FourFiveUnits

FourFiveUnits tl;dr: Look how empty my Firehose is compared to the other bloggers: Hello dear readers. In keeping with the trend of bloggers posting their classes this semester, I thought I would show off how naked and empty my schedule is. The truth is, however, like any MIT student with blocks of free time, none of those empty hours will ever be spent doing nothing. In fact, I think this will be one of my busiest semesters so far. I have been Doing nonstop. I think it might be a personality thing. I tend to pick up new activities to fill any available time, like a gas expanding to fill its container. I am enrolled in 45 units, which is 3 units less than a /typical courseload/ but 9 units more than the minimum number of units required to maintain full-time status. Its still four classes. According to course evaluations from previous years, these classes will amount to about 28 hours of classwork per week, including the time spent in lecture. I will admit that this is a relatively low number (considering MIT translates 1 unit as roughly equivalent to 1 hour of classwork, so a typical 48-unit semester should take about 48 hours out of your week), but then again that estimate is based on an average of student responses to the question How many hours did you spend per week? I tend to spend more time than the average MIT student working on things, so its healthy for my brain and GPA to have a little bit more free time in the week. I am realizing now that this doesnt exactly mesh with the thing I said earlier about filling up the empty parts of my schedule with activities. Call me out i f you must, but if Im playing one-gotta-go with my various commitments, I tend to punt a pset before I punt anything else. Here are what those numbers on the colored rectangles mean and why I am taking them: 7.29: Cellular and Molecular Neurobiology. Im taking this class as a follow-up to last semesters 9.01 Intro to Neuroscience, since I didnt get much bio out of that one. It also fulfills one of my required biology restricted electives. Since Im 7A (a sort of biology-flex degree that allows me to explore other subject areas), I decided to work on an informal focus in neurobiology01 In a world where I passed 6.00, I am a course 9. That is not, however, this world, so I will accept my course 7 identity. since brains are really interesting, or at least thats what mine thinks. 7.06: Cell Biology. This is the last of my non-elective course 7 requirements (a single tear rolling down my cheek). Go figure, its also allegedly the hardest one, with 5.12 coming the closest to dethroning it. In this class, I will learn about cell organization, information processing in the cell, signal transduction, cytoskeleton organization (organelles n things), and cell specialization. So far the worst thing about this class has been that it starts at 9:30 am. 7.49: Developmental Neurobiology. Another bio restricted elective. How are brane formed? Blastula, gastrula, wow frog eggs are way bigger02 still only ~1 mm than human eggs, Spemann organizer, BMP, is this factor directly causing this process or is it inhibiting an inhibitor of the process, neural plate, neural tube, neural crest cells, vegetal pole, cutting things off and attaching them elsewhere, how is this process not constantly going wrong, we can cut things with baby hairs. 9.28: Current Topics in Developmental Neurobiology. This is a 9-unit CI-M that is essentially just giving two 20-minute presentations on recent papers from the field at the end of the 7.49 lecture. That sounds incredibly easy, thought the reader, not realizing that the author is terrible at presenting. In addition to all of the above, I will be Cooking food for myself instead of ordering food or just not eating sometimes (~7 hrs/week) Working desk at my dorm for that $11 Massachusetts minimum wage (10 hrs/week) Being a DJ/producer/OTA engineer for the third year and programming co-director for the first year at WMBR (~4 hrs/week) Copy-editing and regular editing News and Career features for JYI (~2 hrs/week) Going to dinner seminars with my HASS-minded peers (including Elissa) as a Burchard Scholar (~2 hrs/week) Experimenting so hard at the Walker lab (~10 hrs/week) Seeking housing for my first Bay Area internship (~1-5 hr/week, depending on how manic I am) Writing more blogs (??? hrs/week) which seems like it will take more hours than the classes Im enrolled in. This is going to be really fun next semester when I begin the laborious task of applying to grad school. Post Tagged #classes #extracurriculars In a world where I passed 6.00, I am a course 9. That is not, however, this world, so I will accept my course 7 identity. back to text ? still only ~1 mm back to text ?

“White Man’s Burden” Essay - 905 Words

Rudyard Kipling’s 1899 poem â€Å"The White Man’s Burden† epitomizes the European man’s view on imperialism, Euro-centrism and social Darwinism. Four centuries before 1899, such ideas were briefly hinted in the letter from Christopher Columbus to King Ferdinand and Queen Isabella, however by 1899 these attitudes strengthened and developed fully into their complete meaning. The U.S and Europe’s imperialism in the nineteenth century were the most influential ever in the history of human civilization. The immense motive for imperialism came from social factors including religion and Social Darwinism. Missionaries frequently rushed to Africa and Asia to convert its people to Christianity. On the other hand, social Darwinism argued the survival of†¦show more content†¦Taking care indicates improvement of their culture until they reach that of the Euro-American standards which makes it clear that â€Å"The White man’s Burden† proposes that the phase after exploration is the self-centered education of the colonial population. The same month Kiplings poem was published, the Treaty of Paris was ratified and the Philippines, Puerto Rico, and Guam were acquired by the United States while Cuba remained occupied by the military. Advocates of this acquisition gravitated to the poem and popularized it as the literary voice of benevolent assimilation. The poem makes clear Kiplings view of attitudes that allowed colonialism to proceed. Although a belief in the virtues of empire was widespread at the time, there were also many dissenters; the publication of the poem caus ed a flurry of arguments from both sides, most notably from Mark Twain and Henry James. Mark Twain asserted that Kipling wrote the poem to help persuade many doubting Americans to seize the Philippines, which seemed to be a fair point of view for that time period. In the New York Herald, October 15, 1900, Twain describes his transformation and political awakening, in the context of the Philippine-American War. He recognizes his transformation from being Pro- imperialist to Anti- imperialist. Many Anti-imperialists like Mark Twain acted on the popularity of the poem to attack the McKinley’s policies as too great a burden orShow MoreRelatedEssay of the White Mans Burden976 Words   |  4 PagesEssay of â€Å"The White Man’s Burden† (1980), Jan Needle. This is a short story by Jan Needle. We follow the teenager Tony Robertson, who really wants to be friends with immigrants and thinks very positive of the multi-cultural society. It is pretty ironic that although his amiable behavior, two Paki-stanis eventually end up beating him up. Tony is liberal, he thinks that everyone should have the same chances, and he doesn’t prejudice anyone. â€Å"He’d brought Tony up to be liberal, to reckon onRead MoreEssay The White Mans Burden and The Recessional529 Words   |  3 PagesThe White Mans Burden and The Recessional In â€Å"The White Man’s Burden† and in â€Å"The Recessional†, Kipling outlines his idealistic concept of empire which is based on service and sacrifice. England sends some of their best man to defend and help India. The white man has the mission to civilize the Indians. It is their responsibility to culture them, to put them on the right path. They are there to make India a better place to live and bring the population up to date on the style of living. ThisRead MoreThe White Mans Burden1574 Words   |  7 PagesWhat was once perceived to be ‘the white man’s burden’ has engulfed all developed nations – we’re all quixotic fools of imperialism. If you think that you’ve heard of ‘the white man’s burden’ before you’re correct, it is a poetic piece by Kipling; written in 1898 for the purpose of the US (United States). The finale verse is poignant to all: Take up the white man’s burden, have done with childish days, the lighter proffered laurel, the easy, ungrudged praise. Comes now, to search your manhood throughRead MoreImperialism: the White Mans Burden890 Words   |  4 PagesImperialism: The White Mans Burden and the The Real White Mans Burden Well in order to show how imperialism was used in the nature of those two poems, I have to define it. Imperialism is the extension of sovereignty or control by one people or state over another. The objective is the exploitation of the controlled people or state. Imperialism has four major components: economic, military (strategic), political, and humanitarian. Imperialist powers are not bound to follow the laws, internationalRead MoreWhite Mans Burden1523 Words   |  7 PagesWhite Man s Burden The movie we watched in class was called White Man s Burden. According to some sociologists the white man s burden is an unwanted burden that white men, who are in the upper part of society, must bring the minority classes up to their status. For example, if it were applied today white folks would have to help bring black folks up into a higher class. While this theory was used many years ago, it is still in consideration today. This movie took a very unique approachRead MoreEssay on Colonialism and Imperialism - The White Mans Burden1602 Words   |  7 PagesImperialism: The White Mans Burden      Ã‚  Ã‚  Ã‚   In one of his most famous poems, Rudyard Kipling said, Take up the white mans burden! (146). He was only one of many who believed in the virtues of imperialism in the late nineteenth and the early twentieth centuries. During that period, imperialism was on the rise, and Africa was being swallowed up by competing European nations. The imperialists had many arguments supporting imperialism. They said it was beneficial and, in some cases, essentialRead MoreAnalysis Of Conrad s The Heart Of Darkness794 Words   |  4 Pagesan ox to till his field. When the people â€Å"sickened, became inefficient†, they went to a grove to die (Conrad). Another stereotype shown was that imperialism hurts the conquerors and those being conquered. â€Å"White Man’s Burden† by Rudyard Kipling was originally titled â€Å"The White Man s Burden: The United States and The Philippine Islands† (GMU). America took control of the Philippine government. This led to political turmoil which escalated into the Philippine-American war. In the the war, thousandsRead MoreThe Height Of Colonialism Between The 18th And 20th Century2818 Words   |  12 Pagespaintings and writings, helped construct this image of native populations as lesser beings. One such piece, a poem â€Å"The White Man’s Burden† written by English poet Rudyard Kipling in 1899 was originally written to address the dangers of empire building, but has also been taken at face value and used by imperialists as a way to promote colonialism as a noble cause: Take up the White Man s burden Send forth the best ye breed Go bind your sons to exile To serve your captives need; To wait in heavy harnessRead More Comparing Colonialism and Imperialism in Heart of Darkness and Kiplings Poetry1515 Words   |  7 PagesImperialism in Heart of Darkness and Kiplings Poetry   Ã‚  Ã‚   Imperialism sprung from an altruistic and unselfish aim to take up the white mans burden1 and â€Å"wean [the] ignorant millions from their horrid ways.†2 These two citations are, of course, from Kipling’s â€Å"White Man’s Burden† and Conrad’s Heart of Darkness, respectively, and they splendidly encompass what British and European imperialism was about – at least seen from the late-nineteenth century point of view. This essay seeks to exploreRead MoreHeart of Darkness Imperialism, Hegemony, and Othering1570 Words   |  7 Pagesangry, he could have been killed. He simply did not have a win- win situation. So he chose what he thought was best for him. One of the more famous lines in â€Å"Shooting an Elephant† is, â€Å"When the white man turns tyrant it is his own freedom that he destroys.† What I perceived from this quote was when a white man becomes tyrant he destroys his own free will. Orwell will constantly be doing what he thinks the Burmans want. He will live as a fake. When he put himself in a hierarchy over the Burmans and

Comparison of Animism and Hinduism Essay - 1040 Words

Edward Burnett Tylor was born in 1832 and passed away in the year 1917. He was the founder of modern academic discipline of anthropology. Tylor belonged to a generation of academics and was raised in a religious family. He was a well-educated individual who began his own career in fieldwork in Mexico and ended up receiving and honorary doctorate from Oxford University where he was the keeper of the Museum. He eventually became the first Professor of Anthropology in Britain and later retired in 1909. Tylor had made different opinions on religion. He defined culture as a complex whole that consists of many attributes. Tylor also came up with an evolutionary view. This view was concerning culture and development and the fact that animism was†¦show more content†¦These two concepts are very similar to the beliefs of Hinduism. In Hinduism, they believe to continue life after death. To understand this concept you have to first grasp the idea of the soul. In Hinduism people believe in the existence of the soul. They believe the soul to be external, invisible and unchanging. Atman in Hinduism means soul in English. The believed the concept of soul (atman) to be very important in human life. Just like Animism the atman or soul is a crucial part of the human body and controls the power within. Animism is closely related to the concepts of Hinduism. In Hinduism most individuals believe that there is life after death, and that the soul(atman) doesn’t rest in peace if the spirit is displeased. As for Animism it has a similar concept. The second dogma about Animism which is the upward to the rank of powerful deities is also a similar theory comparing to Hinduism. Both theories believe in deities, which are is a supernatural, immortal being. According to Tylor he also believed that their sprits and souls not only existed in people but also existed in animals, plants and inanimate objects. He pictured these souls as vapors or shadows going from one body to another. ThisShow MoreRelated An Analytical Approach to Truth and Religion Essays6441 Words   |  26 Pagesscholars working in religious studies were presented in such a way as if they referred to truth in religion in general. However, their interest is in fact mostly (if not exclusively) restricted to the great religions of Judaism, Christianity, Islam, Hinduism and Buddhism which all have well developed doctrines. The approach to the problem was additionally determined by the western concept of truth and the Christian view of religion. Earlier Occidental scholars retained the doctrinal model of religionRead MoreEssay on Change Analysis Chart Postclassical (600-1450 C.E.)8730 Words   |  35 PagesHeaven (Natalie) Direct Comparison: †¢ As seen by the examples of Emperor Yang Jian and Hongwu, who reigned almost eight centuries apart, the Mandate of Heaven was used as a means to create a centralized bureaucracy, and construct a more controlled, yet efficient rule. Analysis: †¢ The continued use of the the Mandate of Heaven as a means of justification of rule and primacy of leadership throughout multiple centuries of Chinese dynastic rule demonstrates the Direct Comparison: Between the years

On Civil Liberties and the Redefinition of Freedom Free Essays

An appreciation of the civil liberties and basic freedoms enjoyed by the American individual, according to Eric Foner, would be impossible without a knowledge of how the American people—generation after generation—struggled to define and demarcate the boundaries of freedom and liberty. In â€Å"The Story of American Freedom,† Foner (2002) successfully applies a mà ©lange of analytical framework ranging from structural analysis, marxist dialectical and historical materialism; to feminist and postmodern criticism to prove that â€Å"freedom has always been a terrain of conflict, subject to multiple and competing interpretations.† By analyzing freedom from a historical narrative, he aims to show â€Å"how at different periods of American history different ideas of freedom have been conceived and implemented, and how the clash between dominant and dissenting views has constantly reshaped the idea’s meaning. We will write a custom essay sample on On Civil Liberties and the Redefinition of Freedom or any similar topic only for you Order Now ’’ And because of this, the discourse of American civil liberties—borne from the American people’s love affair with the idea of freedom—will only gain relevance by identifying the â€Å"the meanings of freedom; the social conditions that make it possible; and the boundaries of freedom — the definition, that is, of who is entitled to enjoy it (Foner, 2002).† â€Å"The Birth of Civil Liberties† Indeed, the notions of civil liberties in a given society are necessarily intertwined with its cherished concept of freedom. In the book’s eight chapter, entitled â€Å"The Birth of Civil Liberties,† Foner shows that the inception of the idea of civil liberties was the outcome of the tumultuous events and crisis prior and after the World War I: the United States’ participation in the war, the   paranoia produced by the emergence of Socialist Russia, and the Great Depression following shortly after the war ended. It was at this period, with the widespread poverty amidst the growth of the United States as a major Capitalist economy; and Progressivists’ disenchantment with the illusions of state benevolence after the whole scale arrest of left-wing intellectuals, that the paradigm shift from the dominant â€Å"freedom from† into â€Å"freedom to† occurred. The ideas of social scientists as Herbert Croly, John Dewey, and William Willoughby, for med the basis of the new definition of freedom as one that does not only protect the individual from aggression, but one that actually permitted him to do things. Foner (2002) narrates the ensuing contradiction between the dominant progressivism and the emerging modern liberalism: â€Å"Effective freedom,’ wrote John Dewey, who pondered the question from the 1890s until his death in 1952, was far different from the ‘highly formal and limited concept of liberty’ as a preexisting possession of autonomous individuals that needed to be protected from outside restraint.† For effective freedom to crystallize, it was realized,   certain conditions first had to be met. Human beings (at this stage meaning White Men), for instance, though â€Å"by nature† imbued with the freedom to live comfortably, could not do so if they were impoverished. Freedom therefore required that a human being be economically secure, which meant that unemployment and starvation were seen as infringements to freedom. â€Å"The New Deal and the Redefinition of Freedom† By the 1930’s, the belief that economic security was a critical condition for exercising individual freedoms had gained significant acceptance. This is reflected in the way that the state, led by then Pres. Roosevelt,   implemented the New Deal from 1933-37, the pre-cursor of the establishment of welfare in the United States which implemented â€Å"relief,† â€Å"reform,† and â€Å"recovery† by intervening in the market and granting the demands of groups from a variety of the political spectrum. Seeking to cushion the impact of the Great Depression on the starving and unemployed majority of the American people, as well as pacify the restless from succumbing to socialist ideology, the New Deal showed the transformation of progressivism into modern liberalism, which espoused Keynesian economic models and personal freedom based on the four Rs: freedom of speech, freedom to worship, freedom from want, and freedom from fear. Fighting for Freedom And so it is with the rhetoric of freedom that the United States would camouflage its interests in going to the Second World War and in declaring the cold war against the socialist bloc of the USSR. Noting the irony when Pres. Roosevelt promises the world a Global New Deal based on the four freedoms while declaring its participation in the war,   Foner echoes   Dewey’s lament when he wrote in â€Å"The Meaning of Freedom in the Age of Emancipation† that:  Ã¢â‚¬Å"in our own time, we have witnessed the putative division of the planet into free and non-free worlds (with the former including many nations that might be seen as lacking in freedom) invoked to justify violations of individual liberties at home and interference with the right to self determination (Foner, 1994)† This startling realization, that â€Å"American freedom has been both a reality and a mythical ideal — a living truth for millions of Americans; a cruel mockery for others,†Ã‚  influenced the formation of racial, gender, ethnicity, and class-based reform and radical abolitionist movements whose basic slogan was that of equality and the recognition of marginalized groups, such as those for the citizenship of the Blacks, women’s suffrage in the 1960s, and the people’s right to state-sponsored provision of social services in the 1930s. Foner describes the development of emergent concepts of freedom in   the 20th century which tested and challenged the status quo:  Ã¢â‚¬Å"feminists sought to recast gender relations in order to afford women the same freedom as men, and Americans divided over whether poverty and lack of economic security should be seen as deprivations of freedom that the government had an obligation to alleviate.† The women’s vocal demands for their right to vote   and the Black and immigrant movement for civil recognition, were therefore significant efforts to redefine the inclusive and exclusive meanings of freedom since â€Å"categories of freedom defines the categories of unfreedom.†Ã‚   Foner affirms the relevance of such movements by stating that,  Ã¢â‚¬Å"those who adopt a purely ‘negative’ view of freedom as the absence of external coercion, rather than, for example, economic autonomy or political empowerment, must identify what constitutes illegitimate coercion.† It is with this contention, that â€Å"freedom has not simply been a linear progress toward a pre-ordained goal,† but rather a complex and conflicted—and sometimes even violent— struggle between the contradicting interests of groups; tainted by class, race, ethnicity, gender, and even religion, that Foner   challenges and dares his reader to attempt to redefine the confined, claustrophobic spaces of America’s state-sponsored concepts of freedom. References: Foner, Eric. The Story of American Freedom. New York: Norton, 1998. pp. 163-236 Foner, Eric, â€Å"The Meaning of Freedom in the Age of Emancipation.† The Journal of American History 81, no. 2 (Sept. 1994) p. 4. How to cite On Civil Liberties and the Redefinition of Freedom, Essay examples

Juvenile Delinquency And Society Essays - Criminology,

Juvenile Delinquency And Society Juvenile Delinquency and Society Throughout time, crime has played in an important part in the function of society. We see crime in the news everyday, in our communities, in our schools, and in some cases, even in our immediate families. Which reaches out and takes a stranglehold on the human-interest angle of the general public's mind, and makes us become enveloped in the thought processes of the modern criminal. Along these lines, the fascination with delinquent behavior and the mind of the delinquent has prompted the development of numerous theories, and the continuous, yet rigorous, study of youth behavior. But only recently has the concept of juvenile delinquency become an issue in the way crime among youth is viewed. Our society tends to hold children in special regards in most cases, and the implementation of the juvenile court system led to the development of specific theories such as neutralization, labeling, and social control theories, by people which had a first-hand interest in these juvenile delinquenc y cases. These theories help investigators, parents, family, peers, and the community, to better understand why our children do what they do. For years, factors such as gender, race, age, and social class, have been the dominant force in research studies to explain the juvenile delinquent and their actions (Hewitt and Regoli, 2000). The culture that exists today is different than the American culture twenty years ago, and in twenty years from now, American culture will have yet again, undergone a similar reconstruction. Trends in our daily trials and tribulations, affect how a youth will choose to live his or her own life, whether or not they choose what is right or wrong, or stray from the path of being a model citizen. These factors and how they interact with the relation of the theories of neutralization, labeling, and social control, is crucial to our situation, with fifteen year old Matt, who is of lower class status, and has seen himself involved in the theft of an automobile. To further evaluate this crime, I'll begin to apply these mentioned theories to explain this specific incident. In our example of the neutralization theory in regard to this crime, Matt has stolen a car, and when it comes time for him to pay the piper, or face the effects of his criminal act, more than likely, he will use some sort of neutralization technique to justify his actions. The five neutralization techniques are 1) denial or responsibility, 2) denial of injury, 3) denial of victim, 4) Condemnations of condemners, and 5) appeal to a higher loyalty (Hewitt and Regoli, 2000). As a delinquent youth, Matt comes from a lower class family, therefore, he could state that he stole the car because he needed it more than the owner. He could also state that his crime was committed just for fun. By doing this, Matt is using a very common aspect of this theory otherwise known as, a technique of neutralization (Hewitt and Regoli, 2000). Matt could very well assert that since he is a juvenile he is not going to held responsible for his actions, that the act may be ignored in the American justice syst em, though he is forgetting about the juvenile court system. The next technique he could use would involve the denial or injury, although it is still deemed a criminal act, no one was hurt in the actual crime. The delinquent neutralizes the crime by using such techniques as an explanation that can allow for exceptions to be made (Shields and Whitehall, 1994). To apply the fourth neutralization technique to this crime, Matt could possibly blame his parents or friends for his behavior. By placing the blame or cause for the crime on someone else, Matt is able to compare his behavior to that of the person that is reprimanding him, along with whatever positive or negative influence they may have. In further defense of his criminal act, Matt is also susceptible to the fifth neutralization technique, which would allow him to make his act seem somewhat appropriate by stating, for example, that his family needed the car to take a sick family member to the hospital. Any one thing that Matt co uld

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. 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