chore: migrate rest of content

content/Fall-2024/as-am-5/week-1.md

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+# Week 1
+
+## Lecture 1 (9/30)
+
+- Ralph Ellison: novel bound up with nationhood
+  - What/who are we?
+  - What has been the experience of this particular group?
+  - How did it become this way?
+  - What stops us from attaining the ideal?
+- American writers + artists always return to question of our national
+  collectivity -> successes / failures
+- American flag is abstraction + symbol
+- Same painting, over and over again, different meaning/symbol
+- w/ rise of democracy in US, slavery happened in parallel -> cannot talk about
+  one without the other
+- Use example of Asian American literature as entryway toward understanding
+  larger American / minority literature
+- _Otherness_: radical difference -> Asian is always "foreigner", "strange",
+  "grotesque"
+  - Asians come to US for labor shortage (railroads, etc)
+  - Perceived through 19th century and further as radically different
+- Assimilation: American promise of leaving behind "tradition" -> "modern life"
+  - Theoretical concept -> trickle into daily lives
+- W.E.B. DuBois -> "the problem of the color life" + "double consciousness"
+  - Most useful metaphor: double consciousness
+- Double consciousness -> hybridity: rethinking from two different distinct
+  selves -> combination / overlapping "hybrid consciousness"
+- Does the arc of history bend toward progress?
+- On style: how do stylistic decisions (by writers) shape their thematic
+  arguments?
+  - Leave things out, emphasize, etc
+- On realism, modernism, postmodernism
+- Next: read Erika Lee
+
+## Section (10/04)
+
+### Logistics
+
+- 2 excused absences -> no questions asked
+
+### Notes
+
+- Minority-ness in 5 categories
+  - Assimilation
+  - Hybridity
+  - Double consciousness
+  - Invisibility
+  - Otherness
+
+#### Otherness
+
+- What is us? -> group an individual identifies w/ and sense of belonging
+- Other -> (perceived) different / "out group"
+- Distinguishing "us" / "other" -> culture, language, behaviors, religious
+  traits, citizenship, race, etc
+- Social constructs -> (may) change over time
+- Stereotypes, power, political policies, hegemony, etc...
+- Anti-Asian laws and policies
+  - 1875 Page Act
+  - 1882 **Chinese Exclusion Act**
+  - 1907 Expatriation Act
+  - 1913 First Alien Land Law
+  - 1922 Cable Act (reverses Expatriation Act except for women who marry "aliens ineligible for citizenship")
+  - 1924 Immigration Act
+- Keep in mind while reading Bulosan (191X, 1930-1956)
+  - Attain citizenship for rights, representation, and influence
+  - Accumulate wealth through real estate
+  - Form _families_ and establish a lasting presence

content/Fall-2024/as-am-5/week-2.md

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+# Week 2
+
+## Lecture 1 (10/07)
+
+- America is in the Heart -> What is the life that Bulosan is living as he's
+  producing the book?
+- 1950s/1960s -> series of radical changes (CRM, Brown v. Board, CRA, Voting
+  Rights Act, Immigration and Nationality Act)
+- Asians from Assimilation -> Model Minority
+  - Compliance, emasculated -> in contrast to "loudness" of African Americans /
+    Latinos (in fighting for civil rights) -> Model way to be minority is to be
+    silent
+  - Supposed _cultural_ traits -> better at math, stronger family structures
+- Asian American literary response -> "claiming America for Asian Americas"
+- Community -> desire to remain "others" but by defining our own "otherness" ->
+  resistance to domination
+- History of Asian America is also a history of how race works in United States
+  -> there is a particular history of race in America which is understood by
+  looking at the Asian American history, cannot be understood solely by looking
+  at history of other groups
+- Liminal Asian America -> simultaneously included and excluded
+- AA living between America and "origins" -> transnational to achieve something
+  that is quintessentially American
+- How are our writers expressing the notion of being included and excluded
+- Bulosan is telling his own story from the POV of an older, wiser person
+- Using Spanish words -> showing people that they have a whole separate POV,
+  distinct group of people
+- Bulosan's aesthetic eyes fall on the natural land -> repeatedly talks about
+  how beautiful his home was -> his way of explaining ("translating") life in
+  Phillipines -> a certain "transcendence to nature" -> same in one place to
+  another
+- Once Bulosan leaves America, never comes back -> act of writing is nostalgic
+- 1899-1902: American-Phillipine War -> 1907-1924 approx. 52,000 Filipinos
+  immigrate to US -> 1946 Phillipines gains independences -> Bulosan arrives in
+  between
+- Context between Bulosan's arrival in 1930 and publication of book in 1946:
+  The Great Gatsby -> Emblematic of Roaring Twenties; not a huge hit
+  immediately -> Fitzgerald explores the life of striving outsider -> critique
+  of American promise (upwards mobility, second chances)
+- Context 2: The Good Earth -> American born Pearl S. Buck, daughter of
+  Chinese, grew up in China, Wrote her most famous novel about inhabitants of a
+  Chinese village. Shaped ways in which Americans viewed Chinese in America
+- Greatest connection: Grapes of Wrath
+- First few pages of Bulosan -> Nature, Bulosan's location, translating
+  Filipino reality for Western audience, split between young and older/wiser
+  Bulosan
+- What is Bulosan doing besides just talking about nature? Why is he
+  concentrating on it? -> in conversation with specific type of literary style
+  -> the "pastoral"
+- The pastoral is a literary tradition -> traditionally, poems about shepherds
+  -> beauty of life, waking up early, farming, etc -> idealized lives of the
+  poor -> tension between cultivated author and low born subjects -> Bulosan
+  deconstructs pastoral through realism
+- Social Realism -> unvarnished and unfiltered economic racial injustice ->
+  working class figure as hero -> scrutinizing ills of society -> reality
+  without illusion -> one problem: emphasis on collective vs. individual
+- Do for Filipinos in America what Lange tried to do for working class -> book
+  as work of pastoral social realism
+
+## Lecture 2 (10/10)
+
+- AH is a biography in the "social realist" mode -> leaves home in the
+  Phillipines after beaten down by harsh realities of life -> tries to maintain
+  optimism about American Dream as he continues through his journey
+
+## Section
+
+- Pastoral
+- Realism -> depict life as it truly is, complexities, imperfections, etc,
+  verisimilitude
+  - Social realism -> see peoples' struggles, critiques about causes/reasons,
+
+### Writing assignment
+
+Then, please write up why Carlos portrayed them in this particular manner.
+
+Each individual should write your own answer. Please write the name of the woman you are analyzing.
+
+1. Mary Strandon
+2. Marian
+3. Judith
+
+Mary Strandon was portrayed as a kindly woman who gave Bulosan work and allowed him to read

content/Fall-2024/math-4a/week-1/main.typ

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+#import "@preview/unequivocal-ams:0.1.1": ams-article, theorem, proof
+
+#show: ams-article.with(
+  title: [Week 2],
+  authors: (
+    (
+      name: "Youwen Wu",
+      organization: [University of California, Santa Barbara],
+      email: "youwen@ucsb.edu",
+      url: "https://youwen.dev",
+    ),
+  ),
+  bibliography: bibliography("refs.bib"),
+)
+
+= Vectors, linear combinations, spans, matrix-vector product.
+
+- Consider a whole new way of looking at linear systems
+- Add vectors entrywise, head to tail
+- Multiply vectors via scaling
+- A more flexible way to draw a line. For a line through point $p$, in direction $arrow(d)$, use $arrow(p) + t arrow(d), t in RR$. Intuition: Add a vector $arrow(p)$ pointing to point $p$ and compose a vector pointing in the intended direction $arrow(d)$ head to tail.
+
+A linear combination is
+
+$ arrow(y) = sum_(k=1)^n alpha_n arrow(v)_n $

content/Fall-2024/math-4a/week-1/refs.bib

@@ -0,0 +1,9 @@
+@article{netwok2020,
+  title={At-scale impact of the {Net Wok}: A culinarically holistic investigation of distributed dumplings},
+  author={Astley, Rick and Morris, Linda},
+  journal={Armenian Journal of Proceedings},
+  volume={61},
+  pages={192--219},
+  year=2020,
+  publisher={Automatic Publishing Inc.}
+}

content/Fall-2024/math-4a/week-2/main.typ

@@ -0,0 +1,165 @@
+#import "@preview/unequivocal-ams:0.1.1": ams-article, theorem, proof
+
+#show: ams-article.with(
+  title: [A Digression on Abstract Linear Algebra],
+  authors: (
+    (
+      name: "Youwen Wu",
+      organization: [University of California, Santa Barbara],
+      email: "youwen@ucsb.edu",
+      url: "https://youwen.dev",
+    ),
+  ),
+  bibliography: bibliography("refs.bib"),
+)
+
+= Introduction
+
+Many introductory linear algebra classes focus on _application_. In general,
+this is a red herring and is engineer-speak for "we will teach you how to
+crunch numbers with no regard for conceptual understanding."
+
+If you are a math major (or math-adjacent, such as Computer Science), this
+class is essentially useless for you. You will learn how to perform trivial
+numerical operations such as the _matrix multiplication_, _matrix-vector
+multiplication_, _row reduction_, and other trite tasks better suited for
+computers.
+
+If you are taking this course, you might as well learn linear algebra properly.
+Otherwise, you will have to re-learn it later on, anyways. Completing a math
+course without gaining a theoretical appreciation for the topics at hand is an
+unequivocal waste of time. I have prepared this brief crash course designed to
+fill in the theoretical gaps left by this class.
+
+= Basic Notions
+
+== Vector spaces
+
+Before we can understand vectors, we need to first discuss _vector spaces_. Thus
+far, you have likely encountered vectors primarily in physics classes,
+generally in the two-dimensional plane. You may conceptualize them as arrows in
+space. For vectors of size $>3$, a hand waving argument is made that they are
+essentially just arrows in higher dimensional spaces.
+
+It is helpful to take a step back from this primitive geometric understanding
+of the vector. Let us build up a rigorous idea of vectors from first
+principles.
+
+=== Vector axioms
+
+The so-called _axioms_ of a _vector space_ (which we'll call the vector space
+$V$) are as follows:
+
+#enum[
+  Commutativity: $u + v = v + u, " " forall u,v in V$
+][
+  Associativity: $(u + v) + w = u + (v + w), " " forall u,v,w in V$
+][
+  Zero vector: $exists$ a special vector, denoted $0$, such that $v + 0 = v, " " forall v in V$
+][
+  Additive inverse: $forall v in V, " " exists w in V "such that" v + w = 0$. Such an additive inverse is generally denoted $-v$
+][
+  Multiplicative identity: $1 v = v, " " forall v in V$
+][
+  Multiplicative associativity: $(alpha beta) v = alpha (beta v) " " forall v in V, "scalars" alpha, beta$
+][
+  Distributive property for vectors: $alpha (u + v) = alpha u + alpha v " " forall u,v in V, "scalars" alpha$
+][
+  Distributive property for scalars: $(alpha + beta) v = alpha v + beta v " " forall v in V, " scalars" alpha, beta$
+]
+
+It is easy to show that the zero vector $0$ and the additive inverse $-v$ are
+_unique_. We leave the proof of this fact as an exercise.
+
+These may seem difficult to memorize, but they are essentially the same
+familiar algebraic properties of numbers you know from high school. The
+important thing to remember is which operations are valid for what objects. For
+example, you cannot add a vector and scalar, as it does not make sense.
+
+_Remark_. For those of you versed in computer science, you may recognize this
+as essentially saying that you must ensure your operations are _type-safe_.
+Adding a vector and scalar is not just false, it is an _invalid question_
+entirely because vectors and scalars and different types of mathematical
+objects. See #cite(<chen2024digression>, form: "prose") for more.
+
+=== Vectors big and small
+
+In order to begin your descent into what mathematicians colloquially recognize
+as _abstract vapid nonsense_, let's discuss which fields constitute a vector space. We
+have the familiar space where all scalars are real numbers, or $RR$. We
+generally discuss 2-D or 3-D vectors, corresponding to vectors of length 2 or
+3; in our case, $RR^2$ and $RR^3$.
+
+However, vectors in $RR$ can really be of any length. Discard your primitive
+conception of vectors as arrows in space. Vectors are simply arbitrary length
+lists of numbers (for the computer science folk: think C++ `std::vector`).
+
+_Example_. $ vec(1,2,3,4,5,6,7,8,9) $
+
+Moreover, vectors need not be in $RR$ at all. Recall that a vector space need
+only satisfy the aforementioned _axioms of a vector space_.
+
+_Example_. The vector space $CC$ is similar to $RR$, except it includes complex
+numbers. All complex vector spaces are real vector spaces (as you can simply
+restrict them to only use the real numbers), but not the other way around.
+
+In general, we can have a vector space where the scalars are in an arbitrary
+field $FF$, as long as the axioms are satisfied.
+
+_Example_. The vector space of all polynomials of degree 3, or $PP^3$. It is
+not yet clear what this vector may look like. We shall return to this example
+once we discuss _basis_.
+
+== Vector addition. Multiplication
+
+Vector addition, represented by $+$, and multiplication, represented by the
+$dot$ (dot) operator, can be done entrywise.
+
+_Example._
+
+$
+  vec(1,2,3) + vec(4,5,6) = vec(1 + 4, 2 + 5, 3 + 6) = vec(5,7,9)
+$
+$
+  vec(1,2,3) dot vec(4,5,6) = vec(1 dot 4, 2 dot 5, 3 dot 6) = vec(4,10,18)
+$
+
+This is simple enough to understand. Again, the difficulty is simply ensuring
+that you always perform operations with the correct _types_. For example, once
+we introduce matrices, it doesn't make sense to multiply or add vectors and
+matrices in this fashion.
+
+== Vector-scalar multiplication
+
+Multiplying a vector by a scalar simply results in each entry of the vector
+being multiplied by the scalar.
+
+_Example_.
+
+$ beta vec(a, b, c) = vec(beta dot a, beta dot b, beta dot c) $
+
+== Matrices
+
+Before discussing any properties of matrices, let's simply reiterate what we
+learned in class about their notation. We say a matrix with rows of length $m$,
+and columns of size $n$ (in less precise terms, a matrix with length $m$ and
+height $n$) is a $m times n$ matrix.
+
+Given a matrix
+
+$ A = mat(1,2,3;4,5,6;7,8,9) $
+
+we refer to the entry in row $j$ and column $k$ as $A_(j,k)$ .
+
+=== Matrix transpose
+
+A formalism that is useful later on is called the _transpose_, and we obtain it
+from a matrix $A$ by switching all the rows and columns. More precisely, each
+row becomes a column instead. We use the notation $A^T$ to represent the
+transpose of $A$.
+
+$
+  mat(1,2,3;4,5,6)^T = mat(1,4;2,5;3,6)
+$
+
+Formally, we can say $(A_(j,k))^T = A_(k,j)$.

content/Fall-2024/math-4a/week-2/refs.bib

@@ -0,0 +1,6 @@
+@misc{chen2024digression,
+  author       = {Evan Chen},
+  title        = {Digression on Type Safety},
+  year         = {2024},
+  howpublished = {\url{https://web.evanchen.cc/upload/1802/tsafe-1802.pdf}},
+}

content/Fall-2024/mes-45/peace-dialogue-notes.md

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+# Peace dialogue notes
+
+Rotem Levin's introduction
+
+- Grew up as Israeli, became soldier
+- Doubted morals, told to not think about consequences
+- Army is above everything
+- Never imagined meeting Palestinians -> always told to never cross wall (into
+  West Bank), violent
+- Never heard about Nakba (in Israel) until Germany -> In Israel, Law prohibits teaching Nakba
+- Israeli/Palestine peace activists: First step forward is recognizing the
+  other side
+- Decided to move and live with Palestinian friends in West Bank -> reaction
+  was shock
+- Oppressive system, Israeli government encroaching on Palestinian way of life
+
+Osama Illiwat's introduction
+
+- Lived in Jericho, born in East Jerusalem
+- Stories of Nakba were earliest
+- In Jerusalem, no services, not allowed to fix houses, etc
+- Army gave two options: administrative detention -> kidnapped by General for
+  2-3 years or military court
+- Learned about all injustices committed by jews (Israelis) and began to feel
+  hate, throw stones, etc
+- Heard of peace talks, celebrations in Jericho
+- Felt not recognized by international law, community, etc -> no rights
+- Palestinian schools closed by Israeli army
+- Shocked by jews who believe in peace -> could not believe they exist -> only
+  one narrative
+- Met woman who believed had right to live on land, but did not believe they
+  had the right to displace and discriminate against others
+- Everyone is suffering, paying the price
+- Went to Europe, learned what happened to Jews (holocaust) -> came to
+  conclusion that Israelis and Palestinians have to meet and talk to resist the
+  system
+- Started "Visit Palestine" to show Israelis what Palestine and life under
+  occupation looks like
+- Only way forward is to give everyone their freedom
+
+Questions:
+
+Where was the meeting in Bethlehem?
+
+_Q: What other parts of the system oppress the people?_
+
+A: There are three groups:
+
+First - from (Jordan) River to Sea. Arabs born in Israel ostensibly have
+citizenship
+
+Second group: Palestinians in West Bank, Gaza: not citizens, military
+law/police instead of civil police
+
+Third group: Palestinians expelled
+
+The entire system is how to guarantee Jewish majority (ethnostate). You can't
+guarantee "Jewish democratic state" without discrimination. Jewish democratic
+state / Jewish majority / "Jewish supremacy"
+
+_Q: Is land redistribution is a path through this crisis, and do you see that as
+a part of this movement?_
+
+A: In America, ethnic cleansing is complete, so we can talk about reparations,
+redistribution, etc. In Gaza, we are in the middle of ethnic cleansing.
+Redistribution is a "fantasy", because we need to stop the violence now. Of
+course, it is part of thefuture, but no one is imagining it because worried
+about more immediate issues
+
+Need to work on a ceasefire now. Worrying about what is the best solution,
+peace organization, etc, is us trying to keep conscience happy. No one knows
+about what is going on in Gaza, Israeli jails, etc. We need to talk about the
+governments defending Israel's crimes. Peace organizations are part of the
+system. Can't use system to change system.
+
+Israeli government doesn't want citizens to learn common language with Arabs.
+Discourage learning Arabic. Want to keep people apart because otherwise they
+will realize they are similar.
+
+System needs to keep people divided to dehumanize them.
+
+_Q: Who in the system do or would you think you need to speak to?_
+
+A: Very flexible, willing to speak to anyone who agrees or disagrees with us.
+Want to convince everyone.
+
+_Q: What do you think are the best steps to take to promote ceasefire on
+individual and institutional level?_
+
+A: We are all complicit because the system in Israel is the same system here.
+The same military complex, the same bombs. Understand how system works, and
+unite and build power and a movement. Need to be open and let people who
+disagree with us into our space, to stop separation of us against them.
+Transformation takes time. We are fighting against the empire who makes
+billions while we kill each other.
+
+Q: It seems that real transformation will not occur until mass media begins to
+change. The most respected media voices censor much of the discourse. What has
+your experience been with the media branding many of your points as
+anti-semitic?
+
+A: The mainstream media are not interested. Only invited by podcasts and small
+newspapers. Big channels will never talk to the activists. We need to build
+alternative independent media.
+
+Q: Do you feel that with support for Palestine on social media, Israelis are
+beginning to see the actions of the Israeli state?
+
+A: More and more Israelis are waking up but it's not enough, the mainstream are
+moving right. Every night, the news is propaganda. The prevalence social media
+and phones is very good because it's finally documenting the war crimes.
+Before, people wouldn't believe the atrocities committed by the Israel
+government. The US government is working more for Israel than the Americans.
+
+Q: Is the way that we discuss the issues productive?
+
+A: Many people are too busy infighting amongst themselves, when they have no
+skin in the game.

content/Fall-2024/mes-45/peace-dialogue.typ

@@ -0,0 +1,18 @@
+#import "@preview/ilm:1.2.1": *
+
+#set text(lang: "en")
+
+#show: ilm.with(
+  title: [Notes on the Israeli-Palestine Peace Dialogue],
+  author: "Youwen Wu",
+  date: datetime(year: 2024, month: 10, day: 08),
+  abstract: [
+  ],
+  figure-index: (enabled: true),
+  table-index: (enabled: true),
+  listing-index: (enabled: true),
+)
+
+= Introductions
+
+- Recruited to

content/Fall-2024/mes-45/week-1.md

@@ -0,0 +1,43 @@
+# Week 1
+
+## Goldschmidt & Marashi Reading
+
+- What is "middle east"?
+  - Nile Valley to Muslim lands of Central Asia
+- Geography: hot + dry, rainfall but small
+  - Many farming villages found, however
+  - Polar ice caps retreated, rainfall diminished. People move to Nile, Tigris,
+    Euphrates, etc.
+- Middle East more accessible than US, China, etc.
+- Not endowed w/ nature; no grassy plains, scarce drinking water
+- Meager mineral deposits
+- Huge oil reserves (more than half of world's), but concentrated in few
+  countries: Saudi Arabia, Iran, Kuwait, Iraq, UAE
+- Exploitation started in 20th century
+- Mountains shield minorities in countries (eg. Lebanon, Yemen, Iran) while
+  invasions bring new races + culture into Middle East, resulting in cultural
+  "mosaic" - many physical characteristics, belief systems, languages, cultures
+<!--- $9$ of ME is muslim, half / half speak Arabic / (Turkish, Persian)-->
+- "Mosaic" starts to crumble - modern information age (schooling, TV, etc) lead
+  to universal culture (mostly) among young
+- Cultural/religious difference persist -> conflicts. Muslims felt unequal to
+  Christians -> Lebanon civil wars
+- Iraq -> Suni vs. Shi'a Muslims
+- Israel -> 1.7 million Arabs in borders
+- Gaza Strip -> occupied between 1967 -> 2005, invaded 2006, 2009, 2014,
+  contains 1.8 million Arabs. Jews (in Israel) divided between European or Asian
+  and African origin (Ashkenazim vs. Mizrachim / Orientals).
+- Interaction between humans + geography important
+- Main causes of ME conflict
+  1.  Incomplete transfer from religious / theological government to secular
+      government
+  2.  Resulting belief that governments are illegitimate, not willingly obeyed
+  3.  Quest for dignity + freedom by people determined to not lose independence
+      (again)
+  4.  Involvement of outside gov't without regard for the people in ME
+  5.  Growing concentration of destructive weapons in volatile countries
+  6.  Scarcity of / demand for food, water, fossil fuels
+  7.  Overpopulation and widening inequality (wealth gap)
+  8.  Failure to resolve Palestine-Israel
+  9.  Sectarian / Ethnic tensions
+  10. Palestinian, Iraqi, Syrian, Yemeni refuges. Internal displacement.

content/index.md

@@ -9,6 +9,12 @@ garden_.
 This is where I grow my ideas, and they are meticulously tagged to form the
 knowledge webs you see in the top right.
 
+Currently this is a very new vault and the only contents are the trash notes
+which I took in the fall quarter of 2024. You can find them in
+[the Fall 2024 directory](./Fall-2024), with [[./Fall-2024/as-am-5/week-1.md]],
+[[./Fall-2024/as-am-5/week-2.md]] and [[./Fall-2024/mes-45/week-1.md]] being
+the weekly notes.
+
 Feel free to take a look around and appreciate the scenery.
 
 ## FAQ

quartz.layout.ts

@@ -1,5 +1,5 @@
-import { PageLayout, SharedLayout } from "./quartz/cfg"
+import { PageLayout, SharedLayout } from "./quartz/cfg";
-import * as Component from "./quartz/components"
+import * as Component from "./quartz/components";
 
 // components shared across all pages
 export const sharedPageComponents: SharedLayout = {
@@ -8,11 +8,10 @@ export const sharedPageComponents: SharedLayout = {
   afterBody: [],
   footer: Component.Footer({
     links: {
-      GitHub: "https://github.com/jackyzha0/quartz",
+      "Source Code": "https://code.youwen.dev/youwen5/alexandria",
-      "Discord Community": "https://discord.gg/cRFFHYye7t",
     },
   }),
-}
+};
 
 // components for pages that display a single page (e.g. a single note)
 export const defaultContentPageLayout: PageLayout = {
@@ -34,11 +33,15 @@ export const defaultContentPageLayout: PageLayout = {
     Component.DesktopOnly(Component.TableOfContents()),
     Component.Backlinks(),
   ],
-}
+};
 
 // components for pages that display lists of pages  (e.g. tags or folders)
 export const defaultListPageLayout: PageLayout = {
-  beforeBody: [Component.Breadcrumbs(), Component.ArticleTitle(), Component.ContentMeta()],
+  beforeBody: [
+    Component.Breadcrumbs(),
+    Component.ArticleTitle(),
+    Component.ContentMeta(),
+  ],
   left: [
     Component.PageTitle(),
     Component.MobileOnly(Component.Spacer()),
@@ -47,4 +50,4 @@ export const defaultListPageLayout: PageLayout = {
     Component.DesktopOnly(Component.Explorer()),
   ],
   right: [],
-}
+};