Learning and Teaching essayEssay Writing Service

Learning and Teaching essayEssay Writing Service Learning and Teaching essay Learning and Teaching essayThe concepts of learning and teaching are strongly related to each other: people must learn before teaching. In the process of learning, one should understand the text and concepts provided by the teacher. It is important to understand the concepts and not just to memorize them. To analyze the specifics of teaching and learning in more detail, it is possible to review   the presentation prepared by our group. This presentation perfectly illustrates how students in the eastern educational system associate learning with memorizing, without understanding the key concepts. Students in the western educational system, on the contrary, focus more on understanding the concepts rather than memorizing them. This is more efficient because memorizing does not mean that the student mastered the concept and truly learned the information. Facts that were merely memorized might be forgotten one day, but something that a person has learned will remain in his or her mind f or a long-term period.The focus on learning instead of memorizing makes the key difference between western and eastern education. The focus of our presentation is on the benefits and advantages of both western and eastern systems and on showing the differences between these systems. We use our specific story to demonstrate the real experience of eastern education and to compare it with the western educational system (part of which we are now).This PowerPoint presentation is a strong example that conveys our own experience to other people.   In my lesson plan, I will consider the advantages of both teaching systems. The western system is more focused on activity and helps people learn things while completing various activities; in this system, students interact with teachers in a friendly manner. At the same time, the eastern system focuses on listening to the lectures more than on participating. I will do my best to incorporate both concepts in my micro-teaching lesson. I know I a m new to teaching, but I learned a lot from Lises class before preparing own micro-teaching lesson. I will prepare myself in the best way. I hope that I will succeed and that I will become a good teacher in the future.Object LessonsAfter I finished reading the article ‘Object Lessons: Thinking About Material Culture’, I found out that an artist should study the materials in the surrounding world. For example, the author presents the case of a bicycle: an artist should find out why people might study human-made objects. The students provide different answers: because we need to figure out how to make such objects, we need to find out what motivated the authors and why they actually create them. By studying other kinds of objects surrounding human beings, we can assess and understand material culture.When I finished reading the article, I decide to bring my mini-stapler as the object to Lise’s Object Lesson. The mini-stapler is my personal item that I keep in my ba g every day. I think that a mini-stapler is useful for any college student, because one can staple documents or papers together using this object. Moreover, I enjoy the compactness of the mini-stapler: this object is quite small and it is easy to keep it in a bag or in a pencil case. The design of the stapler makes it convenient for carrying and holding, and it has all the necessary functionality that we expect from this object.While studying the functions and the structure of a mini-stapler, I figured out that its structure is simple but this object can be used to apply strong pressure to staple a large set of pages together. When Lise asked us to recreate the visual representation of my object, I decided to give a new shape to my mini-stapler. I decided to make it more visually impressive and attractive. So I designed a new shape in the form of a shark for this object and used shark’s teeth to decorate the mini-stapler. The design became more impressive but the function of the stapler did not change. Staplers currently sold at the market do not have any creative shape such as the one in my design. All stapler designs are boring and blank. I want to re-create the visual representation of the stapler without changing its functions. Inventing a more impressive design and sharing this design with the world will let people consider the material culture from the visual perspective.POVThe lesson about the point of view (PoV) deals with perceiving things from the view of a child, a teen or an adult. To become a good educator, I must understand the differences between the perceptions of students of different ages. For example, a child is more impressed by color. Children enjoy using different kinds of materials for working with art; color and shape of material catch their attention. So in my artwork, I created three drawings to describe the perceptions of a child, a teen and an adult. Firstly, to represent the childs perception, I painted a bright image of fam ily with lots of colors. Human shapes are very basic and schematic, but full of love. For a teen, I depicted a teenager with his mother, because in the teens people start understanding whom they love most of all in their family. The teenager is likely to focus on one person rather on the whole family. For a teenager, the artwork will be less colorful than for a child, because a teenager knows how to mix and match colors.Lastly, the perception of an adult is detailed and has more shapes; with the help of the shapes, the artwork is enriched with more details and becomes a high-quality picture. The drawing is focused on one perception of a person or a thing. The intention of the drawing is to choose a specific angle to demonstrate the characteristics of the person or object. Furthermore, an adult will not use as many colors as a teenager. An adult will focus on one material, for example, pencil, ink or charcoal, because adults learn the technique of using different materials and know w hich one is the best for the picture.When I acquire a good understanding of the perceptions of students of all ages, I will be confident while planning lessons for my students, because it is essential to understand the characteristics and particular qualities of the students.Brittany’s Lesson PlanThe micro-teaching class is a great experience for all students. We have a chance to create own lesson plans and to see teaching formats and approaches of other people. It is very important to share experiences and to learn from each other. One of my favorite lesson plans that I still remember is the one prepared by Brittany Gerow. She did a lesson about self-portrait. It is not so engaging as Chelsea Hsus donut lesson, but the process of creating a self-portrait reminds me of high school classes. I enjoyed when the teacher of arts asked us to draw self-portraits because it is quite interesting: we have to face ourselves in front of the mirror, to draw each part of own face, to locat e all face features correctly, to understand how big own face features are, etc.In Brittany Gerow’s lesson, she used a different approach. We selected artists of different styles and we had to follow their style and use that style to make self-portraits. My selected artist was Pablo Picasso. Picassos abstract self-portrait is very famous. During the lesson Brittany taught us to understand how Picassos love to abstract shapes and exaggeration style could be used for self-portrait. Then I drew myself using abstract shapes, pictured very big red eyes, long nose and lightly colored face with blue and purple outlines. Also, I chose a different shape for the face so it was not normal anymore. The painting seemed to be like another person, not me, but I enjoyed how Pablo Picasso self-portrait approach was presented in the lesson.Ying’s Lesson PlanThe other micro-teaching lesson I would like to discuss is the lesson prepared by Ying in Performance Art. I am taking this course right now, but I am still studying the part related to making video sounds. I know that we will have Performance Art in the next semester. Ying’s lesson awoke my interest in Performance Art. In the beginning of the lesson, Ying told us to stand in the middle of the classroom and to imagine that we were flying in the sky or dancing on the floor. She made us relax in the beginning, or, in other words, focused on breaking the ice. Then we had a serious lecture about the essence of Performance Art. The performance we did in the beginning actually made me involved, so I was quite focused on the lecture. Then Ying asked students to keep writing on the paper to capture the idea of Performance Art. From this lesson, I learned that the interaction between the students and the teacher is very important for all forms of teaching and especially for art educators.

Complete Guide to the Denisovans, Newer Hominid Species

Complete Guide to the Denisovans, Newer Hominid Species The Denisovans are a recently identified hominin species, related to but different from the other two hominid species (early modern humans and Neanderthals) who shared our planet during the Middle and Upper Paleolithic periods. Archaeological evidence of the existence of Denisovans is so far limited, but genetic evidence suggests they were once widespread across Eurasia and interbred with both Neanderthals and modern humans. Key Takeaways: Denisovans Denisovan is the name of a hominid distantly related to Neanderthals and anatomically modern humans.Discovered by genomic research in 2010 on bone fragments from Denisova Cave, SiberiaEvidence is primarily genetic data from the bone and modern humans who carry the genes  Ã‚  Positively associated with the gene which allows humans to live at high altitudesA right mandible was found in a cave in the Tibetan Plateau The earliest remains were tiny fragments found in the Initial Upper Paleolithic layers of Denisova Cave, in the northwestern Altai Mountains some four miles (six kilometers) from the village of Chernyi Anui in Siberia, Russia. The fragments held DNA, and the sequencing of that genetic history  and the discovery of remnants of those genes in modern human populations  has important implications for the human habitation of our planet. Denisova Cave The first remains of the Denisovans were two teeth and a small fragment of finger-bone from Level 11 at Denisova Cave, a level dated between 29,200 to 48,650 years ago. The remains contain a variant of initial Upper Paleolithic cultural remains found in Siberia called Altai. Discovered in 2000, these fragmentary remains have been the target of molecular investigations since 2008. The discovery came after researchers led by Svante Pbo at the Neanderthal Genome Project at the Max Planck Institute for Evolutionary Anthropology successfully completed the first mitochondrial DNA (mtDNA) sequence of a Neanderthal, proving that Neanderthals and early modern humans are not very closely related at all. In March 2010, Pbos team reported the results of the examination of one of the small fragments, a phalanx (finger bone) of a child aged between 5 and 7, found within Level 11 of Denisova Cave. The mtDNA signature from the phalanx from Denisova Cave was significantly different from both Neanderthals or early modern humans (EMH). A complete mtDNA analysis of the phalanx was reported in December of 2010, and it continued to support the identification of the Denisovan individual as separate from both Neanderthal and EMH. Pbo and colleagues believe that the mtDNA from this phalanx is from a descendant of people who left Africa a million years after Homo erectus, and half a million years before the ancestors of Neanderthals and EMH. Essentially, this tiny fragment is evidence of human migration out of Africa that scientists were completely unaware of before this discovery. The Molar The mtDNA analysis of a molar from Level 11 in the cave and reported in December 2010 revealed that the tooth was likely from a young adult of the same hominid as the finger bone and clearly a different individual since the phalanx is from a child. The tooth is an almost complete left and probably third or second upper molar, with bulging lingual and buccal walls, giving it a puffy appearance. The size of this tooth is well outside the range for most Homo species. In fact, it is closest in size to Australopithecus. It is absolutely not a Neanderthal tooth. Most importantly, the researchers were able to extract DNA from the dentin within the root of the tooth, and preliminary results reported its identification as a Denisovan. The Culture of the Denisovans What we know about the culture of the Denisovans is that it was apparently not much different from other Initial Upper Paleolithic populations in the Siberian north. The stone tools in the layers in which the Denisovan human remains were located are a variant of Mousterian, with the documented use of parallel reduction strategy for the cores, and a large number of tools formed on large blades. Decorative objects of bone, mammoth tusk, and fossilized ostrich shell were recovered from the Denisova Cave, as were two fragments of a stone bracelet made of dark green chlorite. The Denisovan levels contain the earliest use of an eyed-bone needle known in Siberia to date. Genome Sequencing In 2012, Pbos team reported the mapping of the complete genome sequencing of the tooth. Denisovans, like modern humans today, apparently share a common ancestor with Neanderthals  but had a completely different population history. While Neanderthal DNA is present in all populations outside of Africa, Denisovan DNA is only found in modern populations from China, island Southeast Asia, and Oceania. According to the DNA analysis, the families of present-day human and Denisovans split apart about 800,000 years ago  and then reconnected some 80,000 years ago. Denisovans share the most alleles with Han populations in southern China, with Dai in northern China, and with Melanesians, Australian aborigines, and southeast Asian islanders. The Denisovan individuals found in Siberia carried genetic data that matches that of modern humans and is associated with dark skin, brown hair and brown eyes. Tibetans, Denisovan DNA, and Xiahe Looking through the entire Jiangla River Valley at the upper reach of the valley. Biashiya Karst Cave is at the end of the valley. Dongju Zhang, Lanzhou University A DNA study published by population geneticist Emilia Huerta-Sanchez and colleagues in the journal  Nature  focused on the genetic structure of people who live on the Tibetan Plateau at 4,000 meters above sea level  and discovered that Denisovans may have contributed to the Tibetan ability to live at high altitudes. The gene EPAS1 is a mutation which reduces the amount of hemoglobin in blood required for people to sustain and thrive at high altitudes with low oxygen. People who live at lower altitudes adapt to low-oxygen levels at high altitudes by increasing the amount of hemoglobin in their systems, which in turn increases the risk of cardiac events. But Tibetans are able to live at higher elevations without increased hemoglobin levels. The scholars sought for donor populations for EPAS1 and found an exact match in Denisovan DNA. Denisova Cave is only about 2,300 feet above sea level; the Tibetan Plateau averages 16,400 ft asl. A team led by paleontologist Jean-Jacques Hublin (Chen 2019) searched through archived Tibetan paleontological remains and identified a mandible which had been discovered in Baishiya Karst Cave, Xiahe, Gansu province, China in 1980. The Xiahe mandible is 160,000 years old and it represents the earliest known hominin fossil found on the Tibetan Plateau- the caves elevation is 10,700 ft asl. Although no DNA remained in the Xiahe mandible itself, there was extant proteome in the dentine of the teeth- albeit highly degraded, it was still clearly distinguishable from contaminating modern proteins. A proteome is the set of all expressed proteins in a cell, tissue, or organism; and the observed state of a particular single amino acid polymorphisms within the Xiahe proteome helped establish the identification of the Xiahe as Denisovan. The scholars believe that this human adaptation to extraordinary environments may have been facilitated by gene flow from Denisovans who had adapted to the cl imate first. Now that researchers have an indication of what Denisovan jaw morphology looks like, it will be easier to identify possible Denisovan candidates. Chen et al. also suggested two more East Asian bones which fit the morphology and time frame of Xiahe cave, Penghu 1 and Xuijiayo. Family Tree When anatomically modern humans left Africa about 60,000 years ago, the regions they arrived in were already populated: by Neanderthals, earlier Homo species, Denisovans and possibly Homo floresiensis. To some degree, the AMH interbred with these other hominids. The most current research indicates that all of the hominid species are descended from the same ancestor, a hominin in Africa; but the exact origins, dating, and spread of hominids throughout the world was a complex process that needs much more research to identify. Research studies led by Mondal et al. (2019) and Jacobs et al. (2019) have established that modern populations containing admixtures of Denisovan DNA are found throughout Asia and Oceania, and it is becoming clear that interbreeding between anatomically modern humans and Denisovans and Neanderthals occurred several times over the course of our history on planet earth. Selected Sources rnason, Úlfur. The Out of Africa Hypothesis and the Ancestry of Recent Humans: Cherchez La Femme (Et Lhomme). Gene 585.1 (2016): 9–12. Print.Bae, Christopher J., Katerina Douka, and Michael D. Petraglia. On the Origin of Modern Humans: Asian Perspectives. Science 358.6368 (2017). Print.Chen, Fahu, et al. A Late Middle Pleistocene Denisovan Mandible from the Tibetan Plateau. Nature  (2019). Print.Douka, Katerina, et al. Age Estimates for Hominin Fossils and the Onset of the Upper Palaeolithic at Denisova Cave. Nature 565.7741 (2019): 640–44. Print.Garrels, J. I. Proteome. Encyclopedia of Genetics. Eds. Brenner, Sydney and Jefferey H. Miller. New York: Academic Press, 2001. 1575–78. PrintHuerta-Sanchez, Emilia, et al. Altitude Adaptation in Tibetans Caused by Introgression of Denisovan-Like DNA. Nature 512.7513 (2014): 194–97. Print.Jacobs, Guy S., et al. Multiple Deeply Divergent Denisovan Ancestries in Papuans. Cell 177.4 (2019): 1010–21.e32. P rint.Mondal, Mayukh, Jaume Bertranpetit, and Oscar Lao. Approximate Bayesian Computation with Deep Learning Supports a Third Archaic Introgression in Asia and Oceania. Nature Communications 10.1 (2019): 246. Print. Slon, Viviane, et al. The Genome of the Offspring of a Neanderthal Mother and a Denisovan Father. Nature 561.7721 (2018): 113–16. Print.Slon, Viviane, et al. A Fourth Denisovan Individual. Science Advances 3.7 (2017): e1700186. Print.