until August 1953, when he was appointed Commander Carrier Division Two  While in this assignment, he took part in the Operation Mariner, Joint Anglo-American exercise which encountered very heavy seas over a two-week period in fall 1953 

Goodwin was ordered to the Philippines in May 1954 and assumed duty as Commander, U S  Naval Forces in the Philippines with headquarters at Naval Station Sangley Point near Cavite  He held that command in the period of tensions between Taiwan and China and publicly declared shortly after his arrival, that any attack on Taiwan by the Chinese Communists on the mainland would result in US participation in the conflict  The naval fighter planes under his command also provided escort for passing commercial planes  Goodwin worked together with retired Admiral Raymond A  Spruance, then-Ambassador to the Philippines, and accompanied him during the visits to Singapore, Bangkok and Saigon in January 1955 

On December 18, 1955, Goodwin's classmate Rear admiral Albert K  Morehouse, then serving as Commander, Naval Air Forces, Continental Air Defense Command (CONAD), died of heart attack and Goodwin was ordered to CONAD headquarters in Colorado Springs, Colorado to assume Morehouse's position  While in this capacity, he was subordinated to Army General Earle E  Partridge and was responsible for the Naval and Marine Forces allocated to the command designated for the defense of the Continental United States 

Retirement

Goodwin retired on June 1, 1957, after 40 years of active service and was advanced to the rank of Vice admiral on the retired list for having been specially commended in combat  A week later, he was invited back to his Monroe High School (now Neville High School) and handed a diploma showing that he had been graduated with the class of 1918  He then settled in Monterey, California where he taught American history at Stevenson school and was a member of the Naval Order of the United States 

Vice admiral Hugh H  Goodwin died at his home on February 25, 1980, aged 79  He was survived by his wife, Eleanor with whom he had two children, a daughter Sidney and a son Hugh Jr , who graduated from the Naval Academy in June 1948, but died one year later, when the Hellcat fighter he was piloting collided with another over the Gulf of Mexico during training 

Decorations

Here is the ribbon bar of Vice admiral Hugh H  Goodwin:

References

1900 births
1980 deaths
People from Monroe, Louisiana
Military personnel from Louisiana
United States Naval Academy alumni
Naval War College alumni
United States Naval Aviators
United States Navy personnel of World War I
United States Navy World War II admirals
United States Navy vice admirals
United States submarine commanders
Recipients of the Legion of Merit
Context 3:  The other 20% enter the toxic stage, with a return of the fever, black vomit (coffee-ground emesis), diarrhea, a slowing of the pulse (Faget's sign), jaundice, yellow eyes, yellow skin, and failure of the kidneys, liver, and heart  The patient gets a strange hiccup (like with Ebola, a related disease), falls into a coma, and dies  About half of those patients who enter the toxic stage dies, even now, even with the best of hospital care  The Faget's sign can also occur at the end of the first stage 
You asked specifically about the symptoms of the Americans on Dr  Reed's team who got yellow fever in Cuba in 1900  I'll give the passage from The American Plague (162-5), which describes the course of Jesse Lazear's illness  "In his logbook, Lazear wrote an unusual entry on September 13  In all cases before those, page after page of records, Lazear had used the soldier's name and simply the date he was bitten, with no other attention to the mosquito  A one-line entry with a name and a date  On that day, however, in his elegant hand, Lazear did not write the soldier's name, but instead wrote 'Guinea Pig No  1 ' He went on to write that this guinea pig had been bitten by a mosquito that developed from an egg laid by a mosquito that developed from an egg laid by a mosquito that fed on a number of yellow fever cases: Suarez, Hernández, De Long, Ferández  It was a precise, detailed history that proved beyond doubt that the mosquito was loaded with the virus when it bit a healthy soldier   (If he had entered his name, then his death would have been considered medical suicide by the insurance company, and his wife and two children would not have gotten any payment ) For the next few days, Lazear's life continued much as it had over the last few months in Cuba  He fed and cared for the mosquitoes in the lab    Then he began to lose his appetite  He skipped a few meals in the mess hall  He didn't mention it to anyone, nor did he ask to see one of the yellow fever doctors; instead, he worked hard in the lab trying to ignore the oncoming headache 
"On September 18, he complained of feeling 'out of sorts,' and stayed in his officer's quarters  His head pounded and L  decided to write a letter    (he wrote to his mother, and referred to his one-year old son Houston and the baby his wife Mabel was about to have: they were staying with his mother in the US)    That night, L  started to feel chilled as the fever came on  He never went to sleep but worked at his desk all through the night, trying to get all the information about the mosquitoes organized  By morning, he showed all the signs of a severe attack of yellow fever  The camp doctors made the diagnosis, and L  agreed to go to the yellow fever ward    L  was carried by litter out of the two-room, white pine board house in which he had lived since he and Mabel first arrived in Cuba    (In the yellow fever ward, in a separate one-room building), Lena Warner (the immune nurse who had survived the yellow fever in 1878, when she was nine, and was found in her boarded-up house by a former slave who first thought she was dead, and carried her to safety) nursed J L , recording his vitals  (I put up a link to his case record and vital signs last week  The surgeon general required that this record be made for every yellow fever patient )    (On September 25,) Lena Warner braced L's arms with all of her weight, shouting for help  Still he bolted from the bed, darting around the small frame-wood room as wildly as a trapped insect beating against glass  Two soldiers ran into the ward, pinning L to his bed, tying restraints around his wrists and elbows



ground_truth: Vice Admiral.

prompt_front: Now, answer the following question based on the text below, only give me the answer and do not output any other words.

Question: Who compiled the 88-page letter to the HHS regarding vaccine safety?

Read the following text and answer briefly.

Context 3:    Warner sponged his body with iced whiskey and water  She recorded his temperature, which had held at 104 degrees for days, on the chart beside his bed    (Warner watched him sleep ) But the quiet did not last  L's body began to lurch, and black vomit rolled from his mouth; through the bar hanging above his hospital cot  He writhed in the bed, and his skin grew deep yellow  His 104 temperature slowly fell, leveling out 99 degrees, and JL died at 8:45 p m  at the age of thirty-four "
As is obvious, there are many problems with vaccines  But, that being said, most of them usually work for a period of time to prevent the targeted diseases  The basic science behind vaccines is correct  Why do you think that within a few years (not many) of the introduction of the vaccines for them, pertussis, measles, mumps, rubella, tetanus, diphtheria, Hib disease, and chickenpox (and others) almost entirely disappeared? In the case of the routine childhood diseases, this was a bad thing, but it is a true thing 
Vaccines usually don't cause any obvious reactions  While they usually prevent the diseases, and that's why people continue to get them  With the increasing vaccination schedule, more and more are severely and permanently damaged, and it is immoral to mandate any vaccine for anyone for this reason  But it would also be immoral to prohibit vaccines for those who want them enough to take the risk 
Your article said as though it had any probative value that 90% of those who get pertussis had been vaxxed  The old DPT vaccine was MUCH more effective at preventing pertussis, but it was so dangerous (again, not to most, but to many), that developed countries replaced it with the acellular version, DTaP  From the beginning about twenty years ago, it was clear that it was not very effective and that huge numbers of vaxxed people got pertussis anyway, including my daughter who got pertussis at eight month old after having gotten three DTaPs  The pertussis vaccine continues to be very dangerous, and I do not recommend that anyone get it  It used to be a killer disease, but evolved to become much milder, to the extent that the disease is very rarely dangerous (usually only to newborns under three months old), while the vaccine is very dangerous  And they're trying to see how they can go back to the old DPT  This does not show that vaccine science has collapsed, but rather that the vaccine they developed to replace the DPT turned out to be much less effective than they first thought, while continuing to be much more dangerous than they first thought 
Your article extrapolated from that that modern medical science in general has collapsed, but that, again, is going too far  A older woman in Mexico City who is like my mother to me had a pacemaker inserted about two months ago to aid her failing heart, and it has restored her to optimism and energy, when she was despondent, weak, and close to death  I took my daughter to the dentist yesterday, who said she has three wisdom teeth coming in and that she said that the lower right one was sore  So, although I am cautious about X-rays, I made an appointment for a panoramic X-ray in a month to assess the wisdom teeth, and, if it seems appropriate, I'll take her to an oral surgeon to have one or more extracted under IV sedation, in his office, if possible (the dentist thought that it would be)  And I am confident that there will be no serious problems, but this is thanks to technology and training in modern medicine that haven't been available for that long 
I think that everyone should inform himself on all medical procedures before agreeing to anything, but I also think that he should have access to any medical procedure which is reasonable (and opinions can differ as to that) 
One problem is that you have not said how you think people should protect themselves against tetanus, bacterial meningitis, and yellow fever in the relevant cases, for example  These are diseases which healthy, well-nourished people used to die from very readily 
If most people stopped vaxxing and the mortality from these diseases rose to something like pre-vaccine levels, do you think they should just accept dying from them?
I put that in a separate paragraph because it is the crucial issue 
balinaheuchter Air Traffic Control You Tube - Colin Campbell example of - How to "Fudge a Nudge" -"Deal" or "No Deal" "Not in a month of Sundays" "No exceptions/no compromise?" -make a trade off -do an exception- everyone get's a good deal /good outcome!
Hans, you are right that we are looking at one of the biggest crimes in all history  When I read the story of that poor girl who was so healthy and is now confined to a wheelchair after getting her third Gardasil shot I could not believe that Merck could produce such a toxic vaccine and give it out to girls like it was something they absolutely had to have only to be mislead and made into cripples  Merck should be prosecuted for the damage they have done to so many girls who got the Gardasil vaccine and were physically debilitated for life  There is a place for the people who perpetrated this crime on young girls and women and it is called hell  They have destroyed people's lives and gotten away with it  My heart goes out to those who have suffered this damage for no damn good reason except to help make huge profits for Merck!
Here is the reason that the germ theory is nonsense 
1) Everyday we are bombarded with billions of germs  Presumably at least some of them are of the kind that germ theorists believe are dangerous (otherwise we would have to conclude that none of them are dangerous)  So how do we survive?
2) Let's just say that we ignore 1 and imagine that, by way of magic, none of the billions of viruses we get bombarded with are pathogenic but all those that are are tucked away somewhere  Ok  But presumably they reside in sick people right? So where are there lots of sick people? Doctor offices and hospitals! So everybody must be dying the moment they enter these places right?
3) I love this one because I have never seen anybody else ever raise it  Under the germ theory there are no negative feedbacks  This makes a stable biological system by definition impossible  The immune system is *not* a negative feedback it is the opposite  It actually reinforces our math problem because the immune system will weaken as the number of pathogens increase 
There is no way of resolving this problem without a discontinuity  A Deus ex Machina as The Almighty Pill so beautifully put it  So the germ theory is quite literally, mathematically impossible 
There is as much chance of it being true as 2+2 = 5 
There are plenty of other massive problems with germ theory such as why did things like SARS and bird flu magically disappear? Why do we have the symptoms that we do? Is our body controlling the symptoms to help fight the germs and if so, why would suppressing the symptoms with antibiotics or Tamiflu be considered a good idea? If the virus is causing the symptoms then why would it cause these kinds of things?



ground_truth: Del Bigtree and his team at ICAN.