Transcript: RESPONSIBILITY CURIOSITY COURAGE People CHAMPION transparency CHAMPION transparency We share information openly and proactively. We contribute outside of our specialty. We are known for directness. We are quick to admit mistakes. We question actions inconsistent with our values. CULTIVATE relationships + community CULTIVATE relationships + community We contribute to the community with what we are passionate about. We seek to understand our clients and what matters to them. THRIVE at work + play THRIVE at work + play We embrace curiosity to support a vibrant work culture. We demonstrate consistently strong performance so colleagues can rely upon each other. We inspire others with our passion for excellence. We celebrate wins. We promote learning and professional development. We continue to improve how we work to support summer hours. We believe in an open and collaborative work environment. We are fun to work with and have a positive impact on those around us. Practice DELIVER quality work DELIVER quality work You utilize BBT’s proven CA processes. You support your fellow team members to use independent decision making to meet their deliverables. You know when to zoom in and zoom out. You deliver quality work that is thoughtful. PROMOTE innovation PROMOTE innovation We promote sustainability and healthy buildings. We think strategically. We create new ideas that prove useful. We embrace new technology. We help keep BBT nimble by minimizing complexity and finding ways to simplify. RESPECT the details RESPECT the details We know when to zoom in. We respect how things go together and their relationships. We use the guiding principles of the parti to inform the details. Process CURIOSITY enables a process that listens, empowers, and connects 3 statements on how we live this core value LISTEN to every voice LISTEN to every voice We embrace listening as a cornerstone of the BBT approach. We believe that listening is both a skill and an art. We add to the conversation. We create opportunities for clients and stakeholders to contribute to the visioning and design process. EMPOWER team members EMPOWER team members We empower fellow team members to contribute their best by providing the necessary information, time, and support. We empower colleagues to take ownership over their projects and tasks. We recognize team member contributions. CONNECT through design CONNECT through design We believe design is a conversation. We create functional spaces that support the end user. We connect the technical details to the human experience. We blend expertise and client-centered design to create spaces that bring people together.
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: said? Thinking How will we do that? Practical Thinking Words When I ask my students to do analytical thinking, I am asking them to— Break something into parts Carefully look at all the parts AND Come to some conclusion. Build background knowledge of analytical, practical, creative, and research-based thinking Examples from the classroom and Journeys Nouns -parts thinking Our discoveries... -Changing something -adding something -using something in a different way Can I break this into parts? What are they asking me to do with the parts? (they—teacher or the question) Can I make a decision? Monitor their thinking to ensure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why. I don't know _______ so I will look for possible answers, draw conclusions, and apply what I learn. I want to know more about ______ so I will explore/study and make some conclusions. I think I know ________ but I am going to check my thinking and come to some conclusion. I believe _______ is true, now I will test it and come to some conclusion. -Background knowledge thinking -At home thinking Obtain Split into 4 groups Each group is focused on a different type of thinking Read, think, pair-share Share back with the whole group "Today we will use "look for" thinking to find and learn about short i words." What do you notice about the words with short i? They all have one vowel. TAP Rubric By the end of cluster, teachers will deepen their understanding of each thinking type from the TAP rubric. Teachers will use this understanding to regularly provide opportunities for students to monitor their own thinking and be aware of the learning strategies they are using and why. Research Thinking Cris will trip did Verbs Am I narrowing my thinking? If so, I am probably doing __________ thinking. Am I stretching my thinking? If so, I am probably doing ____________ thinking. Am I testing my thinking? If so, I am probably doing ____________ thinking. Am I applying what I already know? If so, I am probably doing ____________ thinking. Develop Does every word that has an "i" make the short i sound? Analytical Thinking Quiz When we use our practical thinking, we are applying what we learn to things at home, our life outside of school or to our lives. Adjectives 5 - Exemplary Over the course of multiple observations, the teacher consistently and thoroughly teaches all four types of thinking: Analytical Thinking Practical Thinking Creative Thinking Research-based Thinking The teacher regularly provides opportunities where students: Generate a variety of ideas and alternatives; Analyze problems from multiple perspectives and viewpoints Creative Thinking "When you look at something and think about its parts." Research-based thinking: Tests my thinking Looks for answers to my questions Makes some conclusions Where Different types of thinking Questions students should ask for Analytical thinking: "Look for" (research-based) thinking is when you look for more learning. We use this thinking when we want to know more about something. When I ask my students to do practical thinking in the future, I am asking them to— -Apply what they learn in school to their lives. -Apply what they already know from life to what we are learning in school. Goal:
Transcript: Sol Tassara: S. M. (n.d.). The Most Popular of Shakespeare's Work. Retrieved September 15, 2016, from http://www.shakespearemag.com/bookshelf.asp SELECTION OF SOURCES The source was written by a group of people called “Shakespeare Mag”, and they had also published the site. The main purpose of the site is for people that are interested and want to know Shakespeare’s life and all his works, so they can find all these information in this website. The intended audience is for all the ages, but not for children because they wouldn’t understand and they would get bored because the Website’s design it has no colours. The author recommends “Access Place.” This source is reliable because it is a website published by a group of people called “Shakespeare Mag” and it is an educational and learning resource about Shakespeare’s works and the role and influence they have had on our history and language. It presents some of the most popular Shakespeare’s theatres and the theatre’s groups in the United Kingdom. It is very clear and there is all of the information needed, with no grammar mistakes. I chose this source because there is a lot of information very interesting and match with other websites, but this one is more complete. It convinced me and it has all the information I needed. It helped me on finding what I was looking for, it was very useful. SOURCE EVALUATING Origin: It is a secondary source because it doesn’t come from the time we are studying, it was produced long after the event. It was published in 2013 by a group of people called ‘Shakespeare Mag” in a website full of information about Shakespeare. Purpose: The purpose of this source it to inform/show the people that are interested to know about Shakespeare’s life, all the information useful that they can find in this website and it will help them to find what they are looking for. Values: It is valuable in terms of origin because the source is clearly related to the topic we are studying. We can learn from the source lots of information about Shakespeare that we didn’t know. This source want to inform. The author has had more time to analyse and research on the topic. There is greater availability of material a long time after the event. The author is not involved with the event he describes because he published the source in 2013 and Shakespeare’s time was in the XVI century. It is valuable in terms of purpose because the source is informing the people about Shakespeare’s life, all the works he had done, the theatres where Shakespeare used the most, and more. Limitations: The limitations in terms of origin is that there are gaps in the information, the source leave out important details of the topic because it doesn’t tell us how does he criticize the society through their works. The limitations in terms of purpose is that the author’s point of view is to inform people interested in Shakespeare’s life, but there are gaps of information. “Did my heart love till now ? Forswear it sight! For I ne'er saw true beauty till this sight.” Frozen Picture 1: Arrange Marriage “Hang thee, young baggage, disobedient wretch! I tell thee what: get thee to church a Thursday, or never after look me in the face.” Frozen Picture 3: Existence of Passionate Love Frozen Picture 2: Patriarchal Love “My bounty is as boundless as the sea, my love as deep; the more I give to thee the more i have, for both are infinite.” Thinking Presentation Sources
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?
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