View allAll Photos Tagged Program,
Global Citizenship Program (GCP) 67 | Pathways to Global Citizenship: Roots and Routes
City University of New York (CUNY), Salzburg, Austria (April 4 to 11, 2015)
__
Tomorrow's leaders must think and act as global citizens in order to address the challenges facing humanity. Broadly defined, global citizens are people who are consciously prepared to live and work in the complex interdependent society of the 21st century and contribute to improving the common global welfare of our planet and its inhabitants. The program aims to engage participating students as global citizens, helping them develop the knowledge, skills, values, and commitment to:
Understand the nature of globalization, including its positive and negative impacts around the world, and realize how it is transforming human society;
Appreciate the diversity of humanity in all of its manifestations, from local to global, and interact with different groups of people to address common concerns;
Recognize the critical global challenges that are compromising humanity's future and see how their complexity and interconnections make solutions increasingly difficult; and
Collaborate with different sets of stakeholders, by thinking globally and acting locally, to resolve these critical challenges and build a more equitable and sustainable world.
The session format includes lectures and discussions with an international faculty as well as formal and informal work in small groups. Topics addressed in plenary lectures and discussions include globalization and global responsibility; the social, economic, and political aspects of migration; the historical legacy of the Holocaust, human rights, humanitarian intervention; sustainable development; and the implications of the United States' influence around the world.
Participants will consider how these issues relate to their current situations and future personal, educational, and professional plans. They will also have the opportunity to develop projects and activities related to the session topic that can be implemented at their colleges and universities, in their local communities, and beyond.
Hill Aerospace Museum
The Minuteman Program
The LCC console and equipment here at the Hill Aerospace Museum came from Missouri's Whiteman AFB, and was used by the 510th Strategic Missile Squadron between the 1960s and early 1990s.
---------------------
A product of the Cold War and the developing strategy of nuclear deterrence, the U.S. Air Force's Minuteman program started in 1962 with the LGM 30 Minuteman I. This weapon system was the United States first land-based Intercontinental ballistic missile (ICBM) to use solid fuel rather than liquid, allowing it to be launch-ready at all times-much like the legendary minutemen of the Revolutionary War. Immediate strike capability permitted the United States to execute a counterattack in the event of a nuclear strike.
Since its Introduction, the Minuteman has undergone several updates, with the Minuteman III in use today as the country's only land-based ICBM. At each stage of the Minuteman's life, Hill Air Force Base has been and continues to be a part of the production, management, maintenance, and overhaul of this platform. Listed below are some of the major Minuteman III support missions that exist on HilI AFB:
Minuteman III Systems Directorate, formerly the ICBM Systems Directorate and assigned to the Air Force Nuclear Weapons Center, is responsible for "cradle-to-grave” systems management-to include acquisition, fleet administration, storage and transportation, equipment replacement, and systems modification direction. Overall, this unit focuses on maintaining the operational readiness of the aging Minuteman III system.
Little Mountain Test Facility is a state-of-the-art laboratory dedicated to simulation testing of nuclear hardness, survivability, reliability and electromagnetic compatibility of defense systems. The 1,000-acre facility is located 15 miles west of Ogden on 12th Street, near the Great Salt Lake.
Strategic Missile Integration Complex conducts system-level testing and integration. It consists of a fully configured Minuteman III silo and launch control center. Here, Minuteman IIl hardware or software is tested prior to fielding at operational units.
309th Missile Maintenance Group tests, maintains and modernizes Minuteman III systems on the Installation and at missile sites across the country, Efforts Include work conducted on support vehicles, silos, launch control centers, missiles, and more. Direction for this work is provided by the Minuteman III Systems Directorate.
Launch Control Center
Providing launch capabilities for a flight of ICBMS and buried thirty feet below the surface is the Launch Control Center (LCC). The LCC is the epicenter for monitoring and control of Minuteman ICBMs. Each LCC is responsible for a minimum of 10 missiles, but can monitor and launch up to 50. Every LCC is on continuous 24/7 alert and manned with Air Force personnel. A typical shift for the two-officer crew in an LCC lasts 24 hours, however, it is not uncommon for the launch crews to stay manned at their LCC for 48-72 hours at a time.
Besides monitoring Minuteman missiles, LCC Crews are also responsible for monitoring strategic communications and encoded messages. They write down each encoded message and decode it to determine if it is a launch order or an exercise. In the event they receive a launch order, the crews begin launch procedures and can deploy their ICBMs in a matter of minutes.
Mafra (SC), 07/07/2023 – O Governador Jorginho Mello participa do Programa SANTA CATARINA LEVADA A SÉRIO + PERTO DE VOCÊ - AMPLANORTE (Associação dos Municípios do Planalto Norte Catarinense)
Foto: Eduardo Valente/SECOM.
Program Menanam Pokok di Takasago – UNIMAS Educational Forest 2019
Like • Share • Follow
#UNIMASofficial
#UNIMAS
Teguh Bersama
Impacting Community
Integrity • Innovative • Sincerity • Perseverance • Collegiality
FB // Twitter // UNIMASofficial
IG // UNIMASofficial_instagram
Youtube // UNIMASmedia
Flickr // UNIMASimage
Description: Orientation brochure and schedule for 1961. Events included placement orientation sessions, conferences with Deans, campus tours, religious group luncheons, Fun Fest, election of freshman officers, induction convocation, “y” Mixer, football game against Concordia College, All-College Dance, YMCA-YWCA pre-church breakfast and the beginning of class.
Date of Original: September 11-17, 1961
Item Number: Orientation/Welcome Week.1.9c
Ordering Information: library.ndsu.edu/archives/collections-institute/photograp...
University of Kentucky President Eli Capilouto joined the president of the UK Student Development Council, Jonathon Nunley, Kentucky Historical Society Marker Program Coordinator Becky Riddle and others April 15 in dedicating the latest addition to the Live Blue Legacy historical marker program. The marker is made possible through donations from members of the Class of 2012.
This historical highway marker, the 19th in a series, pays tribute to UK student traditions dating back more than 100 years.
An early rivalry between freshman and sophomore classes on the UK campuses was the annual 'Flag Rush' competition where one class would defend their flag from being captured by a rush of competitors.
Replacing the flag rush in 1913 was the 'Tug of War' across Clifton Pond. Students were granted a half-holiday for the annual drenching, and crowds could reach more than 2,000 for the event.
The dedication ceremony and unveiling of the marker took place at a site located near the William T. Young Library on the UK campus. A reception followed.
Since 1994, the Live Blue Legacy Program has supported the placement of Kentucky Historical Society Highway Markers across the UK campus. The Live Blue Legacy Program is administered by the Student Development Council, whose members solicit gifts from members of the graduating class, in this case the Class of 2012. These funds are used to purchase, install and dedicate a marker in the name of that particular class.
CONICYT y la Subsecretaría de Educación Parvularia darán a conocer detalles de esta iniciativa que ya se está implementando en diez regiones del país. Se incluye capacitación para educadores y un kit de materiales para la realización de 30 actividades en la sala de clases.
Aprender en qué consiste el fenómeno de la refracción de la luz puede ser bastante complejo, sobre todo para niños que aún están en la educación parvularia. Pero ¿qué pasa si se les enseña con una lupa y globos, proyectando en ellos la luz del sol para ver qué pasa? ¿Se revientan o no? ¿Hay diferencia entre apuntar la luz a uno blanco o de otros colores?
Esta es una de las experiencias diseñadas para que los niños y niñas pequeñas aprendan ciencia por medio de la experimentación, una estrategia implementada por CONICYT a través de su Programa Explora, en conjunto con la Subsecretaría de Educación Parvularia. La iniciativa, denominada Tus Competencias en Ciencias (TCC), contempla la realización de 30 actividades de aprendizaje, para ser realizadas por las educadoras de párvulos en la sala de clases, acompañadas por un kit de materiales.
Aunque TCC comenzó a ser ejecutado en educación básica y media en 2007, gracias a la articulación con la recientemente creada Subsecretaría de Párvulos, la iniciativa pudo ahora ser adaptada para su aplicación en educación parvularia, siendo alineada con el curriculum de estudios para su implementación, de manera progresiva, en salas de clases de todo el país.
Este año, en el marco de este relanzamiento, los 12 Proyectos Asociativos Regionales de Explora de CONICYT (PAR) ejecutaron talleres TCC, capacitando cada uno a 215 docentes de Educación Párvulos. Permitirá involucrar, aproximadamente, a 3.225 pequeños.
Christian Nicolai, director Ejecutivo de CONICYT, destaca que esta iniciativa llega en un “momento histórico, tanto para el Ministerio de Educación, por la puesta en marcha de la Nueva Educación Pública, como para CONICYT, que celebra su aniversario número 50”.
En efecto, TCC representa un apoyo para el proyecto de Reforma Educacional y mejora en la calidad de la educación que es impulsado por el gobierno de la Presidenta Michelle Bachelet, como lo demuestra la experiencia del Territorio de Anticipación de Barrancas (Pudahuel, Cerro Navia y Lo Prado), que será dada a conocer mañana.
Patricia Ponce, educadora de Párvulos del Colegio Madre Ana Eugenia, de Pudahuel, es uno de estos ejemplos. Realiza la actividad dos veces a la semana y está sorprendida con la actitud que han tenido, especialmente, las alumnas que más les cuesta poner atención. “Por primera vez las veo motivadas en participar de la clase. Se concentran más y hacen preguntas. Los papás también, piden más antecedentes para trabajar los contenidos con sus hijas, en la casa”, explica.
Mario Hamuy, presidente del Consejo de CONICYT, destaca que Tus Competencias en Ciencias, “fortalece el trabajo de las educadoras y educadores con actividades entretenidas de ciencia, los párvulos podrán tener un rol más protagónico en su proceso de aprendizaje, fomentando desde la infancia temprana actitudes como la exploración y la resolución de problemas”, afirma.
2017 Firestone Grand Prix of St. Petersburg
Streets of St. Petersburg - St. Petersburg, FL
Verizon IndyCar Series
Sankirtana Program organized by Radha Ramana dasa family: Shanta Gauranga dasi, Radha priya devi dasi and prabhuji. Kirtana by Ratnamukhi dasa.
You are looking at the amazing team that put together this year's summer reading program. Hat's off to all of you!
Summer @ Your Library Committee members:
Back row (standing) from left to right: Kathryn Cantwell-Cole, Jenny Rogers, Shari Dearing, Eve Nyren, Mickel Paris, Tony Carmack
Front row (seated) from left to right: Summer @ Your Library Chair, Amie Toepfer, Sophie Bruno, and Felicia Black
Kindergartners performed the fall music program at The Barstow School on November 15, 2021. (Photo by Todd Race)
Artist: Brent Elliot, IKEA Ottawa
One of my favourite toys to get when I was a young child was hot wheels. These toys allowed me to use my imagination and offered hours of entertainment.
As I reflected on my childhood years, I decided on this chair design not only because I loved Hotwheels, but also because the chair represents a good friendship I had as a child. I had a friend when I was very little and we always played together. I was his only friend. Other children did not want to play with him because he was burned in a fire and his physical appearance was different, but we hung around together all the time. When I moved away he gave me a hot wheels car – his favourite one. I no longer have that car, but I was able to find one that was almost the same which I keep on my computer and it reminds me of him all the time.
I hope that someone can enjoy this chair as much as I enjoyed working on it. Check out all the play-features of this chair! Under the seat, the drawer pulls out to reveal a Hot-wheels lunch kit, racing themed crayons, pencils and erasers, and a fantastic collection of little racing cars!
Through Compassion this year's Group showed that service can be fun and that there is no joy like helping others who may not be as fortunate. Through Sustainability the group was able to enhance their knowledge of the what it means to preserve life on Earth. Discovery Program 2011 "Become a part of the Program, Become a part of the Passion, Become a part of the PRIDE."