Comparison of Pharmacological and Non-Pharmacological Treatments for Parkinson's Disease

Gadzhi Shakhnavazov, Verrazzano Class of 2024, completed major in Biology 

"The more you learn, the more you earn," is a famous quote by Warren Buffett. While most people think that it is only related to money, I found it to be beyond that. Learning, in my opinion, provides one with an opportunity to have new experiences, which can then shape the person.

Doing research was a new thing for me, and to be honest, it was not easy, but it was worth it. While my capstone project (research) was a meta-analysis and I did not have to physically do the experiments, it was not easy to find reliable sources and accurate information.

Searching for articles on the comparison of conventional and non-conventional treatments for Parkinson's disease was quite difficult, since the disorder is not well studied yet. During the process of completing my project, I embarked on a journey that not only enriched my understanding of this neurological disorder but also honed my skills in research, critical analysis, interpretation of information, and teamwork.

After completing the project, I enhanced my research skills and learned new ways of finding reliable information that I implement in my everyday life. For example, I recently needed to buy supplements and I used my research skills to find a good study that discussed the benefits and disadvantages of different forms of certain supplements that best suited my needs.

Another important aspect that was enhanced was teamwork. Working and communicating with my partner and mentor taught me important communication skills, making me more professional. We had different perspectives on different matters, but, embracing diverse perspectives and integrating insights from several minds can lead to more comprehensive solutions to complex challenges.

As mentioned above, the disorder is not well studied yet, so it is important for research to continue. One potential direction is to conduct longitudinal studies to assess the long-term efficacy and safety of both pharmacological and non-pharmacological interventions for Parkinson's disease. Furthermore, advancements in technology offer opportunities to enhance the delivery and monitoring of non-pharmacological interventions such as physical therapy, cognitive training, and deep brain stimulation. While meta-analysis exposes you to a broad scope of information, I think that choosing one certain treatment and conducting a physical experiment on its effectiveness would be a great way to continue researching the topic in the future.

In conclusion, the process of developing and completing my capstone project has been a transformative journey. It has not only deepened my understanding of this neurological disorder but has also equipped me with invaluable skills in research, critical analysis, and interdisciplinary collaboration.

Incorporating an ASL Curriculum for Students in Grades 1-6

Gianna Occhiuto, Verrazzano Class of 2024, completed major in SLS (1-6) and minor in ASL

When I was in fifth grade, a select few students took an American Sign Language class as an extracurricular activity. I never had the opportunity to join the class, but a lot of my classmates did, and they communicated with each other through sign language across the classroom. I was fascinated by how my classmates were communicating with each other without speaking. When I started as an undergraduate at CSI, I had the opportunity to take ASL as one of my major requirements and fell in love with it. I learned so much about the language, along with the culture.

As a childhood education (grades 1-6) major with a minor in American Sign Language (ASL), I was inspired to create a capstone project that would bridge these two areas. Throughout each of the ASL courses that I have taken, I have gained an appreciation for the language, culture, and community. The result was an ASL curriculum for childhood education, a tool that not only explores the benefits of teaching ASL to hearing students but also paves the way for its incorporation into my future classroom as a teacher. I worked with Russell Rosen, my professor for ASL 215 (level IV) and 220 (Deaf People, Community, and Culture). Professor Rosen provided great insight into what should be incorporated to create a successful curriculum for teaching ASL. There is a gap in previous studies, meaning there is no curriculum for grades 1-6; there are various curriculums that high schools and colleges use based on the state. An ASL curriculum should be aligned with state standards based on the grades the students are in.

Throughout my research, I learned a lot of valuable information that I will utilize when incorporating an ASL curriculum into my classroom. Teaching ASL as a second language has various benefits, such as cognition, memory, brain development, sight, comprehension, play, and movement. It also improves students' self-esteem, engagement, and enrichment.

While completing my project, I reflected on my experience as a student teacher. I decided that teaching each lesson of the curriculum should follow the workshop model (I Do, We Do, You Do) because I found it successful when teaching my students. In addition, it would be beneficial for English Language Learners (ELL) students to learn sign language to help them learn English.

Teaching ASL as a second language to students in grades 1-6 will create meaningful teaching moments that students will cherish in their educational careers. The curriculum will promote an inclusive, diverse, and equitable student classroom.

Afto-Latinx Youth: A review of Literature and Clinical Recommendations

Kelly Calixto, Verrazzano Class of 2024, completed major in Psychology

For my final project, I wanted to choose a topic that I was passionate about. Being a Latina of immigrant parents, I knew the hardships Latinos face from society which made me want to shed light on the Afro-Latinx immigrant youth community. My project was a literature review that focused on how discrimination affects the mental health of Afro-Latinx Immigrant Youth Community.

While researching this topic I learned that this community is not only ignored by society, but also in the psychological world. While looking for articles I saw how not many research studies are done on this specific community. Many research studies focus on either Latinos in general or immigrant Latinos, but rarely focus on the Afro Latinx immigrant youth community and how they are affected.

Another thing I learned was how not only discrimination against their race, ethnicity, and legal status affects them, but how the sense of cultural homelessness made this group feel isolated. Many Afro Latinx immigrants suffer from cultural homelessness because of the sense of not belonging. These individuals go through questioning their belonging to their Latin American culture and African culture, as well as adapting to the United States culture.

In this literature review, I created a research suggestion that would assist in identifying how discrimination plays a significant role on mental health for the Afro Latinx immigrant youth community. I also recommended clinical practices such as cross-cultural training and suggesting research outputs in schools for immigrant youth.

This capstone not only educated me on Afro Latinx immigrant community but encouraged me to learn about my growth as a student. When I first began the Verrazzano Honors program and heard of the capstone, I was intimidated and thought that successfully completing the department’s requirements would be unattainable. I realize now that completing the capstone allows me to recognize my growth.

I would like to thank Professor Roger-Sirens for being an amazing mentor throughout this journey. She inspired me to complete my capstone, and shed light on this community after taking her class in the spring semester of 2023. She  continued to push and motivate me throughout this process.

I now aspire to work in minority communities and be the therapist that individuals can feel comfortable relying on.