In spite of the fact that children do not have the experience to be deeply involved in big-scale town planning, I think it would be beneficial for them to have a certain level of involvement. Firstly, children tend to be creative and inclined to think outside the box, which may lead to innovative solutions of how to improve the town. Furthermore, by involving children in the planning process, you create a sense of ownership over the town, which may lead to better care of the public spaces in the town. In addition, children are more likely to be open to new ideas and technologies, which could benefit the town’s overall advancement. However, it should be noted that children should not be in charge of decisions, as their views are likely to be childish and impractical in some cases. Therefore, I think children should be involved in town planning to some degree in order to benefit from their capacity for new ideas and enthusiasm, as long as their decisions are moderated by adults.

| Bravery | Stamina | Strategy | | Strength | Resourcefulness | Speed | | Courage | Navigation | Cunning | | Aggression | Leadership | Endurance |

Class Overview: In this lesson, we’ll explore the impact of the automobile industry in late 19th century America. We’ll focus on how the automobile helped to shape the economy and the lives of everyday Americans. We will use examples from Michigan to help us better understand these impacts and to make the lesson more real for our 9th grade students. Objectives: 1. To explore how the automobile industry changed life in late 19th century America. 2. To discover the economic and cultural influence of the automobile. 3. To bring home the impact of automobiles with examples from Michigan. Class Discussion: To start us off, let's discuss the development of the automobile industry and its emergence in late 19th century America. Talk to the students about the invention of the automobile and the automobile’s rise in popularity among Americans. Next, let's look at the economic impact of the automobile industry. Discuss the importance of the auto industry in the development of America's economy. Talk to the students about the new jobs created by the auto industry, as well as the economic growth spurred by the industry. Then, discuss the cultural impact of the automobile industry in America. Talk about the ways that automobiles changed the way we live, such as improved transportation options, new freedom for women, and the ability for people to travel and explore new places. Now, let's look at how the automobile industry impacted Michigan specifically. Talk about the development of places like Detroit in the late 19th century. Discuss the impact of the auto industry on the cities and towns of Michigan, including job creation, population growth, and the development of new services and businesses. Finally, use an example of an automobile that was popular in Michigan at the time to help solidify your students’ understanding of these changes (e.g. the Ford Model T). Activities: 1. Have students work in pairs or small groups to discuss the changes they would most likely have experienced if they had lived in late 19th century Michigan. 2. Guide students to research the Ford Model T and other popular cars of the era to get an understanding of the impact these automobiles had on daily life. 3. Encourage students to consider the positive and negative impacts that the automobile industry had on late 19th century America. Wrap Up: In this lesson, we explored how the automobile industry changed life in late 19th century America. We looked at the economic and cultural impact of automobiles, as well as their specific impacts in Michigan. Through activities and examples, we helped our students to understand these changes, and we gave them a chance to explore the history of the automobile in America.

Through wiper swipes, nature's show Rain drops flow like waves aglow Aching to fall and floors to bear, Reverberating off each chair. The percussive sound of water fall Trembles 'neath the window's wall The incessant pattering pelts begin, Rhythm side by side with wind. The scent of rain as it soaks, Intoxicating essence as it provokes The wet earth, its musk inspires, Rereminding us of man's transpires. Sluggish conditions lull the soul While senses, on a rain soaked stroll The briny air, sweet,chilly and dense Puts the heart at ease and brings serenity's fence.

Misty rain drops, Streaking windshield wipers, Like a silver waterfall Flicking the glass pane, Rumbling patter, Of wet melody, Gently stroking the souls of all trees, And soothing my inner unease, Earthly aroma, Wafting through my windows, A misty saturation Of sweet, damp dew, Slopping puddles, Splattering my view, A feeling of calm, Warmly nestling inside me and you.

Verse 1: Out the window, rain is pourin’ It appears foggy, is it morning? The sky is cloudy, heavy with gray Like a blanket it blocks my day Verse 2: Raindrops fall on roof and hood A gentle tap tap, nothing but good Cascading down each windowpane A soothing pitter patter, without strain Verse 3: The refreshing smell of rain outdoors Makes me feel tranquil, and aware of its force Crisp moisture loading up the air A sweet aroma, that I can compare Verse 4: As I sit here, in my car The rain makes me feel free and far happiness is what I can feel It's alright for living, seems so real

The sky above is dark and grey, A heavy rain set on it's way. The thunder roars and echoes in the sky, It's a rare moment that passes us by. The sun can't peek between the clouds, A sign of what is coming loud and proud. The light fades and the wind blows hard, A reminder that the storm is in the yard. The ground below is wet and cold, A short reprieve from the stories untold. The pitter-patter of rain taps the windows, Look outside, for the water that flows. The trees and grass quiver and shake, As if a warning that all should take. The flowers in the garden bowing low, A beautiful scene that you can only know. The rain coming down is a beautiful sight, A reinvigoration of energy and life. A moment to pause and redirect our sights, Be grateful for the gift of the rain tonight.

Learning intention: Students will be able to classify things as living or non-living. Materials needed: - Pictures of various things (At least 8-10) - Chart paper - Markers Instructions: 1. Begin by introducing the concept of living and non-living things. Explain to students that all things can be classified as either living or non-living, and that living things can move and make changes in their environment. 2. Ask students to brainstorm a list of living and non-living things. Encourage them to be creative and think of examples from nature, their houses, and the world around them. 3. Once a complete list is created, divide the students into two teams. Hand out the pictures of the various things and assign one team the task of determining which are living or non-living. 4. Each team must then decide which items are living and which are non-living. Once they have come to a consensus, they should each write down their classification on a separate piece of chart paper. 5. To summarize and reinforce the lesson, have each team present their classifications and explain their thought process. 6. Review the differences between living and non-living things with the class. Ask questions to ensure the students are understanding the concepts. 7. To end the lesson, provide an opportunity for students to practice classifying different items as living or non-living. Resources: Living Things and Nonliving Things - Definition and Examples https://study.com/academy/lesson/living-things-and-nonliving-things-definition-examples.html

import java.util.concurrent.atomic.AtomicInteger; class Task implements Runnable { private static AtomicInteger count = new AtomicInteger(); @Override public void run() { for (int i = 0; i < 10; i++) { System.out.println("Thread " + Thread.currentThread().getName() + " is running iteration: " + count.incrementAndGet()); try { Thread.sleep(100); } catch (InterruptedException e) { System.out.println("Thread interrupted"); } } System.out.println("Thread " + Thread.currentThread().getName() + " Finished"); } } public class ThreadExample { public static void main(String[] args) { Thread t1 = new Thread(new Task()); Thread t2 = new Thread(new Task()); t1.start(); t2.start(); try { t1.join(); t2.join(); } catch (InterruptedException e) { System.out.println("Thread interrupted"); } System.out.println("Finished with both threads"); } }

public abstract class Shape { public abstract double getArea(); public void printArea(){ System.out.println("The area is: " + getArea()); } } // A subclass of shape for rectangles class Rectangle extends Shape { private double width; private double height; public Rectangle(double w, double h){ width = w; height = h; } public double getArea(){ return width * height; } } // A subclass of shape for circles class Circle extends Shape { private double radius; public Circle(double r) { radius = r; } public double getArea() { return 3.14 * radius * radius; } } // A subclass of shape for triangles class Triangle extends Shape { private double base; private double height; public Triangle(double b, double h){ base = b; height = h; } public double getArea(){ return (base * height)/2; } } public class Main { public static void main(String[] args) { // Create an array of shapes Shape[] shapes = new Shape[3]; // Fill the array shapes with different shape objects shapes[0] = new Rectangle(10, 4); shapes[1] = new Circle(7); shapes[2] = new Triangle(3, 7); for (Shape shape : shapes) { shape.printArea(); } } }