Stats Book Talk 2

Maggie Hohenstein and Lisa Kang

What we discussed:
We answered all the questions from the first podcast and we talked about why companies are allowed to do things like have misleading information. We also talks about how people can change things on graphs to make it look better than it actually is. To go along with that, both of us found a misleading graph and talked about them.

How we discussed it:
We just had a conversation on the chapters.

We didn't have any conflicts.

Questions that came up:
Why are companies allowed to do that?
Why don't companies spend their money on actually make good products than spending money trying to make the products look good?

Statistics Book talk 2

Standardized Testing Speech

Good evening all

Did you know the government can cause harm to students?

Now go back to when you were in school and think about all those big benchmark exams. Bubbling in those twenty four questions deciding if it's A or B while your hands are aching. As I stand here in front of you all today, thinking back to when I was bubbling in Tamir Harper. Which is the only information they would ever know about me because there is know section where I can bubble in that I am A Philadelphia Youth Commissioner.  Now come back and imagine instead of those big benchmark exams, they are projects where you are able to collaborate with your peers and ask for help when needed. Project base means exactly what it says.

So now lets discuss an important topic for students, parents and educators everywhere. Know I'm not here to discuss funding in schools or why school sucks but I am here to discuss something that is equal to that. Which is Standardized Testing. Yes, Standardized testing is just as big as funding our schools or stopping bullying. But this affects everyone.

I begin advocating for youth once I became a student at Science Leadership Academy, a Philadelphia magnet school which focuses on Project Based Learning.  

Standardized test affect everyone even students that have low funding in their schools or getting bullied or students like myself that go to project based schools.

You are forced to sit in front of a test that measures how smart you are. How your teacher have been teaching through the year and your capabilities. Why? That's a question that I have been asking for about 6 years now. Why do I have to sit here in front of this test? I now know the answer. Do you?

Its to measure out how smart you are. Why? I don't know. Do you? I have been wanting to know this answer because this is not the only way the government can figure out how smart you are. Instead of sitting in front of a test how about they test your creativity by making you create an amazing project or by asking you to go teach a first grade class. There's other ways. These test does not do anything except make you feel as dumb as a rock and make you feel as though you were cheated out of an education which is not the case.

As a student I have experienced all of those problems. As a middle school student I was one of the last students and the most frustrated student during the Standardized Test.

But know. The Government likes it there way. Did you know in the state of Pennsylvania you are required to pass Keystones in order to graduate high school? After the PA government decided to put this rule in effect The School District Of Philadelphia projects a forty three percent decrease in graduation in the school year of 2016-2017. Already the district graduation rate was only at sixty five percent. With that project it will decrease to twenty two percent.

Lets make a change. Lets not make our students go through this emotional journey. This is not fair this is not okay and change must be made to the laws of Standardized Testing.

A good friend of mine Seyni Ndaw once said. ¨I am more than a standardized test because... A test score does not determine my learning journey.¨ But once PA determined that High School students were not able to graduate without passing test. It defined her learning journey in a classroom.

Why are we making our students stress about a Standardized test? Why are we making students stop learning for five weeks just to do test prep? Why? We could be using those five weeks to prepare them for next year or maybe prepare them for life. But instead we cover classrooms up and make students feel like trash.

I want everyone here today to go and ask a youth how they feel about standardized testing. Go to your Mayor and Governor office to challenge them on different laws on Standardized Testing. Government officials I challenge each and everyone of you to sit in a classroom and take a standardized test.

- Testing does not define me, my goals or my creativity.

Naihema Powell Capstone

For my senior capstone I decided to put together a fashion / talent showcase. This showcase took place on May 1st 2015 at the First Unitarian theatre. My role in the show was events coordinator. From booking a venue to running numbers, to hiring a crew, to putting together proposals and arranging the talent, I was able to put this show together in a little under 3 months. Now, in order to have a show you of course need talent, while i am not very talented my peers are. I reached out to 6 other students, Jaazaniah, Jeremiah, Jamira, Sophia, Thomas and  Ashley, all of which were able to take there capstone and somehow incorporate it into the showcase. Jamira, Sophia and Ashley designed all of the clothes in the show, while Jaazaniah, aside from co hosting put together a cypher alongside Jeremiah. Thomas was a great help in sharing his experience, since he put together a showcase last year. He also gave us some of his music from his EP, From the Heart, which was preformed at the showcase as well. Throughout this process, even though it was stressful and at times I doubted myself, I am proud to say it was a great turn out. I am proud of the work I did, and am seriously considering taking up events as a minor in college. Hopefully I can improve my work, getting more organized and perhaps make a career out of it much like my mother.

Max and Jules' third podcast

Podcast #3
Group members : Max and Jules
What we discussed : The questions from podcasts number 1 and 2. We also discussed our own misleading graphs and Chapters 9 and 10 of the book.
How we discussed it : With words, in the nurses room
Conflicts : N/A
Questions : Will Mr. Miles like this?

Here are our misleading graph examples:

How to Lie with Statistics Podcast #1, Spells, Britton, Ingram, Simmons

Link to podcast:

Group members present: Ashley Spells, Bailey Britton, Timothy Ingram, Reginald Simmons (all of us). 

What we discussed: chapters one and two (questions we had, things we agreed with, were confused about, etc.). 

The form of our discussion: we hosted an open discussion in which any group member could call out or respond to others' reflections. 

Conflicts, disagreements: we had none of those. Any points of confusion within the discussion were dealt with by other group members. We all seemed to agree with each other, for the most part. 

Questions that came up as a result of the discussion: I guess one question that we had was, "if this is the wrong way to do things, then what's the right way?"  

Rabbi Kraus-First Hand Account of Jewish Endurance

Previously I wrote about anti-semitism and anti-semitism in the world. Throughout the world Jews are being mistreated and persecuted for practicing their religion. Throughout the world there's  a lot of anti-semitism raging on. From Europe to the middle east people do not like Jews and our religion. Another issue about anti-semitism that I wrote about previously is that there is a lack of knowledge about Jews and anti-semitism in the world.  Due to this lack of knowledge the issue is not getting solved.

For my original research  I met with and interviewed a holocaust survivor, Rabbi Charlie Kraus. He is a Holocaust survivor who was sent so several camps at the age of 14. In

Rabbi Kraus with his two daughters 1975

1944 his father was taken away by German soldiers, he along with the rest of his family were sent to Auschwitz. He was there for a week and a half, in that time his mother, brother and grandparents were all sent away and killed. After Auschwitz he was sent to Dachau (another concentration camp.) After Dachau he was sent to Mühldorf where he stayed for the first time by himself. After Mühldorf he was sent to Kaufering. Typhus and starvation were rampant at the time and people were dying every day. In the interview Rabbi Kraus said the last concentration camp was the worst. He forgets the name of it but he said the things people would do for nourishment were unspeakable. He was in the last camp for a couple of months until he was put onto a train with thousands of other jews. While on the train American soldiers in plains above began to shoot down onto the German soldiers. The person sitting next to Rabbi Kraus was shot and killed instantly. While in this commotion Rabbi Kraus noticed the Nazis were nowhere to be found and he jumped off of the train. He ran into the woods and stayed there for several days. He then was found and taken to a hospital. The war had ended and the Nazi regime had been destroyed. He went back to his home town where he was reunited with his father. After Europe he went to the United States and became a rabbi. He was taught by a famous rabbi and teacher Abraham Joshua Heschel.  

Anti-semitism effects people. Rabbi Kraus was lucky and strong, he manages to keep a happy life and stays optimistic after everything he has been through. Others are not so lucky, many lost faith and could not continue living after all that they had seen and been through. My understanding of anti-semitism is now more personalized, I have heard an account of someone's experience in the Holocaust and feel closer to my faith. I am still left wondering, why Jews? Before the Holocaust Jews in Hungary were prominent members in society. They were lawyers and doctors and businessmen. Why were Jews picked out as the evil ones, as the evil religion. Not just during the Holocaust but throughout history. With the exile from Babylonia, the Crusades, Pogroms, the Inquisition and even in this country there were quotas to limit Jews in universities and in professions.  Jews have been persecuted wherever they went.

For my agent of change I would like to make a presentation and present to some of the classes at Greenfield Middle School. I want to inform people about this issue and get the word out in the world that Jews are being mistreated and persecuted. I hope students will get out of my presentation a new look on Judaism. Not as a religion that seems to be nonexistent or a religion to pity but a religion that has endured so much and still continues to thrive and be existent in the world. I want to show people that people who are anti-semitic often masc their beliefs behind being anti-Israel. I want to inform the world and make a difference.




Down 5-1, Rocket Wills Way to 6-5 Upset over #1 Frankford; Makes History, Advances to Elite Eight

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In perhaps the grittiest game ever played in SLA Baseball history, The Rockets simply REFUSED to stay down after Frankford struck early to take a 5-1 lead. "The Comeback", which made Public League history as the first time a #1 seed lost to a C-Division school, extends the Rockets' unbeaten streak to 15 and propels them into the Elite Eight.

Next up, the winner of Lincoln/Northeast on Wed, 5/20. First Pitch 315pm. FULL STORY. 

RoughCutProductions Honored by Mayor's Office at TFI ; May 16th Official "Students Make a Difference" Day

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Congratulations to the current and former student-leaders of Rough Cut Productions. The Mayor's Office officially declared May 16, 2015 "Students Make a Difference" Day. It is an honor to work with you all over the past six years. 

BIG Shout outs to all of the other programs honored today, most especially all of our SLA students from Project SPACE, STEM Scholars, WINS (Women in Natural Science) and PACTS. 



Alexis Dean Capstone

The purpose of a capstone is to demonstrate the learning and experiences we have had during the duration of our high school careers as well as being a student at SLA.  In my capstone I wanted to incorporate everything that I learned to form something that I could be proud to leave behind as my legacy. I wanted it to demonstate who I was and what I have learned. Which has lead me to the idea of something that has been a huge part of my life, fundraising for a cause very near to my heart. I have been walking in honor of my grandmother and the Alzheimer's Association for nine years. This was the perfect topic for my capstone. This was my chance to teach many about something that is so swept under the rug. Not many people know what Alzheimer's is or how many people it really effects. The school setting allowed for me to share my knowledge and use it as the foreground for my fundraising. I went on to create my team and raise a grand total of $1,000.00 for future research. This project has allowed me to learn more than I already knew and taught me to be a better person. It taught me how to become an advocate, how to be a team leader, how to keep people motivated, raise awareness, keep a clear plan and how to be financially responsible. I have also taken photos and created a website to showcase all the work I have done this year. 
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                                             Annotated Bibliography

7 Stages of Alzheimer's & Symptoms | Alzheimer's Association. (n.d.). Retrieved January 29, 2015, from

This source provides a background to the seven stages of Alzheimer’s disease. I selected this source because it allows people to be able to notice and diagnose onset symptoms of Alzheimer’s Disease so that they can get help if any of these symptoms are present in them or their family members. I found this source useful because when creating my pamphlet about Alzheimer’s I used these stages to make people aware of what the major stages and symptoms are and when to be able to seek help.

Alzheimer's Disease Fact Sheet. (n.d.). Retrieved January 29, 2015, from alzheimers/publication/alzheimers-disease-fact-sheet

This source provides basic information about Alzheimer’s disease. I selected this source because in the early stages of research you need a basic background to be able to better explain what you are working towards and why and be prepared to answer as many questions as possible. I found this source useful because it gave me answers to the general questions that people ask everyday with quick and short answers for them. One limitation was that it was only facts, no deeper research. Due to that limitation I had to further my research into the disease itself so that I am more aware of just exactly what happens and what causes it.

Frequently Asked Questions. (n.d.). Retrieved January 26, 2015, from http://

This source provides answers to frequently asked questions about Alzheimer’s Disease. I selected this source because it went along with the previous fact sheet source listed above, I selected it because it crosschecked information and allowed me to become more of an expert in the topic of Alzheimer’s disease and be able to teach other about it during my capstone. I found this source useful because it contained more information that went along with the other information listed above and allowed me to become more of an expert. One limitation I found was the source wasn’t that detailed and I found it to be extremely short.

Latest Medication for Memory Loss | Alzheimer's Association. (n.d.). Retrieved January 29, 2015, from

This source provides an insight into the latest medications to treat memory loss caused by Alzheimer’s Disease. I selected this source because I wanted to know what was being done currently to treat the one main symptom of Alzheimer’s Disease which was memory loss. I wanted to be able to know a little bit more about what the money being raised goes towards and

what walking for the cure actually does. I found this source useful because it allowed me to really see what I am walking for each year and what all current donations go to and how people with Alzheimer’s are being treated to fight this nasty disease.

(n.d.). Retrieved January 03, 2015, from

This source provides the medical details behind just exactly what Alzheimer’s Disease is and what it causes later on in life and what it causes. I selected this source mainly for background research purposes. I needed to be able to have options and I felt the only way that that would happen would be to find as many options and sources as possible. I found this source useful because this allowed me to be an expert and I like that. One limitation that I found was that I have multiple background information sources and they can be a bit drawn out.

Mace, N., & Rabins, P. (1999). The 36-hour day: A family guide to caring for persons with Alzheimer disease, related dementing illnesses, and memory loss in later life (3rd ed.). Baltimore: Johns Hopkins University Press.

This source is the perfect guide for families caring for someone with Alzheimer’s Disease. It is a how to book that gives you detail by detail about what is going to happen to your loved one during their time with Alzheimer’s, memory loss, illnesses that come dementia and ways to cope and help your loved ones through this tough time and help give you tips as the caretaker in how to help them and how to remain sane throughout it all.

Shua-Haim, J., & Ross, J. (n.d.). Alzheimer's Syndrome and not Alzheimer's disease: The historical struggle to define the disease. American Journal of Alzheimer's Disease and Other Dementias, 92-95.

This source is a journal debate that begins to talk about why Alzheimer’s Disease should be labeled a Syndrome and not a Disease and the great struggle in trying to name and define the disease. I have found this source incredibly resourceful because this has become an eye opener for me because I feel as though it should be a syndrome because I feel like disease generally turns people in a negative connotation towards it and I feel like that always isn't a good thing. One limitation of this source that I found was that I think a lot of these arguments are invalid.

Take Action | Alzheimer's Association. (n.d.). Retrieved January 13, 2015, from advocacy/take-action.asp

This source is how to take action against Alzheimer’s Disease and how to become an advocate. I selected this source because I have recently become an advocate for the Alzheimer’s Association. It is a very simple process and therefore many people should just fill out the simple form and become an advocate. I found this source useful because I feel like it was simple and that this is a good thing to place in my capstone presentation for those who may not have known about it already.

Wandering and Dementia | Caregiver Center | Alzheimer's Association. (n.d.). Retrieved January 29, 2015, from

This source is about one of the main things that comes along with Alzheimer’s Disease, which is wandering. I selected this source because I wanted to show the negative things that happen due to Alzheimer’s. I wanted other people to know what happens when there are not a great deal of care available and when medicines aren't readily available either. Wandering leads to many disappearances and many loved ones are put at risk. With the lack of memory and wandering. It is not a good combination and therefore that is why I chose this link because this needs to be prevented.

What Is Dementia? (n.d.). Retrieved January 23, 2015, from dementia.asp

This source is teaching about what dementia is and the ability to be able to identify what dementia is and how to cope with it. Many people are unaware of the causes and treatments of dementia and they need to be able to understand it to the fullest. The reason I selected this source is for the ability to raise awareness during my project than any other reasoning. It is hard for me to do a project like this, considering my loss however I need this to become an issue that is readily available for p-people to understand. The only limitation I have with this source is the fact that there isn't any thing that would lead to the possible prevention, however I feel like this could lead to many things.

Williams, J. (n.d.). Role of The Immune System and Inflammatory Response In The Aetiology of Alzheimer's Disease. Alzheimer's & Dementia, S285-S285.

This source is about the way that your immune system reacts when Alzheimer’s Disease is present. I selected this source again for the ability to be more aware about what goes on inside your body during the time when Alzheimer’s Disease is present and I feel like that is incredibly important and is something that everyone should be aware of because I feel like this is an incredible change in your body whether it is for the good or for the bad and I selected this source because it talks about the role of Alzheimer’s in your body and is just another piece of the puzzle to be completed with further research. 

Richard Yoeun Capstone

For my Capstone, I decided to teach a mini-course at The Franklin Institute for the current freshmen class of Science Leadership Academy. What I did to begin the process of making this course was that I had to meet with my mentor Dr. Derek Pitts, and proposed to teach an astronomy course under his supervision. What happened was we spent a good amount of time planning out what days during the Spring were I would be able to present my mini-course and what material I should cover. The material that I covered for my specific topic was the Sun in our solar system and Sun-Earth interactions. I presented my course twice over a 8 week process, other days were for reflection on my teaching and how I worked with the students. What I learned over time is that when it comes to teaching students about a topic that they do not know, their level of inquiry is higher then those who do know the material presented to them.

Click here for Mini-Course Pictures
RYoeun Mini Course

Capstone Annotated Bibliography:

Addison, Kevin. "SDO | Solar Dynamics Observatory." SDO | Solar Dynamics Observatory. N.p., n.d. Web. 28 Jan. 2015. <>.

Working in tandem with my presentation, this website helped me demonstrate different views of the Sun with different filters on. What I wanted to get into with the different filters is how to see specific parts of the Sun or Sun Phenomenon without harming our eyes. I went back and forth talking about both Mylar Filter and Hydrogen Alpha Filter. On days that I did not have full access to the Zeiss Telescope, which is The Franklin Institute’s main telescope used mostly to view the Sun with either the Hydrogen Alpha or Mylar. This site gives me a good way to let the students view the Sun without having to walk to the telescope and having a slim chance to actually use that telescope. This website also gives a constantly updated version of different filtered views of the Sun daily.

Choi, Charles Q. "Earth’s Sun: Facts About the Sun’s Age, Size and History." N.p., 20 Nov. 2014. Web. 29 Jan. 2015. <>.

At first, I had to think about what I wanted to teach to my students, I remembered from my ILP that I was studying about taking pictures for The Franklin Institute and those pictures would consist of different filters over our Sun. What I then thought about was information about the Sun, because I wanted to teach my mini-course. I thought about how this website could help me convey basic and rare knowledge about our Sun. The reason why I use this source is because it has different specific breakdowns of the Sun and it’s different areas, I could find it helpful.

Dufour, Richard, Robert E. Eaker, and Rebecca Dufour. Professional Learning Communities at Work: 2005 Institutes; Best Practices for Enhancing Student Achievement. Bloomington, IN: Solution Tree, 2005. Print.

With this book, this is the breakdown on how teachers could find different ways to interact with students. Some students could be the type that are willing to learn but don’t  know how, some could be visual learners, vocal, hands on, etc. This book also gets down on how the teachers should be able to incorporate a lot of ways to be flexible when it comes to students of different ways to learn. Introducing how teachers should act and giving insight on how they could tackle a lot of obstacles when it comes to their students. Also, the book talks about how teachers, or in this case, me, could fulfill most if not all student requests with flexibility in the classroom.

FightRegression. "Surreal Video of Aurora Borealis from ISS - Jan/Feb 2012."YouTube. YouTube, 9 Mar. 2012. Web. 29 Jan. 2015. <>.

This is one of the videos that I had put into my lesson plan\presentation for the students that I teach. It covers the space view of an Aurora happening in Earth’s atmosphere. This video was one of few that I looked at that could give me a decent view using the International Space Station (ISS).  I thought that this video would come in handy and would work well when I could explain the interaction between the Earth and the Sun. The video mostly showed the greenish teal colors of Auroras which people are most common to seeing, while there are many other colors that were not viewed commonly.  

Fuchs, Miriam. "Teaching Astronomy." Personal interview. 23 Jan. 2015.

Miriam is an employee at The Franklin Institute and she has gave me information revolving around my topic that I did not know, different activities for me to get the students engaged and ways to amaze them with the common knowledge of the Sun. She specializes in study of exoplanets, classifications of different stars and a wide range of terms pertaining to her specialties. She thought of the different ways for me to provide aiding links that will have different videos that I could show to the students. She also gave me different write ups for activities that were revolving around Spectroscopy that I read and demonstrated to the students, amazing them with the different elements that could be identified.

Pahomov, Larissa. "Membership." ASCD Book: Authentic Learning in the Digital Age: Engaging Students Through Inquiry. Library of Congress, n.d. Web. 29 Jan. 2015. <>.

Mrs. Pahomov’s book spoke about the way that Science Leadership Academy’s way of teaching seems to be revolutionary. The ways that Science Leadership Academy approaches their students with the project based learning is something out of the ordinary as some would say. What I took from the book is the different ways that I can teach my students and bring them to a classroom that could revolve around SLA core values, though I am teaching a freshman class, they won’t truly understand the core values and the main thing is to not give them the answer, but let them come up with questions that they already know answers to, get into a deeper understanding of those answers and questions. What the main thing that I am getting out of the book is that students don’t want to be lectured all the time, it’s better to have hands on activities or something that can get students to come together and come up with solutions on their own.

Pitts, Derrick, Sc.D. "Teaching Astronomy." Personal interview. 23 Jan. 2015.

Dr. Derrick Pitts is the Chief Astronomer at the Franklin Institute. Dr. Pitts studied at Germantown Academy in Fort Washington, PA, St. Lawrence University in Canton, NY, and La Salle University. While at La Salle, he received an Honorary Doctor of Science degree. He continued his studies and research to the extremes when it came to Astronomy, it was something out of the ordinary because he was so interested in the idea of the universe. He is highly amazed by the different wonders of the universe and does not cease to keep learning. What Dr. Derrick Pitts told me to ready me for my mini course was to engage the students with questions, be the guide for them, not the gatekeeper. Let them reach their answers together and won’t have to worry about being given the answer.

Redd, Nola Taylor. "Space Weather: Sunspots, Solar Flares & Coronal Mass Ejections." Space Weather: Sunspots, Solar Flares & Coronal Mass Ejections. N.p., 13 May 2013. Web. 28 Jan. 2015. <>.

When it came to looking for something that could help me explain the different phenomenon that happens on the Sun, this source was that go to source for general and in depth information. I am teaching about the different events happening on the Sun from Solar Flares, how they happen, why, etc. Same thing for Sun Spots, I am trying to break it down to the simplest ways so that the students would not be overwhelmed by what I will be saying to them but also enough that will get them to think. This source is something that I could use for the students to look over after they have my class so if they are interested in the topic that I had taught, they could continue their

Stovall, Idris, Ph.D. "Teaching Astronomy Reflection and Debriefing." Personal interview. 23 Jan. 2015.

Dr. Stovall attended Hampton University, graduated then went to University of Massachusetts-Amherst. He got his Ph.D in mathematics and now is teaching students at Penn State. His contribution to my teaching plan was techniques that I can use on the students to veer them towards the right direction when it comes to difficult questions. Coming up with lesson plan that could reach out towards their young minds. Using the various methods and techniques, he also informed me in ways I can help the students bring about inquiry about my topic. What things should be asked at certain moments, how can I turn that into something else. Follow up questions and other thought provoking questions.

Tate, Karl. "Anatomy of Sun Storms & Solar Flares (Infographic)." N.p., 4 Jan. 2013. Web. 29 Jan. 2015. <>.

When it came to using this infographic, I was a bit unsure about how I could use this to my advantage on teaching my students, what I did end up doing with this is going on a quick walk through with the students to view this infographic about Solar Storms and Flares. It’s something that is good to know about and could be fun at times. This infographic also goes by the main sections of Sun Activity that I went through during my teaching, it gives brief explanation so the students could understand it better and give some visuals so that students that do not work well with just reading words or hearing it could see and start to get ideas of what is being shown to them.