DESIGNDVD.COM Coming Soon

http://www.janson.com/dvd/show_title.php?pid=20342 Get A Life! Cool Careers, a DVD designed specifically for high school and junior high school students, which deals with the challenges, issues and choices facing today’s youth about their future lives and career choices. Anchored by two hip, young hosts, Paula Haffner and Kipp Lightburn, Get A Life! Cool Careers consists of feature stories from an incredibly diverse range of career opportunities and job profiles. Produced in a fast-paced and zany style by an award-winning Canadian production company, Cool Careers helps today’s youth come to grips with some of the most important decisions of their lives, and yet does it in a fun and hip style that appeals to the MTV Generation.

Duration : 0:5:3

weiter lesen… »

I’m applying for colleges at the end of this year, and I was wondering if you guys this I’ll be competitive for admittance for business programs at UPenn, MIT, Cornell,Harvard, and similar schools.
Here’s a bit about myself.
SAT Scores:
Reading-800
Math- 790
Writing- 800
PSAT – 231
GPA: Weighted will be around 4.85 or 4.9, maybe a bit higher, when I’m applying. Not the best, as I had some family issues in my sophomore year that screwed me over. For reference, valedictorian at our school is a little under 5.1, I think. I’ll have taken 7 AP classes by senior year, and 13 if you include my senior year.
My grades aren’t the best they can be. Total I have a about 65% As and the rest Bs, I believe, but sometimes life sucks and these things happen. I’m probably second-tier in this area.

Extra Curricular / Clubs:
President of animal welfare group at my school (Manage to raise thousands of dollars each year)
National Honors Society
National Latin Honors Society"
Won awards my 9th/10th grade years for the National Latin Exam
Band 9th grade, Orchestra 10th grade. Stopped after because arts at my school is poor, but I still continue playing 2 instruments. Alto Saxophone, which I am fairly prolific (Not a pro, but I can play very well) at, and Guitar (Not as good at this yet, but not bad)

Helped design a website for charity, and I’ll be doing another soon. (Self taught in web programming)

Working at GameStop (10th grade and on)
I do archery, a bit of a quirky sport.
In 2005, I competed in the Rubik’s Cube World Championships and got a national record in the Rubik’s Clock (Not something many people do, I’m assuming, heh, but that was slightly before high school. Will they even care?)
Volunteered at a hospital in 10th grade throughout the year.

Realistically, do I have a shot? I’m a bit worried, because there a few things that seem to be not as spectacular about my application. I don’t play a sport at my school, but I guess not everybody does. I don’t have straight As, and I’m really worried that may be an issue. My extracurriculars look okay, but nothing, to me, seems to really stand out. I don’t really know. =/

Considering I put a lot of effort into my essays and any interviews I have go well, what are my odds?
You own me at the cube bro. I’m better at alternate puzzles (Rubik’s Magic/ clock).

Fastest for cube is like 25. I used my own method, heh, a mixture of several. I’d guess if I took the time to learn OLL/PLL algs I’d hit around 15.

geez, it sure sounds like you have a shot

how fast could you solve this stuff? (ill put my times)
3×3 – 16.65
3×3 avg 10 – 27.34
3×3 one hand – 1:07
3×3 blindfolded – 9:59 (includes memo and solve)
4×4 – 1:48
4×4 avg 10 – 2:15
5×5 – 2:53
5×5 avg 10 – 3:29

i only got a 1440 total on my SATs, haha

The video is to capture the unique design of the building of the college which awarded as BUILDING OF THE YEAR.
The College Web:
http://www.lasalle.edu.sg/
Building Design Award (Web):
http://www.archthai.com/home/index.php?/9th-singapore-institute-of-architects-architectural-design-awards.html
[Jun 2008][Sep 2008][camera dms640 30fps]
Lasalle-related My Video Search:
http://www.youtube.com/profile?user=market2garden&view=videos&query=lasalle
The video is to capture the unique design of the building of the college which awarded as BUILDING OF THE YEAR.
The College Web:
http://www.lasalle.edu.sg/
Building Design Award (Web):
http://www.archthai.com/home/index.php?/9th-singapore-institute-of-architects-architectural-design-awards.html
[Jun 2008][Sep 2008][camera dms640 30fps]
Lasalle-related My Video Search:
http://www.youtube.com/profile?user=market2garden&view=videos&query=lasalle
Related Info:
拉萨尔 艺术 视觉 表演 多媒体 设计 产品 建筑 奖项 绘测 闹市 市区 city sim lim bendemeer selegie
Related Info:
新加坡 シンガポール Singapour Singapur Singapura Singapore சிங்கப்பூர் 新嘉坡 싱가포르 merlion 鱼尾狮 கடல்சிங்கம் マーライオン Temasek 淡马锡 Lion City 狮城 market2garden 市场2花园

Duration : 0:2:0

weiter lesen… »

I’m applying for colleges at the end of this year, and I was wondering if you guys this I’ll be competitive for admittance for business programs at UPenn, MIT, Cornell,Harvard, and similar top-tier schools.
Here’s a bit about myself.
SAT Scores:
Reading-800
Math- 790
Writing- 800
PSAT – 231
GPA: Weighted will be around 4.85 or 4.9, maybe a bit higher, when I’m applying. Not the best, as I had some family issues in my sophomore year that screwed me over. For reference, valedictorian at our school is a little under 5.1, I think. I’ll have taken 7 AP classes by senior year, and 13 if you include my senior year.
My grades aren’t the best they can be. Total I have about 65% As and the rest Bs, I believe, but sometimes life sucks and these things happen. I’m probably second-tier in this area.

Extra Curricular / Clubs:
President of animal welfare group at my school (Manage to raise thousands of dollars each year)
National Honors Society
National Latin Honors Society"
Won awards my 9th/10th grade years for the National Latin Exam
Band 9th grade, Orchestra 10th grade. Stopped after because arts at my school is poor, but I still continue playing 2 instruments. Alto Saxophone, which I am fairly prolific (Not a pro, but I can play very well) at, and Guitar (Not as good at this yet, but not bad)

Helped design a website for charity, and I’ll be doing another soon. (Self taught in web programming)

Working at GameStop (10th grade and on)
I do archery, a bit of a quirky sport.
In 2005, I competed in the Rubik’s Cube World Championships and got a national record in the Rubik’s Clock (Not something many people do, I’m assuming, heh, but that was slightly before high school. Will they even care?)
Volunteered at a hospital in 10th grade throughout the year.

Realistically, do I have a shot? I’m a bit worried, because there a few things that seem to be not as spectacular about my application. I don’t play a sport at my school, but I guess not everybody does. I don’t have straight As, and I’m really worried that may be an issue. My extracurriculars look okay, but nothing, to me, seems to really stand out. I don’t really know. =/

Considering I put a lot of effort into my essays and any interviews I have go well, what are my odds?
I’m paranoid because it’s anything but easy to get into the schools, heh. Business programs especially are highly competitive, to the best of my knowledge. I’m worried that going in with quite less than straight As might make a big difference =/

I wouldn’t worry about your grades because at most Ivy Leagues they will be considered in terms of the class rank, the competitive level of the school and standardized test scores. If the highest GPA at your school is under a 5.1, then you are definitely in the competitive range especially given your SAT scores, which is where you stand out, perfect critical reading and Math. Ivy Leagues also require 3 SAT Subject Exams and your scores on them will also be looked at as well as your scores on any AP exams. Cornell is the easiest Ivy League to be admitted to followed by Penn. Harvard is the most difficult and MIT is fairly close behind, about the same regular admissions rate as Yale and Princeton. There are stats regarding early decision versus regular decision at Ivy leagues and also at MIT at the link. Realistically, any applicant with perfect SAT critical reading and math scores has a good shot.
http://www.hernandezcollegeconsulting.com/ivy-league-admissions-statistics-2013/
An alternative international ranking of universities that considers the quality of the faculty is at the link below. This is a very important factor at any school where the same faculty teaches undergrads as graduate students and is not considered directly in the US News undergrad rankings. It is also useful to know that the US News rankings utilize rating factors that heavily bias the outcome towards private universities. Outside the US all the world’s great universities are public including Cambridge and Oxford and a private is better simply because it is private bias definitely does not exist, quite the opposite:
http://www.arwu.org/rank2008/Top500_EN(by%20rank).pdf
For universities where the same faculty teach undergrads, and where the faculty hold office hours and are accessible, the US News Grad School ranking are helpful to gauge the quality of the faculty. Don’t assume that because a university is private or ivy league, the star faculty will be teaching undergrads and will be accessible, and that because a university is public, the star faculty won’t be teaching undergrads and will not be accessible. Visit the schools and ask:
http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools/top-humanities-schools
http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools
I just noticed that you were looking for Business programs. Only Penn has a pure business program in the Ivy League. Cornell has an applied Econ and Management major. MIT has an undergrad management major. Harvard has no undergrad business program and neither does Columbia, Dartmouth, Yale, Brown or Princeton. Outside the Ivy League, Stanford and Chicago have outstanding Business schools but offer no undergraduate program. This is true at many prestigious universities. Most companies that recruit in Finance and for Management Consultant programs at blue chip universities have training programs that do not expect an undergrad Business degree and they actually prefer an undergrad Economics Major, as do most Top Tier MBA programs. I would not let the existence of an undergrad Business program influence your choice of schools. For most executive track slots, an MBA is usually a prerequisite. An MBA program tends to repeat much of an undergrad Business program, whereas an MBA complements an undergrad Economics major. Finance is essentially a subset of Economics. Even to become a CPA, an undergrad Accounting or Business degree is not required, only a certain number of Accounting and "business related" units(I am in California and all Econ classes are business related units.) which can be earned as part of the degree or after the degree. The exam is the same in every state but the requirements to sit the exam vary from state to state. Accounting courses are usually offered by the Econ dept at Universities without undergrad business programs. Seven states now require 150 units to sit the CPA exam including New York starting this summer. CPA is the major professional type designation associated with an undergrad Business program and it really isn’t. An undergrad Econ major sup[plemented with accounting courses is excellent preparation for the CFA Exams:
http://www.cfainstitute.org/cfaprog/courseofstudy/index.html
Good Luck!

Finding a cure for a disease is a task for highly trained research scientists, right? Not always! Four teenaged girls from Vancouver have challenged the belief that only adults make medical breakthroughs. They’ve created an award-winning idea that may someday
improve life for many people.
Patricia Lau, Robin Massel, Olivia Maginley, and Katie Mogan are grade nine students at Point Grey Mini School. Their invention won top place in their division of Toshiba’s ExploraVision contest for 1999. This competition asks young inventors to select an area of research that has meaning in their own lives—such as medicine or the environment—then to design an invention. The hope is that the invention could actually be built by the year 2020, as technology advances.
The four teens decided to develop a treatment for osteoporosis, a disease in which a person’s bones become brittle and fragile.
Osteoporosis is most common among older women, and Robin Massel’s grandmother has the condition. Watching someone she loved begin to break bones helped Robin realize how important it was to find a remedy.
“Osteoporosis is a major problem. As females we’re at high risk to get it some day,” says Patricia Lau. “As well, 1999 was named the
Year of the Elderly by the United Nations.”
Although they chose to tackle a very difficult problem, the girls
insist they had a fantastic time working on the project.
Robin organized the team. Her group had won second place the
previous year, and she was determined to make another try for the
top prize. In September, 1998, she asked three friends to join her.
Olivia is a talented writer who helped with the research and writing. Katie provided the illustrations for the storyboards they submitted with their entry, and Patricia designed the computer graphics. Robin’s previous experience earned her the role of group leader. Recognizing each other’s strengths contributed to the team’s success.
The would-be inventors haunted libraries, probed the Internet, and even obtained advice from a medical specialist. But some of their greatest support came from closer to home. Robin’s mother, Lynn Massel, acted as community sponsor for the group. A science teacher herself, she oversaw their meetings every Friday and helped them direct their research. She suggested the girls break up their project into tasks that could be more easily managed.
The team’s science and math teacher, John O’Connor, was also on hand with guidance and support. Point Grey Mini School is home to many innovative projects supervised by Mr. O’Connor. He gives particular praise to this group of students.
“Intellectual ability is not enough,” he remarks. “The students
who really succeed also have to be self-directed and tolerant of each
other. This team had those qualities.”
Keeping the project on track wasn’t always easy. Finding time to meet presented a challenge. The teens also discovered that inventing involves trial, error, and yet more trial. Sometimes the ideas they came up with just wouldn’t work.
“We originally thought of using plastic to harden the bones,” says
Patricia. “But when we found out plastic would be rejected by the
body, we had to come up with something else.”
So what did the four girls invent? It’s a high-tech solution called

WEBS (Woven Engineered Bone System).
“We, the scientists, are very excited to present WEBS to you at this press conference. It took many years of research and collaboration to come up with this technology. We made major breakthroughs to create the WEBS. The titanium alloy Tibond was created to be magnetic, and form very strong bonds once in the correct position. We created Cartigel as the vehicle for Tibond to move to the inside of the porous bone. Our next challenge was the Spider, which photographed the inside of the bone, and then created a force field to line the Tibond in the three-dimensional web position, and finally fixed the WEBS in place. This slide shows the amazing WEBS in the bone.”
;1] Here’s how their treatment should work—when the medical technology of the future catches up.
First, a substance the girls call “cartigel” is injected into a patient with osteoporosis. Cartigel contains special material to harden bones. The patient then steps into a tubular chamber called a “spider.” The spider is hooked up to a computer, which reveals an image of the inside of the patient’s bones. An electromagnetic field around the spider puts the cartigel into place. Finally, a low-voltage electrical current transforms the cartigel into a solid, three-dimensional web inside the bones. When the patient exits the spider chamber, he or she has stronger bones.
In spite of the cheering sections at home and school, the process of creating something new took its toll on the girls. They began the project in early October. By winter, their red-hot enthusiasm had cooled. But they persevered and were ready to submit their idea in early February. When they learned it had won the regional level of the competition, excitement spurred them on.
The next step was to create a video about their WEBS invention. They had six weeks to do it. Showing yet more creative flair, they decided to film themselves playing the roles of characters who discover a cure for osteoporosis! Then there was nothing to do but wait —until they found out that they were the winners. In early June, the girls flew to Washington, D.C. with their families and teacher to accept their award. Each girl received $10 000. The money will go toward further education, but the experience they gained has no price tag.
The competition sponsor now owns their idea, which may be used in the future. “We don’t think it will happen exactly as we described it in our project. Scientists may actually get it to work another way,” Patricia comments.
According to the girls, being young can be an advantage when it comes to inventing. When you’re fifteen, or thirteen, or eleven, you believe that anything is still possible. An open mind allows a free flow of new ideas.
“We’re naive, and that can be an advantage,” says Katie. “If you
want to create something, just go for it. It’s a lot of fun.”
“If you have an idea,” echoes Patricia, “don’t let anyone stop you
from trying it. Follow your dreams.”
1. RESPONDING TO THE ARTICLE
a. With a partner, create a list of what you think are the key reasons for the girls’ success.
b. What motivated the girls to develop their specific invention? What aspects of the girls’ submission do you think would have captured the interest of the
contest judges?
c. Do you think that the girls would have achieved as much working individually? Explain. Have you ever been part of an effective team?
What made your team work well? What could your team have done better?
2. VISUAL COMMUNICATION CREATE DIAGRAMS
In a small group, make a list of common diseases and disabilities. Together, brainstorm ideas for an invention that would help a person who is coping with one of those diseases or disabilities. (You might want to do some general research about the disease or disability first.) When you have come up with your invention, draw diagrams that illustrate what it might look like and explain how it would work. Label your diagrams carefully and write captions for them. Present your invention to the class, using your visuals to help you communicate your ideas.
Before you make your presentation, look carefully at your diagrams. Do they clearly show how your invention works? Is there enough detail in each diagram? Are your labels and captions easy to read and understand? If necessary, revise your diagrams to make them more effective.
3. MEDIA DRAFT INTERVIEW QUESTIONS
Imagine that you are a journalist who has been asked to write an in-depth magazine article about the girls’ invention. You have arranged to interview the four inventors so you can gather information for your article. What questions would you ask? Reread the article, especially the parts in which the invention is described. Draft the ten questions that would best help you learn about all the different aspects of the invention. Give each question a specific focus so the response will provide the details you need.

I would suggest cutting this down by at least 3 paragraphs, probably more.

I got about halfway through and I can’t read anymore. My eyes started this twitching and I kept losing my place. My guess would be others are having similar trouble.

Cut it down, then if I can I’ll read it again and come up with the questions you were asking for.

Sir Ian McKellen was kind enough to be the voiceover artist on our latest promo video. What do you think?
For all thats good in new media and a HQ version of the video go to www.gateway-media.co.uk. Your London based new media experts.

Gateway Media is a creative digital design agency based in central London. We maintain an impressive track record of producing intelligent and engaging solutions for a wide range of satisfied clients, who we are helping to achieve by enabling them to benefit from the application of cutting edge digital media.

Connect with Gateway Media to Create fresh ideas and solutions that work, enabling you to Communicate with ease.

Design / Video / Web / Sound / Marketing

Duration : 0:1:10

weiter lesen… »

Finding a cure for a disease is a task for highly trained research scientists, right? Not always! Four teenaged girls from Vancouver have challenged the belief that only adults make medical breakthroughs. They’ve created an award-winning idea that may someday
improve life for many people.
Patricia Lau, Robin Massel, Olivia Maginley, and Katie Mogan are grade nine students at Point Grey Mini School. Their invention won top place in their division of Toshiba’s ExploraVision contest for 1999. This competition asks young inventors to select an area of research that has meaning in their own lives—such as medicine or the environment—then to design an invention. The hope is that the invention could actually be built by the year 2020, as technology advances.
The four teens decided to develop a treatment for osteoporosis, a disease in which a person’s bones become brittle and fragile.
Osteoporosis is most common among older women, and Robin Massel’s grandmother has the condition. Watching someone she loved begin to break bones helped Robin realize how important it was to find a remedy.
“Osteoporosis is a major problem. As females we’re at high risk to get it some day,” says Patricia Lau. “As well, 1999 was named the
Year of the Elderly by the United Nations.”
Although they chose to tackle a very difficult problem, the girls
insist they had a fantastic time working on the project.
Robin organized the team. Her group had won second place the
previous year, and she was determined to make another try for the
top prize. In September, 1998, she asked three friends to join her.
Olivia is a talented writer who helped with the research and writing. Katie provided the illustrations for the storyboards they submitted with their entry, and Patricia designed the computer graphics. Robin’s previous experience earned her the role of group leader. Recognizing each other’s strengths contributed to the team’s success.
The would-be inventors haunted libraries, probed the Internet, and even obtained advice from a medical specialist. But some of their greatest support came from closer to home. Robin’s mother, Lynn Massel, acted as community sponsor for the group. A science teacher herself, she oversaw their meetings every Friday and helped them direct their research. She suggested the girls break up their project into tasks that could be more easily managed.
The team’s science and math teacher, John O’Connor, was also on hand with guidance and support. Point Grey Mini School is home to many innovative projects supervised by Mr. O’Connor. He gives particular praise to this group of students.
“Intellectual ability is not enough,” he remarks. “The students
who really succeed also have to be self-directed and tolerant of each
other. This team had those qualities.”
Keeping the project on track wasn’t always easy. Finding time to meet presented a challenge. The teens also discovered that inventing involves trial, error, and yet more trial. Sometimes the ideas they came up with just wouldn’t work.
“We originally thought of using plastic to harden the bones,” says
Patricia. “But when we found out plastic would be rejected by the
body, we had to come up with something else.”
So what did the four girls invent? It’s a high-tech solution called

WEBS (Woven Engineered Bone System).
“We, the scientists, are very excited to present WEBS to you at this press conference. It took many years of research and collaboration to come up with this technology. We made major breakthroughs to create the WEBS. The titanium alloy Tibond was created to be magnetic, and form very strong bonds once in the correct position. We created Cartigel as the vehicle for Tibond to move to the inside of the porous bone. Our next challenge was the Spider, which photographed the inside of the bone, and then created a force field to line the Tibond in the three-dimensional web position, and finally fixed the WEBS in place. This slide shows the amazing WEBS in the bone.”
;1] Here’s how their treatment should work—when the medical technology of the future catches up.
First, a substance the girls call “cartigel” is injected into a patient with osteoporosis. Cartigel contains special material to harden bones. The patient then steps into a tubular chamber called a “spider.” The spider is hooked up to a computer, which reveals an image of the inside of the patient’s bones. An electromagnetic field around the spider puts the cartigel into place. Finally, a low-voltage electrical current transforms the cartigel into a solid, three-dimensional web inside the bones. When the patient exits the spider chamber, he or she has stronger bones.
In spite of the cheering sections at home and school, the process of creating something new took its toll on the girls. They began the project in early October. By winter, their red-hot enthusiasm had cooled. But they persevered and were ready to submit their idea in early February. When they learned it had won the regional level of the competition, excitement spurred them on.
The next step was to create a video about their WEBS invention. They had six weeks to do it. Showing yet more creative flair, they decided to film themselves playing the roles of characters who discover a cure for osteoporosis! Then there was nothing to do but wait —until they found out that they were the winners. In early June, the girls flew to Washington, D.C. with their families and teacher to accept their award. Each girl received $10 000. The money will go toward further education, but the experience they gained has no price tag.
The competition sponsor now owns their idea, which may be used in the future. “We don’t think it will happen exactly as we described it in our project. Scientists may actually get it to work another way,” Patricia comments.
According to the girls, being young can be an advantage when it comes to inventing. When you’re fifteen, or thirteen, or eleven, you believe that anything is still possible. An open mind allows a free flow of new ideas.
“We’re naive, and that can be an advantage,” says Katie. “If you
want to create something, just go for it. It’s a lot of fun.”
“If you have an idea,” echoes Patricia, “don’t let anyone stop you
from trying it. Follow your dreams.”

These are the questions

1. RESPONDING TO THE ARTICLE
a. With a partner, create a list of what you think are the key reasons for the girls’ success.
b. What motivated the girls to develop their specific invention? What aspects of the girls’ submission do you think would have captured the interest of the
contest judges?
c. Do you think that the girls would have achieved as much working individually? Explain. Have you ever been part of an effective team?
What made your team work well? What could your team have done better?
2. VISUAL COMMUNICATION CREATE DIAGRAMS
In a small group, make a list of common diseases and disabilities. Together, brainstorm ideas for an invention that would help a person who is coping with one of those diseases or disabilities. (You might want to do some general research about the disease or disability first.) When you have come up with your invention, draw diagrams that illustrate what it might look like and explain how it would work. Label your diagrams carefully and write captions for them. Present your invention to the class, using your visuals to help you communicate your ideas.
Before you make your presentation, look carefully at your diagrams. Do they clearly show how your invention works? Is there enough detail in each diagram? Are your labels and captions easy to read and understand? If necessary, revise your diagrams to make them more effective.
3. MEDIA DRAFT INTERVIEW QUESTIONS
Imagine that you are a journalist who has been asked to write an in-depth magazine article about the girls’ invention. You have arranged to interview the four inventors so you can gather information for your article. What questions would you ask? Reread the article, especially the parts in which the invention is described. Draft the ten questions that would best help you learn about all the different aspects of the invention. Give each question a specific focus so the response will provide the details you need.

Are you serious? That’s far too much work for my poor old brain. Sorry. If you want the mark, you have to put in the work.

Remember? No pain, no gain.

Award winning Logo Experts offer their services for the cheapest of price starting at 150$ for a logo with unlimited revisions and color variantions and with the full identity design done by our Logo Experts starts at 350$.
Choose the Award Winning Experts – choose Us.

Ioan Popa,
Art Director,
www.1onica.com

Duration : 0:2:18

weiter lesen… »

Finding a cure for a disease is a task for highly trained research scientists, right? Not always! Four teenaged girls from Vancouver have challenged the belief that only adults make medical breakthroughs. They’ve created an award-winning idea that may someday
improve life for many people.
Patricia Lau, Robin Massel, Olivia Maginley, and Katie Mogan are grade nine students at Point Grey Mini School. Their invention won top place in their division of Toshiba’s ExploraVision contest for 1999. This competition asks young inventors to select an area of research that has meaning in their own lives—such as medicine or the environment—then to design an invention. The hope is that the invention could actually be built by the year 2020, as technology advances.
The four teens decided to develop a treatment for osteoporosis, a disease in which a person’s bones become brittle and fragile.
Osteoporosis is most common among older women, and Robin Massel’s grandmother has the condition. Watching someone she loved begin to break bones helped Robin realize how important it was to find a remedy.
“Osteoporosis is a major problem. As females we’re at high risk to get it some day,” says Patricia Lau. “As well, 1999 was named the
Year of the Elderly by the United Nations.”
Although they chose to tackle a very difficult problem, the girls
insist they had a fantastic time working on the project.
Robin organized the team. Her group had won second place the
previous year, and she was determined to make another try for the
top prize. In September, 1998, she asked three friends to join her.
Olivia is a talented writer who helped with the research and writing. Katie provided the illustrations for the storyboards they submitted with their entry, and Patricia designed the computer graphics. Robin’s previous experience earned her the role of group leader. Recognizing each other’s strengths contributed to the team’s success.
The would-be inventors haunted libraries, probed the Internet, and even obtained advice from a medical specialist. But some of their greatest support came from closer to home. Robin’s mother, Lynn Massel, acted as community sponsor for the group. A science teacher herself, she oversaw their meetings every Friday and helped them direct their research. She suggested the girls break up their project into tasks that could be more easily managed.
The team’s science and math teacher, John O’Connor, was also on hand with guidance and support. Point Grey Mini School is home to many innovative projects supervised by Mr. O’Connor. He gives particular praise to this group of students.
“Intellectual ability is not enough,” he remarks. “The students
who really succeed also have to be self-directed and tolerant of each
other. This team had those qualities.”
Keeping the project on track wasn’t always easy. Finding time to meet presented a challenge. The teens also discovered that inventing involves trial, error, and yet more trial. Sometimes the ideas they came up with just wouldn’t work.
“We originally thought of using plastic to harden the bones,” says
Patricia. “But when we found out plastic would be rejected by the
body, we had to come up with something else.”
So what did the four girls invent? It’s a high-tech solution called WEBS. “We, the scientists, are very excited to present WEBS to you at this press conference. It took many years of research and collaboration to come up with this technology. We made major breakthroughs to create the WEBS. The titanium alloy Tibond was created to be magnetic, and form very strong bonds once in the correct position. We created Cartigel as the vehicle for Tibond to move to the inside of the porous bone. Our next challenge was the Spider, which photographed the inside of the bone, and then created a force field to line the Tibond in the three-dimensional web position, and finally fixed the WEBS in place. This slide shows the amazing WEBS in the bone.”
;1]
WEBS (Woven Engineered Bone System).
Here’s how their treatment should work—when the medical technology of the future catches up.
First, a substance the girls call “cartigel” is injected into a patient with osteoporosis. Cartigel contains special material to harden bones. The patient then steps into a tubular chamber called a “spider.” The spider is hooked up to a computer, which reveals an image of the inside of the patient’s bones. An electromagnetic field around the spider puts the cartigel into place. Finally, a low-voltage electrical current transforms the cartigel into a solid, three-dimensional web inside the bones. When the patient exits the spider chamber, he or she has stronger bones.
In spite of the cheering sections at home and school, the process of creating something new took its toll on the girls. They began the project in early October. By winter, their red-hot enthusiasm had cooled. But they persevered and were ready to submit their idea in early February. When they learned it had won the regional level of the competition, excitement spurred them on.
The next step was to create a video about their WEBS invention. They had six weeks to do it. Showing yet more creative flair, they decided to film themselves playing the roles of characters who discover a cure for osteoporosis! Then there was nothing to do but wait —until they found out that they were the winners. In early June, the girls flew to Washington, D.C. with their families and teacher to accept their award. Each girl received $10 000. The money will go toward further education, but the experience they gained has no price tag.
The competition sponsor now owns their idea, which may be used in the future. “We don’t think it will happen exactly as we described it in our project. Scientists may actually get it to work another way,” Patricia comments.
According to the girls, being young can be an advantage when it comes to inventing. When you’re fifteen, or thirteen, or eleven, you believe that anything is still possible. An open mind allows a free flow of new ideas.
“We’re naive, and that can be an advantage,” says Katie. “If you
want to create something, just go for it. It’s a lot of fun.”
“If you have an idea,” echoes Patricia, “don’t let anyone stop you
from trying it. Follow your dreams.”
1. RESPONDING TO THE ARTICLE
a. With a partner, create a list of what you think are the key reasons for the girls’ success.
b. What motivated the girls to develop their specific invention? What aspects of the girls’ submission do you think would have captured the interest of the
contest judges?
c. Do you think that the girls would have achieved as much working individually? Explain. Have you ever been part of an effective team?
What made your team work well? What could your team have done better?
2. VISUAL COMMUNICATION CREATE DIAGRAMS
In a small group, make a list of common diseases and disabilities. Together, brainstorm ideas for an invention that would help a person who is coping with one of those diseases or disabilities. (You might want to do some general research about the disease or disability first.) When you have come up with your invention, draw diagrams that illustrate what it might look like and explain how it would work. Label your diagrams carefully and write captions for them. Present your invention to the class, using your visuals to help you communicate your ideas.
Before you make your presentation, look carefully at your diagrams. Do they clearly show how your invention works? Is there enough detail in each diagram? Are your labels and captions easy to read and understand? If necessary, revise your diagrams to make them more effective.
3. MEDIA DRAFT INTERVIEW QUESTIONS
Imagine that you are a journalist who has been asked to write an in-depth magazine article about the girls’ invention. You have arranged to interview the four inventors so you can gather information for your article. What questions would you ask? Reread the article, especially the parts in which the invention is described. Draft the ten questions that would best help you learn about all the different aspects of the invention. Give each question a specific focus so the response will provide the details you need.

Yeh, right. May I please do more of your work for you master?? FOTFLMSAO.

Ten dollars cash in advance. MAYBE!! Not for ten points!

Finding a cure for a disease is a task for highly trained research scientists, right? Not always! Four teenaged girls from Vancouver have challenged the belief that only adults make medical breakthroughs. They’ve created an award-winning idea that may someday
improve life for many people.
Patricia Lau, Robin Massel, Olivia Maginley, and Katie Mogan are grade nine students at Point Grey Mini School. Their invention won top place in their division of Toshiba’s ExploraVision contest for 1999. This competition asks young inventors to select an area of research that has meaning in their own lives—such as medicine or the environment—then to design an invention. The hope is that the invention could actually be built by the year 2020, as technology advances.
The four teens decided to develop a treatment for osteoporosis, a disease in which a person’s bones become brittle and fragile.
Osteoporosis is most common among older women, and Robin Massel’s grandmother has the condition. Watching someone she loved begin to break bones helped Robin realize how important it was to find a remedy.
“Osteoporosis is a major problem. As females we’re at high risk to get it some day,” says Patricia Lau. “As well, 1999 was named the
Year of the Elderly by the United Nations.”
Although they chose to tackle a very difficult problem, the girls
insist they had a fantastic time working on the project.
Robin organized the team. Her group had won second place the
previous year, and she was determined to make another try for the
top prize. In September, 1998, she asked three friends to join her.
Olivia is a talented writer who helped with the research and writing. Katie provided the illustrations for the storyboards they submitted with their entry, and Patricia designed the computer graphics. Robin’s previous experience earned her the role of group leader. Recognizing each other’s strengths contributed to the team’s success.
The would-be inventors haunted libraries, probed the Internet, and even obtained advice from a medical specialist. But some of their greatest support came from closer to home. Robin’s mother, Lynn Massel, acted as community sponsor for the group. A science teacher herself, she oversaw their meetings every Friday and helped them direct their research. She suggested the girls break up their project into tasks that could be more easily managed.
The team’s science and math teacher, John O’Connor, was also on hand with guidance and support. Point Grey Mini School is home to many innovative projects supervised by Mr. O’Connor. He gives particular praise to this group of students.
“Intellectual ability is not enough,” he remarks. “The students
who really succeed also have to be self-directed and tolerant of each
other. This team had those qualities.”
Keeping the project on track wasn’t always easy. Finding time to meet presented a challenge. The teens also discovered that inventing involves trial, error, and yet more trial. Sometimes the ideas they came up with just wouldn’t work.
“We originally thought of using plastic to harden the bones,” says
Patricia. “But when we found out plastic would be rejected by the
body, we had to come up with something else.”
So what did the four girls invent? It’s a high-tech solution called WEBS. “We, the scientists, are very excited to present WEBS to you at this press conference. It took many years of research and collaboration to come up with this technology. We made major breakthroughs to create the WEBS. The titanium alloy Tibond was created to be magnetic, and form very strong bonds once in the correct position. We created Cartigel as the vehicle for Tibond to move to the inside of the porous bone. Our next challenge was the Spider, which photographed the inside of the bone, and then created a force field to line the Tibond in the three-dimensional web position, and finally fixed the WEBS in place. This slide shows the amazing WEBS in the bone.”
;1]
WEBS (Woven Engineered Bone System).
Here’s how their treatment should work—when the medical technology of the future catches up.
First, a substance the girls call “cartigel” is injected into a patient with osteoporosis. Cartigel contains special material to harden bones. The patient then steps into a tubular chamber called a “spider.” The spider is hooked up to a computer, which reveals an image of the inside of the patient’s bones. An electromagnetic field around the spider puts the cartigel into place. Finally, a low-voltage electrical current transforms the cartigel into a solid, three-dimensional web inside the bones. When the patient exits the spider chamber, he or she has stronger bones.
In spite of the cheering sections at home and school, the process of creating something new took its toll on the girls. They began the project in early October. By winter, their red-hot enthusiasm had cooled. But they persevered and were ready to submit their idea in early February. When they learned it had won the regional level of the competition, excitement spurred them on.
The next step was to create a video about their WEBS invention. They had six weeks to do it. Showing yet more creative flair, they decided to film themselves playing the roles of characters who discover a cure for osteoporosis! Then there was nothing to do but wait —until they found out that they were the winners. In early June, the girls flew to Washington, D.C. with their families and teacher to accept their award. Each girl received $10 000. The money will go toward further education, but the experience they gained has no price tag.
The competition sponsor now owns their idea, which may be used in the future. “We don’t think it will happen exactly as we described it in our project. Scientists may actually get it to work another way,” Patricia comments.
According to the girls, being young can be an advantage when it comes to inventing. When you’re fifteen, or thirteen, or eleven, you believe that anything is still possible. An open mind allows a free flow of new ideas.
“We’re naive, and that can be an advantage,” says Katie. “If you
want to create something, just go for it. It’s a lot of fun.”
“If you have an idea,” echoes Patricia, “don’t let anyone stop you
from trying it. Follow your dreams.”
1. RESPONDING TO THE ARTICLE
a. With a partner, create a list of what you think are the key reasons for the girls’ success.
b. What motivated the girls to develop their specific invention? What aspects of the girls’ submission do you think would have captured the interest of the
contest judges?
c. Do you think that the girls would have achieved as much working individually? Explain. Have you ever been part of an effective team?
What made your team work well? What could your team have done better?
2. VISUAL COMMUNICATION CREATE DIAGRAMS
In a small group, make a list of common diseases and disabilities. Together, brainstorm ideas for an invention that would help a person who is coping with one of those diseases or disabilities. (You might want to do some general research about the disease or disability first.) When you have come up with your invention, draw diagrams that illustrate what it might look like and explain how it would work. Label your diagrams carefully and write captions for them. Present your invention to the class, using your visuals to help you communicate your ideas.
Before you make your presentation, look carefully at your diagrams. Do they clearly show how your invention works? Is there enough detail in each diagram? Are your labels and captions easy to read and understand? If necessary, revise your diagrams to make them more effective.
3. MEDIA DRAFT INTERVIEW QUESTIONS
Imagine that you are a journalist who has been asked to write an in-depth magazine article about the girls’ invention. You have arranged to interview the four inventors so you can gather information for your article. What questions would you ask? Reread the article, especially the parts in which the invention is described. Draft the ten questions that would best help you learn about all the different aspects of the invention. Give each question a specific focus so the response will provide the details you need.

. You’re funny!
You think Anybody is gonna read all that AND do the homework for you?
ha.