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Transcript: text box Sheet title Sheet title Sheet title images & text images & text Project title here Project title here PROJECT TITLE Sheet title text box add logos here text box Project title here Project title here Project title here Project title text box Project title here text box Sheet title Project title here Project title here Assignment text box Sheet title images & text add logos here xx/xx/xxxx text box Project title here text box CHAPTER II "Quote relevant to project" text box images & text text box images & text Project title here Project title here images & text text box "Quote relevant to project" images & text Project title here CHAPTER III text box text box text box IDEAS & AMBITION Sheet title Project phase images & text add logos here images & text text box xx/xx/xxxx text box images & text text box text box Project title here DESIGN PRINCIPLES Project title here images & text Sheet title Project phase text box Sheet title images & text images & text images & text Sheet title Sheet title text box Sheet title Project title here images & text text box text box Sheet title images & text text box images & text text box PROJECT TITLE Project title Project title Sheet title Sheet title Project phase images & text images & text "Quote relevant to project" Sheet title images & text images & text Project title here Sheet title Sheet title images & text text box text box text box text box text box CHAPTER 1 Sheet title text box text box Project phase DESIGN images & text images & text Sheet title Sheet title Sheet title Project title here Project title here Project title here Sheet title text box Sheet title Sheet title PROJECT TITLE Project title here add logos here Sheet title Sheet title Project title here text box Project title here Project title here Sheet title Project title here images & text Project title here text box xx/xx/xxxx Sheet title Project title here Project title here images & text images & text images & text ANALYSIS Sheet title Project title here "Quote relevant to project" RISKS & OPPORTUNITIES Project title images & text PHILOSOPHY PROJECT TITLE Quote & cover image Sheet title images & text images & text IDEAS & AMBITION images & text images & text "Quote relevant to project" Sheet title Project title here AULa Design Bert Tjhie Tao Wang Postbus 1993 | 1000 BZ Amsterdam Cruquiusweg 111A | 1019 AG Amsterdam T +31 (0)20 624 5904 E info@aula-design.com www.aula-design.com © AULa Design 2013 Project title here cover image here Project title here Sheet title Project title here Sheet title Project title here text box Project title here CHAPTER IV Project title here Sheet title Project title here TABLE OF CONTENTS Project title here Project title here text box Write assignment here text box text box text box Project title here Project title here images & text Project title here Project title here Sheet title text box Sheet title Sheet title Project title here PROJECT NAME text box Quote & cover image Sheet title xx/xx/xxxx Sheet title text box Quote & cover image Sheet title Sheet title images & text text box Sheet title

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Transcript: Wisdom does not flow like water Plato’s Critique of Pederasty Pederasty Background Symposium Pederasty My Project Pausanias' Speech Pausanias' Speech Two Aphrodites Uranian Heavenly Pandemos Common Text Text Pictures Pictures "Here, Socrates, lie down alongside me, so that by my touching you, I too may enjoy the piece of wisdom that just occurred to you while you were in the porch. It is plain that you found it and have it, for otherwise you would not have come away beforehand." Agathon and Socrates “It would be a good thing, Agathon, if wisdom were the sort of thing that flows from the fuller of us into the emptier, just by our touching one another, as the water in wine cups flows through a wool thread from the fuller to the emptier. For if wisdom too is like that, then I set a high price on my being placed alongside you, for I believe I shall be filled from you with much fair wisdom. My own may turn out to be a sorry sort of wisdom, or disputable like a dream; but your own is brilliant and capable of much development, since it has flashed out so intensely from you while you are young; and yesterday it became conspicuous among more than thirty thousand Greek witnesses." "You are outrageous, Socrates," Agathon said. "A little later you and I will go to court about our wisdom, with Dionysus as judge, but now first attend to dinner." how water flows Principle at play When they do engage in a contest about love Timeline YEAR Alcibiades' Speech Socrates, he claims, is like “those silenuses that sit in the shops of herm sculptors, the ones that craftsman make holding reed pipes or flutes; and if they are split in two and opened up they show they have images of gods within.” (215b) Alcibiades' Speech You, in my opinion,' I said, 'have proved to be the only deserving lover of mine; and it seems to me that you hesitate to mention it to me. Now I am in this state: I believe it is very foolish not to gratify you in this or anything else of mine—my wealth or my friends—that you need; for nothing is more important to d me than that I become the best possible; and I believe that, as far as I am concerned, there is no one more competent than you to be a fellow helper to me in this. So I should be far more ashamed before men of good sense for not gratifying a man like you than I should be before the many and senseless for gratifying you.' Seduction Scene 'Really, my dear Alcibiades, you're no sucker if what you say about me is really true and there is some power in me e through which you could become better. You must see, you know, an impossible beauty in me, a beauty very different from the fairness of form in yourself. So if, in observing my beauty, you are trying to get a share in it and to exchange beauty for beauty, you are intending to get far the better deal. For you are trying to acquire the truth of beautiful things in exchange for the seeming and opinion of beautiful things; and you really have in mind to exchange "gold for bronze." But blessed one do consider better: Without your being aware of it—I may be nothing. Thought, you know, begins to have keen eyesight when the sight of the eyes starts to decline from its peak; and you are still far from that.' Conclusion conclusion If Socrates were to have sex with Alcibiades, he would perpetuate: 1) the idea that people can make each other wise. impact: prevent Alcibiades from realizing his ignorance about wisdom 2) Alcibiades belief that his physical attractiveness is the most important thing about him impact: the belief could harm Alcibiades as he begins to decline from his physical peak, when “Thought begins to have keen eyesight.” (219a) 3) Socrates would be no better than the sophists who cannot acknowledge the ways in which they are ignorant, and thus, risk self-deception. Advantages Advantages to my account: -Fits with the well-known picture of a Socrates who: 1) proclaims his own ignorance. 2) critiques the Sophists for i. both not acknowledging what they do not know ii. exchanging money for wisdom -Makes explicit the way Plato critiques the customs of his time -Throws into question a vision of Socrates as someone who consistently denies bodily urges -Makes clear that the container model is supposed to function in opposition to the image of pregnancy and birth. Accounts of “Plato’s Appropriation of Reproduction” run these two images together.

Project Analysis Presentation

Transcript: Penguin Posse's Project Analysis Presentation Booth & popcorn giveaway Pros Cons - Lots of attention - Lots of work - Wouldn't cost much - Not an extreme hotspot - Don't need all members - Might be hard to get a present for the whole time good time How can we as a group increase the awareness of the need for shelter pet adoptions? Brainstormed Solutions Leadership - emergent Types of power present in the group - persuasive and charismatic. One member had referent and the Leader, Brittany, used persuasive, charismatic and informational power. Type of leadership - Democratic Model of leadership - Modeling, Motivating, Managing Our group decided to "tackle" the problem of adoption of shelter pets. To do this, the group researched the benefits of having shelter pets and the process of adopting. The group then discussed the best way to spread awareness and we picked the booth and popcorn giveaway Solution Choice Goals Becky The group decided to do an informational booth about the adoption process and how to make shelter animals, pets. TIPS FOR FUTURE GROUPS Yuliya - be good listeners - let other group members speak their minds - don't jump to conclusions - listen without the attachment of emotions Decision making - Democracy Examples When picking a community needs topic - group think occurred. One member verbally disagreed on the topic but due to an absence the topic was chosen. The opposing members were applying direct pressure and because of all this an illusion of unanimity was created. Project decision - tried to keep the group democratic but the groups members' schedules were vastly different. Group Norms Becky The group decided to measure succession of the project by the amount of people who stopped by and inquired. Many people asked what we were doing and grabbed popcorn and mints but we included only those who inquired about adopting and had questions about location of shelters. Goal: 3-5 people Results: 7 people GROUP -wanted to make an impact - good grade - group paper, worth remembering INDIVIDUAL - wanted to have a project that interested them - learn more about working in a group - make new friends - Strive for an 'A' Problem Identification Solution Evaluation Personality - Three of four members tested as Collaborators, while the fourth tested as an Accommodator Group Work During group work there would be a devil's advocate that also leads the group conversation, a conversation leader, and two conversation supporters. This was beneficial but at times the advocate felt "under attack". Cultural - One Ukrainian, One Russian, Two Americans. The cultural differences were beneficial but at times clashed. Gender - NONE Generational - Three of the four group members are still in high school, the fourth member is an adult with a child. This generational gap provided insight and helped with the group dynamics. Conflict arose between the 3 highschoolers as they were all great leaders and "battled" for title and position. Problem Analysis INDIVIDUAL Becky Brittany - Evident group leader, all benefited from her direction, helped individual group members outside of school. Becky - helpful contributor of ideas, her generational influence caused the group to think outside the box, although she had some personal struggles this quarter she stuck through and always asked for helped if she didn't understand something. Sasha - Quiet, but got her point across, work quality was excellent, never missed a beat, didn't make waves but didn't let anything important pass by her without a word, offered a smile and help when needed. Yuliya - also could have been primary group leader, accountable for finishing her parts, "go-get-it" personality, always prepared; always a friend. GROUP Yuliya Overall, group did well together Points of strengths - group was able to bring forth numerous new ideas & by the end all group members were able to pick up on verbal and nonverbal communication between each other Points of weaknesses - taking time to listen, listening without attachment of personal emotions, being more open-minded Group Development Sasha Diversity Yuliya Solution Criteria -Group meetings run no later than 4:30 -Stick on agenda, no small talk -No phone usage -Be respectful of group members' ideas and thoughts -Must inform all group members of tardiness or lateness A-ll group members must be ready and prepared to go over the meeting agenda -Members must reply to texts and/or emails ASAP -Meeting must be reviewed 2-3 minutes before adjourning. Solution Implementation The group was very direct. At times this ended up offending a member in the group because of the phrasing and the directness. Most of the time the directness contributed to keeping the group on task. Diversity - some group members were raised in different types of cultures marking distinct verbal vs nonverbal cues. Different stages Group climate - a rainforest: calm and beautiful but wild. Climate - changed verbal and nonverbal communication based on the extreme of

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