text:
Jaynes on Clever Tricks

Posted by Tom Leinster

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I’ve posted before about the eminently browsable, infuriating, provocative, inspiring, opinionated, visionary, bracing, occasionally funny, unfinished book Probability Theory: The Logic of Science that arch-Bayesian apostle of maximum entropy Edwin Jaynes was still writing when he died.

All I want to do now is to share section 8.12.4 of that book, _Clever tricks and gamesmanship_, which acts as balm for anyone who feels they’re not good at “tricks”. The rest of this post consists of that section, verbatim.

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_8.12.4 CLEVER TRICKS AND GAMESMANSHIP_

Two very different attitudes toward the technical workings of mathematics are found in the literature. In 1761, Leonhard Euler complained about isolated results which ‘are not based on a systematic method’ and therefore whose ‘inner grounds seem to be hidden’. Yet in the 20th century, writers as diverse in viewpoint as Feller and de Finetti are agreed in considering computation of a result by direct application of the systematic rules of probability theory as dull and unimaginative, and revel in the finding of some isolated clever trick by which one can see the answer to a problem without any calculation.

For example, Peter and Paul toss a coin alternately starting with Peter, and the one who first tosses ‘heads’ wins. What are the probabilities p, p′ for Peter or Paul to win? The direct, systematic computation would sum (1/2)n over the odd and even integers:

$$p = \sum\limits_{n = 0}^{\infty}\frac{1}{2^{2n + 1}} = \frac{2}{3},\qquad p\prime = \sum\limits_{n = 1}^{\infty}\frac{1}{2^{2n}} = \frac{1}{3}.$$

The clever trick notes instead that Paul will find himself in Peter’s shoes if Peter fails to win on the first toss: _ergo_, p′=p/2, so p = 2/3, p′=1/3.

Feller’s perception was so keen that in virtually every problem he was able to see a clever trick; and then gave only the clever trick. So his readers get the impression that:

1.  probability theory has no systematic methods; it is a collection of isolated, unrelated clever tricks, each of which works on one problem but not on the next one;

2.  Feller was possessed of superhuman cleverness;

3.  only a person with such cleverness can hope to find new useful results in probability theory.

Indeed, clever tricks do have an aesthetic quality that we all appreciate at once. But we doubt whether Feller, or anyone else, was able to see those tricks on first looking at the problem.

We solve a problem for the first time by that (perhaps dull to some) direct calculation applying our systematic rules. _After_ seeing the solution, we may contemplate it and see a clever trick that would have led us to the answer much more quickly. Then, of course, we have the opportunity for gamesmanship by showing others only the clever trick, scorning to mention the base means by which we first found the answer. But while this may give a boost to our ego, it does not help anyone else.

Therefore we shall continue expounding the systematic calculation methods, because they are the only ones which are guaranteed to find the solution. Also, we try to emphasize _general_ mathematical techniques which will work not only on our present problem, but on hundreds of others. We do this even if the current problem is so simple that it does not require those general techniques. Thus we develop the very powerful algorithms involving group invariance, partition functions, entropy, and Bayes’ theorem, that do not appear at all in Feller’s work. For us, as for Euler, these are the solid meat of the subject, which make it unnecessary to discover a different new clever trick for each new problem.

We learned this policy from the example of George Pólya. For a century, mathematicians had been, seemingly, doing their best to conceal the fact that they were finding their theorems first by the base methods of plausible conjecture, and only afterward finding the ‘clever trick’ of an effortless, rigorous proof. Pólya (1954) gave away the secret in his _Mathematics and Plausible Reasoning_, which was a major stimulus for the present work.

Clever tricks are always pleasant diversions, and useful in a temporary way, when we want only to convince someone as quickly as possible. Also, they can be valuable in understanding a result; having found a solution by tedious calculation, if we can then see a simple way of looking at it that would have led to the same result in a few lines, this is almost sure to give us a greater confidence in the correctness of the result, and an intuitive understanding of how to generalize it. We point this out many times in the present work. But the road to success in probability theory goes first through mastery of the general, systematic methods of permanent value. For a teacher, therefore, maturity is largely a matter of overcoming the urge to gamesmanship.

Posted at October 19, 2019 5:52 PM UTC

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question: What is the general principle of the text?

answer: The text espouses the use of systematic methods in mathematics and probability theory to discover results instead of clever tricks. Edwin Jaynes says while the clever tricks are entertaining, they don't help a newcomer at all. The clever tricks also make it seem like outstanding cleverness is the only way to discover interesting results while the people sharing such tricks usually discover their results via tedious computation first, realizing the trick on further retrospection.

question: What does the text say about clever tricks in math?

answer: The quoted author (Edwin Jaynes) thinks clever tricks are pleasant to read but relatively useless in teaching the general principles of probability theory. Edwin Jaynes finds it unbelievable that the people who share their clever tricks of solving a problem actually realized the trick in their initial attempt to solve it. He thinks they figured out the solution through computation first in most instances, realizing the clever trick later. The main benefits of clever tricks, according to Jaynes, are that they can supplement our understanding and make it easier to convince others about a certain result.

question: What does the text say about Hilbert's problems?


split: test

text:
WALTER WILLIAM LANGSTON (November 9, 1884 – April 12, 1978) was an American football player and coach. He served as the head football coach at Southwest Missouri State Teacher's College (now known as Missouri State University) in 1909.[1]

He was a graduate of Drury College and attended the Boston University School of Theology.[2]

[1]

[2]

title: Walter Langston

question: When was Walter Langston born?

answer: November 9, 1884.

question: What was his middle name?

answer: William.

question: What was his job?

answer: Football player and coach.

question: What was his nationality?

answer: American.

question: Write a ~1 sentence summary.

answer: Walter William Langston was an American football player and coach who served as the head football coach at Southwest Missouri State Teacher's College (now known as Missouri State University) in 1909.


text:
Development}}

DEVELOPMENT OF THE HUMAN BODY is the process of growth to maturity. The process begins with fertilization, where an egg released from the ovary of a female is penetrated by a sperm cell from a male. The resulting zygote develops through mitosis and cell differentiation, and the resulting embryo then implants in the uterus, where the embryo continues development through a fetal stage until birth. Further growth and development continues after birth, and includes both physical and psychological development, influenced by genetic, hormonal, environmental and other factors. This continues throughout life: through childhood and adolescence into adulthood.[1]

Before birth

Development before birth, or PRENATAL DEVELOPMENT () is the process in which a zygote, and later an embryo and then a fetus develops during gestation. Prenatal development starts with fertilization and the formation of the zygote, the first stage in embryonic development which continues in fetal development until birth.

Fertilization

[tbhhjgb|right|thumb|Sperm fertilizing an egg] Fertilization occurs when the sperm successfully enters the ovum's membrane. The chromosomes of the sperm combine with those of the egg to form a single cell, called a zygote, and the germinal stage of embryonic development commences.[2] The germinal stage refers to the time from fertilization, through the development of the early embryo, up until implantation. The germinal stage is over at about 10 days of gestation.[3]

The zygote contains a full complement of genetic material, with all the biological characteristics of a single human being, and develops into the embryo. Briefly, embryonic development have four stages: the morula stage, the blastula stage, the gastrula stage, and the neurula stage. Prior to implantation, the embryo remains in a protein shell, the zona pellucida, and undergoes a series of rapid mitotic cell divisions called cleavage.[4] A week after fertilization the embryo still has not grown in size, but hatches from the zona pellucida and adheres to the lining of the mother's uterus. This induces a decidual reaction, wherein the uterine cells proliferate and surround the embryo thus causing it to become embedded within the uterine tissue. The embryo, meanwhile, proliferates and develops both into embryonic and extra-embryonic tissue, the latter forming the fetal membranes and the placenta. In humans, the embryo is referred to as a fetus in the later stages of prenatal development. The transition from embryo to fetus is arbitrarily defined as occurring 8 weeks after fertilization. In comparison to the embryo, the fetus has more recognizable external features and a set of progressively developing internal organs. A nearly identical process occurs in other species.

Embryonic development

Human embryonic development refers to the development and formation of the human embryo. It is characterised by the process of cell division and cellular differentiation of the embryo that occurs during the early stages of development. In biological terms, human development entails growth from a one-celled zygote to an adult human being. Fertilisation occurs when the sperm cell successfully enters and fuses with an egg cell (ovum). The genetic material of the sperm and egg then combine to form a single cell called a zygote and the germinal stage of prenatal development commences.[5] The embryonic stage covers the first eight weeks of development; at the beginning of the ninth week the embryo is termed a fetus.

The germinal stage refers to the time from fertilization through the development of the early embryo until implantation is completed in the uterus. The germinal stage takes around 10 days.[6] During this stage, the zygote begins to divide, in a process called cleavage. A blastocyst is then formed and implanted in the uterus. Embryonic development continues with the next stage of gastrulation, when the three germ layers of the embryo form in a process called histogenesis, and the processes of neurulation and organogenesis follow.

In comparison to the embryo, the fetus has more recognizable external features and a more complete set of developing organs. The entire process of embryonic development involves coordinated spatial and temporal changes in gene expression, cell growth and cellular differentiation. A nearly identical process occurs in other species, especially among chordates.

Fetal development

A FETUS is a stage in the human development considered to begin nine weeks after fertilization.[7][8] In biological terms, however, prenatal development is a continuum, with many defining feature distinguishing an embryo from a fetus. A fetus is also characterized by the presence of all the major body organs, though they will not yet be fully developed and functional and some not yet situated in their final location. thumb|center|upright=3.5|Stages in prenatal development

Maternal influences

The fetus and embryo develop within the uterus, an organ that sits within the pelvis of the mother. The process the mother experiences whilst carrying the fetus or embryo is referred to as pregnancy. The placenta connects the developing fetus to the uterine wall to allow nutrient uptake, thermo-regulation, waste elimination, and gas exchange via the mother's blood supply; to fight against internal infection; and to produce hormones which support pregnancy. The placenta provides oxygen and nutrients to growing fetuses and removes waste products from the fetus's blood. The placenta attaches to the wall of the uterus, and the fetus's umbilical cord develops from the placenta. These organs connect the mother and the fetus. Placentas are a defining characteristic of placental mammals, but are also found in marsupials and some non-mammals with varying levels of development.[9] The homology of such structures in various viviparous organisms is debatable, and in invertebrates such as Arthropoda, is analogous at best.

After birth

Infancy and childhood

CHILDHOOD is the age span ranging from birth to adolescence.[10] In developmental psychology, childhood is divided up into the developmental stages of toddlerhood (learning to walk), early childhood (play age), middle childhood (school age), and adolescence (puberty through post-puberty). Various childhood factors could affect a person's attitude formation.'''[11]

-   Prepubescence
    -   Neonate (newborn)
    -   Infant (baby)
    -   Toddler
    -   Play age
    -   Elementary school age, may coincide with preadolescence

[Approximate outline of development periods in child development.]

The Tanner stages can be used to approximately judge a child's age based on physical development.

  --------------------------------------------------------------------------------------------------------------------------------------
  For North American, Indo-Iranian (India, Iran) and European girls   For North American, Indo-Iranian (India, Iran) and European boys
  ------------------------------------------------------------------- ------------------------------------------------------------------
  -   Thelarche (breast development) 11y (8y–13y)                     -   Gonadarche (testicular enlargement) 12y (10y–14y)
  -   Pubarche (pubic hair) 11y (8.5y–13.5y)                          -   Pubarche (pubic hair) 12y (10y–14y)
  -   Growth spurt 11.25y (10y–12.5y)                                 -   Growth spurt 13y (11y–18.5y)
  -   Menarche (first menstrual bleeding) 12.5y (10.5y–14.5y)         -   Spermarche (first ejaculation) 13.5y (11.5y–15.5y)
  -   Wisdom tooth eruption 15y (14y-17y)                             -   Wisdom tooth eruption 17y (15y-19y)
  -   Adult height reached 15y (14y–17y)                              -   Completion of growth 17y (15y–19y)
  --------------------------------------------------------------------------------------------------------------------------------------

Puberty

PUBERTY is the process of physical changes through which a child's body matures into an adult body capable of sexual reproduction. It is initiated by hormonal signals from the brain to the gonads: the ovaries in a girl, the testes in a boy. In response to the signals, the gonads produce hormones that stimulate libido and the growth, function, and transformation of the brain, bones, muscle, blood, skin, hair, breasts, and sex organs. Physical growth—height and weight—accelerates in the first half of puberty and is completed when an adult body has been developed. Until the maturation of their reproductive capabilities, the pre-pubertal physical differences between boys and girls are the external sex organs.

On average, girls begin puberty around ages 10–11 and end puberty around 15–17; boys begin around ages 11–12 and end around 16–17.[12][13][14][15][16] The major landmark of puberty for females is menarche, the onset of menstruation, which occurs on average between ages 12 and 13;[17][18][19][20] for males, it is the first ejaculation, which occurs on average at age 13.[21] In the 21st century, the average age at which children, especially girls, reach puberty is lower compared to the 19th century, when it was 15 for girls and 16 for boys.[22] This can be due to any number of factors, including improved nutrition resulting in rapid body growth, increased weight and fat deposition,[23] or exposure to endocrine disruptors such as xenoestrogens, which can at times be due to food consumption or other environmental factors.[24][25] Puberty which starts earlier than usual is known as precocious puberty, and puberty which starts later than usual is known as delayed puberty.

Notable among the morphologic changes in size, shape, composition, and functioning of the pubertal body, is the development of secondary sex characteristics, the “filling in” of the child's body; from girl to woman, from boy to man.

Adulthood

Biologically, an adult is a human or other organism that has reached sexual maturity. In human context, the term adult additionally has meanings associated with social and legal concepts. In contrast to a “minor”, a legal adult is a person who has attained the age of majority and is therefore regarded as independent, self-sufficient, and responsible. The typical age of attaining adulthood is 18, although definition may vary by legal rights and country.

Human adulthood encompasses psychological adult development. Definitions of adulthood are often inconsistent and contradictory; a person may be biologically an adult, and have adult behavior but still be treated as a child if they are under the legal age of majority. Conversely, one may legally be an adult but possess none of the maturity and responsibility that may define an adult, the mental and physical development and maturity of an individual is proven to be greatly influenced by the circumstances in which they exist.

Organ systems

Development of human organs and organ systems begins in the embryo and continues throughout the human lifespan.

[1]

[2]

[3]

[4]

[5]

[6]

[7] Klossner, N. Jayne, Introductory Maternity Nursing (2005): “The fetal stage is from the beginning of the 9th week after fertilization and continues until birth”

[8]

[9] Pough _et al._ 1992. Herpetology: Third Edition. Pearson Prentice Hall:Pearson Education, Inc., 2002.

[10] _Macmillan Dictionary for Students_ Macmillan, Pan Ltd. (1981), page 173. Retrieved 2010-7-15.

[11]

[12]

[13] “For girls, puberty begins around 10 or 11 years of age and ends around age 16. Boys enter puberty later than girls-usually around 12 years of age-and it lasts until around age 16 or 17.”

[14]

[15]

[16] Marshall (1986), pp. 176–177

[17] (Tanner, 1990).

[18]

[19]

[20]

[21] (Jorgensen & Keiding 1991).

[22]

[23]

[24]

[25]

title: Development of the human body

question: How does legal maturity differ from physical maturity in human adults.

answer: A person may be biologically an adult, and have adult behavior but still be treated as a child if they are under the legal age of majority. In most countries, legal majority is reached at 18. Though this may change from one country to another. The mental and physical development and maturity of an individual are proven to be greatly influenced by the circumstances in which they exist.

question: How and why has the onset of puberty changed in the last one hundred years?

answer: In the 21st century, the average age at which children, especially girls, reach puberty is lower compared to the 19th century, when it was 15 for girls and 16 for boys. This can be due to any number of factors, including improved nutrition resulting in rapid body growth, increased weight and fat deposition, or exposure to endocrine disruptors such as xenoestrogens, which can at times be due to food consumption or other environmental factors.


text:
Interviews | Politics | Southeast Asia

Insights from Tamara Loos.

[Thailand Protests at a Tipping Point]

Credit: Khaosod English
_Diplomat_ author Mercy Kuo regularly engages subject-matter experts, policy practitioners, and strategic thinkers across the globe for their diverse insights into Asia affairs. This conversation with Dr. Tamara Loos _– _chair and professor at the Department of History at Cornell University_ – _outlines why the current protests in Thailand are different from any the country has seen before.

BRIEFLY EXPLAIN THE CONTEXT OF CURRENT DOMESTIC PROTESTS IN THAILAND.

Demonstrators in Thailand today clamor for three main changes: the resignation of Prime Minister Prayut Chan-o-cha, revision of the constitution to allow for greater democratic participation, and reform of the monarchy to subject it to legal, political, and fiscal oversight. These peaceful protests differ radically from unrest in the past for several reasons.

First, Thai citizens openly challenge the role of the monarchy in Thai cultural and political life, which reveals a revolutionary cultural shift. Self-censorship and lese majesté laws that once prevented Thais from publicly expressing their concerns about the role of the monarchy in politics no longer apply. The institution of the monarchy is now subject to public debate and discussion.

Second, middle school, high school, and college-age Thais make up the majority of protesters, rather than older generations who filled the streets in the color-coded protests in the early 2000s. These youth demand holistic changes to Thailand’s education system, strict gender conformity, constitution, and monarchy.

Third, social media plays a pronounced role in the demonstrations because these internet platforms are not subject to the same degree of control by the Thai army or government broadcasting authorities, unlike TV and radio. Protesters deftly utilize social media to connect with each other and supporters around the world and enable them to mobilize quickly.

ANALYZE THE TIPPING POINT OF DEMONSTRATIONS AND IMPLICATIONS FOR DOMESTIC REFORM.

When human rights lawyer Anon Nampa publicly broached the topic of the monarchy at a rally in August 2020, he unleashed a flood of pent up criticism. A necessary precondition for this tipping point was the ascension of King Vajiralongkorn, a monarch who fails to live up to the dignified image and ethical standards of his father, King Bhumibol. Whereas King Bhumibol promoted frugality, personal reserve, and traditional heteronormative monogamy, his son has been married four times and resurrected the long-dead institution of polygyny. In addition, the new king’s opulent lifestyle, residence abroad, and apparent disinterest in the financial hardship of Thais impacted by economic consequences of COVID-19 diverge significantly from the image of his father’s public morality and concern for the lives of his subjects.

IDENTIFY THE KEY STAKEHOLDERS IN SHAPING THE DIALOGUE BETWEEN THE THAI GOVERNMENT AND DEMONSTRATORS.

The army, the monarchy and its supporters, and the diverse assemblage that makes up the progressive movement are the three main stakeholders in this conflict, which so far have not engaged in substantive dialogue.

The Royal Palace has remained remarkably silent despite demonstrations that demand a response from the king. For example, protesters set up mailboxes in front of the Grand Palace in which they placed letters to the king demanding monarchical reform. Police “accidentally” fired water cannons at the peaceful demonstrators. By contrast, pro-royalist supporters have become increasingly militant in their response to calls for monarchical reform.

The army considers itself first and foremost the protector of the monarchy, which in turn lends legitimacy to the army by endorsing coups. By openly questioning the legitimacy of the monarchy, protesters also challenge that of the army and its political interventions.

The loose coalition of groups that comprise the protesters symbolically represent Thailand’s future. Their protests are peaceful and inclusive and their demands are for reform, not abolition, of the monarchy. For these reasons, the cost of committing violence against them is high and could lead to de-legitimation of the monarchy and military.

DESCRIBE THREE SCENARIOS – GOOD, BAD AND UGLY – OF PLAUSIBLE OUTCOMES OF NEGOTIATIONS.

As a thought experiment, one can imagine three possible scenarios. In one, King Vajiralongkorn intervenes on the side of the protest and agrees to reform the monarchy. He did, after all, declare that “we love them all the same.” This would decrease his wealth and political power, but potentially increase the cultural capital of the monarchy as an institution. The next step would entail a revision in the relationship between the military and the monarchy to enable a strengthening of democratic institutions.

In another, the military stages a coup against Prayut, the former army commander-in-chief who staged the last coup. Factionalism within the army may stabilize behind the king, all of which suggests increased repression. While a coup will satisfy one demand made by protesters for the resignation of the prime minister, it will not satisfy their demands for greater participatory democracy or reform of the monarchy. It would instead widen the chasm between the new generation of protesters and the established authority of the military and monarchy. If a coup leads to a violent crackdown, it is possible their efforts will backfire and increase support for the protesters, who are the sons and daughters of Thailand’s middle classes.

A third scenario might see a continuation of protests and arrest of its leaders until the movement is drained of momentum. However, they have permanently transformed public culture regarding the monarchy, which will be subject to continued critique. This only delays a future conflict between those who want genuine change in Thailand’s political institutions and the military.

ASSESS THE IMPACT OF THAI PROTESTS ON U.S.-CHINA GEOPOLITICAL RIVALRY IN THE REGION.

The U.S. government has played almost no role in these events, despite conspiracy theories that allege CIA backing of demonstrators — an ironic claim given the United States’ buttressing of the Thai monarchy as a bulwark against communist influence during the Cold War era. Historically, the U.S. has preferred an economically liberal, stable regime, even if it is a military-backed monarchy, over a genuinely democratic but potentially unstable government in Thailand.

question: How do current Thai protests differ from those of the past?

answer: Thai citizens openly challenge the role of the monarchy. Self-censorship and lese majesté laws that once prevented Thais from publicly expressing their concerns about the role of the monarchy in politics no longer apply. School and college-age Thais make up the majority of protesters, rather than older generations who filled the streets in the color-coded protests in the early 2000s. Social media plays a pronounced role in the demonstrations because these internet platforms are not subject to the same degree of control by the Thai army or government broadcasting authorities.

question: How has the Thai king's behavior stirred up his people?

answer: A necessary precondition for this tipping point was the ascension of King Vajiralongkorn, a monarch who fails to live up to the dignified image and ethical standards of his father. The son has been married four times and resurrected the long-dead institution of polygyny. In addition, the new king’s opulent lifestyle, residence abroad, and apparent disinterest in the financial hardship of Thais impacted by the economic consequences of COVID-19 diverge significantly from the image of his father’s public morality and concern for the lives of his subjects.

question: What was the outcome of the protests


text:
SUGAR RAY LEONARD VS. ROBERTO DURÁN III, billed as “UNO MAS”, was a professional boxing match contested on December 7, 1989 for the WBC super middleweight title.

Background

Reigning WBC super middleweight champion “Sugar” Ray Leonard had made the first successful defense of his title after fighting Thomas Hearns to a draw. After the Hearns fight, Leonard began negotiations for both a third fight with rival Roberto Durán and a potential third fight with Hearns.[1] Whilst a third Hearns fight never came into fruition, Leonard and Duran would reach an agreement to face one another and the fight was announced at a press conference on July 26, 1989, though the venue in which the fight would take place was still in question.[2] Five days later, the then-yet-to-be-opened Mirage was announced as the venue for the fight.[3] Durán had won the WBC middleweight title after upsetting Iran Barkley in his previous fight, though only Leonard's super middleweight was on the line. Leonard and Durán agreed to a catch-weight of 162 pounds, between the middleweight limit of 160 pounds and the super middleweight limit of 168 pounds. Initial plans called for both Leonard and Duran's titles to be at stake, but Duran's mandatory challenger Lindell Holmes refused to step aside and insisted on Duran making his next defense against him, resulting in Durán's title not being defended.[4]

The fight was billed as “Uno Mas” (one more in Spanish) in reference to Leonard and Duran's second fight against each other in which Duran quit in round eight after apparently telling the referee “No Mas” (no more in Spanish).

The fight

In contrast to their first two fights, this was entirely lopsided in Leonard's favor. Using constant movement and counter-punching, Leonard dominated Duran, completely neutralizing Duran's offensive attack. Leonard landed 227 punches, good for 52% of his total thrown punches compared to Duran, who landed a dismal 84 punches at a 14% rate. The fight went the full 12-round distance, with all three judges scoring the fight for Leonard with scores of 120–110, 119–109 and 116–111.[5]

Fight card

  Weight Class         Weight                      vs.                    Method   Round   Notes
  -------------------- --------- ----------------- ------ --------------- -------- ------- -------
  Super Middleweight   164 lb    RAY LEONARD (c)   def.   Roberto Durán   UD       12/12
  Heavyweight          200+ lb   RAY MERCER        def.   Ossie Ocasio    SD       8/8
  Light heavyweight    175 lb    ANDREW MAYNARD    def.   Mike DeVito     UD       8/8
  Heavyweight          200+ lb   TOMMY MORRISON    def    Ken Lakusta     UD       6/6

[1] Leonard negotiating with Hearns, Duran, UPI article, 1989-07-20 Retrieved on 2020-02-19

[2] Leonard, Duran: They'll Fight but When? Where?, LA Times article, 1989-07-26 Retrieved on 2020-02-23

[3] Leonard, Duran: They'll Fight but When? Where?, LA Times article, 1989-07-31 Retrieved on 2020-02-23

[4] Uno Mas, Observer-Reporter article, 1989-07-26 Retrieved on 2020-02-23

[5] One for the Ages, Sports Illustrated article, 1989-06-19 Retrieved on 2020-12-18

title: Sugar Ray Leonard vs. Roberto Durán III

question: Why was the boxing match between Sugar Ray Leonard and Roberto Duran III billed as "Uno Mas"?

answer: "Uno Mas" was the title given to the third fight between the reigning super middleweight champion "Sugar" Ray Leonard and rival Roberto Duran. "Uno Mas", meaning "one more" in Spanish, was in reference to Leonard and Duran's second fight in which Duran quit by telling the referee "No Mas", meaning "no more" in Spanish.


text:
Before I tell you this story, please, understand that I am NOT crazy. I swear. I've lived a completely normal life until this school year. I don't know who to go to for advice; I'm sure I'll get locked in an asylum. These past events have made me lose sleep, focus, and sanity.
	It all began on the first day of school. Normally I would be ecstatic to return to school. That day, I was completely excited. I had been in my room everyday of the summer, hoping to improve my orchestral skill. I studied each and every note of my favorite movements carefully, reading each bar with great concentration. I play any music, from classical to modern music, and while I can honestly say I enjoy it, I feel like I can never improve. Last year, we had a very high strung woman conduct us. Ms. Gibbens never seemed to give us good advice, and was always on the edge when the quarter-annual concerts would swing around. Despite all of her flaws, I came to like her, because what she couldn't express through words without stuttering, she could play through music beautifully. Each note was pure and graceful, connecting her spirit with sound. I would always look forward to Orchestra class, until May 14th. On May 14th, Ms. Gibbens didn't show up to class, and we were all seated, ready to play our instruments. A few minutes after the morning announcements, people began to lose concentration. Jokes were made about Ms. Gibbens, people would say: "She has to feed her cats, she's too old for real company", or "Maybe she couldn't handle the stress of teaching anymore". Students were laughing and enjoying themselves. After all, Ms. Gibbens had not shown up, and it had been well over 20 minutes. After a few more minutes of complete chaos, the principal frantically opened the room door, with a face as pale as the Alps in the winter.
"K-k-kids, you can pack up your instruments. There's been a terrible accident." he stuttered, still in obvious shock.
 Many students began to converse as they packed up their cases, wondering what happened. I was still in my chair, desperately hoping that Ms. Gibbens would be okay. After a few questions, the principal finally came to tell  me that Ms. Gibbens had committed suicide. I felt sick all of the sudden, and requested to go home. I can't remember the next few days of my life during that period. The feeling of losing someone you deeply care about is unlike any other. I dealt with it the only way I knew how to: music. I played my heart out each day, crying after every session, wishing I could turn back the hands of time, or just say good-bye to Ms. Gibbens. Near the end of the year, I started to slowly become myself again, and I decided that I would devote my life to music, to honor Ms. Gibbens.
	Fast forward 5 months of practicing, and there I was, in orchestra class once again. The entire room had been renovated, and the chairs and stands were brand new. The teacher that had been selected was said to be one of the best in the area, and a few students even claimed they had been taught by him before. Keep in mind, I'm not a judgmental person. I've lived a life of solitude for the past 5 months, so pointing out flaws is something I'm not entirely comfortable doing. But this teacher, man, he was a wreck. He was wearing a wrinkled blue collar-up shirt, stained black slacks, and his hair was a sloppy combover. He smelled like he had just ran around the school track more times than the entire football team had in their lives.
"Hey guys, my name is Mr. Broadfoot!" he said with great excitement.
What an odd name for a teacher. It sounds very familiar. I think I may have had him as a teacher too. He looks a hell of a lot different, though, I thought to myself.
 "I know that you've all had a fair share of sadness this past year, but remember, music can do great things for a person!" he exclaimed, his excitement even more present than earlier.
	I began to quickly feel anger towards him. Who was he to bring up the death of Ms. Gibbens? He didn't know her like we did. Many kids began uncomfortably shifting in their chairs, and he narrowed his eyes.
"Look, I'm not going to spoon-feed you guys. You're all old enough to get your shit together, right?" he growled, his tone severly dropping.
	I felt even more anger towards him, and as I played that day, all I could think about was about that anger. This jerk doesn't deserve to take this place, I thought. However, my anger slowly subsided, as he grew more and more stern throughout the session. I couldn't tell what it was, but something seemed off about him. I felt intimidated. I quickly shrugged it off that day, and was glad to leave the room. I left school afterwards, because I only have orchestra and P.E. on mondays, and I wasn't going to go to P.E. with a lousy attitude.
	As I walked down the hallway, I could feel people staring at me. Their eyes burning into me. I couldn't blame them though, as I probably looked like a wreck too. I had been so focused on music that I hadn't seen anyone in months. I just shrugged it off, like usual. Why should I care about people's opinions? After all, I'm my own person. They have no right to judge me. Music can do great things for a person.
	The next day, I woke up, grabbed a quick bite of breakfast, and stopped by Starbuck's for a quick coffee. Mr. Broadfoot started off the day ecstatic as usual, but gradually became more stern. Every student was very nervous in that class, and began fidgeting and even a few cried. I felt anger again that day too, but I was still spooked by Mr. Broadfoot's presence.
 	If only I knew what it was about him; he seems so familiar, I thought, trying to probe my mind for possible answers.
	As I walked to math class, I could feel even more students glaring at me. I was confused, but still neglected them. I just shrugged it off. As I sat down in a desk in math class, the teacher looked at me oddly, but didn't say anything. I returned a concerned glance, and she simply nodded and began classroom expectations. I was so tired, despite the coffee I had drank prior to arriving at school. I began to slowly doze off.....
	The math teacher, Mrs. Alan, prodded me with a ruler. I woke up, startled.
	"What time is it?" I frantically asked, embarrased.
	"About 11:30. You were asleep for 3 hours. Is everything okay, Trevor?" she asked, her voice filled with concern and confusion.
	"Yeah, I guess I just couldn't sleep well last night. Sorry to bother you!" I said, quickly leaving the classroom.
	This is where things start to really fall off. Please remember, I'm not crazy.
	I woke up that morning, and did the usual routine, a bite of breakfast, and some Starbuck's. I felt ready to play music that day. As I entered the Orchestra room, EVERYONE and I mean EVERYONE began whispering and staring at me. The sheer power of an entire room looking at me was so immense, that I couldn't look back. I slowly made my way to my seat. As I sat down, I could still feel people staring at me. At that moment, I was so fed up with it. I quickly snapped around and yelled:
	"What the hell do you guys want?!"
	A few students flinched, and some became angry. I quickly felt regret for yelling at them.
	"Well, are you going to conduct or not?" a student yelled.
	I froze in confusion. Why would they want me to conduct? At that moment, I realized Mr. Broadfoot had not shown up to class that day. I shrugged it off and began to conduct. About halfway through the class period, I realized Mr. Broadfoot was not going to show up. I scoffed.
	Just like an ass, to not show up for his students, I thought.
	I reached to pick up my cup of coffee, and spilled it all over my black slacks. The combination of frustration and pain surged through me and I stormed off to the bathroom. As I cleaned myself up, I looked in the mirror. What I saw in the mirror will haunt me forever. I saw myself in the mirror, with a sloppy combover, with a wrinkled collar-up blue shirt, and stained black slacks.
	At that moment, I began to cry. I was so distraught and confused. I couldn't think straight. How the hell did this happen? No, this can't be real. It can't be. I'm dreaming. I'll wake up to my regular morning routine and everything will be right again.
	I ran as fast as I could to Mrs. Alan's room. I had to find someone who actually cared about me. As she saw me approaching her nose wrinkled in disgust. I couldn't blame her.
	"What do you need, Mr. Broadfoot?" she asked sternly.
	"I... I don't know who I am anymore." I said with confusion.
	"You need to go see a counselor. First you come into my room and sleep, and now you verbally abuse your students? If I had the power to, I'd fire you right now. Leave my room." she retorted.
	I met with my therapist, and he diagnosed me with a split-personality. It turns out that last year, I was a college grad, and I was the student teacher in Ms. Gibbins' class. Part of me wanted to cling onto the past so much, that I remained a student partly. However, I had to take up teaching the class to finish my credit hours. I hated myself for trying to fill her place as an orchestra teacher. I began to live two lives, one as the student, and one as the teacher. Despite the huge differences, we were both Trevor Broadfoot.
	Right now, I'm writing this letter because I've decided I don't want to live anymore. I've lost everything. My family refuses to meet with a mentally insane person, every student hates me, and I hate myself equally. I'm raising the gun to my head. Wait.. I can hear the music. The music I studied all summer. It's calling for me to stop. To press on and get help. No. It's too late. I'll just shrug it off.
Inspired by Mr. Hale- the biggest asshole orchestra teacher ever

title: My buddy Jordan has been writing short stories. Here's one of them!

question: What does the story say about the name of the school where Ms. Gibbens taught music?

question: What does the story say about Ms. Gibbens?

answer: Ms. Gibbens teaches orchestra class. She's a very high-strung woman when conducting her students and never seemed to give good advice. She was always on the edge during the quarter-annual concerts. Ms. Gibbens would often stutter while teaching, but what she couldn't express through words, she did through music because she played beautifully. Each note was pure and graceful, connecting her spirit with sound. On May 14th, Ms. Gibbens didn't show up to class because she had committed suicide.

question: Summarize the relationship between Ms. Gibbens and Trevor Broadfoot.

answer: They had a teacher-student relationship. Ms. Gibbens taught orchestra class. Trevor was her student teacher. However, he admired and deeply cared about Ms. Gibbens because of how beautiful and pure she plays music. He was already a college grad when she died, so he had to take up teaching her class to finish his credit hours. He hated himself for trying to fill her place as an orchestra teacher. Trevor lost himself in his music, playing his heart out every time and crying after each session. It took Trevor five months to recover from the shock of Ms. Gibbens' death.

question: Summarize how the main character changes over the story.

answer: The main character is Trevor Broadfoot. He starts out as a regular college grad taking orchestra class because he loves music and admires his teacher, Ms. Gibbens, for how well she plays. He becomes her student teacher for credit hours. When Ms. Gibbens commits suicide, this breaks Trevor because he cared deeply for her and wasn't able to say goodbye. His personality splits into two: Trevor the student and Mr. Broadfoot, the music teacher. He wanted to cling to the past, so part of him remained a student despite being a college grad. Part of him needed to take up teaching the class to finish his credit hours, which he did, but hated doing. Trevor begins to unravel. He didn't bathe regularly, wore rumpled and stained clothing to school, and was hard on the students. His personality would revert to a student and he would attend classes he wasn't supposed to attend, often falling asleep. He even sees himself sitting in orchestra class, while "Mr. Broadfoot" teaches (if that makes any sense). He lost everything. His family refuses to see him, the students hate him, and he hates himself.


text:
“I don’t play with female gamers,” says Tyler “Ninja” Blevins, Twitch’s biggest streamer and one of the faces of the _Fortnite_ fandom. This edict may be surprising to hear, especially as emphatically as Blevins said it when we spoke at a recent Samsung event.

Though Blevins isn’t shy about being married, and his more than 10 million subscribers include people of every gender identity, the internet’s love of gossip has convinced the Twitch star not to invite women to participate in his __ _Fortnite Battle Royale_ livestreams. With fame comes scrutiny of every thing you say or do, he suggested, and that can sometimes lead to questions about who you’re sleeping or flirting with on the sly.

“If I have one conversation with one female streamer where we’re playing with one another, and even if there’s a hint of flirting, that is going to be taken and going to be put on every single video and be clickbait forever,” Blevins told Polygon.

There’s some truth to the idea that flirting can lead to YouTube clickbait and invasive questions — Blevins has asked some himself when playing with other well-known (male) streamers. Take the clip below, from a Twitch stream with _Fortnite_ star Ali “Myth” Kabbani.

Imane “Pokimane” Anys is another big name on Twitch whose popularity grew rapidly over the last year, and when she started playing _Fortnite_ on streams with Kabbani, viewers began to ask: Are they dating? Fans assume Twitch streamers are in a relationship just as often as they speculate on their marital status. And that apparently includes Blevins, who used his mega-platform to further perpetuate that rumor.

Whether or not it’s true that Anys and Kabbani are together is, obviously, their business. But when it comes to his relationship with streamer Jessica “Jghosty” Blevins, who often appears on her husband’s channel, Blevins is happy to open up about his devotion.

“[Not being connected to other women online,] that was something I made 100-percent sure,” he said. It was his decision alone to keep his streaming partners men-only. “That was not even her. She had nothing to do with it. That was me being, ‘I love our relationship,’ and, ‘No — I’m not even gonna put you through that.’”

A growing Twitch means a diminishing sense of privacy, especially for women on the platform. Female streamers have opened up before about the difficulty in maintaining a separation between their Twitch personas and who they are offline — often at the behest of viewers who demand answers, lest they assume what’s going on for themselves.

Respect is a major part of playing _Fortnite_ and other games. Yet women often are the receiving end of anything but: “Twitch thots,” harassment, warding off obsessive or judgmental viewers are all serious concerns for well-known female streamers. In contrast to the reality of being a woman on Twitch, Blevins’ choice to draw a line feels like a conservative gesture — even a familiar, divisive one.

“There hasn’t been a single female gamer or streamer on Twitch or anything like that who’s been upset about that,” he said of possible pushback. “I honestly think that [...] it’s just kinda like a respect thing.”

Ninja may not hear criticism of his decision, but similar gender-based views have received pushback in the political sphere — think of the outcry surrounding Vice President Mike Pence’s supposed marital boundaries. Still, the Twitch streamer is sticking to his absolute, which he believes is the only choice.

“The only way to avoid that [gossip] is to not play with them at all.”

UPDATE: Ninja has since responded to — and stood by — his comments to us on Twitter. Read more in our follow-up story.

question: Summarize the mentality of livestream viewers that Blevins is trying to deal with.

answer: Based on the article, it appears that livestream viewers tend to focus more on the streamer as opposed to the content being streamed. Since they like to prod for information, give harassing comments, and seem to spread gossip a lot, then it can be said that the actual game content of a stream is not as important as the celebrity factor. So it can be said that livestream viewers want to see drama, gossip, or content wherein they can instigate any form of strong emotional reaction from the streamers --this is the basis of Blevin's choice to not play with female gamers.


text:
For most students, taking the SAT or ACT is the most stressful part of a their high school career. But what most people don’t realize is that it can be equally taxing on parents as well. They’ve been watching their teen study and work hard for several years in high school and now it all seems to come down to one big test. In my twelve years of test prep tutoring, where I’ve spent thousands of hours helping students prepare for their SAT and ACT exams, I cannot count how many times I’ve had parents ask me, “what can I do to help my child prepare for the SAT or ACT exam?” Well, I’ve compiled a list.

1. REMEMBER THE PARENTOCRATIC OATH!

The Parentocratic oath is based on the Hippocratic Oath: first, do no harm. I may have made it up, but the idea is that before you start worrying about all the things to do to help, make sure that you stop doing the things that make the situation worse.

Most teenagers cannot see things from your perspective. They haven’t faced countless life-changing intersections, and they’re also secretly worried about how you will react if they don’t “make it” into a good school. So before you can help your teen prepare for exams, you need to help them have a constructive perspective on ACT and SAT test prep. You need to help them see an exciting future unfolding before them, share positive college stories of your own, and make sure test prep for the ACT and SAT is framed as a challenge to be their best, not a moment in time that can make or break their future.

2. FOCUS ON THE POSITIVE

Research has shown that positive reinforcement is crucial to teenager’s learning and retention process. During study time, check up on your child every once in a while to (hopefully) catch them studying and praise their efforts. Teenagers aren’t good at making a plan and sticking to it on their own. So instead of scolding them after they inevitably get distracted or procrastinate, be proactive and nudge them in the right direction. And don’t forget to praise them when they’re doing well.

3. HELP THEM MAKE A PLAN, AND HELP THEM FOLLOW IT

Remember to be your child’s teammate in this, not his or her boss. So instead of giving them orders, sit down with them and plan out a study schedule. Start from the finish line. Choose the test date, figure out how much study and preparation needs to be done, and help your teen create a schedule that will accomplish this. Consider other commitments as well: homework, soccer practice, school project deadlines, etc. so as to not overwhelm your child. Make sure it’s not you who’s doing all this planning. You’re there to give them a running start; they’ve got to keep running. Here is a more detailed breakdown of a study plan.

4. GIVE THEM ENOUGH TIME AND THE RIGHT MATERIALS

Make sure they start early enough. Junior year or the summer before junior year is the ideal time to get your teen started on his or her test prep. Have them take an official practice test for both the ACT and the SAT in the summer before junior year to gauge their strengths and weaknesses.

There are tons of resources for SAT and ACT preparation, but the official SAT and ACT guides have the most realistic practice. Websites like Khan Academy offer free practice your child can use any time.

If you decide to get a tutor or enroll your child in a test prep class, ensure that the tutor (the one who will be teaching your child, not just the founder of the test prep company!) has several years of experience. Also, make sure your child is motivated to learn from a class, otherwise, you might spend hundreds of dollars for your teen to catch up on sleep in the back of the classroom.

Trying to choose between a class and private tutoring? If your child is shooting for an exceptionally high score or struggles with fundamentals, private tutoring will serve your child’s needs best. If your child is closer to the middle of the pack in scoring, can meet at regular times, and price is an issue for your family budget, a class might be the best option. As a parent, you can’t take the ACT or SAT for your child, but you can do a lot to to set them up for success with the best resources for test prep.

5. CONSIDER BOTH SAT AND ACT, AND BE READY TO HAVE THEM TAKEN MORE THAN ONCE

Familiarize yourself with the scoring, test format, content, and other details of both the ACT and SAT. Despite these tests becoming more and more similar in the past few decades, there are still enough differences that your child could score significantly higher in one test than the other. Not to mention that you’ll be more helpful when you understand the test and the hurdles your teen is facing. Here is a thorough breakdown of the differences between the SAT and ACT.

As mentioned before, have your child take an official practice test for both the SAT and ACT (the PSAT should be enough to judge the SAT). For accurate feedback on your teen’s strengths and weaknesses, make sure the practice tests are official College Board or ACT tests, and make sure the testing is timed, in a quiet location, and with realistic breaks.

Know that it may be necessary to take your child’s preferred test more than once to see the best scores your teen can get. Often times, children are too nervous or anxious during their initial test and thus do not perform to the best of their abilities. Others simply do not prepare seriously until they see their first test’s results. However, I do not recommend taking the test absolutely cold. Instead, make those practice tests as close to the real thing as possible.

6. DO YOUR OWN HOMEWORK

If you want to do your best as a parent to prepare your kid for SAT or ACT test prep, you’ll need to do some homework first. No, I am not asking you to take out old books and start practicing. I am asking you to find out about the test dates, talk to high school counselors, attend info nights at school, and do online research. Find out if the schools you are looking at are test optional and what the average test scores of their incoming students are.

Let’s be honest, whether our kids realize it or not, they are not taking these tests alone. All the tips I’ve mentioned above are important in helping your child with their SAT/ACT prep. These are the things I have seen work time and time again when preparing my students for their SATs or ACTs.

If you’re still unsure about how to proceed with test prep or don’t know where to start, leave me a message and I’ll be happy to point you in the right direction to get the ball rolling.

question: Explain ways in which parents can help their children prepare for the SAT or ACT exams.

answer: A lot of parents are confused about how to help their children prepare for SAT or ACT exams. However, there are ways parents can support their children in doing the best they can. Firstly, parents must ease pressure from their wards. Parents must not burden their kids with the cost of failure as some teenagers might be afraid of how their parents will react if they fail their exams. Hence parents must reassure them and frame the exams as a challenge, not as a do-or-die affair. Also, positive reinforcement can be important in helping children build good habits and stick to them. Also, parents can help by helping their teenagers build a good plan and encouraging them to follow it. The children must have a large percentage of input in formulating these plans for them to work well. It is also beneficial to start preparing for the exams as early as possible so as to gauge their strength and weaknesses. Also, it helps not to focus on one exam but try both SAT and ACT not once but multiple times to get the best scores possible for one's child.

question: How much does preparing for SAT and ACT cost?


text:
No More Always Wanted

It wasn’t raining, though all the people walking with big coats in the grey street felt it would be soon. The afternoon’s clouds seemed to be circling like a tired dog in search of the right place drop.

Dustin’s numb hands were holding a bucket. The bucket, which had a sign on it that said *College Money*, was holding exactly nineteen dollars and sixteen cents. Foggy breath was left behind as talking people walked past. Dustin watched it float upwards and disappear, changing from red to green to gold with the Christmas lights in the shop windows. He knew it wouldn’t be enough money. He had been standing on the cold corner of Market Street since 10 o’clock in the morning, and only four people had made donations. The first had been his English teacher, Ms MacColl, who had been on her way to do some seasonal shopping when she’d seen him and said “I believe in you, Dustin.” The wrinkles on her face had transformed into an encouraging smile as she presented a five dollar note. The second person had been Isabelle Crosland, who was the same age as Dustin, and had caused him to daydream extensively after she’d let yet another five dollar note fall into his bucket with a wink. The third person Dustin hadn’t known at all; a young man in a long black coat swinging a carrier bag of rattles and clinks had stopped to ask:

“What do you want to study?”

“Literature.”

“Why?”

“I love telling stories.”

“Then you must never stop,” the young man had instructed, handing a folded ten dollar bill to the boy.

The fourth and final person had been playing guitar just across the street since roughly 11 a.m. Dustin was quite sure that he was homeless, but didn’t say anything except *thank you* when the musician gave him sixteen cents before moving along to another spot.

At one point, Dustin bought a fresh-cream chocolate éclair and a coke from a nearby bakery. This had cost a total of one dollar. Thus, he was left with nearly twenty.

As the roads became less busy, the twelve year old boy began to walk home. He wasn’t sure how to feel about his venture. The night was creeping across the sky and yellow street lamps flickered on as Dustin turned left onto Luck Lane. He felt touched that some people he knew and some who he didn’t had helped him, but he was sure that twenty dollars wouldn’t be enough to change the situation with his parents. In fact, he thought that he would probably have to spend all the weekends until he left school holding that bucket on various streets to raise enough money to make any kind of difference.

But Dustin was a fighter. Even though, when he had asked if he would be able go to university and become a writer one day, his mother and father had explained to him all sorts of things about money and taxes and insurance and medical costs, he still remembered that when he was younger, they had always told him that he could be whatever he wanted to be. Dustin still wanted to believe it, so as he reached the end of Luck Lane he reassured himself:

“I can be whatever I want to be.”

However, he said it quite loudly, and that may have been a big mistake, because just then he heard heavy footsteps running towards him.

“What’s in your bucket, boy?” said one of the three men who had just appeared behind him. Dustin knew he shouldn’t stop walking. He knew he should run, but for some reason he couldn’t.

“Give us the bucket!” said another man, looking around to make sure there was nobody else on the shadowy road.

“No!” shouted Dustin, as he turned and started running as fast as he could. In school he would often win races - but the men were faster than his classmates, and within seconds they were in front of him. There was a very loud slapping sound and Dustin fell backwards onto the floor, one hand still holding onto the bucket, one hand pressed against his burning left cheek. Someone ripped the plastic container out of his fingers. By the time he’d gotten to his feet again, all three of them (and his nineteen dollars and sixteen cents) were gone. He didn’t even get a chance to memorize their faces.

Dustin sat down on the cold cobble-stones. He wanted to say a lot of rude words, but he just stared at the wall. His shoulders were shivering and his fists were squeezing at the air. All he could think was *what just happened? Why would they do that?* He hoped his Dad would come running round the corner, or the nice homeless musician would suddenly put a hand on his shoulder and say something like *here, I got it back for you.* But the street was empty.

After a long time, Dustin stood up. He stared at his feet, hoping that soon they would start walking for him. But they were too cold and too stunned. His shoes were tied up with the standard two bows hanging on either side of each foot. His laces were mainly white, with a few grey smudges, and the material below them was a navy blue. He started to think about all the things people he knew had in common - like hair and eyes and ears and noses and brains and clothes and shoes. He even knew two boys in his class who had the same shoes as him.

Dustin started to think that maybe his parents had been mistaken: maybe he was just like everyone else, and his dream to become a great writer was just something silly that he’d convinced himself could happen. Maybe his shoes would best be used for kicking balls and learning to run faster and walking to and from school and, in the future, to and from work.

The young boy looked up from his feet. He noticed a line of graffiti all alone in pretty, curvy red writing stretching along the top of the wall. He’d never seen it before, and he often walked down Luck Lane. He read it. It said:

*I could have been someone.*

He recognised it from a Christmas song his parents would sometimes listen to. He remembered the next line in the song: ‘*well so could anyone.’* For a few more moments, Dustin was still. He was thinking deeply.

“I can be whatever I want to be,” he whispered to himself, a tear cooling the place where one of the men had hit him. His right foot lunged forwards.

\*

Luck lane was quite a busy street during the daytime. It had a number of banks on it, some shoe shops, some clothes shops and a sweet shop. The sweet shop, whose window was just opposite the line of graffiti Dustin had noticed, was owned by a very nice old lady with white hair called Ms Sow. Ms Sow had seen the graffiti on Saturday, just like Dustin. There was a lot of crime in the area, so Ms Sow didn’t give too much thought to it - but on Monday morning, when she noticed another line just underneath the words *I could have been someone*, she rubbed down her sugary rainbow apron the way she always did and complained to a customer:

“There seem to be more and more troublemakers around these days – Look! They’re spraying everywhere!”

Dustin happened to be waiting in the queue to buy some lemon bonbons just as Ms Sow had said it. When he left the shop, he spent a few moments looking at the new sentence. It made him smile:

**“I’d bet you’re wonderful,”** someone had written in a heavy but neat, black paint. As Dustin gazed at it, he noticed a few people around him slowed to read it before continuing on their way.

By Tuesday, Ms MacColl was one of the people who had stopped briefly to read the graffiti conversation that was slowly taking place on the wall opposite Ms Sow’s Sweet Shop on Luck Lane. The curvy red style of writing had replied:

“What makes you say that?”

By Thursday, many people, including Isabelle Crosland, were talking about the graffiti conversation. The black ink had replied:

**“From what you wrote, you must have dreams. And I like your handwriting.”**

And below that the red ink said: “I’ve always wanted to be a singer.”

On Saturday too, Dustin found himself standing and smiling amongst a crowd of people marvelling at the dialogue.

**“I’ve always wanted to be a songwriter,”** the black ink remarked.

“For some reason, I think you could make it,” the red offered.

**“Well, so could anyone,”** said the black.

By the following Wednesday all the people of the town knew about the graffiti conversation. Even Dustin’s parents walked in their big coats through the grey streets to see it.

On Wednesday night, Dustin asked his parents again about becoming a writer.

“Of course you can write in your spare time,” Dustin’s father had said, “but I just don’t think that it would be a very stable job.”

“Your Dad’s right, Dustin,” his mother had added. “These are hard times, and we don’t want to get your hopes up. You can be whatever you want to be – you can write whatever you want to write – but for now you mustn’t forget to concentrate in all of your subjects because they’ll be important for getting a good job.”

“But I want to change the world and tell wonderful stories that everyone will hear and I want to spend all of my time doing that!” Dustin explained. “I know I can do it. What if I can prove it to you?”

“We’d love to read anything you’ve written,” his Mother smiled, warmly.

“We’re not saying you shouldn’t follow your dreams, Dustin. But it’s like the graffiti on Luck Lane – the people writing it have probably tried working as musicians – they probably still try, but it’s very difficult to get into.” His father spoke kindly. “And a college course for writing is very expensive.”

Dustin understood. He knew that he was only twelve years old, and that probably meant he was too young for his parents to think he was being very serious. He had often wondered how old he would have to be for people to consider him seriously as a writer. Fourteen? Sixteen? Eighteen? Twenty? Probably older.

But Dustin was a fighter.

On Thursday morning, the afternoon’s clouds seemed to be circling like a tired dog.

“Would you like to meet up?” The red writing asked.

By Friday, the black had replied:

**“The bench on the hill in Windmill Park? 4 p.m.? Tomorrow?”**

Dustin spent Friday evening by the graffiti wall with his bucket asking for donations to help him become a writer. Lots of people gave him a few coins and by the time he went home, he’d made twenty seven dollars and thirty six cents.

That night he finished writing a short story on his mother’s computer.

“Yes.” Read the red ink on Saturday morning.

The whole town was excited. They all wanted to see who was having the graffiti conversation.

On Saturday afternoon, Dustin went to a photocopying shop and printed out a few copies of his short story using some of the money from his bucket.

At 2 p.m., Dustin showed his short story to his parents. They said it was brilliant.

At 3.30 p.m., the clouds had finally made up their minds. It had begun to rain. Despite this, it seemed that the entire town had decided it would be a good time to go to the park.

Hundreds of people were gathered in a ring of whispers and umbrellas around the empty bench on the hill at Windmill Park.

At 3.45 p.m., Dustin managed to push to the front row, only a few feet away from the empty bench. He waited.

At 3.55 p.m., the crowd was very loud.

At 3.58., the crowd hushed.

At 3.59., the crowd was nearly silent.

At 3.59 and thirty seconds, the rain could be clearly heard hitting against the leaves of trees.

At 3.59 and fourty five seconds, nobody moved a muscle.

At 4 p.m exactly., everyone watched as Dustin walked towards the bench.

Everyone held their breath.

Dustin climbed up and stood on the bench. He could see Ms MacColl – and Isabelle Crossland – and a young man in a long black coat wearing a joyful smile – and the homeless musician - and a group of three guilty looking men – and another hundred faces with open mouths.

Dustin turned in circles on top of the bench looking at the silent people. He blinked the rain out of his eyes. He couldn’t help but smile.

Nobody could look away.

Slowly and dramatically, Dustin put his arms out to either side of him as if he were reaching out to the surrounding people. He kept his legs straight and began bending forwards – further and further until he was looking at the ground. He straightened, turned slightly to the side, and repeated the action. He was bowing to his audience.

“The truth is –“ he shouted at the top of his voice “I was walking home and I saw a line of graffiti that said *I could have been someone.* And that single, beautiful line of graffiti gave me the idea to write the rest!” The people were quiet. “You see, the truth is –“ he repeated as loud as he could. “I want to be a writer! And I believe you can be whatever you want to be! And to prove it to myself and to my parents, I invented a story and characters and wrote that story on that wall opposite Ms Sow’s Sweet Shop on Luck Lane! And now I know – and my parents must know as well – that it was a good story – because you are all here to hear the ending!”

At 4.02 p.m., as Dustin finished his sentence, his parents approached the bench. They were each carrying cardboard boxes containing copies of the short story that Dustin had written on his mother’s computer and printed out at the photocopying shop.

“Collecting money to become a writer!” Dustin shouted over the sound of the rain. “Collecting money to become a writer! Pay however much you would like for a short story!”

The crowd of silent faces tore open with surprise and applause and cheers. People turned to whomever they were with and smiled. Some even hugged each other.

However, even as many nice people approached to buy a copy of his short story, (which was entitled *No More Always Wanted*), Dustin suspected it wouldn’t make enough money to send him to college.

Still, at the very least he did feel that he had made a lot of people happy that day – he was sure that they would remember what had happened and that they might even pass it on to their friends.

Maybe his parents and other people would start to take the fact that he’d *always wanted* to become a writer more seriously.

And if his plan didn’t work out and people didn’t start to recognize that he was meant to be a writer – he’d make another plan - because Dustin was a fighter - and he knew he could be whoever he wanted to be.

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A short story by Dustin Locke

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@Alexicalization

title: [RF] No More Always Wanted

question: Summarize the robbery.

answer: On a shadowy road, Dustin is holding his bucket of money and says to himself "I can be whatever I want to be". This seems to catch the attention of three men, who ask what's in his bucket. They demand his bucket and Dustin shouts "no" as he starts running. One of the men slaps him, and Dustin falls. Another man rips the bucket out of his hand and steals his nineteen dollars. He didn't memorize their faces, but ends up seeing three guilty men in the crowd at the park by the end of the story.

question: What does the story say about what Dustin's shoes

answer: Dustin's shoes were tied up with standard bows which hung on either side of his feet. His laces were white with some grey smudges, and the material below them was navy. He knew two boys from school who had the same shoes as him. He feels doubt about his writing career, and wonders if his shoes would be better suited for exercise, walking to school, and eventually going to and from work.

question: What does the text say about Ms Sow?

answer: Ms Sow is the owner of a sweet shop, who Dustin describes as a very nice old lady with white hair and a sugary rainbow apron. When Dustin is getting some lemon bonbons from her shop, Ms Sow points out all of the graffiti in town. Unbeknownst to her, Dustin ends up writing a story on her shop wall.

question: Summarize Dustin's parents thoughts on Dustin becoming a writer.

answer: Dustin's parents seem to support his dream of becoming a writer, but don't take it that seriously. They believe that he can write in his spare time, but that it wouldn't be a very stable job. His mother thinks they're living in hard times, so it's best he concentrate on all of his school subjects so he can get a good job. Regardless, they encourage him to write and even say they would love to read anything he's written. Later on, Dustin shows his parents a short story of his and they find it brilliant. They even go to the park to help him sell copies of the story.

question: Summarize the plot twist.

answer: For most of the story, the readers and the characters are led to believe that artists are doing the graffiti story throughout town. The end of the graffiti story says the two characters will meet up at Windmill Park at 4p.m.. The whole town decides to go, and that's where Dustin reveals to the entire crowd that it was he who wrote the graffiti story. He tells the whole town that he's there to finish the graffiti story's ending, and to collect money by selling his short stories.

question: What does the text say about high school?


text:
You are here: Home / Blog / Palos Verdes Hikes and Trails: Los Angeles Best Kept Secret

Los Angeles is known for its beaches, movie studios, sports teams and congested freeways.

As a long time resident, I totally get those associations.  Every time I have a visitor in town, they want to go to Santa Monica, Venice Beach or Hollywood.

As a good host, I take them where they want to go.  However, I ask them to give me a chance to show them a different side of the city.  And, when I am given that chance, believe me, I end up with happy faces and tons of “when do you think I can come back?”

Today, I am going to show you one of those places that I love to share with visitors.  Los Angeles is not associated with awesome natural beauty, nonetheless, we have plenty of bluffs, coves, creeks, mountains and undeveloped beaches.

This lovely place I want to show you is called the PALOS VERDES PENINSULA, a unique area located about 30 miles south of Downtown Los Angeles.

Having lived close to the area for about 15 years, I consider the peninsula my playground.  It is where I go when I need to escape from the hustle and bustle of the big city.

At this point, I have a good idea of the best Palos Verdes hikes and trails.  This is a place close to heart.  I have made my best effort to do justice to the place and give useful ideas and information to those who are interested in visiting.

CONTEXT

In this guide, when I use the term “peninsula” or “Palos Verdes,” I am referring to the geographical area.

Keep in mind there are four incorporated cities in the Palos Verdes Peninsula:  Palos Verdes Estates, Rancho Palos Verdes, Rolling Hills and Rolling Hills Estates.  You may cross one or more of these cities while transiting the area. Parts of San Pedro can be seen as part of the peninsula too.

HOW TO USE THIS GUIDE

The following indications will help you to make the most out of this guide:

-   This guide will concentrate on describing the COASTAL Palos Verdes hikes and trails. I will write about several reserves and preserves a bit away from the coast on another occasion
-   The coastal hike ideas will be covered from north to south. Most places on the coast are connected by the Palos Verdes Drive
-   Even though we are talking about hikes and trails, some of the places described in here require little physical effort to be enjoyed. So, do not get intimidated if you are not a hiker.  The ideas in here apply to all levels of physical fitness
-   For a day in the peninsula, I will suggest picking 2 or 3 ideas from here and making a full day trip from them
-   The places detailed in here are free of charge unless otherwise noted
-   I am providing general access information but enter the name of the places in your GPS for more accuracy

MALAGA COVE

This cove is the extension (some call it the south end) of a stretch of sand passing through Redondo Beach (starts at the pier) and Torrance.  It is the area where the cliffs of the Palos Verdes Peninsula start to rise.  Since there are several patches of sand, people like to sunbathe and swim around here.  It is popular with surfers too.

Access to the cove is through the Malaga Cove Trail.  Before heading down to the cove, make sure to stop by ROESSLER POINT (marked by a gazebo) to take in fantastic views of the Santa Monica Bay.

For those interested in an extended hike, the trails along the Malaga Creek and Olmsted Creek can be checked out.

DETAILS

-   Access: On Palos Verdes Drive W, turn right on Via Almar and then right on Via Arroyo
-   Parking: Public lot available at the intersection of Via Arroyo and Paseo del Mar

[View from Malaga Point]

[Malaga Cove]

[Malaga Cove]

[Malaga Cove]

PIT STOP: MALAGA COVE PLAZA

If you are interested in getting something to eat or getting picnic supplies, you can stop by businesses such as Yellow Vase, The Cove Café and Malaga Cove Ranch Market in this small shopping complex

[Malaga Cove Plaza]

BLUFF COVE

A short drive away from Malaga Cove, you will find Bluff Cove.  In my opinion, this is one of the most beautiful coves in the peninsula.  The cliffs in here have shades or orange, yellow, gray and green.

Access to this cove is from Paseo del Mar and it is not visible from the street.  You are going to know where to park since you are going to see others parked in the area.

Once outside the car, you are going to see views of the cliffs, rocks, and water.  To see the actual cove, you will have to take the trail down (easy).

DETAILS

-   Access: from Malaga Cove follow Paseo del Mar, from Palos Verdes Drive W, turn right at Paseo del Mar
-   Parking: On the street, careful since the road has an incline

[Bluff Cove]

[Bluff Cove,]

[Bluff Cove, Palos Verdes Hike]

[Bluff Cove, Palos Verdes Peninsual]

PALOS VERDES ESTATES SHORELINE PRESERVE

This small preserve has a half mile (one way), cliffside trail from where you can see the Santa Monica Bay, the Beach Cities and even Downtown Los Angeles.  In addition, it is possible to take a look at Bluff Trail from the south.

DETAILS

-   Access: From Palos Verdes Drive W, you are going to notice the parking lot at your right
-   Parking: Public Lot

[Palos Verdes Shoreline Preserve]

[Palos Verdes Shoreline Preserve]

[Palos Verdes Shoreline Preserve]

LUNADA BAY

Lunada Bay is the biggest cove and probably one of the most popular surfing spots in the peninsula. According to locals, it is a good place to check out tidepools too.

It is possible to get good views of the bay from the blufftop trail but, let me warn you, the “trail” to the bottom is steep and sometimes non-existent.  I have never hiked to the bottom of Lunada Bay and I urge you to exercise caution if you decide to do this.

DETAILS

-   Access: From Palos Verdes Drive W, you can access Paseo del Mar by turning right at Yarmouth Road or Avenida Mirola. The bay is not visible from the street but you are going to notice people parked in the area
-   Parking: On the street
-   The Lunada Bay Plaza offers some food options

[Lunadda Bay, Palos Verdes Hike]

[Lunada Bay, Palos Verdes Hike]

HONEYMOON COVE

This is another cove that can be seen in the area.  The views from the top are great but, once again, the trek down can be perilous.

DETAILS

-   Access: Located at Paseo del Mar and Via Barri. Not visible from the street
-   Parking: On the Street

[Honeymoon Cove, Palos Verdes Hiking]

CHRISTMAS TREE COVE

I am not sure why this cove has been related to a Christmas tree but whoever came with the idea has a great imagination.  This is yet another cove that can be visited.  Apparently, it is a good place for diving and tide pooling.

DETAILS

-   Access: From Honeymoon Cove, follow Paseo del Mar, otherwise, it is at the intersection of Paseo del Mar and Via neve
-   Parking: On the street

[Christmas Tree Cove, Palos Verdes Peninsula]

DETOUR: VISTA POINT

At this point, you have probably gotten impressive views of the ocean and Catalina Island.  Nevertheless, I have another idea for you in terms of views.  On Hawthorne Boulevard, there is a spot from where you can see red roofs, land promontories, golf courses and turquoise waters.  It looks like a postcard straight from the Mediterranean.

If you are lucky, you may see a red-tailed hawk or two flying around.  I can’t recommend this view enough!

DETAILS

-   Access: Stop a bit before the intersection of Hawthorne Boulevard and Vallon Drive
-   Parking: There is space to park next to the street

[View in Palos Verdes Peninsula]

PIT STOP: GOLDEN COVE PLAZA

For those who have developed an appetite while walking and hiking, the Golden Cove Plaza offers plenty of options in terms of restaurants, cafes and snack options. You can have Japanese, Thai or Mexican food on site.  Or, you can grab a snack or picnic supplies at Trader Joe’s (supermarket) or 7-Eleven.

VICENTE BLUFFS RESERVE AND GOLDEN COVE

If I have to recommend one Palos Verdes hike for the day, I will say “Go to the Point Vicente area.”

This reserve provides access to majestic ocean views, unique rock formations and lookout points (with benches and everything).  On top of that, grey whales can be observed from November to April.

Now, the trail network is extensive in here.  You can choose to do the Golden Cove Trail by itself or extend the hike by following the Seascape Trail (the scenery from this trail is top notch).  Eventually, you will arrive at the Point Vicente Interpretative Center where facilities such as restrooms and water fountains are available.

DETAILS

-   Access: From Palos Verdes Drive W, turn right on Calle Entradero. Park on the street and start the Golden Cove Trail.  As an alternative, and I prefer this route, access the trails from the Point Vicente Interpretative Center.  There is a big parking lot on site

[Vicente Bluffs Reserve, Palos Verdes Hiking]

[Vicente Bluffs Reserve, Palos Verdes Hiking]

POINT VICENTE LIGHTHOUSE AND INTERPRETATIVE CENTER

The interpretative center and lighthouse can be seen as part of the Vicente Bluffs Reserve but I am presenting them on their own since they can be visited in that way.  You can stop by the center and walk a bit around for photos.  Some of you may not be interested in the longer hike.

The Interpretative Center opened in 1984 and presents exhibitions about the flora, fauna (including underwater) and history of the Palos Verdes Peninsula.  In addition, it has a green area equipped with picnic tables.

During the grey whale migration period, members of the American Cetacean Society keep a daily count of marine mammals spotted in the area.  They are very eager to share their knowledge.  Therefore, ask questions if you want to learn more about the grey whales or dolphins.

The lighthouse is closed to the public except for the second Saturday of the month when the grounds and museum are open.

DETAILS

-   Access: Signs on Palos Verdes Drive W point to the Interpretative Center
-   Restrooms and water fountains available
-   Palos Verdes Drive W turns into Palos Verdes Drive S after Point Vicente

[Point Vicente, Sunset, Palos Verdes Trails]

[Point Vicente, Sunset, Palos Verdes Trails]

PELICAN COVE

This is another of my favorite coves in the Palos Verdes Peninsula.  It is so beautiful that it is not rare to find an artist working on a painting on any given day (I have seen them many times).

The good thing is that access is easy since there is a well-marked trail.  The bottom of the cove is rocky.  Therefore, it is not that easy to walk around.  I recommend walking close to the cliffs where there are not that many rocks.

The other cool thing about this place is that there is a rocky promontory next to the cove.  You can hike to the top to get great views of the coast.

DETAILS

-   Access: From Palos Verdes Drive S, signs will lead you to the park
-   Parking: Public lot, if this lot is full you can park at Point Vicente or at the Terranea Resort
-   Restrooms available

[Pelican Cove, Palos Verdes Trails]

[Pelican Cove, Palos Verdes Trails]

[Pelican Cove, Palos Verdes Trails]

[Pelican Cove, Palos Verdes Trails]

TERRANEA RESORT’S TRAILS

From 1954 to 1987, a park called Marineland of the Pacific operated above the bluffs of the Palos Verdes Peninsula. The concept was similar to the more famous SeaWorld.

Once the park closed, the land was developed as a luxury resort.  Nevertheless, by California law, access to the coast cannot be denied to residents.  That is why the resort developed a series of trails that can be enjoyed by the public.

These are a set of magical Palos Verdes trails.  You are going to give me the reason once you see the photos.

The TERRANEA TRAIL surrounds most of the coast in the property (and connects with the trail at Pelican Cove).  This is a high trail affording views of the cliffs and water.

[Cove at Terranea Resort, Palos Verdes Hike]

The resort has a small beach known as Terranea Beach or Terranea Cove.  To access it, take the BEACH TRAIL (connects with the Terranea Trail).  There is a cave at the south end of the beach.  You are going to see people scrambling around the rocks to reach the cave.  Once again, this part screams pure Mediterranean charm.

[Palos Verdes, Hike, Terranea Cove, Terranea Beach]

[Palos Verdes, Hike, Terranea Cove, Terranea Beach]

[Palos Verdes, Hike, Terranea Cove, Terranea Beach]

[Palos Verdes, Hike, Terranea Cove, Terranea Beach]

Most people are fine walking these two trails but I will recommend going a little bit further.  Go back to the Beach Trail and connect once again with the Terranea Trail.  Keep going until you connect with the Vanderlip Park Trail.  This is another high trail with “to die for” views of the coast.  A friend of mine said a place like this would be a national park in another country.

[View from Terranea Resort]

Oh, do not forget to take a good look at Cielo Point!

[Cielo Point, Terranea Resort]

DETAILS

-   Parking: Use the Pelican Cove lot or from Palos Verdes Drive S, turn right at Terranea Way and park at one of the free lots
-   Restrooms are available
-   During summer, soft drinks and lemonade can be bought at a concession owned by the resort
-   The resort’s restaurants (Nelson’s and Mar’sel) are open to the public

ABALONE COVE SHORELINE PARK AND SACRED COVE

This park offers two sandy beaches (Abalone Cove and Sacred Cove), tidepools, blufftop viewing areas (Portuguese Point and Inspiration Point) and several hiking trails.

Most people stay in the Abalone Cove area.  There is a hike involved to reach Sacred Cove and because of its seclusion, many people sunbath without clothing.

Even if you are not interested in the naturalist side of Sacred Cove, you may be interested in its sea cave.  It can be accessed from Portuguese Point (better if you visit during low tide).

DETAILS

-   This is the only place within the Palos Verdes trail system charging an entrance fee ($6 for two hours, $12 over two hours)
-   More details found in here

[Abalone Cove, Palos Verdes Peninsula]

[Sacred Cove, Palos Verdes Trails]

DETOUR: WAYFARERS CHAPEL

This is a sight you do not want to miss! The Wayfarers Chapel (or as it is known locally, “The Glass Church”) was designed by Lloyd Wright, the son of the famous Franklin Lloyd Wright.

Because of its unique architectural features, this place is very popular for weddings.  You will not be able to enter the chapel if a wedding is taking place.  Otherwise, you are free to tour the grounds.

[Wayfarers Chapel]

OCEAN TRAILS RESERVE

The area around the reserve is known as the Trump National Golf Course.  Once again, even with the area developed by a private corporation, access to the coastline needs to be provided to residents.

The reserve has more of 4 miles of trails including the Sagebrush, Gnatcatcher and Catalina Trails.  Hiking the entire reserve may take 3-4 hours. Plan accordingly.

DETAILS

-   Access: From Palos Verdes Drive S, turn right at Trump National Drive or La Rotonda Drive
-   Parking: Public Lot
-   The beautiful Founder’s Park is located on site

WHITE POINT PARK

This is an ideal place to do some tide pooling.  There is a huge rock bed exposed during low tide. However, everything is not natural in here.  Some “rocks” in the area are really ruins of mineral baths destroyed by an earthquake in the ‘30s.

Other activities include picnicking, surfing, diving (there is a reef close to the shore), fishing and even rock climbing.

In reality, you do not have to get active in here.  Spotting one (or two) sea stars between the rocks, a group of pelicans soaring above the cliffs or a bunch of cormorants resting over rocks is my idea of having a good time.

DETAILS

-   The exact address is 1799 West Paseo Del Mar, San Pedro
-   There is a fee to park in the parking lot at the bottom of the bluffs
-   To avoid paying for parking, park at one of the free spots (in Paseo del Mar) at the top of the bluffs and walk down Kay Fiorentino Road
-   The White Point Nature Preserve and Education Center is located across the street
-   There are restroom and shower facilities in the area

[White Point, Palos Verdes Beaches]

[White Point, Palos Verdes Beaches]

GENERAL RECOMMENDATIONS

-   Wear comfortable clothing and shoes
-   Protect yourself from the sun by wearing sunglasses, hats, caps, and sunblock
-   It is a good idea to carry water and snacks in the car and while hiking
-   Follow the rules on the preserves and reserves. Help us to keep a clean environment
-   A lot of the Palos Verdes hikes and trails presented in here involve cliffs. Be vigilant at all times and be careful if you notice unstable areas
-   The wind can be strong and deceptive on the peninsula. Be careful when walking along cliffs when strong wind gusts are present
-   Rattlesnakes may be present on trails. Exercise caution

HAVE YOU EXPERIENCED ANY OF THE PALOS VERDES HIKES?  IF NOT, WHICH PLACE WOULD YOU LIKE TO VISIT?

IF YOU ENJOYED THIS ARTICLE, REMEMBER TO SHARE!

PIN ME, PLEASE!

[Thing to do in Los Angeles, #California – Travel tips and ideas - The Palos Verdes Peninsula is a unique area located about 30 miles south of Downtown Los Angeles. Having lived close to the area for about 15 years, I have a good idea of the best Palos Verdes hikes and trails. This is a place close to heart. I have made my best effort to do justice to the place and give useful ideas and information to those who are interested in visiting. #LosAngeles #Hike #Beach #landscape]

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This post is part of Wordless Wednesday at Image-In-Ing,  Our World Tuesday, Faraway Files at Oregon Girl Around the World, The Weekly Postcard at Travel Notes and Beyond, Follow Me Friday at Feet Do Travel and Weekend Wanderlust at Travel Latte.

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question: What is Los Angeles known for?

answer: Los Angeles is known for its beaches, movie studios, sports teams, and congested freeways.

question: What did motivate the author to write this article?

answer: The author wants to draw readers' attention to Palos Verdes Peninsula, its trails, hikes, reserves, and preserves.

question: What is Malaga Cove?

answer: Malaga Cove is the area where the cliffs of the Palos Verdes Peninsula start to rise.

question: What is the Interpretative Center?

answer: The Interpretative Center, opened in 1984, presents exhibitions about the flora, fauna (including underwater), and history of the Palos Verdes Peninsula.

question: Write a ~2 sentence summary.

answer: The author presents Palos Verdes Peninsula near Los Angeles and tells us about its trails, hikes, reserves, and preserves. Some of them are Malaga Cove (where the cliffs of the Palos Verdes Peninsula start to rise), Bluff Cove (the cliffs in there have shades of orange, yellow, gray, and green), Honeymoon Cove (with perilous tracks down), Vista Point (with views of the ocean and Catalina Island), the Interpretative Center (presents exhibitions about the flora, fauna, and history of the peninsula), the Wayfarers Chapel called “The Glass Church” (popular for weddings because of its unique architectural features), etc.