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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“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.

Do your own homework.

400.

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Duration : 0:1:37

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I have a 3.82 (unweighted) and a 4.22 (weighted) GPA

ACT scores:
math: 33
science: 30
reading: 30
english: 32
writing: 10 (english/writing combined: 31)
composite: 31

Member of spanish club all of high school
Member of a robotics team at another high school for 2 years (head of web design and part of programming subteam)
Robot won "environmental/green" award and "driving tomorrow’s technology" award
Varsity basketball for 3 years
Captain of team this year
Club basketball since 5th grade
Captain of club team for 4 years
Member of NHS
Student recruiter
Basketball coach at grade school
Assistant coach for a club basketball middle school team
Peer tutor
Volunteer with special olympics events about 3 times a year
Volunteer with the elderly at nursing homes once a month

so what are my chances of getting into UCLA, Rice, John Hopkins, University of Michigan, Ann Arbor, Northwestern, and University of Wisconsin, Madison.

By the way… I’m from Indiana so I’m not a resident of any of those states.
Well my mom’s half asian… so I’m only partially asian
"Hey, lol first of all, stop being racist. I’ve seen your posts and you always make some smart remark to the race or skin color of the person."

if you are talking to me… i’m not being racist at all. it’s totally true. if a white person and a black person have the same exact stats… the black person is going to be accepted over the white one. it’s a fact and i think it’s ridiculous. i know someone that couldn’t get into a college with a 3.6 GPA and a 29 on the ACT and her friend that was adopted from Panama, when she was 2, had the same GPA and a 26 on the ACT. And the other girl had much better extra curriculars then the girl from Panama. How is that fair?
and i wasn’t planning on taking the SAT so if any of these schools only accept the SAT then I probably won’t apply to them.
the reason is that i did much better on my PLAN then my PSAT so I don’t think I’ll do very well on my SAT and I don’t want to waste the money

Not being a resident will only matter with Wisconsin, Michigan and U.C.L.A. If i’m not mistaken, all of the other schools on your list are private schools meaning residency doesn’t really matter. You don’t give an S.A.T score, but your A.C.T scores are excellent, and your g.p.a is definitely in the right range. If I were you I would also apply to some Ivy’s. You have the right scores and plenty of E.C’s. On top of your scores and e.c’s, keep in mind that your essays are critical. They are what will set you apart from everyone else. Remember to write something that would make them say wow. I wrote about a camping trip that I went on with my friends senior year, and described all of the fun and trouble we ran into and the admissions office wrote aside note on my acceptance letter saying how they loved my essay. I went to Yale. YYouhave a good shot at all of the schools you listed. Go visit the ones you like most to see where you feel you fit.

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For more info visit http://www.mikeafford.com :

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Weather Graphics : http://www.mikeafford.com/tv-graphics/projects/weather-graphics.html

Duration : 0:2:41

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I have a 3.72 unweighted GPA and a 4.22 weighted GPA
I go to an all-girls college prep high school

Here are my ACT scores:
Math: 33
Science: 30
Reading: 30
English: 32 (essay: 10, english/writing combined: 31)

I got a 5 on AP Biology exam and a 4 on AP Gov

member of NHS (hopefully VP this year)
Member of robotics team at another school since our school does not have a program (member for 2 years, head of web design, robot won "driving tomorrow’s technology" award and placed 4th at midwest regional)
started a robotics club at my school but we still don’t have a team
played varsity basketball for 3 years (captain senior year, all conference junior year and most likely senior year)
played club basketball for 7 years (captain for 4 years, my team has gone to nationals on 4 occasions)
volunteer with special olympic events
take part in "make a difference day" twice a year
peer tutor
student recruiter
had artwork displayed at the state fair art show
coach grade school’s volleyball team
assistant coach of a developmental team at my club
member of spanish club since freshman year
member of math club for one year

is there any possible way to improve my chances of getting into Stanford??? I have always wanted to go to that school …i work hard but my grades aren’t that stellar.

Unfortunate, you are pretty close to being considered seriously, but your GPA is just not good enough and your ACT scores are not either.

You will get in somewhere great though of course, regrettably i would not bet on getting into stanford though.

Stanford gets a lot of applications, and on top of that, a majority of those are near perfect applications. Even if you were to have a competitive application, it still takes a tremendous amount of sheer luck to get into a school like that.

You could get in though, anything is possible. Stanford is overpriced anyway, head to berkeley. Go to Stanford for grad school where they will hopefully pay for you to attend is my recommendation. There is something bland about the student body of stanford unfortunately. For undergrad, it is at least my not preferred scene.

Hello, I’m 14 years old, and living in Vancouver. I am looking for a job (not a summer job…a job I can do after school or on weekends).

Although my friends tell me most of the places won’t hire people unless I am 15 and up, some places would still accept me if I am mature, and if my parents approve.

I am a fast learner, and I can adapt to my surroundings fast. I am highly mature, and I have a good educational background. I have several awards, and I know first aid.

I am strongest in web design and animation.

There is a Safeway across my apartment, and a Kentucky’s, DQ, Starbucks, and Church’s Chicken down my street. Any chance I would get hired?

I think basically anything in the service industry. I doubt you would get hired in Safeway or Starbucks because they want an older
employees. I would definitely try D.Q. and Church’s also subway,
MacDonalds (they are always looking for people)

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Duration : 0:0:37

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Do You know of any Collector Sites or Secondary Market vendors?
I am looking for the Roman Inc Impressions Bliss Angel #62334
10 1/2" tall -Hand-painted Seraphim angel figurine. Crafted and painted from resin, porcelain powder and marble dust. Designed by the award-winning Master Sculptor Gaylord Ho. Perhaps there is a collectors web "ring" or other websites I can try. I am trying to complete a set. Thanks for any information!

http://www.impressionsga.com/roman.html…

The following link is the one you are looking for.

http://www.collecto-mania.com/impression…

This is pretty much my dream college. I’m a sophomore at a well known arts school. I major in Communications, and my focuses are on Film and Journalism. I’ve kept a resume of all of my work ever since elementary school. Here’s an idea of what I’ve done…

1998-2004:
Straight A’s K-5
30 hours of community service (cleaning up parks and volunteering at retirement homes)
Reading Rainbow Writing Contest: 2nd Place
Published book
Chorus 4th and 5th grade (performed at Sea World, City Place, Veteran’s Hospital, Publix, and Roger Dean Stadium)
Spotlight on Young Musicians (One of three students chosen from Binks Forest Elementary)
Safety Patrol
Web Design Club
Presidential Award for Physical Fitness

2005:
Acceptance into Bak Middle School of the Arts
Winner of Young Heroes Essay contest
Talent in 2005 Bak MSOA 6th Grade Showcase
Outstanding in Communications
4.0 GPA first and second semester
People To People: Young Student Ambassador in British Columbia and Alberta, Canada for two weeks.

2006:

Member of 2006 Communications Showcase Staff
Directed and Filmed “Spylvan Learning Center”, “Dirty Little Secret”, and “Earthquake”
Directed, managed, advertised, and organized a walkathon for ALS Lou Gehrig’s Disease
(Raised 2,000 dollars that were donated to the local ALS chapter and also auctioned off items including an iPod Nano that was donated by Apple)
Assistant Editor in Chief of Masterpiece Yearbook Volume IX
JEA Mail In Contest: Excellent in Feature Writing for Technology Spread
Outstanding in Communications
4.0 GPA first and second semester

2007:

JEA Mail In Contest: Excellent in Photography for Communications Spread
Editor in Chief of Masterpiece Yearbook Volume X at Bak Middle School of the Arts
Producer of 2007 Bak MSOA Communications Showcase
Co-Writer of 2007 Bak MSOA Communications Showcase
Designed graphics for 2007 Bak MSOA Communications Showcase
Advanced Graphics student
Outstanding in Communications
3.8571 GPA first and second semester

2008:

Acceptance into Dreyfoos School of the Arts
Published in The Muse Newsmagazine
Photographed in The Wellington Magazine
Mic Wrangler in 2008 Dreyfoos Communications Showcase
Assistant to Technical Director in 2008 Dreyfoos Communications Showcase
Stage Manager in 2008 Dreyfoos Communications Showcase
Directed, Produced, and Edited “Subterfuge”, the only freshman film played in showcase as well as the annual Dreyfoos Film Festival
Outstanding Achievement in Film and Television Production
30 hours for work with the Laura Brooke Music Foundation (edited a film and taped a benefit concert)
30 department hours for Communications
Rank #34 out of 327, 11th percentile
3.8571 and 4.0 GPA first and second semester; 4.5 HPA
All Honors Classes for 9th grade
Passed the AP Human Geography Course in 9th grade
Internship at International Quiksigns (50 Hours)
Volunteer at Equestrian Trails Elementary Summer Camp (200 Hours)
Produced, Edited, Created Bar Mitzvah video for Brandon Palaccio (5 Hours)
Member of the Arts Section Staff for the Marquee, the Dreyfoos Yearbook publication
All Honors Classes in 10th grade
Took the AP World History Course in 10th grade

Film Credentials:
Took the Intro to Video Production Course in 6th grade
Created a video, “Such Great Heights”
Won an award for Excellence in Communications (Film)
Took the TV Production Course in 7th grade
Director/Camera for the daily announcements show, BAK MSOA Today
Took the Video Editing Course in 7th grade
Directed, Edited, Produced, Shot videos, including “Shpylvan Learning Center”, “Dirty Little Secret Music Video”, and “Earthquake.”
Co-Producer and Co-Director of the 2008 Communications Showcase in 8th grade
Created several videos used in the show, including the intro.
Took the Research I (Film) Course in 9th grade
Directed, Produced, Edited “Subterfuge”, the only Freshman film shown at the Annual Dreyfoos Film Festival as well as the Dreyfoos Communications Showcase
Edited a film and taped the benefit concert for the Laura Brooke Music Foundation
Produced, Edited, Created several Bar Mitzvah videos for Brandon Palaccio, Nicolas Rabinowitz, etc.

And at a glance, here’s my High School extracurriculars/serivce hours:

30 department hours for Communications (the required is 10)

20 hours for filming the benefit concert and producing/editing a video for the Laura Brooke Music Foundation

200 hours for volunteering at the Equestrian Trails Summer Camp for grades K-6 all summer.

5 hours for volunteering at Wellington Components, Inc.

24 hours for producing/editing several videos for various events/celebrations

Those are my hours so far.

Here are my extracurriculars:

Showcase, Video Editing (for events/celebrations), Volunteer at Summer Camp, Helping the Laura Brooke Music Foundation.

and in the future I will be on the Yearbook staff all three years left of High School.

I will be going to the Soup Kitc

Tisch is about auditions and portfolios, not laundry lists off activities. We have no way to know. If you’re talented, you’ll get in.