Upload
dinhnhu
View
215
Download
2
Embed Size (px)
Citation preview
ROSS SCHOOL SENIOR PROJECT2012-2013
I will be your mentor and guide!
What is Senior Project? Senior Project is the culmination of a student’s learning experience at
Ross School. Through execution of the Senior Project, students embody
their passion through a process and product that integrates such Ross
School principles as multiple intelligences, cultural/historical context,
personal reflection, application of technology and pursuit of excellence. Its
main components are the Process Folio, the Final Product, the
Presentation and Archiving. Acting as facilitator, teacher, advisor, editor,
critic, and supporter, the relationship between the student and the Senior
Project Mentor is critical to the evolution and realization of the project. At
the conclusion of the Senior Project, students should have deeper insight
into themselves as learners and producers.
Senior Project Timeline● Preliminary Proposal: Wednesday May 16, 2012● Mentor: Wednesday May 23, 2012● Final Proposal: Wednesday May 30, 2012
● SUMMER ● Formal Proposal: September 14, 2012● Product Rubric : October 12, 2012● Revised Product Rubric: November 2, 2012● Preliminary Approval to Present: November 14, 2012● Formal Approval to Present: January 9, 2013● Presentations: January 21 – February 1, 2013● Archiving: February 13, 2013
Senior Project Preliminaries Important Dates!
●Completion of Preliminary Proposal due Wednesday May 16
● Project Mentor chosen and approved: Wednesday May 23
●Formal Senior Project Proposal due Wednesday May 30
Remember I am here for you!
Senior Project Page - http://seniorproject.ross.org/
Add to favorites!
Senior Project Page- http://seniorproject.ross.org/
DUE DATE for the FORMAL PROPOSAL Friday, May 30
Submit this form digitally to the following:
1. your Mentor &2. Dale Scott: [email protected]
Don’t panic- I won’t let you down!
Role and Responsibilities of Mentor
● Encourage, be caring and responsible; you are the guide, critic, supporter, teacher, editor, facilitator, inspiration
● Guide the student in the conception and formulation of the Senior Project, including the Proposal. Help shape the Goals/Outcomes according to Content, Skills, Product.
● Supervise the Research and Development Phase—meet at least one hour weekly. This is a time commitment. identify resources—human and textual—which the student needs to bring the project to fruition.
● Communicate regularly with Dean/s of assessing domain/s and Senior Project Coordinator
● Document the progress of the student and project using the Product, Process Folio and Presentation rubrics as guides
● Coach the student for the Presentation● Assess the Process Folio and Product; participate on Presentation
Panel
Assessment of Product by Domain(s)Include percentages on your Proposal Form
Cultural History
English
Math
Media
Modern Languages
Science
TechnologyVisual Arts
Wellness
Performing Arts
Project Goals/Outcomes“What I intend to accomplish”
Note to Mentor and Student●Please be certain that goals address Content,
Skills/Process and Product. For Skills/Process, please assess what skills the student needs to acquire in order to accomplish project objectives; for Product, clearly define what is to be created
● Product
● Skills/Process
● Content
● Other
Off Campus Work? / Special Materials?● Indicate what, who,
where…
● Will this be done in the Summer and/or in the Fall?
● Schedule (days, hours, frequency)
● Media
● Technology
● Art Equipment
● Art Materials
● Other
Things to Consider
)
Summer Reading Working , researching and reading over the summer will pay off in September.
Please meet with your mentor and ask for summer reading recommendations
Components of Senior Project
Product Assessed by a panel comprising: 1. Mentor 2. Chair of Domains 3. Faculty Grader
Really- you can count on me!
Components of Senior Project
Process Folio and/or BlogAssessed by Mentor 1. Evidence of Learning Process (sketches, written drafts,
ongoing bibliography, storyboard, lab data, journal, rough cuts, etc.) and an ongoing Reflection Log (problems, insights, breakthroughs, work accomplished, revisions, plans, etc.)
2. Evidence of planning/organization/management via creation of a Timeline/Calendar
3. Personal Context4. Cultural/Historical Context
Components of Senior Project
Presentation
The Project Presentation Panel consists of: ● The Project Mentor as a non-grading chair of the panel.
Grading members are: ● A faculty member of the student’s choosing● An academic administrator (Director of Curriculum and Assessment, Head of High School, Head of Middle School, Head of School, Dean of Students, Director of Admissions) ● Senior Project Coordinator
Components of Senior ProjectArchiving Assessed by Senior Project Coordinator -Bibliography/Works Cited/Works Consulted
-minimum of 7 sources -MLA format/APA for Science Projects
● -Digital Copy of your Product
● -Cultural/Historical/Personal Abstract
● -Video of Presentation
Ross Libraries Web Page - http://library.ross.org/
● If you plan on doing research or writing a paper, the Ross Libraries site will be very helpful.
● Available on the site:
● Databases and online Encyclopedias● Online Catalog● MLA Citation Information● Link to the Senior Project Page● NoodleTools! This will make your life so much easier- check it out!
● http://www.noodletools.com/login.php?group=12199&code=2586
Add to Favorites
Seriously, I can help you!
Portfolio
BlogSamantha Busiello 2010-2011 Senior Project Blogs can be accessed at:http://wp.ross.org/seniorproject/2011-12-senior-blogs/And Presentation videos at:http://vimeo.com/album/1516625
Portfolio
Fundraiser as a Senior Project
Lucy Reyer Art Installation
Taxidermy
Lillian McCarthy
Ji Eun Kim - Textile Design
Design of Japanese Armor
Fuhito Yoshida
On The Neurological State During Dreaming and SleepingYiYing Zhu
Ross School, East Hampton, N.Y.
Abstract The human brain will return to an “ancestral state” when we sleep or dream. In the “ancestral state,” only the mammalian brain (the limbic system) is active, while the rest of the human brain “shuts down” or
becomes less functional. This brain state is very similar to an undeveloped brain. This hypothesis is tested through a literature review. There are similarities and differences in mental states when humans are conscious and when they are unconscious. A conscious mental state is
when humans are awake; the unconscious refers to the mental state during dreaming and sleeping. The mental state of an unconscious brain
turns out to be more complex than an undeveloped brain. Emotions, memory, daily experiences, and unconscious cognition all play important
roles during sleep.
BackgroundVisual perception, in general, is the neurological process within the brain that integrates and
interprets the external visual stimuli received from the eyes. However, in the situation of dreaming, in which external visual stimuli are lacking, images are somehow still perceived.
This situation seems to be a paradox. Nevertheless, images derived from dreams are neither imaginations nor a result of visual perception as when we are conscious or awake. A
plausible reason is that many parts of the brain become less alert compared to the conscious brain.
Anatomy of the
Visual Pathways of the Conscious
Brain
Neurological Activities during Sleeping
According Stickgold and Ellenbogen (2008), during sleep, our brain engages in data analysis, from strengthening memories to solving problems. While we are sleeping, our
brain processes the daily information we received and improves and strengthens memory. Extraneous information is filtered out, while the essential facts remain. In 1994,
neurologists Avi Karni and Dov Sagi demonstrated how rapid-eye-movement (REM) sleep (Figure 1) improves memory. They depicted the REM sleep as a “permissive state.” This state allows changes to occur, such as altering memories developed during the daytime
or those already stored in the hippocampus a long time ago. Stickgold (2000) expanded on this theory, proposeing that sleep—in all its phases—does something to improve memory that being awake does not do. In 2007, Ellenbogen was able to show that our brain learns
during sleep. Memory processing appears to be the only function that requires sleep. This unconscious cognition seems to demand a complete block out of the external
environment. There cannot be any neuronal activities related to processing incoming sensory signals. Sleep seems to be the perfect condition, since all external stimuli are
blocked out.
Conclusion
During sleep, many parts of the brain, such as the limbic system, work in similar ways as when we are conscious. However, this is not the
only part of the brain that is functioning. Many parts of the brain, such as the cerebrum, do not “shut down” at all, but merely work differently than when we are conscious. Part of the cerebral cortex that registers emotions is still effective, while other parts of the cortex are engaged
mainly in memory processing. Nevertheless, the limbic system, a more ancestral part of our brain, is rather prevalent when we sleep. During
sleep, functions of the mammalian brain are heightened, and the cortex turns to an unconscious state, mainly devoted to unconscious cognition. The fundamental and biochemical mechanisms underlying unconscious cognition still remain unclear. These questions need to
be further investigated.
The Process of Generating EmotionsEmotions are cerebral responses generated in the limbic system. One theory (Bower, 1990)
describes dreaming mainly as an unconscious emotional release, which is restrained in the day. Cerebral activity that is responsible for registering emotions is present during dreaming. There
are two pathways for generating emotions.
Superior Colliculus The Visual
Cortex
Temporal LobeThe What
Pathway
Optic Nerve
Retina
Parietal LobeThe Where
Pathway
The How Pathway
Neurological State during Dreaming
Evolutionary History of the
Brain
Born BlindPeople who are born blind have
no visual imagery in their dreams, since they are not able
to experience any visual imagery in waking life. Their dreams are often associated
with other senses, such as hearing and touch. People who become blind before the age of
4 show a general trend of a lack of visual imagery in their
dreams. People who become blind after that may still hold
remnants of visual imagery in their dreams. This pattern shows that dreaming is a
gradual cognitive achievement, in which visual, spatial and
other imagistic abilities need to be evolved. In other words, the
parts of the brain that are involved with those imagistic
abilities must be developed for dreaming (Kerr & Domhoff,
2004 ).
Emotional stimuli→Amygdala→Frontal Cortex
OR
Emotional stimuli → Amygdala →
Hypothalamus → Rest of the body → Physical responses → Somatosensory
cortex → Frontal cortex
Literature CitedCarter, R. 1998. Mapping the Mind. (CA):University of California Press . p. 16-17, 32-33, 82, 161, 194.
Hurovitz, C., Dunn, S., Domhoff, G. W., Fiss, H. 1999. The dreams of blind men and women: A replication and extension of previous findings. Dreaming, 9, 183-193.
Kerr, N., Domhoff, G.W. 2004. Do the Blind Literally “See” in Their Dreams? A critique of a recent claim that they do. Dreaming, 14, 230-233
Gibson, J.J. On the Relation Between Hallucination and Perception [Internet]. Leonardo. Pergamon Press; 1970 [cited 2008 December 15]. Available from: http://library.ross.org
Ramachandran, V.S., Ramachandran, D.R. 2008. I See, But I Don’t Know. Scientific American Mind 19(6):20-22. Stickgold R., Ellenbogen, J.M. 2008. Quiet! Sleeping Brain at Work. Scientific American Mind 19(4): 23-29.
Gray, Peter. 2007. Psychology. (NY): Worth Publishers. p. 201-209 Watakabe, A. 2007. What is Neocortex? BraInSitu [Internet]. [cited 2008 December 16]; 9:19. Available from: http:
//www.nibb.ac.jp/brish/Gallery/cortexE.html Welker, W., Johnson, J.I., Noe, A. Comparative Mammalian Brain Collections. Major National Resources For Study of
Brain Anatomy [Internet]. [cited 2008 December 16]; 9:40. Available from: http://www.brainmuseum.org/index.html Miejan, J. 1998. The EDGE Interview with Bill Harris of Centerpointe Research Institute. Trans4mind [Internet]. [cited
2008 December 16]; 9:53. Available from: http://www.trans4mind.com/holosync/EDGE.html Bower, B. 1990. A Thoughtful Angle on Dreaming. Science News 137(22): 348
Fong, L. 2006. It’s Not All in the Eyes. Seed [Internet]. [cited 2008 December 16]; 10:10. Available from:http://seedmagazine.com/news/2006/07/its_not_all_in_the_eyes.php
Swaminathan, N. 2005. Disconnections During Sleep. Seed [Internet]. [cited 2008 December 16]; 10:13. Available from: http://seedmagazine.com/news/2005/10/disconnection_during_sleep.php
Andreasen, N.C. 2005. The Creating Brain. New York (NY): Dana Press p. 18-23. Hobson, J. Allan, Pace-Schott, E. and Stickgold, R. (2000), DREAMING and the BRAIN: Toward a Cognitive
Neuroscience of Conscious States, Behavioral and Brain Sciences 23 (6)Blakeslee, S. 1993. Seeing and Imagining: Clues to the Workings of the Mind’s Eye. Wade, N. The New York Times
Book of The Brian. Guilford (CT): The Globe Pequot Press. p. 19-24.Blakeslee, S. 1994. Clues to the Irrational Nature of Dreams. Wade, N. The New York Times Book of The Brian.
Guilford (CT): The Globe Pequot Press. p. 226-231.
Percept and Mental ImagesWhile we are dreaming, the brain functions differently than when we are awake. Thus, the
images we construct in our dreams are different from the percept—images we perceive when we are awake. In the waking state, the where pathway that allows orientation,
exploration and adjustment, is constantly interacting with the what and how pathways that projects to the visual cortex or the occipital lobe in the back of the brain. However, in
sleep, the inputs of the optic nerves are missing, since our eyes are closed, and there are no external visual stimuli to be received and processed. As a result, the how and what
pathways of the perceptual system are running free. Those two pathways are more spontaneous and dynamic during sleep. The rapid-eye-movements (REM), see Figure 1, in
dreams can be explained (Gibson, 1970) as frustrated efforts of the perceptual system to perceive. “The dreamer is trying to look.” Dream images are a result of the internal
perceptive system. Since our eyes are closed during sleeping and dreaming, these images are different from conscious sense-percepts because there is no external stimuli.
Figure 1
The Evolutionary Sequence of the Visual Pathways (Ramachandran, 2008)
1st: The Where Pathway2nd : The How and What Pathways
Lateral Geniculate
Nucleus
REMA prevalent theory today describes
dreams as side effects resulting from physiological changes during REM
sleep (Figure 1, Hobson, 2000). Electrical activities in the motor and visual areas of the brain during REM
sleep engender dreamlike hallucinations. The brain is still
involved in thought processes, but to a lesser degree. Thought processes
connect one hallucination with another in order to decipher them (Gray, 2007).
The series of hallucinations becomes what is known as a dream. The
irrational nature of the dream can be explained by the reduction in mental
capacity during sleep.
Reptilian Brain
Mammalian BrainHuman
Local HistoryLocal Portraits
The Wall
Green Furniture Design
Illumination of Music
Talking Back… Identity and Representation
The Healing Power of Horses
I’m looking forward to
working with you!
Have a wonderful summer.
Please feel free to email me or stop by my desk in the Senior Library if you have any questions, or need advice. [email protected]