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Public Defenders Case Overload
Public Defenders Overloaded
I have recently realized the public defender system first hand. Realizing how big of an issue it is, I decided to inform the people of how big of problem it is with this project. I found out that the problem is affective to the people who can’t afford an expensive attorney. I was stunned to find out the average time a person talks with their public defender before appearing in front of the judge is 7 minutes. This information is listed in a document, you can read here.
Throughout a year a public defender is recommend to get 150 felony cases, but they are getting way more. Even if they had enough time to get the cases done, they don’t have the same resources the private attorneys do. People don’t realize how public defenders are deprived of resources such as time for working as hard as they could and witnesses. The public defender system is never the same in different states. Each state is entitled to write their own criminal codes. This could also hurt the person under precaution.
I interviewed a public defender, Michael Arthus. He happens to be a very experienced public defender who gave meaningful first hand information, letting me in on a closer look for the system. There are public defenders who handle the trails and public defenders who are handling appeals. Those who handle the trails will normally be in the courtroom everyday appearing in front of the judge with their clients. Those who do the appeals are mostly sent for research. In Brooklyn, which in every state is different, are given 75-100 cases at a time to juggle. Mr. Arthus says that throughout all his odds he still fights his hardest for the justice for his clients.
This is a picture of a Brooklyn Defender System Logo...
I also interviewed Taylor Rogers. Taylor, who is my sister, had her case in the hands of a public defender recently. She said that she didn’t even know who her public defender was until day of the court date. Her public defender talked to her 20 minutes before appearing in front of the judge. She does feel as though her public defender did her more justice then she could’ve done. The public defender was “kind” just very busy and rushing when you are having conversations. She feels as though he put forth his best effort and did everything he could.
This picture is a public defender. He is working hard to get his many cases done.
Throughout this project I realized how different each state’s public defender offices are. As I read this article, “I’m a public defender. It’s impossible for me to do a good job representing my clients.”, I found that in New Orleans to avoid layoffs because of the budget cut the entire staff will go 4 weeks in a year without being paid. They’re asked to do way more then an attorney with less material and less everything compared to an attorney. The author of this site says that their clients who can’t pay their bail are focused to sit in jail for 60 days until the district attorney decides to arraign them. During this project we have a part where we need to be an agent of change in our issue we choose. Iḿ thinking about making a website for informing people on how overly overworked the public defenders are. This will be first hand information and give people more notice to the issue and hopefully get the ball rolling on the issue.
This problem among the public defender hasn’t seemed to get any better, it just seems to worsen. What will come next??? Public defenders are going to not be able to deal with the impact of the case overloads as time continues. This research has helped my understanding of public defender so much further than what I thought. I really hope so see some justice among the system, even baby steps help!! I’ve learned that in the justice system money can take you a long way..
Visit my annotated bibliography here!
Kareem Davis Capstone
Sherell Messing Capstone
Autistic people are different but not less
For my impact of change, I am planning to raise awareness and donate to schools that have autistic support classes. This way more people will learn about autism and actually try to help people with the disorder. Autistic support classes should have few students, so the teacher can her/his assistants can control, teach and take care of the students. Because their aren’t that many schools that have autistic support classes and the percentage of autistic children is increasing, so those classes may have a lot of students which can affect their learning negatively. So spreading awareness and seek help from the government and people as well can be beneficial and make a difference.
I learned that the improvement of progress is based on many different factors together. For example, school helps with his education, spending more time with him helps with social skills, therapist helps with his communication, the supplements and gluten free diet help with his health. Which can be really effective to some, and can be less effective to others. I also learned that most autistic people are good at memorizing, and playing sports. I still wonder about the exact cause of autism, and will researches find a medicine that will cure autism, or at least decrease autism from spreading.
After interviewing a mother of an autistic child. She shared some of her experience, struggle in her journey with her autistic son. I was able to know a lot of information from her. That started 13 years ago and still didn’t end yet. When her son was 2 she started noticing that he had some interaction issues, wasn’t able to control his emotions, poor eye contact, and when she talks to him he never answers. Just like the symptoms I researched. After she noticed all that she shared her concerns with her son's pediatrician who recommended her a psychologist. After testing and observing him while he is playing and acting they discover that he has autism. Now her son is 16, and he in a high school and that he improved but his improvement is limited, he still isn’t independent as she wishes him to be, he still has social skill issues. Since then she tries her best so that her son will be better such as supplements, gluten free diet, speech, play, and occupation therapy, school, after-school activities and spending more time with him. Like most parents she is fully concerned about his safety and getting a job.
This is an image of a paper of the free after school programs that have been offered by the Penn University to help people with autism.
Annotated Bibliography
Kayla Cassumba Capstone
Every year the senior class of SLA creates a variety of senior projects, also known as the Capstone. Capstones are meant to inspire, ignite, and bring about change within our community. My capstone involved a business proposal to create Science Leadership Academy’s Child Care Center (SLACC). I identified a problem that needed to be solved and determined the steps to see this idea come to fruition. The program requires the cooperation of students, teachers, and children to operate successfully.
Link to Proposal:
https://docs.google.com/a/scienceleadership.org/document/d/1Kf0kxfcA6NJkFS4iaKLZzgiGZFXzdXpMeTKJmDSuYzA/edit?usp=sharing
Link to Annotated Bibliography:
https://docs.google.com/a/scienceleadership.org/document/d/1BqWlsf4ahUkV7053M6Kj-DFkqLcSURdxp2DrBot1RjM/edit?usp=sharing
Isabella D'Angelo Capstone
I have been rowing at Philadelphia City Rowing for the past 4 years. It’s team’s mission is and has always been to empower local public school students through the sport of rowing. That is exactly what it did for me. The sport of rowing teaches discipline, perseverance and teamwork, reinforcing invaluable lessons that extend into all areas of life. By increasing access, affordability, and diversity, we can promote the sport of rowing in the United States and add depth to the athletic pool. My capstone is starting a Philadelphia City Rowing club at Science Leadership Academy. My goal for this capstone is to inform students about the benefits of becoming a student athlete and the opportunity it brings (scholarships). It also provides a safe and fun place for the students that row for PCR that go to SLA to socialize, collaborate, and really get to know their teammates off the water. In the club, the members and I think of creative ways to advertise and promote PCR by making flyers and brochures to hang around the school, explaining what rowing is and how it could help you physically and mentally. Because PCR is a free organization, my club members and I have been raising money by having bake sales. Rowing has taught me so much and I am so grateful that I had the opportunity to row for PCR. I am so glad I get to promote and offer my advice and knowledge to students that never heard of the team or even the sport itself.
Ian Fay Capstone
When I thought about what I wanted to do for my capstone, I thought about tackling something that I never really talked about or addressed in my life. It was something that I have lived with all of my life and something that has affected the way I have lived my life tremendously. I am talking about the ASD (Autistic Spectrum Disorder) called Asperger’s Syndrome. For a large part of my life, I never really talked about it because it was normal to me and I did not think it was too much of a big deal. As I went on through life however, I realized how much different it made me from the average person.
For my capstone, I decided to take an opportunity to show people what it is like to live with Asperger’s Syndrome, issues I deal with in regards to my disorder, and me learning how to accept myself despite the fact that I have this disorder. I also submitted them to a couple literary magazines as well as performed them at poetry slams throughout the past year. The project overall was a really reflective experience for me and it allowed me to see all the ways in which I was affected by my disorder and how I struggle with things that come easily to most people.Arianna Haven Capstone - Gender Representation in STEM
Kevin Bowser’s Capstone: “A Campaign 4 Hygienic Practices”
Tianna McNair Capstone
Shane Durkin Capstone
Crystal Taylor Capstone
Jared Trusty Capstone
The process that i followed was in line with our school's core curriculum, Research, Inquiry, Collaboration, Presentation and reflection. I Inquired on a way to help the school in a way and manner that could be continued even after I have left SLA. After doing a little bit of research into the different problems into the school I found that the school while in poor condition most things could not be worked on or fixed. I then realized the most obvious answer was right in front of me, all of the tables, furniture and chairs in the school are either broken or non accessible.
What I wanted to do was create a way for other students to make furniture to improve their school environment. This Capstone not only has a physical representation of all the work but a guide to help future students. What I hope to accomplish is to complete 2 Benches for the 3rd floor Hallway. (Adjacent to Hull’s Room) I will also complete a table for the ballroom on the 3rd floor. 1 Benches will accompany the table this will fully furnish the 3rd floor area. I will also complete a detailed guide on how to create each of these things on your own so that future students can repair or replace the old furniture.
I believe that this will help students improve their school and understand the work needed to create the different mechanisms that they often destroy, giving purpose and reason to the object. Below is a link to all of my pictures, Bibliography and the process behind how to make every different design.
Pics
https://drive.google.com/drive/folders/0B47e4baNeo1ATjBzN1VpdWVNbEk?usp=sharing
Guide
https://docs.google.com/document/d/1IF3kq9qL-kzq6K3GXjn-dJyjoKS2EgIrJTmYmUhVSkc/edit#
Michaela Peterson Capstone
For my capstone, I created a website for the Hyrtl Skull Exhibit at the Mutter Museum. There are one-hundred-thirty-nine skulls in the collection, and Hyrtl took very detailed notes on all of them, beyond occupation or age or cause of death. He looked at where the skulls were from and the shape of them. This collection was amassed to disprove the theory of phrenology, which is the idea that you can determine a person’s intelligence based on the size and shape of their cranium. This idea was used to support slavery and white supremacy. I first did research on Dr. Hyrtl and then I started to catalogue the data that I was given. This is what took my the longest, as there are one-hundred-thirty-nine skulls and the data was not organized in a way that you could draw conclusions from it. I created a 20 page table with nine columns that summarized all of the data. From there I found statistics like average age, sex ratio, and causes of death. Once that was done, I took all of my data and put it into my website. I also shared this chart with the Mutter, so they have a better idea of what their collection looks like.
Bank, Andrew. "Of 'Native Skulls' and 'Noble Caucasians': Phrenology in Colonial South Africa." Journal of Southern African Studies 22.3 (1996): 387-403. Web. 3 Feb. 2017. This article talks about one of the most common uses for phrenology. Because phrenology came to rise around the same time as mass colonialism and nationalism did, it became common to justify the colonialism and mistreatment of native peoples and their land using phrenology. It is common to see terms used like “alien race” or “inferior race” when colonizers were talking about the people they colonized. These terms are a result of phrenology saying that Causians are the superior race, and all others are less advanced. This source looks a South Africa specifically, as the results phrenology and colonialism there still have lasting effects on the population.
Dhody, Anna, comp. Hyrtl Skull Exhibit. 1874. Exhibit at the Mutter Museum. The Mutter Museum at the College of Physcians, Phildadelphia. This source is my raw data for the project. These 139 skulls were collected by Dr. Josef Hyrtl throughout the course of his life. In 1874, they were bought by the Mütter Museum at the College of Physicians. On each of the skulls is a short description of the person to whom the skull belonged, which may include a name, occupation, sex, age, religion, place of origin, cause of death, and a description of the skull, among other things. One downside to this source is the fact that I am working with translations, as the original descriptions were written in German. However, they were translated by a professional, and there are not many words that could get confused in translation.
Ilacqua, Joan, comp. Talking Heads. N.d. Exhibit. The Francis A. Countway Library of Medicine, Boston. This collection is about Phrenology and the history of studying skulls. It discusses four men, Franz Gall, Johann Gaspar Spurzheim, and the Flower brothers, who contributed to the concepts and ideas of phrenology. This source also provides a very good definition for phrenology and why it was so popular. It also expands on what phrenology is involved with now, as it has been separated from the science that it was originally associated with. While Keckeisen addressed the root of phrenology, this source expanded on what was already given. It also explained what happened to phrenology after Gall created and shared his ideas about the shape of the skull and brain and how they relate to different attributes of different people.
Jahoda, Gustav. "Intra-European Racism in NineteenthâCentury Anthropology." History and Anthropology 20.1 (2009): 37-56. Web. This source talks about how phrenology and craniology, a precursor to phrenology, were used by early anthropologists to create different sub-groups within various races, especially causians. This practice was mostly used to prove that northern, WASP (white, anglo-saxon, protestant) Europeans were superior to all other. That would mean a German or Frenchman would be superior to a Greek or Italian, but all of them were superior to the rest of the people from the world. This source gives a lot of context for the information that is on the skulls, especially in concern to why religion was only noted sometimes and where each person was said to have come from.
Jenkins, Bill. "Phrenology, Heredity and Progress in George Combe's Constitution of Man." The British Journal for the History of Science 48.03 (2015): 455-73. Web. This source focuses more on the scientific ideas of phrenology and on one of the most important books on phrenology ever written, George Combe’s Constitution of Man. This book was published in 1828 and maintained its relevance and importance throughout the second half of the century. I was concerned that this source would not provide me enough information about the ideas of phrenology itself, but it explained the ideas of phrenology very well, as well as explaining why this book was so important. This source did focus solely on George Combe’s research, but because of the time period in which he lived, his research would have been very influential on Hyrtl’s own research and what data he collected while he was studying his skull collection.
Keckeisen, Sara K. "The Grinning Wall: History, Exhibition, and Application of the Hyrtl Skull Collection at the Mutter Museum." Thesis. Thesis / Dissertation ETD, 2012. Theses. Senton Hall University. Web. 2 Feb. 2017. This source is an analysis of the Hyrtl Skull Exhibit at the Mutter Museum and the ethics and methods of displaying an exhibit such as this. I was concerned that this source would focus too much on how the exhibit was displayed and whether or not displaying an exhibit like this is ethical, especially because the Museum did not obtain consent from the decedent. However, it provided very good information about the history of studying the skull, phrenology, and why Hyrtl collected the skulls on pages four through thirteen. Overall, the majority of the source was somewhat useful, however the pages noted above gave clearer answers to my questions about the history of phrenology than any of my other sources.
Lewis, Jason E., David Degusta, Marc R. Meyer, Janet M. Monge, Alan E. Mann, and Ralph L. Holloway. "The Mismeasure of Science: Stephen Jay Gould versus Samuel George Morton on Skulls and Bias." PLoS Biology 9.6 (2011): n. pag. Web. 3 Feb. 2017. This source focuses on one of the many obvious scientific problems with Phrenology, which is the fact that much of the data used to uphold this “science” was manipulated, misreported, and selected to fit the researcher's’ preconceived notions about humanity and where they stood in regards to other races. This source looks at Stephen Gould’s work about Samuel George Morton’s work. Gould took Morton’s work as a case study for the manipulation of evidence and data to support your own conclusions in the scientific community. It would have been better to look at Gould’s work first hand, but there was no easy or free way to access that in the time period I had.
Morton, Samuel George. "The Debate Over Slavery." Exploring U.S. History | the Debate over Slavery. Roy Rosenzweig Center for History and New Media, n.d. Web. 03 Feb. 2017. This source is a series of excerpts from Samuel George Morton’s book Crania Americana. Morton lived around the same time as Hyrtl and collected a similar number of skulls. However, Morton collected his skulls to try to prove phrenology, or, as he called it, craniology. Morton’s collection is currently on display at the Penn Museum and is often compared to Hyrtl’s collection. These excerpts described his ranking of the different human races and their intelligence in regards to skull capacity. The one downside to this source is that the excerpts have been edited from the original text. However, Morton’s meaning and intention are still clear.
Wells, Samuel R. How to Read Character: A New Illustrated Hand-book of Phrenology and Physiognomy for Students and Examiners; with a Descriptive Chart. New York: Samuel R. Wells, 1870. Print. This source is a book on phrenology from 1869. It was designed to be a how-to guide for phrenology, including descriptions of the different races, what the average skull for each race looked like and how it measured, and what each of the those measurements “meant” in terms of intelligence, character, and attitude. It also talked about which parts of the brain, and therefore the skull, affect different parts of people’s characters. I was unable to read the entire book, so I am most likely missing some information, but I read all of the sections that addressed the questions I had. They site I was reading the book did not have the highest quality scans, so I did not completely understand everything that was written.
Wiest, Gerald, and Robert W. Baloh. "The Personal and Scientific Feud Between Ernst Brücke and Josef Hyrtl." Otology & Neurotology 27.4 (2006): 570-75. Web. 3 Feb. 2017. This sources focuses more on the personal life of Hyrtl and his research and work outside of his skull collection. It focuses mostly on Hyrtl’s personal and scientific feud with one of his contemporaries, which made me sceptical of its usefulness as a source. This source gave me more information about who Hyrtl was and why he was so important then any other source I have found. It speaks in depth about Hyrtl’s work as an anatomist and his work in understanding how the human body works. It also spoke to his personal beliefs about how scientific research should be approached. You can see how that might affect the his views on phrenology and how it was used to justify slavery of Africans and the mistreatment of other races.
Darius Purnell Capstone
Abstract
In this project, I would like to provide students of SLA with several aspects of theater. I would like to gather the students and supply them with workshops throughout the year, weekly- every Wednesday. The workshops would count as an ILP for sophomores and Juniors. It would first start as classes on the history of plays. Eventually we will dissect the different play formats. By this point, we have reached the end of quarter two and will begin to study the stories for plays. The students in the workshop would have different activities where they find the conflict and relationship of characters in different play excerpts. As we progress, the students will then have drills where they construct 2 minute plays with random bits in and pieces of required info they have to put in. By this point we are halfway through quarter 3. The students will then begin to write their own plays and each workshop we will read over two students plays constructively and give feedback. The capstone will reach its end a month before keystones due to the students consisting of sophomores. However, the learning doesn't end here for the students who which to continue their plays, they can choose to have public readings for the plays.
Play Excerpt written by Nicholas Ryan
The Vase
Characters:
-Timmy(younger brother)
-Tommy(older brother)
-Mom
(Scene starts with Timmy and Tommy horseplaying, then Timmy knocks over a very expensive vase that has lived in their family for generations.)
Timmy, Oh shit Tommy what we’re gonna do?!?!?!?!?!
Tommy, I dunno, but I wasn’t the one who broke it, hahaha.
Timmy, Dude! You helped break it though. Ohh this is bad…
Tommy, Uh oh, look outside.
(A car pulls up and Mom gets out and walks in the house.)
Mom, Hi ki- Oh, JESUS CHRISTMAS! WHAT THE FUCK HAVE YOU DONE?!?!
Timmy, Mom! It was an-
Tommy, I broke it, it was an accident
Mom, I expected this from Timmy, but you? I’m disappointed...
Tommy, I really am sorry.
(Mom pulls out a cigarette, lights it and smokes it for a bit.)
Mom, You, (points at Tommy) come here.
(Mom takes her cigarette and puts it on Tommy’s forehead. Tommy screams in pain.)
Timmy, (In his head) Oh god, why did you do that Tommy? You didn’t have to take the bullet for me. What should I do?
Tommy, It’s okay,(wipes away tears) let’s just go to bed.
(Scene Ends)
Scene 2:
(The boys wake up and go downstairs. The mother is sitting in her seat in the kitchen, silently.)
Timmy
Scene 3:
Timmy, I’m sick of her. I’m sick of her always hurting us. We’re like her punching bags, objects for her to take her anger out on.
Tommy, Just forget about it, she’s our mother.
Timmy, Mothers don’t put their cigarettes out on their kids! Mothers don’t constantly abuse their children! She isn’t a mother!
Tommy, Then what do you suggest we do?
Timmy, Run away.
Tommy, Huh? Run away? That’s the stupidest idea I’ve heard. Where would we go?
Timmy, I don’t know but anywhere is better than here. We could scrape up some money and get bus tickets. Then, from there we could figure out what to do.
Tommy, That’s actually not that bad of an idea.
Mom, Tommy! Come here!
Tommy, Oh shit.
Timmy, What does she want now?
(Tommy goes to Mom. Timmy follows behind, hiding.)
Tommy, Yes, mother?
Mom, You didn’t do the dishes.
Tommy, Huh?
Mom, I said, you didn’t do the dishes!
Tommy, I’m sorry! I was-(stutters)
Mom, I don’t care what you were doing! (Stands up and slaps Tommy. Tommy falls down, crying.)
Tommy, (sobs) Oww…
(Timmy rushes in, pushes the mother down. He takes her pocketbook, and pulls Tommy up.)
Timmy, Come on, Tommy! We’re getting out of here!
Mom, GET BACK HERE! AGHHH!
(Timmy and Tommy leave the stage, running away.
Capstone Bibliography
Fortier, Mark. Theory/Theatre: An Introduction. London: Routledge, 1997. Print.
This book gives an in depth introduction to the connections of literary theory to theatre and performance. The author roots from examples such as Shakespeare, Aphra Behn, Chekhov Artaud, Cixous, and Churchill. The author unites theatre to the cultural principles that lay in literature. This book benefits my project by directing me to what makes literature and theatre so unique separate and when put together, what makes them one of the best ways intellectual methods of learning. My capstone was made to use these elements to unite the SLA community through theater by allowing students to express themselves on a stage.
Rohd, Michael. Theatre for Community, Conflict & Dialogue: The Hope Is Vital Training Manual. Portsmouth, NH: Heinemann, 1998. Print.
Theatre for Community gives a reading that explains one of the most important things a teacher must master; communication. Theatre is used as a way of expression and only by allowing the children to open themselves creatively and emotionally will they ever fully experience the art of theater. The book gives a proper guide to demonstrate the proper way to allow the students to feel comfortable expressing themselves in a deep level with their teacher. I can use this source as a practice to ensure i can gain a trust with the students involved in my capstone and to allow the students to feel that they don't need to hold back when writing about emotional topics.
Kachur, Donald S., Judith A. Stout, and Claudia L. Edwards. Engaging Teachers in Classroom Walkthroughs. Alexandria, VA: ASCD, 2013. Print.
Engaging Teachers in Classroom Walkthroughs provides learning and teaching experiences from actual teachers. The book focuses on the observations made when implementing different activities in lessons. Reading this guide with supply me the means of knowledge of what exactly works best in a classroom and what gets the best outcome when used in a classroom of student who are both completely uninterested and completely interested. I can also gain ideas for lesson plans and activities I myself could use in my classroom when teaching my workshops. The use of walkthroughs will allow me to answer my what if scenarios for when I do something correctly by eliminating the chance of flaw by follow the detailed steps.
DiYanni, Robert, and Pat C. Hoy. Occasions for Writing: Evidence, Idea, Essay. Boston, MA: Thomson Heinle, 2008. Print.
Occasions for Writing sets me on the write path of understanding how to encourage my students how to grow accustomed to impulses of writing. The book gives exercises to expand the idea of writing in different and new places. I want to get my students in my workshop to spontaneously write for the class. The book speaks on how the different things around us can act as muses for us to write for any style. I want to use this source to teach my students that they could write about the simplest things such as sitting in a cafe writing down dialogue they hear.
Neumann, Bonnie H., and Helen M. McDonnell. Teaching the Short Story: A Guide to Using Stories from around the World. Urbana, IL: National Council of Teachers of English, 1996. Print.
The practice of examining short stories will be strengthened from reading this source. After writing our own stories, what follows should be a thorough examination of is in order. This source explains the proper way to discuss stories after reading. It speaks on the topics that should be brought up to fully understand the main themes and what could make the stories better when corrected. In my workshop we began the year with examining works of art, this source could have allowed a longer discussion that could have helped the students full grasp the concept of what makes a great play.
Landay, Eileen, and Kurt Wootton. "The ArtsLiteracy Project - The Handbook." The ArtsLiteracy Project - The Handbook. Education Department at Brown University, 2014. Web. 01 Feb. 2017. <http://www.artslit.org/handbook.php>.
The handbook provides a collection of ideas and activities that were developed and learned by teachers and teaching artists. The activities were made to work on the different educational contexts that are used for theater and writing. The handbook evolves around a circle called The Performance Cycle. Each activity is part of the simple process represented by the Performance Cycle. The website also provides links to other books by the team. The book A Reason to Read: Linking Literacy and the Arts that could be found on another section of the website, offers new activities and the the purposes behind them. Both of these texts mentioned and others that I could find on the site could provide for me a new perception of the activities I’ll use in my workshop.
Moses, Alexandra R. "Writing Aloud: Staging Plays for Active Learning." Edutopia. Edutopia, 06 Aug. 2008. Web. 02 Feb. 2017. <https://www.edutopia.org/student-playwrights-project-playwriting>.
This is an article on a recent project where middle school students took part in a year long project that resulted in a performance at the end of the year. This article allows me to see people’s reaction to a project such as the one written due to the similarities of my project. I can use this source as a sneak peek to what my audience will think at the end of the year when my students do their performance. It lets me into their process of getting to the success end of their project. I also get to look at what people tend to react to when watching student led performances.
MindShift. "How Theater Can Offer Students New Perspectives On History." MindShift. MindShift, 23 June 2013. Web. 02 Feb. 2017. <https://ww2.kqed.org/mindshift/2016/06/23/how-theater-can-offer-students-new-perspectives-on-history/>.
The article speaks on how teachers are trying to add a creative aspect to teaching. They try to incorporate things you wouldn't think of when you're studying something in for example a history class. The article can give me advice when it comes to ensuring that the students in my workshop on task and interested. I can look at different subjects that could be written for a play in a new perspective and teach it to the students.
Gresock, Mary, and Lisette Steinwald. "Rainstorms and Symphonies: Performing Arts Bring Abstract Concepts to Life." Edutopia. Edutopia, 05 Oct. 2016. Web. 02 Feb. 2017. <https://www.edutopia.org/blog/performing-arts-abstract-concepts-lisette-steinwald-mary-gresock>.
Rainstorms and Symphonies speaks on the effect of learning when early elementary teachers integrate music and theater, student learning improves in reading, math, and science as they become better critical thinkers and problem solvers. I can use this for my capstone by helping my students prepare for the worse when it comes to the performance where we could work around any complications. On performance night, a lot of unexpected things could occur and after reading this article I can learn how to prepare my students to problem solve.
Korbey, Holly. "How Performing in Theater Can Help Build Empathy in Students." MindShift. MindShift, 22 Aug. 2016. Web. 02 Feb. 2017. <https://ww2.kqed.org/mindshift/2016/08/22/how-performing-in-theater-can-build-empathy-in-students/>.
This source focuses on the study of enhancing empathy in students through theater performances. This fits for my capstone because in my workshop we will be writing pieces that relate back to our struggles in our personal lives. By performing these pieces we can learn to understand each other and build empathy for the people around us because we now know what they been through. WE can provide support for each other especially for those with stage fright. In the beginning of the year we looked at old plays and just like in the article, the students had a connection with what the characters were going through.Chiara Nemati Capstone
Ella Petersen Capstone
Antonio Flores Capstone: The Smartphone's Influence on Photography
Nyla Moore Capstone
Lukas Supovitz-Aznar Capstone.
First, if you really want to start getting better sleep you must first prioritize it. If you say you are going to sleep, actually go to sleep. A growing problem for society today is actually putting the phones and computers away when it is time to sleep. It is hard to stay away from the bright screens when the late hours come, especially when your smartphone is also your alarm. What you might not know is that smartphones actually suppress melatonin. If you are unfamiliar with the term melatonin, it is the hormone in your system that regulates sleep and wakefulness. Therefore it might be a good idea to read a book before you go to sleep. I would strongly suggest reading before you go to sleep because not only is reading the key to success, but will also not suppress melatonin and most likely help you fall asleep.
I think we can all agree that there is not that much that trumps great sleep. Feeling refreshed and ready to go in the morning is the best way to start your day. But getting good sleep is not just about those 5 minutes before you go to bed, but the process actually starts at the beginning of the day. The best way to get good sleep is to have a routine throughout the day, and make sure you are providing your body with the right nutrients throughout the day.
Another great way to enhance your sleep is to have clothes designated for sleep aka pajamas. From experience, I can recommend bamboo pajamas, they are seriously the most comfortable pants of all time and my sleep is way better because of it. Having comfortable sleep helps your body recover from tough workouts, so finding what you like is recommended.
Bibliography:
Lukas Supovitz-Aznar
Capstone Annotated Bibliography
Friday, February 3rd, 2016
1. "BP Podcast Show 91: Getting Started as a Real Estate Wholesaler with Ben Grise." The BiggerPockets Blog. July 29, 2016. Accessed February 02, 2017. https://www.biggerpockets.com/renewsblog/2014/10/09/getting-started-real-estate-wholesaler/.
Annotation:
This podcast is really helpful for beginners. One of the most important things for a beginner is learning from someone who has more experience than you. That is why attempting to find a mentor could be really helpful. Getting a first real estate deal can be really tough, so this is why in this podcast they introduce you to an investor who just finished making a ton of deals and money. By listening to this you are on your way to really making strides as an entrepreneur and investor. He does this all while all while working a separate full time job, getting married, and having a baby.
2. Dale, Heather. "Hot or Cold? The Benefits of Both Kinds of Showers." POPSUGAR Fitness. December 12, 2016. Accessed February 03, 2017. http://www.popsugar.com/fitness/Cold-Showers-vs-Hot-Showers-Health-Benefits-Both-15021710.
Annotation:
This source is a great source for more information on things you can do to make your life more productive. One of those things are showering. Although it is a small facet of your life, it is a very important one. By turning the knob, you can make your body experience different temperatures, which leads to different results. I will use this source to provide facts for the productivity section of my website. I will also pair this with other sources to enhance the information.
3. Duhigg, Charles. Smarter faster better: the secrets of being productive in life and business. New York: Random House, 2016.
Annotation:
This source is one of the most important sources I have evaluated during this whole process. While this has been a long process, I have gotten a ton of good information from this book. I feel like I have learned a ton about myself through reading this book. I will use facts from this book, and evaluate if other sources say the same thing. Obviously this is a book so I have not gotten every single thing from it, but with a deeper analysis. I believe that productivity is a key to being successful, and that is why I am using this source.
4. Kiyosaki, Robert T., and Sharon L. Lechter. Rich dad, poor dad: what the rich teach their kids about money-- that the poor and middle class do not!New York: Warner Business Books, 2000.
Annotation:
This is another really helpful book about learning to invest. This book is really helpful because it covers a large amount of information with a few basic lessons. A theme of this book is philosophy, and how different outlooks on money will determine if you can create wealth or not. An example of this is the way people look at the home which they live in. If you have a poor man's mindset, you will believe this is an asset, which is an investment. A rich man would look at his home as a liability, and while this is a small example, the results usually correlate. Rich dad Poor dad speaks about how you can become rich from your mindset and how you manage wealth.
5. Lynch, Peter, and John Rothchild. Learn to earn: a beginner's guide to the basics of investing and business. New York: Fireside, 1995.
Annotation:
This is a beginners guide to learn how investing works, through three different methods. The methods include the Stock market, Bonds, and also Real estate. The book takes you through different situations, and how building wealth is not a talent, but a lifestyle. It is not contingent on how much you earn, but how well you save and how smart you spend. It is important to learn all of these methods for my new website, and I believe that the information I learned while reading Learn to Earn will be extremely beneficial for the people interested in learning to create wealth.
6. Merrill, Than. The real estate wholesaling bible: the fastest, easiest way to get started in real estate investing. Hoboken, NJ: Wiley, 2014.
Annotation:
This again is a beginners guide to real estate. I am going to use this source like I used a lot of my other sources, but the difference is that they have different tips and methods. Because my website is going to be an accumulation of all these methods, I am going to have to go through a lot of repetition to get all of the contrasting facts. I am motivated to find all of the ways to invest which actually work, but repetition is going to be a factor. I need to keep in mind that I must avoid saying the same thing more than once.
7. Mayberry, Matt. "10 Ways to Become the Most Productive Person Around." Entrepreneur. Accessed February 03, 2017. https://www.entrepreneur.com/article/232129.
Annotation:
I have learned a great deal from this article. This is just an article that is a secondary source, however it has a lot of accumulated information. Most of my sources have common traits, so I am really learning how to analyze them. One limitation to this source was that it was not that long, but I have other sources about productivity that capture a deeper look into traits of productivity. I selected this source because I want to learn every single peice about productivity, and that is why I continue to dig deep.
8.Shah, Aram, and Alex Virelles. The art of wholesaling properties: how to buy and sell real estate without cash or credit. Bloomington, IN: IUniverse, 2015.
Annotation:
I found this source reliable because it goes into depth about how to wholesale properties without actually really having a lot of money to invest. I think this is an obstacle which all young entrepreneurs encounter at some point in their career, so overcoming this obstacle is tough, and reading this book is a good step in that direction. This will further my capstone by giving great evidence to support my claims, and will show some of the effects of marketing. I also will give this book as a suggestion to anybody who wants to really go in depth in their learning.
9.Websitetesterify. "MVI 0178 2017-1-11 New York Wholesale Event." YouTube. January 12, 2017. Accessed February 01, 2017. https://www.youtube.com/watch?v=DnPj7wnBvok.
Annotation:
In this source it gives a detailed meeting about how to become a wholesaler of houses. What this entails is learning how to middleman homes so you do not really have to spend money. However, there really is a solid reason to do this because you collect the fee. This fee is up to you to price. You create any fee you want, but it is up to you to find a buyer. The most important part of this process is finding the right market to fish for houses to buy. This is just one of the 7 videos filmed from the meeting
10."Wall Street Survivor." Wall Street Survivor. Accessed February 02, 2017. http://www.wallstreetsurvivor.com/investing-ideas.
Annotation:
This is a great starting source for learning about how Wall street works. Not only am I getting information from this website, but I am also learning from their website setup. I do not think that I want to pay for a website, however I would consider it because of how well this website is set up. Furthermore, I am going to link the game that is on this website so that people who are interested can learn more. I want my website to have information about more forms of investing, but I really do like the setup of this website, and it is a great link.
Ty Ellerbe Capstone
Kara Heenan's Capstone
Liam Hart Capstone
I created a student-run internet radio station devoted to showcasing the unique talents and varied tastes of Science Leadership Academy Students. I aired a show each Friday night in May and plan to continue running each Friday night for the remainder of the school year.
I chose this project because I was personally interested in creating a podcast. Unfortunately, there was no support network or platform devoted to audio content for SLA students. SLA prior to this project had Rough Cut for students interested in cinema, The Fourth Floor for those intrigued by visual art or creative writing, and SLA Media for people who wanted to do journalism. I felt that, by creating another platform devoted to podcasts and other audio content, I could widen the variety of opportunities available to students like me.
The most important, and most difficult, thing about creating content is to make something that people like and want to experience. The presentation of that content is crucial to getting people to listen in - and reflecting on what worked and what didn’t is crucial to keeping them coming back.
My capstone can be found at slaradio.tk. I aired new shows every Friday in May at 5 PM.