CyberBullying: A Word for Parents
There was a time when bullying was something we all had to endure in school, on the bus, and hanging out with friends. It was always unpleasant. The next generation, our children, have an even worse type of bullying to deal with… and it’s so much more common than what we suffered!
Remember how frustrating it was in school when somebody was upset and reacted passive aggressively, usually by spreading a rumor? How the victim of a bully (maybe it was you, maybe it was one of your friends) would feel singled out, how hard it was to go to school and deal with the drama.
Your children deal with passive aggressive bullying all the time… because the internet brings out the passive aggressive in almost every young person. From shy kids to the straight forward, outspoken kid… cyberbullying can happen by accident. But as you remember about being the victim of a bully… the wounds never heal.
What’s even worse about cyberbullying is this. When a direct conflict among friends is resolved, you can forget and forgive the hurtful things that were said. However, you can never erase them from the internet.
With that in mind, it’s important to be very sensitive when talking about cyberbullying with your child. And yes, if your kid is using the internet than you do need to talk about this!
Teaching Your Child How To Not Be a CyberBully
As mentioned before, the internet brings out certain behaviors in young folk. Of course your child knows not to pick on somebody in person, but do they know not to rant and rave on social media when what they say could unintentionally hurt somebody else?
Watch for passive aggressive behaviors, and teach your children to face their problems (directly) rather than Facebooking them or through any type of social media.
If your child is 13 or younger, you should have their social media log in info, and don’t share the password with your child. This way, you can easily check in on them and you can also protect your child from being the victim of a “hacker” cyberbully by preventing anyone else from finding out how to log into their account.
Cyberbullying is even more common with older teenagers (age 14-17), especially when they have a smartphone that allows them to post on impulse. Teach them to think before they post, and make sure they understand how important it is to never post anything that could hurt somebody else… or could come back to haunt them.
What To Do If Your Child is the Victim of a CyberBully
Be the parent that a child can feel comfortable talking to if they are being harassed or directly attacked online. Be kind and understanding, and be sensitive to their needs. The rest is really up to you, as a parent.
If the harassment is severe enough, you can involve other authorities (the school or the police.) As you may remember, this could backfire on your child so it shouldn’t be your first choice. If the bullying has started over personal drama, encourage your child to confront the person in real life and come to a resolution. Do not “feed the trolls” or respond to cyberbullying online… bring it back to real world interaction.
To protect your child from becoming the victim of a cyberbully, encourage them to make friends with other children who are kind and respectful. Teach your children that friends who are always “surrounded by drama” can be dangerous… you never know when you’ll get sucked into it!
What can a child or teen do to empower themselves against a cyber bully? Have them read our article on CyberBullying: for Kids and Teens.
What can a child or teen do to empower themselves against a cyberbully? Have them read our article on CyberBullying: for Kids and Teens.


By Jay Clark
As a musician, your auditory health is everything. By neglecting it, you risk cutting your musical career shorter than necessary. Even worse, you can lose your ability to fully hear and enjoy your favorite music — any musician’s worst nightmare. Therefore, you should be doing everything in your power to avoid common forms of damage to your ears — starting with tinnitus.
Of all the possible risks to your auditory health, tinnitus — or ringing of the ears — deserves the most attention. This is because tinnitus is not a disease itself, but rather a symptom of a larger underlying problem within your auditory system. By addressing it early, you can catch (and even prevent) much larger, more serious issues.
However, as any Google search will tell you, finding a cure for your tinnitus can be difficult. With so many potential causes of tinnitus, it can be unclear how to go about treating your specific case.
What are the Causes of Tinnitus?
The only accurate way to describe what causes tinnitus is that it’s the result of a problem in the auditory system, often due to abnormal interactions between neural circuits. Because neural circuits connect to more parts of the brain than just those in control of processing sound, you can begin to understand the complexity behind properly treating tinnitus.
According to the National Institute on Deafness and Other Communication Disorders (NIDCD), tinnitus can be the result of:
- Noise-induced hearing loss
- Ear and sinus infections
- Diseases of the heart or blood vessels
- Ménière’s disease (and consequently Vertigo)
- Brain tumors
- Hormonal changes in women
- Thyroid abnormalities
- Poor blood flow
While some of these underlying causes can be more discreet, others you can more clearly associate. For example, if you work on a loud construction site every day, especially without proper hearing protection, excessive noise could be what’s causing your tinnitus. Similarly, if you ignore that volume warning on your phone every day and blast loud music directly into your ear canals for hours on end, that could also very likely be the cause of your tinnitus.
Making matters even more complicated is that tinnitus can also result from taking certain medications. In fact, according to the NIDCD, more than 200 drugs are known to cause tinnitus upon starting (or stopping).
To help you understand if changing up your drug regimen might by the tinnitus cure for you, here’s a Harvard-curated list of some drugs that can cause or worsen tinnitus:
- Antimalarial drugs such as chloroquine and quinine
- Nonsteroidal anti-inflammatory drugs, including Aspirin, ibuprofen (Motrin) and naproxen (Aleve, Naprosyn)
- Tricyclic antidepressants such as clomipramine (Anafranil), amitriptyline (Elavil, others), and imipramine (Tofranil)
- Particular anticonvulsants, including valproic acid (Depakote, others) and carbamazepine (Tegretol, others)
- Particular antibiotics, including ciprofloxacin (Cipro), doxycycline (Vibramycin, others), gentamicin (Garamycin), erythromycin (Ery-Tab, others), tetracycline (Sumycin), tobramycin (Nebcin), and vancomycin (Vancocin)
- Particular cancer drugs, including vincristine (Oncovin, Vincasar) and cisplatin (Platinol)
- Loop diuretics (when given intravenously in high doses), including bumetanide (Bumex), furosemide (Lasix), and torsemide (Demadex)
Of course, you should consult with your doctor before making changes to any of your medications. Consulting with your doctor can also be the fastest way to unearth the cause of your tinnitus in general. Through the right questions and testing, your doctor can more quickly help you identify if your tinnitus is the result of something easy to fix, or if it’s something that requires more serious attention.
A doctor might identify an issue related more to lifestyle choice than anything. For example, jaw clenching, teeth grinding while sleeping, or muscle tension in your neck caused by poor diet, sedentary living, lack of sleep, or high-stress levels may be causing your tinnitus.
With so many potential causes, no single treatment will work for all people with tinnitus. However, let’s take a look at some of the more common forms of treatment that can provide a starting point.
What are the Treatments for Tinnitus?
With no current cure for tinnitus, the best thing you can do is to either treat the underlying cause of your tinnitus or find a treatment method that helps you better tolerate your symptoms on a day-to-day basis.
According to the NIDCD, other viable forms of tinnitus treatment options worth exploring with your doctor include:
- Hearing aids
- Wearable sound generators
- Tabletop sound generators
- Acoustic neural stimulation
- Cochlear implants
- Antidepressants, antianxiety drugs, and other medications
If your doctor determines your tinnitus isn’t a symptom of a more serious disease or condition, experimenting with different lifestyle choices is a good place to start. For example, your doctor (or dentist) may tell you that you grind your teeth in your sleep. After some thought, you realize that new job you started recently has you feeling more stressed out than usual. By focusing on de-stressing, you may then find that your teeth grinding stops, which consequently alleviates your tinnitus. While this is just one simple example, you can apply this line of thinking to all sorts of other lifestyle choices relating to profession, diet, physical activity, and other areas.
If, for whatever reason, you’re unable to change a situation, like a musician who performs live music regularly, the next best thing you can do is wear Hi-Fi Musicians’ ear plugs. Because excessive noise is one of the most common causes of tinnitus, practicing healthy hearing with proper protection can help ensure your tinnitus doesn’t get any worse than it already is.
Even if you aren’t a musician or don’t have tinnitus, we are all exposed to potentially harmful noise every day and should be prioritizing our hearing heath. Investing in high quality hearing protection can help prevent tinnitus and other noise-induced issues, especially if you spend a lot of time in loud environments, such as construction sites and music venues, or are regularly exposed to sound, either at work or on the weekends.
After all, the best form of treatment is prevention.


History at CuriOdyssey
Our California Newt was collected at Phleger Estate in Woodside by a licensed collector in 2018.
Fun facts about California Newts
The newts have rough, grainy brown skin on top with an orange/red belly that serves as a warning that they are poisonous (they are only poisonous if eaten). CA newts have a remarkable emergency defense against wildfires. When the newt is exposed to fire, the slim coating on its skin foams up and chars to a crusty white ash, which protects the newt from catching fire, while the foam sealed underneath serves as insulation against the heat of the flames.
What do California Newts eat?
At CuriOdyssey, we serve our newts crickets and worms. In the wild, newts eat mostly insects and works, aquatic larvae and tadpoles, occasionally the nestlings of very small birds.
How long to California Newts live?
In the Wild: 10–15 years.
In Captivity: up to 20+ years have been recorded.
Where do California Newts live?
Wet forests, grasslands, chaparrals, and coastal habitats with sufficient moisture, up to 1200 m (4200 ft). Found along the coast and coastal mountains from Mendocino County down to San Diego County.
Are California Newts endangered?
California newts are classified as a Species of Special Concern in California, but do not have federal protection. Habitat loss and destruction, particularly as a result from human alteration of the land, is a threat to newt populations throughout California. The accidental introduction of crayfish and the intentional introduction of mosquito fish (to control mosquito populations) are also a threat, as California newts have no way to defend their young against these predators, which are immune to newt skin poison.


National Aptitude Test in Architecture (NATA) 2015
NATA Syllabus or main contents of NATA exams are as follows:
Design and drawing of geometrical or abstract shapes and patterns in pencil, Architectural Awareness, architectural terminology, Identifying commonly used materials and objects based on their textural qualities and color. Historical and contemporary buildings of Architectural importance, Architects and their Works, Awareness of persons, places, buildings etc. of Architectural importance.
Aesthetic, Sensitivity and Drawing Skills, Analytical reasoning Mental ability, Elements of Design: Lines, Form, Mass, Solid etc, Generation of plan, elevations and 3D views of objects. Creating two dimensional and three dimensional compositions using given shapes and forms, Development of 3 Dimensional objects from two-dimensional shapes Or vice versa, Visualizing different sides of Three Dimensional objects, theory of colors, Principle of Design, Harmony, Balance, etc.
Scale and proportion, Freehand sketching of objects and Activities commonly seen in the rural or urban/suburban context such as Furniture, Machine, landscape, Buildings, kitchens, Playground, Markets, Railway Platform, Bus Stop, Exhibitions etc, Enlargement & Reduction of Drawings, Mirror image etc.
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Food For A Restful Slumber
After a tiring day if you are unable to get a night's sleep, just don't pop a sleeping pill. Instead, look in your kitchen. After all, what you eat, when you eat and how much you eat, can make a difference to the quality of sleep you get.
Have a light bed-time snack:
However strange it may sound, a snack before sleeping is recommended. Eating draws blood into the gastrointestinal tract and away from the brain. And if you draw blood away from the brain, you're going to get some sleep. But keep the snack to 200 calories only (for instance, slap together a peanut butter whole wheat sandwich). Anything more that that can make you feel bloated and too uncomfortable to sleep. Here are some choices:
Dairy: The warm glass of milk before bedtime is not just another cliche from our grandmothers. Milk and dairy foods contain an amino acid L-tryptophan which affects the part of the brain that governs sleep. The body converts tryptophan into serotonin, which is then converted into melatonin. Both serotonin and melatonin make you feel relaxed and sleepy.
Wholewheat Toast or Rice: For trytophan to be most effective, however, it's important to have it in combination with carbs or starches. When you eat carbs the body releases insulin, which pushes amino acids except trytophan into muscle cells. This leaves trytophan first in line to get back to the brain. Research also endorses this. So go ahead and munch a piece of toast with a dollop of honey( also trytophan-rich).
A Banana Or Oatmeal: Melatonin is produced not just in the body but also found in foods such as oats, bananas, rice and sweet corn. These foods boost your melatonin levels and help prepare your body before sleep.
Nuts: Almonds and cashews are good sources of magnesium - a mineral that induces sleep. Experts point out that low magnesium levels stimulate brain-activating neuro-transmitters and with your brain all abuzz, you cannot sleep. There are studies to suggest this: Magnesium treatment increased deep sleep and improved brain waves during sleep in 12 elderly subjects. Other good sources of magnesium: Brown rice, mushrooms, bananas (33mg magnesium in one banana), milk, spinach and soya beans.
Tuna And Lean Meat: These are rich in vitamin B which helps you sleep better. B vitamins regulate many amino acids, including tryptophan. Other sources: Sunflower seeds, wheatgerm and bananas.
Coffee And Chocolates: Research shows that caffeine increases anxiety and impairs sleep. Caffeine works as a stimulant that increases the activity of the central nervous system. But it is not just late night caffeine that can leave you staring at the ceiling - a cup in the afternoon can also keep you awake, since it takes 6-8 hours for the body to get rid of caffeine. Avoid chocolates too. A serving of chocolate doesn't have as much caffeine as a cup of coffee (around 20 mg less than expresso) or a cola, but it can have the same effect.
Wine And Smoke: Alcohol may initially induce sleep, but once it wears off, sleep is fragmented. Nicotine, too, is a stimulant and can keep you up. It's a good idea to skip the last drink at the party and have some milk at home instead.
Diet For Weightloss


We've all heard about influenza and often throw around the word "flu" when we have a cold, but is there a difference?
The simple answer is yes. The likelihood of the influenza virus causing death, especially among vulnerable groups, is much higher than catching the common cold despite both the conditions having similar symptoms.
You don't really hear of people dying of the common cold, but influenza has taken the lives of millions, sometimes at once.
Think of the Spanish flu in 1918 or the SARS and H1N1 outbreaks in more recent times.
Yup, they are caused by the influenza virus. But how afraid should you be?
What is Influenza?
According to Mayoclinic
, Influenza is basically a viral infection that attacks your respiratory system. If you're a healthy young person, you don't really have to worry about the virus as it usually goes away and will only have a mild effect.
However, the virus can be deadly in children, the elderly and those with other underlying health issues such as diabetes, chronic lung diseases, heart diseases and others.
Malaysian Influenza Working Group chairman professor Dr Zamberi Sekawi said about 10 per cent of the population worldwide get infected with influenza annually, so it's a very common disease.
"What makes it dangerous is that some groups will have it more severe, we call it severe influenza.
These are children, the elderly ages 60 and above, and those who have co-existing diseases.
"When they get influenza, they get a severe form of influenza, they will get pneumonia and they will die. Mortality rate is quite high among these groups," said Dr Zamberi, who is also a professor in Medical Microbiology.
He, however, stated that this does not mean those who are not at risk should take influenza lightly, saying that some healthy people may end up with pneumonia and even infect vulnerable people around them.
"That's why this is something that the public needs to be aware of and take the necessary steps. The easiest is to get vaccinated," he said during a press conference on the 'Making Flu Prevention My New Normal' campaign recently.
Are you 100 per cent safe if you vaccinate?
The thing about influenza is that there are hundreds of different strains. They are often categorised under two main types - A and B, but there are variations that affects the human body in different ways or to different degrees.
Dr Zamberi explained that the antibodies of one strain will not be able to protect you from another strain as the antibodies are virus specific.
"There are hundreds of strains of influenza in the world but we know what are the common ones.
"Basically. a few of them will cause about 70 per cent of the cases. We just have to focus on these particular few.
"WHO (World Health Organisation) has a mechanism on how to choose these strains. They gather data from all over the world and they give the data to vaccine manufacturers and they will make the vaccines based on the data," Dr Zamberi said.
The latest available vaccines for influenza protects you from four strains of influenza - two strains of influenza A and two influenza B.
Previously, the vaccines only helped prevent three strains of influenza virus.
How often do you need to vaccinate?
While there are diseases that can be kept at bay without regular re-vaccination such as polio, influenza does not work the same way.
The virus is constantly mutating in order to survive, so the vaccines also have to be updated often. The antibodies produced to fight influenza also doesn't last very long, so it is important to keep getting vaccinated.
Dr Zamberi said that it is advisable to get vaccinated for influenza annually to get the best protection.
Unlike some countries where the flu season often happens during the cold seasons, influenza is a year-long problem in Malaysia so you can go and get your yearly dose anytime you want.
Dr Zamberi said that he understands that resources are limited, so priority should be given to those with high risk of severe influenza.
So, if you have children, the elderly or people with critical illnesses at home, you might want to get them vaccinated first.
It would also be a good idea to vaccinate yourself as well so you don't risk passing on the virus to those more susceptible to it.
Pledge your support
If you think getting vaccinated to protect yourself and your loved ones from influenza is important, you can pledge your support here
The “Making Flu Prevention My New Normal” is a national pledge campaign to support the prevention of influenza (flu) in the country.
Spearheaded by Immunise4Life, an expert-driven community education initiative to promote immunisation for all ages against vaccine-preventable diseases, the campaign is also done in collaboration with the Health Ministry, Vaccination is Protection (VIP) and Malaysian Influenza Working Group (MIWG), and supported by Sanofi Pasteur.
The campaign is a national public health initiative to drive flu awareness and advocacy by encouraging Malaysians to pledge to take action towards flu prevention as an act of love for themselves and their loved ones, making a stand for a healthier, safer and better Malaysia – post COVID-19.
Time for some fun
Although influenza is a serious issues, it doesn't mean you can't have some fun while learning more about it and taking the steps to keep everyone safe.
To thank those who have pledged their support to the campaign, the organisers have arranged for a fun night of digital concert, magic show, comedy and more featuring some of Malaysia's most famous names.
Let Jaclyn Victor, Jeryl Lee Pei Ling, Talitha Tan and others serenade you, laugh with Douglas Lim and Kavin Jay, and be mindblown by magic tricks by Andrew Lee.
You can catch the show on Thursday (10 Sept) from 9 p.m. onwards here


Mommy’s note: As parents, it is hard for us to see our kids fail at something. We need to be mindful and remember when it is the best time for us to intervene.
Via Psychology Today: “The exhausting cycle of constantly monitoring their work and performance…makes children feel less competent and confident.” – Elizabeth Kolbert
It has become a commonplace idea that failure is good for kids, and builds resilience. But when children fail over and over and don’t have the support to keep trying, all they learn is that they’re failures. Resilience comes not from failing, but from the experience of learning that you can pick yourself up, try again, and succeed. That requires at least some experience of success, and lots of emotional support.
So it’s true that we all learn from overcoming challenges, but we also learn best when we experience success, which motivates us to tackle more difficult challenges. Mastery begets mastery. Failure sets up a cycle of lack of confidence, giving up and more failure.
We’re also told that we as parents are over-protecting our children, so they don’t gain confidence from learning to handle things for themselves. This is anxiety-provoking for any parent, because the line between appropriate support and helicoptering is rarely clear. (Isn’t a helicopter parent just someone who hovers more than you do?) All parents want to protect their children — that’s our job! — but we also don’t want to stymie the development of self-confidence, resourcefulness and grit.
So are kids today really less confident than they used to be? I haven’t seen any convincing research to support that claim. But it certainly stands to reason that the more practice children have in managing themselves and their lives, and overcoming obstacles to meet their goals, the more confidence and competence they’ll develop. And I don’t think it’s news to any parent that our natural desire to protect our children and make sure that everything goes well for them can make us over-protective.
So how do we hit that sweet spot of appropriate support and protection on the one hand, and enough independence to foster confidence and competence on the other?
1. Stop controlling and start coaching.
Coaches help kids develop skills, but kids play the game. Your job as a parent is to support your child so she can flourish and develop. Doing things FOR her robs her of the opportunity to become competent. Doing things WITH her teaches her how and builds confidence. This means we have to manage our own anxiety and let go of our need to control.
2. Remember that perfection is not the goal.
Resist the temptation to “improve” on your child’s task, unless the outcome is vitally important. Constant intervention undermines a child’s confidence and prevents him from learning for himself.
3. Let him try to do it himself from the earliest age.
Rein in your own anxiety. That doesn’t mean abandoning him to it. Stand by, smiling, ready to be helpful in whatever way actually helps your child — BUT keep your mouth shut and your hands to yourself except to give appropriate encouragement, unless you REALLY need to help.
Clucking anxiously about how worried you are as he climbs that play structure may make you feel better, and it may impress the other parents on the playground with your attentiveness, but it won’t help your child. In fact, it limits him. Just ask if he is keeping himself safe, then stand by and spot him. Smile proudly. Say:
“Look at you! I knew you could do it!”
(And if he falls, you’re there to catch him. Which is, after all, what allowed him to try it.)
4. Help her build confidence by tackling manageable challenges.
Emotional development researchers call this “scaffolding,” which could be defined as the framework you give your child on which she builds. You demonstrate how to do something, or you use words to suggest a strategy, or you simply spot her. This assistance helps her to succeed when she tries something new, and small successes achieved with your help give her the confidence to try new things herself. Scaffolding also teaches children that help is always available if they need it. You want your kids to know that deep in their bones before they hit adolescence.
5. Don’t set him up for failure.
Offer structure to help him succeed. Should you step in when you see failure ahead, or “let him learn a lesson”? Always a hard call. Rescuing children can prevent them from learning important lessons. But research shows that children who see their parents stand by and let them fail experience that as not being loved. Instead of learning the lesson that they should have practiced that clarinet, or read the directions on that science kit, they learn the lesson that they are failures, that they cannot manage themselves, and that their parents did not care enough to help them not be failures or teach them to manage themselves.
But isn’t stepping in “rescuing them?”
That all depends on how it’s done. If you take over the science fair project and do half of it the night before it’s due, that’s worse than rescuing: not only does your son learn that you will bail him out if he goofs off, he learns that he is incompetent.
But if you help him each step of the way to organize his ideas and his work, BUT resist the impulse to improve on the project yourself, he completes the job, hugely proud, and having learned something about how to plan and execute a complex project.
6. Encourage, Encourage, Encourage. And teach self-encouragement.
All humans need encouragement. Encouraging your child not only keeps him feeling more positive and motivated, it also gives him an inner voice that will help him to encourage himself for the rest of his life. Give your child maxims to repeat as mantras when the going gets tough. “Practice makes progress!” and “If you don’t succeed, try, try again!” and “I think I can, I think I can!” are designed to help us manage our frustration. When your son goofs a piece on the piano and has to start over, or your daughter strikes out with the bases loaded, they need an automatic internal comforting voice to encourage and motivate them. Otherwise the harsh criticizing voice steps in, triggered by the disappointment.
7. Instead of evaluating, describe and empathize.
Praise evaluates the outcome of your child’s action: “Good job!” It doesn’t give the child much information about what was good about what he did, or why you think it was good, and it teaches the child to rely on external sources to evaluate him. You can refine your praise to make it serve your child better by giving him the power to evaluate for himself. Just describe what he did and empathize with how he must feel: “You just kept practicing and didn’t give up….You must feel so good that you finished that!”
8. Focus on effort, not results.
“I see you worked so hard on this.”
“How did you learn to do that?!”
Give positive feedback about specific things that she has control over, like hard work or perseverance, rather than things she feels she has no control over, like being smart. The point is never the product — you don’t want her resting on her laurels at the age of six, or sixteen. Your goal is for her to keep trying, practicing, improving, and for her to learn that when she works hard, she can accomplish her goals.
9. Model positive self-talk.
Whatever you model, your child will learn and will emulate. Positive self-talk has been shown to improve our ability to master difficult tasks, unlike the self-disparaging comments many of us so automatically make. If something negative about your child — or, equally important, about yourself — starts to come out of your mouth, bite your tongue. Most parents know better than to say “What an idiot!” to their child (and most of them are able to stop themselves), but a surprising number see nothing wrong with berating themselves that way in front of their kids. Just train yourself not to do it. (It certainly isn’t good for you, either. Would you let anyone else talk to you that way?)
10. Don’t be afraid of your child’s feelings.
When your child encounters frustration, remember that your empathy will be a critical factor in his overcoming it. Instead of automatically jumping in to remove the source of the frustration, give it a larger context by communicating your compassion that he has to encounter this circumstance:
“I’m sorry this is so hard…”
“It’s really disappointing when….”
“This isn’t how you hoped it would turn out…”
It’s okay for children to get frustrated and to be disappointed. Your child may cry and sulk all day, but your unconditional understanding will help her grieve. Once she’s done grieving, she’ll be ready to pull herself together to try again the next day, especially when you express your confidence in her. That’s how children develop resilience.
11. Don’t set your child up for extra frustration.
Parents are often told that frustration is good for kids, since the world will be full of frustrations. That’s a bit like saying that it’s a cold, cruel world so your child should learn to sleep without blankets.
Your child will naturally develop the ability to handle increasing amounts of frustration and anxiety as he attempts more difficult challenges. But those frustrations are inherent in growing up and are guaranteed aplenty in life. There is no benefit whatsoever to setting your child up for extra frustration or negative experience. In fact, he will see your doing so as evidence of your lack of caring, which is always translated in his mind as his lack of value, and which therefore undermines his confidence.
12. Affirm your child’s ability to impact the world.
Competence and feelings of mastery are about power and derive from a child’s experience of herself as having an effect on the world.
“If I stand on the stool, I can flip this light switch and light up the room!”
All children will experience reasonable limits to their power (“I can’t make the rain stop, and neither can Mommy”), but the more your child has opportunities to make a difference in the world, the more she will see herself as capable.
In the end, our job as parents is to work ourselves out of a job, and it starts when our children are very young. All kids eventually grow up and live their lives without us. How they live will depend partly on whether we’ve been able to rise above our own anxiety and our impulse to control our child. You know the old adage about giving our children roots and wings? Unconditional love is the roots. Confidence is the wings. Young people who have both live bigger lives.
-Copyright Sussex Publishers, LLC.-


Pre Lab Question
1. Give the chemical symbols for the following elements lead, iron, fluorine, and potassium.
Iron: Fe Fluorine: F
2. What are the formula weights of (a) KBr and (b) PbCO3?
1 x K = 1 x 39.098 = 39.098
1 x Br = 1 x 79.
Separation of the Components of a Mixture
Pre Lab Questions
1. The distinguishing factor between a mixture and an impure substance is that an impure substance is a type of
mixture in which the amount of one of the substances in the mixture far exc
TYPES OF SOLIDS
Solids can be divided in to two distinct classes.
1) Crystalline solids
2) Amorphous solids
Crystalline solids have the following fundamentals properties.
They have characteristic geometrical shape.
They have highl


The 201-204 curricula are based on the idea of constructivism (Piaget, 1978; Vygotsky, 1978), which claims students actively build
knowledge based on prior ideas and assumptions. The National Research Council's report, How People Learn (Bransford, Brown, & Cocking, 2000)
emphasizes the importance of constructivism and describes three "Key Findings" of learning from cognitive science and education research:
An example of this learning cycle in the chemistry curriculum (SCED 204) is an activity that relates bond breaking or formation to energy changes. Students are first asked how they think the temperature would change if bonds are breaking or forming. Then, they measure temperature changes as a liquid evaporates (intermolecular bond breaking) or as water is added to cupric sulfate (chemical bond formation). The results are opposite what most students predict. Students record their data and are guided to make sense out of it, so that they ultimately build a sophisticated model describing the energy transfers and transformations involved in bond breaking and formation. Finally they compare their mental models to their initial ideas and discuss how their thinking has changed. The students have a similar experience in the Earth science curriculum (SCED 202) when they investigate evidence of Earth events and are surprised to discover that living things developed and evolved mostly in the last 12% of Earth history. In the life science curriculum (SCED 203), students discover that plants undergo cellular respiration and therefore take in O2 and produce CO2 just as animals do. These are only a few examples of the multiple learning cycles found in each curriculum.
The guided inquiry pedagogy used in the SCED 20X classes requires that students are comfortable sharing ideas with their classmates, even though
The pedagogy also depends on student collaboration. The students work in established groups to develop initial ideas about a phenomenon, generate evidence via investigations, develop and support conclusions from the evidence (sense-making), compare/contrast their initial ideas with the evidence gathered, and reflect upon their learning. Each group also shares its ideas with the rest of the class, both during discussions about initial ideas at the beginning of an activity and about summarizing questions at the end. During initial ideas discussions, groups share their ideas about a phenomenon, and students and faculty ask questions to clarify those ideas. The goal of these discussions is to make students' initial ideas transparent to everyone in the class. These discussions are facilitated using whiteboards. Each group records their collective ideas on a whiteboard, usually using a combination of text and illustrations. When it is their turn to share, students stand up, show their whiteboard to the class, and use it explain their ideas to the class. Class discussions about summarizing questions also use whiteboards, but the purpose of these discussions is much different from an initial ideas discussion. Now students are asked to support their claims with evidence and compare their newly developed understanding with their initial ideas. This is the point in the learning cycle in which students need to come to a correct understanding about the phenomenon they are investigating.
The role of the instructor is very different in our courses compared to more traditional courses. There is no lecturing. In fact, the instructor is rarely even at the front of the class. Instead, we circulate between groups, eliciting preconceptions, probing students' emerging understanding through questioning and maintaining a collaborative atmosphere. Instructors also facilitate the class discussions by comparing groups' ideas, contrasting emerging ideas with the class' initial ideas, and encouraging students to reflect on how their thinking has changed.
The geology curriculum (Geology and Everyday Thinking, GET) is also being used at Whatcom Community College, Skagit Valley College, and Everett Community College in Washington, and at Cal Poly San Luis Obispo in
The biology curriculum has recently been published as Life Science and Everyday Thinking (LSET) by It's About Time publishing company, a publisher specializing in science curricula developed with NSF funding. In a recently published paper, we compared how students in classes using LSET compared to students in traditional lecture courses on the "Grandma Johnson" question (Ebert-May et al., 2003). This is a validated assessment of student understanding about the transfer of matter in an ecosystem. The question is:
Grandma Johnson had very sentimental feelings toward Johnson Canyon, Utah, where she and her late husband had honeymooned long ago. Because of these feelings, when she died she requested to be buried under a creosote bush in the canyon. Describe below the path of a carbon atom from Grandma Johnson's remains, to inside the leg muscle of a coyote. NOTE: The coyote does not dig up and consume any part of Grandma Johnson's remains.
We also found that students in classes using LSET had a more sophisticated view about the nature of science at the end of the class compared to students in a more traditional
biology course (Bio 101). We used the Views About Science Survey (VASS), which measures students attitudes about learning science and the nature of science. Students in the
LSET course had a significantly greater shift towards a more "expert" view of learning science at the end of the course. This study was done by two colleagues, Dr. Irene Salter
and Dr. Leslie Atkins, at the California State University, Chico.
We've also been tracking student learning data for SCED 204, and comparing this to Chem 101, which has similar content but was taught in a more traditional lecture style (since these data were collected, Chem 101 has been adapted to use more inquiry-based pedagogies). When two of each of the courses were compared (all four were taught by the same instructor), SCED 204 students showed significantly larger gains on a Conceptual Chemistry Questionnaire (CCQ) than Chem 101 students, even on content that had roughly the same time-on-task between courses (conservation of matter).
Beyond the SCED Series
We have used the SCED 201-204 instructional model for teacher and faculty professional development, as well as in our own courses in Geology, Chemistry and Biology. In workshops for "Change at the Core", which seeks to improve instruction in introductory STEM courses at WWU, as well as in the new faculty 3-day workshop on teaching and learning, faculty engage in similar inquiry-based learning experiences. These set the stage for learning about current education research and planning strategies for their upcoming classes. Further, community college faculty were part of the development team and regularly teach SCED 20X equivalents at Whatcom Community College and Skagit Valley College. Finally, many of us have begun to apply some of the guided inquiry activities and strategies we developed for the 20X series to our larger introductory science courses.
Please see the Profiles section to see how Jim Stewart, Pinky Nelson, and Steve Gammon contributed to inquiry-based learning in science education at Western Washington University.
Constructivism in context: Factors affecting student learning in four different classrooms. In D. W. Sunal, C. S. Sunal, e. L. Wright, C. L. Mason & D. Zollman (Eds.), Research Based Undergraduate Science Teaching (Vol. 6). Charlotte, NC: Information Age Publishing.
How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.
Using 'How People Learn' as a blueprint for developing teaching strategies in an introductory geology course, Eos Transactions of the American Geophysical Union, v. 89(52), Fall Meet. Suppl., Abstract ED41B-06.
Advantages and Challenges of Using Physics Curricula as a Model for Reforming an Undergraduate Biology Course. Cbe-Life Sciences Education, 12(2), 215-229. doi: 10.1187/cbe.12-08-0134
Physics and Everyday Thinking. Armonk, NY: It's About Time: Herff Jones Education Division.
Success and Understanding. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.


As the 1950s became the 1960s—that time of incipient American revolutions—the now-legendary American authors Edward Abbey, Ken Kesey and Larry McMurtry all stalked the Quad in the formative years of their careers. The three writers would become, respectively, a wild-eyed oracle of the new environmental movement, a counter-cultural hero, and one of the great storytellers of the 20th century. Among them, they authored more than 65 books. They’ve all left us now, McMurtry the last of them when he died in March in his native Texas at the age of 84. Each reshaped the American West in his own image, creating new archetypes and tearing down traditions. But first, they traveled to Stanford to study in the program built by Wallace Stegner, the man who had already remade the literary West before them.
He would become known as the dean of Western writers. Stegner came to Stanford from Harvard before his Pulitzer Prize for Angle of Repose, before his National Book Award, before his famous Wilderness Letter, which directly influenced Congress’s Wilderness Act of 1964 (see sidebar). By the time Stegner retired from teaching 25 years later, in 1971, he had taught many students who went on to become household names, from Justice Sandra Day O’Connor, ’50, LLB ’52, to back-to-the-land prophet Wendell Berry, and from renowned English professor emerita Nancy Packer to Pulitzer winner N. Scott Momaday, MA ’60, PhD ’63.
Stegner established Stanford’s creative writing department and the fellowships that now bear his name in 1946, initially catering the program to post–World War II GIs who were returning home with stories to tell. Stegner understood this group of young men and their themes of brotherhood, sacrifice, and the unsettling twists of mind and fate brought about by war. He called them “the best students, and the most motivated, that any professor ever had.”
When the straitlaces of the 1950s started to come undone, Stegner’s writing program began to draw a new breed of ambitious young writer. Abbey arrived in 1957, Kesey in 1959 and McMurtry in 1960. Taken collectively, the writing fellows of the new era were never Stegner’s “best” and far from his favorites, though he remained unfailingly gracious toward them. In style, compositional philosophy and persona, Stegner found himself on one tectonic plate while so many of his students sailed off on another.
‘One man alone can be pretty dumb sometimes, but for real bona fide stupidity, there ain’t nothing can beat teamwork.’
In the American West, Stegner saw the possibility of a “geography of hope,” his famous phrase, a place where land and civilization, each carefully tended, could exist in relative harmony. He imagined a cleansing of old delusions in favor of a clear-eyed version of history and ecosystem. He also never fully grappled with the murder and dislocation of Indigenous people by the on-rushing settlers. He penned a land that was vast and gorgeous and empty, not violently depopulated, not filled with ghosts.
The American West has always been a moving target. Each generation has created its own vision of the land to fill its needs. By the late 1950s, the violent past had mated with a violent future in which the new American people had nuked their own land, irradiating the desert West at the test sites in New Mexico and Nevada, in preparation for a global nuclear war that seemed, at the time, near at hand. Stegner’s West was not recognizable to his most famous students. They filled their pages with dangerous people navigating dangerous ground. In their West, civilization is not remedy, nor is it even civil.
Consider Abbey and Stegner: Both wrote specifically and beautifully of the red rock desert; both became nationally lauded conservationists, Abbey for his radical ideals of eco-defense, Stegner for his programmatic preservation of wilderness. When Abbey left Stegner’s program early, in 1958, at age 31, nearly broke and semi-estranged from his wife, his journals freighted with poverty and cynicism, he reads like a character straight out of one of his own future novels—and just the kind of character Stegner abhorred. A year later, in New Mexico, Abbey wrote: “If the world of men is truly as ugly, cruel, trivial, unjust and stinking with fraud as it usually appears, and if it is really impossible to make it pleasant and decent, then there remains only one alternative for the honest man: stay home, cultivate your own garden, look to the mountains.”
Stegner would never write such a thing. The two men had fundamentally different ideas about what kind of person the grand Western story was about. In answer to a version of that same choice—to withdraw or engage—Stegner said, “One of the nicest things about American independence . . . is that you can tell the world to kiss your behind and go off. That is freedom; it is also irresponsibility; social irresponsibility.” For Stegner, the outsize failure of white Western settlement was restlessness, the inability to stay put and build cohesive multigenerational communities with stories of substance to tell.
Though not limited to his geography, Stegner was a Westerner who wrote of the West as a novelist, an essayist and a historian. He invested the people walking his pages with an unusual depth of history (European-American history, to be clear), not to mention the sensory impressions of immigrants traveling an alien land, the lurking fear of vast skies and arid plains, the joy of water pouring forth out of canyons. “The footsteps of history in a land of fable,” Stegner wrote of the first Spaniards to reach the Colorado River in his 1953 book Beyond the Hundredth Meridian. “Across these shallows marked by an angling line of stones, under the fantastic knobs and baldheads of the Navajo sandstone at the lower end of Glen Canyon, Escalante and Maera crossed the Colorado and added this remote corner of New Spain to the map of the world.” At a memorial for Stegner, Bruce Babbitt, President Clinton’s secretary of the interior, who realized some of the goals laid down by Stegner in the Wilderness Letter, recalled the first time he read Beyond the Hundredth Meridian. “It was,” Babbitt said, “like someone had thrown a rock through a window and you could hear all the old ideas just shattering across the floor in the face of a new reality.”
The specific new world crafted by Stegner, the one that blew out Babbitt’s windows, was a West stripped of mythology, hucksters and heroes. “I don’t purvey horse opera,” Stegner said. “I don’t think that six-gun West amounts to much . . . it never did.” Almost to prove his point, Stegner wrote one of the most praised cow-boy stories of all time. His novella Genesis contains no six-guns, no fights, no gamblers or desperados. Instead the storyline follows riders and cattle through an unholy—but not unearthly—storm, a simple narrative of work and trust.
In a sense, by attempting to strip the West of mythology, Stegner opened the way for his students to create Western mythologies of their own. It’s hard to imagine making the leap to Abbey’s Monkey Wrench Gang—with its iconic struggle of madcap ecoterrorists against industrial America—without the Wilderness Letter to precede it. Similarly, it’s hard to see the path from the Riders of the Purple Sage pulp romanticism of Zane Grey to Larry McMurtry without Stegner in between to clear out the dime-store brush.
McMurtry was 24 when he came to Stanford in 1960, and his first novel, Horseman, Pass By (one of an eventual 33), was already with his publisher. From the outset, McMurtry declined to purvey nobility or sanctify his protagonists. “I didn’t love cowboys,” he wrote years later, “and I didn’t want to wax poetical about them.” McMurtry would know. He had begun riding at age 3, on a mean, broken-down pony over the stony hills of his father’s small ranch in Archer County, Texas, in 1939. For the next 20 years, until he went to Stanford, cowboying for his father was McMurtry’s work whenever he wasn’t in school, though he understood from as early as he could remember that there was no future in the profession for himself (nor for anyone else, as far as he could tell, given the trend lines of economics and overgrazing).
‘It’s like I told you last night, son. The earth is mostly just a boneyard. But pretty in the sunlight.’
Stegner and McMurtry parted company over where to locate the beauty, or at least the poetry, of the American landscape. McMurtry praised In the American West, a book of Richard Avedon’s photographs, “because it was so brutally anti-pastoral, so true to the gritty West of drifters and pig farmers, of truck stop girls and truckers.” At the other end of the spectrum of Western aesthetic sensibility, McMurtry criticized Ansel Adams—a close friend of Stegner’s—for turning the West into a parade of pretty but empty pictures by removing the people from the land. And unlike Abbey, Stegner or Adams, McMurtry saw no inherent redemptive power in the land. “In the West,” McMurtry wrote, “lifting up one’s eyes to the heavens can be a wise thing, for much of the land is ugly. The beauty of the sky . . . prompts us to forgive the land its cruelty.”
Ultimately, his readers disillusioned McMurtry: “I thought of Lonesome Dove as demythicizing, but . . . readers don’t want to know and can’t be made to see how difficult and destructive life in the Old West really was.” Instead, McMurtry found that he had created “a kind of American Arthuriad.”
Stegner’s writing program at Stanford at the dawn of the 1960s has been seen as a kind of Western Arthuriad, the heroes of the age assembled briefly in one Camelot. The egos around the table were as outsize as the literary quests they would undertake. Chief among them was 24-year-old Ken Kesey, Gr. ’59, who, according to McMurtry, made it charmingly plain “that he meant to be the stud-duck.”
Sometimes a Great Notion sprawls across generations and genres. It is another new West, of rivers and mud and old-growth behemoths felled. Echoes roll through the decades and down out of the canyons, dictating the characters’ lives in a story that is a psychedelic mashup of Cain and Abel and Oedipus set in an Oregon logging town during a labor strike.
For Kesey, the West was not merely physical geography. “Stegner,” he wrote, “had traveled across the Great Plains and reached the Pacific. . . . That was, as far as he was concerned, the edge of the continent, and he thought you were supposed to stop there.” Kesey wanted to go farther, to keep traveling, to enter a new West of the synapses: “I took LSD and he stayed with Jack Daniel’s; the line between us was drawn.”
Given his preoccupation with the arid West, Stegner may never have thought of Kesey as a Western writer. Stegner described Oregon’s coast as more closely related to Japan than to Utah. Kesey, in his life and work, pushed forward on multiple new frontiers that were foreign ground to Stegner.
That Stegner and Kesey clashed was no secret. In his biography of Stegner, Jackson Benson, ’52, quoted Bob Stone, another writing fellow at Stanford at the time: “Stegner saw Kesey and what he represented as a threat to civilization and intellectualism and sobriety.” Meanwhile, in a 1963 interview, Kesey accused Stegner of “writing to a class-room and to his colleagues” instead of honestly—a barb honed to wound Stegner.
To Stegner, Kesey manifested the sickness afflicting America. Stegner saw a culture descending into an anti-intellectual and ahistorical morass in which drugs and emotional flights displaced knowledge and creativity. Despite his anti-war and environmental ideals, Stegner thought the young radicals of the 1960s were mostly “harebrained” and did not trust them even to clearly articulate a reformed America, let alone carry change through. Stegner taught sustained work and constant revision as an etched-in-stone principle, while certain of his students thought their manuscripts should flow from their typewriters in billowing rolls of unedited prose just like On the Road (Kesey, who called Jack Kerouac a “prophet,” was matter of fact that One Flew Over the Cuckoo’s Nest had seen little rewriting). Stegner faulted Westerners in general for having a limited grasp of history, but he worried that the new generation of American youth “had no sense whatever that time didn’t begin yesterday.”
'Time overlaps itself. A breath breathed from a passing breeze is not the whole wind, neither is it just the last of what has passed and the first of what will come, but is more. . .’
The outward cultural conflict masked a deeper correspondence between Stegner and Kesey. In literature, Stegner believed in carefully honed point of view and clever syncopation of time, and Kesey wrote virtuosic shifts in time and perspective into Sometimes a Great Notion. Far from being pastless or ahistorical, the novel explains that “time overlaps itself,” and the strife of past generations and centuries spills over into the present.
The connections—both philosophical and personal—made in Stegner’s writing program stretched forward through the decades. In 2011, 10 years after Kesey died, his widow, Faye, married McMurtry in Texas, or as McMurtry put it: “I went up and drug Faye out of Oregon.” In 1990, Wendell Berry, a classmate of Kesey and McMurtry in Stegner’s program, read aloud a letter written by Stegner at Abbey’s funeral in the Utah desert. In the letter, Stegner called Abbey “a red-hot moment in the conscience of the country.” When Stegner died three years later, at the age of 84, Berry in turn wrote a letter for Stegner, calling him “not a red-hot moment, but one that was luminous, clarifying, and steady.” In Berry’s letter, the past flowed into Stegner and the future flowed out from him, from the geographical nexus at Stanford and out across the West and beyond, a clear spring flowing through his students and readers and even into “our country, the American land itself.”
Daniel Arnold, ’01, lives on the Rogue River in rural Oregon. He is the author of three books about climbing—one historical nonfiction, one travelogue and one of fictional short stories. Email him at firstname.lastname@example.org.


Nattō, traditional Japanese food
Blueberries, fresh or dried
Not exactly a well known vitamin, Vitamin K is important for a healthy body. It helps prevent blood clotting and contirbutes to bone health. Although Vitamin K deficiency is rare, as most get enough in their daily diet, people with a deficiency can experieince bruising, bleeding problems and brittle bones.
There are some people who may be at risk for Vitamin K deficiency, They include people with conditions like cystic fibrosis, celiac disease, ulcerative colitis, and short bowel syndrome where there may be a decrease in the amount of vitamin K absorbed in the body. As with any health concerns, you should always check with your health care provider. This is just a guide to give you some basic information, not medical advice.
So how much Vitamin K should you get each day? The table below lists the recommended amount that each individual should get daily, according to the National Institutes of Health
|Age||Recommended Daily Amount|
|Birth to 6 months||2.0 mcg|
|7–12 months||2.5 mcg|
|1–3 years||30 mcg|
|4–8 years||55 mcg|
|9–13 years||60 mcg|
|14–18 years||75 mcg|
|Adult men 19 years and older||120 mcg|
|Adult women 19 years and older||90 mcg|
|Pregnant or breastfeeding teens||75 mcg|
|Pregnant or breastfeeding women||90 mcg|
Foods rich in Vitamin K are most green leafy vegetables like kale, spinach, collards and turnip greens, along with Nattō, Japanese fermented soybean, broccoli, some herbs and dried fruits. Most supply the daily recommended amount for kids, adults may need to eat more greens…all the more reason to eat better and set an example for your kids.
Coming soon is the 2015 Dietary Guidelines for Americans


We live in a truly diverse and multi-cultural country, and therefore there will be lots of different religions all coming into contact in places such as schools and workplaces. We must promote a culture of mutual respect between religions despite opposing views, ideologies, and beliefs.
It can be fantastic to work with people from all religions, as it is an opportunity to learn about another culture and belief system outside of your own. Furthermore, it can be beneficial to your work, as different perspectives contribute to your job, and your team represents a wide range of customers.
What is Mutual Respect?
The phrase mutual respect refers to a recognition of everyone’s value, despite all of our differences. It encompasses the unique contributions different people can bring to a situation and the need for these additional contributions to create a better outcome.
In terms of religion, mutual respect refers to living comfortably and contently among all faiths and recognising each religion’s value for different people. And in the workplace, this means giving everybody space and time to express their religious identity, respecting people’s spiritual practices such as prayer in the middle of the day, and not assuming that everybody follows the same belief system and calendar.
Fostering a culture of mutual respect is both the responsibility of all staff members and your employer and manager. At Aspiring to Include, we regularly write about creating a compelling company culture from the top down. This means that the managers and bosses of companies must display the behaviour they want to see in their staff. As well as making decisions, such as creating policies, which actively encourage the kind of culture they want to see.
For example, this might mean bosses begin flexible about religious holidays to allow staff to take time off when they need it. A workplace that recognises each employee’s needs and values perpetuates mutual respect among the staff.
Having said all of this, creating mutual religious respect is the joint responsibility of employers and employees. Here are some ways you can foster mutual respect as a member of staff in a workplace:
How to Foster Mutual Respect?
Education and Discussion
If you are happy to do so, don’t shy away from talking about your religion and sharing details about your culture with others. Much of the religious prejudice people experience is a result of ignorance and a lack of understanding. Furthermore, the more you share, the more others will share with you.
Recognise that You Don’t Have to Agree with Everything Another Person Believes
It is essential not to conflate mutual respect with needing to agree with everything another person believes. Part of mutual respect in the workplace is recognising that not everybody has to believe the same thing, but you can still work alongside each other harmoniously.
Try to be Sensitive to Other Religious Practices
Remember that not everybody follows the same calendar, diet and dress code because of their religion. This might mean that somebody at your work does something in a different way to you. Take an interest in other people’s practices, and respect other people’s decisions without questioning the reasons behind these choices.


Simple Present Forms
Most verbs conjugate like the verb "run" below. Notice how you add an "s" to third-person forms. Third-person negative forms and third-person questions are made using "does."
|I run.||I do not run.||Do I run?|
|You run.||You do not run.||Do you run?|
|We run.||We do not run.||Do we run?|
|They run.||They do not run.||Do they run?|
|He runs.||He does not run.||Does he run?|
|She runs.||She does not run.||Does she run?|
|It runs.||It does not run.||Does it run?|
Instead of "s," "es" is added to positive, third-person forms of verbs ending with the following sounds: s, z, sh, ch, j or zs (as in Zsa Zsa). These special "es"-forms have been marked below with an asterisk*.
|I rush.||I do not rush.||Do I rush?|
|You rush.||You do not rush.||Do you rush?|
|We rush.||We do not rush.||Do we rush?|
|They rush.||They do not rush.||Do they rush?|
|He rushes. *||He does not rush.||Does he rush?|
|She rushes. *||She does not rush.||Does she rush?|
|It rushes. *||It does not rush.||Does it rush?|
The verb "have" is irregular in positive, third-person forms. This irregular form has been marked below with an asterisk*.
|I have.||I do not have.||Do I have?|
|You have.||You do not have.||Do you have?|
|We have.||We do not have.||Do we have?|
|They have.||They do not have.||Do they have?|
|He has. *||He does not have.||Does he have?|
|She has. *||She does not have.||Does she have?|
|It has. *||It does not have.||Does it have?|
The verb "be" is irregular in the Simple Present. It also has different question forms and negative forms.
|I am.||I am not.||Am I?|
|You are.||You are not.||Are you?|
|We are.||We are not.||Are we?|
|They are.||They are not.||Are they?|
|He is.||He is not.||Is he?|
|She is.||She is not.||Is she?|
|It is.||It is not.||Is it?|
Modal verbs behave differently from other verbs. Notice that they do not take "s" in the third person - there is no difference between first-person, second-person or third-person forms. Like the verb "be" described above, modal verbs also have different question forms and negative forms in simple present.
|I should go.||I should not go.||Should I go?|
|You should go.||You should not go.||Should you go?|
|We should go.||We should not go.||Should we go?|
|They should go.||They should not go.||Should they go?|
|He should go.||He should not go.||Should he go?|
|She should go.||She should not go.||Should she go?|
|It should go.||It should not go.||Should it go?|
To learn more about modal verbs and how they behave differently from other verbs, visit Englishpage.com's Modal Verb Tutorial.


Since there are no observable symptoms associated with simply having elevated cholesterol levels, it’s often easy to overlook a potential problem until a related condition like heart disease is diagnosed. Being more informed about high cholesterol can help at-home caregivers and their senior loved ones take preventative steps to keep cholesterol levels in check. As a leading Lehigh Valley senior care agency, here are a few things about cholesterol we hope family members and their senior loved ones will keep in mind.
Types of Cholesterol
High-density lipoprotein and low-density lipoprotein are the two types of cholesterol. HDL (“good”) cholesterol helps prevent cholesterol build-up in arteries. LDL (“bad”) cholesterol is primarily responsible for elevated cholesterol levels that can present numerous health risks. However, a recent study found that LDL helps increase muscle mass, suggesting that there’s a positive role for both HDL and LDL cholesterol to play within the body.
Sources of Cholesterol
Three-quarters of cholesterol in the human body is generated by the liver to assist with digestion and the production of hormones. The rest of the cholesterol in the body comes from food sources. In some people, too much cholesterol is produced, resulting in elevated levels and increased health risks.
Seniors and Cholesterol
The combined total of HDL and LDL cholesterol shouldn’t exceed 200 milligrams per deciliter of blood. Cholesterol screening is important for seniors since levels naturally increase with age, especially in post-menopausal women. Lowering cholesterol may have the following benefits for seniors:
• Decreased risk of plaque formation in arteries
• Reduced risk of having a heart attack or suffering a stroke
• Improved memory and cognitive functioning, according to some studies
A blood test can determine if your senior loved one has high cholesterol. Seniors with a family history of heart disease or preexisting conditions like diabetes should have regular tests more frequently to determine if it’s necessary to start cholesterol-lowering medications. Caregivers can also help senior loved ones maintain optimal cholesterol levels by encouraging healthy eating habits and regular exercise.
Learn more about helping a senior loved one maintain health and wellbeing from Home Care Assistance. We offer hourly, respite, and live-in senior care in the Lehigh Valley, ensuring seniors have the support necessary to stay healthy and safe in the comfort of their homes. Give us a call at 484-350-3874 for more information or to schedule a complimentary in-home consultation.


Here’s What You Need to Know About the Canine Flu
With the flu spreading at epidemic levels, you might think only people are at risk but turns out so are your furry friends.
The flu is speading at alarming rates this year, and even taking the lives of children and otherwise healthy adults. And much like humans, canine influenza is just as contagious for dogs and worse this year than it has been in decades before.
So far, there have been cases of canine flu all across the country and even up into Canada. Kind of like humans, dogs can spread this to each other through barking, sneezing, or coughing when they are in close quarters like doggie-day cares or groomers.
It is so contagious that almost 80% of dogs who come in contact with the virus will become infected. In some cases, it turns into pneumonia and can be deadly.
Here's what to look for if you suspect your pup may be sick: coughing, lethargy, fever, decrease appetite, and a running nose.
You can protect your fur-kid just like you would your human one - wash their toys, disinfect their leashes and water bowls and don't have playdates with other dogs that may be unvaccinated. There is a dog flu shot, but unforunately, it's not recommeded for every dog so talk to your vet if you have any concerns.
Don't worry - canine influenza is an entirely different strain than the human flu. If your doggo gets sick, you don't have to stress about catching it yourself.


Use hardy ice plants to bring low-growing color
Colorado is fortunate to have a wide assortment of plants introduced by Denver Botanic Gardens’ Senior Curator, Panayoti Kelaidis.
Among his finds are South African ice plants that have come to the Colorado’s horticultural scene through Plant Select® because of his love of hardy succulents. Learn what he has to say about them in the video and read more about hardy ice plants below.
These water-wise groundcovers come from high altitudes and have proven to be durable and resilient to our Colorado climate. All bloom in early summer, are hardy in Zones 4-5 and grow well with in full sun in soils with excellent drainage. They prefer not to have heavy snow cover in winter, so south-facing sites may be best at higher elevations.
These cold-hardy cheerful bloomers are also:
- deer resistant
- attractive to smaller pollinators such as bees and bee look-alikes
- low growers with all but one being under 2″ tall
- shallow-rooted and can be used as a living mulch under and between other plants provided direct sun hits the leaves for at least 6 hours per day. Perfect for shading the roots of Clematis, and usually blooming in tandem!


Lichtspiel Opus I
With a background as a painter, and cellist/violinist, Walter Ruttmann found his way to making experimental abstract animations in the 1920s, and later, feature length documentary films.
Ruttmann was in a milieu of painters, poets and musicians who saw in the new media a possibility to expand the limits of the fine arts. They described their abstract films as visual music, seeking to achieve a similar experience in the visual as in music. The overall idea of their works was also linked to the concept of the absolute film; the idea of a universal language of abstract images.
Ruttmann's most well-known film is Berlin-Symphony of a Great City, which utilized the Kino-Eye or Cinematic-Eye technique of Dziga Vertov. This is documentary filmmaking at its most poetic and expressive. His later World Melodies expanded on the synthesis of the visual and the musical with scenes taken from all over the world.
During the late 1930s Ruttmann delved deeper into documentary filmmaking, which likely led to his work on various propaganda films. As Germany moved towards World War II, Ruttmann worked with Leni Riefenstahl in the writing of the famous Nazi propaganda film Triumph of the Will(1934), and later the editing of Olympia (1938). Whether or not Ruttmann would have suffered the same lapse in reputation that Riefenstahl did after the war will never be known, as he was killed on the war front making a newsreel just three short years later.
Weekend (1930) 11'10": Weekend is a pioneering work from the early days of radio, commissioned in 1928 by Berlin Radio Hour. In a collage of words, music fragments and sounds, the film-maker and media artist Walter Ruttmann presented on 13 June 1930 a radically innovative radio piece: an acoustic picture of a Berlin weekend urban landscape.


All About Parenting
From talking and reading to infants to making values clear (best done in conversations around the dinner table), parents exert enormous influence over their children's development. They are, however, not the only influences, especially after children enter school. It's especially important that parents give children a good start, but it's also important for parents to recognize that kids come into the world with their own temperaments, and it's the parents' job to provide an interface with the world that eventually prepares a child for complete independence. In a rapidly changing world, parenting seems subject to fads and changing styles, and parenting in some ways has become a competitive sport.
But the needs of child development as delineated by science remain relatively stable. There is such a thing as overparenting, and aiming for perfection in parenting might be a fool's mission. Too much parenting cripples children as they move into adulthood and renders them unable to cope with the merest setbacks. There is also such a thing as too-little parenting, and research establishes that lack of parental engagement often leads to poor behavioral outcomes in children, in part because it encourages the young to be too reliant on peer culture. Ironically, harsh or authoritarian styles of parenting can have the same effect.


August 28, 2017
A Review Of Some Topics In Complementary Medicine
By Michael D. Shaw
The National Center for Complementary and Integrative Health (part of NIH) offers the best definitions of the terms “complementary” and “alternative,” as they refer to healthcare: If a non-mainstream practice is used together with conventional medicine, it’s considered “complementary.” If a non-mainstream practice is used in place of conventional medicine, it’s considered “alternative.”
As they further explain, true alternative medicine is uncommon. Most people who apply non-mainstream approaches use them along with conventional treatments. “Integrative” healthcare involves bringing conventional and complementary approaches together in a coordinated way.
That being said, we now look at some current topics…
The injury rate from yoga is up to ten times higher than has previously been reported, which is comparable to the injury rate of all sports injuries combined among the physically active population. This according to a June, 2017 article published in the Journal of Bodywork and Movement Therapies. Worse, yoga is said to exacerbate 21 per cent of existing injuries. The work is being touted as the first prospective study to investigate injuries caused from recreational participation in yoga.
On the other hand, 74 per cent of participants in the study reported that existing pain was improved by yoga, suggesting that as in virtually all issues related to health, things are almost never simple. As co-author Evangelos Pappas notes:
“Yoga participants are encouraged to discuss the risks of injury and any pre-existing pain, especially in the upper limbs, with yoga teachers and physiotherapists to explore posture modifications that may results in safer practice.”
For those over 50, a combination of aerobic and resistance exercises can significantly boost brain power. So says a review article, published in April, 2017, appearing in the British Journal of Sports Medicine.
The authors examined 39 studies published through 2016 to assess the potential impact of varying types, intensities, and durations of exercise on brain health for that age group. “Brain health” was divided into parameters of global cognition; attention (sustained alertness, including the ability to process information rapidly); executive function (processes responsible for goal oriented behaviors); memory (storage and retrieval); and working memory (short term application of found information).
Among the findings: Aerobic exercise significantly enhanced cognitive abilities, while resistance training had a pronounced effect on executive function, memory, and working memory.
The authors conclude: “The findings suggest that an exercise programme with components of both aerobic and resistance type training, of at least moderate intensity and at least 45 minutes per session, on as many days of the week as possible, is beneficial to cognitive function in adults aged over 50.”
What does the NCCIH say about Type 2 Diabetes and Dietary Supplements? The agency analyzed clinical trial data for Alpha-Lipoic Acid (ALA), Chromium, Cinnamon, Magnesium, and Omega-3 Fatty Acids.
1. Two studies are cited for ALA, one looking at macular edema, and the other focusing on cholesterol levels and insulin sensitivity. In both cases, ALA did not show any particular effect.
2. Three studies are cited for chromium, giving contradictory results. Interestingly, the review article comprising the greatest number of clinical trials and patients did show a favorable effect for chromium on both the fasting blood glucose (FBG) reading and the HbA1C. Yet, NCCIH is mostly dismissive on chromium.
3. Two systematic reviews are cited for cinnamon, with contradictory results. The positive review showed that cinnamon can lower FBG, but does not affect HbA1C. This could imply that supplementation throughout the day (or time-release) might lower both parameters. FBG allows the body several hours to “clear” the glucose, while an elevated HbA1C reflects feeding patterns during waking hours, and is generally more indicative of the condition.
4. Two studies are cited for magnesium, with reasonably positive results, However, NCCIH’s commentary is again a bit dismissive. After all, their observation that “Clinical trial results on efficacy of magnesium supplementation for type 2 diabetes is limited” could apply to essentially every drug that has ever been approved by the FDA.
5. Three studies are cited for Omega-3 Fatty Acids, and they all agree that supplementation has little effect on diabetes or coronary heart disease parameters. It is noted that in one of the studies, a reasonably high dose—similar to that recommended on supplement labels—was given.
Minor criticisms notwithstanding, I commend the NCCIH for staying true to its mission of “Exploring complementary health products and practices in the context of rigorous science, training complementary health researchers, and disseminating authoritative information to the public and professionals.”


Table of Contents
POPULAR OPERATING SYSTEMS
In this article we will discuss about some popular operating systems. except from this in this section, we shall discuss in brief, some salient features of two commonly used operating systems, namely MSDOS and Unix. MSDOS is an operating system available on personal computer series of IBM with microprocessors Intel 8086, Intel 80286, Intel 80386 and Intel 80486 (for various families of microprocessors, see Appendix-A). Unix is a trademark of an operating system created by AT&T Bell laboratories. This operating system is available on variety of the computer systems ranging from personal computers to main- frame and supercomputers. Normally, Unix operating system is used on microcomputers, micro/mini and some minicomputers where a moderate number of terminals are connected.
MSDOS (PC-DOS) Operating System | POPULAR OPERATING SYSTEMS
MSDOS stands for Microsoft Disk Operating System and PCDOS is abbreviation of Personal Computer Disk Operating System. These two are closely related in their features This operating system is compact and can be stored on a floppy disk. MSDOS is supported by a large number of utilities, associated with the core operating system.
Following are main features of MSDOS:
- (a) It is a single user, single process operating system,
- (b) It supports batch processing mode of operation,
- (c) It provides the file system in a hierarchical organization, i.e. there is a root directory, and sub-directories at various intermediate levels and the files at the lowest level,
- (d) It supports a wide range of system software tools like language compilers, editors, interpreters, linkers and software maintenance tools. It also supports application packages like word-processors, spreadsheets, database management systems. CAD/CAM packages and expert system shell etc.
- (e) It has become a very popular and versatile operating system. A text file in MSDOS format can be read by other operating system.
There are numerous commands and utilities associated with MSDOS. A command is intrinsic to the kernel (core) of the operating system i.e. it is integral part of the kernel. A utility is a separate routine out side the kernel but it is executed by the operating system. We illustrate a few frequently used commands and utilities of MSDOS for some basic system operations.
It is a command to enlist the names of the files stored in the file table (directory).
It is a command to create a new directory which will be sub-directory of the working directory.
It is a command to remove a sub-directory if it does not contain any files or other sub-directory.
It is abbreviation of Change Directory which allows to change the working directory.
It is a command to delete a file from the file system.
It is a command to rename a file in the file system.
It is a command to copy contents of some specified file into another specified
It is a utility to initialize a disk for usage. file.
It is a utility to check the status of the disk and display it to the user.
It is a utility to copy track-by-track a complete disk to other disk.
It is a utility to store a backup of the contents of disk.
It is a utility to restore the files stored by backup utility.
It is a utility to recover the damaged or lost files.
Unix Operating System | POPULAR OPERATING SYSTEMS
Unix is a very popular multi-user, multi-tasking operating system with time-shared mode. The main objective of this operating system is to provide a platform for program development, networking and documentation. Unix operating system is so versatile that it is available on various types of computer systems. It is available on personal, micro, mini, and mainframe computers. Some super-computers are also provided with Unix. Major salient features of Unix operating system are:
- (a) It is portable on various types of machines,
- (b) It allows the usage in multi-user mode through interactive terminals,
- (c) Its file system is tree structured (hierarchical),
- (d) It provides tools and utilities for developing more tools and utilities and the application packages,
- (e) It is associated with the library of scientific and statistical functions and routine to support compilers.
- (f) It provides a large number of software calls to help in development of software tools like compilers and interpreters,
- (g) It has facility of networking through modem circuits for electronic mail,
- (h) It supports text-formatting software tools.
There are numerous commands and utilities available on Unix operating system. We present here a few frequently used commands and utilities for some basic system operations.
It is a command to enlist the files of the working directory.
This commands creates a new sub-directory in the working directory.
It removes a sub-directory, if it does not contain any files sub-directory.
This command changes the working directory.
It removes one or more files.
It moves a file by name.
It copies a file to other file.
It concatenates (join in sequences) one or more files
This command mounts a device for usage.. .
It performs backup of the whole disk or files specified in the disk.
It restores the dumped information.
WINDOWS OPERATING SYSTEMS | POPULAR OPERATING SYSTEMS
Windows’ is a concept of GUI based operating systems that provide a very easy to use interface to the users of the computers. Microsoft evolved this concept in 1985 with a view that the contemporary powerful operating systems such as MSDOS and Unix are limited to text commands for computer operations. Windows came out with a philosophy of providing the graphical ways of commanding the computer resources. Windows OS combines the salient features of MSDOS and Unix for memory management, I/O management, process management and file management.
Following are the main elements of a Windows operating system:
It is an area on the computer screen with a number of Icons.
It is a graphical symbol to indicate a program, a folder, an activity or an file.
It is used to point and click using a mouse.
It is blinking character for inserting a character.
A desktop interface provides a set of click operations.
- Left-click: It is used to select or open.
- Right click: It is used provide a menu of quick options.
- Single-click: It is used to select an item
- Double-click: It is used to open or launch program
This option provides details about the size of drives, disks, folders and files. This is also used to change the appearances and preferences of windows, drives, disks, folders and files.
Drag and Drop:
Copy/Cut and Paste:
- 1. Windows 3.11- it was an interface over MSDOS.
- 2. Windows 95- it was the first independent Windows OS.
- 3. Windows 98- it was an enhanced and improved version of Windows 95.
- 4. Windows 2000-it is still better version of Windows with advanced facilities to support applications directly. The Internet protocols were built in this OS.
- 5. Windows NT- it is a network operating system to work on LAN and get connected to other LANs. It is based on Networking Technologies at Hardware and Software level both.
OS is shown in Figure below.
FEW MORE OPERATING SYSTEMS
- VAX/VMS operating system on VAX computers,
- VM/370 operating system,
- UCSD pascal system,
- CP/M operating system,
- ECORN: On BBC machines,
- OS/2 operating system.
Hope you liked this article on “Popular operating systems”. You are invited for any kind of suggestion or feedback in the comment box. You can also mail us your suggestions or feedback directly at firstname.lastname@example.org. To read more such articles related to Technology, Electronics and Instrumentation. You can also download our Android App. Click here to download the mobile app.
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Developing new paths for cycling in the countryside
How to tell where cycling's legal
- Footpaths are open to walkers only (yellow waymarkings)
- Bridleways are open to walkers, horse riders and cyclists (blue waymarkings)
- Restricted byways are open to walkers, cyclists, horse riders and horse drawn vehicles (plum waymarkings)
- Byways Open to All Traffic (BOATs) are open to walkers, cyclists, horse riders, horse-drawn vehicles and motor vehicles (red waymarkings).
A list of all recorded public rights of way is kept in each county or unitary council offices, and is called the 'definitive map'. The maps were first drawn up in the 1950s, and authorities (except Inner London boroughs) have a duty to keep the map under continuous review (s53 Wildlife and Countryside Act 1981).
A route that isn't on the map could still be a right of way, however. And, just because a way is shown as a footpath, it doesn't necessarily mean that you can't cycle on it.
Cyclists are usually most interested in the addition of bridleways and restricted byways. (The establishment of new BOATs has been severely curtailed by the Natural Environment and Rural Communities Act 2006).
Expanding the rural path network for cycling
At the moment, only about 30% of the public rights of way network in England and Wales is available to cyclists. Access to land in Scotland is much more widespread, due to the Land Reform (Scotland) Act 2003, which gives the public (including cyclists) lawful access to most land and inland water there, provided they comply with the Outdoor Access Code.
Cycling UK would like to see the rest of the UK adopt the same off-road access arrangements that Scotland now enjoys, but in the meantime, there are a number of options for developing more countryside routes for cycling in England and Wales - some of them much better and more workable than others.
Basically, the options fall into two categories:
- By statute (i.e. applying the law); or
- By gaining the landowner's permission.
Cycle dedication via statute:
1. Conversion under the 1984 Cycle Tracks Act
This is limited to the conversion of public footpaths only and is only appropriate if the path is wide enough for cycling. It is sometimes opposed by walkers, who may be reluctant to share the route with cyclists. Also, once a path becomes a cycle track it no longer appears on the definitive map.
The strong possibility of objections to proposals for converting a footpath into a cycle track - and the fact that this might well lead to a time-consuming public inquiry - make this process unpopular with many highway authorities. However, the Government is currently looking at simplifying the bureaucracy involved as part of its 'Red Tape Challenge'.
See our campaigns briefing on public footpaths for more.
As mentioned above, local authorities can create new rights of way, or they can make a creation agreement with the landowner. When creating a way, the authority should update the definitive map, but even if they don't, the creation order/agreement, is evidence that the way is a public right of way.
a. Creation Order by a highway authority (s26 1980 Highways Act)
By this, the highway authority creates a bridleway or restricted byway and pays compensation to the landowner. As it’s expensive, it is not commonly used.
b. Creation by agreement (s25 1980 Highways Act)
By this process, a bridleway or restricted byway is created following discussions between the highway authority and a sympathetic landowner, without compensation.
a. Deemed (or presumed) dedication through 20 years of cycle use (s31 1980 Highways Act)
The landowner is 'presumed' to have dedicated the trail as a right of way on the basis of (usually) 20 years uninterrupted use by the public. Anyone can claim such ways by showing evidence, either documentary (such as photos and documents) or anecdotal (such as witness testimonies) that the way has been used continuously during the required period.
Thanks to s68 of the Natural Environment & Rural Communities Act 2006, cyclists can now make claims based on uncontested cycle use. If successful, this leads to a restricted byway.
b. ‘Express dedication’ as bridleway or carriageway (Common Law)
Campaigners, clubs or individuals negotiate the route and consequent compensation with sympathetic landowners. Once dedicated, the route becomes a highway, but may not necessarily be later adopted for maintenance by the highway authority. This system has resulted in some 80 new bridleways in the Mendips negotiated by the Trails Trust.
c. Dedication by the landowner (s16 2000 Countryside and Rights of Way Act (CRoW)
A landowner can dedicate a path or area for cyclists through this provision, but to date no such dedication has been made. Any such dedicated path or area would not become a highway and therefore would not be maintainable by the highway authority.
d. Dedication by a Parish Council (s30 1980 Highways Act)
This creates a bridleway or restricted byway by agreement with the landowner. It is rarely, if ever, used.
3. Recording under s53 1981 Wildlife & Countryside Act
This is instigated when a highway authority becomes aware of evidence that a definitive route for cyclists may exist and should be on the definitive map. Evidence is typically based on user testimonies, enclosure awards, tithe maps, railway and estate maps and Finance Act maps, amongst others. The process is, however, very bureaucratic (see below), and with a typical output of around five Orders per authority per year, backlogs of 10 years are not uncommon.
Claiming an unrecorded right of way
A way that is recorded on the definitive map is protected for existing and future use and it is easier to stop anyone interfering with it. Also, if you've been challenged for using a path (e.g. by a landowner, a 'keep out' sign, or locked gate), if it's not on the map, you may lose your right to ride on it.
There are two basic methods to make a claim. They can be used together and the relevant highway authority will be able to guide you through the process in detail.
1. s53 Wildlife & Countryside Act - historical evidence:
You will need to use the local Public Records Office to find historical evidence that the route should be, say, a bridleway (which means that it's legal to cycle on it).
2. s31 Highways Act Deemed Dedication following 20 years of cycle and/or equestrian use:
Basically, you'll need to compile evidence that the path has enjoyed uninterrupted use by cyclists for (usually) 20 years. Although most authorities tend to accept claims if at least half a dozen witnesses can testify to this, it is best to gather as many testimonies as you can. All relevant landowners have to be notified, a step that might prove complicated and involve Land Registry searches. If you can't find out who the owner is, you could ask the council to put up a notice on the land.
Applying to have the definitive map modified
The first step is to go to the relevant local authority's office to check the existing definitive map to see if the way that interests you is on it and, if it is, what its status is. If it's not there, or you disagree with its recorded status (e.g. it's listed as a footpath, but you think it should be a restricted byway), ask the authority to check.
If you think the map and/or the authority is wrong, and you want to take the matter further, you can make an official claim by applying for a 'definitive map modification order' (DMMO).
The relevant highway authority will be able to guide you through the process in detail and explain what sort of evidence you need to supply.
When you're happy that you've done everything required of you, you can submit your claim. The authority then has to investigate and apply statutory tests to it. If all goes well, the authority will make the Order and advertise it, giving the public a chance to object. If you think the authority hasn't made the right decision based on the evidence you've supplied, you can appeal against it.
Objections to the Order
Anyone may object (but only on relevant grounds). If there are no objections, then the authority should confirm the Order and record the way.
If there are relevant objections, the matter must be referred to the Secretary of State for Environment, Food and Rural Affairs (or the Welsh Assembly in Wales), although in practice this is dealt with by a Government agency, the Planning Inspectorate, acting on their behalf.
The Inspectorate appoints an inspector, who decides whether to hold a public inquiry, or to ask for written representations. This is usually decided on the basis of the number of objectors; the more objectors, and the more complicated their objections, the more likely that the case will be decided through an inquiry. In either case, the Inspector will visit the site in question.
If the inspector decides on an inquiry, it should be held on a convenient date for everyone and near the trail. You'll be invited to submit proof of evidence and the process, including the timetable, should be properly explained to you.
Objectors and applicants are permitted to employ professional representation and to cross-examine witnesses.
Sometimes, the evidence points towards a right of way with a different status from the one advertised in the Order: for example, a claim submitted by horse riders for a bridleway may find support from cyclists or carriage drivers, indicating that the way ought to be a restricted byway. The inspector can modify the Order, but must then re-advertise it and invite objections. This could make a new inquiry necessary.
The inspector considers the evidence and makes his decision, after which there is no right to further inquiries or representations. It is, however, possible to challenge the decision through the courts.
If the decision goes in your favour, the authority should automatically make the modification to the definitive map.
Adding to the routes available for cycling can also be done via 'permissive' options, as opposed to the statutory processes listed above. They are often considerably faster to implement, but in many cases permission may be withdrawn at any time.
1. Informal permission by landowner
Cycle use permission can be obtained by word of mouth, but signed, written confirmation is preferable. Some larger landowners may provide such informal access as a result of their access policy, as in the use of stone tracks in freehold Forestry Commission Woodlands. Similarly British Waterways, which has a bye-law prohibiting the use of vehicles on towpaths, has relaxed this restriction for cyclists on around half of its network.
2. Deed of agreement by the landowner
This is a more formal alternative to an informal agreement, and is likely to be between landowner – either the local authority, utility or other private landowner – and a representative body such as a cycling organisation, cycle club or community group. The agreement may well include arrangements for maintenance and management of the trail. The resulting route would not be recognised as a highway in law – it's just a way open for cyclists.
3. Access for cycles as part of a commercial enterprise
This can be found in a number of forms:
- Payment of an entry fee to an estate or woodland area, e.g. Drumranlig Castle, Dumfries;
- Permit fee for a trail network, e.g. Crown Estate, Swinley, Bracknell;
- Free informal use of a trail network with income derived from car park, café, visitor centre, cycle shop or cycle hire facilities, e.g. Penshurst, Kent and Llandegla, Wrexham.
4. Defra / Natural England Higher Level Stewardship (HLS) Scheme
This scheme gave landowners grants for agreeing to permissive bridleways for use by cyclists, usually as part of a wider environmental project. EU rules have now stopped revenue funding for any new examples, although current schemes will continue to the end of their 10 year agreements.
5. Paths for Communities (P4C)
In England, a new 2-year funding scheme, Paths for Communities (P4C) will offer between £5,000 and £150,000 out of a £1m per year pot for the creation of new rural paths. Grants will normally provide 75% of the costs, with the remainder from match funding.
Multi-user paths catering for cyclists, equestrians and walkers are intended to be the priority, as are those that will support local businesses through increased tourism. Schemes will need to be developed through co-operation between local communities or user groups and the relevant landowner.
Although the overall pot of money is relatively small, if there is a need to address that missing bridleway link in your own locality, then this scheme could provide the opportunity to resolve it.
Natural England's website provides more details.
- Cycling UK's campaigns briefing on Bridleways, Restricted bByways and Cycle Tracks explains these ways in more detail, and our campaigning views about them
- Cycling UK's campaigns briefing on Changing the Status of Rights of Way explains our views on statutory orders and why and how to get the best out of the process for cycling.
- Cycling UK's campaigns briefing on Off-road Access in Scotland explains our views on the Land Reform (Scotland) Act 2003, which has been highly beneficial to cyclists


The government aims to maintain price level stability, by infusing money in the market to counterbalance the impact of deflation. However, low consumer spending due to lower money supply decreases demand; therefore, the supply of goods outpaces demand, causing depression in the economy. Furthermore, due to lower demand, unemployment tends to rise, as firms have to lay off workers. Other causes of deflation are the innovation that causes a sharp increase in productivity, thereby leading to lower prices and a change in the capital structure of markets that facilitates firms to raise capital to fund innovative production processes.
An example of deflation is the Great Depression in the United States that followed the US stock market crash in 1929. During the Great Depression, unemployment reached 25%, and although the output of high production industries such as mining and farming was high, workers were not compensated according to their labor. Therefore, consumer spending was extremely low, and people could not afford basic goods, no matter how low the prices were.
In a nutshell:
- Deflation is the general decline of the price level of goods and services.
- Deflation is usually associated with a contraction in the supply of money and credit, but prices can also fall due to increased productivity and technological improvements.
- Whether the economy, price level, and money supply are deflating or inflating changes the appeal of different investment options.