Here is a link to my annotated bibliography.
Here is a link to my process paper.
SLA has a vibrant musical community, but does not have the resources to provide students with adequate opportunities to grow as musicians and to learn more advanced skills. What I hope to accomplish through this book is to provide students with the basics and to help them take the next steps toward learning music on their own. In this way, it's also a reflection on the past 5 years of my life, in which I spent hours on YouTube and Ultimate-Guitar.com trying to learn guitar.
The handbook is currently hosted online as a Google Doc, but will be printed soon and available for use in the music room.
Link to Project:
Link to Bibliography:
Link to Process Paper:
At first, my capstone was going to be instructing my own class at my old middle school: Independence Charter School. After some consulting with my mentor, we decided to consolidate the idea to focus on National History Day and helping the students make even better projects. I began my capstone by first introducing myself to the students, showing them that I was a student who was well-versed in these projects. My capstone then divulged into weekly meetings with 7th and 8th graders doing things like discussing their ideas, going over sources, discussing their projects, etc. Throughout the process I certainly felt that my capstone could have been better, but after finishing I learned a few important things about working with kids. First of all, I can try to put forth myself as a useful source for the kids but if their not going to utilize that source that's that. I can't do the project for them but at the same time I to do something for them. Another thing I learned was that trying to maintain the focus of kids is very difficult job. One thing I definitely struggled with was trying to have a productive conversation with the kids. Whenever I'd suggest they would give opinion and sort of blankly accept my advice. All in all, even though I felt my capstone could have been better, I still learn a lot from it.
Wan, Jason; Pan, Lina; Zheng, Don; Su, Christopher. “The Disease of Hope: Mao’s Great Leap Forward”. Weebly. 29 Jan 2013. http://18069595.nhd.weebly.com/index.html
- I used this source as a reference on how to more flesh out a website with a web designer like Weebly. Demonstrates how different little things like a slideshows, hyperlinks, videos, and even something simple like a quote at the top of the screen can really flesh out a project and make it a winner.
Ramamoorthy, Priya; Nathan, Maanasa; Mahadevan, Smrithi. “Title IX: Empowerment Through Education”. Weebly. 29 Jan 2013. http://76705925.nhd.weebly.com/index.html
- I used this source much like the previous one. This sources how extensive one’s research can be towards a NHD project. They not only talked about their topic but nearly everything that was before and after their topic in history.“The Revolutionary Reaper”. Dir. Justin Myers & William Scheopner. National History Day Competition. 04 Jun 2012. http://www.youtube.com/watch?v=xo2dbBv76Es&feature=player_embedded
- This source was useful because it shows how audio can make documentary stand out. Use of making quality audio, and even multiple recordings are helpful to re-enforce on students.“The Legacy of The White Rose.” Dir. Noami Hill. National History Day Competition. 06 Jul 2012. http://www.youtube.com/watch?v=767yxeIreF4&feature=player_embedded
- The source shows interlacing video within your documentary can also make it more fleshed out. The use of video, especially of really historical events, accompanied by narration makes the documentary seem more professional.“From Revolution to Constitution: Shay’s Rebellion.” By Chad Nowlan. Dir. Chad Nowlan. Cumberland Valley High School, Washinton, DC. 28 Aug 2012.
- This source was useful because it shows how the application of props and costumes can make a performance really stand out. It allows the audience to experience the characters more other and makes it less of just someone speaking in front of a group of people.“Revolutionizing Revolutions: What Gandhi Taught Us About Political Defense.” By J. Holle, C. Isenhour, S. Matthew, L. Victor, C. Yaserbi. Dir(s). J. Holle, C. Isenhour, S. Matthew, L. Victor, C. Yaserbi. Constitution Center, Philadelphia, PA. 28 Aug 2012.
- This source was useful because it shows how a group can optimize its members to ensure that even member has an equal part and important part.
Murray, Bridget. "Teaching Students How to Learn." Teaching Students How to Learn. American Psychological Association, n.d. Web. 01 Feb. 2013.
- I used this source to help me understand how to better motivate and encourage students to pursue things like their education. This way I can help motivate them to purse and follow through on their NHD projects.White, Ann. "American Historical Association." Teaching High School History: The Power of the Personal. American Historical Association, n.d. Web. 01 Feb. 2013.
- I looked this source up because I felt that I should also do research into the profession I chose to pursue. Since the pursue of the capstone to help me understand teaching and instructing, I should also look up what it’s like to be a history teacher.
Friedman, Bruce M. "Lyceum Books -- HOW TO TEACH EFFECTIVELY A Brief Guide." Lyceum Books -- HOW TO TEACH EFFECTIVELY A Brief Guide. Lyceum Books, Inc., n.d. Web. 01 Feb. 2013.
-I used this to help me better understanding teaching on both a smaller and larger scale. This is useful for my capstone as well as being a teacher.
Bradley, Cara, and Eric Green. "University of Regina." Centre for Teaching and Learning Teaching Effectively in Large Classes Comments. University of Regina: Centre for Teaching and Learning, n.d. Web. 01 Feb. 2013.
- I used this source to help me understand how to teach in larger classrooms.Lopez, Maritere, and Melissa Jordine. "World History Connected | Vol. 5 No. 3 | Maritere Lopez and Melissa Jordine: A Practical Compromise to Teaching World History: Thematic Bridges, Standards, and Technology." World History Connected | Vol. 5 No. 3 | Maritere Lopez and Melissa Jordine: A Practical Compromise to Teaching World History: Thematic Bridges, Standards, and Technology. World History Connected, n.d. Web. 01 Feb. 2013.
- This source was helpful because it demonstrates very effective ways for a teacher to teach world history to a group of students."Project-Based Learning." Edutopia. N.p., n.d. Web. 01 Feb. 2013.
- This source shows how project-based learning is a very effective way to teach students."Project-Based Learning: Real-World Issues Motivate Students." Edutopia. N.p., n.d. Web. 01 Feb. 2013.
- This source also enforces how project learning motivates students to learn.
"Measures of Effective Teaching (MET)." - Bill & Melinda Gates Foundation. N.p., n.d. Web. 01 Feb. 2013.
- This resource shows different schools who are all taking measures towards effective education.
"Effective Teaching." Research. N.p., n.d. Web. 01 Feb. 2013.
- This resource shows different resources that are also taking measure towards effective education.
1.My mentor is Ms. Martin because she relates most to the theme of my capstone. I feel as though she will help me progress, and give me new and improved ideas to enhance the development of my project.
2.For this project I’m going to create a fitness girls only fitness bootcamp. By doing this project I would like to learn the physical aspect of fitness. I would like to thoroughly examen the reasoning for poor eating habits in teen girls, and I would like to understand the differences in body types, and metabolism between men and women.
3. For the record, this project came to mind by my strong passion for health and fitness. I wanted to create a way to include all of my passions and beliefs by doing a single project instead of doing two or three, so I figured the only way to fit everything in was to do a Bootcamp. For my presentation I would be presenting my work through visuals, and video clips. The bootcamp will require one to analyze and recall exercise and fitness tips but only accommodated to girls. I will site and reflect upon research, and give evidence that would be used to back up my thoughts and opinions.
- The product will demonstrate that I have met my goals due to my fully accomplished work, and my thorough explanations, and materials, and progress that would be shown throughout the bootcamp.
"15 Best Fat-Burning Foods | Women's Health Magazine." Womenshealthmag.com. N.p., n.d. Web. 18 Feb. 2013. This website gives a quick list of foods that are entitled to
re-shaping your body, and creating long lasting muscle tone.
Abramason, Edward. Body Intelligence. New York: Mcgraw-Hill, 2005. Print. A book that gives dieting advice based on statistics, and psychological analysis.
""Baseless Claims' It's Harder for Women to Lose Weight." NHS Choices. N.p., n.d. Web. This website gives a past, present, and future analysis of Women and weight loss.
"Build Muscle to Lose Fat Ã¢ Fat vs Muscle Diagram." Build Muscle to Lose Fat Ã¢ Fat vs Muscle Diagram. N.p., n.d. Web. 18 Feb. 2013. This shows a picture of fat and muscle, and underneath the picture it explains the benefits of gaining muscle, and how it can be achieved.
"Calorie Counter." Realistic? N.p., n.d. Web. 18 Feb. 2013. Shows a clear picture of body fat percentage. How a woman with muscle tone can be a size 2, and so can a woman without muscle tone. (when body fat is replaced by muscle=changes appearance)
Myers, Christi. "Weight Loss for Women: Why It's Harder, and What Scientists Are Doing to Help." Abc13. N.p., n.d. Web. Christi Myers talks of genetics, and certain hormones that women contain that slows down weight loss.
Nature.com. Nature Publishing Group, n.d. Web. 18 Feb. 2013. This website gives a scientific explanation on how our taste buds react to foods that are high in fat. It also gives an overview of our mental health, and how that plays such an significant role.
"Reference Guide to Strength Training." SparkPeople. N.p., n.d. Web. 18 Feb. 2013. This website goes into a more statistical view of strength training. It explains the percentage of fat loss, in correlation to performance, how this could benefit, and the after effect.
Savard, Marie. Apples & Pears. New York: Atria, 2005. Print. Explains the unique body shapes in women, and how they are formed. This book supposedly gives a woman a whole new relationship with her body, and how she can re-create herself, to better herself.
Silverman, Robyn J.A. Good Girls Don't Get Fat. N.p.: Harlequin, 2010. Print. States the issues of girls and weight obsessions. This book focuses on psychological aspects of the issue, and how it leads to self-esteem problems.
"Strength Training: Key to Building Muscle & Losing Fat | StrongLifts StrongLifts." StrongLifts RSS. N.p., n.d. Web. 18 Feb. 2013. This website is about strength training; building muscle, and increasing fitness. No other way to describe it.
"Strength Training." Wikipedia. Wikimedia Foundation, 02 Dec. 2013. Web. 18 Feb. 2013. Goes through the History of strength training, and its principles. Explains periodization and how it benefits long term and short term.
"Weight Loss." Wikipedia. Wikimedia Foundation, 02 Dec. 2013. Web. 18 Feb. 2013. Wikipedia gives a detailed overview of what weight loss is, and how it can be achieved. It also goes into the industry of weight loss and how businesses make their money through overweight customers.
"What Burns More Calories: Cardio, Intervals, or Weight Training? | Nerd Fitness." Nerd Fitness. N.p., n.d. Web. 18 Feb. 2013. What burns the most calories in the least amount of time; cardio, intervals, or strength training? This is the essential question for this article. Along with answering the question the author goes into the science of dieting, and fat loss.
"Why Is It Harder for Women to Lose Weight?" LIVESTRONG.COM. N.p., n.d. Web. 18 Feb. 2013. This website goes more into statistics of why its harder for women to lose weight. It thoroughly explains percentages, used from real analysis.
Student Name: Alex Johnson
Link to Research Paper: Click Here
In-school mentor: Mennoo Rami
Out of school mentor: Connie Hua
For my capstone, I initially struggled to find an idea I'd like and can enjoy doing for an entire year. I wanted something I was passionate about, and I knew that debate was something that I've been passionate about about for a long time. So, I reached out and contacted members of Penn For Youth Debate, an organization that promotes debate in inter-city Philadelphia and holds debate tournaments, debate events, and sends volunteers to other schools. I started volunteering with Middle School kids at Russel Byers Middle School, on 19th and Arch. Partnering up with my outside of school mentor, Connie Hua, we volunteered on alternate days and enhanced the debate skills of the students by coaching them using a lot of different avenues of coaching. Coaching such as: speaking drills, reading drills, flowing skills, cross fire skills, and etc. I've been volunteering since October and Russel Byers has excelled the most this season, winning many, many awards.
Attached are photos of Russel Byers school and winning awards at PFYD Voice's Tournament at the University of Pennsylvania on March 16, 2013. Also, there is a link to the google doc that contains my lesson plans and my annotated bibliography.
Ms. Rosalind Echols will be our mentor. We have selected her because she has the knowledge needed for this project, pertaining to mathematics and physics, to complete. I also did a similar project last year with her as my teacher, so we can learn from our mistakes of the last project.
Mechanics of a trebuchet as well as the math behind it. As I wish to pursue degrees in Mechanical Engineering this project allows me to, get my feet wet, if you will, with the real world application and model of concepts of engineering that we will be exposed to. It’ll give me experience working for college.
By doing this project I hope to learn some of the concepts used in the engineering field as well as experience using some tools I haven’t used before. I wish to study Mechanical Engineering at each of our future respective colleges. Going beyond getting a degree, eventually to obtain a job as an engineer. This project will house material that we will study in college, along with a physical project in which to showcase our understanding.
It will be a Trebuchet because its physical representation of the mathematics/physics and other subjects that we have learned over the course of the year and what we will learn throughout this year. As well as weekly progress reports on what is done.
Process Paper: Here
"Physics30 - Amanda and Jacqueline's Trebuchet." Physics30 - Amanda and Jacqueline's Trebuchet. Amanda and Jacquelin, n.d. Web. 29 Jan. 2013. <http://physics30.wikispaces.com/Amanda and Jacqueline's Trebuchet>.
A miniature project that had success, could be primary? Shows their process, materials and how they built it. Also, shows a data table of how far it went with what mass.Their successes could help us to succeed.
"Lever." HowStuffWorks. N.p., n.d. Web. 31 Jan. 2013. <http://science.howstuffworks.com/lever-info.htm>.
Shows how levers work and the application of the lever. Basic concepts that we need to know. This is important because we can use this to make the trebuchet, and use it for math.
"Trebuchet Physics." Trebuchet Physics. N.p., n.d. Web. 29 Jan. 2013. <http://www.real-world-physics-problems.com/trebuchet-physics.html>.
Shows a lot of math and reasoning behind the trebuchet.
This will be vital to predictions and how to see what size of a counter weight be need. Also, with the design process of the different ratios of the parts.
Da Vinci, Leonardo. Da Vinci Crossbow. Digital image. About.com. N.p., n.d. Web. 31 Jan. 2013. <http://inventors.about.com/od/dstartinventors/ig/Inventions-of-Leonardo-DaVinci/Giant-Crossbow.htm>.
Good primary drawings from Da Vinci himself. Shows different views of it and how the machine works.
Kretschmann, David E., Jerrold E. Winandy, and David W. Green. "Mechanical Properties of Wood." N.p., n.d. Web. 1 Feb. 2013.
This source is good for telling us when, and when not, to use wood for the creation of the trebuchet. We used wood in all parts of our project last year. This source could tell us if there should be a different material used for differents parts of the trebuchet.
FAT's & F2K's. N.d. Photograph. The HURL. Browsing Gallery: FAT's & F2K's. Web. 1 Feb. 2013.< http://www.thehurl.org/tiki-browse_gallery.php?galleryId=14 >
This source may be used just for design ideas and appearance ideas. Especially since the trebuchet is so similar to our previous project. The HURL is a website that shows the process of actually making the trebuchet as well as how it performed after it has been produced. There are some sections that discuss the math behind using the trebuchet but there will be some modifications if we decide to use a sling.
Sciortino, Tom. "Trebuchet Construction." Ra226.net. 2007 Tom Sciortino, 2007. Web. 01 Feb. 2013.< http://www.calpoly.edu/~tsciorti/treb/ >
This source is particularly helpful in doing the math needed for the event. If one person brings a watermelon and another person brings an orange, we want to try to get both objects to land in the same vicinity. This is another source that discusses what to use to build the trebuchet and it’s kind of helpful to compare and contrast other sources that make certain suggestions on how to build certain parts.
"Trebuchet.com." Trebuchet.com. RLT Industries 2013, n.d. Web. 01 Feb. 2013.
This overall source talks about the measurements of the different parts of the trebuchet, but we mainly used this source to focus on how we can make a trigger to release the arm to send the projectile. We had a makeshift trigger mechanism for our previous trebuchet but we aren’t quite sure if we want to make an elaborate trigger contraption or we can just use a block of wood to prevent the arm from swinging before we want it to.
"Floating Arm Trebuchet Plans Download." Trebuchet.howtopool.com. Miller Family Estate 2012, 2012. Web. 01 Feb. 2013.
This source can mainly be used for comparison in results. There are specs related to the measurements of their trebuchet and how it worked. We can use that to determine what changes we need to make to peak potential.
"Floating Arm Trebuchet." Russell Jones Floating Arm Trebuchet Comments. N.p., 2009. Web. 01 Feb. 2013.
This is a great forum that discusses the process in which their trebuchet was built and the users talk about how their trebuchet performed based on their specs and changes in default measurements.
RIPCORD. "Welcome to THE HURL." Welcome to THE HURL. N.p., 20 Oct. 2012. Web. 01 Feb. 2013.
This source discusses the variables that determine the output of the trebuchet and what possible problems you may run into.
Saimre, Tanel. "TREBUCHET ñ A GRAVITY-OPERATED SIEGE ENGINE."Estonian Journal of Archaeology. Estonian Journal of Archaeology, 1 Oct. 2006. Web. 1 Feb. 2013.
This source is helpful in the physics part of our project and determining how air resistance and gravity will be be working against us.
SMKYTXN. "Modified Floating Arm Trebuchet." Tacoma World Forums RSS. Tacomaworld, 13 Nov. 2012. Web. 01 Feb. 2013.
Honestly, this source could literally build our entire project if we simply follow its directions. However, we want to be original so we’re going to have many additional modifications because we have different ideas in mind. This source also provides some useful feedback from other people who built a trebuchet with a similar design. Their input is valued when in the building process because it could help us avoid some common mistakes that maybe they had made.
"The Hurl - Wiki." Merlin -. N.p., 2011. Web. 01 Feb. 2013.
This source discusses the variables that determine the output of the trebuchet and what possible problems you may run into. The math looks a little complex, but, hopefully, we can use the math we’ve learned last year in physics to get the overall results we are aiming for. If the math proves to be more complex and difficult than we can handle, we’ll most likely have to reschedule our events in our timeline and dedicate some time to learning from Ms. Echols.
TeamCatapult. "Floating Arm Trebuchet, the Most Effecient Catapult!" YouTube. YouTube, 03 Apr. 2010. Web. 01 Feb. 2013.
This is mainly for inspiration. It’s fun to see how other people’s creations perform and how we think ours will compare.
Student Name: Kenisha Hood
Mentors: Xinyi Zhang, Nyeema Martin
Produced a fashion show and worked as documenter and videographer as well as create a backdrop & red carpet.
For my senior capstone project, I produced a Fashion show. In the beginning of the year, another student and I decided to do a combined senior capstone. Her part was making the clothes and the models and my part was the event. In the beginning of the school year, we got together SLA students who were interested in fashion to join our fashion club. I documented the fashion club from the beginning of the process and edited and created an introduction video for the audience. I also designed and created my own backdrop for the fashion show as well as a red carpet for hollywood effect. I handled the lighting, camera shots, and photography as well as the projector. I chose to do this capstone because it was combining two of my interests which is fashion and videographer and I thought it would be cool to do something that was close to a technical producer. Another reason I chose to do this capstone is because in the future I plan on working in the medical field and I know it takes plenty of collaboration and communication to be successful just as it does in a fashion show and to be exposed to the environment of a fashion would give off the same effect as working in the medical field. I've been in digital video class since the beginning of my junior year and has worked with previous projects of RoughCut productions. RoughCut productions is a film organization that Mr.Herman, a teacher at SLA, runs. Being apart of that organization, we've worked on numerous amounts of projects which in turn has exposed me to video graphing and documenting. When creating a film, it also takes a lot of collaboration to make a film successful. With that being said, I was used to filming and never got a chance to actually learn how to edit and create final products. One of my main goals for this project was to have a successful show and to explore documenting and videographer.
Link to Keynote: https://www.dropbox.com/s/dbzpbeo8bibzefk/Capstone.key
Link to video: http://www.youtube.com/watch?v=pGJ8XS8IR3k&feature=youtu.be
Link to Annotated bib: https://docs.google.com/a/scienceleadership.org/document/d/1IXn7EdK1Xn7wSpN22Lzfoyi-zK7aggcc_NJRYYLEhM0/pub
1. Blundell, Chris. "How to Record an Album in 7Â Days - MTT Open - Music Think Tank." How to Record an Album in 7Â Days. Hypebot.com, n.d. Web. 31 Jan. 2013.
Chris Blundell is a recording artist and video director who has had experience inside of a recording studio. In this article, he describes his own steps when taking a week (7 days) to record music. Realistically, I will never be able to do this. However, that doesn’t mean I cannot use some of his advice. Blundell highlights three major parts of recording: writing, refining, recording, and editing. These are all steps I will need to complete in order to finish my project.
2. Bartholomew, Tucker. “Everyday I Suffer” - The Movers - Forge Recording Studios. August 23rd, 2012.
This is an original song that I recorded with my band back in August. This song will no doubt be analyzed, and compared to the learning process at SLA - not for lyrical content, but for the process in which it was made.
3. Currie, Christopher T., IV. "The Movers - "Means To An End" (Forge Studio Sessions 8/23/12)." YouTube. YouTube, 27 Aug. 2012. Web. 31 Jan. 2013. <http://www.youtube.com/watch?v=RMRhckIWpFo>.
This is a video recording of our song, “Means To An End”. It was taken during our recording session at Forge Recording Studios, and is a primary source for the making of our music. This video serves merely as representation of what kinds of things we did inside of the studio. We would lay down scratch tracks, and then re-record over the tracks. This source helps show the recording process with the band.
4. "Reflection Paper, Tips for Writing - Cleary University Resource Wiki." Reflection Paper, Tips for Writing - Cleary University Resource Wiki. Cleary University, n.d. Web. 31 Jan. 2013. <http://resources.cleary.edu/page/Reflection Paper, Tips for Writing>.
This source offers great tips on writing reflective essays. A large part of my project will be reflective, so it is important to grasp the main concepts behind a reflective paper. This doesn’t help me with my full outline for each essay, but it does help me consider what is important about my process. In order to write a good reflection, I will have to take notes along the way, considering the key points made on this website.
5. Kant, Immanuel. "Kant. What Is Enlightenment." Kant. What Is Enlightenment. Columbia University, n.d. Web. 31 Jan. 2013. <http://www.columbia.edu/acis/ets/CCREAD/etscc/kant.html>.
This source is a publicized version of Immanuel Kant’s “What is Enlightenment” essay. I first read this in tenth grade under Mr. Sanchez’s instruction, and it remains one of the most influential pieces of writing I’ve ever read while at SLA. I wrote a song called “Immanuel”, which uses some of the proposed ideas from the essay. However, the essay has also influenced the way I approach music and songwriting. Kant suggests that the only way to be enlightened is to question basic societal patterns in everyday life. My songwriting has spawned out of my desire to answer questions, or ask them.
6. "How to Write a Reflective Essay? Few Tips to Consider." How to Write a Reflective Essay? Few Tips to Consider. N.p., n.d. Web. 31 Jan. 2013. <http://www.reflective-essay.com/how-to-write-reflective-essay>.
This is a website specifically designed to help students (undergraduate-level students) write reflective essays. There are multiple tabs on the website for writing a reflective essay, and it breaks down the entire piece into smaller, easier steps.
7. "Forge Recording." Forge Recording Home Comments. N.p., n.d. Web. 31 Jan. 2013. <http://www.forgerecording.com/>.
This is the studio that my band plans on recording with. We used their facilities before, and were blown away by the equipment available. The producers were more than willing to accommodate our sound, and even offered us professional advice when we began the recording process.
8. Bartholomew, Tucker “Means To An End” - The Movers - Forge Recording Studios, August 23rd, 2012.
This is another original song that my band recorded at Forge Recording Studios. It took us around one hour to successfully record all the parts that we needed to layer into the song, and the final product turned out to be seven minutes and thirty seconds long. I wrote this song at a music camp in the summer of 2012. The camp's teachers performed multiple pieces that they'd mastered for us one evening, and it was quite honestly one of the most beautiful displays of talent I'd ever seen. The song was essentially written about not knowing how to interpret such talent.
9. Bartholomew, Tucker “Grow Me Again” - The Movers - Forge Recording Studios May 9th, 2013
This song is about struggling with feelings of inadequacy in basic, everyday life. The individual in the song feels as if his life is not original, and the problems that he experiences are just re-articulated problems of past generations. He seeks to break out of this cycle, and desires a second shot at past decisions so that he can make different choices. In the end, he is ultimately repurposed, as he describes a love that keeps him grounded in something larger than himself. The song is more acoustic than what we normally play, using a mandolin as the lead instrument.
10. Cifani, Nicole. "Debunking the Digital Zeitgeist." Debunking the Digital Zeitgeist. N.p., n.d. Web. 01 Feb. 2013. <http://www.nicolecifani.com/2010/08/playlist-manifesting-what-makes-a-great-mixtape/>.
This source discusses the importance of songorder in playlists/mixtapes. I found this article particularly intriguing because it focused on the mood of the listener. I believe that the order in which I present my songs and essays will have a significant impact on the way the project is received by readers/listeners. This article offers a lot of advice to these simple details. The song order will change depending on the mood/volume of the song.
11. Rachels, James. "Ethical Egoism." Memelyceum. N.p., n.d. Web. 1 Feb. 1994. <http://www.memelyceum.com/documents/kchu228/egoism>.
This source includes an essay written by James Rachels about Ethical Egoism. Over the summer, a fellow student and I participated in an independent study with a philosophy professor from LaSalle University. Since then, I have gained an interest in the philosophy of ethics, and part of my songwriting process has included thinking about common ethical issues. This particular article focuses on problems surrounding ethical egoism, but also presents arguments from both sides of the spectrum.
12. Bartholomew, Tucker “Price to Pay” - The Movers - Forge Recording Studios, August 23rd, 2012.
This is an older song about a boy who is trying to make sense of some of his older brother's choices. He acknowledges that the decisions his brother ( his role model) has made have pushed his family apart more than they have brought them together. He knows that his brother wants to change, so he asks him to in an attempt to give his brother a new purpose and obligation towards his family.
13. Bartholomew, Tucker “Lamplit Room” - The Movers - Forge Recording Studios, April 23rd, 2013.
This is an introspective song about a man (or woman) who is made anxious by the possibility of his secrets being brought to the surface. We ran through versions of the song in the studio three times, trying to get an appropriate live sound. The recording is a little longer than intended, but its length reflects how much the sound is supposed to grow throughout the course of the song.
14. Bartholomew, Tucker “Immanuel” - The Movers - Forge Recording Studios, April 23rd, 2013.
Inspired by a 10th grade World History class, the song is loosely based on some of Immanuel Kant's views on enlightenment. The song is about a man who believes everyone needs to be freed of their self-imposed immaturity, and so he starts a rebellion. Eventually the tables are turned, and instead of leading individuals to think freely, he manipulates them to where they solely follow him, and anyone who opposes him (by thinking freely) is seized.
15. "Nels Cline of Wilco Talks Tone." YouTube. YouTube, 19 Mar. 2012. Web. 31 May 2013.
This twelve minute video is an informational piece about how to build guitar tone. Nels Cline, a lead guitarist for the Chicago based band Wilco, explains his influences as well as his equipment. He explains the importance of building an original sound through effects pedals.
Click HERE for Annotated Bibliography.
Track 1: https://dl.dropboxusercontent.com/u/2270671/JHinton-Capstone/Album-Music/Praise%20God%20From%20Whom%20All%20Blessings%20Flow.m4a
^ This is my final product.
Link to my GoogleDoc
^ Shows the nitty gritty since you can't access tumblr in school.
Link to my presentation
1. "Trendpak." : Trend of Culture Pakistan. N.p., n.d. Web. 29 Jan. 2013. <http://trendpak.blogspot.com/2011/04/trend-of-culture-pakistan.html>.
This source provides information about the culture of Pakistan. The information based on cultures and traditions is divided into the sections of all four provinces which then include the total mass, population, languages and dresses of each province. Although I already knew a lot of information provided in this resource but it still helped me in refreshing of all that information in my mind. It is very effective resource because it includes the portraits and paintings of culture which is really helpful for me because of same idea of painting for this project. In short, it provided me enough information and helped in organizing the ideas.
2. Kwait, Derek M. Differences between Pakistan & the U.S. N.p., n.d. Web. 29 Jan. 2013.
One limitation of this source was that it just discussed about religion, government, culture, education and women. There are many other components out there which can be added to enhance the complexity and information of the source and give the reader more information besides above components. Overall I would say, this source was a good one to share and compare the two countries, who are religiously and culturally different. Still I am able to gather the things which are required for my project.
3. Pavri, Tinaz. "Countries and Their Cultures." Pakistani Americans. Jrank, n.d. Web. 30 Jan. 2013
I selected this source because its beyond the discussion of Pakistani culture. It not only talks about the simple term"Culture" but divides the components which make the culture together such as cuisine, traditional dresses, languages, dances and songs, holidays and celebrations, families and community dynamics, weddings and funerals, religion and etc. Besides this, it also talks a little about the history and immigration wave before partition. This source can help a lot in collecting a lot of ideas to start off with the project.
Similar to the upper one (based on the components that add up to make a culture), this source discusses is very beneficial to gather ideas. But the only difference is that this one is about the Culture of the United States. It also have important and well organized ideas which make up culture of U.S. Names, food, popular culture, technology, sports, clothing, education, language, religion, jobs, housing, relationships, gender roles etc, are discussed very thoroughly in this source which is the proof of reliability of this source.
I really liked this source because it not just keep talking about the above components of culture including language but also goes beyond to them and discusses about the etiquettes of business, dining, greetings, giving gifts, communication, which is very interesting to learn about. Other than this it also includes the facts and statistics about location, capital, population, climate and diversity. This source is different than others because of the reason that I discussed above. It also helped me in getting to know about the etiquettes of different classes in U.S.
This document gives information about American customs, and discusses those points which are obviously different than other cultures and traditions. It gives a very detailed information about the manners of people at different places such as on road, public transportations, crosswalks, social behaviour, “Excuse me” and contact. The reason why I chose this is because it is different than other documents and gives information which is very detailed and also discussed in an organized manner.
This source gives information about not only American culture including folklife, holiday, social and cultural history, facts about American flag, but also about African American history and culture, Asian American history and culture, Hispanic and Latino history and culture and native Americans history and culture. This source doesn’t help a lot but still it can be said that this source can be used for this project to learn different histories and cultures of United States.
Similar to one of the above resources, this one also discusses about the facts and statistics of Pakistani language, culture and religion. It also gives knowledge about the etiquettes of different classes just like in America. The whole resource is classified into sub-sections which then give information about location, populations, ethnic makeup, religions, society and culture (Islam, family and hierarchical society), etiquettes and customs. It also gives knowledge about the etiquettes of dining, business and gift giving etc, which is really helpful and also marks this source as a reliable source.
9. Kartha, Deepa. "The Culture of Pakistan." Buzzle.com. Buzzle.com, 26 Sept. 2011. Web. 30 Jan. 2013.
This source tells about the culture, architecture, art , literature and social culture. Tells that pakistani culture is not limited to urdu but a lot of work written in language. Specially government paper matters and laws are written in english. About social culture that mostly Pakistanis are conservative in nature, In short it gives a lot information for their beleifs and thoughts.
10. "Pakistan Culture." , Pakistan State Culture, Pakistani Culture, Tourism. N.p., n.d. Web. 30 Jan. 2013.
This tourism website gives information about Pakistan; its culture and places. The reason why I chose this because it provides information about history and mainly culture to attract tours to make a visit of the country. I just wanted to use this source because of the reliability of this website which is very significant in order to judge a source.
11. ":: PAKISTAN CULTURE :: Ministry of Culture ... Government of Pakistan ::." :: PAKISTAN CULTURE :: Ministry of Culture ... Government of Pakistan ::. N.p., n.d. Web. 30 Jan. 2013.
I selected this source because of many reasons. This is a website of Pakistani culture which just provides information and knowledge of each and everything and every culture’s information. This one source is enough for getting all knowledge of Pakistani culture such as Pakistani people and land, historical perspectives, cultural heritage and archaeological heritage.
12. "American Culture through Painting." Library.csi.cuny.edu. Library.csi, n.d. Web. 29 Jan. 2013.
One limitation of this source is that it just gives description and understanding of American culture through painting and sculptures. Besides this, there are many things which could be added to increase its reliability. Although it provides some portraits and paintings of American culture but those are not enough for understanding for my project but still it gives me a little idea of what my painting should look like and how should I reflect culture in drawings.
This one is an official website of a Pakistani artist A.R Nagori which includes his paintings about every topic. I chose this one because it does have paintings about different cultures of Pakistan which is really helpful because those paintings give me ideas of how a typical cultural painting should look like. Examples of paintings include landscapes of Thar, village and Karachi city.
Wikipedia gives a lot of useful information about any topic or issue or whatever. This is a wikipedia source which is about the architecture of United States. I would be including architecture of both countries. Therefore I chose this source because it provides me information about the architecture of U.S. I already have enough information of Pakistani architecture which is why I didn’t include any source for Pakistani architecture. In short, it has enough detailed information about U.S architecture and its developments since its history.
15. Evans, Marrion Boddy. "Learn to Paint: Your First Ever Painting." About.com Painting. N.p., n.d. Web. 31 Jan. 2013.
I looked up for such sources and selected this one because it gives me enough information about how to paint. It also points out some strategies to begin with the painting including materials, decisions, steps, finding ideas, safely usage of colors etc and etc. This is so helpful because it provides information for beginners and I needed this information because I am going to do painting for the first time.
Click here for video!
Click here for proposal!
Click here for annotated bibliography!
Click here for process paper!
2. Our club discussed chapters 7, 8, 9, and 10.
3. We discussed it by passing chapters back and forth, then commenting on each chapter independently.
4. There were no points of conflict.
5. Our questions: None.
This book was great! I found that it was extremely relatable even thought it was written so long ago. The pictures helped with the understanding of the book, and the examples were great.
This quarter you have done very well! I was very interested in your play and the points you make out in your journal. I'm proud about how you started to really open up in class. Please speak more often. I am very interested in what you have to say. You need to improve on speaking up and getting your point out there other than that I think you are doing fine."
I have always been interested in photography, so when it was time for me to choose a capstone, I had already made my mind up. The focus of my project was to learn about an art that is starting to make a come back, known as film photography. I received multiple mini lessons from Mr. Herman and a few other people, showing me the depth of a film camera compared to a digital camera. A photo exhibit in the pool will be coming soon, as I want to showcase what I have learned in an interesting fashion.
My passion for fitness and living a healthy lifestyle is what drove me to do this project. I wanted to provide people with something that would give them a helpful resource in which to learn how to eat healthy. There were parts of my life that were really difficult, involving an undiagnosed eating disorder. After I got past my worst moment I wanted to make myself “better.” I did a ton of research and it eventually developed into a passion. I will be pursuing this interest in college and hope to make it into a career. As a result of this project I will be able to put what I know out to the world and expand my knowledge.
edit June 7th, 2013
In school mentor’s name:
Out-of-school mentor’s name and affiliation:
Cayamcela, experienced guitar player and performer
The goal of this project was to become more knowledgeable of event planning as well as differentiating genres of music from an original to a rendition.
The initial inspiration behind this project was building myself to open up to my true identity. I identify myself as Kimberly but not as a musician. I grew up in a musical well rounded family (my father’s side, that is) and have always sung in my bathroom and bedroom since age five. My father has been my inspiration, my drive, to some day become a professional musician. Perhaps sooner or later I will be on the Latin Grammy Awards. I’ve also always liked the idea of having hope towards the growth of humanity. Therefore, I decided to not only put together a talent show but make it a benefit show. Operation Smile caught my attention because it cared for children who were born with cleft lip and palette and other facial deformities. I aspire to be an elementary school teacher and so I thought music and children was the best fit for this project. I worked with my father to enhance my ability of breathing with my abdomen rather than my throat, projecting my voice, keeping eye contact with the audience, and strumming my guitar the correct way. I was able to successfully be on a stage without being nervous after many practices. As a result of this project, I have gained better knowledge of the different techniques there are in singing. I certainly plan on continuing a musical background through college by participating in theatre, choir, and acapella. I hope to one day share my original songs with an audience and gain the courage to post videos on YouTube of my singing and playing guitar in my room.
My topic for this project is birth control pills and this fits into what I want to do in life because I want to be a nurse or work in a clinic and also stress the importance of birth control pills. By doing this project I hope to learn about different birth control pills and how they can affect and impact each person. This project will enable me to be able to raise awareness and the seriousness of birth control pills. By the end of this project I want to be able to open people’s eyes to birth control and the seriousness of them. The way I am going about this project is to possibly try to shadow someone who works with birth control pills and possibly interview people who are on birth control and the kind of birth control pills that they take. I was also considering doing an anonymous survey and ask who is sexually active, are they on birth control, and what kind of birth control pill they take. The reason I chose to focus on this topic was because I feel as though people don’t take birth control as serious as they should. Also, it’s so much more to sex than just a good time.
Rosario- Cover Page
My mentors for my capstone were Srta. Manuel, and my grandmother Señora Iris. I chose Srta. Manuel because of her connection to the Hispanic community through her Spanish classes, and because of her bright energetic mood that pushed me to do my best. My second mentor was chosen was because my grandmother is an inspirational woman who made learning to cook not only a learning experience but enjoyable as well.
My Capstone was about learning to cook. I decided to learn how to recreate recipes that have been passed down through the generations of my family. In this project, I hoped to enhance my cultural awareness by surrounding myself with facts about my heritage. The main idea of my project was for me to learn how to recreate older recipes and in the future pass them down to the next generations. Also this gave me the chance that I’ve needed to learn how to cook in general
My Capstone was a deeper look into Puerto Rican Cuisine I spent the time that we were given for our capstone on learning recipes from my grandmother that have been passed down the generational lines. For my capstone I spent every week working on my capstone with my out-of-school mentor, I edited my photos that documented the process, and even recorded interviews with Latinas of my generation. To showcase my project I create a website that become the home for my process.
Link to my Website
1) These are all photos I took while cooking, they are ingredients, processes, and products of my learning. The photos were taken over the span of three months. Many of the hands in these photos are of my mentor, or my own. These will be used on my website as proof of my process. The reason they are so important is because these are primary sources that do not give away the recipes of my family.
Canned Ingredients, Kitchen. Personal photograph by author. 2012.
Organic Ingredients, Kitchen. Personal photograph by author. 2012.
Frying Nanicletas, Kitchen. Personal photograph by author. 2012.
Displayed Nanicletas, Kitchen. Personal photograph by author. 2012.
Handmade Sofrito, Kitchen. Personal photograph by author. 2012.
Measuring Rice, Kitchen. Personal photograph by author. 2012.
Beans and Sofrito, Kitchen. Personal photograph by author. 2012.
Mixing Rice, Beans, and Sofrito, Kitchen. Personal photograph by author. 2012.
Guineos, Kitchen. Personal photograph by author. 2012.
Yautia, Kitchen. Personal photograph by author. 2012.
Calabaza y Yautia, Kitchen. Personal photograph by author. 2012.
Guineos without peels, Kitchen. Personal photograph by author. 2012.
Red peppers, Onions, and Sofrito , Kitchen. Personal photograph by author. 2012.
Red peppers, Onions, and Sofrito 2, Kitchen. Personal photograph by author. 2012.
Mixing ingredients, Kitchen. Personal photograph by author. 2012.
Calabaza y Guineos , Kitchen. Personal photograph by author. 2012.Washing the Calabaza y Guineos, Kitchen. Personal photograph by author. 2012.
Cutting Olives, Kitchen. Personal photograph by author. 2012.
Base/Masa, Kitchen. Personal photograph by author. 2012.
Pork Stew, Kitchen. Personal photograph by author. 2012.
Rice Cooking, Kitchen. Personal photograph by author. 2012.
Unwrapped Pastele, Kitchen. Personal photograph by author. 2012.
Masa, and Pork, Kitchen. Personal photograph by author. 2012.
Wrapped Juntas, Kitchen. Personal photograph by author. 2012.
Inside a Pastele, Kitchen. Personal photograph by author. 2012.
Diced Calabaza, Kitchen. Personal photograph by author. 2012.
Mashed Cooked Calabaza, Kitchen. Personal photograph by author. 2012.
Adding Flour to the Calabaza, Kitchen. Personal photograph by author. 2012.
Adding Flour to the Calabaza 2, Kitchen. Personal photograph by author. 2012.
Mixing Calabaza and Flour, Kitchen. Personal photograph by author. 2012.
Mixing Calabaza and Flour 2, Kitchen. Personal photograph by author. 2012.
Frying Tortitas de Calabaza, Kitchen. Personal photograph by author. 2012.
Drying the Tortitas, Kitchen. Personal photograph by author. 2012.
Rice Ingredients, Kitchen. Personal photograph by author. 2013.
Oil and Sazon, Kitchen. Personal photograph by author. 2013.
Beans before rice adding, Kitchen. Personal photograph by author. 2013.
Coming to a boil, Kitchen. Personal photograph by author. 2013.
2) This book was found in the Library of Philadelphia. This book was chosen because within it I found a section about Puerto Rican Culture. This source is useful because not only is it primary, but it also had a good amount of information about the Puerto Rican culture. I will be using this to understand further about the food and why there are certain ingredients.
Ember, Carol R. "Puerto Rico." Countries and Their Cultures. By Melvin Ember. Vol. 3. N.p.: Macmillan Reference, 2001. N. pag. Print.
3) This book was found in the Library of Philadelphia. This book was chosen because within it I found a section about Puerto Rican Culture. This source is useful because not only is it primary, but it also explained in high detail about why certain traditions and lifestyles are only in Puerto Rico. I will be using this to understand further about the food, and to learn amount more traditional meals.
Gall, Timothy L. "Puerto Rico." Worldmark Encyclopedia of Culture and Daily Life. Vol. 2. N.p.: Cengage Gale, 1997. N. pag. Print.
4) This book was given to me by my mentor. The book is about the indigenous people of Puerto Rico and how they came to be colonized and the culture. I used this book to understand parts of the culture I had yet to dig into deeply.
Rouse, Irving. The Tainos: Rise and Decline of the People Who Greeted Columbus. London: Yale UP, n.d. Print.
5) This book was also given to me by my mentor. The book is about the original culture of the indigenous people of Puerto Rico and how they came to be colonized. This book was used in my development of understanding my original culture and why some traditions are still in place now.
Bercht, Fatima, Estrellita Brodsky, John A. Farmer, and Dicey Taylor, eds. Taino: Pre-Columbian Art and Culture from the Caribbean. New York: Monacelli, 1998. Print.
1) This source is a web page/blog that a woman has created to explain Puerto Rican Culture. Within this site, I found a page that is dedicated to traditional food and drinks. I will be using the information from this site as inquiry to understand further the Traditional dishes of Puerto Rican culture.
Rivera, Magaly. "Food and Drinks." Puerto Rico Culture:. N.p., n.d. Web. 01 Feb. 2013.
2) This source is a web page/ Journal on Fox News Latino. Within it there is an explanation of how multicultural children, or children raised in a different culture are less exposed to the primary culture. I used this to understand why I was never taught how to cook spanish food, or highly immersed in my culture.
Edwards, Melanie. "5 Traditional Puerto Rican Foods I Wish My Daughter Ate."Lifestyle (n.d.): n. pag. Fox News Latino. 29 May 2012. Web. 01 Feb. 2013.
3) The source below is a online snippet of a Magazine, El Boriqua. The article that this leads to is about all different types of recipes from Puerto Rican Culture. I used this site as an idea creature for some of the many recipes I later began to learn.
Figueroa, Ivonne. "Recipes." El Boricua, Un Poquito De Todo. El Boricua, n.d. Web. 01 Feb. 2013.
4) This source is a total synopsis of the Puerto Rican Culture. They touch on the Ethics, Geography, Settlement, and even food. This source is useful because it has a lot of information that I needed to understand my culture further. I used this source in furthering my understanding of the Island, the culture, and even why some foods are seasonal.
"Countries and Their Cultures." Culture of Puerto Rico. Advameg, Inc., n.d. Web. 01 Feb. 2013.
5) This website has an interactive chart that shows certain festivals that are still celebrates in Puerto Rico. Also on the site is information about traditions, and cultures which food is a part of. This information is used to understand when, why, and where certain dishes are served.
"About Puerto Rico." Puerto Rico Culture:Visiting Puerto Rico|Puerto Rico Festivals|Puerto Rico Music. Puerto Rico Tourism Company, n.d. Web. 03 Feb. 2013.
6) This site explained many of the cultures that have influenced the Puerto Rican Culture and Cooking. The site shows a photos and explains one of the dishes I learned now to create. I used this information to dig deeply into the cultures that create the melting pot that is the Puerto Rican Kitchen.
Figueroa, Ivonne. "History of Puerto Rican Cooking." History of Puerto Rican Cooking. Marknet Group Inc, n.d. Web. 03 Feb. 2013.
7) This page of a bigger site is about the seasonings, and main components of Puerto Rican dishes. This page has information about Sazon, Sofrito, and even Adobo. Many of the seasonings on this page were used at least once during my span of learning. I used the information on this page to also learn about seasoning that I had not used yet.
Jones, Sarah. "Ingredients for Your Traditional Puerto Rican Meal." Ingredients for Your Traditional Puerto Rican Meal. N.p., n.d. Web. 03 Feb. 2013.
8) This article on the New York Times website is highly insightful, yet a bite snide as well. While it explains the cultural mixing that lead to the Puerto Rican Cocina Criolla, it also looks down on the now trending Latino-Asian food mixing that has been seen in some restaurants. I used this sight to understand some of the views on Puerto Rican dishes.
Apply, R. W., Jr. "On Puerto Rico, a History of Tastes." New York Times: Travel. The New York Times Company, 23 Feb. 2005. Web. 3 Feb. 2013.
9) This article is all about Puerto Rican foods. The site explains how the three main cultures in Puerto Rico influences and created the diversity in the cuisine. This site was helpful because it not only had information about the other cultures that influenced Puerto Rico, but also the Indigenous aspects that Puerto Rico was rooted.
Meléndez-Klinger, Sylvia. "Country Cuisine Profile -“ Puerto Rico." Hispanic Nutrition. Wordpress, 21 Sep. 2009. Web. 03 Feb. 2013.
10) This site has information about the musical aspect of the Puerto Rican culture. On this page, much like my other sites, there is an explanation of the cultural mixes that lead to Puerto Rico’s diversity. I used this site to help with understanding other aspects of the culture, and for finding music for my webpage.
"Arts: History of Puerto Rican Music." Puerto Rico Encyclopedia. Fundación Puertorriqueña De Las Humanidades, 2012. Web. 03 Feb. 2013.
For my capstone I decided to learn the
recipes of my native culture. I did this by having my out-of-school mentor be
my grandmother, who on countless times has offered her assistance in teaching
me those recipes. There are many reasons as to why I chose cooking for my
capstone. My first reason was to enhance my cultural awareness. My second
reasoning was to conquer my uneasy feelings towards cooking. My last reason for
learning about my heritage was to be able to pass it down to my future children,
while learning from and spending time with my Grandmother. When it comes to the
SLA core values I believe that simply wishing to broaden my understanding of
Puerto Rican cuisines I has shown inquiry. I have shown research and
collaboration through speaking with and learning from my grandmother, but also
by interviewing other Latinas of my generation. My presentation and reflections
were visible though the amount of work I have put in this project as well as
the finished product I have created.
For this capstone I conversed with both of my mentors to understand what I would need to accomplish for this project. I took the time to figure out what kind of schedule I would need and what exactly my process over the months would look like. I also received some point from my advisor as to what would be more visually appealing while still showcasing all of the information I had gathered. The last person, but also one of the most important in my process was my mother. My mother never let me skip out on meetings with my mentor, nor did she let down her expectations of my work. Every week, like clockwork, she would ask me about my project, how far I was, and what I had to do next. My only obstacles was having all of the ingredients at the time, and weekly having our meetings rather than leaving it to chance. My main resources were my grandmother, some books on Puerto Rican heritage, and a few websites that I found useful. Since every family changed the recipe there were not many outside resources that I could have used unless I was trying to understand the basics.
Through out this whole project I can say that I am most proud of the fact that I actually took the time to learn certain recipes and that after being put in an uncomfortable situation I am now more adjusted to cooking. I have even become accustomed to making things from a recipe that is written, and adding in my own decisions. Through this project I have learned that it takes time to become even moderate at any task. I have also learned that some of the best memories are the ones were you are sharing stories with your love ones over food. If I could do this project over again I would want to show how much fun, I had with my family as I learned to make the recipes that have stuck with them through the years. My feelings towards SLA, as my school, have changed only a little over the years. At first when I was asked how SLA would be made a better place by my presence I thought that I would be the one changing more than the school. At this moment in time, after four full years here, I feel that SLA was a better place by my presence because I made friends and filled the building with the laugher and passion that drives us all. I never knew that I could be so close to people until I experience what its like to be looked up to and seen as an equal by my peers.