There is a Chinese studies ecosystem at MIT that integrates student coursework on China and the Chinese language with hands-on applications in industry, research, and educational technology across China, Hong Kong, and Taiwan.
“MISTI broadens your understanding of the world,” said Kelly Kochanski ’15 whose experience in the Himalayas has inspired her to pursue a PhD in geology. “Travel to India pulled me out of the MIT bubble — and shaped the avenues I want to pursue.”
Since 1996, the MIT China Educational Technology Initiative (CETI) has worked with students and faculty in China on science and engineering course content through online platforms such as OpenCourseWare, iLabs (Internet labs), and D-Lab(development labs). These full summer workshops or “camps” now extend to 15 universities and high schools spanning Xining, Chengdu, Kunming, Yulin, Wuhan, Dalian, Fuzhou, Hangzhou, Guangzhou, Hong Kong, and Taiwan.
The CETI-MIT App Inventor Initiative is conducting mobile phone educational and entrepreneurship training workshops at universities in Beijing, Tianjin, Shanghai, Shenzhen, Guangzhou, and Lanzhou.
While company and university research interns conclude their involvement with MISTI programs on the final day of work during the late summer, more than half of CETI students commit to the program for another year of program management activities as “Exec.” This is an 18 month commitment from the time CETI interns are first accepted into the program in late December, which includes spring preparation meetings, summer internships at Chinese universities and high schools; the management of fall recruitment activities and intern selections, and the preparation of the next group of CETI interns until they depart to China, Hong Kong, and Taiwan in June each year.
The MIT-China Educational Technology Initiative What is CETI?
Each summer since 1996, CETI has sent between 15 and 21 MIT students to high schools and universities in cities and towns across mainland China, Hong Kong, and Taiwan. CETIzens have introduced curricula on web design, programming, robotics, electrical engineering, biology, economics, and more.
CETIzens work in teams of 3. Team members work together to come up with a cohesive curriculum, and CETI believes that this teamwork adds an extra dimension to the program, as CETIzens not only teach students but also learn from one another. In addition, teams often travel around China before or after the program.
CETI is unlike other international programs at MIT because it is a student-run organization. Most non-graduating CETIzens return from their trips to China and choose to become part of CETI Exec, gaining valuable skills in project management and logistics.
CETI has evolved throughout its history - reaching out to more universities and high schools and expanding partnerships with other organizations such as MITx and Google App Inventor.
Christina’s venture connects talented chefs with China’s growing cohort of young professionals seeking healthy and authentic cuisine. The venture gives migrant and retired women an opportunity to launch their own small businesses through a platform that allows them to advertise their specialties directly to consumers. Entrepreneurs also have the option to open their homes to local diners and foreign travelers seeking a taste of the best of the local cuisine. Christina plans to expand her platform beyond China, empowering many more entrepreneurs and satisfying a growing consumer curiosity for regional dishes.
While traveling in Malaysia, Christina dined with a local family and found that she learned much more about the culture and cuisine than when she ate in restaurants. On a later trip to Cambodia, Christina wanted a similar experience and was inspired to start her venture. From watching her own mother, Christina understands the skills that women acquire after many years of cooking for large families, and wants to design a business model that allows them to share their talents.
Before beginning her MBA studies, Christina spent four years in the New York and Beijing offices of a leading investment bank and was promoted to CFO for the Asia Consumer Retail group. She has a strong business acumen, team and business unit management skills, and appreciates working in a culturally diverse environment. Having grown up in China and having worked in both China and the United States, Christina understands the local culture and business opportunities in growing urban
Ways2Clean collects, sorts, and streams organic and inorganic waste to make fertilizer and biofuels, among other chemical products, for the Bangladeshi market. Bangladesh’s public utility agencies face many challenges in collecting, sorting, and recycling or disposing of waste in growing urban areas. Through public-private partnerships, Ways2Clean is catalyzing the development of the waste collection and management infrastructure, raising public awareness of the value of recycling, improving working conditions for workers in the industry, and creating healthier communities.
Tamanna was born in the city of Dinajpur in the state of Rajshahi and later moved to Dhaka, the capital of the country. The overburdened waste management infrastructures in both cities made her realize how important it is to create a system that both keeps the cities clean and incentivizes residents, governments, and industry by offering economic incentives.
Tamanna founded Ways2Clean in July 2014 after completing chemistry and system design coursework, as well as completing field-based work with MIT faculty. She gained the practical knowledge for founding and leading Ways2Clean by working with a D-Lab team to design a waste management system in Kuna Yala, Panama. Tamanna has also traveled to India and Mexico, and learned about waste management practices in both places.
Tamanna is a candidate for a BS in Mechanical Engineering with a concentration in industrial design at the School of Engineering.
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Entrepreneurial Revolution - an investigation started at The Economist in the 1970s as to whether intergenerational investments in future systems would empower the net generation to be exponentially sustainable. Surveys of the next 40 years asked questions of 2015-2025 such as:
Would the global financial system be designed to sustain or collapse local communities?
Would 2015-2025 be the under 30s most exciting and productive time to be alive as they linked in sustainability of the human race. Would the parts of the Western hemisphere that advanced the industrial revolution's empires demand that its politicians, professions and academics "happily get out of the way of the sustainability generation being led by the half of youth living within 3000 miles of Beijing"?
POP -Preferential Option Poor
Would every community's most trusted practitioners be educator, health servant and banker.
What would be the top 50 MOOCS that freed access of action learning of sustainability goals as worldwide youth's most joyful collaboration through way above zero-sum models of wporldsocialtrade? This web makes the cases that the Abed family needs to be youth's number 1 hero to MOOC with - we always love to hear who your vote for number 1 MOOC is -text usa 240 316 8157 family of unacknowledged giant
3 how community clean energy microfranchises became the number 1 educational curriculum that the chinese authorities invited the world to co-blog
more coming soon
4 cashless bank-a-billion -a project of the global banks with values network
5 orphanage networks as the world's most inspired jobs agency network and home of financial literacy mooc
6 bottom-up EAgri: designing a collaboration portal on the top 30 crops that need to be mobilised by local value chain maps so that hard working nutrition workers are sustainable however small their farming assets and however variable a particular season's climate
7 what do BRAC's barefoot professionals linkin so that village organisations are collaboratively resilient whatever nature-made or man-made disasters popup
Special child health, nutrition, family and educational development series:
*The First 1000 Days
*Choices to make the first 2 years after primary
BRAC has more staff grounded round the child and parent-eye view of these challenges in the poorest communities than anyone else. Their collaboration knowhow is as valuable as body of knowhow that I have come across in studying societies' value multiplying needs in over 40 countries
Ideas on freeing media to cenebrate the pro-youth economic models which richest need to learn from poorest to genenerate the:
next billion green jobs
next billion family/community sustaining jobs
next billion open technology jobs most worthy of our borderless and interconnected futures
contribute to survey of world's other favorite moocs-40th annual top 10 league table