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Emma Schwingel-Sauer Public Feed

Emma Schwingel-Sauer Capstone

Posted by Emma Schwingel-Sauer in Capstone · Menasion · Wed on Wednesday, May 9, 2018 at 10:14 pm
​Abstract
For my capstone I wanted to expand the sport of girls lacrosse throughout Philadelphia. My ultimate goal was to create equal opportunity for girls to learn lacrosse without the financial impact so that girls from all backgrounds were able to join. As I grew up in Philadelphia there weren’t a lot of chances that I had to learn lacrosse either and I wanted this to change for the next generation. My goal to reach all of Philadelphia was a bit too optimistic right away, so I chose to begin by giving back to a local middle school, Greenfield School, that kindly lent us room to practice sports for our school in the past. After applying and receiving a grant from US Lacrosse that supplied me with equipment for everyone, I was able to plan out lacrosse clinics. Throughout the course of about a month, I held three sessions with the help of my mentor, Erin Giorgio, that taught girls the fundamentals of lacrosse as well as the impact it could have on them as because of the skills it teaches you. The collaboration throughout this process was very vital to helping me achieve my goal. In the future, I hope to continue this program so that we are able to expand it throughout the rest of Philadelphia. By starting at a middle school level, we will be able to grow the sport enough so that we can eventually implement high school programs too. 

Works Cited 

”Agility Training and Conditioning for Women’s Lacrosse.” YouTube, uploaded by Sports 
Nation Video, 19 Sept. 2012, https://www.youtube.com/watch? v=nLpMO1E7JxU. 
In this video, Veronica Dyer, the Syracuse University Strength and Conditioning Olympic Sports Director, gives step by step tutorials on agility and conditioning exercises. I can use these exercises to train myself as well as include in some of the clinics for the Greenfield students. 

“Athletic Administration: No Longer A Boy’s Club.” Ohio University, 18 Jan. 2016, 
https://onlinemasters.ohio.edu/athletic-administration-no-longer-a-boys-club/? g=infograhcs&t=maa. Accessed 24 Jan. 2018. 
This infographic gives lots of statistics of females in athletics after Title IX, which I will use to introduce my project about why I want to provide sports to girls. This brochure is reputable as it was created by Ohio University’s Athletic Administration program. 

“George Washington Strength and Condition: Lacrosse.” The George Washington University. 2012,http://grfx.cstv.com/photos/schools/gewa/genrel/auto_pdf/2011- 12/misc_non_event/Lacrosse_2012_Summer_Packet.pdf. Accessed 24 Jan. 2018. 
This packet provides lots of training exercises and stretches to get in shape for a season. I will base my training and planning for Greenfield students with modifications off of this, which is trustworthy due to the fact that a university athletic program is having their athletes use this. 

Heywood, Leslie. “Addressing the Needs of Female Professional and Amateur Athletes.” Women’s Sports Foundation, July 1999, file:///home/chronos/u- dd35740fee8c2b3274a21abc97f08d87ce1f910a/Downloads/pro_amateur_athletes_full.pdf. Accessed 23 Jan. 2018. 
This report by Leslie Heywood, a professor of Sports Studies at Harpur College, shows results of coaches and athletes who are women and the need for more of them. This is important to my project because it’s a big part of the inquiry step, as I am stepping into the role of a coach as a female and the students at Greenfield are also girls and I am trying to open up opportunities and resources for them. 

Koeniges, Pete. “Conditioning Lacrosse Players.” Athletes Acceleration, 
https://athletesacceleration.com/conditioninglacrosse.html. Accessed 24 Jan. 2018. 
This source by Pete Koeniges, a certified athletic trainer, talks about the type of energy your body is using during lacrosse and exercises that will help raise your stamina for this. I will use this in my training as well as planning for the clinics for the girls at Greenfield. 

Pietramala, David G, and Neil A. Grauer. Lacrosse: Technique and Tradition. 2nd ed., The Johns Hopkins University Press, 2006. 
This book will be very helpful when planning out what to do for Greenfield students as it teaches the fundamentals of lacrosse which is what I want to teach them. David Pietramala, the head coach of the 2005 John Hopkins’ winning national champions, also goes into specifics about different types of plays for offense and defense.

Sabo, Donald. “Beyond X’s and O’s: Gender Bias and Coaches of Women’s College Sports.” Women’s Sports Foundation, June,
2016, file:///home/chronos/u- dd35740fee8c2b3274a21abc97f08d87ce1f910a/Downloads/beyond-xs-osfinal- for-web.pdf. Accessed 23 Jan. 2018. 
This report, written by Donald Sabo, a professor at D’Youville College who directs research on physical activity, sport and health, dives into research about women in college sports which I will use to conduct information on where I can progress after this project. As my mentor plans to keep this program running after I graduate, I hope to continue to play sports in college and will use this to reflect on what I want to continue to do in the future. 

Samaras, Crista. “Research: The Bravery Gap.” More Brave, 30 Oct. 2016, Brave 
Enterprises, www.morebrave.com/single-post/2017/12/12/THE-BRAVERY- GAP. Accessed 23 Jan. 2018. 
This blog post helps establish what bravery is and why we should approach it, which is important for my project because I’m helping provide resources for sport and often times people are scared of trying new sports. I also have a connection through my mentor with her and we are reaching out to Crista Samaras to see if she would be able to come speak to the girls. 

Tucker, Janine, and Maryalice Yakutchik. Women’s Lacrosse: A Guide for Advanced Players and Coaches. The Johns Hopkins University Press, 2008.
This book captures the essence of what it means to be a lacrosse player or coach, two things I am trying to tackle throughout this project. It also goes in depth to different skills of players that I can use to plan out clinics for the Greenfield students. The author Janine Tucker is the head coach of the women’s lacrosse team at Johns Hopkins University. 

“U.S. Lacrosse Physical Education Curriculum.” U.S. Lacrosse, 2006, 
https://www.uslacrosse.org/sites/default/files/public/documents/programs/pe- curriculum.pdf. Accessed 22 Jan 2018. 
This source, published by the US Lacrosse organization, will be used to help me create workouts and design the clinics as it as a PE curriculum, which is perfect for the age group I am working with. As my capstone is all about lacrosse, the US Lacrosse organization is very reliable as it is the professional program for the sport of lacrosse.
Tags: capstone, Menasion, 2018
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Lost Time

Posted by Emma Schwingel-Sauer in English 3 · Pahomov · A Band on Tuesday, June 6, 2017 at 6:59 am
https://docs.google.com/document/d/17Ezde2KiYCcXkshq8JduXXU2qfkYhmHDidL7vq0VhLU/edit
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Closing the Wage Gap

Posted by Emma Schwingel-Sauer in English 3 · Pahomov · A Band on Wednesday, November 2, 2016 at 11:35 am

In the United States today, women are getting paid eighty cents for every dollar a man makes. This is an average across all fields of work, but in recent years, professional athletes, specifically women soccer players, have brought this to the attention to both the nation and the larger world. Women athletes are tired of feeling underappreciated for their work compared to their male peers, and they aren’t the only working population who feel this way. Professional soccer players should be paid based on team and individual performance, not by views and attendance count.

In March of 2016, five top players on the Women’s National Team filed for unfair pay with the Equal Employment Opportunity Commission. The New York Times created a comparison of the women’s and men’s team finding in recent years the women's team has play as much as 50 percent more games than the men and doubling the men's team win count with 88 wins to the men's 44.  In this case, the Women are working more per year compared to men and they are doing much better than the men’s team. Many  competitions are based on statistics in this world, such as getting into college, based on how well an individual performs. At other regular jobs, people are paid based off of hours worked whether there is a pay per hour or salary, amount of time worked goes into it which should correlate with athletes too. Since women have a substantially larger amount of games played, therefore more minutes played than men, they should be paid more than men. The US Soccer Federation should be rewarding the team who continues to win, throughout the season and in international tournaments, instead of supporting the team that continues to lose.This helps base their income on performance and successfulness instead of views, which helps create  more equality in the wage gap for women.

What makes this situation even worse is that the male players are still getting paid more than women even with the increased profit the Women’s National Team has been producing in the past couple of years. PBS released a budget report from the US Soccer Federation predicting that the women's team will bring in over $17 million while their male peers are producing less than half of that in revenue. When the women are making a profit higher than the men in sales, even with less views and attendance, they should be getting paid more. The US Men’s National Team sales are predicted to go down which, should conclude to getting paid less. If men are getting paid more based off of views and the people who are coming to games, the merchandise being sold should be looked at too. Women’s sales are creating a much larger profit, and shouldn’t just being going to the clubs if the men are making money off of it. While it should be based on performance, if the board doesn’t change its salary distribution, sales and other profits should be looked into for paying women. If they are working harder and not getting paid for it, they need to be compensated in some other way. The better their performance gets, normally, the more memorabilia they will sell. Statisticians should look for correlation between these two to help women earn fair pay.

Another important concept to look at when it comes to fair pay is what the players are getting paid for. In an interview with the New York Times, Rich Nichols, the general counsel for the United States Women’s National Soccer Team Players Association, said, “Seventy-five percent of (their) compensation, the women have to perform at a world-beating level just to keep pace financially. And that victory tour money? The women had to play the extra games to get it. The men get paid just for showing up.¨ Even though the Men’s National Team hasn’t made it far in recent tournaments, they are still getting paid more than the women who have won multiple tournaments in recent years. Women have to do extra work to earn the same amount as the men regularly when the men aren’t even doing well. To earn 75% of what they are, the women have the be the best in the world. However the men continue to lose and are outperformed by other teams. Women should not have to continually being putting in more work and playing a lot more than the men just to earn the same amount of money. America needs to make way for equal pay. If the commissioners continue to do nothing about it, Americans need to step up and stand behind women and start supporting their careers as well.

This is one solution for this discrepancy that professional soccer players should be paid based on team and individual performance, not by views and attendance count. By paying men and women fairly for their work, a more equal society can be created. Although equal pay for women athletes may only seem important to women, it should in fact concern anyone who cares about an equal society. A high profile change in salary for these players could have a positive impact on youth and women alike looking up to women who lead as a role model and have the chance to work alongside and get paid the same as their male peers.


Works Cited

Das, Andrew. "Pay Disparity in U.S. Soccer? It’s Complicated." The New York Times. The New

York Times, 21 Apr. 2016. Web. 21 Sept. 2016. <http://www.nytimes.com/2016/04/22/sports/soccer/usmnt-uswnt-soccer-equal-pay.html?_r=1>.

Santhanam, Laura. "Data: How Does the U.S. Women’s Soccer Team Pay Compare to the

Men?" PBS. PBS, 31 Mar. 2016. Web. 21 Sept. 2016. <http://www.pbs.org/newshour/rundown/data-how-does-the-u-s-womens-soccer-team-pay-compare-to-the-men/>.


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Reader Profile: Siani Davis

Posted by Emma Schwingel-Sauer in English 3 · Pahomov · A Band on Wednesday, September 28, 2016 at 11:36 am
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Siani enjoys reading in her bed, snuggled up with pillows. However, don’t let her friends around her or she’ll get distracted very easily. Siani’s life as a book would be Taking It By Storm. She’s a fierce and determined person who takes anything thrown at her, and if she had to throw a book out the window it would be We Need To Talk About Kevin (ba dum tsk). Siani does not like to read slow and boring books. Siani would live with George from the Lathe of Heaven because his dreams affect reality. She would have him dream up a million dollars and become rich. That’s pretty smart.

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ILP

Posted by Emma Schwingel-Sauer in Advisory Sophomore - Menasion - adv on Thursday, March 31, 2016 at 2:28 pm
Although helping at Chosen 300 is a rewarding concept and time, it has sometimes been hard because of the timing. Since they only serve from 5-8, it's hard to stay in the city so long and getting back can be hard too. That's why for the fourth quarter I have decided to change my ILP to help out with coaching younger kids softball. It's near my house and it's something I grew up doing so I'm excited to help out with the younger girls and the coach has always been so great. 
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Paloma, Cristina, Sara

Posted by Emma Schwingel-Sauer in Spanish 2 - Bey - X on Thursday, February 4, 2016 at 9:41 am
https://docs.google.com/presentation/d/1BoxswsNHcRqDZaQcFFX9kBfLfTQWs5fv19NJRBXZe2g/edit#slide=id.p
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La Entrevista- Isabel Celli, Cristina Schwingel-Sauer, Luis Goins

Posted by Emma Schwingel-Sauer in Spanish 2 - Bey - X on Friday, January 22, 2016 at 5:47 am
https://www.wevideo.com/hub#media/ci/568791663
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Spanish 2 Photography Project

Posted by Emma Schwingel-Sauer in Spanish 2 - Bey - X on Friday, December 11, 2015 at 7:19 am
https://www.wevideo.com/hub/#media/ci/537333454
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ILP Post

Posted by Emma Schwingel-Sauer in Ilp - 10Th Grade - Menasion - Wed on Thursday, October 15, 2015 at 3:33 pm
I have not met with Jeremy yet because I have started to reach out to someone on my own and am waiting to see if it works and wanted to get soccer done with on Wedsnesday so it could be more convienent for the ILP host. I almost have one and waiting for someone to get back to me. 
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African Americans for Government!

Posted by Emma Schwingel-Sauer in African American History - Jonas - A on Thursday, April 30, 2015 at 7:02 am
HistoryReconstructionNewspaper (2)
Artist's Statement: 

In this visual some of the key elements include the background information of the newspaper and the pictures. The North Star was a northern newspaper published in Syracuse, New York by Frederick Douglass. This is key information because newspapers will tend to have a bias, in this case a liberal perspective. It’s important to understand that not everything may be one hundred percent true in every newspaper or a certain article may have a spin on it. Since this newspaper is coming from the North, it’s going to try and persuade you to vote for the candidates who are in support of equal rights and abolition. Another important piece of information to notice is the date and the headlines that come with it. The date this newspaper was published was June 11, 1871, which was soon after the thirteenth, fourteenth, and fifteenth amendments were passed. These amendments abolished slavery, protected African Americans and their rights, and the right to vote. This is why the headlines support the date. They talk about voting for African Americans because they finally had the chance to be elected to the government. African Americans could freely learn how to read and write and become educated so they were able to run for congress and the senate.

Another important piece about this visual is the pictures. The image in the bottom right corner shows two candidates from opposing campaigns. It shows one standing for white men and one standing for black men. The image also has many words about negro suffrage written all over it and saying who was in support of it. At the bottom is written ¨The negro must be allowed to vote or the states be punished.¨ This is showing the advancement of freedom for African Americans.

This visual is important because it shows part of the advancements that African Americans made running for the government and being elected. The impact they had may not have been super strong, depending on what we determine as ¨free”, but they did make some headway in rights for African Americans.

Research: https://docs.google.com/document/d/14HMwzq4VtGXPhl-ijDS-34Q_8NSvD8BV1zQm3isrkFw/edit
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Design A Menu

Posted by Emma Schwingel-Sauer in Spanish 1 - Manuel - B on Wednesday, April 29, 2015 at 12:33 pm

Nombre: Emma Schwingel-Sauer

Fecha: April 29, 2015


Para quien es su menu?


Jamie


Tiene el/ ella un dieta especial (vegetarian@, Kosher, Musulman, diabetico, etc.)? Cual?


sin gluten





Plan one meal a day

Which meal: desayuno, almuerzo, cena

Comida

Bebida

lunes

desayuno

arroz tostadito con leche

el café

martes

almuerzo

ensalada

la aqua


miércoles

cena

el pollo

jugo de arándano



jueves

cena

la hamburguesa sin el pan

la aqua


viernes

almuerzo

el sándwich sin el pan

la leche


sábado

desayuno

el huevo

el jugo de naranja


domingo

almuerzo

el tomate sopa

la aqua


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Q3 Art Reflection

Posted by Emma Schwingel-Sauer in Art - Freshman - Hull - y2 on Friday, April 10, 2015 at 11:15 am
a. I accomplished working with orthagonals. I would give myself a 90, I did most of the requirments and worked well with the orthagonals.
b. What I would do differently about this project is include more detail about the whole room. I would've managed my time better so I would be able to do that.
c. A drawing on the wall that I thought was successful was Deja's. It had the ceiling, back wall, side walls, table and chair and included windows and doors. It was successful because she had correct orthagonals and brought the windows and doors out from the walls. 
d. What I learned about one point perspective is that objects seem smaller as they go back in space. Also you have to connect orthagonals to the vanishing point and make objects come out of the war and appear 3D.
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La Familia de Dillon: Sydnye y Emma

Posted by Emma Schwingel-Sauer in Spanish 1 - Manuel - B on Sunday, April 5, 2015 at 6:52 pm

Dillon Hershey asiste a Science Leadership Academy, ella es un estudiante de tercer año. La tutor de Dillon fue Señorita Manuel hasta el añó terce. La tutor de Dillon es ahora Ms.Sessa, la professora de biochemica. Ella estaba en corriente de naranja en la año primero. En la año segundo ella fue en la corriente de plata y en la año tercer ella tiene en el corriente de fuego.

Antes de SLA Dillon asiste Independence Charter School para tres años. Antes de Independence Charter School asiste Greenfield para quatro meses. Antes de Greenfield asiste Samuel Powel elementary. El jardin infantil y primer grado asiste Watermelon Elementary en Virginia y  los grados segundo y tercera asiste Horace Mann Elementary en Iowa. En la clase de B Dillon enseña un SAT de la clase de Español. El clase favorito de Dillon tiene la clase de ingles, y en el año primero tiene español uno.

Dillon tiene una hermana menor, Eden, ella tiene once años.  Ella vive con su mamá, hermana menor, padre, un gato, y un perro en Filadelfia. Dillon tiene diecisiete años. Su familia encanta juega juegos de mesa. Les gustas ven béisbol con familia extendida, tal como su tias, tios, primos y abuelos. Dillon ha sido juega  softbol que ella cinco años y juega para diez años. La madre de Dillon es un pastor y su padre es escritor de béisbol de fantasía. Ella practica softbol para SLA. Dillon juega breva parada, segundo base, y primero base. La abuela de Dillion tiene un abanico de Philadelphia Phillies y ver los juegos. Los primos son fánaticos de béisbol, y la familia todo. El padre de Dillon es la razon ella juega sofbol. Dillon cuida su hermana.  Dillon tiene un receptor. La familia de Dillon es pequeña sino que muy divertida.

 

IMG_4931.jpeg
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Ensayo: El Lugar Para Todos (Equipo Que Chévere)

Posted by Emma Schwingel-Sauer in Spanish 1 - Manuel - B on Tuesday, February 3, 2015 at 12:40 pm

SLA: El Lugar Para Todos

¡Hola! Somos Justin, Emma, y Syeda. Somos catorce y quince años. Atendemos a la escuela de Science Leadership Academy en Filadelfia. Está en 55 North 22nd calle. En Science Leadership Academy, 7 Eleven y Trader Joe’s, está cerca de la escuela. Los estudiantes va ir a 7Eleven y Trader Joe’s antes y después de la escuela. Hay casi quinientos estudiante y treinta profesores con cinco pisos. En Science Leadership Academy, ofrecemos baloncesto, fútbol, último disco volador, y béisbol. Además, Science Leadership Academy tiene programas por ejemplo la Franklin Institute. Emma participó en fútbol porque es divertido. Syeda participó en arte club. Justin participó en baloncesto.

Nuestras clases en SLA son historia, bioquímica, español, inglés, álgebra, tecnología, almuerzo, y teatro. Nuestros clases favorita son inglés, español, y bioquímica. Para inglés los materiales nosotros necesitas son el libro, El Odyssey, unas lápices y la computadora. La clase de bioquímica es divertida y nosotros necesitamos la bata de laboratorio, una pluma y un cuaderno.  En la clase de español necesitamos una carpeta, la computadora y una pluma. Necesitamos una calculadora, la mochila y la carpeta en la clase de álgebra. Para tener éxito necesitamos participar activamente, sacar buenas notas, trabajar duro y prestar atención. En la clase de historia  participamos en discusiones. Actuamos en la clase de teatro. La clase de tecnología es aburrida. En el almuerzo comemos y hablamos con amigos.

El Señor Kay enseña la clase de inglés. Su clase es muy fantástica y importante. El Señor Kay es cómico y divertido. Leemos libros. La Señorita Dunda enseña la clase de bioquímica. La Señorita es simpática y tranquila. Hacemos experimentos en el laboratorio. Otra clase nos gusta es español uno. Su clase es fácil y entretenido, y la Señorita Manuel es creativa. Vemos películas y aprender canciones. Los estudiantes de SLA es aplicada, talentoso, creativo, y inteligente. Nos gusta participar en después de la escuela actividades y otra programas. Somos ingenieros, científicos, matemáticos y el futuro.

Nos encanta SLA porque es diversidad, proyecto basado, y acogedor. Lo que más nos gusta de SLA es el gente, nuestros profesores, y el ambiente. Tres palabras que describen SLA son creativo, divertida, y tranquila.

SLA Promo Video - SYEDA, EMMA, JUSTIN
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Los seres queridos en mi vida: Emma

Posted by Emma Schwingel-Sauer in Spanish 1 - Manuel - B on Saturday, January 3, 2015 at 10:59 am
Los seres queridos en mi vida proyecto:​

Intro: Hola! Te voy a presentar a mi amigos y mi familia (los seres queridos en mi vida).


Yo: Me llamo Emma Schwingel-Sauer. Yo tengo quince años y mi cumpleaños es veintiséis de agosto. Soy alta, deportista, y sociable. Me gusta practicar deportes, cocinar, y escuchar música. Yo soy alemána y irlandésa.


Ella: Su nombre es Zoe Schwingel-Sauer y ella es mi hermana. Los ojos son pardos y el pelo es ser pelirroja y rizado. Ella es bonita, alta y muy trabajadora. Le gusta leer, dormir y salir con le novio, Javier. No le gusta ayudar en casa. Asiste a Science Leadership Academy.


Él: Su nombre es Rick Sauer. Él es mi papá. Rick es muy alto y sociable. Él trabajador para PACDC, dónde ellos ayudar gente.


Ellas: Se llama Sydnye y Maddy. Asisten a Science Leadership Academy. ellas les gusta a pasar un rato con amigas. ellas son morena y linda. Cuando tienen tiempo libre que les gusta descansar . Ellas son mi mejor amigas.


Nosotros: Nuestros nombres son Isaac, Emma, Zoe, Isabel,  William y Andrew. Somos de Boston y Filadelfia. Nos conocimos en Lake George, Nueva York. Nos gusta nadar, cocinar y pasar un rato con amigos. Nosotros somos tremendamente guapos.


Conclusión: Gracias por tú atención. Adios!

https://www.wevideo.com/view/296049237
EspaAol 1 los seres queridos en mi vida Proyecto
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Slide 2 (Emma Schwingel-Sauer)

Posted by Emma Schwingel-Sauer in Technology- Freshmen - Hull - y1 on Monday, December 22, 2014 at 8:28 pm
Me Slide (1)
​The first thing I did to revise my slide was change the words. The feedback I got was to make the words bigger and have a more obvious gradation. I made the words spread from top to bottom so it would fill up the entire length of the page yet still leave some empty space, so the slide wasn't too overcrowded. I changed the color of the words as well, making the ¨eat¨ lighter and gradually changing to darker. I also made the most important words the biggest. It flowed from top to bottom, leading up to the most important which showed dominance. This also helped create balance. The big soccer ball in the top right corner balanced out the big words in the bottom left corner.The next step I made was to get rid of the periods. A got a bit of mixed feedback on this specific one. Some said they liked it while others not as much, so I did some further research and found that on a slide, periods can often disrupt a flow of reading, so I decided to cut them out. The last decision I made was to make the bleeding picture bigger. The soccer ball, just like the words is now bigger to take up space but still not too much.

The sources I used to help create and revise my slide were:
http://www.presentationzen.com/presentationzen/2008/08/learning-from-the-design-around-you-ikea.html
http://www.businesswritingblog.com/business_writing/2012/01/punctuating-bullet-points-.html
http://www.slideshare.net/thewikiman/5-easy-way-to-create-fabulous-slides

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Net Neutrality (Emma Schwingel-Sauer)

Posted by Emma Schwingel-Sauer in Technology- Freshmen - Hull - y1 on Monday, December 22, 2014 at 11:38 am
  Net Neutrality allows everyone to see everything equally. Without it, ISPs (such as Comast and Verizon) will choose what pops up when you search for a specific topic. If we have net neutrality it allows anyone's idea to be spread the same as any other. It does not matter whether someone has more money than someone else. Net neautrality allows more thorough research. This is because if someone shops a lot on their computer while someone else only researches about science on a different computer and they search the same topic, they will end up getting different websites because of their previous history.
  If we get rid of net neutrality it will allow big companies, ISPs, to be able to block certain sites that compete with their organizations. By doing this we will be minimizing our options and sites to explore and research. The reason ISPs are controlling and CAN control is because of money. The reason there are a limited amount of ISPs is because they cost a lot of money to build up. ISPs have lots of money, but don't let them control your internet with it. You may not like what information they provide you with and it may close you out on information you could otherwise have.
  It's not just about the ISPs money controlling what you look at, but other companies that pay them even more money to ¨guide¨ you in a different direction--their direction. These corporate companies that already make tons of money are going to be making more money, yet this affects us negatively by condemning the information provided to us and rerouting us. President Obama is fighting for net neutrality and his main point is that the free, open internet has given us so much already by being able to share new ideas and political movements. He believes that there should be ¨no blocking, no throttling, increased transparency, and no paid prioritization¨ which will keep the internet free. Net neutrality is a big part of society currently as the internet is used now more than ever and we need to keep it free.

Sources:
http://www.theopeninter.net/
https://www.aclu.org/net-neutrality
http://www.whitehouse.gov/net-neutrality
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Emma Schwingel-Sauer

Posted by Emma Schwingel-Sauer in Technology- Freshmen - Hull - y1 on Monday, November 24, 2014 at 11:24 am
Me Slide
I wanted my slide to represent my passion for soccer. The first decision I made was to have my picture bleed. I found a soccer ball that had a trail to help it bleed off the screen. I also made sure that the picture would make the eye flow to the words as well (since the tail flows). Next, I added my words. I made sure they were big so people could read them and also bright so people’s eyes would be attracted to it. I chose to use three different shades of green because I wanted to add even more emphasis to the words and build them up by not only making them bigger, but also making the colors more vibrant. The green also worked because it was in the tail of the soccer ball flame as well. Then, I made sure to have a bit of empty space so it wouldn't be too crowded.

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Home Network, Schwingel-Sauer

Posted by Emma Schwingel-Sauer in Technology- Freshmen - Hull - y1 on Monday, October 13, 2014 at 10:42 am


1. All of the devices connected to the internet connection at my house, my Local Area Network, are: four iPhones (my mom's, dad's, sister's and mine), my sister's laptop, my dad's laptop, my laptop, Roku, and a Wii. My internet service provider is Comcast and my enters my house through a coaxial cable into the office. It is connected with an ethernet cable to a modem router.

2. Something new and interesting that I found when we learned about networks was that one file can go through so many portals through the network just to get to a final destination. The really crazy part though is how fast it happens.

3. What other people need to know about having an Internet Service Provider and Home Networks is that the person who pays for the internet owns the network you connect to at a certain place. They may have certain rules in the Acceptable Use Policy that may be important to know even if the AUP is very long. 

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