Presentations

Rough Draft
Topic: Tourette's Syndrome

• Origin of TS
• Who can be diganosed with the disorder
• What are the Symptoms
• The differences between mild and severe
• TS publicized in the media
• What steps can be taken to treat the disorder

Final Draft
Topic: Tourette's Syndrome
 I went more into depth on where a person might've seen TS being exhibited, such as the media or out in public. I also want to explain what are the usual symptoms when dioagnosed with the disorder, and how society can affect one's personal being. Because with society not taking so kindly to TS, it can either make person have a better outlook, or can lead towards the awkward feeling of ever having TS. I also want to state what other medical conditions are associated with TS.

Discussion Questions to Consider
The most challenging part of the presentation was the gathering of facts, that shouldn't be repeated in the presentation, because it can get difficult to not spin around.

The difference between my literal and interpretive were that my facts shown how many people can get diagnosed with the severe tics, and the interpretive were that of those facts that I've learned from first hand experience and the knowledge of my other friends who have the disorder.

The using of props will acutally help, as if I were to go into detail about my prop, because it actually helps jot down info a lot quicker, and easier to remember facts.

Rough Draft for 20 minute Presentation
Topic: Tourette's Syndrome

EQ: What's most important for a person with TS to know?

Objective: To educate the class of East House about TS and it's classified levels of tics
Hook: Open up with one of my tics and ask the class what that was.

Intro: Open up with the founder and a little bit of history

Body: History

           Level 1 Tics
          
           Level 2 Tics

           Level 3 Tics

           Who has the Disorder
Activity: Have the class based on what I taught them, view some clips of patients exhibting the disorder. Than have the class identify what level tic it is. Be ready to back up your answer with evidence.

Conclusion: Debrief over what I taught and a little banner called Life's a Twitch.

Sources: Tourette's Syndrome and Human Behavior Book

My neurologist Dr. Rodriguez

TS Camp

Materials: Laptop, Youtube Clips, Power Point, Internet Cable, Possibly a Half Sheet of Paper, USB Drive

Artwork Showcase for Senior Project

Name: Andrew Garcia

Topic: Tourette’s Syndrome

EQ:What is most important for a person with Tourette’s Syndrome to know?

Idea: I want to show some of the productive activities I’ve done, such as artwork, and some construction with LEGOS, along with some photos I can showcase when I go cycling up at Santa Fe Dam. These activities require some concentration, for it keeps my tics suppressed during the duration of my productivity.

How it relates to my EQ: This relates to my EQ, because productivity is proven to alleviate TS symptoms due to the focus a person has on their activity, along with one of my answers for my EQ is to be productive. Not only does it help a patient cope with their tics, but it will benefit them long term, because of the amount of productivity a person dedicates.

Tourette's Syndrome Rough Draft Lesson Plan

Rough Draft Lesson Plan: Ok, so I don't know how the format for this is supposed to look like, for I thought I turned it in to Ogden, but....I'll give it my best.


EQ: What is the most important thing for a person with TS to know?

Topic: Tourette's Syndrome

Intro: I'll give some history and facts on the disorder, and a short summary on my service learning

Foundation: How I've been able to build up my knowledge about the disorder

Product: Knowing that I'll be able to apply what I've learned, due to what I've done specifically at Service Learning, and the people I've met throughout my progression, so that I may take on the field of neurology.

Body:                                              Activities:

Symptoms                                      A Marble Activity          

Medication                                     A TS Quiz

Treatment

Expression

Conclusion: Say how, that as people, we all encounter obstacles, and the only thing we can do is to at least conquer them. With TS, you're given more than the average being, but some will prevail on their own, while other may require assisstance, but they will conquer them as well.

PART I: Two-Hour Presentation

Two-Hour Presentation Student Assessment

(1) What assessment would you give yourself?

P+

Why? Because I actuallly recieved a lot of compliments afterwards, and that I presented a lot of factual information dealing with the medical field. And during my my activities I had some people come up to me and ask more question they had about Tourette's Syndrome.

 

(2) What is one thing you think you did well in the two-hour and why? I liked how I had good information about my service learning experience dealing with the medication that most Tourette's patients are prescribed on when first diagnosed. It seemed significant because most of the patients and work I endured at service learning actually got me more interested into pursuing a career in neuorology.

PART II: Overall Senior Project Experience

(3) What do you think you did well on in the project?  What could you have done better?  Please explain. I did well on my service and my first independent component, because service learning gave me a lot of information about what can occur when a paitent diagnosed with Tourette's checks in with their neurologist. I could've actually gotten more infromation from more than one neurologist.

(4) What is your EQ and what is the best answer to your EQ? My EQ is- What is most important for a person with Tourette's Syndrome to know? And my best answer is to Express your disorder freely in order to lead a more normal lifestyle.

(5) How has the last month of culminating events (e.g. I-Search, Two-Hour, Exit etc) affected your answer to your EQ?  Has it changed?  Why or why not? My I-Search was actually a component in which I was able to input what I was able to experience at Tourette's Camp, and the Two hour was enabling me to use all of the sources I found signifcant into one component. But my answers haven't cahnged, because it seems that in general when dealing with Tourette's patients, they don't know how to  take initiative in being more open with their disorder, so it seems helpful that a person give them as many options for support as possible.

(6) What suggestions do you have in order to improve the senior project? Try to give some "breathing space" between components such as I-Search, Exit Interview, Creative Expression, and the Two Hour, because when it came down to it, it all was crammed together.

(7) Overall Senior Project Assessment

AE 

Why? Because I gathered all the research requirements, I truned in my service learning, and my indepenent compnents on time, and that when it came down to my Two hour, a lot of people liked the answers I gave throughout my Two hour, and were able to get the questions they had about Tourette's Syndrome at the end of my Two hour.