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Mayor Dawn Zimmer

Dawn Zimmer became the first female Mayor of Hoboken in 2009. Prior to that, she served as a Councilwoman after becoming involved in civic life as an advocate for park space. She was a member of the steering Committee of the Southwest Parks Coalition, and was one of five individuals who were named plaintiffs in a lawsuit that stopped a developer friendly redevelopment plan that would have added 1,200 high-rise condo units to Southwest Hoboken. Zimmer supported a better approach to redevelopment that included smaller buildings, more park space, traffic controls, restaurants and shops.

As Mayor, her priorities include restoring fiscal responsibility and improving quality of life for residents. Since taking office, she has steadily reduced taxes and established a responsible cash surplus for the first time in many years. Following audits of the police and fire departments, restructuring and redeployment allowed the city to save millions of dollars per year while enhancing community safety. Through privatization, she saved the City’s cash-strapped hospital from closing, saved more than 1,200 jobs, and relieved taxpayers of a $52 million bond guarantee. Combined, these actions have positioned Hoboken to improve its near-junk bond rating. Mayor Zimmer is using technology to make government more efficient and provide new services and information directly to residents at minimal cost. Under her watch, Hoboken is transitioning from a car-centric city into a nationally-recognized leader in progressive transportation initiatives. Through a public-private partnership, Hoboken is home to Corner Cars, the first on-street, city-wide car sharing program in the country.

Before taking time off to care for her two young sons, Dawn worked in communications for a large Japanese trading company and did crisis communications for one of the top public relations firms in the country. She’s also a photographer and served as marketing director for a family business. She is a Cum Laude Graduate of the University of New Hampshire, where she rowed crew for four years. Dawn is a runner who has run the New York City Marathon. She lives in Southwest Hoboken with her husband and two children.


Building a world of
resilient communities.

Articles: air pollution (7)

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Sean Hughes

11/10/1965 , London, England, UK

Birth Name

John Hughes

Sean Hughes was born on the 10th of November 1965 to a family of working class Catholics in London, England, with the birthname of John Hughes. When he was four years old, the family (made up of Sean, his parents and two brothers) returned to Ireland, and lived in Dublin. Sean moved school several times, making it hard for him to fit in and make proper friends. Although he was a natural show off, being rude and backchatting teachers, he was a very vulnerable child after school hours, being the victim of bullying. Sean describes most of his childhood as "unbearable", leading an unhappy social life, and being thought of as "the thick one" by his parents, who made little attempt to give their son ambition in life. Early jobs were such as working part time in a supermarket, but Sean's long to escape his unhappiness would lead him to what many know and love him for today. One Summer working in London, a teenage Sean came across the Comedy Store and was determined to work there. Just before Sean went to London with a friend, he "lost control" and went to see a shrink, who advised him not to go. He ignored this advice and went. After arriving, Sean's friend decided to return to Dublin, leaving Sean stranded in London.

In 1987, Sean started doing stand-up comedy in London clubs. He became the youngest ever winner of the prestigious Perrier Award for Comedy for 'A One Night Stand With Sean Hughes' at the Edinburgh Comedy Festival in 1990. The show also played to crowds in London and throughout the UK, Los Angeles, Montreal, Toronto and toured Australia for the Melbourne Comedy Festival in 1991. He was awarded a Fringe First from the Scotsman along with Owen O'Neil when he returned to Edinburgh in 1999 to write and appear in short plays, Dehydrated and Travelling Light. Sean launched his successful TV career with the critically acclaimed 7-part sitcom series 'Sean's Show', written by and starring Sean Hughes. A second series was screeend in 1993, following the success of the first.

As well as his comic writing, Sean is also a serious writer, and has written two collections of prose and poetry. The first, 'Sean's Book', sold over 40,000 copies. The second, 'Grey Area', was published in 1995. After these came the critically acclaimed novels 'The Detainees' and 'It's What He Would Have Wanted'.

Sean currently lives in London with his two dogs Bill and Sweep (from the Battersea Dogs Home), cat Maggie (named after the baby in the Simpsons!), his silver BMW and a collection of loud music.


Free, Tarek and John

Tarek Loubani and John Greyson are free, while hundreds of others who were arrested with them are still in jail. The prosecutor had pledged repeatedly that the “two Canadians” would be treated no differently than the 600 others detained at the same time. But eventually he released the same Canadians while the others remain detained. We do not know what exactly made the difference in their case, but there are many things that Tarek and John had going for them that others do not. This article will discuss some of these things, provide some of the political context of their arrest, and explain some of the decisions that were made by those who were trying to get them released.

The campaign to free Tarek and John required Western pressure on Egypt. Not a policy of purely declaratory diplomacy, which can easily ring hollow, but credible signals that trade and diplomatic consequences were on the horizon. This would play out not only in the Canadian-Egyptian bilateral relationship, but also in broader relations between Egypt and the West (above all, the US).

The international political context constrained the campaign to free Tarek and John. Most important is the relationship between the West and Egypt on two key issues: 1) the Israel-Palestine conflict and the siege of Gaza, and 2) the suppression of human rights and democracy within Egypt’s borders.

Egypt, the West, Israel, and the Palestinians

Tarek and John were arrested in Egypt, but they were not in Egypt because they had a position on Egyptian politics. They were on their way to Gaza, a besieged and occupied Palestinian territory.[1] In the early days after their arrest, some people asked why, if they were going to Gaza, did they not simply fly into the Gaza airport? But Israel destroyed the Gaza airport in 2001, three years after its 1998 opening, by bombing it from the air, and demolished it with bulldozers the following year. Now Israel maintains a tight siege on Gaza, trapping Palestinians and restricting the movement of supplies and visitors, including doctors, filmmakers, and everyone else. Gaza also borders Egypt, whose government could offer relief from the siege, but has instead embraced a role as secondary partner to Israel in maintaining it. Still, Tarek had led medical missions to Gaza from Egypt before, obtaining all the necessary permits from Egypt to do so as in this case, and Tarek and John had a better chance getting into Gaza from Egypt than they would have from Israel.

The Egyptian military is a crucial ally of the West in the Middle East, and the alliance earns Egypt $1.3 billion in annual US aid. This level of aid is second only to US aid to Israel, and it is no coincidence: Egypt’s share hinges on its cooperation with Israel. The aid flows directly from the Camp David Accords and the “separate peace” of 1978-9, enacted under Mubarak’s predecessor, Anwar Sadat. These agreements have shaped the Israel-Palestine conflict ever since. By removing Egypt from the conflict, the US cleared the way for Israel to attack the Palestinians in Lebanon, culminating in the invasion of 1982, and eased Israel’s task of maintaining the military occupation of Palestinian territory (against Palestinian protest and international condemnation). It also found a valuable regional ally to bolster US control of diplomacy on Palestine.

For Israel and many of its allies in the West, the logic is barely concealed: Egyptian democracy is incompatible with the politics of the Camp David alliance. The occupation and siege of Palestine is unpopular in Egypt, and a democratic Egypt would never support it. For Israel and the West, an Egyptian dictatorship yields a better Egyptian position on the Israeli occupation and siege.

The Israeli leadership is publicly protective of authoritarian rule in Egypt, and not without reason. As the Israeli-Palestinian negotiations of the 1990s became more and more clearly a cover for Israel's continued occupation, Egypt’s Mubarak government, a veteran client of US “peace process” politics, played a critical part in the US-orchestrated show. When the “Israeli-Palestinian track” collapsed in 2000 and the Second Intifada began, it was Egypt, with Jordan, that worked from the Cairo Summit to keep Palestinians isolated from real regional support.[2] And over the last several years, Egypt has directly partnered with Israel in the siege of Gaza, which Egypt ruthlessly enforced even during the 23-day Israeli assault of 2008-9 (“Operation Cast Lead”).

It’s not only the case that ever since the rule of Anwar Sadat, Egyptian military authoritarianism has derived the major part of its official prestige in the West from its approach to Israel. It’s also that in the practical politics of Egyptian-Israeli alignment, the front lines for public advocacy on Egypt’s behalf in the West are mostly taken care of by advocates for Israel.

This has been especially obvious during the past few months. Many observers were horrified by the repression of August 2013, including the mass killings which Tarek and John witnessed and the mass arrests in which they were swept up. The democratic space that had been opened up by the 2011 uprising that ousted Mubarak was, it seemed, being violently closed. For much the same reason, Israel, which watched Mubarak’s ouster in 2011 with public concern,[3] has since August been playing diplomatic advocate for Egypt’s new junta.

In talks with US officials in August, Israel pressed the case for the junta, urging the US to maintain the military and other aid structured by the Camp David order.[4] And this line of advocacy continues to the present. The New York Times for October 10 quotes an Israeli official as saying that if the US tries to disassociate itself from the junta’s embarrassing repression by reducing military aid, “people will see it as the United States dropping a friend.” Prime Minister Netanyahu adds that Egypt’s cooperation with Israel has been “premised on American aid to Egypt, and I think that for us is the main consideration”.[5] Thus Israel is publicly fighting even cosmetic cuts in US military assistance.

Tarek and John wished to get to Gaza, unwilling to go along with the isolation and suffocation of the territory. Under conditions of the current siege, people trying to get to Gaza need to navigate Egypt. Unfortunately, they were travelling during a volatile time, when Egyptian participation in the siege was surging back to its peak in the final years of Mubarak’s rule. It is in this context that they found themselves unable to travel to Gaza on August 15, and stayed in Cairo until August 16, when they went to Ramses Square.

The West and Egypt's dictatorship

The international politics of Egypt and Israel/Palestine prevented Tarek and John from getting to Gaza. The domestic politics of Egypt's revolution saw them witness a massacre.

The US publicly states that it promotes democracy in Egypt, but the pattern since the earliest days of US involvement in the region has been one of support for dictatorship. In July 1952, the “Free Officers” overturned Egypt’s monarchy. When the Free Officers hanged the leaders of an August strike of textile workers at Kafr el-Dawwar, the US welcomed this as a signal that the new regime would not allow workers and peasants to transform the overthrow of the monarchy into a general social revolution.[6] The hangings “sealed US approval of the Free Officers,” as one British academic recently wrote.[7] US embassy officials were enthusiastic, and Secretary of State Dean Acheson soon promised Egypt “the active friendship of the United States.”[8]

But before long, Egypt's President Gamal Abdel Nasser began to resist the West’s economic dictates and Cold War military pacts, and Egypt found itself at odds with the West. Nasser's armies were defeated by Israel in 1967, and he died in 1970, to be succeeded by Anwar Sadat. After the 1973 war between Egypt and Israel, the United States brokered a peace that put massive support behind the Egyptian military. The unspoken condition of that support was that the army was henceforth to be used only within Egypt's borders, and only against the Egyptian population. Since the 1970s, both the US and Egypt have fulfilled their ends of the bargain. Army intervention against the “bread riots” of early 1977, which had been sparked by Sadat’s implementation of IMF recommendations to slash subsidies for basic consumer commodities, set the basic pattern.[9]

After Sadat's assassination, the dictatorship was refined by Hosni Mubarak, who ruled the country for 30 years. He was ousted by popular uprising in 2011, but the structures of the dictatorship, in bureaucracy, industry, foreign relations, and culture, were not uprooted. Instead, a constitutional process and election took place under the supervision of the Army. The only organized force, the Muslim Brotherhood, managed to win a tenuous grip on power in a kind of alliance with the Army, but proved exceedingly unpopular. The Muslim Brotherhood, too, was overthrown on June 30th, with huge demonstrations against its rule, and the Army returned to direct control.[10]

Many who observed from the outside thought that in this moment, the demonstrators who took the initiative to overthrow Mubarak in 2011 would keep the initiative after overthrowing Morsi in 2013.

Instead, a bloody coup ensued, with most social-democratic elements silenced, some social-democratic leaders joining the military government, and those who opposed the coup (including the Muslim Brotherhood, but others as well) facing some of the worst massacres and human rights violations in Egypt's history. The worst massacre of all was on August 14, while Tarek and John were en route to Egypt, and its toll, we now know, was around 1000 people dead.

A public massacre is a technique for terrorizing a population into submission, but Mubarak's dictatorship, many of whose personnel are now back in charge, developed other techniques over the years, which they proceeded to apply – and which Tarek and John were also caught up in.

The dictatorship's techniques

Over the decades – and as we learned for ourselves these past two months – the dictatorship has developed a wide range of psychological warfare techniques for controlling the population. It uses these techniques to terrorize, to manipulate, and to instill fear and obedience. The most obvious technique, the one that Tarek and John witnessed, is the massacre, already discussed. In addition, there are several others.

The mass roundup. Tarek and John met many other detainees who, like them, were arrested after the demonstration, at checkpoints or in their homes. Gathering large numbers of detainees together and throwing a wide range of accusations at the entire group, the dictatorship is able to sow public doubt about the detained, to defame them, to destroy their reputations, and to make it difficult for them to find legal representation. Mass roundups have two additional uses. First, they provide sustained headlines about 'terrorists' and the military's struggle against this domestic enemy. Second, swathes of the population are absorbed in trying to cope with having loved ones behind bars, making it more difficult to organize or even imagine opposition to the regime.

The “welcoming committee”. Tarek and John describe their beating in considerable detail. Those who beat them were well-trained. They avoided areas of the face that would leave visible injuries and targeted kidneys and the back in order to inflict maximum pain without visible damage. When Tarek and John first tried to see a doctor, they were sent a military doctor, and only after protest did they manage to get an independent doctor to prepare a medical report of their abuse at the hands of Egyptian authorities. That report is now in the hands of Canada's Foreign Affairs Department, DFATD. This was a luxury not afforded to most Egyptians. The initial beating, humiliation, hot-boxing, etc., are techniques to establish dominance, to win and ensure compliance among prisoners. It is a short leap indeed to treating the entire population this way.


Assessment and Evaluation

The School Academic Year consists of Two Terms beginning in April & October respectively.
For promotion to the next higher class, the marks of all Terms and Unit Tests are consolidated and taken into consideration.

The school emphasizes Continuous & Comprehensive Evaluation (CCE), as per CBSE requirements, which covers scholastic and co-scholastic achievements.

In addition to Unit Tests and Term Tests; pupil's behaviors, development in non cognitive areas; participation in House Activities, Curricular and Co-curricular activities and Community Service are also observed and evaluated. The school gives due weight age to percentage of attendance, home work, projects and practical work.

Efforts are made to evaluate the child in all the three domains of his behavior:
Cognitive, Affective and Psychomotor.

The school maintains a cumulative record file of each child.

The school Academic Session extends from April to March. Unit Tests and Terms Tests are held at regular intervals throughout the academic session to help in the Continuous & Comprehensive Evaluation (CCE) of the performance of the students.

Reading Skills: - Pronunciation
Writing Skills: - Creative writing,
Speaking Skills: - Conversation
Listening Skills: - Comprehension

(Mathematics): –

Mental Ability

(Environmental Science): -

Environmental Sensitivity
Activity/ Project
Group Discussion

(Art / Craft):- Interest

Creativity Skill

(Music / Dance):-

(Co-curricular Activities):-

Team Spirit,

(Personality Development):-

Care of belongings,
Regularity & Punctuality,
Sharing and Caring,
Respect for others property,

Height (Centimeters)
Weight (Kilograms)

Details of CBSE_CCE- Scheme for Classes VI to X

Part 1: Scholastic Areas

There will be two terms. The First Term will be from April –Septemberand the Second Termfrom October-Marchof the same year.
Each term will have two Formativeand one Summative Assessment. Assessment will be indicated in Grades.
The Grading Scale for the Scholastic Areas is a Nine Point Grading Scale.

91-100 A1 10
81-90 A2 9
71-80 B1 8
61-70 B2 7
51-60 C1 6
41-50 C2 5
33-40 D 4
21-32 E1 3
20 & Below E2 2

Minimum qualifying grade in all the subjects under Scholastic Domain is D.

Overall grade of Formative Assessments over the two terms (FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment (SA1+SA2) has to be given.
The total of the two grades which comprises (Formative and Summative) is indicated.

Part-2: Co-Scholastic Areas
Part 2 consists of Co-Scholastic Areas where students’ are assessed in four parts on a Five Point Grading Scale once in a session

Part 2(A): Life Skills consists of:-
Self Awareness
Problem Solving
Decision Making
Critical Thinking
Creative Thinking
Interpersonal Relationship
Effective Communication
Managing Emotions
Dealing with Stress

Part 2(B): Work Education

Part 2(C): Visual and Performing Arts

2(D): Attitudes & Values

Attitudes towards Teachers, Schoolmates, School Programmesand Environment Value system refers to the framework which must be developed right through Primary to Secondary level. These are to be filled in after a period of observation over the year by the Class Teacher in consultation with the subject teachers.

Part 3: Co-Curricular Activities

Part 3 consists of Co-curricular Activities wherein choice in participation and assessment thereof is available. It has two sub parts to be assessed on a five-point grading scale.

Part 3(A)

1. Literary and Creative Skills
2. Scientific Skills
3. Information and Communication Technology (ICT)
4. Organizational and Leadership Skills (Clubs) A student will be expected to choose twoactivities from these four groups and will be assessed on their level of participation and achievement.

Part 3(B)

 Health and Physical Activities
 Eight different kinds of Health and Physical Activities have been provided.
1. Sports/ Indigenous sports (Kho-Kho etc.)
2. NCC / NSS
3. Scouting and Guiding
4. Swimming
5. Gymnastics
6. Yoga
7. First Aid
8. Gardening/Shramdaan
II. Evaluation of Scholastic aspect:
Part 1: Scholastic Areas
 Evaluation of Academic Subjects in Classes VI to X

Type of Assessment Percentage Of Weighting in academy Session Month Term Wise Weighting

Six assessments are proposed:
Total: Formative Assessments (FA) = FA1+FA2+ FA3+FA4 = 40%
Summative Assessments (SA) = SA1+SA2 = 60%

 III. Grading Scale
 Assessment of Scholastic attainments Part 1 will be reported twice in a year.
The nine point grading scale for measuring Scholastic achievements is given below:-

Grade Mark Range Grade Point
A1 91-100 10
A2 81-90 9
B1 71-80 8
B2 61-70 7
C1 51-60 6
C2 41-50 5
D 33-40 4
E1 21-32 3
E2 00-20 2

Note:All assessment with regard to the academic status of the students shall be done in marks and the assessment will be given in grades.
Co-Scholastic attainments 2(A, B, C & D) and 3(A ,B) will be done on 5 point Scale (shown in the table below). It will be done once in a session.

A 4.1- 5.0
B 3.1- 4.0
C 2.1- 3.0
D 1.1- 2.0
E 0- 1.0

Minimum qualifying grade in Co-Scholastic Domain is D.
Note: As per the Directives of RTE, no child will be detained till class VIII Languages

Oral and listening - these could be listening comprehension, prepared speech, conversation or dialogue
Written assignments - short/ long question answers, creative writing, reports, newspaper articles, diary entries, poetry etc.
Speeches - debates, oratory, recitation, extempore etc.
Research projects - information gathering, deductive reasoning, analysis and synthesis and a presentation using a variety of forms including the use of Information Technology (IT)
Pair work/group work
Peer assessment

It is suggested in Languages at least some assessment should be for assessing Conversation Skills.

 Problem solving, Multiple choice questions (MCQ)
Data handling and analysis
Investigative projects
Math Lab activities
Models including origami etc.
Research projects and presentations
Group projects
Peer assessment
Presentations including the use of Information Technology (IT)

It is suggested for Mathematics at least some formative assessment tasks should be based on Math’s Lab Activities.

Written assignments, MCQ
Experimental work which may involve one or more of setting experiments, making observations, handling data, making deductions, working safely
Planning or designing experiments to collect data or to investigate properties, laws, phenomena etc.
Research work which could be investigative or information gathering and deducing
Group work - research or experimental
Contextual research projects
Peer assessment
Presentations including the use of Information Technology (IT)
Science Quiz
Field Tour
Class Response
Model Making

It is suggested that for Science at least some formative assessments in the year are Experiments and hands-on activities.

Social Sciences

Written assignments - short and long answers
Source-based analysis
Projects - investigative, informative, deductive and analytical
Group work - projects and presentations
Models and charts
Presentations, including the use of Information Technology (IT)
Using authentic sources and primary texts
Open book tests
Secondary sources
Comparison and contrast

It is suggested in Social Science that at least some assessment should be based on projects which are done in groups as in-class activities under the direct supervision of the teacher.

Life Skills (Part 2A)

Life Skills are abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life. They are abilities that facilitate the physical, mental and emotional well-being of individuals.

means that a person is flexible in approach and able to adjust to different circumstances.

‘Positive behavior’ implies that a person is forward looking and finds a ray of hope, solution and opportunities even in difficult situations.

Life Skills are abilities that will help students to be successful in living a productive life. Learning and practicing Life Skills help students to improve their personal and social qualities.

There are a large number of Life Skills emanating from various sources, and the total list is very large. For practical purposes and for feasibility, we have chosen ten Life Skills as given in the table below. Although a life skill may transgress more than one domain, each life skill has a dominant feature. Further, there are overlapping processes, e.g. problem solving and decision making. All problem solving involves decision making.

We have classified the life skills according to their dominant features in the following table.

Life Skills Matrix

                                          Life Skills                                                Thinking                                      Social

                                       1. Self-Awareness                                         - -
                                       2. Problem Solving                                         - -
                                       3. Decision Making                                         - -
                                       4. Critical Thinking                                         - -
                                       5. Creative Thinking                                       - -
                                       6. Interpersonal Relationships                                                                               - -
                                       7. Effective Communication                                                                                - -
                                       8. Empathy                                                                                - -
                                       9. Managing Feelings/Emotions - -
                                       10. Dealing with stress - -

Although all or most of the Life Skills can be measured by standardized tests and inventories, such skills can also be reasonably assessed on the basis of displayed behavior by the student. We have provided a few sampled observable behaviors pertaining to thinking, social and emotional skills.

As mentioned earlier, students will be assessed in these domains on the basis of their overt behavior. We will take three different courses of action to build in objectivity and reliability:

Day-to-day observation
Rating at the end of the term
Annual Assessment

Day to day observation:

Please keep ‘a watchful eye’ on your student, whenever you notice a significant behavior that may shed light on any one of the thirty (30) descriptors under the three domains. Record it in your diary. It should not be time bound; it should be as and when such a thing happens. Here are a few examples.

Rohan shared his tiffin with his friends today
Jiten gulped his tiffin quickly and then looked at others
Though Sara did not figure in the list of awardees, she was all smiles and helped me in organizing the event
George visited his sick classmate at home and briefed him about the work done in class as well as the assignments
Sarbari differed with my viewpoint; she argued but never got irritated; but Shanti got angry because Sarbari was arguing with me
Mohammad connected the computer to the LCD projector, set the screen so proficiently that I could use it in the classroom

While you rate such behavior, please remember ‘5’ stands for desirable behavior and less than ‘1’ for the undesirable one. For example in the above case Sarbari gets ‘5’, but Shanti gets ‘2’ or ‘1’. Although you would observe on a day to day basis and record, you would accumulate it at the end of the term and then convert into a grade.

All these statements reveal certain styles of behavior of a student, e.g. effective communication of Sarbari, excellent interpersonal skills exhibited by Mohammad and Sara’s ability to manage her emotions, etc.
Also refer to the Life Skill’s Manual for teachers brought out by CBSE for classes IX and X. It has a few exemplar activities for all Life Skills which teachers can do with their students. Others can also be created by the teachers themselves.

Rating at the end of the term: In the following pages, we present the behavioral descriptors for each of the Co-Scholastic dimensions. Human behavior, as you know, is not a binary function; does not appear in ‘yes’ or ‘no’. It differs in degrees. Hence, rate each behavior on five-point scale once in a session–
                                                   Grade                                               Grade Points
                                                      A                                                        4.1 - 5.0
                                                      B                                                        3.1 - 4.0
                                                      C                                                        2.1 - 3.0
                                                      D                                                        1.1 - 2.0
                                                      E                                                         0 -1.0

How to calculate Grades in Co-Scholastic Areas

1. Each student will be graded on each of the 03 Life Skills, Work Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular Activities and 02 Health and Physical Education (HPE) activities.
2. Maximum score for each Life Skill, Work Education and Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Co-curricular Activities and HPE is 50.
3. Before assigning the Grades on each component using the conversion table, please calculate the average or grade points by dividing the total score obtained by a student by number of items in that component. For example, for a student who has a score of 35 in Thinking Skills; you need to divide it by the number of descriptors, i.e. 10; the average or grade point is 3.5; hence grade is B.
4. A Sample Sheet to calculate grades in Co-Scholastic Areas is given after the discussion of the indicators.

(i) Thinking Skills Descriptors                                                                         Score out of 5
1. knows his/her strengths and weaknesses
2. Demonstrates internal/External locus of control
3. knows her/his way of dealing with people, events, and things
4. Recognizes and analyzes a problem
5. Collects relevant information from reliable sources
6. Evaluates each alternative for advantageous and adverse consequences of each alternative solution
7. Chooses the best alternative (takes decision); Shows originality and innovation
8. Demonstrates fluency in ideas – get lots of new ideas
9. Open to modification and flexibility in thinking
10. Demonstrates divergent (out-of-the-box) thinking

(ii) Social Skills Descriptors                                                                           Score out of 5
1. Helps classmates in case of difficulties in academic and personal issues
2. Seeks feedback from teachers and peers for self-improvement
3. Actively listens and pays attention to others
4. Sees and appreciates others’ point of view.
5. Draws attention of others when speaking in the class, school assembly and other occasions
6. Explains and articulates a concept differently so that others can understand in simple language
7. Sensitive to the needs of differently abled students
8. Demonstrates Leadership Skills, like responsibility, initiative etc.
9. Demonstrates awareness of norms and social conducts and follows them
10. Helps develop skills and competencies in others instead of making them dependent

(iii) Emotional Skills Descriptors                                                                      Score out of 5
1. Is optimistic
2. Believes in self–self confidence and thinks “I can”
3. Manages Scholastics, Co-Scholastics and personal challenges
4. If unsuccessful, gracefully takes the task again
5. Seeks help of teachers and classmates in difficult situations
6. Does not get into unhealthy habits when under stress
7. Maintains decency under stressful interpersonal situations
8. Expresses feelings and reactions frankly in the class
9. Supports and empathizes with others
10. Politely declines - ‘says no’, when he/she does not want to undertake a task

2. Work Education (Part 2B) Descriptors                                                        Score out of 5
1. Has a collaborative approach towards the process of learning
2. Is Innovative in ideas
3. Plans and adheres to timelines
4. Is Involved and motivated
5. Demonstrates a positive attitude
6. Is helpful, guides and facilitates others
7. Demonstrates an understanding of correlation with real life situations
8. Has a step-by-step approach to solving a problem
9. Has clear understanding of output to be generated
10. Is able to apply the theoretical knowledge into practical usage
3. Visual and Performing Arts (Part 2C)

(i) Visual Arts Descriptors                                                                                Score out of 5
1. Takes an innovative and creative approach
2. Shows aesthetic sensibilities
3. Displays observation skills
4. Demonstrates interpretation and originality
5. Co-relates with real life
6. Shows willingness to experiment with different art modes/ mediums
7. Sketches or paints
8. Generates computer animation
9. Demonstrates proportion in size and clarity
10. Understands the importance of color, balance and brightness

(ii) Performing Arts Descriptors                                                                        Score out of 5
1. Sings and plays instrumental music
2. Dances and acts in drama
3. Awareness and appreciation of works of artists
4. Demonstrates appreciation skills
5. Participates actively in aesthetic activities at various levels
6. Takes initiative to plan, create and direct various creative events
7. Reads and shows a degree of awareness of particular domain of art
8. Experiments with art forms
9. Shows a high degree of imagination and innovation
10. Displays artistic temperament in all of his/her actions in school and outside

4a. Attitudes (Part 2D)

(i) Attitudes towards Teachers Descriptors
                                                      Score out of 5
1. Shows decency and courtesy to teachers inside and outside the class
2. Demonstrates positive attitudes towards learning
3. Takes suggestions and criticism in the right spirit
4. Respects teachers’ instructions
5. Accepts norms and rules of the school
6. Communicates his/her thoughts with teachers
7. Confides his/her problems with teachers
8. Shows honesty and sincerity towards teachers
9. Feels free to ask questions
10. Helpful to teachers

(ii) Attitude towards School-mates Descriptors                                                 Score out of 5
1. Is friendly with most of the classmates
2. Expresses ideas and opinions freely in a group
3. Is receptive to ideas and opinion of others
4. Treats classmates as equals, without any sense of superiority or inferiority
5. Sensitive and supportive towards peers and differently-abled school-mates
6. Treats peers from different social, religious and economic background without any discrimination
7. Respects opposite gender and is comfortable in their company
8. Does not bully others
9. Deals tactfully with the peers having aggressive behavior.
10. Shares credit and praise with team members and peers

(iii) Attitude towards School Programmes and Environment Descriptors                       Score out of 5
1. Attaches a lot of importance to school activities and programmes
2. Participates in school activities relating to improvement of environment
3. Enthusiastically participates in school programs
4. Shoulders responsibility happily
5. Confronts anyone who criticizes school and school programmes
6. Insists on parents to participate/witness school programmes
7. Participates in community activities relating to environment
8. Takes care of school property
9. Sensitive and concerned about environmental degradation
10. Takes initiative in planning activities for the betterment of environment

4b. Value Systems (Part 2D)

Values are determining qualities of life. There is a very large body of knowledge and lists of values. Article 51A of the Indian Constitution—Fundamental Duties – provides the most comprehensive list of values that should be inculcated by every Indian citizen. There are 10 principles; we have identified four behaviors as descriptors for each – in all 40 descriptors. Like the previous ones, please assign a score out of 5 and calculate the average across the 40 behavior as descriptors and assign the grades as per the scheme.

(i) To abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem Descriptors                  Score out of 5
a. Is aware of the Directive Principle and Fundamental Rights enshrined in the Constitution
b. Sings National Anthem and patriotic song with decorum
c. Attends hoisting of National Flag with respect and decorum
d. Understands the meaning of tri color and the Ashok Chakra

(ii) To cherish and follow the noble ideals which inspired freedom struggle Descriptors                                                     Score out of 5
a. Takes interest in the national freedom struggle
b. Displays pride in being an Indian citizen
c. Participates in celebration of Republic Day and Independence Day with enthusiasm
d. Reads biographies of freedom fighters

(iii)To uphold and protect the sovereignty, unity and integrity of India Descriptors                                      Score out of 5
a. Stays alert and raises voice against divisive forces
b. Respects armed forces and paramilitary forces
c. Respects Indian diversity
d. Maintains peace and love

(iv) To defend the country and render national service when called upon to do so Descriptors                      Score out of 5
a. Shows a proactive and responsible behavior during crisis
b. Helpful towards disadvantaged section of the society
c. Renders social work enthusiastically
d. Actively participates in community development programs of the school

(v) To promote harmony and spirit of unity, brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women Descriptors
                                                                                Score out of 5
a. Respects opposite gender
b. Respects teachers from different religious and linguistic communities
c. Takes up issues in case of indignity to women
d. Kind and helpful towards classmates and people of community

(vi)To value and preserve the rich heritage of our culture Descriptors                                                               Score out of 5
a. Reads and discusses about the Indian culture and heritage
b. Appreciates diversity of cultures and social practices
c. Treasures the belongings of the school, community and the country with a sense of pride
d. Protects and prevents defacing of national monuments

(vii) To protect and improve natural environment Descriptors                                                                               Score out of 5
a. Shows compassion for living creatures
b. Takes active interest in maintaining flora, fauna, plants and gardens
c. Participates in movements for protecting endangered animals and green cover
d. Takes care to clean classroom, school and neighborhood

(viii) To develop scientific temper and the spirit of enquiry Descriptors                                                                 Score out of 5
a. Experiments to find new solutions
b. Analyzes and critically evaluates events on the basis of data and information
c. Questions and verifies knowledge
d. Explains processes and products logically

(ix) To safeguard public property and to abjure violence Descriptors                                                                     Score out of 5
a. Takes care of school furniture and property
b. Resists defacing and decimation of public property
c. Does not fight and harm others
d. Does not affiliate to groups and communities who believe and promote violence

(x). To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance Descriptors
                                                                                Score out of 5
a. Makes an effort to improve academic performance in school
b. Makes special efforts to improve in co-scholastic areas
c. Strives to identify potential and actualize with effort
d. Aspires and strives for excellence in education and life

5a. Co-Curricular Activities (Part 3A)
(Assess the student in any two areas)

The teacher will record the two activities from the following (i) Literary and Creative Skills (ii) Scientific Skills (iii) Information and Communication Technology (ICT) (iv) Organizational and Leadership Skills.

(i) Literary and Creative Skills Descriptors                                                                                Score out of 5
1. Composes poems or lyrics
2. Writes short stories
3. Writes literary criticisms
4. Participates actively in literary and creative activities at school, inter-school, state, national and international levels
5. Plans and organizes literary events like debates, recitation, book clubs etc.
6. Reads books and shows a high degree of awareness in the field of literature
7. Appreciates well written or spoken pieces representing various genre’s (prose, poetry, plays)
8. Expresses ideas and opinions creatively in different forms
9. Displays originality of ideas and opinions
10. Is able to inspire others and involve a large part of the school and community in different events

(ii) Scientific Skills Descriptors                                                                                Score out of 5
1. Verifies existing knowledge before accepting
2. Does not get carried away by rumors and media reports
3. Tries to find new and more effective solutions to problems
4. Conducts experiments with efficiency and effectiveness
5. Takes keen interest in scientific activities in laboratory and field-based experiment at school, inter-school, state, national and international level
6. Takes the initiative to plan, organize and evaluate various science-related events like quizzes, seminars, model making etc.
7. Shows a high degree of curiosity and reads science related literature
8. Is a keen observer and is able to make decisions
9. Displays good experimental skills and a practical knowledge of every day phenomena
10. Makes use of technology in making projects and models

(iii) Information and Communication Technology (ICT) Descriptors                                                     Score out of 5
1. Is efficient in handling IT equipments and gadgets
2. Has a step by step approach to solving a problem
3. Is able to apply theoretical knowledge into practical usage
4. Plants and adheres to activities and project time lines
5. Takes initiative in organizing and participating in technology related events e.g IT fairs, competitions etc.
6. Takes keen interest in computer related activities
7. Is helpful, guides and facilitates others.
8. Is a keen observer and is able to make decisions
9. Is innovative in ideas
10. Adheres to ethical norms while using technology

(iv) Organizational and Leadership Skills Please record the club in which the student is participating. Descriptors                     Score out of 5
1. Helps and organizes events in that capacity
2. Demonstrates ability to work in teams
3. Can organize work groups in short time
4. Actively participates in School Clubs, (e.g. Science Club, Eco Clubs, Health and Wellness Clubs, Heritage Club, Disaster Management, AEP and other clubs)
5. Represents class, school and inter-school at various other levels
6. Takes initiative to plan and manage different kinds of events like festivals, environment week, fund raisers, seminars, quizzes, arranging morning assemblies etc.
7. Exhibits collaboration and co-ordination skills while executing the tasks
8. Displays originality of ideas and the ability to see them through
9. Delivers assigned jobs with responsibility
10. Is a keen observer and is able to take decisions

5b. Health and Physical Education (Part 3B)
Proper development of the body is essential for the healthy growth of the mind. It is therefore, necessary that the students should be examined by qualified doctors once in the session along with a follow-up session. If this facility is not available general information about health i.e. height & weight, etc. could be obtained by the teacher. There are already, age and gender related charts of height and weight. Teachers should use these charts and note observations on the basis of entries he/she makes on the Report Book / Certificate of School Based Assessment (SBA).
In addition to this general information, physical disabilities and diseases e.g. defective vision, maintenance of teeth, deafness, long absence due to illness, which the teacher can detect at one’s own level, should also be noted. He/she should also bring any noticeable deformity of the child in the notice of the parents. In the assessment of Health Status, the recordings of height shall be in centimeters and the weight shall be mentioned in kilograms. The Health Manuals (in four volumes) brought out by CBSE must be referred to and the graded activities taken up as part of the curriculum in schools. Moreover features of Health Promoting Schools, format of Health Cards and the themes and Annexures must be adhered to.
The suggested format of Health Cards has also been given in the Comprehensive School Health Manual (Volume I). The Health Card records the history in terms of health for all learners from the time of admission in the school, till the time they leave. While the area of Physical Education of the curriculum will be judging the skills and proficiencies acquired by the students in games, sports etc. the area of Health Education will concentrate on those aspects which constitute the criteria for determining the physical health of an individual. The following aspects will be taken care of in this area.
Health Education needs to be assessed on the basis of:
􀂄 Basic understanding about health
􀂄 Physical fitness
􀂄 Attitude development
􀂄 Participation in Health and Wellness Club activities The teacher’s responsibility in this area will be limited to general observations. These must be communicated to the parents and guardians for all students. We divided this domain into two segments. One is rating certain Health and Physical Education related behaviors, and second is information on actual participation in Physical Education, Sports and Games. General descriptors for HPE are given for appraising a student on any specific activity, these general guideline may be modified accordingly.

Descriptors                                                                                Score out of 5
1. Demonstrates physical fitness and agility
2. Displays courage and determination
3. Demonstrates flexibility of the body
4. Demonstrates sportsman spirit
5. Follows all safety norms of games and sports
6. Follows rules of the games
7. Has undergone training and coaching in the chosen sports and games items
8. Makes strategic decisions within the games
9. Organizes and provides leadership in this area
10. Takes initiative and interest in Physical Education and wellness

Health and Physical Activities
Participation and Performance:

Instead of rating, the following information should be entered into student portfolio as descriptive statements.
Choose any two of the following activities.

Participation / Achievement Record

Activities/Activity Inter-class Inter- Inter- Inter-state done school district and beyond
1. Sports/ Indigenous sports (mention item/s)
2. NCC
3. NSS
4. Scouting and Guiding
5. Swimming
6. Gymnastics
7. Yoga
8. First Aid
9. Gardening
10. Shramdaan


Distance Between Las Vegas, NV and Cambria, CA

How many miles? 422 Miles / 680 Km

How many times? 6 hours 31 mins

Distance, Gas Consumption and Emission Notes

Distance from Las Vegas, NV to Cambria, CA is 422Miles or 680 Km. You can get this distance about 6 hours 31 mins. If you want to planning travel with plane for 336 Miles or 541 Km, You can get this distance about 1 hours 13 mins .

A car with an average MPG will needs 19.54 gallons of gas to get the route between these points.

The estimated cost of gas to get between Las Vegas, NV and Cambria, CA is $44.36.

During the route, an average car will release 382.83 pounds of CO2 to the atmosphere. Your carbon footprint is 0.91 pounds of CO2 per mile.

* Average US MPG used for calculations is 21.6 MPG.
* Coordinates of Las Vegas, NV is 36.1700407, -115.1400648 and coordinates of Cambria, CA is 35.5639404, -121.0802261


Ashwater, population 670, is a village east of the A388 between  Holsworthy and  Lifton.
The parish of Ashwater is administered by  Torridge District Council, along with  Halwill to the east,
Black Torrington to the north east, Bradford to the north, Cookbury and Hollacombe to the north west,
Clawton to the west, with Tetcott, Luffincott, Northcott, St. Giles on the Heath,
Virginstow and  Broadwoodwidger round the southern boundary.

Please only suggest sites to this category with a sole operating address in, or devoted entirely to
Ashwater, and the Torridge parishes of Ashwater and Hollacombe.
If the site does not correspond to the area defined above, then consider one of
the sub-categories of, or links from the  Devon category instead.


ARMY OF TWO: THE 40th DAY features a bigger playbook of new co-op moves that either player can use at any time, opening up new strategies and countless choices for both players. The result is a bigger, better, more organic and immersive co-op experience that lets gamers put their best two-man tactics to use whenever and wherever they want.


DuPont Identity

What is the 'DuPont Identity'

The DuPont identity is an expression that breaks return on equity (ROE) down into three parts: profit margin, total asset turnover and financial leverage. It is also known as "DuPont Analysis".

DuPont identity tells us that ROE is affected by three things:- Operating efficiency, which is measured by profit margin- Asset use efficiency, which is measured by total asset turnover- Financial leverage, which is measured by the equity multiplier

BREAKING DOWN 'DuPont Identity'

If ROE is unsatisfactory, the Du Pont identity helps locate the part of the business that is underperforming.

Here is how the DuPont identity is derived:

ROE = NI/TEMultiply by 1 (TA/TA) and then rearrangeROE = (NI / TE) (TA / TA)ROE = (NI / TA) (TA / TE) = ROA * EMMultiply by 1(S/S) and then rearrangeROE = (NI / TA) (TA / TE) (S/S)ROE = (NI / S) (S / TA) (TA / TE)ROE = PM * TAT * EMROE = Profit Margin * Total Asset Turnover * Equity Multiplier

When:ROE = Return on EquityNI = Net IncomeTE = Total EquityTA = AssetsROA = Return on AssetsEM = TA/TE = 1 + D/E = The Equity MultiplierS = Sales

Learn more about the DuPont analysis by reading What are the main differences between return on equity (ROE) and return on assets (ROA)?

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William Kunstler: Disturbing the Universe Showtimes and Tickets

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William Kunstler: Disturbing the Universe poster

Release Date: 2009-11-13

Genre: Documentary,

Rating: NR

Duration: 1hr 25min

In the 1960s and 70s, William Kunstler fought for civil rights with Martin Luther King Jr. and represented the famed "Chicago 8" activists who protested the Vietnam War. When the inmates took over Attica prison, or when the American Indian Movement stood up to the federal government at Wounded Knee, they asked Kunstler to be their lawyer. To his daughters, it seemed that he was at the center of everything important that had ever happened. But when they were growing up, Kunstler represented some of the most reviled members of society, including rapists and assassins. This powerful film not only recounts the historic causes that Kunstler fought for; it also reveals a man that even his own daughters did not always understand, a man who risked public outrage and the safety of his family so that justice could serve all.

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Pluto really does seem to have captured people’s imagination.  With the announcement that the (dwarf) planet is larger than we thought, a neighbour was asking me how one measured its size.

This got me looking up some values in Pluto Is Larger Than Thought, Has Ice Cap, NASA Probe Reveals, from

The new measurement of Pluto is 1,473 miles (2,370 kilometers) across

The previous estimate from Earth was 1,430 miles (2,301 km).

Pluto does not meet the definition of a planet but as we will see that does not diminish it.  Far from a random and uninteresting chunk of ice, with little local gravitational influence on it’s neighborhood, it is an example of binary planetoids with tantalizing features.

ET phone Earth!

We could be on the verge of answering one of the essential questions of humanity that has captivated our minds for centuries.

There may be far fewer galaxies further out in the Universe then might be expected, suggests a new study based on simulations and published this week in the Astrophysical Journal Letters.

The simulations show the first results from the Renaissance Simulations, a suite of extremely high-resolution adaptive mesh refinement (AMR) calculations of high redshift galaxy formation and hundreds of well-resolved galaxies.

"Most critically, we show that the ultraviolet luminosity function of our simulated galaxies is consistent with observations of redshift galaxy populations at the bright end of the luminosity function, but at lower luminosities is essentially flat rather than rising steeply," wrote researchers in their paper.

It is well known that muscles need resistance (gravity) to maintain optimal health, and when they do not have this resistance, they deteriorate. A new report published in the July 2015 issue of The FASEB Journal, however, suggests that this might not be true for all muscles, offering hope that there may be ways to preserve muscle mass and strength for individuals in low-resistance environments, whether it be the microgravity of space, extended periods in a hospital bed, or a 9-5 job behind a desk.

MarsPolar, a newly created international venture has started raising funds for their bold project to establish a permanent human colony on Mars. The team behind the project wants to collect at least $100.000 to cover the initial costs of their future endeavor.

Today, 30th June is asteroid day, to raise awareness of the searches astronomers do to detect and eventually deflect asteroids. This is your chance also to actually do something about them by signing the 100x petition (which has been signed by many famous astronomers and astronauts).

An asteroid impact is one of the few natural events we can actually prevent with our technology (unlike volcanoes, earthquakes and tsunami). With a few years or decades of warning, we can deflect them rather easily. But to find them in good time, first we need to detect them.

So, you are invited to a dinner by extraterrestrial hosts. Do you accept the invitation? And if so, which foods and beverages would be safe to eat? And, could you actually live long term on ET food? Or the other way around, if you have an ET guest, what food could you safely serve for them to eat?

First, it's not likely that you would enjoy a dinner served in a sauce of liquid nitrogen or liquid methane :). So, let's assume that they are organic carbon based lifeforms from an Earth-like world or at least an environment with Earth type temperatures and conditions (including perhaps living in oceans of icy moons).

Over the past week, ESA's Integral satellite has been observing an exceptional outburst of high-energy light produced by the black hole V404 Cygni that is devouring material from its stellar companion in our Milky Way galaxy, almost 8000 light-years away in the constellation Cygnus, the Swan.

Astronomers expect that galaxies grow by swallowing smaller galaxies. But the evidence is usually not easy to see -- just as the remains of the water thrown from a glass into a pond will quickly merge with the pond water, the stars in the infalling galaxy merge in with the very similar stars of the bigger galaxy leaving no trace. But now a team of astronomers led by PhD student Alessia Longobardi at the Max-Planck-Institut für extraterrestrische Physik , Garching, Germany has applied a clever observational trick to clearly show that the nearby giant elliptical galaxy Messier 87 merged with a smaller spiral galaxy in the last billion years.


Tar Heel Times
Your comprehensive source for Tar Heel sports news

ACC Football 2014 Spring Preview and Storylines

North Carolina: Replacements on the offensive line - If there’s a concern on offense, it’s a line that loses two standout players in left tackle James Hurst and center Russell Bodine. Guards Caleb Peterson and Landon Turner and tackle Jon Heck provide a solid foundation, but left tackle and center are arguably the two most-important positions on the line. (Athlon Sports)

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