Animated Farewells: How Children's Cartoons Help Young Audiences Understand Death and Grief

Dalia Omar, Verrazzano Class of 2026, completed major in Psychology and minors in Arabic and Biology

My research examined how children's cartoons portray death and grief, and how these portrayals help young viewers understand emotional experiences they may not have language for yet. I focused on four well-known animated movies and shows like The Lion King, Bluey, Up, and Coco, and analyzed how each one introduces loss in a way children can grasp. Using concepts from developmental psychology, I focused on how children at different ages understand death, and how visual storytelling, character reactions, and symbolic moments in animation can teach them some emotional learning. My main conclusion is that children's cartoons do far more emotional work than people realize. When watched thoughtfully, they give children safe ways to experience sadness, ask questions, and understand that grief is a natural part of life.

I chose this topic because I took the Death and Dying course with Professor Weiser over the spring semester, and the class completely opened my eyes to how rarely we talk about death, even though it affects everyone. I was initially very nervous to take this class but I thought I'd take the challenge. We discussed how difficult it is for adults to have conversations about loss, especially with children. The class made me think about how kids learn about death at all, and whether the media they watch might be doing some of the teaching. From there, I noticed more children's shows were including emotional episodes, and I wanted to understand the psychology behind it. I wanted to combine what I learned in Professor Weiser's class with my interest in psychology and storytelling.

I expected the capstone to be a long research paper, but I didn't expect how much time I would spend rewatching scenes, analyzing emotional cues, and connecting them with theory. I do love watching movies and shows but having to rewatch them over and over just to look back to see anything I missed was a bit tedious. I thought it would be more straightforward, but I found myself going even deeper into the films than I expected. The work was definitely challenging because I needed to also balance academic research with emotional content. Writing about grief requires a lot of sensitivity and I found it emotionally draining at times. The main goal I had was to make sure I represented both the psychology and the storytelling accurately. The easiest part was writing about the films themselves. Animation especially is something I've always enjoyed, so analyzing those scenes led me to catch something new whenever I replayed them. What surprised me most was how intentional children's media really is. I noticed these emotional moments were not just written for only the plot but with the true purpose of teaching about grief.

If I had more time to expand this project, I would explore how different cultures teach children about death through media. My favorite movie to write about on this list was Coco. Coco showed me how powerful cultural traditions can be when explaining loss, and I would be interested in comparing international films or shows to see how different societies support children emotionally. Another direction would be studying how parents use these films in real-life conversations, whether watching them leads to discussions at home, and how children respond afterward.

The biggest thing I'm taking away from this experience is confidence in my ability to handle a sensitive topic academically. I learned how to build a research question, gather sources, and create a structured argument, but I also learned how important emotional education is. Children's cartoons may seem simple, but they teach lessons that stay with us for life. I feel that till this day we still reference most of these movies which reflects the impact they have on us watching them. This project reminded me that the media we show children matters, and that emotional development should be taken seriously. Completing this capstone also made me appreciate the value of the Death and Dying class even more and it shaped my thinking, pushed me out of my comfort zone, and ultimately inspired a topic that helped me grow both academically and personally.

The Dolphin Finder

Ahmad Alrafati, Verrazzano Class of 2026, completed major in Computer Science 

During my time at the College of Staten Island, I noticed that because CSI is largely a commuter campus, students often have limited opportunities to connect beyond their classes. Everyone has different schedules, responsibilities, and travel times, which can make it harder to meet new people or form project groups outside the classroom. This makes it difficult to find others with similar academic interests, especially when it comes to group projects and long-term ideas. That is what motivated me to create Dolphin Finder, a platform designed to help CSI students meet, collaborate, and build project teams more easily. The app can help students across many majors: a business major could find a computer science student to help build an app idea, an art major could find a marketing major to promote a creative project, or a biology student could find a software developer to build a visualization tool. Dolphin Finder gives students one place to share ideas, discuss interests, and connect with people they might never meet in person.

I originally expected the capstone to be mostly about programming, but I quickly learned there was a lot more involved. I had to plan features, consider user experience, build the structure of the system, document my work, and test every piece carefully. At times, even small errors took hours to fix, and I often had to pause, rethink, and try multiple solutions. These challenges taught me patience and forced me to improve my problem-solving skills. Even though the process was demanding, seeing the app finally work the way I imagined was extremely rewarding, and it showed me how technology can solve real issues in a community when built with purpose and intention.

This capstone helped me grow both technically and personally. I learned how to take an idea from concept all the way to a full working system, and I became more confident in building full-stack software independently. More importantly, this experience reminded me why I majored in computer science, to build tools that can make people’s lives easier and more connected. In the future, I hope to expand Dolphin Finder by eventually making it available to all CSI students and even outside CSI. This project represents my journey at CSI, and it showed me that with commitment, planning, and creativity, a simple idea can become something meaningful, impactful, and useful for the community.

Behind the Magic: Disney's Leadership Strategy for Success

Lisa Trupiano,Verrazzano Class of 2026, completed major in Business Management and minor in Business Marketing

For my capstone, I chose to research how The Walt Disney Company’s leadership strategies affect their organization’s success. I chose to focus on Disney because not only are they one of the world’s largest entertainment organizations, but I’m passionately inspired by their legacy of creative storytelling, and I aspire to work within the company.

For my research, I focused on three areas of management in the company: three pivotal leadership figures in Disney’s history, managing the company’s diverse portfolio by keeping both the brand’s unique identity and the core values of Disney’s brand, and how each pivotal leader’s management strategies influenced Disney’s employees’, also known as cast members’, behavior, creativity, and job satisfaction.

The three pivotal figures I chose were the company founder Walt Disney, the transformative CEO Michael Eisner, and the company’s current CEO Robert (Bob) Iger. Through my research, I found that Walt Disney was a creative risk-taker who prioritized storytelling and innovation. While Michael Eisner continued the creative leadership approach for the company’s films, he was also a strategist who expanded the company to foreign markets. Then, Bob Iger took over as CEO after Eisner, and he demonstrated both innovation and strategic approaches by incorporating technology into new products and acquiring major brands to add to their ever-growing portfolio. In Disney’s huge portfolio, I explored how they combine storytelling with innovation to create their films and theme parks, as well as expand their brand into new markets and introduce new products and services for a wide range of audiences. In addition, I explained how Disney acquired major entertainment brands that align with Disney’s beliefs but also maintained their individual identities. Lastly, each leader’s strategies affected cast members’ behavior, creativity, and job satisfaction. Walt Disney was a charismatic leader who cared about the animators’ well-being. Michael Eisner was a controlling leader who supervised every cast member's tasks. Lastly, Bob Iger ensured a collaborative work environment and used the trust approach when he returned as CEO. Overall, my research showed that Disney’s leaders contribute to their success by balancing creativity and innovation, strategic management, and cast member well-being. 

The outcome was what I expected with the capstone. I initially thought it was going to be like any other academic essay, but deeper into my study of management. The challenges that I faced while I was writing my capstone were when I had writer’s block. There were many times when I planned a general outline of how I wanted to write my sections, but I didn’t know how to start my paragraphs, or I would become stuck at points on what to write. The easier part for me was writing the history of the company and demonstrating how Disney manages their company through the examples that I provided. However, I was surprised when I was researching how Walt’s leadership style changed after the success of Snow White and the Seven Dwarfs and how it led to the animator’s strike in 1941.

If I were to expand on my research, I think it would be interesting to compare Disney’s leadership styles to other entertainment brands' leadership styles, like Universal or DreamWorks Animation. This experience has taught me two things about how an organization can be successful long-term: how leadership, communication, and creativity are connected with one another and that a variety of different leadership styles affects an organization’s culture and performance.

Cross-Cultural Comparison of Focused Attention in Infants from Tajikistan and the United States

Abrar Alzandani, Verrazzano Class of 2026, completed major in Psychology and minor in Biology 

For my capstone project, I explored the development of Tajik infants in comparison to Western infants under the mentorship of Drs. Berger and Karasik. I was interested in understanding how culturally specific childrearing practices impact the information processing capabilities of infants.

Tajikistan, located in Central Asia, is an underrepresented area in child development research. This motivated my exploration into the developmental pattern of Tajik infants. I was also interested in the cultural significance of gahvora cradling, a practice I later discovered was common in several other countries as well. Through a review of articles and studies, I found out that Tajik infants have later motor onsets compared to Western infants, further piquing my interest in the topic.

Initially, I expected that doing an honors thesis would feel like a rigid academic task. However, it became a more personal and creative process. This project began in the fall of 2023, when I first joined the Child Development Lab at CSI. I was assigned to develop a research question and study design. After doing literature reviews and compiling a bibliography, I started to feel as though I was contributing a significant discourse to this area of research.

One of my biggest challenges was narrowing down my focus for the study. There were many directions this study could have gone with the amount of information from the compiled bibliography. Many times, the aims and hypotheses of the study were revised, making it difficult to know what information needed to be kept and what had to be eliminated. There were also times when my findings felt contradictory, making it difficult to remain confident in my ability to finish this study. Support from my advisors helped me most during these times, with discussions that helped clarify my thoughts and the process.

What surprised me most was how quick the writing phase for the thesis was. Before completing my thesis, I believed that the writing process would be the most time-consuming part. However, since I had completed each section of the study throughout my time in the lab, when it came to writing, I compiled all my notes and explained them more thoroughly. Although the writing process still involved a lot of feedback and revision, it unfolded more swiftly than I had anticipated.

To further expand on this research, I would address some limitations, specifically the use of samples derived from an archival data set. The original procedural design of the study was not structured as a formal focused attention task, which caused variability between the Tajik and Western samples. In future research, I would use a Tajik sample that has undergone the original focused attention task to increase the validity of the findings.

From this experience, I am not only taking away a deeper knowledge of my topic, but also stronger research and communication skills. During my time at the lab, I learned how to code using applications such as Datavyu and became experienced with using other applications like Databrary and Visme. Weekly lab meetings created a collaborative environment, allowing for discussions to take place, and taught me how to provide useful feedback to others. I’ve learned how to ask better questions, evaluate sources critically, and explain complex ideas in a clear way. Overall, this research experience has helped me grow as a thinker, writer, and problem-solver, which are important skills I will use beyond my academic journey.

Exploring the Role of Collagen Genes in Head/Neck Cancer Tumor Micro-environment

Haneen Makki, Verrazzano Class of 2025, completed major in Biology

The capstone process was a rewarding and challenging experience. At first, I was somewhat anxious and overwhelmed about taking on such a complex subject, but I also had tremendous hopes.
My project examined the function of collagen genes (COL4A1, COL5A1, and COL6A1) in the tumor microenvironment of head and neck cancer. I was initially concerned about understanding the methods used in computational biology and the extent of the required research. However, as I delved deeper, I became fascinated by collagen's intricate role in cancer development. Each new piece of information reinforced my determination to tackle the challenges and expand my field knowledge.
During the study, I learned a lot about head and neck cancer, particularly about the role that tumor form plays in medication resistance. Desmoplasia, the tumor's protective environment, is produced by collagen fibers and reduces the efficacy of treatments. Understanding how different collagen genes impact this structure could result in more effective treatments.
My team and I utilized computational biology techniques to analyze gene expression data and assess the influence of collagen genes on patient outcomes and overall survival rates. Witnessing how biological data could be converted into valuable insights regarding cancer treatment was remarkable.
The discovery of the connections between various kinds of cancer was one of the biggest surprises of this procedure. Our research was a component of a broader investigation that looked into collagen expression in skin, lung, breast, brain, and head and neck malignancies. This helped me understand the wider ramifications of our findings and how studies conducted in one medical sector might influence others. I was also taken aback by the degree of cooperation required for study. I felt a sense of purpose and saw the importance of teamwork in the research field while working with other teams and contributing to a more significant scientific endeavor.
My capstone project aided in my personal development in unexpected ways. I became more confident in my ability to address challenging scientific problems and realized that it is more effective to rise to the challenge than to retreat. As I witnessed the results of my efforts, my initial anxiety and self-doubt slowly transformed into enthusiasm. Due to this experience, my interest in cancer research has grown, reaffirming the value of tenacity, teamwork, and critical thinking in scientific research.

Ancient Cultures Course SLS 301 Reflection

Adriana D’Esposito, Verrazzano Class of 2026, completed major in SLS Early Childhood Education

When I enrolled in the SLS 301 course on Ancient Cultures, I didn't expect to relate to the course in any way, shape or form. However, as the semester progressed and the course kept developing, I realized I was wrong. There are a few articles, stories, and plays that have stayed with me since taking this course. One of them is The Odyssey.

I didn’t expect to find much of myself in a Greek poem about a war hero sailing home from battle and fighting monsters. But then I came across the character Odysseus in the cave with the Cyclops, and suddenly, this ancient poem didn’t seem so distant anymore.

The Cyclops episode was one of the most interesting parts of The Odyssey for me—not just because of the insane actions described within the scene, but because of what it revealed about Odysseus as a person. It describes this man who is clever enough to trick a man-eating giant simply just by calling himself “Nobody”, only to blow the whole thing when he can’t resist shouting out his real name as he sails away. That mix of brilliance and pride, is something I'm sure many can relate to in this day in age.

I can’t say I’ve ever been trapped in a cave by a Cyclops, but I’ve been in situations where being smart wasn’t enough—I had to be humble, too. For instance, think of a time when someone solves a problem during a group conversation, or notices a mistake someone else missed. It feels good to speak up and be the one who figured it out, right? But sometimes, instead of just helping or moving forward, people might go a step further to highlight that it was they who saved the day. That extra moment of showing off can change the whole tone of a situation. What could have been a quiet success turns into unnecessary tension. Just like Odysseus, the clever escape is ruined by the need to be recognized.

What surprised me most about these stories was how relevant these ancient values continue today. In ancient Greek culture, cleverness and bravery were prized, but so was knowing when to not say too much in certain situations. That’s still true today, whether you’re leading a team, applying for a job, or just navigating social media. We admire people who are bold and smart—but we also watch them closely looking for moments when their pride can go too far. Odysseus’s story could just as easily play out today, just with a few differences. Instead of yelling from a ship, he'd be posting a victory selfie with the caption: “Escaped the Cyclops. You’re welcome. #Hero.”

This course helped me see that even though ancient cultures were very different from the world we live in today, the people were not. They had strengths, flaws, relationships, and egos—just like we do. Odysseus isn’t just some mythical figure from long ago. He’s a reminder that cleverness needs balance, and that our greatest strengths can sometimes become our greatest weaknesses. That lesson is timeless and embedded within this SLS 301 course.

Analysis of EGFR/RAS Isoforms in Melanoma and Effects of PKI-166 on EGFR

Abedalfattah Twam, Verrazzano Class of 2025, completed major in Biology 

My research goal was to look into melanoma and how expression levels of different oncogenes can impact patient prognostics. The oncogenes I chose for this study were EGFR and the isoforms of RAS which consist of Kras, Hras and Nras. Using the Kaplan Meier database, I found that higher expression levels from EGFR and Hras were associated with shorter survival times in patients with melanoma whereas Kras and Nras expression levels were found to have no significant impact. Additionally, I also researched PKI-166. PKI-166 was a drug which had inhibitory effects on EGFR reducing its activities, however it had many adverse effects leading to it being discontinued.

I chose this area of research because I strive to become a future healthcare provider. I believe the knowledge I learned from taking on this research and also the skills I've developed throughout will help me as a future provider. Reading through a variety of publications and using resources like Google Scholars to find relevant information was a major challenge and at times very exhausting, and it taught me just how challenging researching can be and the amount of patience needed.

If I were to ever go back and add to my research, I would like to study which oncogenes are found to impact melanoma patient prognostics, how common these oncogenes are, and possible treatment options.

Overall, this experience was challenging but very rewarding!

PKI-166 Structure

The Impacts of Climate Change on Malaria Transmission on Sub-Saharan Africa

Malak Alkiswani, Verrazzano Class of 2026, completing major in Biology

My research explored how climate change is affecting malaria transmission in Sub-Saharan Africa. Rising temperatures and shifting rainfall patterns are creating more favorable conditions for mosquitoes, which are vectors of the protist disease malaria. I reviewed 13 peer-reviewed studies and found that warmer climates led to faster mosquito breeding and malaria spread, particularly in areas like the East African highlands where cooler temperatures used to keep mosquito populations at bay. I also found that while rainfall can increase mosquito breeding grounds, its effects vary by region. Importantly, the research showed that social factors, such as conflict and healthcare access, also play a major role. In areas experiencing war or lacking medical resources, malaria rates rise even more. Overall, the study shows that fighting malaria will require both climate awareness and strong public health strategies.

I became interested in this topic after learning how climate change impacts even the smallest organisms, including mosquitoes. That made me realize how connected the environment is to human health. I expected the capstone to be very difficult, but it turned out to be easier and more enjoyable than I thought. This was mostly because the project was one I was genuinely interested in and my faculty advisor was incredibly supportive. The most challenging part was reading through so many research papers filled with complex vocabulary, unfamiliar statistical tests, and complex result graphs. But once I took the time to understand those concepts, the rest of the project came together smoothly. I was surprised by how well all the information aligned in the end and how meaningful the findings felt.

If I were to expand this research, I’d focus on holding certain variables constant, expanding the geographic scope, or exploring how improving access to healthcare might decrease malaria despite rising temperatures. What I’m taking away from this experience is that climate change affects every living organism, including us humans. Seeing how environmental shifts directly impact public health gave me a deeper appreciation for the urgency and complexity of climate issues.

Post-translational Modifications of H3 Nucleosomal Histone Tails

Mohammad Moussa, Verrazzano Class of 2025, completed major in Biochemistry and minor in Psychology

Presenting my capstone research on histone acetylation and nucleosome dynamics stands out as one of the most rewarding moments of my undergraduate journey. After two years in Dr. Loverde's molecular dynamics lab, I was excited to share how our computational approach revealed how chemical modifications alter chromatin structure at the atomic level.

As I began my presentation, I focused on making complex biophysical concepts accessible. I used clear visuals of the nucleosome structure and dynamic simulations to show how acetylating specific lysine residues reduced histone-DNA interactions. When I displayed our key finding—the acetylated nucleosome's broader radius of gyration distribution compared to the compact wild-type. I saw audience members nodding in understanding. This moment validated the months I'd spent troubleshooting simulations and refining analyses.

The capstone was an amazing experience. Faculty members as well as fellow students asked insightful questions about connecting our simulations to biological systems and about the therapeutic implications for cancer. I found myself synthesizing information from papers I'd read months earlier, realizing how deeply this project had shaped my scientific thinking. What surprised me most was my own transformation throughout this journey.

Investigating the Impact of Social Isolation in Adolescents in the Corpus Callosum

Lara Rizkalla, Verrazzano Class of 2025, completed major in Psychology

During my time in the LSAMP program, I was required to participate in undergraduate research, which led me to explore several faculty projects in the psychology department. While reading through different labs, I came across a neuroscience research project that examined the effects of adolescent social isolation on dopamine and myelination in the brain. I was immediately drawn to the topic.

Our research focused on understanding how adolescent social isolation affects dopamine signaling and myelination in the anterior corpus callosum, particularly in a region called the forceps minor. Dopamine is a neurotransmitter that plays a central role in motivation, reward, and mood, while myelination is the process of insulating nerve fibers to help them communicate efficiently. We used mice to examine whether social isolation during a critical developmental period could lead to measurable structural and neurochemical changes in the brain. We found that socially isolated adolescent mice showed a significant increase in dopamine terminal density in the forceps minor. This finding suggests that social experience during adolescence can reshape brain circuits in ways that may influence behavior, communication between brain hemispheres, and vulnerability to psychiatric conditions.

When I first started the capstone, I expected it to be much more difficult to write and understand. Scientific writing was intimidating to me, especially when dealing with complex brain systems. But with the support of my mentor and lab members, I realized that I wasn't alone in the process. I learned how to interpret journal articles, analyze data, and write clearly about scientific results. It was definitely still challenging it took time and many questions but at the end it was incredibly rewarding. The easiest part was staying interested in the topic; I never found the work boring, and I was always excited to learn more.

What surprised me the most was how collaborative research actually is. I thought I would be working more independently, but instead, I found myself constantly learning from others whether it was through feedback on my writing or guidance on how to analyze files. It also surprised me how much I enjoyed the process of digging into the “why” behind our findings. Thinking critically about what our results might mean not just in mice, but in terms of human development and mental health helped me grow as a student and thinker.

If I were to build on this research, I would be interested in exploring whether the timing of social isolation such as early versus late adolescence produces different effects on the brain. It would also be valuable to investigate how these structural and neurochemical changes translate into behavior. For example, how might altered dopamine and myelin levels impact functions like memory, emotional regulation, or decision-making?

What I'm taking away from this experience is more than just knowledge about neuroscience. I've gained confidence in my ability to work through difficult topics, ask meaningful questions, and communicate my findings to others. I've also learned that research is not about having all the answers, but about staying curious, open to feedback, and persistent. This capstone has made me a stronger writer, a more critical thinker.