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          All three of us have an interest in some branch of engineering, more specifically aerospace engineering which is very important in interstellar space science. We aim to gain a better/more in depth understanding of the engineering behind space science (i,e. an in depth look at the lunar landing module). A focus on astronomy gave us a well rounded introduction to the different areas of student we want to pursue after high school. In addition to astronomy we did a lesson oriented completely on Astrobiology which offers an extremely wide variety of sciences to be learned. We most focused on exoplanets (planets that exist outside of our solar system) and what type of technology it would take us to get there. We also focused on the actual term astrobiology, which is a the study of the evolution/future of life in the universe. While helping others who might have interest in some of the lessons we  taught, we also cultivated our own interest in the related sciences.          
           The mini-courses were comprised of both lectures and power-point presentations, with open discussion being the majority of the presentation. Each quarter we turned in a lesson plan to our advisor to show our topic for a certain week. Inquiry and research stem from us looking at real data from missions of the Apollo program, for example or us tracking the status of yet to be determined exoplanets by the Hubble or Kepler telescopes. Collaboration came directly from our interaction with each other and how we choose to present/teach each mini-course lesson. We also took suggestions on what topics want to be discussed the most. Presentation and reflection will both be prevalent in our  end of the year presentation via keynote or powerpoint. ​

Annotated Bibliography

1)

http://i.space.com/images/i/000/000/467/original/earth-like-planet-100929-02.jpg?1290541923 (image)

Cook, Lynette. earth-like-planet. 2012. space.com, Ca . Web. 30 Jan 2013. <http://i.space.com/images/i/000/000/467/original/earth-like-planet-100929-02.jpg?1290541923 >.

This image helps depict the concept of exoplanets in other solar systems. In the Gliese 581 solar system there are planets that have the potential of being habitable planets. This helps explain the significance of exoplanets and how they can shape our future. Another important fact is that it illustrates the similarities between the artist depicted Gliese 581 planet and Earth. A blue ocean with green land masses. Most people think of Earth from an outside view as a blue sphere with green spots on them. Not all habitable planets have to/will look like Earth, but it would be easier for humans to adjust if the planet was Earthlike.

2)

http://www.youtube.com/watch?v=BNLfNe12BKE  

Barlowe, Wayne, writ. Alien Planet. 2005. Web. 30 Jan 2013. <http://www.youtube.com/watch?v=BNLfNe12BKE >.

Alien Planet is a documentary that brilliantly explains the science behind an exoplanet. It actually is pretty futuristic especially with the artificial probes that explore a planet called Darwin IV. It really displays the biological sciences behind a different planetary system. In contrast it also helps paint a picture of how an entire solar system would have to be in order to become another Earth.

3)

http://herschel.cf.ac.uk/results/gliese-581

Gliese 581. 2011. Herschel Space Observatory, Cardiff. Web. 30 Jan 2013. <http://herschel.cf.ac.uk/results/gliese-581>.

This is an image of compiled data that has been used to make graphic of what Gliese 581 would actually look like as a solar system. It is used in my presentation to compare with the Alpha Centauri system. Gliese 581 is much different from Alpha Centauri and our own solar system because of the large amount of dust that orbits the star. These will be the two star systems that will be used for my part of the minicourse.

4)

http://www.space.com/18089-earth-size-alien-planet-alpha-centauri.html

Calçada, . Discovery! Earth-Size Alien Planet at Alpha Centauri is Closest Ever Seen. 2012. space.com, Lisbon. Web. 30 Jan 2013. <http://i.space.com/images/i/000/000/467/original/earth-like-planet-100929-02.jpg?1290541923 >.  

This Image that shows an artists depiction and an enhanced image of the star Alpha Centauri. However, this doesn’t show the fact that Alpha Centauri is a binary star system. I will elaborate on this during my mini course week because the students will be split between two groups Gliese 581 and Alpha Centauri. They will have to research facts on the two star systems and which one would be better to send our first probe to. This image helps compare some of the physical differences between Alpha Centauri and Gliese 581.

5)

http://upload.wikimedia.org/wikipedia/commons/3/33/ESO_-_The_Radial_Velocity_Method_%28by%29.jpg

The Radial Velocity Method . 2007. ESO , La Silla, Chile . Web. 1 Feb 2013. <http://upload.wikimedia.org/wikipedia/commons/3/33/ESO_-_The_Radial_Velocity_Method_(by).jpg>.

This image helps explain the radial velocity method that is used to detect exoplanets by astronomers. The image shows the normal light that is given off by a distant star and then the light given off by a star if it was being orbited by a planet. The orbit of the planet tugs at the star making the velocity of the star dip. Astronomers can tell that the velocity is changing periodically because the light of the star will appear blue when the orbit of the planet causes the star to go further and red when the pull of the planet causes the star to shift backwards. The image pretty much shows the doppler effect in contrast to stars and their orbiting planets.

6)

http://www.nasa.gov/multimedia/imagegallery/image_feature_793.html

Berry , Dana. White Dwarf Star Spiral . 2008. NASAWeb. 1 Feb 2013. <http://www.nasa.gov/multimedia/imagegallery/image_feature_793.html>.

This is a more common example of a white dwarf binary star system. I’m using this image in order to explain specifically what a binary star system is and how it is important for the study of exoplanets. White dwarf binary star systems are really no use to astronomers and space explorers because they have no relevance to colonizing planets.

7)

http://www.astrobiologia.pl/eana/esaexo.html

"EANA: ESA Exobiology." EANA: ESA Exobiology. European Astrobiology Network Association, n.d. Web. 31 Jan. 2013. <http://www.astrobiologia.pl/eana/esaexo.html>.The ESA (Europe Space Agency) gives an introduction into what Exobiology does and what required knowledge there is to know about exobiology, beyond the word "biology". Utilizing many different ways to backtrack or unveil possible extinct life forms from other planets.

8)    

http://www.nasa.gov/externalflash/human_space/

Hanger , Scott. "The Future of American Spaceflight." Tulsa : 2012. <http://www.nasa.gov/externalflash/human_space/>.

This source depicts the evolution of spaceflight technology and how it will be in the future. It was created in 2009 and was last updated in 2012.

9)

https://astrobiology.nasa.gov/articles/2012/10/19/the-color-of-an-exoplanet/

Scalice, Daniella . "Life in The Universe." NASA (2012): n.pag. NASA Astrobiology. Web. 1 Feb 2013. <https://astrobiology.nasa.gov/articles/2012/10/19/the-color-of-an-exoplanet/>.

This shows how the different color of exoplanets can lead to scientist discovering facts about the material content of the planets atmosphere.

10)

http://en.wikiversity.org/wiki/Topic:Exobiology

"Topic:Exobiology." - Wikiversity. Wikipedia, 30 June 2012. Web. 31 Jan. 2013. <http://en.wikiversity.org/wiki/Topic:Exobiology>.Astrobiology is an idea that's currently in the process. Scientist around the world believe that life is or was present in millions of other planets, however through all of the extensive searching, there's only been few evidence of extra-terrestrial life out there. It's more probable to find remnants of them here on earth still awaiting to be discovered.

11)

http://cmex.ihmc.us/sitecat/sitecat2/exobiolo.htm

"Exobiology: The Search for Life on Mars." Exobiology: The Search of Life on Mars. N.p., n.d. Web. 31 Jan. 2013. <http://cmex.ihmc.us/sitecat/sitecat2/exobiolo.htm>.Exobiologist looking for answers on how life came to be on Earth. With the belief that it all started with chemical compound on our planet at its infancy that led to self replication. However that being 4.5 billion years in the making, most of the evidence has been wiped away by erosion, therefore looking into Mars for possible evidence, a planet with a thin atmosphere and has suffered less extreme deformation to its surface.

This is the link to my project  http://globalizationofmusic.weebly.com/ 

http://ejam15.wix.com/erynj-islamglobal 

BENCHMARK - Globalization of Healthcare

Development of a Comprehensive Mutational Pannel as an Effective Tool for Personalized Diagnostic of Medullary Thyroid Carcinomas

 

Medullary Thyroid Carcinoma (MTC) originates from mutations in calcitonin-producing parafollicular C cells of the thyroid, is a rare malignancy, accounting for 3-4% of all thyroid carcinomas. It occurs in a hereditary form (HMTC, 25%) or in a sporadic form (SMTC, 75%). The prognosis for patients with MTC is poor, as the tumor metastasizes at early stages; and the only curative therapeutic option so far is radical surgery. Genetic analysis helps identify inherited cases at a stage where prophylactic surgery can be offered to carriers of such mutations to prevent the disease. This approach may also be used to determine better treatment options for patients who are already diagnosed with MTC.

The goal of this project was to develop a comprehensive mutational panel for the detection of clinically relevant mutations in MTC samples. A total of 143 mutations (nucleic acid variations) in 8 human genes were selected from numerous papers and public databases and included into the MTC mutational panel. The selection criteria were based on the coding mutations (mutations that occur in the coding area of the genes) that were reported to occur in MTC patients and considered functionally relevant. Some of the mutations included into the MTC mutational panel (such as BRAF gene V600E mutation) were also described in other types of thyroid cancer, but most of the mutations were unique to MTC (such as all RET gene mutations). The entire assay design was carried out using Sequenom's online design tools (ProxSNP and PreXTEND (https://www.mysequenom.com/Tools) and Assay Design software (v. 3.1)).

The final file comprised from 115 assays corresponding to all 143 mutations included into the MTC panel. This file will be further processed using the SEQUENOM® Mass-ARRAY iPLEX® platform for DNA genotyping of clinical samples by the cancer research scientists at the Abramson Cancer Center of the University of Pennsylvania.

 

References:

1. Millis, M. (2011, Summer). Medium-Throughput SNP Genotyping Using Mass Spectrometry: Multiplex SNP Genotyping Using the iPLEX® Gold Assay. Springer Protocols, 700. Retrieved August 20, 2012, from http://link.springer.com/protocol/10.1007%2F978-1-61737-954-3_5

This paper discusses and explains the basics of genotyping with the using MALDI-TOF Mass Spectrometry. This was the first paper that I have read right after being given the project. After fully interpreting this paper, I realized that I am going to be able to finish the project on my own. This paper served as a guide to me throughout the process of doing this project, as well as while writing the entire research report. In addition, this paper was used to make sure that I am not saying something that is factually incorrect.

 

2. Gabriel, S., Ziaugra, L., & Tabbaa, D. (2009, January 1). UNIT 2.12 SNP Genotyping Using the Sequenom MassARRAY iPLEX Platform. Current Protocols in Human Genetics.

This paper describes in details the SNP genotyping method based on the Sequenom MassARRAY platform. It includes two step protocol (initial locus-specific PCR reaction, followed by single base extension using mass-modified dideoxynucleotide terminators) an assay structure and how using MALDI-TOF mass spectrometry identify the SNP allele. The paper is mentioned in the corresponded section of the Introduction.

 

 

3.      Ricarte-Filho, J., Ryder, M., Ghossein, R., Fagin, J., Chitale, D., Rivera, M., et al. (2009, June 1). Mutational Profile of Advanced Primary and Metastatic Radioactive Iodine-Refractory Thyroid Cancers Reveals Distinct Pathogenetic Roles for BRAF, PIK3CA, and AKT1. CANCER RESEARCH. Retrieved July 1, 2012, from

http://cancerres.aacrjournals.org/content/69

The paper describes profiling of 111 mutations in RET, BRAF, NRAS, HRAS, KRAS, PIK3CA, AKT1 genes in clinical poorly differentiated, anaplastic and radioactive iodine-refractory differentiated thyroid cancers. The genotyping method is based on the Sequenom MassARRAY platform. It was shown that RAS mutations were prevalent in primary PDTC, whereas BRAF was more common in metastatic PDTC and ATC. PIK3CA or AKT1 mutations were rare. The paper is mentioned in the corresponded section of the Introduction.

 

4. MEN2 Database. (n.d.). AURP Scientific Resource for Research and Education.. Retrieved July 12, 2012, from http://arup.utah.edu/database/MEN2/MEN2_display.php

This database was only used for its mutations list during the collection phase of the project.

 

5. Human BLAT Search. (n.d.). UCSC Genome Browser. Retrieved August 17, 2012, from http://genome.ucsc.edu/cgi-bin/hgBlat

The Human BLAT database was used for alignment of nucleic sequences. The sequences retrieved from COSMIC were inputted in the BLAT Database to be aligned with the rest of the nucleic sequence, as only a small part of it could be gathered from COSMIC.

 

6. Catalogue of Somatic Mutations in Cancer - COSMIC. (n.d.). Wellcome Trust Sanger Institute. Retrieved July 10, 2012, from http://www.sanger.ac.uk/genetics/CGP/cosmic/

This database was used to retrieve the nucleic sequences that were used as the base to be inputted in the BLAT database. As it is impossible to use BLAT database with only knowing the position of the mutation, COSMIC was used to retrieve the minimal part of the sequence required to find the full nucleic sequence for any particular gene.

 

7. Genetics of Endocrine and Neuroendocrine Neoplasias (PDQ®). (n.d.). National Cancer Institute. Retrieved July 12, 2012, from http://www.cancer.gov/cancertopics/pdq/genetics/medullarythyroid/HealthProfessional/Table4

This database was only used for its mutations list during the collection phase of the project.

 

8. OMIM Entry - # 171400 - MULTIPLE ENDOCRINE NEOPLASIA, TYPE IIA; MEN2A . (n.d.). OMIM - Online Mendelian Inheritance in Man . Retrieved July 19, 2012, from http://omim.org/entry/171400

This entry was used as the basis of understanding of the MEN 2A syndrome. It talks about the relationship between MTC and diseases such as pheochromocytoma, and about the basics of what MEN 2A syndrome actually is. In addition, it talks about what mutations are associated with the syndrome. It was specifically used for comparison with the MEN 2B and FMTC.

 

9. Jimenez, C., Hu, M. I., & Gagel, R. (2008, Spring). Management of Medullary Thyroid Carcinoma. Elsevier Saunders, ?, 15.

This MTC review was the first of many that I have read in the duration of this project. This review provided me with the basic information about MTC without which any attempt at actually finishing this project would have been obsolete. Many parts of the introduction are referred to this paper, as it was very influential. Similarly to many other sources, mutations were taken from this publication during the first phase of the project.

 

10. MacConaill, L Profiling Critical Cancer Gene Mutations in Clinical Tumor Samples. PLoS ONE (2009). http://www.plosone.org/article/info:doi/10.1371/journal.pone.0007887

This publication was one of many that were used only for its mutations. No part, except for the abstract, which contributed to the overall idea of the research report, has been read.

 

11. Ehsan Alvandi, Seyed Mohammad Akrami, Mohsen Chiani, Mehdi Hedayati, Babak Noori Nayer, Mohammad Reza Mohajeri Tehrani,et al. (2011, April 5). Molecular Analysis of the RET Proto-Oncogene Key Exons in Patients with Medullary Thyroid Carcinoma: A Comprehensive Study of the Iranian Population. Thyroid, 1. Retrieved September 1, 2012, from http://online.liebertpub.com/doi/abs/10.10

This publication was one of many that were used only for its mutations, and or one small piece of information. No part, except for the abstract, which contributed to the overall idea of the research report, has been read.

 

12. Moura, M., Cavaco, B., Pinto, A., & Leite, V. (2011, February 16). High Prevalence of RAS Mutations in RET-Negative Sporadic Medullary Thyroid Carcinomas. JCEM ONLINE, 95, 6.

This paper has shown a study where 64% of the patients that had Sporadic MTC were found to have a BRAF mutation in position 600. This is very unusual as this mutation is considered to be PTC specific. In addition, this publication has given additional context to this research report. Similarly to many other sources, mutations were taken from this publication during the first phase of the project.

 

13. OMIM Entry - # 162300 - MULTIPLE ENDOCRINE NEOPLASIA, TYPE IIB; MEN2B . (n.d.). OMIM - Online Mendelian Inheritance in Man . Retrieved June 19, 2012, from http://omim.org/entry/162300 

This entry was used as the basis of understanding of the MEN 2B syndrome. It talks about the relationship between MTC and diseases such as pheochromocytoma, and about the basics of what MEN 2B syndrome actually is. In addition, this entry talks about what mutations are associated with the syndrome. It was specifically used for comparison with the MEN 2A and FMTC.

 

14. hybridization, f. i., & (1989), I. e. (n.d.). OMIM Entry - + 164761 - REARRANGED DURING TRANSFECTION PROTOONCOGENE; RET . OMIM - Online Mendelian Inheritance in Man . Retrieved July 19, 2012, from http://omim.org/entry/164761

This entry was used as the basis of understanding MTC, and why the mutations RET gene are found in so many cases of MTC. Unfortunately, as with many other publications, no definitive answer was given. This entry was also used as a guide, to make sure that what I say about mutations in RET gene is factually correct.

 

15. RT-PCR., & (2003), M. e. (n.d.). OMIM Entry - # 155240 - THYROID CARCINOMA, FAMILIAL MEDULLARY; MTC . OMIM - Online Mendelian Inheritance in Man. Retrieved July 19, 2012, from http://omim.org/entry/155240

This entry was used as the basis of understanding of the FMTC syndrome. It talks about the relationship between MTC and diseases such as pheochromocytoma, and about the basics of what FMTC syndrome actually is. In addition, this entry talks about what mutations are associated with the syndrome. It was specifically used for comparison with the MEN 2B and MEN 2A.

 

16. Hazard, J., Hawk, W., & Crile, G. (1959, January 1). MEDULLARY (SOLID) CARCINOMA OF THE THYROID—A CLINICOPATHOLOGIC ENTITY. JCEM, 19. Retrieved June 26, 2012, from http://jcem.endojournals.org/content/19/1/152

This publication was the first time MTC was classified. The paper itself was not read by this applicant, however, due to its historic relevance, it was referred to in the first paragraph of the introduction.

 

 

17. Cakir, M., & Grossman, A. (2009, May 25). Medullary Thyroid Cancer: Molecular Biology and Novel Molecular Therapies. Neuro Endocrinology, 25.

This publication, alongside many MTC reviews, was used as the guideline for this research report. Many facts, such as information about Sporadic and Hereditary MTC were confirmed by this publication. Similarly to many other sources, mutations were taken from this publication during the first phase of the project.

My name is Pauline Garcia and I am a senior in Science Leadership Academy. For my capstone, I decided to work on the human brain. Knowing that the brain is the control center of our body, I wanted to go through the basic function of how our brain works. Learning the complexity of the human brain, I used my time every Wednesday to learn its functions. The reason why I picked this subject for my capstone is because I wanted to pursue a career in Neurology. I figured out that since I would love to be a neurologist in the future or in medical field, I might as well start early and learn about the basic functions of the human brain. Throughout the whole year of learning, I gathered twenty pages of information about the functions of the brain. It has been a rollercoaster ride trying to understand and learn the complexity of our brain but it was all worth it.

Snippet of the whole research paper

Bibliography

Freudenrich, Craig, and Robynne Boyd. "How Your Brain Works." HowStuffWorks. How Stuff Works?, n.d. Web. 31 Jan. 2013. <http://science.howstuffworks.com/life/inside-the-mind/human-brain/brain3.htm>.

This site helped me understand and review how each parts of the brain functions. The articles have 10 pages worth of information from the four main parts of the brain to the brain stem and why they are water in the brain. It only doesn’t focus on one part of the brain but also link the information with the smaller parts. This website is really helpful to me because I feel like I should just format my project like this. Make a website and let all the information live in there for the sake of other people who are also interested with the human brain. 

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"Human Brain Structure." Human Brain Structure. News Medical, n.d. Web. 31 Jan. 2013. <http://www.news-medical.net/health/Human-Brain-Structure.aspx>.

I actually like this site because it have so much more articles that I can choose from about the brain.  It talks about the structure, diseases, cures, and the little parts of the brain. It’s a great website to gather basic information about the brain. They’re not as detailed like my first source was but it still do the job because I can still add more simple explanation about the brain which is going to be awesome because everyone can understand it.
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"Neurological Control." Brain Explorer. Lundbeck Institute, n.d. Web. 31 Jan. 2013. <http://www.brainexplorer.org/neurological_control/Neurological_Neurotransmitters.shtml>.
This is more about the neurotransmitters and which are the excitatory and inhibitory. This information helps me to explain further information about the brain and how it works. I can’t talk about the nerves of the brain if i’m not going to talk about the neurotransmitters. Neurotransmitters are the signals and the ones that keeps up hyper or calm so I wanted to add these information in my project.
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"What Can You Do Without a Brain?" YouTube. YouTube, 24 Oct. 2012. Web. 31 Jan. 2013. <http://www.youtube.com/watch?v=3teflb1QNN4>.
Another video but this is not really a primary resource. Anyway, this video is pretty cool because it talks about what would happen if we do not have a brain. It also gives examples about animals and insects who lived even then it doesn’t have any heads. In addition, he  also explained why it worked and how it will not work.
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"Brain Diseases." WebMD. WebMD, n.d. Web. 01 Feb. 2013. <http://www.webmd.com/brain/brain-diseases?page=2>.
I would like to add brain diseases and how they are triggered or how they are affecting the brain. Adding this to my project will be great because it will show how the brain function when there are something wrong with it. I would also like to point out the different parts of the brain that are affected depending to the diseases.
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Vermillion, Franchesca. "A List of Fatal Human Brain Diseases." LIVESTRONG.COM. Dr. Franchesca Vermillion, 13 Mar. 2011. Web. 01 Feb. 2013. <http://www.livestrong.com/article/106901-list-fatal-human-brain-diseases/>.
I wanted to add the most fatal brain diseases and the incurable ones so that people knows what’s going to happen and the further research that the scientists  are doing. I think this will be helpful in my project because I am making people aware of these diseases and maybe letting them know how to prevent these illnesses, at least.
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PBS. PBS, n.d. Web. 01 Feb. 2013. <http://www.pbs.org/wnet/brain/3d/>.
I actually like this site because it gives me different views of the brain. The other brain anatomy video that I have is great but I feel like it’s also messy because it’s a real human brain that they’re working with. For this one, its more polished and distinct on the parts. It’s nice to have the best of both worlds so I wanted to add this site to the things that i wanted to use because it is distinct.
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Bailey, Regina. "Anatomy of The Brain." About.com Biology. About.com, n.d. Web. 01 Feb. 2013. <http://biology.about.com/od/humananatomybiology/a/anatomybrain.htm>.
I actually like this site because it have so much more articles that I can choose from about the brain.  It talks about the structure, diseases, cures, and the little parts of the brain. It’s a great website to gather basic information about the brain. They’re not as detailed like my first source was but it still do the job because I can still add more simple explanation about the brain which is going to be awesome because everyone can understand it.
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"Â anatomy of the Brain." Brain Anatomy. N.p., n.d. Web. 01 Feb. 2013. <http://www.mayfieldclinic.com/PE-AnatBrain.htm>.
I actually like this site because it gives me different views of the brain. The other brain anatomy video that I have is great but I feel like it’s also messy because it’s a real human brain that they’re working with. For this one, its more polished and distinct on the parts. It’s nice to have the best of both worlds so I wanted to add this site to the things that i wanted to use because it is distinct.
 

Process Paper:

For this project I wanted to test my limits as a director, actor, writer and camera worker. I wanted to emphasize my leadership skills in a way that would not only help myself but help and benefit others and those around me. When this project started I had many visions that would and would not come to pass, but I never let that stop me. During the capstone process I created and designed my own production company with my own notorious crew of misfits making films and learning how to better our skills. We started out sophomore year as some friends with basic knowledge of film and the heart to keep learning. By the time I got to senior year I was looked up to in film by a lot of the under class intro students, so i took it upon myself as part of representing Bad Habbit' to SAT in my spare time for Herman's digital video intro class. I try to teach even the kids that aren't in my ILP that I instruct. With that being addressed I have strained to teach anyone who needs film help despite not having the time or energy to do so. I have been working hard to make films by writing, directing, filming and acting with Jesús, Joseph, Steven and Jenny. Aside from teaching, learning and making films we also wanted to try being more professional and scored ourselves our first film job where we filmed a party event for a company that holds parties and vacations for the mentally disabled. We filmed the whole event and edited a video for them to use and hand out to their customers and future customers. This gave me a lot of confidence in film and was something that made me strive even more for my future film career. 

    In the end I chose this as my capstone because it was a huge part of my life and my life as a student as SLA, without which I would never have started on the path of film. The project just sort of spoke to me, I wanted to teach and learn and make films that I could show people and be proud of. When i set out to do this project all I wanted was recognition for not just myself, but also for my crew. I wanted us to be known as the kids who were good with film and could help teach and train others to do the same. I chose this because it worked and was something I had been working on extremely hard and making it my capstone gave me more room to work on it and make it an even bigger thing that what it was when we started. The goal of this for me was to simply make something out of nothing and create something I was proud of. This project was not easy we ran into fights and other issues along the way, but we all came out of it having worked hard and created something great that we plan to continue to work on both in and out of SLA with and without rough cut through out our time together over the next few years. 

When it comes to the core values of SLA I think my capstone did a good job of covering all of them at once. Inquiry in our ability to strive to continue to learn film throughout the whole process, Research in the loads of reading, watching videos and learning hands on about film and the things i searched for for inspiration, Collaboration is evident from the shared capstone I had with Jesús as well as the students we worked with and taught, Presentation in the fact that we created videos that were presented to the public and shared all over social media and reflection in the fact that after we finished each film we talked about what we could improve or innovate so when we went to film our next work it would be better and would show that we are also getting better. This capstone was for us and also the students of SLA. 

When we set about creating this capstone I had already been working with the ILP and making films for two years so I had a very good idea of what I wanted to do. First was our company workers. I had to recruit a crew and that was going to be simple. I had Joe Tartaglia as my co-director, Jesús as my partner/ co-founder as well as chief editor, Jenny Cruz as my make-up and costume design and Steven Webb as one of my star actors as well as various extras. My next step was research for inspiration and skills. When inspiration struck Jesús and I would sit down and design a story and script after we finished this process we brought it to the crew and got ready to create our film we then went through pre-production and production phases. During post production jesús and I would sit down to edit our footage. Once we had a final product I would upload it to youtube.com Facebook as well as various other social media. This was our process through the year and on the side i would teach small lessons for choreography and film work to the crew so they knew what they were doing as well. This was a process throughout the year.

Throughout this process we encountered a lot of obstacles the ones that really hindered us were the amount of school work we had making a imbalance in time to work on the project. We also had an issue with teenage drama that did make for some very difficult working conditions. We also had a problem with technical issues that put us behind for time. We needed to fix these issue unfortunately we couldn't stop the course load of work so we decided to incorporate our digital video assignments with our company so we could have access to more people and better ideas. When it came down to drama we had to replace certain people or let people leave temporarily until things were better and finally for the technical issue we had to back up our files better and put a better lock down on our software and footage to keep it safe. 

When i was trying to complete my capstone I had to work hard and find lots of different things to help me as I went along. This was hard because I hate working really hard and its not always easy to find the right resources. I had to find something to help me with ideas and motivate me to keep doing what I was doing and although I found a bunch of small stuff along the way it seemed nearly impossible to find it. That s when it finally hit me and I had realized my best resource was right under my nose the whole time. I loved to watch Rooster Teeth Productions' videos and CG work as well as their podcasts and buy their merchandise. They were the perfect example of what I wanted our company to be like. They started as a bunch of video game playing friends that got together and made films using their video games and from there they went on to become famous and sell tons of their stuff as well as please a giant audience of viewers. I researched everything that they did over time so I could stay inspired and continue to aspire. 

The things I am most proud of about this capstone are my fellow students that I watched work super hard and get better and better as the year went by. This made me feel good about myself and the project because the thing I really cared about in this project was to make film and to help those around me do so as well. I learned so much from this process about myself and film and art as well as that with work, friendship and the mindset to do something anything is possible.  If I could do this project again I would have strived to not let drama get into the way of our work and I would have tried harder to please those around me so they had a easier fun time with the film we produced. SLA may not exactly be a better place because of me but I feel as if i brought at least some type of memorable flare to my work and to my friends around me and that is really all I care about. I hope that in doing this project I would have made more students comfortable making films and maybe even inspired some people to make films as much as I do. 

  

 Abstract:

  For this capstone I had a vision and I knew exactly what I wanted to do. Although a lot of things changed during this process the hopes and dreams of my peers and I never faded. We set out sophomore year as two art students with a bunch of ridiculous ideas in our heads, Jesús and I built the show Dylan's dumpster and not long after with it a free form digital video ILP. We created a show and built up a cast. Once I realized that I was capable of making something like that I set out on a career path that no once has been able to stop me in. I work hard to press my limits in film and created my best work possible. I decided to team up with Jesús for a new project and once we built Members Only productions, he left and I had to build a new cast. Joseph Tartaglia helped me achieve this goal and became my new partner. Together we created and whole new line of short films and trailers for our audience amusement. That was the entirety of my sophomore and junior year. Senior year I still had the same dream and Joe had become just as motivated as me. I wanted to make a capstone that would be inclusive and would produce great work. Together with Jesús and Joe I set out to make Bad Habbit' productions our new company. We started making some new films right away that grew from digital video and our ILP sessions with other students. We filmed our trailer for a zombie film called complication Z to start up our new year and that became a great success to us. We filmed all over the city in random woods and abandon train track to in houses and school. I pushed my limits with my ability to work the camera to almost a perfection. I even make sure as part of representing my company that I take away my x2 lunch on occasion to help SAT Mr. Herman's digital video intro class. I like to teach as well as work in every other field of the job so I took this year to take up everything at least once. I worked with make up, directing, acting, filming, editing, stunts, prop making, choreography and script writing. This was a challenge but I loved every minute of it and teaching it to those around me made me feel even better. That was what I set out to do for this capstone I wanted to teach film while at the same time prove that with help I can produce a whole lot of funny and credible films. I do have visions for the future of coming back to further help teach when I have free time and helping joe run Bad Habbit' from the outside while he keeps the ILP running for the underclassmen including Marshal woodruff who will possibly be our future chief editor to take over for jesús if he accepts our offer. We wanted him to feel welcome in a community of film students that want to make films with him as well as Joe who will be taking over for me and some other future juniors as well as hopefully some sophomores that may be interested. This as well as our outside business working professional jobs is off to a great start, but it is still only a start we have worked hard this year and I have strived to make this as perfect as I could and I am very proud of the work my team has made and of my capstone's message and affect in digital video classes. 

Capstone Products:

- ​Cordivari , Dylan, dir. Cray-4: Regaining the fame. Bad Habbit' Productions , 2012. Film.  May 2013. <https://www.youtube.com/watch?v=L9EqyXperkE>.

- Cordivari , Dylan, dir. Complication Z. Bad Habbit, 2012. Film.  May 2013. <https://www.youtube.com/watch?v=cu_bV25u2TY>.

- Cordivari , Dylan, dir. Grande getaways: Christmas Party. Bad Habbit, 2013. Film.  May 2013. <https://www.youtube.com/watch?v=LcskgtSF4Es>.

- Cordivari , Dylan, dir. Joe's Fantastic day: Part 2. Bad Habbit, 2013. Film.  ay 2013. <https://www.youtube.com/watch?v=_q7KhyJGZO4>.\

- Cordivari , Dylan, dir. A love found is a love lost. Bad Habbit, 2013. Film.  May 2013. <https://www.youtube.com/watch?v=jGhxXfu62VM>. 

- Cordivari , Dylan . "Bad Habbit's Productions channel."Itschannel69. Bad Habbit's Productions , n. d. Web. May. 2013. <https://www.youtube.com/user/ItsChannel69>.


Bibliography:

- "Film Job info." FIlm Job Info. N.p.. Web.  January 2013. <http://filmjob.info/>.

- "Professional Careers in Cinema Production in Portugal: Different Contexts, Generations and Gender."gender-research.net. Portuga- Film Production . Web. May 2013. <http://www.gender-research.net/web/files/53/en/CB_FP_Portugal.pdf>.

- Mitchell, Angela. "Stage Makeup 101." about.com. N.p.. Web. January 2013. <http://performingarts.about.com/od/Industry-Tips/ht/Stage-Makeup-101.htm>.

- Miller, Gerri. ""Stunt and Fighting Choregraphy."Entertainment.Howstuffwork.com. N.p.. Web. march 2013. <http://entertainment.howstuffworks.com/inside-3005.htm>.

- "Basics of Screen writing." Movieoutline.com. N.p.. Web.  April 2013. <http://www.movieoutline.com/articles/scriptwriting-for-beginners-learning-the-basics-of-screenwriting.html>.

- "Basic Acting techniques." ace-your-audition.com. Night Owl Media, LLC.. Web. May 2013. <http://www.ace-your-audition.com/acting-techniques.html>.

- "Basics of Camera work ." indie-film-making.com. N.p.. Web. May 2013. <http://www.indie-film-making.com/basic-video-camera-technique/>.

- "Making short films." making-short-films. N.p.. Web. May 2013. <http://www.making-short-films.com/>.

- "10 tips for designing a logo that doesn't suck."Designshack.com. N.p.. Web. May 2013. <http://designshack.net/articles/inspiration/10-tips-for-designing-logos-that-dont-suck/>.

- "Saturday Night Live." nbc.com. NBC. Web.  May 2013. <http://www.nbc.com/saturday-night-live/video/ source=Reso_SNL_AlwaysOn&hcoref=search&WT.srch=Google&mkwid
=C3Hx6zfD|pcrid|22553084904|pkw|snl|pmt|e>.

​Link: http://www.mightypost.org/one-small-step-for-the-vgas/

Abstract: I've only recently discovered my passion for writing. I know I wanted to further improve my skills as a writer, but I didn't really know the right steps to take. That is where the Mighty Post comes in. It is an outlet in which I can write what I wanted to write most about: video games. The Mighty Post has not only helped with improving my techniques as a writer, but it has taught me the experience and skill set that is required to help me break into the field of journalism. Throughout the year I have been in the Mighty Post, I have slowly built up a portfolio of my work which exists on the website. Through this project, I want to show people to never doubt there dreams and aspirations. Video game journalism is something that is still scoffed at by many people due to the focal point of video games. But this is where my passion lies and though I'm taking small steps to get there (by joining the Mighty Post), I'm taking the right steps. 

Abstract: 

My goal for the capstone was to pick 3-5 diseases that I wanted to go in depth with. The diseases had to be common and something that I can acquire a lot of information about. My final product is this website/blog. This blog includes everything that I have learned through out my research. It is all facts. The diseases that I studied are Diabetes, Tuberculosis, Schizophrenia, and HIV/AIDs. Each site includes statistics, what it is/what it does to the patient, whether it is curable or not, what can a person do to prevent it, its' symptoms, current researches, caring tips, what that person's diet should look like, and whether it is contagious or not, etc.

http://highschoolepidemiologisttenzinngawang.blogspot.com/

​

Student Name:
 Mathew Walker

In school mentor’s name:
 Mark Miles

 

 

Topic Summary:

 The goal of this project was to help me develop a better understanding of my future major, and also to show my current knowledge on the topic of computer science to see where I am going to be when I enter college. What I did was I created a game via the program processing which is a coding program that codes on java. What I learned during this process is that it is not always easy to stick to your original idea. As I went through the project I was learning a bunch of new coding material that I did not know and trying to take all that and apply all in one year was a little difficult. So I created a game that was not like my original idea but I did this because the game that I was able to produce in the end took some of the new knowledge that I learned and apply it. My original idea was to make a side scrolling adventure game such as the game Zelda but a lot of things such as drawing the maps and writing different coding functions for changing the map were slightly difficult. So in my end product, which was a maze, I was able to take the drawing maps and apply it. I also learned that you do not need fancy graphics to make a game fun because when I let my friends test it out everybody surrounded my computer trying to beat the game, which I am proud of.

BIBLIOGRAPHY: 
Here


PROCESS PAPER:
Here

FINAL PRODUCT:

Download This: Game

and Processing

 

Here's my website

​Student Name:

Ruben Burenstein

Mentor: 

Mark Bey

Summary:

The goal of this project is to provide extra help for students who seemed to be having trouble in a Spanish 2 class. 

Abstract

 I was inspired to make this my capstone because wavering interest in education. Since I started learning Spanish I liked it, and decided that if I were to teach a subject it would be Spanish. During freshman and sophomore year I thought that I wanted to be a teacher, but then during junior year my opinion changed. After finding out that I would be the SAT for a Spanish 2 class I thought that this would be a good opportunity to see what teaching a small group of kids would be like. I soon realized that I would not just help the students on their work, but also help reinforce their core understanding. To do this I had to re acquaint myself with the topics that they were learning, as well as research teaching techniques. For the project I did small activities, and created worksheets with the intent of improving the understanding of the Spanish language. Researching how to be an effective teacher has given be a better understanding of what I should do in teaching situations, and given me methods on how to clearly display information to students. 

Following are links to pictures of the worksheets that the kids I taught completed, as well as other worksheets that were made, but there are no pictures of the kids doing them. There were also many days where I held activities and don't have physical proof of the work completed on those days. The descriptions for completed worksheets are below the pictures, so you may have to scroll down. 

Created worksheets

​Student Name

Cheyenne Pagan

Mentors

Stephanie Dunda, Jean Marie, Dr. Mecky

Topic Summary

To tutor and introduce science to children at the after school program TIMBA.

Abstract

In the beginning of my senior year, with the help of a few teachers, I was matched up with a non-profit organization by the name of Palms Solutions. In the rectory of a small West Philadelphia community church, Palms Solutions hosts an after school program called TIMBA that caters to helping African American children connect back to their African roots while also helping the young students to practice and develop their math and reading skills. My connection with Palms Solutions consisted of volunteering as a tutor for TIMBA. In addition to tutoring in math, it was my intention to also bring science to the learning environment and even perform a few experiments with the children all the while incorporating the math that they were reviewing in their tutoring sessions. However, through a few scheduling difficulties I was unable to accomplish all of the goals that I had set for my partnership with the program. Despite this, I did manage to perform one experiment with the children that worked petri plates and culturing bacteria. Overall, over the course of my capstone I gained volunteer, tutoring, teaching, and coordinating experience that I had not previously had. 

Annotated Bibliography

Stephanie Dunda

Jean Marie

Doctor Mecky

Eric S. Weinberg ( Biology of Human Diseases ) Penn arts and sciences

Science Bob. (n.d.). Make your own volcano. Retrieved from http://www.sciencebob.com/experiments/volcano.php

To begin thinking about my proposed experiment I researched the simple volcano experiment. This source breaks the steps down easily and includes a video.

Vinegar baking soda explanation. (n.d.). Retrieved from http://library.thinkquest.org/3347/vinegar bsoda4.html

This source is an explanation of the reaction between baking soda and vinegar. It explains what happens and what each step of the reaction is caused by.

Schultz, J. (n.d.). Vinegar and baking soda. Retrieved from http://www.newton.dep.anl.gov/askasci/chem99/chem99096.htm

The baking soda and vinegar formula. This also includes the balanced formula and the formulas for each reaction.

How to make a volcano -the improved no mache or plaster way [Web]. (2008). Retrieved from https://www.youtube.com/watch?v=mWZW4FeHHbU

Video instruction for how to create a model volcano.

Koralek , D., & Collins, R. (n.d.). Tutoring strategies for the primary grades. Retrieved from http://www.readingrockets.org/article/113/

Originally

Four habits of highly effective math teaching. (n.d.). Retrieved from http://www.homeschoolmath.net/teaching/teaching.php

This source is that talks about the strategies that one person could use to teach children math. This helps in my capstone process because the majority of my time has been and will be spent tutoring children in various grades.

Science experiments for kids . (n.d.). Retrieved from http://www.sciencekids.co.nz/experiments.html

My senior capstone was a 6 week long Astronomy Mini-Course that consisted of me and the involvement of two classmates (Matthew Ginnetti & Winston Wright). The whole idea originates from a separate, yet long term astronomy project that all three of us are involved in. It's taken place at The Franklin Institute for the past four years and we decided to take the initiative to tackle some of the more popular topics in the recent decade. Each of us taught a class of about 15-18 freshmen on our topic, twice in six weeks during Wednesdays. I was responsible for the topic of "Exobiology" and I gave them all a 90 minute lesson through a Keynote presentation that I created myself. Research and everything was done beforehand, in order to create the presentation. All citations are also included inside the Keynote/PDF. I found it to be pretty fun, all three of us could agree that astronomy is section of science is often times misconstrued and that's due to a lack of interest. That's one of our main reasons behind why we decided to create a Mini-Course.


Process Paper (Link): Click Here

Below will be the presentation (click on it to view in a different window) and pictures of which we took during some of these mini-courses that were in process.

Student Name:

Matthew Ferry

In school mentors’ names:

Brad Latimer, Jeremy Spry

Out-of-school mentor’s name and affiliation:

Fred Brown, Assistant Track and Field/XC Coach at Germantown Friends School

Topic Summary:

The goal of this project was to develop a deeper understanding of long-distance running plans and athlete development, blending these together to provide athletes training plans unique to their needs.

Project Abstract:

This project was inspired by my senior year cross country season, when I was responsible for creating training plans for myself and several other athletes. Although I have created training plans for myself in the past, this was the first time I was responsible for creating training plans for others. This not only required me to research the fundamentals of training, but also to learn each athlete’s unique strengths and weaknesses. I worked with Fred Brown, an assistant-coach at Germantown Friends School, whose program has been very successful (having one or more national qualifier every season). Working with Coach Brown I learned the importance of communication and inquiry in creating athlete specific training. As a result of this project, I was able to further my understanding of individualized coaching methods. I hope to continue this work both as an aspiring coach and by sharing my findings with the runners at SLA. 

http://ferryrunning.weebly.com/index.html

Greene, L., & Pate, R. (2004). Training for young distance runners. (2nd ed.). Champaign, Il: Human Kinetics.

Daniels, J. (2007). Daniels' running formula. (2nd ed.). Champaign, Il: Human Kinetics.

Cabral, D. (n.d.). Donn cabral training plan [Web]. Retrieved from http://www.running2win.com/community/DonnCabral.asp?m=dbhc8996&k=donnstraining

Flotrack. (n.d.). Workout wednesday [Theater]. Available from http://www.flotrack.org/page/workout-Videos

Horwill, F. [Web log message]. Retrieved from http://www.pponline.co.uk/encyc/crash-training-can-be-applied-to-all-sports-where-fitness-is-a-major-factor-743?

Marquardt, C. (2012). Workout log: cmarqq [Web]. Retrieved from http://merv.stanford.edu/Workouts?name=cmarqq

Salazar, A. (Performer) (2013). Alberto salazar on galen's 3:50 mile race at bu [Web]. Retrieved from http://www.flotrack.org/coverage/250010-2013-BU-Terrier-Invitational/video/685963-Alberto-Salazar-on-Galens-350-mile-race-at-BU

Fritzius, J. (2012, December 31). [Web log message]. Retrieved from http://www.flotrack.org/blog/44207-My-12-running-reflections-of-2012

Bloom, M. (2011, August 27). [Web log message]. Retrieved from http://www.runnersworld.com/high-school-training/5k-confidential

Barker, S. (2012, March 29). [Web log message]. Retrieved from http://www.runnersworld.com/high-school-training/filly-funk

OldPost. (2002, October 14). Pure speed(finishing kick)- the best way to improve it read more: http://www.letsrun.com/forum/flat_read.php?board=1&id=27488&thread=27488

Wejo. (2003, June 21). How does wejo run 7:00 miles all day, then run 28:06??? [Online forum comment]. Retrieved from http://www.letsrun.com/forum/flat_read.php?board=1&id=152890&thread=152890

Gaudette, J. (2012, July 05). [Web log message]. Retrieved from http://www.runnersworld.com/race-training/speed-base

McMillan, G. (n.d.). Training paces. Retrieved from http://www.mcmillanrunning.com

Cacciola, S. (2012, September 20). [Web log message]. Retrieved from http://online.wsj.com/article/SB10000872396390444032404578006274010745406.html

Below are Chapters 6-10 of How to Lie with Statistics.

The podcasts are in order below.

*Note: Does not work on Google Chrome. Please click in place for the podcast to start.







Chapter 6

Chapter 7

Chapter 8

Chapters 9-10