The Fall 2005 contest is completed! Congratulations to five lucky winners who will each receive $3,550 of prizes. Click here to see the applications from the runner-up finalists!

Here are the grant applications of our five winning teachers:

Score: 4.86 out of 5.00
Karen Schulz
17401 Manchester Rd.
Wildwood MO 63038
(636) 458-7360
Wildwood Middle School


Are you wondering what DIGITAL CAMERAS have to do with Cops and Robbers? The academic unit described below will demonstrate the importance of CAMERAS and TECHNOLOGY in a criminal investigation.


I created and teach a sixth grade gifted education course called, “Cops and Robbers: Using Science to Solve Crimes.” In this semester course students first learn about criminal investigations. They study police procedures and gathering and analyzing different types of evidence like ballistics, fingerprints, shoeprints, hair/fiber, tool marks, forensic anthropology, arson, etc. During this time the students also participate in a variety of hands-on science experiments such as making plaster casts of shoe prints, analyzing blood spatter patterns, studying fingerprints, analyzing handwriting samples, etc.

Next, students take part in a mock crime scene investigation that involves the school staff. Students work together to uncover the facts surrounding a fire in the school library. As student detectives they view the scene and gather a variety of physical evidence including finger and shoe prints, hair, fiber, a suspicious hand written note, and books soaked in an accelerant.

Students do not know who started the fire or which teachers are involved in the simulation. This past year over 40 staff members participated. Teachers and other staff members are given specific roles as suspects and witnesses. Student detectives must interview the staff to determine possible suspects and motives and determine who set the fire. Once students have generated a list of suspects, they have the opportunity to view the collected physical evidence in the school’s “crime lab”. Using what they have learned in class and in interviews, and after viewing and analyzing the evidence, students will charge a staff member with the crime.

After the forensic unit students study the justice system. They plan and participate in a mock trial in which the charged party is tried.

My students would use the DIGITAL CAMERAS to accurately document our crime scene before gathering the evidence. The pictures would then be printed and used as supporting evidence in our mock trial. Students would also use the CAMERAS to document additional evidence found as they officially search the suspect’s classroom.

Students would use TOOL FACTORY WORD PROCESSOR to write their investigative reports. The WORD PROCESSOR program would also be used to write opening and closing remarks, as well as other components for the mock trial.

When learning about shoe print impressions the students actually make plaster casts of their shoe impressions and photograph their actual shoe. They would use TOOL FACTORY DATABASE to develop a DATABASE for organizing their shoe print data. They would put pictures of the actual shoes into this DATABASE and access it when trying to match a cast of a shoeprint to the actual shoe. Students would also enter copies of fingerprints of teachers in a DATABASE and search this to match prints left at the scene of the crime.

TOOL FACTORY SPREADSHEET would be a great tool for recording results from our fingerprint survey noting the number of students with the three different types of fingerprint patterns: loops, whorls, and arches. Students will also use the SPREADSHEET to keep track of information about our suspects as it comes in from interviews, including topics such as motive, alibi, suspicious behaviors, etc.

TOOL FACTORY PAINTER would be used to prepare photographs of evidence to be used in our mock trial.

Students are often taught skills such as the scientific method, scientific research, critical thinking, making observations, analyzing facts, and drawing conclusions, in isolation. Studying forensic science allows students to practice these skills and see theories put into practice by using circumstances which model real life events. The addition of DIGITAL CAMERAS and the SOFTWARE programs in our investigation will take this simulation one step closer to the real thing. Thank you for considering my request.

Brock Magiscopes (microscopes to assist with viewing and analyzing evidence) 2 @ $124.00 each ($248 total)

Carolina Fingerprinting Science Kit $57.00

Camera Cases 3 @ 25 ($75.00)

Memory Cards 3 @ $30 ($90.00)

Photopaper to print pictures of evidence for trial $30.00

TOTAL $500

Judges' Comments:

"Unique, well thought out in all aspects of the workshop program!!"

"Very creative. I'm sure this project would hold the interest of all the students."

"This person truly knows the software - and great integration in the project. Very engaging and I like the involvement of the whole school / other teachers. Good cross currular learning as well."

"Great learning project."

"This is just awsome. There is no better application in the entire system!"

"Very motivating project for students, great use of the digital cameras and software!"

Score: 4.83 out of 5.00
Donna Sacco
855 N. Edison Street
Arlington VA 22205
Arlington Traditional School

Project Title: A Day in the Life
Subject Area: Reading, Writing, Geography, Character Education, Health, and Technology
Grade Level: 4th
Instructors: This will involve collaboration between the 4th grade teachers, resource teachers, Instructional Technology Coordinator, Librarian, and parent volunteers.

Lesson Summary:
Arlington Traditional School (ATS) has been working along with local community members to develop a sister school in rural Uganda. The school is called Arlington Academy of Hope ( The ATS involvement with AAH has created many fantastic learning opportunities for students on both sides of the Atlantic. Our students at ATS have been able to learn more about Uganda and to reach out to students less fortunate than themselves and the students in Uganda have benefited greatly from our gift of resources.

One of the needs for Arlington Academy of Hope is basic text books and books for reading. These students also need instruction in personal hygiene, cleanliness with food preparation, and first aid care of wounds.

Our goal is to create books for the students in Uganda with the writing and photography of our 4th grade students. These books would have the theme of “A Day in the Life”. Using an Olympus Digital Camera, Digital Camera Basics guide, and Tool Factory Workshop, students would be able to write memoirs of their life here in the USA and provide photographic illustrations as part of the story telling. In return, the students in Uganda would create their own books of memoirs from their lives in Uganda. They would also be able to create photographic illustrations by using a camera, some of the Digital Camera Basic guides, and the printer that we provide.

At this point, the only pictures the students at AAH have seen of themselves are pictures our visitors took of them last summer. They have only 1 hour of electricity a day which is provided by a generator. For this reason we would also provide them with a battery operated printer, inks, and paper.

In addition to the books, our students would create large posters with color photos of step by step instructions for hand washing, wound cleansing and care, safe food handling, and personal hygiene tips.


By the end of this project Arlington Traditional School students will:

• Be able to effectively operate a digital camera and manipulate the photographs into book format.

• Write effective memoirs about their life. • Learn about the students of rural Uganda and their lives.

• Acquire a greater understanding for children in need and an appreciation for their school and opportunities for education.

• Expand their world view.

• Become aware of the basic hygiene and cleanliness components that they take for granted which are not as common in third world countries.

• Be able to create an attractive book and poster using digital cameras and computer software.

By the end of this project Arlington Academy of Hope students will:

• Be able to effectively operate a digital camera and print and mount photos into a story format.

• Write effective memoirs about their life.

• Learn about the students in Arlington, Virginia and their lives.

• Expand their world view.

• Become aware of the basic hygiene and cleanliness steps to follow for safety.

ACTIVITIES: This project will be a part of the 4th grade Writers’ Workshop. The initial activity will be some brainstorming with the students about their books and posters. They will create rough drafts in the form of story boards.

The students will then receive instruction from a parent volunteer, who is a professional photographer, in the basics of working with digital cameras using the Digital Camera Basics guide and Olympus cameras. They will begin with practice shots. The students will work in teams. Over a three week period, the student teams will take turns using the camera throughout the day to capture stories on camera. Those students working on the health posters will work with the health text book to develop ideas for the posters. They will then photograph the steps for the posters. The books will be bound and the posters laminated.

Once the students have captured their photos, they will begin the writing process. This will be combined with instruction in the use of Tool Factory to create their books.

Arlington Academy of Hope Night: This night will be the culmination of the Arlington Traditional School end of the project. It will be a fund raising night for Arlington Academy of Hope along with a presentation of the student books and posters. These books, posters, camera, printer, and supplies will be brought to Uganda in the summer of 2006 along with our school delegation.

When the delegation reaches Uganda the teachers there will be instructed in use of the camera and printer so that they may continue the book making on their end. Our delegation will bring the Ugandan books back with them upon their return so that the AAH students’ books may be viewed at Arlington Traditional School in the fall of 2006.

Budget ($500):

1. 3 256MB Memory Cards for each the cameras -$120
2. 1 Epson printer -$200
3. 2 sets of inks and paper @ $29.95 each. - $60
4. Batteries for cameras and printer - $20
5. Materials for book binding and posters - $100

Judges' Comments:

"Wonderful. Well thought out project. Nice collaboration of staff."

"I like the real world connections and students having to capture thier own lives. The posters are a great idea!"

"The usage of the cameras far outlives the life of this grant. What a fantastic usage of the grant resources!"

"I like the use of the digital cameras to make connections for students."

Score: 4.67 out of 5.00
Andrea Swink and Caroline Demarkis
2000 Parkway Blvd.
Stafford, VA 22554
Park Ridge Elementary School

The Alphabet Alive!!!!

The purpose of this lesson is to give children a kinesthetic approach to letter recognition as letter recognition is the first stepping-stone to literacy. In this project, the students will take digital photos of the each other posing to create the uppercase letters of the alphabet. They will pose against a neutral background (butcher paper). The students will then import the photos into the Multimedia Lab V software. The students will import their pictures into the software. (One letter of the alphabet per page) They will then identify 5 different items that start with each letter and type them into each page. Then each student can add voice to the program and read each page. The classes will end up with a “live” alphabet book to publish and attach to the kindergarten page of the school website. We will also use Shutterfly to have soft-cover books printed for a classroom set.

This project would be just the beginning of a primary book building/reading reinforcement that would span over grades k-2. Students will then pass their books to the first grade classes and they can reinforce their letter recognition skills and gain an introduction to creating a book of their own. The 1st grade students will then work on creating their own booklets that focus on creating word family (word families are: ed, et, ell, en, eg, ut, ug, un, uck, ub, at,an, ad, ap, ag, it, in, ip, ill, ig, ot, og, op,ock, ong) pages using the Multimedia Lab V software. The 1st graders will gather items that belong to their word family (i.e. og family = log, frog, dog). The students will then take digital photos of these items to import to their page. There will be a complete word family booklet when finished. This 1st grade published work will then be added to the 1st Grade page of the school website. When the 1st graders complete their books, they can be passed to the 2nd grade students for re-teaching and reinforcing the basic reading skills with concepts such as letter recognition and word families, as well as reviewing alphabetizing and basic word recognition.

The 2nd grade students can also prepare to create short stories of their own using the Multimedia Lab V software. In small groups, the 2nd grade students will use the word families of their choice from the 1st grade books, to create a memory game in which the player will have to match two pictures that contain the same word family (i.e. click on a picture of a frog and a log). The project is a collaborative effort between the library-media specialist, classroom teachers, parent volunteers, reading specialist, and technology resource teacher.

After project completion, the Kindergarten students will:

1. Have a greater familiarity with the letters of the alphabet.
2. Use letters for other alphabet projects
3. Demonstrate growth in the use of oral language.
4. Use speaking vocabularies.
5. Hear, say, and manipulate phonemes (small units of sound) of spoken language
6. Understand how print is organized and read.
7. Demonstrate an understanding that print makes sense
8. Develop an understanding of basic phonetic principles.
9. Write to communicate ideas.
10. Explore the uses of available technology for reading and writing.

After the project completion, the 1st Grade students will:

1. Continue to demonstrate growth in the use of oral language.
2. Continue to expand and use listening and speaking vocabulary.
3. Orally identify and manipulate phonemes (small units of sound) in syllables and multi-syllable words.
4. Apply knowledge of how print is organized and read.
5. Apply phonetic principles to read and spell.
6. Use meaning clues and language structure to expand vocabulary when reading.
7. Explore the uses of available technology for reading and writing.

After the project completion, the 2nd Grade students will:

1. Demonstrate an understanding of oral language structure.
2. Continue to expand listening and speaking vocabularies.
3. Use Communication skills.
4. Use phonetic strategies when reading.
5. Explore the uses of available technology for reading and writing.
6. Use Phonetic Strategies when reading.

1 Roll Butcher Paper $68.30
Shutterfly (for softcover book publishing and book shipping) $424.75 (books) $ 79.99 (Shipping)

Judges' Comments:

"Well planned activities."

"Love the idea. Students will a real experience with cameras and letter recognition."

"Very clearly presented. Steps and progression is well planned."

"I like the progression through the grades."

Score: 4.46 out of 5.00

Julie Sparrow
851 Edmondson Pike
Brentwood TN 37027
Edmondson Elementary School

Tool Factory and Olympus Classroom grant application from Edmondson Elementary fourth grade teaching team Rather than submit a single project, Edmondson Elementary fourth-graders of Brentwood, Tennessee plan to use your digital cameras and software as everyday classroom tools, much like their number two pencils in projects that range from creative writing to geometry. Each class can choose from the following programs to supplement their regular curriculum. The ideas presented below are a new step for our school to incorporate “visual learning” as another layer of understanding that helps make things click when new ideas are presented. And, to make this technology appealing, useable, and more “fun” than just another school assignment, we even surveyed a rising fourth-grader to ask which projects were ones they couldn’t wait to get started on (and which ones to ditch). We are very excited to bring the projects selected to other students as well.

The projects are organized by topic, with opportunities for solo and group projects. Each assignment follows the regular school year with fall projects tied to subjects being studied then, winter and spring topics coincide with lesson plans introduced at later dates. A field trip option is also included with the idea of using digital cameras in an “outdoor classroom” format.

*The software we’d need is the tool factory workshops that enables kids to manipulate their photographs for class projects using a word processor, spreadsheet, database and paint program.

*The budget is for a field trip that requires the rental of buses to accommodate the four classes of fourth-graders, at a cost of $2 per student plus gas. That’s about 90 students total. Program fees vary at educational sites.

Elapsed Time:
1) GROUP PROJECT: Use digital photography to explore the concept of elapsed time. Each student creates a visual “time log” of their busiest day of the week that includes digital images of themselves brushing their teeth in the morning in their pajamas -- eating breakfast -- picking out clothes to wear to school -- packing lunches -- catching the bus (or missing it, oops there goes more time) and breaking up the school day. After school activities are mapped out with arrival time at home, time for snack, homework, play dates with friends, favorite TV shows, piano lessons, soccer … to dinner, reading a book, bath time, prayers or however they spend their evening until it’s lights out. The challenge is creating a worksheet based on elapsed time concepts (approved by a teacher) that your classmate has to figure out based on your schedule. For example -- What time will Annie have to leave for piano if it takes her mom twenty minutes to drive her across town. But wait, first she has to take Fido for a ten minute walk -- calculate when she will have to leave to be on time ….

2) INDIVIDUAL/INTERPRETIVE: Use your digital camera to photograph objects in the world around you that represent the passing of time. Photographs can be of any subject moving through time -- whether it is as quick as the beating of a humming bird’s wing to the slow process of waiting for your favorite frozen cheesecake to defrost on the kitchen counter. How about showing time passing as a messy toy room slowly gets picked up with shots of the mess disappearing toy by toy. A snowman being built or a balloon being blown up are some ideas. Extra points are awarded for creativity in presenting the concept.

1) Bike Fun (radius, diameter of circle, acute, obtuse and right angles) Take a digital image of your bicycle in the garage. Scan it into the computer. Using a software program, over lay the form with a line pattern outlining the object. Count he number of vertexes. Identify the number of acute angles in the wheel spokes, find right angles where the seat post meets the frame. Calculate the radius of your bike’s wheels (radius of a circle) as well as the diameter. Pin your bike geometry on the wall and compare the degreed angles of various styles of bikes.

2) Pizza and Pie Party (fraction playing cards) Order a couple large pizzas with several single topping differences. Take digital photographs of the different fractions of mushroom only, pepperoni, pineapple … determine how to cut the pieces so there’s enough for everyone. Then capture the various stages of the pizza disappearing -- as six twelfths (one half left), (three twelfths) one fourth, one-third….etc. Do another fraction exercise with pie posing the question to two teams how many pieces of lemon pie (cut in eighths) will it take to equal (one-fourth) of a chocolate pie cut in sixths? (converting fractions) Next, take all the pizza and pie digital images taken by the entire class and create a deck of “food trading cards” to reinforce fraction concepts later in the week.

3) Measurement Students take pictures of various objects like a bag of potatoes, a gallon of milk, a table top, an empty bath tub. They bring the digital images to class and the group must estimate the weight, height and volume using metrics and English systems. Larger images might include a panorama of the school running track or the length of a bus in the parking lot.

Fall Electricity unit: (free, plus bus)
Percy Priest Lake - Fourth-graders apply their knowledge of electricity by visiting a local hydro-electric dam this fall with a talk by a local Tennessee Valley Authority representative. Kids take photographs of water in various stages of movement as it approaches the dam. Later they use their pictures to explain how the water is used to make electricity.

Fall Life cycle unit: $5/kid (plus bus)
Visit Owl Hill Nature Sanctuary in September at the height of their butterfly migration. Learn about the physical changes that are part of a butterfly’s short existence. Use digital photography to capture their fleeting glory as Tennessee’s butterflies rest momentarily to feast on native plants that grow in abundance at Owl Hill. Swallow tails, Red-spotted butterfly and purple-buckeyes are a few local butterflies available to photograph. (This is a site selected by nature photographer Byron Jorjorian for his summer wildlife photography workshops). Create an individual report with photography to illustrate the butterfly’s final stage. Add your butterfly photographs to a class montage of Owl Hill’s habitat with hand-drawn images of local plants interspersed with digital butterflies.

Spring Metamorphosis unit: $5/kid (plus bus)
Examine a pond eco system with tadpoles and other water creatures in various stages of development. Scoop them up with nets provided by Owl Hill naturalists and identify water nymphs, larvae and various insects, fish and frogs. Complete the science unit on metamorphosis using your digital camera to photograph the water creatures. Individual project: write a scientific essay on how life supports each other in a shared environment along with a description of the changes a tadpole will encounter on its path to adulthood as a local Tennessee Bull Frog. Group project: Pool all of the students digital photographs of their water life treasures and see if you have enough photographs to construct a tadpole metamorphosis with pictures of a tadpole with no legs and just a tail (stage one) through the various stages of losing the tail and growing legs until it hops away.

The Fourth Estate:
Fourth graders use their cameras to develop a quarterly student newspaper complete with short news articles about kid activities like the local fun run and fall family day, a segment featuring kids in the news who do interesting things outside of school like compete in karate competitions, help at a local animal shelter, or attend a Chinese-American school on Saturdays to learn about their culture. Digital photographs will accompany all articles that include a local kid-review (with photos) of what’s being served at the cafeteria! Students can interview the guidance counselor for tips on getting homework done or even ask the school nurse how to keep from catching a nasty flu bug. Kid jokes and artwork (digitally photo-graphed) and scanned into the computer will printed along with articles.

Pen Pal Project:
Glenview School is a school in the area with a large recently-arrived immigrant population. Many of the students are new to America and just learning the language, customs and culture -- in addition to learning how to navigate life as a fourth-grader. Edmondson fourth-graders can link up with pen pals from this school and use their digital cameras to explain life in America from their viewpoint. They can send pictures of their family, their pets and friends to Glenview kids. At the conclusion of a year-long letter exchange, the kids meet each other and Edmondson kids use their cameras to photograph their new friends and their families. The pictures are accompanied by an essay telling each new friend’s story of how they came to America and how they are adjusting. Individual reports will be shared with the class to complete as writing prompt and to meet a social studies segment on world cultures. The images will be scanned and presented in posters that show the changing face of middle-Tennessee as more people move here adding to the richness of our diversity.

Point of View:
Pick a point of view -- that of a giant, a baby, a bird …. Use your digital camera to create images as if you were that creature. Write your own photo essay of how life is uniquely seen through that character’s eyes. Even propose a story about what happens to that character (all the while making sure your photographs reflect that point of view). Words and pictures in this simple exercise help explain this literary device.
1) Hoaxes: Use your digital camera to create a “hoax” by manipulating perspective. Present you hoax to the class. One example, have a friend stand far away in the background. Outstretch your hand as if the pal were standing in your palm. Have a classmate take your picture. The image will fool your eye into believing your friend has shrunk! Other suggestions of “trick photography” include blurring images with motion, or by taking life-sized pictures of classmates and placing them against a background of large images to make the people appear small. Discuss other hoaxes in history like how two girls in 1917 fooled people into thinking they were playing with fairies by pinning cut-out fairies in their garden in front of a camera. What are some other simple techniques with cameras that can be used to fool the eye? Students experiment and share ideas. Discuss how technology has evolved to create illusions in modern film. 2) Examine how still photography had a hand in early film-making. Students use digital stills to create their own zoetropes. A zoetrope is a cylinder with slits that has pictures around the inside. When you spin the zoetrope and look through the slits the pictures look like they are moving. Materials needed are black and yellow cardboard, a craft knife, plastic flower pot and a pin. The 13 slits are equally spaced about 3/16 wide. The zoetrope works because when you see the pictures pass by at a rate of more than 13 frames per second your brain puts the images together. You think you’re seeing a moving scene!

Create a digital bi-lingual book naming common objects around home and school. Take pictures of simple actions like reading a book, setting the table or jumping rope to create and action phrase that can be translated into Spanish. Kids take photographs and turn them in with their Spanish names. The class creates a bi-lingual book of simple vocabulary and phrases to reinforce Spanish lessons learned in their grade and younger!


Field trip costs: 90 students at $2 each per trip = $180 for one field trip of your choosing. Plus bus gas money for each bus for a trip within 40 miles of the school. $5 per student program fee (partially subsidized by parents, $3) cost is $2 per kid or $180. Total $360 (plus gas?). Two large pizzas per class (24 pieces -- two per child) for four fourth grade classes = $60. Two pies per class ($7 each) times four = $28. Any remaining money we would like to use towards any additional cameras you can spare! Thanks so much!

Judges' Comments:

"Great use of technology throughout the school day."

"It seems very well thought out and all projects seem so creative and fun!"

"WELL thought out - If they truly do all of this that would be great! Some very creative minds have developed some very creative approaches to learning!"

"This isn't a project, this is an entire curriculum. This is one of the best thought-out apps in the system."

Score: 4.29 out of 5.00

Michael Heu
4191 Colts Way
San Diego CA 92115
Crawford Educational Complex - School of Law and Business

I am a high school English teacher, and one of the elective classes I teach is a multi-grade drama class. The fear of acting in front of an audience scares a majority of my students. We read and study scripts and watch and study films. We also do a variety of improvisational skits. However, there is more to drama than just acting. While some students work on their craft, other students, who would rather be in the background, work on technical aspects such as set construction, props, writing, and directing. This lesson will incorporate digital photography and multimedia software to produce individual portfolios of each student’s work.

First, the students who are interested in pursuing acting will learn how to use a digital camera with the Digital Camera Basics workbooks. They will share the responsibility of taking head, body, and character pictures of each other. Students will learn how to work with the camera to bring out character and facial expressions that show their best features. With the MultiMedia Lab V, the students will be able to construct a website about themselves. This site will also include a resume of biographical information and experience. Students will also be able to include a short monologue video clip and a scene from one of the staged productions.

Similarly, students who are interested in the technical aspects will also learn how to use a digital camera with the Digital Camera Basics workbooks. They will construct their websites based on the production of a stage play or skit. In addition, with the Movie Mode of the FE-100, students will be able to produce mini movies/scenes that they’ve written and produced. These video clips can also be added to the actor’s website. Also, with the Tool Factory Workshop, students will learn how to run the business end of a production with the Word Processor and Spreadsheet programs, i.e. scheduling auditions, rehearsals, and calculating production costs. They will also be able to create and design flyers, programs, and tickets with the Painter program. They might even be inspired to create websites for other clubs or organizations on campus.

The end result will be a hard copy portfolio and an electronic portfolio on CD. This lesson gives each student the opportunity to explore the many different facets of the entertainment industry: photography, film directing and production, writing, performing, and administrative duties. The students will be able to take the experiences they've learned, and apply them to their future education and career plans outside the classroom. The knowledge they gain will enable them to become more marketable in sales, business presentations, and service oriented fields either now or after high school. Some will also feel more comfortable in public speaking situations. The technical skills they’ve learned will also help them with web development and/or the graphic and commercial arts fields. This lesson will offer my students more education and career choices.

This grant will enable my students to be creative yet productive while still engaged in drama history and theory. Our society has become more dependent on technology and with this grant, my students would be more prepared to enter the working world with usable skills and knowledge. Thank you for your time and consideration.

2 picture cards @ $25.99 $51.98
3 carrying cases @ $19.99 $59.97
P-11 Photo Printer $149.99
Print Pack $38.99
Additional paper-100 sheets $30.99
100 CDRs $24.94
2 pks. CD envelopes @ $5.59 $11.18
8 ½ x 11 card stock-250 sheets $9.59
2 Spray mount adhesive @ $11.99 $23.98
75 pocket portfolios w/fasteners $47.97

Total $449.58

Judges' Comments:

"Variety of software used. I like the carryover into planning for a career."

"I like how the cameras are being used in movie mode as well."

"The usage of digital cameras is excellent to capture expressions and be captured (by actors) in pre-selected expressions. It works from both sides of the lens!"

Read the applications of the 11 runner-up finalists.

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