The Conclusion of the Facial Reconstruction

This weekend at Rancho Cucamonga's Forensic Science Academy Club between 11:00-14:30 I finally completed and presented on the skull which I performed a cranial reconstruction. A job well done! Here are the three main points I have covered when I completed the reconstruction:

Frontal view of the finished skull that can actually be placed together with  an abundance of glue!

Adolescent Caucasian female within the age of 12-14 year of age based on the dental structure the cranium shows. Cause of death was the frontal lobe blunt-force trauma caused by the steel wrench, which is extremely sensitive and caused an immediate death due to the brain damage and trauma. The individual was not reported missing so I was unable to create an accurate estimate of who the identity belongs to.

• Determining if the skeletal remains are in fact of forensic significance based on the presence of trauma.

Yes, the skeletal remains, of the little portion that we have, are in fact of forensic importance! First off it is rather clear the this individual was a victim of a crime specifically because the posterior ossipetal bone area of the skull appears to be shattered. I initially thought that it was a gunshot entrance wound, but the evidence suggests that it was something much more effective in terms of the entire back being absent. Then I came into another conclusion, the individual may have fallen face backwards in the way that they were given a slight push. This can be derived as evidence since part of the mandible is still stuck to the skull in the way that a strong force of pressure actually made it stay. Usually the mandible is the first thing that falls out of the skull since it is connected with tendons and flesh, but in this case, part of the mandible stayed which suggests that the fall did occur. That's not the end of the story. Post-mortem, which means after death, the criminal wanted to confirm that this individual was dead so they beat them in the most sensitive part of the skull region, known as the anterior fontanelle, with a tool-like blunt force weapon. How was I able to tell that? Near the regions of what I call "the three rivers meet" that appear in the top center of the cranium, this particular individual had continued to have more striations in the bone and cracks to continue in the frontal lobe of the skull. It is extremely certain that this skull was of forensic importance! If I were barely identifying the skull, I would ensure a full investigation would take place.

• Determining the horizontal excavation layer in which the remains were found in order to determine the possible time of death

I was unfortunate enough to not be presented with soil samples or a basic archaeological principle of the forensic anthropology aspect, so I am to assume ( aww :( ) that the individual was left exposed on top of the Earth, rather than buried. There was no evidence of any soil or dirt to be present so this factor cannot be determined further.

• Matching a weapon or natural component that was left as a striation of the remains because of the fact that DNA or lethal vectors need to match to an object used to succeed in the cause of death and match trauma-mortem.

The weapon of death appeared to be a steel tool, a particular tool that had two open ridges and a narrow handle which allowed for a maximum range of blunt-force trauma. After long hours of trying to uncover the pattern and possible goemetric factors, I have finally came to the conclusion that it was a a wrench! It took me what I thought was forever to unravel this particular mystery! When I placed a wrench near the skull it was a perfect match; so happy! ...Not for the result of the victim, of course! The blunt force trauma that showed large cracks and opening within the skull pin-pointed the exact locomotion of a wrench! There was no DNA found, since it was professional cleaned from the basic decomposition oils and dirt, so no match can be made from something.

The murderer is not yet found. 

Blog 27: Self Reflection

1. Positive Statement

• What are you most proud of in your 2-Hour Presentation and/or your senior project? Why?

The part that I am most proud of in my 2-hour presentation was how I made my audience engaged with my senior project especially since it has a negative, gross perspective within the media. By making the students really excited for my senior project to continue going on and providing them with hands-on tools, 3D models of human skeletal systems, as well as animal bones to be able to have the application of the sciences that a Forensic Anthropologist is accounted for makes me really proud. Not only that, but because many students were so into my project that the passage of time for a break suggested how the interest of the students was extremely high and I was provided with a lot of positive body language feedback and I have suggested that they all had a fun and amazing educational experience. The fact that my sisters told me that they were jealous of my presentation because I did better than them is so hear-warming considering they excelled within the project.

 On the other hand, on my senior project I was mostly proud of my entire second independent component working with the cranial reconstruction and 3D-ID software programs to recreate the vision and simulation and:

• Determine if the skeletal remains are in fact of forensic significance based on the presence of trauma. 
• Determine the horizontal excavation layer in which the remains were found in order to determine the possible time of death 
• Match a weapon or natural component that was left as a striation of the remains because of the fact that DNA or lethal vectors need to match to an object used to succeed in the cause of death and match trauma-mortem.

Refer to http://jaimeseniorproject.blogspot.com/2012/04/blog-24-independent-component-2.html for a novel-length detailed analysis.

2. Questions to Consider

• A. What assessment would you give yourself on your 2-Hour Presentation (self-assessment)? Why?

The assessment I would give myself on my 2-hour presentation would be an AE because I not only met the requirements, but I also included extra things into my presentation like changing into a clothes to make it seem like a professional explaining the answers throughout the presentation, show real life examples of my answers, directly apply the pedagogy of what I have explained in my presentation, and a side guessing game to encourage the students to use their sensory details to determine if they can figure out if a bone is of forensic importance based on the presence of trauma and if it is human, and show that I put a lot of effort into my presentation by knowing exactly what the topic of Forensic Anthropology was truly about.

• B. What assessment would you give yourself on your overall senior project (self-assessment)? Why?

The assessment I would give myself on my overall senior project would be an AE because I have been documenting my senior project with evidence that I have actually been able to directly apply my experience to directly answer my essential question. I have shown a high educational-based senior project topic that has backed me up with export source analysis from professors, Ph.D. credentialed practicing Forensic Anthropologist, and have been able to create the ideal senior project that I-Poly has been waiting for.

3. What worked for you in your senior project?

• I have found service learning at the Forensic Science Academy Club by contacting an alumni who did their project on Forensic Pathology.
• I stayed with .edu/.gov/and .com factual information sites for expert analysis
• I have found high-end credentialed individuals to interview for my senior project
• I have completed and was able to directly apply knowledge from my Intro to Archaeology and Prehistory Independent Component 1 and the 3D-ID Cranial Reconstruction Project for the FSAC.
• I have done exceptionally well in my 5-minute and 20-minute presentations
• I have been a finalist at the I-Poly Science Fair and an Honorable Mention at the LA County Fair in the Biochemistry and Molecular Biology
• Documenting everything in my digital portfolio known as a blog by including pictures

4. What didn't work for you in your senior project?
Nothing didn't work for me, I was able to find a solution and was able to be an effective citizen in technology and any opportunities that was able to ensure that my senior project was up-to-date and complete.

5. Finding Value

• How has the senior project been helpful to you in your future endeavors? Be specific and use examples.

The senior project has been helpful to me in my future endeavors in the way that I have finalized that I will be  obtaining a master's degree in Anthropology with a concentration in biological variation of humans based on geographical location at the University of La Verne. Being more highly competitive and a stellar student in the field of science I will be able to obtain internships and job opportunities that will have expertise that require the establishment and completion of cranial/facial reconstructions, archaeological skeletal remains excavation, as well as hands-on field work experience which I obtained from my education opportunity in Cal Poly Pomona Young Scholar's courses and in the Forensic Science Academy Club Technology Advancement in Forensic Anthropology Workshop.

Blog 26: 2-Hour Presentation

My 2-hour lesson plan using the correct template: Forensic Anthropology 2-Hour Lesson Plan

Blog 25: Service Learning

1. LIA Response to blog:
Literal

• Log of specific hours with a total and a description of your duties:  Forensic Science Academy Club Log
• Contact Name & Number: Ashlee Enriquez &  1(323) 365-8826

Interpretive
What is the most important thing you gained from this experience? Why?

The most important thing I have gained from this experience was being able to placed in an applied real-life simulation of what it is to be a Forensic Anthropologist. I am surrounded by individuals who are in their adult years and this continues to fuel how I am young and so well-interested in this particular field of science. So I would say that the most importance thing I have gained from this experience was being appreciated for my work because I am making doctorate (Ph.D) credentialed professionals, who actually work in the field that I want, ooh-ing and ahh-ing to the presentations and comments that I have to say. The knowledge I have gained is never going to be forgotten, I continue to read articles in the Economist and the Financial Times that feature Anthropology-based interviews, international spotlights, or crime mysteries that I have been able to interpret and understand. For my hard work, I was even given the privilege to use a National Institute of Justice software program known as the Visualization Science Group VSG.

"Hello,

I just wanted to touch base with you to see if there was anything I can do to help with your evaluation of the VSG software that you are using for Forensic Anthropology purposes, please let me know.

We have offered you Beta and Pre-Alpha licenses so you can try our software. By offering this service, we feel that we reducing any risks that may be associated with the purchase.

We want be able to demonstrate to you that our software will work with your data and provide you with the results you desire.

If needed, please contact Ming Lei at Ming.Lei@vsg3d.com for any technical assistance you may need.

We have found that with over 5,000 VSG software licenses in use all around the world, you have become our biggest asset in spreading the word about our applications. We hope hear from you soon!

Best regards,
Bill Henderson
Account Manager, Academic & Government
V S G - Visualization Sciences Group "

Applied
How did what you did help you answer your EQ? Please explain.

What the Forensic Science Academy Club offered allowed me to answer my essential question of, "What is the most important factor of a skeletal remain in a criminal investigation" by implementing hands-on individuals to facilitate simulations, group work with other forensic potential scientists, giving me resources that were government established for my use, field trips to the Los Angeles Coroners Office and Museum of Death, and allowing me to express my knowledge through presentations in front of my peers.

For example, my first answer was "determining if the skeletal remains are in fact of forensic significance based on the presence of trauma." The Forensic Science Academy Club challenged me by taking away that assumption that as soon as I see a bone or a remain I will automatically thing that it is human and try to name or locate where in the human skeletal system it belongs. It was more of a scientific practice to determine the locomotion of the presented remain and being able to draw conclusion by what has been presented to me. It helped me answer my EQ since determine if the bone or remain was of forensic importance would be the most importance factors of a criminal investigation, since after all it is what starts the establishment of an investigation to actually occur! We don't want anyone to get away with it!

Finally, my third answer was "matching a weapon or natural component that was left as a striation of the remains because of the fact that DNA or lethal vectors need to match to an object used to succeed in the cause of death and match trauma-mortem." Now altought this was a tough one, the Forensic Science Academy took me to field trips to the Museum of Death, Los Angeles Coroner's Office, which allowed me to have expert source analysis that determined that this was the most importance factor of a skeletal remain in a criminal investigation. The hands-on application such as the Technology National Institute of Justice Forensic Anthropology Week that allowed me to study, review, and apply matching a weapon or natural component that was left as a striation of the remains because of the fact that DNA or lethal vectors need to match to an object used to succeed in the cause of death and match trauma-mortem and part of the forensics workshop had a lesson about "Tissue & Bone Measurements" and "Forensic Resource Reference on Genetics (FROG) Demonstration and Hands-on Exercise" which allowed me to use impressive government-funded software programs that allowed me to input measurements of bone structures, I applied it with my Service Learning Cranial Reconstruction Project that allowed me to have a computerized version of what I was simulating. Tissue & Bone Measurements program allowed me to know exactly how to measure and be able to apply it in mathematical formulas in order to compute stature and ancestral background, whereas FROG software allowed me to compare skeletal structure caused by DNA in order to compile it with an ancestral background or native origin of the individual I was identifying throughout the entire program.

2. Confirmation of Contact Person, Contact Phone Number, and 50 hours completed

Contact: Ashlee Enriquez & Number: 1(323) 365-8826

Ms. Enriquez was also an interview which has been scanned and placed here for your convenience. 

Refer to Forensic Science Academy Club Log along with blog post evidence:

• Cranial Reconstruction Project
• Human Osteology Locomotion
• What's Wrong with the Skeleton?
• Roman World
• Los Angeles Coroner's Office
• Student Body & Job/Internernships
• Museum of Death
• Joining the Forensic Science Academy Club
• 10 Hour Evidence Blog
• Conclusion to Facial Reconstruction

Blog 24: Independent Component 2

Click the following link for the Independent Component 2 Calendar Spreadsheet: Advances in Forensic Anthropology Technology Transition Workshop - National Forensic Science Technology Center - NIJ

Literal
(a) Statement saying: “I, Jaime Cervantes, affirm that I completed my independent component which represents 48 hours of work.”
(b) Explanation of what you completed. I have completed 48 hours of work by completing the entire  NFSTC FA Workshop. This workshop allowed me to have knowledge in the perspective on human variation based on ancestral background and geographical location, be able to discuss the determination of biological sex in an anthropological atmosphere, have the fundamental values in order to explain the craniometrics and geometric morphometircs, being able to apply segmentation methods for CT images, bone measurements to use the facial reproduction empirical modeling software tool, explain genetic variation in the context of forensics, emphasizing ancestry informative DNA markers, apply likelihood methods of cause and time of death vector qualities, estimate ancestry using advanced computer software programs. Some of these programs were known as 3D-ID, AVIZO Forensic Anthropology Software, STRUCTURE, Forensic Resource Reference on Genetics (FROG), Dental MP Records Acquisition, and Simple/Complex UP. Within each of these lessons, I was provided with live audio visuals, resources, training videos, information sites, computer software programs and hands-on materials.

Interpretive
Defend your work and explain how the significant parts of your component and how it demonstrates 30 hours of work.

I believe my second independent component was rather genius! Having access to Ph.D credentialed resource analysis that I will be able to use within my I-Search, 2 Hour Presentation, Exit Interview, and in a higher education will allow to be more competitive than I initially was when I went to the LA County Science Fair. I believe if I completed the 48 hours of this component at an earlier time I would be able to have a better chance of explaining and executing my knowledge on Forensic Anthropology. The program, lectures, resources, and software are all amazing and well-designed. I am honestly not a computer expert but the software I was provided with allowed me to put in formulas, different cranial measurements in order to simulate a 3D image that I was able to identify with all of the sources. With this I was able to significantly indicate the humanoid establishment of the individual (Homo sapiens sapiens) stature of an individual, ancestral background (cleaner version of the controversial race/ethnicity/etc. sect groups), time of death, and cause of death, bone and tissue deterioration, and craniometrics and geometric morphometirc factors of a skeletal remain!

My answer 1 for my EQ is: determining if the skeletal remains are in fact of forensic significance based on the presence of trauma and part of the workshop had a lesson about "Fundamentals of Traditional Craniometircs and Geometric Morphometrics" which mathematically computed a 3D image of the skull or any type of skeletal remain when the coordinates have been inputted, can recreate the image. With this software program I had the ability to have a closer look and be able to find out to see if there was an entrance wound, a striation in the bone, healed wound, or any discoloration with the bone that I can suggest to be of forensic importance. This workshop had a high amount of resources, a live video lecture, software application, and hands-on experience.

My answer 2 is : determining the horizontal excavation layer in which the remains were found in order to determine the possible time of death and part of the workshop had a lesson about "Segmentation Hands-On" which literally was about my answer: the paleoanthropological aspect of soil time scales and being able to relate them accordingly with my current research aspect and be able to broaden my perspective on what exactly segmentation is used for in the field of Forensic Anthropology and how it continues to create an advancement within the scientific community. 

My answer 3 is: Matching a weapon or natural component that was left as a striation of the remains because of the fact that DNA or lethal vectors need to match to an object used to succeed in the cause of death and match trauma-mortem and part of the forensics workshop had a lesson about "Tissue & Bone Measurements" and "Forensic Resource Reference on Genetics (FROG) Demonstration and Hands-on Exercise" which  allowed me to use impressive government-funded software programs that allowed me to input measurements of bone structures, I applied it with my Service Learning Cranial Reconstruction Project that allowed me to have a computerized version of what I was simulating. Tissue & Bone Measurements program allowed me to know exactly how to measure and be able to apply it in mathematical formulas in order to compute stature and ancestral background, whereas FROG software allowed me to compare skeletal structure caused by DNA in order to compile it with an ancestral background or native origin of the individual I was identifying throughout the entire program.

The following blog posts can facilitate how my independent component represented 48 hours of work:

• Technical Details on Posterior and Anterior Cranium
• Matching and Exclusions Demonstration with FROG Software
• The 3D Analysis Software for Scientific Visualization
• Improving Forensic Facial Reproduction Using Empirical Modeling & Forensic Resource Reference on Genetics
• 34 Landmarks Used by 3D-Identification
• Concepts of Race/Human Variation

Applied
How did it help you answer your EQ? Be specific and use examples.

My independent study component completely relates to my EQ because in this workshop I will have access to professional software and Forensic Anthropology-heavy hands-on activities and work that will give me a new paradigm of how scientific and mathematical this topic is. Based on the NFSTC Forensic Anthropology Workshop, all of the application and literal analysis that I will be able to have a hold of will be able to be well interpreted within my two hour presentation and further research knowledge.

My answer 1 for my EQ is: determining if the skeletal remains are in fact of forensic significance based on the presence of trauma and part of the workshop had a lesson about "Fundamentals of Traditional Craniometircs and Geometric Morphometrics" which mathematically computed a 3D image of the skull or any type of skeletal remain when the coordinates have been inputted, can recreate the image. With this software program I had the ability to have a closer look and be able to find out to see if there was an entrance wound, a striation in the bone, healed wound, or any discoloration with the bone that I can suggest to be of forensic importance. This workshop had a high amount of resources, a live video lecture, software application, and hands-on experience.

My answer 2 is : determining the horizontal excavation layer in which the remains were found in order to determine the possible time of death and part of the workshop had a lesson about "Segmentation Hands-On" which literally was about my answer: the paleoanthropological aspect of soil time scales and being able to relate them accordingly with my current research aspect and be able to broaden my perspective on what exactly segmentation is used for in the field of Forensic Anthropology and how it continues to create an advancement within the scientific community. 

My answer 3 is: Matching a weapon or natural component that was left as a striation of the remains because of the fact that DNA or lethal vectors need to match to an object used to succeed in the cause of death and match trauma-mortem and part of the forensics workshop had a lesson about "Tissue & Bone Measurements" and "Forensic Resource Reference on Genetics (FROG) Demonstration and Hands-on Exercise" which  allowed me to use impressive government-funded software programs that allowed me to input measurements of bone structures, I applied it with my Service Learning Cranial Reconstruction Project that allowed me to have a computerized version of what I was simulating. Tissue & Bone Measurements program allowed me to know exactly how to measure and be able to apply it in mathematical formulas in order to compute stature and ancestral background, whereas FROG software allowed me to compare skeletal structure caused by DNA in order to compile it with an ancestral background or native origin of the individual I was identifying throughout the entire program.

Blog 23: Helping 2013

Interview 5

Who did you interview: Jada Hall
What day and time: Thursday, April 26, 2012 Location: Denny's 12:40-13:38

1. What ideas do you have for your senior project and why?

• Her answer: I want it to be on Psychiatry specifically on patients who have Autism. I want it to be my senior project because I always enjoyed watching films of people with Autism and I would love to interact and help them out through the field of Psychiatry. 
• Feedback offered: It's excellent that you have a solid senior topic, the fact that you pin-pointed it to a specific type of Psychiatry and not let it be general is a great idea! The fact that you have been so interested in Psychiatry regardless of how many years of school it would require suggests that you are really interested in the topic and will be able to create a superb product.

2. What do you plan to do to complete the 10 hours of service learning (working with an expert) which is due prior to senior year starting? Note: They also have to complete the 50 hours during the school year.

• Her answer: I haven't started looking for a place on Psychiatry, although I do know that I either want to shadow a Psychiatrist or be able to observe group sessions with people with Autism or other mental disorders. 
• Feedback offered: Make sure to find a place to conduct your service learning as soon as you can, and make sure you have the ability to commute there: either make it near I-Poly or near your home so that it wouldn't be such a hassle. Most importantly, don't give up looking for places because you want to continue to have service learning in a point of interest and not just because you didn't look hard enough. You have a great idea of shadowing one-on-ones and group sessions, although I am not specifically sure if my peers had trouble finding service learning, I know that your interest will allow Psychiatrist to let you into their facility with open arms.

3. What do you hope to see or expect to see when watching the class of 2012 present their two hour presentations?

• Her answer: I have high expectations on the Seniors; they have been working on this project for eight months and I expect it to be engaging, interesting, and not boring! Since the dedication and projects and presentations have been happening for a long time I expect to see a great presentation and most importantly learn from the projects and being able to get little pits and pieces to use on my presentation.
• Suggestions regarding how they should approach watching the 2 hour presentation: I suggest that Jada would try her best on going to senior projects in the fields of Psychiatry, Psychology, and other mental forms of therapy. Keep all of the hand-outs, take mental or actual notes of how they executed their presentation and method of engaging the students and being able to use it on her own.

4. What questions do they have about senior project? What additional recommendations would you give the 2013 student about senior project? Be specific and note what you told them.

• Questions she asked:

1. Do you get half-days off? Yes! The half-days are designed to allow you to take Young Scholars courses which you should take advantage of and use for an independent component since you are eligible. Also, it allows you to go to service learning and be able to complete your hours with an expert in your field.
2. Why do I have to start looking for places to interview at and volunteer right now? Although you can't start anything in this current type except the summer component, it is great to start getting involved in service learning in order to get multiple contacts, have access to resources that will be extremely helpful in your senior project?
3. How many presentations do you have to do? A 5 minute on the reason you want to do your senior project, three 5 minute presentations on your answers for your essential question, a 20 minute presentation with a foundation on your essential question with an activity included, and the beloved 2 hour presentation.
4. If I have more questions can I ask you later? Sure!

• Additional recommendations given:

1. Prepare your summer in managing your time wisely, don't leave anything last minute or procrastinate. You don't want due dates of core-related projects and homework snowballing down on you when you have to also work on senior project.
2. Try your best to complete all the work on time, the Senior Team follow the NC rule and if you are unable to complete a component you will have to do it as soon as possible or suffer from not walking during graduation, going to prom, or Grad Nite.
3. Take your time on projects, work on them little by little each day and you will be able to go above-and-beyond the said expectations in order to get the AE. Don't be the person in class who moans and groans when they are told a due date and have not worked on it! 
4. Don't stress yourself out too much, since senior project is something you chose then you should be so engaging on the topic and be able to have a flawless project. I am sure everyone who has said, "and that concludes my final presentation!" will feel extremely accomplished. Make senior year count!

Technical Details on Posterior and Anterior Cranium

According to Mr. Ogden we do not use or apply mathematics in our senior project. So I am here to prove him wrong and apply it directly into Forensic Anthropology. One approach to this problem is to focus on the analysis cranial Cartesian coordinate points instead of the distances or angles they form. This requires some pre-processing of the data whcih are catalogged by a Forensic Anthropological Institution/Laboratory to construct proper shape variables. However, these vectors will retain all geometric information that could be collected from the cranium. That pre-processing step usually involves the registration of the configurations of landmarks for all specimens into a common coordinate system using a least-squares estimation of location and orientation parameters and a reasonable size standardization. This approach, in which data from individual specimens are fit to an iteratively computed mean configuration, is called Generalized Procrustes Analysis.

Traditional measurements of these skulls are based on anatomical landmarks I discussed on a later blog post. Landmarks included are prosthion, nasion, bregma, lambda, inion, opisthion, and basion. The measurements are the distances between the nasion and basion and the angle formed is from three points from the basion. For other noted refernces, let the record know that the anatomical landmark positions are encoded as Cartesian coordinates.

3 Dimentional Identification implements this approach to help characterize human remains by using cranial remains. To do this, the user provides the program with three-dimensional coordinates of a subset of the landmarks described above. A reference database is then processed to extract appropriate reference samples. Then, the unknown is compared to the groups available in the reference sample to estimate group membership. Separate groupings are considered for each sex, but if sex can be determined by other means, the comparisons can be easily restricted to only female or male groups. The details of how this is accomplished follow:

The f function is the probability density function for the unknown and the group specified in the subscript. With unequal sample sizes and estimated means and covariance structures it leads to the second line of equation.  On the third equation, v is the dimensionality of the space of the Anthropological data, ni is the size of the ith reference group. Again, the generalized inverse is used by the program to address singularities and avoid instabilities. The second diagnostic measure provided by the program is a “typicality” measure. This is simply the probability of an observation being as far or farther away from the mean as the unknown for a particular group. Typicality measures how likely it is that the unknown came from a particular population at all. For instance, an unknown will always be suggested as belonging to one of the available reference groups, but typicality measures how likely that is to be true for any given population. That is, the unknown could be suggested for membership in one (the closest) population, but still be so different that the probability of actually finding a specimen that different from the population is small. Again in such cases, the suggested assignment should be taken with an appropriate degree of skepticism. Typicality is computed by finding the probability of: for an F distribution with v and nf – v +1 degrees of freedom, F(v, nf – v + 1). In general, then, the program will suggest an assignment to the group whose mean is closest in the Mahalanobis sense to the unknown. Posterior probabilities can be used to assess how strong the evidence is this assignment versus that for assignment to other reference groups. The typicality can be used to assess how likely the unknown is to have come from a particular population regardless of how much closer it is to it than the other populations or how much that difference is similar to other such differences.

With this equation I received the result of:

rs:1904727279 through rs:184877381

H(1)=V(1)S(1)U(1)

H= 0.9948

G(1)=0.9848 G(2)= 0.9924

A=0.3485 G= 0.3505

A= 0.0606 G=0.9394

A=0.0076

G=0.9924

When entered these results onto the cranium software it depicted these images:

What this indicates from my observation is that even mathematical computations will result hand-in-hand with scientific analysis that Forensic Anthropologists come up with. The results I received from comparing cranial deformation and by solving the mathematical formulas I was able to answer the question of who the individual was. In this case a Mesoamerica (possibly of Mexican origin/ancestral background) between the age of his late 30s (39 years old) to early 40s (42 years old). This accuracy can be able to be matched with the missing person and create a scientific phenomena.