My Summer Internship at Kennedy Space Center

During my summer internship at Kennedy Space Center, I worked on several projects with my mentor Grace Johnson in the Education Programs Office. My primary project was the CubeSat project in which my job was to help mentor Merritt Island High School students in the building of a CubeSat. CubeSats are picosatellites that are used to carry out auxiliary missions; they "piggy back" into orbit on launch vehicles launching primary missions. CubeSats come in the sizes of 1U (10 by 10 by 10 cm) 2U (1Ux2) and 3U (1Ux3). The Cube Sats are housed in a protective deploying device called a Poly Picosatellite Orbital Deplored (P-POD). I also participated in a Balloon Workshop with the MIHS students. This was an intense 4-day project in which we constructed a balloon satellite equipped with a camera whose main goal was to obtain video images of the curvature of the earth at high altitudes and relay it back down to our ground station. I also began developing my own science research program for minority serving institutions to be implemented when funding becomes available. In addition to the projects that I completed during my internship, I got the opportunity to go on various tours of the technological facilities here at Kennedy Space Center

McNair Scholars Journal

Director\u27s Message Relationship Between a Precipitate Found in Ethanol Preserved Crustaceans and The Molt Cycle Lacrissa Cook Main Influences of Perceived Gender Differences in Middle and High School Students: Unveiling the Curtain of Silence Ebonique Thomas The Sagittal Suture in Homo Sapiens: Is It Fractal? Ron Wright The Black Elite in Atlanta, Georgia: Perpetuating and Idealistic Society Phyllis M. Hill The Quarterman Incident: The Albany Movement Pushed Back to Strength Kameelah L. Martin The Effects of Various Materials for the Purpose of Sound Reduction Christopher Johnson Maintaining Doctrinal Integrity and Continuity in The Absence of Organizational Structure Among Primitive Baptists Deborah Hill Analysis of the Competition in the Chemostat When One Competitor Produces a Toxin Richard Kilburn Citizen Participation in Public Administration: Purpose and Possibilities Heather Forsyth Kehr The Psychology of Economics: The IMF and the World Bank and the Effects of Their Policies Developing Countries Carol Kin

Spartan Daily, March 16, 1995

Volume 104, Issue 35https://scholarworks.sjsu.edu/spartandaily/8680/thumbnail.jp

Spartan Daily May 2, 2012

Volume 138, Issue 48https://scholarworks.sjsu.edu/spartandaily/1047/thumbnail.jp

Spartan Daily May 3, 2012

Volume 138, Issue 49https://scholarworks.sjsu.edu/spartandaily/1048/thumbnail.jp

Poverty and Philanthropy: Strategies for Change

This paper traces the economic and social trends that help explain the persistence of poverty, describes some of the unintended consequences of public policies that have exacerbated the challenges facing poor families, and discusses four overarching strategies to address one of the most powerful contributors to poverty: stagnant wages for low-income workers, particularly among men, young men, and men of color

An insider perspective of lifelong learning in Singapore: beyond the economic perspective

This study traces the learning journeys of a group of people who overcame economic, social and/or educational disadvantages to engage in lifelong learning in Singapore. Studies in a number of countries have shown that people from economically, socially and/or educationally disadvantaged backgrounds are under-represented in postschool learning. However, in every country, there is a small group that has succeeded in overcoming economic, social and psychological odds to engage in lifelong learning and in this thesis such a group will be investigated in Singapore. In 2002, twenty-three people within this category were selected by the community as lifelong learners in Singapore. Thirteen of them volunteered for this study. Data collected through in-depth interviews were analysed using grounded theory methodology. The model of lifelong learning derived from emergent common themes shows that while it is true that utilitarian reasons usually accounted for the initial decision to engage in post-school learning, learning journeys were sustained by the development of learning careers, through the strengthening of learner identities and the development of learning dispositions.Sociocultural factors, such as presence of positive environments and supportive relationships with significant others, also influenced learning decisions. The findings thus confirm recent studies of the need for a sociocultural theory of lifelong learning and a more holistic approach to lifelong learning. There are important implications for Singapore which has achieved rapid economic growth since independence by adopting a pragmatic approach. Official discourses of lifelong learning are based on human capital theory. Hence, lifelong learning is seen as an investment in human capital, and often equated with skills upgrading for economic and political survival. The implications of this study are, however, that instead of focusing on the political and economic aspects of lifelong learning, future initiatives should examine other micro-contexts like family, work, schools and other institutions, with special focus on how people within these institutions can help support lifelong learning. It is also evident from the findings, that lifelong learning should be seen in its whole spectrum, as learning across the lifespan, from cradle to grave (lifelong learning) and learning that covers formal, nonformal and informal learning (lifewide learning).V