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Siani Widman Capstone

Posted by Siani Widman in Capstone - Siswick on
Click on the pic above to play video

The goal of my project was to bring awareness the community and SLA on premature babies. Pre terms births and defects are the leading cause of newborn death in the United States. In Pennsylvania the premature birth is at 11%, majority in young teens and adults. So I wanted to get others informed on the subject in hopes that by 2014 the ratings may potentially decrease. 

I chose premature awareness for this project because it is really important to me. There are many family members, including myself, who were born premature, some did not make it and I know how it feels to wait so long for a child to be brought into the world and only to have it be complicated or taken away from you. When I became apart of March of Dimes I got to see the smiles of families and children's faces as they are able to go around in life with something to fight for. I love to fight with them and with the help of many more, we can really create a change for the better.


Annotated Bibliography


- March of Dimes. (2012). March of dimes. Retrieved from http://www.marchofdimes.com/

This website is the main source of information. Includes team and personal blog for donations and fundraising goal.


- March for Babies. (2012). March of dimes.org. Retrieved from http://www.marchforbabies.org/

Though this is similar to it’s partnering site, March of Dimes, March for Babies has plenty of resources about prematurity and the research being made behind it. It includes interviews, videos, and list of past and upcoming events.


- The Albert and Mary Lasker Foundation. (2012, February 19). Facts about prematurity. Retrieved from http://www.researchamerica.org/app/webroot/uploads/PrematurityFinal.pdf

I just gives a different perspective on the topic and I found it interesting the information is almost consistant

- LaKisha, Dixon. (n.d.). Interview by Siani Widman [Personal Interview]. Interviewing Kisha., Philadelphia, PA.

I’m going to interview her because she is a registered nurse, and has been apart of the NICU unit for little over a year. Her job is dealing with newborns and those who are premature or with illness.  


- Rose, D. (2010, Sept. 10). March of Dimes. Retrieved from http://www.marchofdimes.com/research/researchslideshow.html

This is a research site that gives a summary about the March of Dimes foundation and when or who it was established by. The pictures used in the slideshow will be a nice part of my capstone.


- Lee, K. G. (2011, Novemember 14). Premature infant. Retrieved from http://www.nlm.nih.gov/medlineplus/ency/article/001562.htm

I will be using this to get a medical history behind prematurity. Some facts and statistics will be helpful for sharing info among other people.


- Mehren, E. (n.d.). Interview by Allison Martin [Personal Interview]. An interview with elizabeth mehren, author of born too soon., Retrieved from http://www.prematurity.org/mehren.html



- Wrape, P. (2000). Prematurity research disproves the theory that preemies catch up by age three. Retrieved from http://www.prematurity.org/research/not-catchingup2.html

This site is more of a fun fact kind of site. Plus gives nice information on the technology and how with funding for these types of programs can make a better goal happen.

- Premature birth [Web log message]. (2012, November 7). Retrieved from http://www.cdc.gov/features/prematurebirth/

This gives another list of facts and treatment for infant babies put in the NICU.

Henninger, Mcneil, Smith, Fichera - Podcast 3

Posted by Sophia Henninger in Statistics - Miles on


Group Members:

Chris Fichera

Chelsea Smith

Dayona Mcneil

Sophia Henninger


Discussion:

Today, we discussed chapter seven, eight. We talked about how the connections made between studies and what they're trying to prove did not make sense. We agreed on the fact that most studies do not depict an accurate picture of the people involved. 

The discussion itself was more like an actual conversation then trying to hit specific points. The only time we brought specific questions in were when we had already set up a situation from the book. 

Stats 3

Sam Lovett-Perkins Senior Capstone: Community Involvement Club

Posted by Sam Lovett-Perkins in Capstone - Dunn on

The purpose of a Capstone project is to express them sum of information and experiences I’ve learned from being a student at Science Leadership Academy. I hoped to incorporate that in my project, the formation of a service community organization called SLA: Community Involvement Club. The reasoning behind this project is due to the personal impact that volunteer work has had on my life and a lack of opportunity inside of SLA. I chose to take initiative and combine my personal interest with my school community. I was starting off of a foundation made by a previous service club, meaning club meetings once a week to teach about global, local, and social issues; these were in addition to monthly weekend service projects in Philadelphia. My duties as president and coordinator involved a large amount of networking to get speakers, presentations, finding service opportunities and create education lessons to teach members. I also recorded member hours offering The Presidents Volunteer Service Award for 100 hours over the course of the year. In the end I learned a lot about the job of a coordinator and how to plan events. Through the lessons I learned to interpret information and then find an engaging way to share it with others. We ended the year with 4 members receiving the Presidential Service Award and club members completing over 500 hours of service. List of sources that I used to assist me in this project can be found here. My Process paper can be found here listing my process and how it relates to SLA core values. 

Exoplanets: Teaching kids about Space! - Winston Wright Capstone

Posted by Winston Wright on
          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.
Exoplanets

Podcast #3- Marina, Sierra & Prisilla

Posted by Marina Pyfrom on
For our third podcast we decided to discuss our final thoughts about the book and interesting things we noticed. Prisilla talked about how the surveyors lied on their questionnaire because they wanted their income to not be revealed. Sierra then talked about how she is now is more conscious of statistics in the real world. Marina then added to Sierra's comment talking how the type of environment affects the data. For example we talked HIV in Philadelphia. We then questioned where the students were tested from and how the results were concluded. Enjoy! 
podcast #3

Shamarlon Yates Capstone

Posted by Shamarlon Yates in Capstone - Dunn on
Syates;SeniorCapstone
Attached is my final draft of my alphabet book that I created.

Click HERE to view my google doc with my bibliography and process paper.

For my capstone, I learned about the local Chichewa language that is spoken in Malawi and used the knowledge I gained to create an alphabet book. After visiting the village of Jembe on my buildOn trip to Malawi, I decided to continue learning about this new language that I fell in love with. I brought my template of the book to Staples where I made two spiral books. My hope is to pass on this template to the Philadelphia buildOn so that they can mass produce these books and bring them to Malawi where they can distribute them to local schools they work with.

SLA Capstone Celebration

Posted by Rosalind Echols on
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Screen Shot 2013-05-30 at 1.29.04 PM
Please join us on June 12 for the first ever SLA Capstone Celebration at the Franklin Institute, where a group of outstanding SLA seniors will present their projects in Musser Theater. The event will run from 6-8pm, and will showcase a wide range of projects from the year.

Attendance is limited, so if you are interested in attending, please sign up for a ticket through our Eventbrite site: SLACapstone.eventbrite.com. Tickets are free, and we welcome students, parents, and anyone from the SLA community who is excited to see student projects.

Manna-Symone Middlebrooks and Company Presents: Blinding Silence

Posted by Manna-Symone Middlebrooks in Capstone - Dunn on
My high school experience has built an intimate relationship between myself and the theater. I have learned how to use the stage and play writing to expose audiences to the untold stories that are obvious if you know where to look. For my capstone, I chose to write, direct, and produce a play that investigated American Media between 1950-1970. This period of American history is my favorite because it illustrates how disconnected a people can be from their government. Even after segregation was abolished and the Civil Rights Movement had come to an end, Americans still could not fathom the idea of a person of color being on television. Just the idea of it reflected America in a negative way and would have been disturbing to sit around and watch with the family.

Blinding Silence is a series of scenes connected by the paradox that is America's media reflection. Audience members are first introduced to an attention deprived remote reminiscing about how her owner used to fondle her backside and her best friend, an authoritative remote tired of listening to futile conversation about last night's episode of the Bachelor. The audience is then taken on a journey behind the screen, led by the remote, cell phone, and other unconventional characters. 

The entire cast of this play were students from Science Leadership Academy, most of them with little to no acting experience. Through a variety of theater games, I was able to help them feel more comfortable on stage and with each other. From the beginning of the project, I made it very clear that they were a creative team and were instrumental in creating the final product that took the stage. I took in their thoughts, feedback, and ideas fleshed out in theater games and used them to create the play. Their collaboration was essential for devising this type of work.


Check out the links below to see all work completed for this project:

Breeanna Noi Capstone

Posted by Breeanna Noi in Capstone - Dunn on
Throughout the year, I planned to hosted a blood drive with the goal of 35 working units. Thanks to the wonderful SLA community, I exceeded that goal and we totaled 41working units which resulted in saving 123 lives. The reason I chose this project was because I am interested in healthcare and will be attending school for pre-nursing and I felt that the best way to give to people would be to help the Red Cross gain donors. Along with hosting the blood drive, I have created a simple website for future blood drive event planners. When I began my process, I spoke to a Red Cross representative and was walked through the steps to have a successful drive. I also dug deeper to educate myself on questions prospective donors may have so I would be prepared with answers. There is a mini lesson on my website to clear things up on the blood types. 

Final Product


Keynote Presentation


Process: 


For my senior Capstone, I decided to host a blood drive and I worked on creating a website for future SLA’ers or anyone in general to locate if they wanted to host their own blood drive. The main reason for my Capstone is because next year, I will be studying pre-nursing and rather than just shadowing a nurse and learning about what goes on in hospitals, I wanted to do something more and help people firsthand. Well, I’ll be helping firsthand in a way. I won’t be interacting with patients, but I will help them by signing everyone up for donations. The blood drive was a perfect way to do that because Philadelphia is a huge city with a lot of surrounding hospitals full of patients who need all different types of blood. Not only was I able to help patients directly, but I was able to educate some of my peers along with the Red Cross employees who came to visit. Not everyone realizes how much we need blood in hospitals because they help keep patients healthy rather than for blood transfusions. 


My Capstone addresses the all of the SLA core values. I researched the many things about blood drives and blood types in order to be able to educate people on my Blood Drive Guide website. Until you’re a senior in Mr. Best’s Anatomy and Physiology class, you do not realize what the difference is between blood types and how fatal it could be if blood types were to mix. While doing these things, I also researched about high school students and donating blood in general. Basically, there are requirements high school students must meet in order to donate that normal donors do not due to their iron count and other things. I found ways to raise the iron count and sent out mass emails to everyone who signed up to donate so that it would not be a huge issue. I also had a team help me out from school and the Red Cross to gather donors. At the beginning of my blood drive sign-ups, there were not many people signed up. In order to get more people interested, we broke up into pairs (one SLA student and one Red Cross representative) to inform people up front. In the end, all of the information we gathered and presented to everyone resulted in a really high attendance of donors. A high attendance helped me exceed the original goal we had set.

In order to complete this Capstone, the first thing I had to do was find a contact from the Red Cross to guide me through the event process. I did not know how to plan such an important event so I asked a peer who had previously hosted a blood drive for her contact person. After we got in contact, we met and I got to get a better understanding of the blood drive. We met occasionally, but when we did, we established goals to have completed before our next meeting.

I think the most difficult thing about the event was when we planned it. The event was on the week after the week we got back from Spring Break. Right after Spring Break, I had to hustle to remind everyone to sign up for the blood drive. However we got over that issue by going to people to sign up rather than just waiting for them to find time on their own. I guess that was the most successful way to get people interested and to make it easier on them because it was Benchmark season at the time.

What I am most proud of in this Capstone was that the entire SLA community contributed to the blood drive in some way. Although not everyone donated, a lot of my peers have shown an interest but due to the weight requirements, they could not. Even if not everyone had the chance to donate if they wanted to, they still alerted their friends to participate as well. I did not expect for so many people to be interested in donating.

From this process, I learned more about the blood drive process. While I was researching things to teach everyone else, I also learned more about blood and everything in between for myself as well. Not only did I learn the scientific requirements for this Capstone, but I also learned how to host a school event. When gathering participants for an event, you have to make everything available and in their face in a way. Sometimes people are interested and consider doing something, but they forget by the time they have a moment to sign up. So going to all of the juniors and seniors in their advisories personally, I gathered more participants/donors than I had anticipated.

If I could do this Capstone all over again, I would definitely plan a better date to recruit donors. The event being the second Tuesday right after Spring Break made it difficult because I had a week to crunch down on time and get everyone to sign up. If I were to do this in the future, I would definitely keep the event date in mind. But other than that, I believe this was very successful. I think SLA will be better because I have set a new bar for future blood drive hosts. We broke our SLA record of donors and although the sign ups were at a rocky start, with my team’s determination to get as many people as we possibly could and the diversity of my team, we have been able to have a great drive.


Resources

"First Time Donors." American Red Cross. American Red Cross. Web. 22 Jan 2013. <http://www.redcrossblood.org/donating-blood/first-time-donors>

"About Blood." Give Blood: New England and North Wales. NHS Blood and Transplant. Web. 22 Jan 2013. <http://www.blood.co.uk/about-blood/>

"Why do people have different blood types?." Scientific American. Scientific American. Web. 31 Jan 2013. <http://www.scientificamerican.com/article.cfm?id=why-do-people-have-differ>

 "Preparing Yourself to Give Blood." Give Blood: New England & North Wales. NHS: Blood and Transplant. Web. 1 Feb 2013. <http://www.blood.co.uk/giving-blood/prepare/>

"Genes & Blood Type." Genetic Science Learning Center. University of Utah. Web. 1 Feb 2013. <http://learn.genetics.utah.edu/content/begin/traits/blood/>

"Donate Blood: Blood Collection Services."Community Blood Services. Community Blood Services. Web. 1 Feb 2013. <http://www.communitybloodservices.org/os_bloodservices.php>

"African American/Black Community Outreach Program." American Red Cross. American Red Cross. Web. 1 Feb 2013. <http://www.redcrossblood.org/info/pennjersey/african-americanblack-community-outreach-program>

"Asian Community Outreach Program." American Red Cross. American Red Cross. Web. 1 Feb 2013. <http://www.redcrossblood.org/info/pennjersey/asian-community-outreach-program>

"Donating Blood." Teens Health for Nemours. KidsHealth. Web. 1 Feb 2013. <http://kidshealth.org/teen/school_jobs/jobs/donating_blood.html>

Rusenko, David, Chris Fanini, and Dan Veltri. Weebly. Weebly. Web. 1 Feb 2013. <www.weebly.com>

 "Blood: What's Your Type?." Heart. The Franklin Institute. Web. 1 Feb 2013. <http://www.fi.edu/learn/heart/blood/types.html>

O'Neill, Dennis. Distribution of Blood Type. N.p.. Web. 1 Feb 2013. <http://anthro.palomar.edu/vary/vary_3.htm>

"The Coordinator's Toolkit | American Red Cross." American Red Cross - Give blood. American Red Cross, n.d. Web. 30 Apr. 2013. <http://www.redcrossblood.org/hosting-blood-drive/coordinators-toolkit>.

"Blood Types | American Red Cross." American Red Cross - Give blood. American Red Cross, n.d. Web. 30 May 2013. <http://www.redcrossblood.org/learn-about-blood/blood-types>.

Watkins, W. M. (2001), The ABO blood group system: historical background. Transfusion Medicine, 11: 243–265. doi: 10.1046/j.1365-3148.2001.00321.x

"ABO Blood Types." Palomar College HUMAN BLOOD: An Introduction to Its Components and Types. Dennis O'Neill, n.d. Web. 2 Apr. 2013. <anthro.palomar.edu/blood/ABO_system.htm>.

JOURNALS

Posted by Kenayah Cerdan in English 2 - Pahomov on

Journal #2:


Choose another secondary character from Othello (that is, not Othello or Iago or Desdemona) and investigate the play for his/her perspective. Answer the following prompts in paragraph format (150-200 words.)

Name a couple of important scenes that this character appears in. (You'll have to look them up, and include the act and scene numbers.)

- What does this character observe first hand? (What do they see personally?)

- What does this character observe second hand? (What are they told by other characters?)

- How can we understand this character's motivations better when we concentrate only on their scenes?


My name is Emila What I see is this young pretty lady who's in love with a man and would do anything for him. He also mistreats her and she doesn't know why, I mean I been around for sometime now and I'm starting to see the difference between the two.I felt it weird how my husband ask for the hanckercheif . I didn't want to ask any questions because I have to respect him. But over the time I saw that my lady was scare and I didn't have the heart to tell her what I've have done because then I would of been killed, but I never knew what my lord want it for. I think we can have a better understanding the scenes because if anyone see that way he started talkin to her and how he call her whores and hit her. and the only part about it is that she does not know what really going.




Journal #3

Write a character background using your Character Sheet as a guide. Tell the story of the life of the character before they enter the play. Explain how these events influenced them to be the kind of person they are duing the events of the play.

150 - 200 words.



I’m married to Iago, We been together for some time now and thought about having children some day.

I consider my self a wonderful women of god and to my lord. On the other had I’m a maid for my mistress Desdemona and when I’m with her it seem as if we talk about anything and I love my Mistress becuase she does not treat me as if i’m her maid I would think of my self as a friend to her or something like a sister who I have to perform my dutys to. However when I found out my husband lie to Othello about how my Mistress has faults him I started to see the Iago was a bad man and only care about his self and not me as his wife.Iago wanted to killed who ever got in his way including me, It was unforgetable how he could of hurt his friend Othello and my Mistress Desdemond and then on top of that hurting me most of all his wife some who care and love him for him.


Jouranl #4

This is your last journal before your group's performance on Tuesday! Please respond to the following prompts in paragraph format (150-200 words):

- What specific actions, movements, and tone of voice are you bringing to your character during your performance?

- What PROP and/or COSTUME item is your character going to have? (It is your job to brainstorm one item that you are responsible for. Some props are clear, like a handkercheif or a wine glass. Others will take a little more creativity!)

- What is going to make your group's presentation stand out? What have you worked on and agreed on as a group for your scene?

I’m othello and I see that my character has a nasty tone he does not care about anyone but his self durning my performance because she was letting Iago get to him telling him anything that was true becuase Othello was thinging like this is my friend he is true and would not lie to him or even hurt their friendship. The whole time othello didn’t know that Iago was trying to get at him or hurt him because first he was black and then on top of that he was the man in charge






Journal #5

Answer these prompts in paragraph format (350-400 words -- longer this time!)

- Analyze one of your lines from your scene. Quote it directly and then explain why it is important to the play, and how you showed its importance in your performance. How did you deliver this line?

- Did your group's performance go as you expected and planned? Now that it is over, what are you proud of? What would you have done differently in your performance?

- How did performing the play change your understanding of it? …...


From Reading the lines I saw how othello felt mad and scare because desmonde was the love of his life. Othello didn’t know how to deal with his problems, he was only going by what he hear.Also you can see the evil through they way he speak and talks to her. Othello make her feel like she a whore and that she did something wrong and the wrong time it was not her fault. Iago was the start of all his problem he went back telling othello that she was messing around with his friend. But emila who was her mistress she tried to tell fine Othello but it seem that Iago had him wrap around his fingers. In the text it states “: Are there no stones in heaven but what serve for the thunder?--Precious villain!”

I think this line it trying to say that in heaven god is not going to blame you or judge for anything that you do becuase in the bible it states that god will forgive you for all your sins

It chage because he was begin so mean and build up with some much hate it was hard for me to understand because in the begging he was madly in love with her.Me and my group did very well We had to show everyone the emotion we had as playing these characters

OTHELLO: Will you, I pray, demand that demi-devil why he hath thus ensnared my soul and body?





Allison Patterson Capstone

Posted by Allison Patterson in Capstone - Dunn on
For my capstone, I created a Model United Nations conference. My project was a lot different from the average MUN club because instead of sending the students to conference with already had a topic and other competitors, I created a competition inside SLA. I chose this project because I felt like it was a good way to combine my love of international relations with my love for teaching others. The end product of my capstone was 15 students that were trained in Model UN. They learned the rules of the competition as well as how to prepare for the competition. In addition, they competed in a competition held at SLA. The competition resulted in the group coming to a finalized resolution which is huge because many time the real UN doesn't even reach a resolution during a meeting. MUN teaches students to be open with their ideas and to feel free to talk in a group. These students joined this club scared to death when I told them there would be a competition at the end of the year, they left asking me if they could participate again next year.



Process Paper:

https://docs.google.com/document/d/1XIVl1Z_mWa8nMxP-gKAzoIQ9b9_guMkuBt3BZ7Rtslg/edit?usp=sharing
IMG_0820
IMG_0820
MUN
MUN
Annotated Sources:

Cortellini, Mattia. "MUN for Dummies." Scribd. N.p., n.d. Web. 31 Jan. 2013.
The Powerpoint, MUN for Dummies was created by Mattia Cortellini to help people understand how model UN works. When I started this project in September the powerpoint wa free to access so I copied it and saved it because I know Scribd sometimes makes you pay for Powerpoints. This Powerpoint helped me to get a firm grasp on the way model UN works. I also showed the Powerpoint to the students and it helped them to have a solid source from which to understand the rules of model UN.

Mahendraraj, Yadavan. Delegate Guide. Philadelphia: Upenn ILMUNC Jan 24-27 2013, 2013. Print.
I received this brochure from the Ivy League Model United Nations Conference. It went into detail about the rules and regulations of Model UN conferences. This is being used as a learning tool and guide for all the students. For my competition I plan on creating a brochure similar to this one. I might use the rules outlined in the Ivy league brochure making modifications when need be. For the most part the rules will remain the same.

Mahendraraj, Yadavan. Faculty Advisor Guide. Philadelphia: Upenn ILMUNC Jan 24-27 2013, 2013. Print.
The Faculty Advisor Guide was given to me at the Ivy League Model United nations conference and, just as the Delegates guide, goes into detail about the rules of conference. This brochure is being used as a learning tool to advise the students on how to dress at the conference because it has a very detailed list of what the students should and shouldn’t wear to conference. I found in my research that students are more likely to perform better and act appropriately when they are “dressed for success” therefore, this will be implemented in my conference.         

Beckett, Megan, Geoffrey Borman, Jeffrey Capizzano, Danette Parsley, Steven Ross, Allen Schirm, and Jessica Taylor. "Structuring Out-of-School Time to Improve Academic Achievement." Institute of Educational Sciences. N.p., July 2009. Web. 31 Jan. 2013.
Structuring Out-of-School Time to Improve Academic Achievement is a PDF document produced by the Institute of Educational Sciences. This document goes into detail about how to structure academically focus programs that are still engaging and keep the students interest. I used this guide to better understand how to keep my students engaged. On page 22 of the guide reward incentives are discussed. For my capstone I use pizza as a reward to keep the students interested because I’ve seen how rewards can lead to a better program outcome.

Ronca, Debra. "After-school Fun: Making the Most of Your Kid's Time." TLC. N.p., n.d. Web. 31 Jan. 2013.
“After-school Fun: Making the Most of Your Kid's Time” is an article written by Debra Ronca for TLC. This article explores how kids should be spending their free time out of school with emphasis on after school activities. At first this article didn’t seem of much interest to me but then I read into the article more and found a lot information of how kids learn. I learned about having a routine and setting a clean plan from the start of the program. I will use these things when conducting my classes.

Sanders, Virginia. "How to Create a Fun After School Program." Yahoo! Contributor Network. N.p., 13 Aug. 2007. Web. 31 Jan. 2013.
The article titled “How to Create a Fun AFter School Program” by Virginia Sanders explains how to create a program that doesn’t stress the student out but still is academically engaging. I found this article interesting because I never thought about how I would make model UN a low stress course. For me MUN is my capstone so it’s apart of my life so it will naturally be stressful at times, but for the students this is an extra course which they can drop at anytime. As a result I want MUN to be as little stress on the students as possible. This source helped me to see that in MUN the students need to be able to relax while still getting work done.
 
"Position Papers." United Nations Association of the USA. Unausa, n.d. Web. 31 Jan. 2013.
I showed this source on the first day of class because I found it to be a very helpful source for all aspects of model UN. In regards to this page in particular I used it to advise the students on how to create position papers which are essentially just how your nation feels about a particular issue. I think the students found this site helpful because their position papers seemed thoughtful and well organized.

"Resolutions." United Nations Association of the USA. Unausa, n.d. Web. 31 Jan. 2013.
This is another sources from United Nations Association of the USA but this one is on resolutions. I gave this to the students in the middle of the course after the position papers were written and the topic for conference was discussed. This source helped to explain the actual purpose of conference. In the long run I want the students to form a resolution as the United nations however, to get to that point each nation must have an idea of what resolution would benefit them the most. I used this source to advise the students on how to go about this.

Ryan. "How to Build Your Model UN Program." Best Delegate RSS. N.p., 16 Mar. 2011. Web. 31 Jan. 2013.
Best Delegate is another site like United Nations Association of the USA, which specializes in how to create and host a Model UN program. I used this source to get a better idea of how to create my conference. This site goes as far as to explain why having a smaller conference is better then a large one. The site explains that when running the first conference a smaller group can be used as a learning tool to help future conferences. It helps for the chair members to gain experience and to help figure out the logistics of the conference.

Whittle, Thomas. "Kenya, Slovakia to Seal Nuclear Deal by January 2013." NZweek RSS. Xinhua Publish, 21 Nov. 2012. Web. 31 Jan. 2013.
I used this source as an example of a good article for one of my delegations. The delegation of Kenya was having difficulty finding sources that relate Kenya and nuclear power so, I showed them this source. From this article I was able to work with the delegation to create a position paper and in long term a resolution.

"Nuclear Energy Development in Kenya Faces Many Challenges." - Opinion & Analysis. N.p., 16 Nov. 2012. Web. 31 Jan. 2013.
This is another source I gave to the delegation of Kenya. I like this source because it clearly outlined the safety protocols that a going to be in place when making the nuclear weapons. My conference is going to focus on how to make safe nuclear powers so, this source was a big help to the delegation of Kenya.

Magin Wong, Amy. "Usable Knowledge: Secrets of Successful after School Programs: What Research Reveals." Usable Knowledge: Secrets of Successful after School Programs: What Research Reveals. N.p., n.d. Web. 31 Jan. 2013.
This source was a study done by Amy Magin Wong at Harvard University. It basically explains how after school programs influence academic performance and lowers drug and violence rates. I used this source to get information on how to make the program better. The source explains that building a strong relationship with the students makes the program better and that tailoring the program to the needs of the students makes the program better.

Moore, LaDonna. "After School Programs by LaDonna Moore: What Makes an After School Program Successful?" After School Programs by LaDonna Moore: What Makes an After School Program Successful? University of Michigan, n.d. Web. 31 Jan. 2013.
This source by LaDonna Moore from University of Michigan explains that after school programs are only successful if the students feel like there is a purpose to the program. For my program I like to start each meeting of explaining what we are going to do and setting a track so that the students feel like there is a purpose for being there.
                  
Laboissonniere, Caitlin, "How to Make After School Programs Work: a Study of Successful After School Programs in Five States" (2009). Honors Projects Overview. Paper 22.
"How to Make After School Programs Work: a Study of Successful After School Programs in Five States" by Caitlin Laboissonniere was a study that surveyed students in 5 states all of whom are in 1 of 8 after school programs. The students in the program were categorized by whether they were successful participants in the after school program or not. I used this source as example of how afterschool programs can work for some students and not for others. The source also explains why some of the students were afterschool failures and I used that information as a learning tool for the future in my program.

American Youth Policy Forum. "Helping Youth Succeed Through Out-Of-School-Time Programs." Wallacefoundation. American Youth Policy Forum, 2006. Web.
“Helping Youth Succeed Through Out-Of-School-Time Programs” by the American Youth Policy Forum explains how to help youth succeed in an afterschool program. I found this source interesting because it explains that students in an afterschool program are more likely to attend school daily and feel more motivated inside the classroom.



Capstone

Dayona McNeil Capstone

Posted by Dayona McNeil in Capstone - Siswick on
​Student Name: Dayona McNeil


Mentor: Anthony Betts 


Topic Summary: For my capstone I decided to write a short novel. My topic for this book is urban fiction. It's about a young teenage girl who's living with her little brother/sister and has to take care of them. Their mom died, and their dad comes around a few times but doesn't care anything for them. The young teenager girl has to provide for her brother & sister by herself and doesn't have a job. In this book, people will read about this young teenager life and what she goes through.


Project Abstract: I decided to write a short novel for my capstone because one of my goals later on in life is to write a book. I read a lot of urban fiction books and the authors have inspired me to write a book. I decided to write this short novel because it is like a start to my new book. I just hope my short novel can relate to a lot of teenagers like those urban fiction books I been reading related to me. 

Project: https://dl.dropboxusercontent.com/u/2196171/Senior%20Project%202013.pages


Annotated Bibliography 

http://www.goodreads.com/book/show/339443.True_to_the_Game

 Woods, Teri. True to the Game. New York: Warner, 2007. Print.

http://www.goodreads.com/book/show/674495.True_to_the_Game_II

Woods, Teri. True to the Game II. New York: Grand Central Pub., 2007. Print.

http://www.goodreads.com/book/show/2191637.True_to_the_Game_III

Woods, Teri. True to the Game III. New York: Grand Central Pub., 2008. Print.

http://books.google.com/books/about/Spoiled_Rotten.html?id=_IChvVKArHMC

Johnson, Brandi. "Spoiled Rotten." Barnes & Noble. N.p., n.d. Web. 24 Apr. 2013.

http://www.sharongflake.com/books/skin/

Flake, Sharon. The Skin I'm in. New York: Jump at the Sun/Hyperion for Children, 1998. Print.

http://www.goodreads.com/book/show/95685.The_Millionaire_Mistress

Montgomery, Tiphani. The Millionaire Mistress. Brandywine, MD: Life Changing, 2006. Print.

http://www.goodreads.com/book/show/2240077.Still_a_Mistress

Montgomery, Tiphani. Still a Mistress: The Saga Continues. Brandywine, MD: Life Changing, 2007. Print.

http://www.goodreads.com/book/show/6614683-millionaire-mistress-part-3

Montgomery, Tiphani. Millionaire Mistress: Part 3. Brandywine, MD: Life Changing, 2009. Print.

These 8 links are links of my favorite books by my favorite authors. I chose to use these books as some of my sources because these are the books that really inspired me to start writing and where I got a lot of my ideas. These are urban fiction books and I can relate to them as a teenager. 

http://www.weareallprecious.com/

"PRECIOUS - On DVD, Blu-ray & Digital Download, Also On Demand." PRECIOUS - On DVD, Blu-ray & Digital Download, Also On Demand. N.p., n.d. Web. 24 Apr. 2013.

This is a link of a movie. I decided to use this specific movie because this is a like one of those urban fiction books turned into a movie. This movie is called Precious and it has a lot to do with the things that happens in these different types of urban fiction books. I think this is a great source.

 McNeil, Pamela. Personal Interview. 4 February 2013.

McNeil, Donald. Personal Interview. 4 February 2013.

McNeil, Donte. Personal Interview. 9 February 2013.

McNeil, Deemon. Personal Interview 9 February 2013.

McNeil, Donnisha Personal Interview 14 February 2013.

 I chose to use some people in my family as sources because they also helped me a lot. They read over my novel when I needed them too, gave me their opinion and just gave me the motivation that I needed.

Betts, Anthony. Personal Interview 2 May 2013.

For my last source I used my mentor. My mentor has been helping me since I started this novel. I didn’t exactly let him read it but he did help me out with ideas also. I let him read it when I was finish and he told me it was perfect.