For the last four chapters, we discussed more ways of deception and also how to deal with those deceptions. Chapter 7 was about finding statistics for something, but then actually using a statistic from something else, though none of it is actually wrong. Chapter 8 was about cause and effect and whether cause and effect can be reversed. Chapter 9 was about using visual diagrams, showing majorities, but not paying attention to the actual numbers. Chapter 10 is about how to deal with all of the misleading statistics and realizing what is wrong or missing.
By:Group Members:
Chris Fichera
Chelsea Smith
Dayona Mcneil
Sophia Henninger
Annotated Bibliography
- March of Dimes. (2012). March of dimes. Retrieved from http://www.marchofdimes.com/
This website is the main source of information. Includes team and personal blog for donations and fundraising goal.
- March for Babies. (2012). March of dimes.org. Retrieved from http://www.marchforbabies.org/
Though this is similar to it’s partnering site, March of Dimes, March for Babies has plenty of resources about prematurity and the research being made behind it. It includes interviews, videos, and list of past and upcoming events.
- The Albert and Mary Lasker Foundation. (2012, February 19). Facts about prematurity. Retrieved from http://www.researchamerica.org/app/webroot/uploads/PrematurityFinal.pdf
I just gives a different perspective on the topic and I found it interesting the information is almost consistant- LaKisha, Dixon. (n.d.). Interview by Siani Widman [Personal Interview]. Interviewing Kisha., Philadelphia, PA.
I’m going to interview her because she is a registered nurse, and has been apart of the NICU unit for little over a year. Her job is dealing with newborns and those who are premature or with illness.
- Rose, D. (2010, Sept. 10). March of Dimes. Retrieved from http://www.marchofdimes.com/research/researchslideshow.html
This is a research site that gives a summary about the March of Dimes foundation and when or who it was established by. The pictures used in the slideshow will be a nice part of my capstone.
- Lee, K. G. (2011, Novemember 14). Premature infant. Retrieved from http://www.nlm.nih.gov/medlineplus/ency/article/001562.htm
I will be using this to get a medical history behind prematurity. Some facts and statistics will be helpful for sharing info among other people.
- Mehren, E. (n.d.). Interview by Allison Martin [Personal Interview]. An interview with elizabeth mehren, author of born too soon., Retrieved from http://www.prematurity.org/mehren.html
- Wrape, P. (2000). Prematurity research disproves the theory that preemies catch up by age three. Retrieved from http://www.prematurity.org/research/not-catchingup2.html
This site is more of a fun fact kind of site. Plus gives nice information on the technology and how with funding for these types of programs can make a better goal happen.- Premature birth [Web log message]. (2012, November 7). Retrieved from http://www.cdc.gov/features/prematurebirth/
This gives another list of facts and treatment for infant babies put in the NICU.Group Members:
Chris Fichera
Chelsea Smith
Dayona Mcneil
Sophia Henninger
Discussion:
Today we discussed chapter nine and ten. This discussion was more about what we did and did not understand from the book. We tried to talk out the scenarios used to explain the concepts within the book.
Chris Fichera
Chelsea Smith
Dayona Mcneil
Sophia Henninger
Discussion:
Today, we discussed chapter seven, eight. We talked about how the connections made between studies and what they're trying to prove did not make sense. We agreed on the fact that most studies do not depict an accurate picture of the people involved.
The discussion itself was more like an actual conversation then trying to hit specific points. The only time we brought specific questions in were when we had already set up a situation from the book.
The purpose of a Capstone project is to express them sum of
information and experiences I’ve learned from being a student at Science
Leadership Academy. I hoped to incorporate that in my project, the formation of
a service community organization called SLA: Community Involvement Club. The
reasoning behind this project is due to the personal impact that volunteer work
has had on my life and a lack of opportunity inside of SLA. I chose to take
initiative and combine my personal interest with my school community. I was
starting off of a foundation made by a previous service club, meaning club
meetings once a week to teach about global, local, and social issues; these
were in addition to monthly weekend service projects in Philadelphia. My duties
as president and coordinator involved a large amount of networking to get
speakers, presentations, finding service opportunities and create education
lessons to teach members. I also recorded member hours offering The Presidents
Volunteer Service Award for 100 hours over the course of the year. In the end I
learned a lot about the job of a coordinator and how to plan events. Through
the lessons I learned to interpret information and then find an engaging way to
share it with others. We ended the year with 4 members receiving the
Presidential Service Award and club members completing over 500 hours of
service. List of sources that I used to assist me in this project can be found here. My Process paper can be found here listing my process and how it relates to SLA core values.
Attendance is limited, so if you are interested in attending, please
sign up for a ticket through our Eventbrite site:
SLACapstone.eventbrite.com. Tickets are free, and we welcome students, parents, and anyone from the SLA community who is excited to see student projects.
Blinding Silence is a series of scenes connected by the paradox that is America's media reflection. Audience members are first introduced to an attention deprived remote reminiscing about how her owner used to fondle her backside and her best friend, an authoritative remote tired of listening to futile conversation about last night's episode of the Bachelor. The audience is then taken on a journey behind the screen, led by the remote, cell phone, and other unconventional characters.
The entire cast of this play were students from Science Leadership Academy, most of them with little to no acting experience. Through a variety of theater games, I was able to help them feel more comfortable on stage and with each other. From the beginning of the project, I made it very clear that they were a creative team and were instrumental in creating the final product that took the stage. I took in their thoughts, feedback, and ideas fleshed out in theater games and used them to create the play. Their collaboration was essential for devising this type of work.
For my senior Capstone, I decided to host a blood drive and I worked on creating a website for future SLA’ers or anyone in general to locate if they wanted to host their own blood drive. The main reason for my Capstone is because next year, I will be studying pre-nursing and rather than just shadowing a nurse and learning about what goes on in hospitals, I wanted to do something more and help people firsthand. Well, I’ll be helping firsthand in a way. I won’t be interacting with patients, but I will help them by signing everyone up for donations. The blood drive was a perfect way to do that because Philadelphia is a huge city with a lot of surrounding hospitals full of patients who need all different types of blood. Not only was I able to help patients directly, but I was able to educate some of my peers along with the Red Cross employees who came to visit. Not everyone realizes how much we need blood in hospitals because they help keep patients healthy rather than for blood transfusions.
My Capstone addresses the all of the SLA core values. I researched the many things about blood drives and blood types in order to be able to educate people on my Blood Drive Guide website. Until you’re a senior in Mr. Best’s Anatomy and Physiology class, you do not realize what the difference is between blood types and how fatal it could be if blood types were to mix. While doing these things, I also researched about high school students and donating blood in general. Basically, there are requirements high school students must meet in order to donate that normal donors do not due to their iron count and other things. I found ways to raise the iron count and sent out mass emails to everyone who signed up to donate so that it would not be a huge issue. I also had a team help me out from school and the Red Cross to gather donors. At the beginning of my blood drive sign-ups, there were not many people signed up. In order to get more people interested, we broke up into pairs (one SLA student and one Red Cross representative) to inform people up front. In the end, all of the information we gathered and presented to everyone resulted in a really high attendance of donors. A high attendance helped me exceed the original goal we had set.
In order to complete this Capstone, the first thing I had to do was find a contact from the Red Cross to guide me through the event process. I did not know how to plan such an important event so I asked a peer who had previously hosted a blood drive for her contact person. After we got in contact, we met and I got to get a better understanding of the blood drive. We met occasionally, but when we did, we established goals to have completed before our next meeting.
I think the most difficult thing about the event was when we planned it. The event was on the week after the week we got back from Spring Break. Right after Spring Break, I had to hustle to remind everyone to sign up for the blood drive. However we got over that issue by going to people to sign up rather than just waiting for them to find time on their own. I guess that was the most successful way to get people interested and to make it easier on them because it was Benchmark season at the time.
What I am most proud of in this Capstone was that the entire SLA community contributed to the blood drive in some way. Although not everyone donated, a lot of my peers have shown an interest but due to the weight requirements, they could not. Even if not everyone had the chance to donate if they wanted to, they still alerted their friends to participate as well. I did not expect for so many people to be interested in donating.
From this process, I learned more about the blood drive process. While I was researching things to teach everyone else, I also learned more about blood and everything in between for myself as well. Not only did I learn the scientific requirements for this Capstone, but I also learned how to host a school event. When gathering participants for an event, you have to make everything available and in their face in a way. Sometimes people are interested and consider doing something, but they forget by the time they have a moment to sign up. So going to all of the juniors and seniors in their advisories personally, I gathered more participants/donors than I had anticipated.
If I could do this Capstone all over again, I would definitely plan a better date to recruit donors. The event being the second Tuesday right after Spring Break made it difficult because I had a week to crunch down on time and get everyone to sign up. If I were to do this in the future, I would definitely keep the event date in mind. But other than that, I believe this was very successful. I think SLA will be better because I have set a new bar for future blood drive hosts. We broke our SLA record of donors and although the sign ups were at a rocky start, with my team’s determination to get as many people as we possibly could and the diversity of my team, we have been able to have a great drive.
