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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

Material world presentation

Transcript: Part B: Interactive WB game ELABORATE STAGE Activity 3: Melting different solids. ACARA (2011). Australian curriculum: Science (online) BBC (n.d.). Solids and liquids. Retrieved 12, from ENGAGE STAGE Activity 2. Making & melting icy poles 3. Students are provided with camera to photograph/video their work, a worksheet to record their findings and stop watches to record the amount of time taken to melt the icy pole. 4. Ensure students observe what happens to the fruit by questioning throughout the experimenting. 5. Students share and explain with the class what happened while conducting the experiment. Stage 2 Part A: Making icy poles. 1. The teacher will provide students with a procedure for making icy-poles. The procedure will not have the goal written on it. 2. It is up to the students to discover what they are making by analysing the ingredients, completing the steps involved and using their prior knowledge. 3. Students will then have a discussion. The teacher will ask questions such as: • What properties were used and can you describe them? • What can we do with what we have created? • What can we do with this liquid? 4. Class conclusion. Example: Ingredients used have made icy-poles and will be placed in the freezer overnight. Link: Part A: 1. In groups, students are given a small hair dryer, butter and a plate. 2. They use thermometers to find out what temperature the butter will melt at. Science and Technology Outcome: Identifies that adding or removing heat causes a change of state between solids and liquids. ST2-13MW Numeracy Outcome: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084) 1. Students are blindfolded. 2. They touch and feel cornstarch. 3. Then describe and document the experience. Aim: Students gain an understanding and explain the differences between a solid and a liquid. References Year 3 Syllabus Outcomes: Part B: Melting icy poles. 1. Begin the activity up posing the question “Can we get the icy poles back to its original state?” (liquid). 2. Students then attempt to melt the icy poles using the following materials (discuss safety): o Hot water o Cold water o Hairdryer o Blanket o Ice & heat pack Topic: Material world Jessica Bozzetto, Rosa Vaccaro & Chantel Du Preez 1. Students experiment with different materials and temperatures. ENGAGE STAGE Activity 1. Cornstarch

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