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Background Presentation

Transcript: 14th Week Consulting interns can be expensive Time and Money Personal Experience Preliminary Design Stage NFPA 101 and NFPA 13 New and Existing Education, Business, and Mercantile Definition of Project This app would be used to provide interns and recent graduates with an outline of guidelines for how to design and review designs of specific occupancies. With the given time frame, I will be writing the information that will go into the app Begin parametric study: Speak with my mentor and Jason to understand more about what critical variables I could concentrate on for this app. Choose those parameters and begin my study Gather information from NFPA 101 and NFPA 13 for new and existing education, business, and mercantile occupancies. By: Breanne Thompson Next Steps (Continued) Finish preparing for Draft of Analysis Pull together and discuss results of project Draw my conclusions and state future work needed Turn in Final Paper! 10th and 11th Week Turn in my parametric study Begin draft of analysis Map out the process of the app for the key elements 15th Week References Next Steps 7th Week Prepare for Final Presentation Summarize my draft of analysis into presentation Work on how to incorporate a live demonstration for my presentation App Development Background Information 8th-9th Week Continuous Process Objective-C for Apple products Java for Android products 6 months of studying Places to Learn: Codecademy, iOS Dev Center, Android Developers Training Hire App Developer will cost thousands Prepare Final Paper Dive into Shark Tank! 1. 2. 6th Week Background Presentation 12th-13th Week

Background Presentation

Transcript: Real action and accountability Amnesty International Non-state actors/ Rebel Groups?? ...and what about men?? ignoring male rape victims? would rape exist without a man? Weapons of War: Rape UN as an Arena - NGO's - Discussion and dialogue Arena Instrument Actor Critical Thinking Weapons of War: Rape UN as an instrument UNSC Resolution 1820 (2008) UN as an Actor - UN Action Against Sexual Violence in Conflict Weapons of War: Rape Problems with 1820 "Roles and Functions of International Organizations" "Sexual violence, when used as a tactic of war in order to deliberately target civilians or as a part of a widespread or systematic attack against civilian populations, can significantly exacerbate situations of armed conflict and may impede the restoration of international peace and security… effective steps to prevent and respond to such acts of sexual violence can significantly contribute to the maintenance of international peace and security" (UNSC Resolution 1820, p. 2)" Background Presentation- Kristin Mann Weapons of War: Rape Brief Insight - used to manipulate social control - destabilize communities - weaken ethnic groups and identities Examples: - Sudanese Militia - Rwanda Genocide - DRC Critical Thinking Critical Thinking Increased Data Collection by international organizations - determine humanitarian responses - ensures justice and reparation - provides recognition and dignity

POWER Presentation

Transcript: POWER What is Power? Where does Power lie? How do I exercise my Personal Power? CONTEXT OF THE SESSION Objective: for young people to have a full understanding of how Power impacts and influences their lives within a local global context Who: A general Youth Group of 15 to 16 years of all genders Setting: Youth Setting in the community online and in person. Size: 8 to 12 young People Needs : Through the needs assessment young people identified that they felt powerless to control external & internal events in their life. The young people have agreed a group contract in advance Structure of the Session STRUCTURE OF THE SESSION Superpower Icebreaker Before the session begins, give four members of the group a ‘secret super-power’ which they are not allowed to share with the rest of the group. Don’t tell the rest of the group about this secret task. They can do it in as obvious or as subtle a way as they would like. Superpower 1: Has the power to decide when we take a break Superpower 2: Has the power to decide what music we listen to Superpower 3: Has the power to take photos throughout the session Superpower 4: Has the power to spread ‘fake news’. Ask them to spread a rumour that is completely ridiculous throughout the group. What is Power? Using a flipchart and markers, young people are asked to brainstorm what power means to them in smaller groups. This will be followed with a popcorn style sharing session where participants have the opportunity to share their opinions and insights, taking note of words and concepts that reoccur. Throughout this sesion we will look at some of these concepts. Embodying Power Give each small group a table, 4 chairs and a bottle. Ask someone to place the objects in a way that demonstrates 'Power'. No objects can be removed but they can be placed in any way in the scene. Ask the group to describe what they see. Do we all agree on the scene? Ask someone to change it if they can see a better way. Repeat for a number of rounds. For each round another volunteer should insert themselves into the scene in a way that makes them the most powerful. Carry out a short reflection following the exercise on what power looks like. Video & Discussion POWER: Young People Young Voices video and disucssion Closing Activity Write power on a sign in the middle of the room. Ask each participant to position themselves in the room depending on how much power they feel. Discussion around each participant’s position- why do they feel empowered/ not powerful? How much power do you feel you have to make a change in relation to climate change? How much power do you feel you have to make a change in relation to homelessness? How much power do you feel you have to make change at school/ college? How much power do you feel you have to make change in this group? Discuss the secret ‘superpower’ task. Did those with superpowers feel more powerful? Does the task reveal anything about the nature of power eg sometimes we just need to ask or to take action if we want to change something? ACTIVITY COVID BUSTERS: Who's Got the Power? Mind Mapping Exercise MIND MAPPING Aims Participants will complete a Mind Map. Selecting issues relating to Power in the World. Connecting Global Issues to Local issues Connecting issues in the world to Power Mind Mapping Exercise Steps Required Resources Large Flip Chart Paper 1. In the Center the word Power in a Circle 2. Select issues relating to Power in the world 3. Discuss why they choose this issue and linked it to Power. 4. Can you relate those issues to local issues? Circle them in Red. Discuss how you can link global issues in the world to local issues. MY PERSONAL POWER My Personal Power Aim of Session :to Identify what Power Do I Have Personally, so that I can contribute and respond to collective actions identified. 1 Step 1 Resources : Flipchart Pen & Markers Draw an outline of a body including a heart and a cape or bag. 2 Step 2 What Powers do I have/ What strengths abilities, skills and resources can I contribute. Use an example of the drawing, with the following labels on parts of the figure: Head – thoughts Arms – actions Hands – connections and relationships Heart – passions and commitments Bag – resources Feet – past experience You can ask participants to add other categories e.g. Cape/ Back = background/identity 3 Step 3 Debrief Review the Exercise Get young people to volunteer and talk about their personal strengths and resources Acknowledge their Own Power. RESOURCES RESOURCES Boal, A. (1985). Theatre of the oppressed. New York: Theatre Communications Group. EIL Ireland:

Background/Rise to Power

Transcript: Background of Francisco Nguema -Equatorial Guinea falls into disarray as Nguema spends government funds on personal things -Nguema decides to execute all people of the Bubi tribe -He uses soldiers to slaughter entire families and villages -Nguema also targets "intelligent" people (those who wear glasses/attend schools) -By the end of Nguema's tyranny, 1/3 of the population has either been killed or exiled -Nguema is overthrown by his nephew and executed for murder, treason, and genocide Lasting Effects on Citizens and Country -Bubi people are the minority -Bubi people still are descriminated against -Still prosecuted more than other tribes/clans in Equatorial Guinea -All citizens have hardly any rights -EG is very poor because of all the money Nguema wasted -Nguema starts off regime by taking all power from legislative and judicial branches of government and controlling everything directly -Names himself "President for Life" and becomes a dictator Beginning Similarities to The Crucible Estimated 50k deaths The Tyranny The Genocide of Equatorial Guinea -In both The Crucible and EG innocent people were killed -In EG, the "President" ordered his soldiers to kill, in The Crucible, the church leader had his henchmen do the killing -Both situations caused fear and strife -Francisco Macias Nguema born 1968 -Orphaned at 9 after witnessing father beaten to death and his mother committing suicide soon after -Nguema and siblings become "laborers" or low-class workers without parents -Nguema survives and takes the Civil Service test, failing thrice before passing -Becomes mayor of small town -Grows from mayor to member of parliament, then runs for president in only free election to date and wins

Background Presentation

Transcript: Death rate 2012: 12.84 deaths/1,000 population (World ranking: 22) Infant (Child Mortality) Total: 79.02 deaths/1,000 live births (world ranking: 10) HIV/AIDS (2) Appropriate Technology Landlocked country Great African Rift Valley system: East – Lake Malawi South – mountains, tropical palm-lined beaches Mainly a large plateau, with some hills Lake Malawi (Lake Nyasa) Almost 1 million people have AIDS 60% of these are female Declining in urban areas, Rising in rural areas Leading cause of death amongst adults Contributes to the low life expectancy: 54.2 years 209th ranking (One of the lowest) 500,000 children have been orphaned due to AIDs Micro-finance Policy Framework and Strategies (Health SWAp) increasing the availability and accessibility of antenatal services; utilization of skilled health personnel during pregnancy, childbirth and postnatal period at all levels of the health system; strengthening the capacity of individuals and institutions to improve maternal and neonatal health; increasing the number of skilled health personnel; constructing and upgrading health facilities to offer essential health services particularly focusing on rural and underserved areas; and provision of ARVs and micronutrients during pregnancy. Geography of Malawi CCST 9004 Appropriate Technology for the Developing World Indicator 3: Literacy Rate of 15 – 24 year-olds According to the World Bank, microfinance is defined as: Microfinance is the provision of financial services to the entrepreneurial poor.This definition has two important features:it emphasizes a range of financial services—not just credit— and it emphasizes the entrepreneurial poor. Goal 2: Achieve Universal Primary Education Appropriate Technology: SIRDAMAIZE 113 Population: 16,777,547 (estimated in July 2013) Population growth rate: 2.758% (2012 est.) (World ranking: 18) Age structure Children: 50% of total population HIV/AIDS Human Resources Education Poverty Food Insecurity Erratic Rainfall Patterns/Droughts Corruption Lack of Foreign Investment Languages Indicator 5: Proportion of seats held by women in National Parliaments Central Region: 1-9 (Yellow) *Capital: Lilongwe Northern Region: 10-15 (Red) Southern Region: 16-27 (Green) Lake Malawi (Blue) Land surface area 45,747 square miles Challenges: · shortage of qualified primary school teachers; · inadequate physical infrastructure; · poor retention of girls mainly from standard five to eight; · high disease burden due to HIV and AIDS consequently leadinto absenteeism, especially among girls who take care of the sick · Poverty levels are high in rural areas. Malawi – Climate/Agriculture Trading partners: South Africa, Zambia, China, US Challenges: · shortage of qualified primary school teachers; · inadequate physical infrastructure; · poor retention of girls mainly from standard five to eight; · high disease burden due to HIV and AIDS consequently leading to absenteeism especially among girls who take care of the sick; and · poor participation of school committees and their communities in school management. · Poverty levels are high in rural areas. 1 Doctor per 50,000 people Hinders the ability to deliver medical services to people in need Reason: Emigration Lack of access to education Aggravated by AIDS > 4 nurses are lost each month This also affects other sectors: Government Business Farmers Human Resources HIV/AIDS - Contemporary GDP: US $14.58 billion (2012 est.) (World ranking: 142) Labor force: agriculture: 90%; industry and services: 10% (2003 est.) Countries main income Agriculture Main crops: maize, tobacco, tea, sugar cane, groundnuts, cotton, wheat, coffee, and rice Industry: tobacco, tea, sugar, sawmill products, cement, consumer goods Challenges: limited capacity in terms of human and material resources to facilitate adult literacy and continuing education; early marriages perpetuated by socioeconomic factors; socio–cultural factors that make people believe that men should be leaders while women are followers; and, poor learning environment which affects girls in primary and secondary schools e.g. sanitary facilities, long distances to education facilities, extra burden from domestic chores especially for adolescent girls resulting into high dropout rate. 1964: Independent from Britain Indicator 1: Maternal Mortality Ratio Malawi Demographics Problems - Outline Indicator 4: Share of Women in Wage Employment in the Non- Agriculture Sector measure of employment opportunities ( i.e equal proportions of men and women in formal employment) Yet, more women participate in the agriculture sector than in the formal wage employment especially in jobs that require professional qualifications. Due to: literacy levels, gender disparity and cultural values. Facts About the Product: Drought tolerant maize variant Able to mature under limited rainfall Suitable for marginal rainfall areas 136 days to mature Normally: 150 – 180 days Able to mature under limited rainfall Suitable for marginal rainfall areas

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