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Material Presentation

Transcript: The Units of the book are based on Tom Cat's adventures and the language is based on topics like sports, months, food etc. which are teaching students the basics of English Language. Each Unit is accompanied by a new input in Grammar, and by listening and speaking exercises. Every unit offers students the chance to practise all of the skills (Reading, Writing, Listening, Speaking). The Cat is Back! Junior B The material is consisted by both books and digital versions Components: In this presentation the book "The Cat is Back by Burlington Books is presented. More information: Burlington's "The Cat is Back" is a student friendly book, which makes learning fun for students. It does not focus on traditional teaching, the content can be found in digital forms too and it promotes interactive activities, animations etc. Why to use the specific book for ESL teaching? Student's Books e-Books Workbooks with cut-out project pages and stickers Companions Test Books Student’s Audio CDs Whiteboard Software Teacher’s Books Class Audio CDs Posters Flashcards Diplomas Interactive CD-ROMs Animated DVDs Online Teacher’s Resource Materials Material Presentation LCE515 Theodora Charalambous "The Cat is Back! Junior B" is a book used for ESL learning. It adressess A1 level (according CEFR) students. https://www.burlingtonbooks.com/Greece/Page.aspx?PageID=1469&zoneIndex=0

Material Technology Presentation

Transcript: 70% production Composition: 0.15% C, 16% Cr, Nickel and Manganese Properties: Non Magnetic, Soft, Ductile and Malleable Usage: Chemical plants, Domestic and industrial, Utensils Composition: 18-28%Cr, 4.5-8%Nickel, 2.5-4%Molybdenum Properties : High Tensile and Yeild Strength, High Resistance to Stress Corrosion and Chloride ion attacks Usage: Marine application and petrochemical plants Composition : Al,Ti,Cu, Niobium and Molybdenum Properties : High strength and high Corrosion Resistance Usage : Bulkheads Nibs and Skins and other Structural part Metallurgy Minimum 10.5% Cr Content By Mass. Nickel, Molybdenum, Titanium, Al, Cu also used to increase resistance to corrosion The 630-foot-high (190 m), stainless-clad (type 304) Gateway Arch defines St. Louis's skyline Precipitation Hardening stainless steels Surgical tools, such as these hemostats, are commonly made of stainless steel Pipes and fittings made of stainless steel 1. History : Year – 1872 Discovered by – Englishmen Clark and Woods Also Called Inox Steel 2. Why do we need stainless Steel ?? Does not corrode rust or stain as ordinary steel does. Used in almost every field of engineering. 3.Facts of stainless steel and its future INTRODUCTION The 1936 Ford Deluxe never looked as good in paint as it does here with the rich natural patina of stainless steel. Of the six originally produced, four still survive. Austenitic stainless steels Duplex stainless steels An art deco sculpture on the Niagara-Mohawk Power building in Syracuse, New York Composition: 12-18%Cr, 0.1-1.2% C Properties :Poor weldability, Magnetic,High Strength and Hardness Usage: Surgical instruments and knifes Material Technology Presentation Stainless Steel - Classification , Metallurgy and Applications The pinnacle of New York's Chrysler Building is clad with Nirosta stainless steel, a form of Type 302 Composition : 11% to 18% Cr, 0.08-2% C Properties: Magnetic, Soft, Ductile,Malleable Usage: Pressure Vessels, heaters , food industries Stainless steel is used for industrial equipment when durability and cleanability are important CONCLUSION Stainless steel is often used for everyday kitchen sinks, appliances, and cookware Architecture Bridges Medicine Culinary use Airport 3-D Printing Sculptures and Monuments Locomotives Jewelry Firearms Classification of Stainless Steel Ferritic stainless steels Applications Martensitic stainless steels

Background presentation

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

Faulkner's "Barn Burning": background material

Transcript: Sharecropping in the post-Civil War South The Southern economy was devastated by the Civil War. It was essential to maintain plantation crops, the only economy available to the South. Whites who owned small farms also needed a way of maintaining their farms. Tenant farming and sharecropping seemed an answer. Poor whites and freed slaves, unable to buy their own land, worked for landowners under a system that required that they "share" crops with the landowners. "Through the first decades of the twentieth century, sharecropping and tenancy trapped increasing numbers of poor white and, even more acutely, black Southerners in sustained desperation." Faulkner's story "Barn Burning" takes place around 1900-1910. Sharecropping was still very much a part of Southern life. The Snopes family lives this way. Take a look at William Faulkner's created world, including the Snopeses at http://www.mcsr.olemiss.edu/~egjbp/faulkner/faulkner.html

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. 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

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)" 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

material presentation

Transcript: group members The End .. Photo credits: 'horizon' by pierreyves @ flickr Project Material Group (2M1) An Example: Here is something small... 30 Introduction Presented to: ENG. Mohamed Karam

Material world presentation

Transcript: Part B: Interactive WB game ELABORATE STAGE Activity 3: Melting different solids. ACARA (2011). Australian curriculum: Science (online) http://www.australiancurriculum.edu.au/Science/Rationale BBC (n.d.). Solids and liquids. Retrieved 12, from http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml 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: http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml 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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