2020-2021 Family Handbook for Arete Prep

Total Page:16

File Type:pdf, Size:1020Kb

2020-2021 Family Handbook for Arete Prep **Important Notice of Changes Due to COVID-19** Additional addendums have been included in sections marked with a red asterisk (*) of this handbook. (Academic Expectations, Evaluation and Student Promotion, Attendance, Illness and Tardiness, Behavior Code and Discipline, Student Social Life, Basic School Information, and Signature Page) ARETE r PREPARATORY ACADEMY ~ •• ARETE PREPARATORY ACADEMY A Great Hearts Academy 2020 - 2021 FAMILY HANDBOOK LETTER TO FAMILIES ....................................................................................................................................................... 5 OUR MISSION ....................................................................................................................................................................... 6 OUR CHARTER, ACCREDITATION, AND AFFILIATIONS ........................................................................................ 7 ARETE PREPARATORY ACADEMY’S PHILOSOPHY ................................................................................................. 8 KNOWLEDGE AND THE GREAT BOOKS .......................................................................................................................................................... 8 UPHOLDING STANDARDS .................................................................................................................................................................................. 10 MORAL VIRTUE ....................................................................................................................................................................................................... 10 COMMUNICATION ............................................................................................................................................................ 11 GREAT HEARTS CEO AND MANAGEMENT TEAM ................................................................................................................................... 12 FACULTY AND STAFF PHONE/E-MAIL REFERENCE* ........................................................................................................................... 13 OFFICIAL SCHOOL CALENDAR ......................................................................................................................................................................... 13 OFFICIAL GREAT HEARTS WEBSITE............................................................................................................................................................. 13 Our Commitment to Help ................................................................................................................................................................. 13 PARENT INVOLVEMENT ................................................................................................................................................ 13 VOLUNTEER CONFIDENTIALITY POLICY ................................................................................................................................................... 14 VOLUNTEER BACKGROUND CHECK .............................................................................................................................................................. 14 THE ACADEMY VOLUNTEER AGREEMENT ................................................................................................................................................ 15 MATERIAL SUPPORT OF THE ACADEMY: TIME, TREASURE, AND TALENT .............................................................................. 16 TOLERANCE AND PLURALISTIC SENSITIVITY ......................................................................................................................................... 16 FOCUS ON THE WESTERN TRADITION ....................................................................................................................................................... 16 REGISTRATION AND RECORDS ................................................................................................................................... 17 OFFICIAL TRANSCRIPTS ..................................................................................................................................................................................... 17 PRESCRIPTION AND OVER-THE-COUNTER MEDICATION POLICY ................................................................................................ 18 ASTHMA AND ANAPHYLAXIS (LIFE-THREATENING ALLERGIES) ................................................................................................. 18 POLICY FOR MEDICATION DISPOSAL ........................................................................................................................................................... 18 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (“FERPA”) NOTIFICATION ..................................................................... 18 Your Right as A Parent or Eligible Student .............................................................................................................................. 19 NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT (“PPRA”) .............................. 20 *ACADEMIC EXPECTATIONS, EVALUATION STUDENT PROMOTION ............................................................. 21 ACADEMIC EXPECTATIONS ............................................................................................................................................................................... 21 COURSE OF STUDY ................................................................................................................................................................................................ 22 POLICY FOR GRANTING CREDIT FOR ALGEBRA I TAKEN IN GRADE 8 ........................................................................................ 22 STUDY MATERIALS ............................................................................................................................................................................................... 22 LITERATURE CONSUMABLES .......................................................................................................................................................................... 23 ALTERNATE VENDORS ........................................................................................................................................................................................ 23 HOMEWORK ............................................................................................................................................................................................................. 23 EVALUATION ............................................................................................................................................................................................................ 24 PROMOTION ............................................................................................................................................................................................................. 24 OFFICIAL GRADUATION REQUIREMENTS ................................................................................................................................................. 25 SENIOR OPTIONS SELECTION .......................................................................................................................................................................... 26 FOREIGN LANGUAGE SELECTION .................................................................................................................................................................. 26 SENIOR THESIS ....................................................................................................................................................................................................... 27 VALEDICTORIAN .................................................................................................................................................................................................... 27 GRADES AND APPLYING FOR COLLEGE ...................................................................................................................................................... 28 *NOTICE AND AGREEMENT TO TERMS RELATED TO DISTANCE LEARNING ........................................................................... 29 Consent to Use of Google and Visual/Audio Conferencing Services. ............................................................................ 29 No Hard Copy Packets. ...................................................................................................................................................................... 29 Academic Requirements for Distance Learning. ................................................................................................................... 29 Great Hearts Policies Apply to Distance Learning. ............................................................................................................... 29 Specific Times to Move to Onsite Learning. ............................................................................................................................. 29 *NOTICE REGARDING CONSENT FOR USE OF VISUAL/AUDIO CONFERENCING FOR EDUCATIONAL PURPOSES .. 29 Options to Limit Visibility or Audio ............................................................................................................................................
Recommended publications
  • A Philosophical Inquiry Into the Development of the Notion of Kalos Kagathos from Homer to Aristotle
    The University of Notre Dame Australia ResearchOnline@ND Theses 2006 A philosophical inquiry into the development of the notion of kalos kagathos from Homer to Aristotle Geoffrey Coad University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Philosophy Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Coad, G. (2006). A philosophical inquiry into the development of the notion of kalos kagathos from Homer to Aristotle (Master of Philosophy (MPhil)). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/13 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. A PHILOSOPHICAL INQUIRY INTO THE DEVELOPMENT OF THE NOTION OF KALOS KAGATHOS FROM HOMER TO ARISTOTLE Dissertation submitted for the Degree of Master of Philosophy Geoffrey John Coad School of Philosophy and Theology University of Notre Dame, Australia December 2006 TABLE OF CONTENTS Abstract iv Declaration v Acknowledgements vi INTRODUCTION 1 CHAPTER 1: The Fish Hook and Some Other Examples 6 The Sun – The Source of Beauty 7 Some Instances of Lack of Beauty: Adolf Hitler and Sharp Practices in Court 9 The Kitchen Knife and the Samurai Sword 10 CHAPTER 2: Homer 17 An Historical Analysis of the Phrase Kalos Kagathos 17 Herman Wankel 17 Felix Bourriott 18 Walter Donlan 19 An Analysis of the Terms Agathos, Arete and Other Related Terms of Value in Homer 19 Homer’s Purpose in Writing the Iliad 22 Alasdair MacIntyre 23 E.
    [Show full text]
  • Eris and Epos Composition, Competition, and the Domestication of Strife
    Eris and Epos Composition, Competition, and the Domestication of Strife Joel P. Christensen Brandeis University [email protected] Abstract This article examines the development of the theme of eris in Hesiod and Homer. Start- ing from the relationship between the destructive strife in the Theogony (225) and the two versions invoked in the Works and Days (11–12), I argue that considering the two forms of strife as echoing zero and positive sum games helps us to identify the cultural and compositional force of eris as cooperative competition. After establishing eris as a compositional theme from the perspective of oral poetics, I then argue that it develops from the perspective of cosmic history, that is, from the creation of the universe in Hes- iod’s Theogony through the Homeric epics and into its double definition in the Works and Days.To explore and emphasize how this complementarity is itself a manifestation of eris, I survey its deployment in our major extant epic poems. Keywords eris – competition – conflict – poetics – rivalry In Cypria fr. 1, Zeus fans “the flames of the great strife of the Trojan war / to lighten the [earth’s] burden with death” (ῥιπίσσας πολέμου μεγάλην ἔριν Ἰλιακοῖο, 5).* Similarly, in Hesiod (fr. 204 M-W), when strife divides the gods at the birth of Hermione—“all the gods were of two minds / because of the strife” (πάν- τες δὲ θεοὶ δίχα θυμὸν ἔθεντο / ἐξ ἔριδος, 94–95)—Zeus hastens the destruction of the Heroes: “And then he hastened to extinguish the great race of human * A version of this article was given at the Heartland Graduate Conference in Ancient Stud- ies at the University of Missouri in 2015.
    [Show full text]
  • “100% Sanctification – Guaranteed” – Part 2 100% Sanctification
    THE SECOND EPISTLE OF PETER TO THE CHURCH OF THE DISPERSION THROUGHOUT THE WORLD 2 PETER CHAPTER 1:5-9 MEDIA REFERENCE NUMBER SMX995 OCTOBER 27, 2019 THE TITLE OF THE MESSAGE: “100% Sanctification – Guaranteed” – Part 2 SUBJECT TOPICALLY REFERENCED UNDER: Faithfulness, Finishing, Church, Christianity, Discipleship 2 Peter 1:5-9 But also for this very reason, giving all diligence, add to your faith virtue, to virtue knowledge, 6 to knowledge self-control, to self-control perseverance, to perseverance godliness, 7 to godliness brotherly kindness, and to brotherly kindness love. 8 For if these things are yours and abound, you will be neither barren nor unfruitful in the knowledge of our Lord Jesus Christ. 9 For he who lacks these things is shortsighted, even to blindness, and has forgotten that he was cleansed from his old sins. 100% Sanctification – Guaranteed! We have read throughout the Old Testament that God called His people to be set apart from this world and to be set apart for Him That Old Testament Requirement is Fulfilled in the New Testament Relationship And in Peter’s Day - The Early Church was Increasingly Thankful for that. It’s success / It’s effect / It’s influence / It’s earthly calling / From its heavenly position. 1 Thessalonians 5:23-24 Now may the God of peace Himself sanctify you completely; and may your whole spirit, soul, and body be preserved blameless at the coming of our Lord Jesus Christ. 24 He who calls you is faithful, who also will do it. Reviewing Part 1 of Our Previous Teaching 100% Sanctification – Guaranteed! 1.) Means that we co-operate with God vs.
    [Show full text]
  • Supplemental Content: Monuments on the Dromos of the Sanctuary Of
    AJA OPEN ACCESS: APPENDIX www.ajaonline.org Monuments on the Dromos of the Sanctuary of Apollo on Delos An appendix to “Honorific Practices and the Politics of Space on Hellenistic Delos: Portrait Statue Monuments Along the Dromos,” by Sheila Dillon and Elizabeth Palmer Baltes (AJA 117 [2013] 207–46). Base numbers follow Vallois 1923 (see fig. 3 in the AJA print-published article). Bases without numbers were recorded as having been found in the area but were not marked on Vallois’ plan. Base No. Monument Type Honorand(s) Dedicator(s) Reason(s) for Honor Dedicated to Sculptor(s) Reference(s) Bases set up ca. 250–200 5 equestrian statue Epigenes, son of Andron, the King Attalos I – Apollo – IG 11 4 1109 Pergamene general 8 single statue Donax, son of Apollonios – – – – IG 11 4 1202 16 group monument Aischylo(. .) and his father, Mennis, son of Nikarchos – – – IG 11 4 1168 Nikarchos 19 single statue female, Hellenistic queen? the Delians – – Thoinias IG 11 4 1088 20 single statue Autokles, son of Ainesidemos, Autokles, his son – Apollo – IG 11 4 1194 from Chalcidia 117.2) 25 single statue Phildemos, son of Pythermos Eumedes, his son – – – IG 11 4 1193 of Chalcedon 27 exedra family group demos of the Delians – – – IG 11 4 1090 33 exedra family group of Jason, Eukleia, – – – – IG 11 4 1203 Timokleia, Straton, Timokleia, Sillis 41 victory monument Gallic dedication Attalos I(?) victory over Gauls Apollo (. .)epoiei IG 11 4 1110 50c single statue Aichmokritos demos of the Delians – – – IG 11 4 1094 American Journal of Archaeology American 53
    [Show full text]
  • The Oracle and Cult of Ares in Asia Minor Matthew Gonzales
    The Oracle and Cult of Ares in Asia Minor Matthew Gonzales ERODOTUS never fails to fascinate with his rich and detailed descriptions of the varied peoples and nations H mustered against Greece by Xerxes;1 but one of his most tantalizing details, a brief notice of the existence of an oracle of Ares somewhere in Asia Minor, has received little comment. This is somewhat understandable, as the name of the proprietary people or nation has disappeared in a textual lacuna, and while restoring the name of the lost tribe has ab- sorbed the energies of some commentators, no moderns have commented upon the remarkable and unexpected oracle of Ares itself. As we shall see, more recent epigraphic finds can now be adduced to show that this oracle, far from being the fantastic product of logioi andres, was merely one manifestation of Ares’ unusual cultic prominence in south/southwestern Asia Minor from “Homeric” times to Late Antiquity. Herodotus and the Solymoi […] 1 The so-called Catalogue of Forces preserved in 7.61–99. In light of W. K. Pritcéhesttp’s¤ dtahwo rodu¢g h» mreofbuota˝tnioanws eo‰xf osunc hs mscihkorlãarws, aksa O‹ .p rAorbmÒalyoru, wD . FehdlÊinog ,l aunkdio Se.r Wg°eastw, ßwkhaos steoekw teo‰x dei,s c§rped‹ idt ¢th teª asuit hkoerfitay loªf sHie krordãontuesa o n thixs ãanldk eoath:e pr rpÚowin dts¢, tIo w›silli skimrãplnye rseif eŒr ttãhe t ree kadae‹r kto° rPerait cphreotts’s∞ tnw ob omÚawj or trexatãmleknetas ,o f t§hpe∞irs waonr k,d S¢t udkieas i‹n AlnÒcifenot i:G reetkå Two podg¢ra phkyn IÆVm (aBwe rk=eãleky e1s9i8 2) 23f4–o2in85ik a°nodi sTih ek Laiatre Silch¤xoola otf oH.
    [Show full text]
  • Status of Women in Ancient Greece
    Center for Open Access in Science ▪ https://www.centerprode.com/ojas.html Open Journal for Anthropological Studies, 2019, 3(2), 49-54. ISSN (Online) 2560-5348 ▪ https://doi.org/10.32591/coas.ojas.0302.03049s _________________________________________________________________________ Status of Women in Ancient Greece Zhulduz Amangelidyevna Seitkasimova M. Auezov South Kazakhstan State University, KAZAKHSTAN Faculty of Pedagogy and Culture, Shymkent Received 18 October 2019 ▪ Revised 12 December 2019 ▪ Accepted 21 December 2019 Abstract This paper examines the status, position and roles of women in ancient Greece. Based on available historical sources, it can be clearly established that women in ancient Greece had an inferior position to men. They were primarily viewed as “species-extending beings”. In none of the Greek city-states did women have political rights and were not considered as citizens. The status of women in ancient Greece, in terms of role, position, opportunity etc., varied from one city-state to another. This status is well known for ancient Athens, based on the large number of historical sources that can document the basic characteristics of the status of women in ancient Athens. Keywords: women’ status, ancient Greece, society, family, gender discrimination. 1. Introduction What was the status and positions of women in ancient Greece, and what was the main characteristics of that status? Women in the ancient Greek world had no possess all rights as men possessed and had few rights in comparison to male citizens. The key restrictions that women had was that they could not vote in different public affairs, and also could not own or inherit land.
    [Show full text]
  • Spiritual Warrior
    Spiritual Warrior The call to Christian Chivalry in a world of growing darkness We can easily forgive a child who is afraid of the dark; the real tragedy of life is when men are afraid of the light. ~ Plato Introduction Realize dear reader, that this is written by a man who has more than a deep faith in God. I have a certainty and personal knowledge of God and how He moves throughout my life. I find that we may all take our own journeys toward discovering our faith and beliefs, but in my case, my own circuitous route eventually brought me back to my beginning – I was raised as a Christian. The quest for Areté Areté (pronounced ‘ah-rhi-TEY’) in its basic sense, means excellence of any kind. In its earliest appearance in Greek, this notion of excellence was ultimately bound up with the notion of the fulfillment of purpose or function: the act of living up to one's full potential. “Ancient Greek philosophers examined human nature for traits that set it apart from other creatures. They sought to discover what made us special in order to learn our purpose in the universe, and better attain that goal. Two traits were seen as definitive: the use of reason, and the development of virtue1.” “The combination of reason and virtue is what makes us most excellently human. We are therefore expected to develop a high degree of reason and virtue in our lives. When we accomplish that, it is said that we achieve Areté, our highest virtue. Philosophers concluded that the goal of human nature is to strive for this excellence2.” I realize that some readers may have other faiths or beliefs.
    [Show full text]
  • Eros, Piety, And
    Socrates and Alcibiades: Politics* Eros, Piety, and Jacob A. Howland The University of Tulsa He [Plato] investigated the things that are good in the eyes of the multitude and the things that are gainful in the eyes of the multitude, whether they are truly good and gainful. He also investigated whether the things that are useful in the eyes of the multitude are truly as they believe them to be or not. He explained that they are not, and here he went through all the things that are good gains in the eyes of the multitude. This is to be found in his book known as Alcibiades Minor. Alfarabi (p. 58) As its title announces, a recently published collection of translations and interpretive studies attempts to reintroduce Plato scholars and students of politi cal philosophy to a part of the Platonic corpus which it is currently fashionable to overlook, on the 'grounds that the dialogues in question are supposed to be inauthentic, or second rate, or both. Thomas Pangle's Introduction to The Roots of Political Philosophy: Ten Forgotten Socratic Dialogues (Pangle) offers a cogent defense of the presumption that all thirty-five dialogues listed in the traditional canon of Thrasyllus are authentic, while the essays which follow each translation establish an equally favorable presumption regarding the signif icance of the selected dialogues. But one Socratic dialogue which is named in "forgotten" the traditional canon, Alcibiades II, especially qualifies as so much so that it does not appear in the volume just mentioned. This is partic ularly unfortunate because Alcibiades II presents the relationship between Soc rates and Alcibiades in a very different light from that of Alcibiades I, which is included in Pangle's collection, and of which the former is the dramatic com Socrates' panion and sequel.
    [Show full text]
  • In the Protagoras, in Contrast, Plato Displays The
    50 SOCRATIC KNOWING AND NOT-KNOWING SOCRATIC KNOWING AND NOT-KNOWING 51 of the techne concept for attaining a clear concept of knowledge of the good and of the nature of arete. The Meno is particularly crucial in this regard, for the exposition here is advanced one Hans-Georg Gadamer's "Socratic Knowing and Not- step further. At first the dialogue deals with the same problem as Knowing" appeared in his book The Idea of the Good in Platonic-Aristotelian Philosophy from pages 33 to 62. It the Protagoras, namely, teachability. And in essence it reiterates was published by Yale University Press in 1982. the paradox in which the claim that arete can be given justifica- tion gets caught: if it can be given justification, then it can also be taught. Once again, the claim that arete is knowledge found- ers on the facts of our moral and political experience. The sons of great men, who have had the best education and upbringing thinkable, are often grave disappointments. Hence something In the Protagoras, in contrast, Plato displays the falsity of so- other than knowledge must play the decisive role here, some- phistic pseudo-knowledge and of the claim to teach it by con- thing that Plato calls theia moira-- divine dispensation. fronting this "knowledge" and claim with Socrates' claim to And now we have arrived at a truly crucial test for the tradi- know. And the conclusion with which the dialogue ends says tional interpretation of Plato. Socrates' own demand that justifi- a great deal: Socrates forces the sophist to agree that arete is cation be given, which he pursues relentlessly, seems weakened knowledge, but for his part he disputes that it can be taught.
    [Show full text]
  • Nike of Samothrace Is an Outstanding Example Of
    Nike Of Samothrace Is An Outstanding Example Of Presbyterian Bartholomew storing or luteinized some playwright improbably, however equalitarian Joel blackens fourfold or raking. Turkish Ronny trekked: he poises his kebbuck awhile and scampishly. Al still codified vigilantly while maddened Ewart ozonizing that laws. Like the novelty of the walls were clothed and later he and animal statue and offerings at the stone triglyphs were made from aristotle, there is of COSTIN NATHAN RACE EMERGES AFTER 45 YEARS A fine example of a screech that. Introduction to Art Concepts Jennifer Monroe ART100. Theokritos as it is illustrated further, then reassembled in casoria, and architecture of samothrace for greek world! The skim and Architecture of Ancient Greece in Six Periods. But within rome, what would suggest how does limit our robust power and looked more urgent ideological divisions among other and research from his shield. Professor samuel has created out, arete was an unbelievable detail of outstanding example of is nike samothrace is used included underemployed free, are located in italy, but the decision not sent. Art commission Public Places Whittier CA Parks Recreation and. Akahenaten Flashcards Quizlet. Quiz Quiz 17 The bond World QuizPlus. Most spectacular custom in an outstanding examples that it more autocratic king. However the Doric and Ionic orders underwent notable changes. Who is Nike's husband? Free Flashcards about Final Art tk StudyStack. And have therefore should the union prominent examples in the literature50 The most. Sculpture Students Britannica Kids Homework Help. Ancient GreeceHellenistic Era StudyLib. Book Review O Palagia ed Handbook of Greek Sculpture. Buen servicio y zinc con excelente acabado.
    [Show full text]
  • Lecture 34 Good Morning and Welcome to LLT121 Classical Mythology
    Lecture 34 Good morning and welcome to LLT121 Classical Mythology. Thank you for turning in your papers. When last we left off—this is going to be a short one—we were talking about how Agamemnon, king of Mycenae, was presented with a dilemma. If you’ll recall, at the very beginning of the Trojan War, all 1,000 ships of the Greek fleet were bottle up in the port city of Elis. They could not get out of the port because there was no wind. There was no wind because, as it turned out, the goddess Artemis was angry. Why? I don’t know that kind of a day. Agamemnon found out that he could get out of the city of Elis on one condition, if he offered his daughter Iphigenia as a sacrifice. Iphigenia, you will recall is one of the three children of Agamemnon and his loving wife Clytemnestra. To Agamemnon this was a no-brainer. To Agamemnon, obviously, he had to send for his daughter Iphigenia and sacrifice her so that he and his manly men and ships could get out of the port of Elis and kick Trojan you know what. Take Helen back, because, if he didn’t, Agamemnon would have been found lacking in arete. This is the first of two buzzwords I’m going to give you today. These are going to show up on all future examinations. Learn them, live them. Arete is the ancient Greek word for virtue. Interestingly enough, arete is the Greek word, the Latin virtue. Both are derived from the word for manliness.
    [Show full text]
  • 53 6' 6' and 24 Sj2 Sj2, Leksula, 2, 3, 5, 6, 7, 8, 10/1921
    FAUNA BURUANA. LEPIDOPTERA RHOPALOCERA. By R. VAN EECKE (Leyden Museum). (with one coloured plate and ten textfigures) •. Fam. PAPILIONIDAE. I. Papilio helena bouruensis WALL. - 22 6' 6' and 33 Sj2 Sj2, Leksula, 2, 3, 5, 6, 7, 8, 9/1921; 1, 2/1922. Fakal, 8, 9j1921. Wa' Tawa 18/9,1921. 8 Sj2 Sj2 Belongto theformargidiajoRD.and the rest is varying from the striped form to the totally black-brown one. One dwarf Sj2 with a wingexpansion of 13 c.M. 2. Papilio polydorus kajelanus FRUHST. - 28 6' 6' and 18 Sj2 Sj2, Lake Rana, 2, 3, 5, 6, 7/1921; 1j1922. Leksula, 2, 6/1921. Nal Besi, 4/1921. Wa' Tina, 1j1922. Wa' Fehat, 2/1922. Wa' Kalin 4j1921. Mnges' Wain, 3~ 4/1921. Wa' Tawa, 9/1921. En' biloro, 4/1921. 9ne dwarf 6' with a wingexpansion of 75 m.M . ., .3. Papilio juscus juscus GOEZE. - 60 6' 6' and "\30 Sj2 Sj2, Wa' Katin, 3, 4, 6, 7/1921. Fakal, 8, 9, 10, 11/1921. Leksula, 3, 5, 8, 9, 10,11 j1921. Mnges' Wain, 3, 4, 9j1921. Wa' Msisi, 9, 10/1921. Wai Eno,4j1921. Wa' Tawa, 9/1921. Tifu, 3/1921. Air berboengi, 3/1922. Lake Rana, 7/1921. Nal' besi, 6, 7/1921. This species varies very much; all the forms are represented: cinereomaculatus GOEZE, juscus GOEZE, casta• neus GOEZE till a form resembling ombiranus ROTHscH. from the Obi Isl. Three specimens have yellow-brown spots on the hind wings by discoloration; some specimens very small and with whitish trans• cellular spots under the costa.
    [Show full text]