Transcript: 10. 'm just a buffalo soldier in the heart of America 11. Stolen from Africa, brought to America 12. Said he was fighting on arrival, fighting for survival Said he was a buffalo soldier, win the war for America 13. Dreadie, woy yoy yoy, woy yoy-yoy yoy 14. Woy yoy yoy yoy, yoy yoy-yoy yoy 15. Woy yoy yoy, woy yoy-yoy yoy 16. Woy yoy yoy yoy, yoy yoy-yoy yoy 17. Buffalo soldier troddin' through the land, wo-ho-ooh Said he wanna ran and then you wanna hand 18. Troddin' through the land, yea-hea, yea-ea 19. Said he was a buffalo soldier, win the war for America 20. Buffalo soldier, dreadlock rasta 21. Fighting on arrival, fighting for survival 22. Driven from the mainland to the heart of the Caribbean 23. Singing, woy yoy yoy, woy yoy-yoy yoy 24. Woy yoy yoy yoy, yoy yoy-yoy yoy 25. Woy yoy yoy, woy yoy-yoy yoy 26. Woy yoy yoy yoy, yoy yoy-yoy yoy When they arrived in America they were fighting for survival African Americans were brought from Africa to server in a war metaphor Fighting on arrival, fighting for survival 22. Driven from the mainland to the heart of the Caribbean heart of america They sailed on a boat 27. Troddin' through San Juan in the arms of America Troddin' through Jamaica, a buffalo soldier Fighting on arrival, fighting for survival Buffalo soldier, dreadlock rasta 28. Woy yoy yoy, woy yoy-yoy yoy Woy yoy yoy yoy, yoy yoy-yoy yoy Woy yoy yoy, woy yoy-yoy yoy Woy yoy yoy yoy, yoy yoy-yoy yoy Bob Marley Buffalo Soldier 11. Stolen from Africa, brought to America heart of the caribbean Metaphor Repitition 21. Fighting on arrival, fighting for survival 1. Buffalo soldier, dreadlock rasta There was a buffalo soldier in the heart of 2. America Stolen from Africa, brought to America Fighting on arrival, fighting for survival 3. I mean it when I analyze the stench To me it makes a lot of sense 4. How the dreadlock rasta was the buffalo soldier 5. And he was taken from Africa, brought to America Fighting on arrival, fighting for survival 6. Said he was a buffalo soldier, dreadlock rasta Buffalo soldier in the heart of America 7. If you know your history 8. Then you would know where you're coming from 9. Then you wouldn't have to ask me Who the 'eck do I think I am By: Ruben Arutunian
Transcript: Go on Exchange present your country abroad Work with different mentalities Diversity Explore different cultures Be a Member Develop your skills Have an impact Enrich your knowledge AIESEC Be a Leader Lead your team Achieve your vision Coach others Be a mentor EXPERIENCE YOUR AIESEC JOURNEY Gives you a great experience
Transcript: Presentation Name. By: Liam Lawrence Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic.
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. http://lifehacker.com/5401954/programmer-101-teach-yourself-how-to-code 2. http://www.bluecloudsolutions.com/blog/cost-develop-app/ 6th Week Background Presentation 12th-13th Week
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)" http://www.stoprapenow.org/uploads/advocacyresources/1282164625.pdf 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 http://www.womenundersiegeproject.org/blog/entry/the-need-for-numbers-on-rape-in-warand-why-theyre-nearly-impossible-to-get Critical Thinking Increased Data Collection by international organizations - determine humanitarian responses - ensures justice and reparation - provides recognition and dignity
Transcript: Greece ΡRethymno, Crete 4 C I T I E S ? - Religion & Political Theory - Theories of Democracy - Social Theory: K. Marx - M. WeberΣοψι - Plato's Republic - State & Regulation - State & Public Policies - Urban & Regional Policies 6-month voluntary teaching of Greek language to migrant kids (primary school) Constantinos Kogiomtzis Background Presentation Magouliana, Arcadia Vienna ΑλεχανδροθπολισAlexandroupolis, Thrace Customs broker Political Science - Political Theory - Public Policy - Political Economy (Thesis: "Debate between structural and instrumental Marxism on the State: Miliband vs. Poulantzas") Transport company department of exports & customs clearance Thank you for your attention!!! Istanbul Istanbul - a city with rich heritage and diverse population - currently under rapid transformation - large-scale projects (gated communities, business centres, malls, touristic developments) # environmental threats, segregation, gentrification of inner-city - motivations/socioeconomic consequences of grassroots resistance movements to the new urban regime. Property transfer and displacement. Physical upgrading or improvement of the inhabitants' living conditions?
Transcript: 1 - Besnoy, K. (2012). 'Culturally Diverse Gifted', http: //youtu.be/XBhpdmHFbAc 2 - Davidson Institute. (2006). State mandates for gifted programs as of 2006. Retrieved May 19, 2013 from http: //www.gt-cybersource.org/StatePolicy.aspx?NavID=4_0 3- Davis, G. A., & Rimm, S. B. (2003). Education of the gifted and talented. Boston: Allyn & Bacon. 4 - Ford, D. Y, & Grantham, T C. (2003). Providing access for culturally diverse gifted students: From deficit to dynamic thinking. Theory Into Practice, 42, 217-225. 5 - Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74(3), 289-306. 6 - VanTassel-Baska, J., Lange, R.E., & Crammond, B. (2010). International Giftedness. http: //www.ctd.northwestern.edu/resources/displayArticle/?id=128 7 - WISE Qatar, (2012). 'Gifted Students', http: //youtu.be/LvrBUzTDYTg Linguistic - Using English-based assessments can lead to erroneous conclusions. Cultural - Traditional customs and gender roles differ between groups. Economic - The effects of poverty lead to a focus on survival more than education. Culturally and Linguistically Diverse Students in Gifted Education: Recruitment & Retention Issues Do we hold negative, stereotypical, or counterproductive views as defined by Ford and Grantham? WE ARE TEACHERS And We Help To Shape The Students’ Futures! FORGET about IQ- Alternative Assessments 5 Asian American students are NOT! Provide enrichment activities to students who are perceived "not ready" for gifted programs. 5 These students deserve a chance to shine and should be provided with support and opportunities to demonstrate their giftedness. "We suggest that deficit thinking and the use of traditional tests (especially IQ tests) and lack of teacher referral of CLD students for gifted education screening and placement are the primary contributing factors to underrepresentation." Bias 5 C) the burden rests with (or within) the student (e.g., he/she is cognitively inferior or "culturally deprived") Testing & Assessment Issues "The bright and the hungry ... are crucial to our success" Strengths Themes References Terminology 4 Make adjustments to your lessons with special attention to vocabulary acquisition. 1. Background/Bias stop students from being identified 2. Standardized test scores stop referrals 3. Lack of training in cultural diversity as well as gifted education 4. Lack of communication with cultural diverse parents whether intentional or unintentional 5. Policies & procedures that are both indefensible and have a negative impact on CLD students 6. Static definitions & theories of gifted that give little consideration to cultural differences Culturally diverse students are those that may come from different regions and races, social backgrounds, and may also be economically disadvantaged. English may even be their second language. Retention 2, 3 IQ or intelligence quotient is a general assessment of your ability to think and reason. Your IQ score is actually an indication of how you compare in this ability with the majority of people in your age group. A rating of 100, for example, means that, as compared to the majority of other people in your age group, you have a normal rate of intelligence. Most psychologists consider those falling in the range of 95-105 as having a normal or average IQ. Since it is difficult to pinpoint with absolute accuracy, your actual IQ may vary 5 points either way from your test score. In addition, there are many factors that may affect your scoring. If you are tired, ill or distracted, your score may be affected. Finally, there are many abilities which are not measured by IQ testing. For example, IQ does not measure musical talent, manual dexterity, or a variety of other abilities. However, IQ testing does give you an important indication of your ability to think, reason and solve problems. This is critical to your success in life. The IQ Test is comprised of 15 questions. Be sure to view your results at the end of this test. Do not begin until you are instructed to do so. You will have 3 minutes. Good luck! Reasons for Poor Test Performance of CLD students: Raven's Progressive Matrices 5 Become aware of teacher bias. Why do educators serve less Hispanic, Black, and Aboriginal students than White? (A) the burden rests within the test (e.g., test bias); 6 Limitations IQ Test Instructions This is the main reason educators should become more aware of their students who may be underserved and underrepresented. "As of 2002, Asian American students represented 4.42% of students in U.S. schools but 7.64% of those in gifted education" - No clear suggestions as to how to retain students in Gifted education. – Also does not compare states among one another. Ideally: Naglieri Non-Verbal Ability Test & Raven's Progressive Matrices Assess students from the perspective of individual learning styles. Currently: The first step is
Transcript: Soil Erosion This process can cause environmental damages 1) Loss of soil fertility by depletion of plant nutrients in topsoil meaning that the land is becoming less suitable for cultivation more desert-like 70% of the world's dry lands used for agriculture are threatened by desertification Water Erosion Eroded soil becomes sediment in nearby surface waters, causing cloudy water / higher turbidity In severe cases, wind can carry away topsoil and can create a dust storm Humans have accelerated natural soil erosion Around 15% of Earth's ice-free land surface is afflicted by all forms of land degradation The area affected by tillage and farming erosion is unknown We can try to prevent soil erosion by: Encourage safer farming Keeping soil saturated can prevent erosion by wind 3) Windbreak / Alley Cropping Favis-Mortlock, David. "Soil Erosion Site." Soil Erosion Site. N.p., May 2007. Web. 23 May 2013. <http://www.soilerosion.net/>. The amount of sediment transported by rivers to the ocean is about 24 metric tons per year Desertification Water it Dust storms have increased 10-fold since 1950 Accelerated soil erosion by water is responsible for about 55% 3) Crop Rotation 3 to 5million acres of US farmland are lost each year through the mismanagement of soil Tree roots hold down topsoil and prevent erosion Bibliography Miller, G. Tyler, and Scott Spoolman. Living in the environment: concepts, connections, and solutions. 16th ed. Pacific Grove, CA: Brooks/Cole, 2009. Print. The End Check it Use Organic Fertilizers Grow Indigenous Crops No-Till Farming Collins, Jocelyn. "Soil Erosion." Soil Erosion. N.p., 01 Feb. 2001. Web. 24 May 2013. <http://www.botany.uwc.ac.za/envfacts/facts/erosion.htm>. Plant Water erosion comes in around 11 million square km Wind erosion is responsible for about 30% 90% of American farmland is losing topsoil 17x faster than it can be replenished How did this happen? Who's to blame, nature or us? Oak, Manali. "10 Ways to Conserve Soil." Buzzle. N.p., n.d. Web. 23 May 2013. <http://www.buzzle.com/articles/10-ways-to-conserve-soil.html>. Contour Farming pH indicates the level of nutrients in the soil Entire civilizations have collapsed because they mismanaged the topsoil that supported their populations - climate changes - wind - deforestation - water - farming - over & under grazing Soil Erosion results from: 2) This means the area affected by wind erosion is around 5.5 million square km Tarbuck, Edward J., and Frederick K. Lutgens. "Chapter 6: Weathering and Soil." Earth: An Introduction to Physical Geology. 10th ed. New Jersey: Pearson Prentice Hall, 2011. 186-95. Print. United States. USDA. Natural Resources Conservation Service. Soil Quality Resource Concerns: Soil Erosion. N.p., Apr. 1996. Web. 25 May 2013. <http://soils.usda.gov/sqi/publications/files/sq_two_1.pdf>. The majority of the world's 862 million malnourished people are trying to survive on land with severely eroded soil Since 1950, more than 1/3 of the world's farmable land has been lost to soil erosion
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