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.

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. 

Matching and Exclusions Demonstration with FROG Software

FROG Software is Forensic Resource Reference on Genetics. Compiled by Kenneth K. Kidd, Ph.D. North Carolina Physical Anthropologist.

This Forensic Anthropological tool can three functions; two general functions: the ability to enter genotypes of an individual at multiple SNPs and calculate likelihoods of that multisite genotype in each of several populations, and an eye color prediction function specific to a PISNP panel. These functions are possible for three types of SNP panels, IISNPs, AISNPs, and PISNPs.

1) For Individual Identification SNPs (IISNPs) this implementation provides examples and the ability to calculate match probabilities for user-specified genotypes. Two different published panels of IISNPs can be used to determine the probability of the user-specified genotype in each of several populations that have allele frequencies available for all SNPs in the panel.

2) For Ancestry Inference SNPs (AISNPs) this implementation provides examples and ability to calculate relative likelihoods of ancestry from different populations for user-specified genotypes. Two published AISNP panel can be used as well as a provisional panel of 39 SNPs assembled specifically to test this functionality.

3) For Phenotype Informative SNPs (PISNPs) this implementation provides ability to predict eye color for user-specified genotypes. One published PISNP panel can be used to test the eye color prediction functionality which is based on a published formula.

The interpretation of results likelihoods are calculated by maximum likelihood estimates because they are based on the maximum likelihood estimates for allele frequencies for independent loci. However, those allele frequency estimates have associated standard errors that vary inversely as the sample sizes. Thus, there are greater uncertainties for the likelihoods calculated for populations with small sample sizes. One of the results is that rankings among populations with very similar skeletal system structures and formations.

The images above are screenshots of the results of skeletal DNA traits that were compiled from the previous blog posts based on the first case. It is clear that he is a part of the Homo sapiens sapiens humanoid ladder and is a male between the ages of 39.48-39.49 (theoretically 39 years-old). What these images represent is that many of the ancestral backgrounds share common DNA genomes, however, one ancestral background will stand out from the rest. In this case, however, the young male that I was trying to identify contains Mesoamerican characteristics based on the Populations/Samples and genetic detail. This suggests that the young male originated from South of the United States where Mesoamerica is located as well as overlapping over to the country of Mexico and Belize. 

The 3D Analysis Software for Scientific Visualization

Case #: 1 The 3D Identification Data Entry Template is from this Excel file: HERE
This is a first case that I had worked on in a simulation on the NFTSC Technology Transition Workshop with Advances in Forensic Anthropology. I used a program known as 3D-ID. This program uses geometric morphometrics in an approach to shape analysis that efficiently and maximally incorporates the geometry of specimens into the analysis of their shapes. Traditional approaches to shape analysis rely on somewhat disparate collections of linear distances, ratios, and angular measurements that generally lose valuable shape information. Most, but not all, geometric morphometric methods focus on the analysis of the two- or three-dimensional coordinates of anatomical points from which any distance or angle defined by those points can be computed. This preserves all geometric information obtainable from the points and creates a direct link from the statistical analysis back into the physical space of the specimen.

3D-ID is a program providing geometric morphometric tools to aid in the assessment of the sex and ancestral affiliation of unknown cranial remains. I simply provide the three-dimensional coordinates of anatomical points available from the subject, and the program constructs comparable reference samples and assigns the subject to one of several groups for which sufficient data are available. Quantitative measures used in the assignment are provided for all tested groups so the investigator can make an informed choice after examining the relative similarity or distinctiveness of the specimen.

Here are the results that I received from computing the work:

Options...
FitMethod: CVA
Include size: false
Determine group and sex: true
Reference Data Set: data/3d_id.mdt

__Assessing group membership...

Using 89 shape dimensions.

Summary...
==========                            D2          Posterior  Typicality
 African - female (3):                153.9654     0.0000     0.3782
 African - male (4):                  120.7248     0.0000     0.7729
 African_American - female (96):       94.6922     0.0009     0.8220
 African_American - male (121):       104.0255     0.0000     0.6412
 Circumcaribbean - female (1):        284.4074     0.0000     0.0556
 Circumcaribbean - male (3):          110.8446     0.0000     0.9459
 East_Asian - male (6):               140.9908     0.0000     0.2789
 European - female (18):              131.4788     0.0000     0.2204
 European - male (24):                145.2291     0.0000     0.0710
 European_American - female (61):     124.4696     0.0000     0.2524
 European_American - male (96):       125.6240     0.0000     0.2238
 Mesoamerican - female (4):           114.2442     0.0000     0.8571
 Mesoamerican - male (21):             76.9341     0.9990     0.9892 <===
 South_American - female (4):         163.9665     0.0000     0.1380
 South_American - male (9):           139.2772     0.0000     0.2091
==========
*** PROCESSING COMPLETE ***



To maximize the number of specimens in the reference set, all available material is included regardless
of the presence of missing data. Some points (especially, for historical reasons, right orbital landmarks)
are missing in quite a few specimens.The following list will helps identify points you may wish to exclude from your assignment. This information will be incorporated into the documentation upon the next release.

This were the quantifiable data that I have inputted into the Excel file linked above.

m=number missing
n=total in data set
pro=m/n
Points:
# m n pro
1 left_asterion 15 1086 0.01
2 right_asterion 17 1086 0.02
3 basion 16 1086 0.01
4 bregma 6 1086 0.01
5 left_dacryon 6 1086 0.01
6 right_dacryon 6 1086 0.01
7 left_ectomalare 391 1086 0.36
8 right_ectomalare 424 1086 0.39
9 left_ectoconchion 18 1086 0.02
10 right_ectoconchion 11 1086 0.01
11 left_frontomalare_anterior 14 1086 0.01
12 right_frontomalare_anterior 8 1086 0.01
13 left_frontomalare_temporale 12 1086 0.01
14 right_frontomalare_temporale 8 1086 0.01
15 glabella 2 1086 0.00
16 lambda 13 1086 0.01
17 left_mastoidale 28 1086 0.03
18 right_mastoidale 26 1086 0.02
19 nasion 2 1086 0.00
20 inferior_nasal_border 13 1086 0.01 //hidden on screen
21 left_lower_orbital_border 19 1086 0.02 20 <- screen position
22 right_lower_orbital_border 738 1086 0.68 21
23 left_upper_orbital_border 22 1086 0.02 22
24 right_upper_orbital_border 739 1086 0.68 23
25 opisthion 18 1086 0.02 24
26 prosthion 274 1086 0.25 25
27 subspinale 27 1086 0.02 26
28 left_nasomaxillary_suture_pinch 15 1086 0.01 27
29 right_nasomaxillary_suture_pinch 14 1086 0.01 28
30 left_zygion 55 1086 0.05 29
31 left_zygomaxillare 18 1086 0.02 30
32 right_zygomaxillare 11 1086 0.01 31
33 left_zygoorbitale 19 1086 0.02 32
34 right_zygoorbitale 14 1086 0.01 33
35 right_zygion 40 1086 0.04 34

Improving Forensic Facial Reproduction Using Empirical Modeling & Forensic Resource Reference on Genetics

With this program in the Advancement in Forensic Anthropology seminar technological precision I learned of an approach for forensic facial reproduction that uses empirical modeling  during this session. The process of using a portion of the known landmarks traditionally accessed or facial reconstruction prediction, while also incorporating the effect of body mass index (BMI)  in the empirical model, will be described. Unlike current forensic facial reconstruction  techniques that use average facial tissue depths from a population sample of individuals, the  technique applied during the workshop session will use a non-parametric empirical model to  predict facial tissue depths that are unique to each cranium. This  technique also has potential to predict facial features like the eyes, nose, and ears. The purpose  will be to learn to use this technique to generate more accurate facial reconstructions, thus  improving forensic facial reconstruction by enhancing the accuracy of soft tissue thickness prediction.

The image I have inserted is an easy approach of how to understand the biological genetically modified aspect of how to better understand the skeletal remain-DNA compilation as well as how to easily use the DNA genome database. 

34 Landmarks Used by 3D-Identification

Initially, up to seventy-five landmarks were collected for each skull depending upon the condition of
the skull and the presence of any obvious pathology. A repeatability and digitizing error study carried
out as part of this project, however, showed that landmarks defined by remote structures or extremal
characteristics, such as euryon, and referred to as Bookstein's Type III landmarks, were difficult to determine reliably as points for coordinate collection (Ross and Williams, 2008). As a result, thirty-four of the original seventy-five selected landmarks were chosen for use by the program. All are Bookstein Type I (clear juxtapositions of tissues) or Type II (maxima of local curvature, e.g., cusps, invaginations, etc.) landmarks. I defined these terms in a way that I would be able to recognize them later for the projects I have been working on.


Abbreviations used in accompanying figures followed by their specific vectors:

• Left asterion - astl: Intersection of left parietal, left temporal, and occipital bones. If sutures are indistinct or include wormian bones, project suture lines until they intersect.

• Right asterion - astr: Intersection of right parietal, right temporal, and occipital bones. If sutures are indistinct or include wormian bones, project suture lines until they intersect.

• Basion - bas: The midline point of the anterior foramen magnum margin where it is intersected by the mid-sagittal plane. Directly opposite of the opisthion. In some cases, thickening of the 1 margin can make position location difficult to determine.

• Bregma - brg: The midline point where the sagittal and coronal sutures intersect. In cases where the intersection is interrupted, such as with fontanelle bones, the suture lines are projected.

• Left Dacryon - dacl:  Left eye orbit: point on the medial border where the frontal, lacrimal, and maxilla bones meet, also noted as the intersection of the lacrimo-maxillary suture and frontal bone. A small foramen is often present.

• Right Dacryon - dacr: Right eye orbit: point on the medial border where the frontal, lacrimal, and maxilla bones meet, also noted as the intersection of the lacrimo-maxillary suture and frontal bone. A small foramen is often present.

• Left Ectomalare - ecml: Left maxilla: positioned at the most lateral point on the lateral surface of the alveolar crest. Found along the second molar on the maxilla.

• Right Ectomalare - ecmr:  Right maxilla: positioned at the most lateral point on the lateral surface of the alveolar crest. Found along the second molar on the maxilla.

• Left Ectoconchion - ectl: Left eye orbit: intersection of the most anterior surface of lateral border and imaginary horizontal line bisecting the orbit.

• Right Ectoconchion - ectr: Right eye orbit: intersection of the most anterior surface of lateral border and imaginary horizontal line bisecting the orbit

• Left Frontomalare Anterior - fmal: Left side of skull: most anterior projecting point on the frontomalare suture (different from the frontomalar orbitale and temporale).

• Right Frontomalare Anterior - fmar: Right side of the skull: most anterior projecting point on the fronto-malare suture (different from the frontomalare orbitale and temporale).

• Left Frontomalare Temporale - fmtl: Left side of the skull: most lateral point on fronto-malare suture

• Right Frontomalare Temporale - fmtr: Right side of the skull: most lateral point on fronto-malare suture

• Glabella - glb:  Most projecting midline point on the frontal bone above frontonasal suture. In juveniles with forward vaulted foreheads the most projecting point may not be the glabella.

• Lambda - lam:  Point where sagittal and lambdoidal sutures meet. If wormian bones are present, project the suture lines to their intersection point.

• Left Mastoidale - mastl: Left mastoid process: point is located on the inferior end.

• Right Mastoidale - mastr: Right mastoid process: point is located on the inferior end.

• Nasion - nas: Midline intersection of the frontonasal suture and mid-sagittal plane.

• Left Lower Orbital Border - obhi: Lower border of the left eye orbit: Measured as the maximum height from the upper to the lower orbital borders perpendicular to the horizontal axis of the orbit and using the middle of the inferior border as a fixed point

• Right Lower Orbital Border - obhir:  Lower border of the right eye orbit: Measured as the maximum
• height from the upper to the lower orbital borders perpendicular to the horizontal axis of the orbit and using the middle of the inferior border as a fixed point.

• Left Upper Orbital Border - obhs: Upper left eye orbit: Upper border of the left eye orbit: Measured as the maximum height from the upper to the lower orbital borders perpendicular to the horizontal axis of the orbit and using the middle of the inferior border as a fixed point

• Right Upper Orbital Border - obhsr: Upper right eye orbit: Upper border of the roght eye orbit: Measured as the maximum height from the upper to the lower orbital borders perpendicular to the horizontal axis of the orbit and using the middle of the inferior border as a fixed point

• Opisthion - ops: Midline point of the posterior foramen magnum margin where the mid-sagittal plan intersects. Opposite of basion.

• Prosthion-Howells estimated pr /proHEST: Most anterior, midline point on the alveolar process of the maxilla between the central incisors.

• Supspinale - ssp: The deepest point of the profile below the anterior nasal spine.

• Left Nasomaxillary Suture Pinch - wnbl (simotic chord): Narrowest portion of the midline of the face to the left naso- maxillary suture. The minimum distance between wnbl-wnbr forms the simotic chord.

• Right Nasomaxillary Suture Pinch - wnbr (simotic chord): Narrowest portion of the midline of the face to the right naso-maxillary suture. The minimum distance between wnbl-wnbr forms the simotic chord.

• Left Zygion - zygl: Left zygomatic: most lateral point on the zygomatic arch. (Point is determined by measuring bizygomatic breadth)

• Left Zygomaxillare - zygoml: Left side of skull: intersection of zygomaxillary suture and most medial masseter muscle attachment.

• Right Zygomaxillare - zygomr: Right side of skull: intersection of zygomaxillary suture and most medial masseter muscle attachment.

• Left Zygoorbitale - zygool: Left eye orbit: point of intersection between zygomaxillary suture and eye orbit.

• Right Zygoorbitale - zygoor: Right eye orbit: point of intersection between zygomaxillary suture and orbit border.

• Right Zygion - zygr: Right zygomatic: most lateral point on the zygomatic arch. (Point is determined by measuring bizygomatic breadth)

Advancements in Forensic Anthropology

Seminar Session 1: The Concept of “Race”: A Forensic Anthropological Perspective on Human Variation

This is a first schematic lecture of the idea of racial groups in terms of the use in Forensic Anthropological reasoning.

The connection I have made from the seminar with my senior topic and E.Q. is:

• When we are looking at ancestral groups, we're looking at origins, or geographic origins of populations.
• Phenotypes and geographical expansion over a period of time suggest the formation of the skeletal remains.
• Anthropologically speaking we must assess race because we can estimate a person's ancestry to a specificity by visually seeing in the cranifacial region of the skull.
• Subdividing ethnic groups such as Hispanic like Puerto Rican and Cuban can contain African and European ancestry. Distinct cultures can be teased out and be assesses accordingly.
• Mongoloid, Negroid, and Caucasoid are the three types of main three areas that individuals are grouped into in schemes of intellectual ideas that were later discontinued due to negative connotations to skeletal conformity.
• When you are doing a forensic case it is good to know your demographics of your area if you know you have a heavy origin of incorporation in thought process.
• Ethno-historical regions such as Mexico contain biological factors that are indigenous, in Cuba you have Afro-European characteristics, whereas Honduras contain a different type of Native American and indigenous phenomenological, characteristically traits.
• Using geometric morphometrics you can look at the different populations and see a connection of distinct population relationships and the average distinctiveness between each cluster.
•  Mexico and Ecuador are very similar in morphological remains based on the travels between the coastal region in prehistoric and historic times.
• Amalgamations of different traits show that signs of protostylid vary through wideness based on geographical location in the magnitude of longitudinal base.
• Cranial landmarks contain complex sutures in Asian/Indigenous Ancestry of the South Americas by having wormian bones in the lower cranial asymmetrical vaults.
• In Asian countries, individuals have shovel-shaped incisors in their teeth.
• European/African individuals have spatulate-shaped incisors.
• European-Asians contain molar cusp pattern that is rather smooth.
• Africans have molar cusp pattern which are cronulate in the center.
• The complex sutures are actually a reflection of cultural feature by being biologically enduced. 
• European/Asians have no depression in their intersecting bragmatic area.
• Application of multivariate statistical methods to set defined linear distances in order to utilize cranial and postcranial material of the individual.

Blog 16: Independent Component 2 Approval

1. Write a description of what you plan on doing for your independent study component.


For my independent study component I plan on completing the Advances in Forensic Anthropology Technology Transition Workshop, in which I will have acquired the knowledge to: Summarize the forensic anthropological perspective on human variation, be able to discuss the determination of biological sex, have the fundamental values in order to explain the fundamentals of traditional craniometrics and geometric morphometrics, apply segmentation methods for CT images and tissue and 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 the programs presented. This multiple day workshop has been strongly enforced by the Forensic Science Academy and has constantly been stressed to know all of the knowledge that the workshop has to offer. To have a look at what I will be doing check out the Forensic Science Academy Club endorced link: NFSTC FA Workshop

2. Describe in detail how you think your plan will meet the 30 hours work requirement.


I know that this workshop will surpass the 30 hours work requirement since the workshop contains several hours worth of audio visuals, interactive professional government-funded programs that present 3-Dimensional images that show how innovative technology is in order to facilitate the Forensic Anthropology input in criminal investigations. Containing over 15 lesson sessions through the forms of presentations, worksheets, software, resources, hands-on materials, 3D-ID Data Entry Template, AVIZO Software, and various structure information it is no doubt that this will surpass the 30 hours requirement.


3. How does your independent study component relate to your EQ?


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.

Blog 15: Independent Component 1

Click the following link for the Independent Component 1 Calendar Spreadsheet: Introduction to Archaeology/Prehistory Cal Poly Pomona ANT 103-01 Class

Literal
(a) Statement saying: “I, Jaime Cervantes Jr., affirm that I completed my independent component which represents 30 hours of work.”

(b) Explanation of what you completed. I have completed 42 hours of work for my independent component by attending an Introduction to Archaeology/Prehistory at Cal Poly Pomona taught by Dr. Mark Allen. During this 103-01 class with a compiled archaeology and anthropological aspect on how archaeology (in the United States and other countries) is a branch of anthropology that deals with cultures of the past, the basic methods, theories, and goals of archaeological research, having the ability to describe the nature of cultural developments in most parts of the world, as learned through archaeological research, and finally, how to appreciate the ethical questions and other current issues facing archaeology. 

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

My independent component was extremely helpful and yet informative. I've never had the opportunity to actually touch various skull models of humanoids from other time periods before. The class consisted of every continental archaeological and anthropological information such as present day evidence, cranium capacity, religions, with class discussions, several alumni presentations, and to check for understanding Dr. Allen gave us three exams and a final that. 

Although I did above-and-beyond studying of different cultures and their cooperation with the physical anthropology knowledge that is used in forensic cases, it is pretty clear that the Cal Poly Pomona class that I took exceeded the 30 hour requirement by over 12 hours. There is clear evidence that I have successfully completed the first independent component based on my previous blogs and by the knowledge I have applied in my five minute  and answer one presentations.

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

There were several significant parts of my component that helped me with my EQ, for instance I learned forensic anthropology requires many of the basic attributes and expertise of many of the anthropology subcategories in order to be able to critically think and acquire all of the evidence necessary to solve a crime. Not only is forensic anthropology dealing with the skeletal remains, but the soil they were found, natural components, items found with, as well as insect remnants. I was able to draw connections with my senior project and this class by observing how the Neantherthal's skull greatly differs with that of a Homo sapean's skull and how it will be able to help give important details that are found in investigations such as: is this human? Professor Allen makes the "dirty work" of the anthropological standpoint seem rather fun and enjoyable experience if you have an incredible amount of patience and have an eye of detail to be able to use in the workforce.

Learned how the three goals of anthropology is to reconstruct cultural history by means of knowing the who, what when, where? As well as reconstructing the past life ways of the hearth/origin of the individual and be able to explain the cultural process (long and short-term change of the scientific growth of the body). The most important thing to learn about the skeletal remains is the context! The site in which they were found in can lead to the historical attribute of the existence of an entire civilization as well as the details behind the artifacts/evidence and the eco-facts that can lead to the collection of important items that can show evidence of religious insensitive, date-comparable organic material, as well as the soil in which they were found. The important things you are looking for when searching a crime scene or any time of site is the artifacts (lithics, sherds, bone, metal, glass, etc). You are also looking for soil stains, mostly midden, to determine if water was available to this particular area, even depressions, pits, and similar soil-like features. Most importantly, natural shelters like caves and rock shelters and huge, pyramid-like hills that can easily distinguish a possible forensic case between a religious death. You should always record your findings! 

I also learned how people that have hunting as a hobby/sport tend to have rather healthier, disease-free evidence on their skeletal remains. Family and factory farmers, however, tend to be manifested with such conditions since they are in a more compact area with a larger group of people.Trace element analysis is when skeletal remains absorb some plant and animal fibers that can lead to knowing the time of death as well as location and elevation. This has become a widely practice method, due to the high accuracy rate of being factual evidence!

For more insight in my independent component feel free to look at my previous blog entries of those class weeks:

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Compiled forensic anthropology useful information and prehistory data based on time period, location with evidence, cranium capacity (skull), and time periods based on million and thousands of years ago:

Major Characteristics of the Pilo/Pleistocene Hominins

Please refer to my Evidence of Independent Component 1 link that contains pictures of the final grade and a photograph of the physical calendars.

Intro to Archaeology/Prehistory

Click  image to view the calendar . I attended 22 sessions of class, lasting two hours each, meaning I have worked on my Independent Component 1 for about 44 hours.

*To protect my identity, I covered some of my personal information.

Intro to Archaeology/Prehistory

https://docs.google.com/spreadsheet/ccc?key=0AnHWfOKCFVl3dGt2WlF3NE5iREF3R1dCclZBcGVPRGc

The spreadsheet link above shows the different variations of the human skull that I have studied throughout the entire course. I organized the information in such a way that it is easy to understand if you comprehend the anthropological variation of different cultural time period skeletal remains. Perhaps it may not make sense at first, but once you get the hand of how Anthropology works, it is easy to retain the information of the different skull sizes. Why do I study this? Forensic anthropologists all rely on evidence, by having this on display and it may not like a present day human, it will result in not taking further action in a criminal investigation since these bones are thousands or even millions of years old. Enjoy this insightful information!

Intro to Archaeology/Prehistory

There were a variety of connections I have made from my current class lessons/discussion with my essential question. Right now we have summed up the South American Anthropological study path, they had a rather bloody history that involved mass graves. Mass graves is a site in which people have been sacrificed for religious, chiefdom, or even genocidal purposes How can anthropological evidence prove that they were murdered and not had a natural death? The evidence! Their bones showed evidence of every individual being in their early to mid twenties, primarily women who had symmetrical, healthy bodies. The purpose of these graves usually connect with the idea that they will be waiting for the king, queen, or high class individual in the afterlife. Doesn't seem like an idea people would want to volunteer to.

Anthropologists really mostly on the evidence that has been presented and never assume to the cause of death, for this is a bad idea! You need to back up your claim with evidence and make suggestions of the studied analytically qualities that have been presented. These images of the past aren't last forever, they are translated by anthropologists to interpret their cries to create justice and make sure their history is preserved.

Intro to Archaeology/Prehistory

Halfway through the quarter! The first exam consisted of 30 multiple choice answers and 2 short essay responses of "Why is the Agricultural Revolution not Actually a Revolution?" and "Describe a Mesoamerican Culture Like an Anthropologist Would Describe It". The exam consisted of the anthropological techniques to date living material, anthropological and archaeological theories, various agricultural sites, as well as macroeconomic statuses.

I just wanted to note that the young woman in front of me, the one wearing the yellow shirt, is studying forensic anthropology since I've seen her carry an "Intro to Forensic Anthropology/Epistemology" around. Perhaps I can ask her for some feedback or even get in contact with her professor.

Intro to Archaeology/Prehistory

The connection I have made with my essential question and this course included: detective/forensic related work require to know how the person lived: living conditions, exposure, safeness. As well as knowing where the person lived and where they came from and went through means of settlement or living variations. Anthropologically speaking, the deeper in the evidence you get into the soil where evidence has been found, the older that particular piece of evidence actually is thanks to the method of stratification. 


Stratification by definition is by arranging different level types of soil into a time period group in order to analyze and observe the unique soil components.

Intro to Archaeology/Prehistory

These items are able to be traced using the element analysis system.

The connection I have made with my essential question and this course included: how people that have hunting as a hobby/sport tend to have rather healthier, disease-free evidence on their skeletal remains. Family and factory farmers, however, tend to be manifested with such conditions since they are in a more compact area with a larger group of people.

Trace element analysis is when skeletal remains absorb some plant and animal fibers that can lead to knowing the time of death as well as location and elevation. This has become a widely practice method, due to the high accuracy rate of being factual evidence!

Intro to Archaeology/Prehistory

It's that time of the quarter when the professor gives an exam! Oh boy, let's try out best on going for the A! The first exam consisted of 28 multiple choice answers and a short essay response. The exam compiled all of the information we have learned from the start of the class including the anthropological techniques to date materials that once lived, methods of discovering sites, differentiating cultures, various physical anthropological theories, as well as tools used in the dirty-work side of archaeology.

The golden rule of this class is that out of the three exams, you have the ability to get rid of the lowest point exam and act as though it never happened! That's such good news! Wish me luck!

Blog 7: Independent Component 1 Plan Approval

1. Write a description of what you plan on doing for your independent study component.

For my independent study component I am planning on taking an Anthropology - Intro to Archaeology/Prehistory class at Cal Poly Pomona. In this class I will be studying the different physical and biological differences among racial groups in our world. Focusing on the evidence they leave behind as well as skeletal remains that are left for us to study, I will be provided the utmost information of how these individuals died and lived by studying their physical characteristics.

2. Describe in detail how you think your plan will meet the 30 hours work requirement.

Since the Cal Poly Pomona class is every Tuesday and Thursday from 3:00PM - 4:50PM I will easily meet/exceed the length of time that I will be working on this study. The class includes lectures, readings, as well as examinations to allow my professor to understand that I am learning. 

3. How does your independent study component relate to your EQ?

My independent study component completely relates to my EQ because in this class we are exposed to skeletal remains to identify and observe. With this hands-on activity I will know what skeletal remains can tell me which is useful to testify as a forensic anthropologist. In my blog I have posted the pictures of the various crania in an array of angles to explain and show the detailed analysis of how trauma, reconstruction, and bruising can result to the thorough analysis that will be extremely useful for my EQ.

Intro to Archaeology/Prehistory

These skeletal remains individually tell a story about the person. It tells forensic anthropologists and anthropologists alike how healthy they were, by observing their teeth and possible holes in their upper jaw that were caused by cavities. However, the most crucial part of their remains that forensic anthropologists look for is cause of death. Observe the crania! Notice the zig-zag marks on the top? They indicate healing wounds that may have been resulted from a head injury. However, another crania shows a giant, more deadly crack, that may be the cause of death! These skulls differ from one another due to environmental factors, racial groups, sex, as well as activities!

This tool, known as the trowel, is the archaeologists' best friend when digging! Designed to scrape away horizontally and vertically when needed in a dig site.

My class had the privilege to closely observe these skulls! It's completely different from what you read in books than doing it in actual person! Key point: when in American territory use the American towel, and when in other countries use their signature equipment!

Intro to Archaeology/Prehistory

Forensic anthropologists have the ability to identify these types of bones! Don't be discouraged if you didn't even know these bones were humanoid! It's completely normal. To my dismay, these were small-brained (unintelligent!) males who usually grunted their way throughout life.

Anthropology was introduced to the United States by Franz Boaz, who headed the first program at Columbia University. Physical anthropogy, in which forensic anthropology is highly connected with, used the skulls of historical human life to shell out differences among cultures. One of the most controversial application of anthropology was used by Adolf Hitler who read Boaz' works and determined that a master race would be established.

The three goals of anthropology is to reconstruct cultural history by means of knowing the who, what when, where? As well as reconstructing the past life ways of the hearth/origin of the individual and be able to explain the cultural process (long and short-term change of the scientific growth of the body).

The most important thing to learn about the skeletal remains is the context! The site in which they were found in can lead to the historical attribute of the existence of an entire civilization as well as the details behind the artifacts/evidence and the eco-facts that can lead to the collection of important items that can show evidence of religious insensitive, date-comparable organic material, as well as the soil in which they were found.

The important things you are looking for when searching a crime scene or any time of site is the artifacts (lithics, sherds, bone, metal, glass, etc). You are also looking for soil stains, mostly midden, to determine if water was available to this particular area, even depressions, pits, and similar soil-like features. Most importantly, natural shelters like caves and rock shelters and huge, pyramid-like hills that can easily distinguish a possible forensic case between a religious death. You should always record your findings!

Innovative technology such as remote sensing has the ability to take infrared aerial photographs that can seek skeletal remains between many feet of profound soil. The heat density infrared light might be the best option to seek out detail the naked eye has no access to! The purpose of this type of technology is to get away from the "there might be some bones under here" view point in order to prevent unnecessary environmental damage. If digging is required there's specifications that need to be made: based on the horizontal excavation what time period may have these bones be buried? Perhaps a single-time period to expose wide views of a single component of the past, or perhaps a vertical excavation to expose cave and ditch-like capacities of a multiple time-period resolution.

The items/evidence that was found with the corresponding body may suggest possible weapons and tools that were used, clothing that was worn, or even food that was consumed! In most cases further critical thinking and analysis have to continue in order to further explain the reasoning behind all the evidence that can lead to the suggestion of a murder, accident, or a natural death. One very important note to consider is that when viewing a criminal investigation is to see if there is any cut marks, don't always assume it's a knife- perhaps an animal did it when it was consuming the decomposing body! However, animals' teeth cannot break into the bone marrow since it's too tough to break from material like teeth! 

Intro to Archaeology/Prehistory

ANT 103 – Intro to Archaeology/Prehistory taught by Professor Mark W. Allen

In this course I will be learning how in the United States and many other parts of the world, archaeology is one of the four major sub-fields of anthropology. It involves the study of the human past (both distant and not so distant), largely through the study of material cultural remains and their context. This course first briefly explores the basic methods of archaeological fieldwork, research goals, and introduces students to the basics of archaeological theory. The course then turns to a global survey of human cultural and technological development from early humans to the rise of urban states and world civilizations. The course will also address some of the ethical and professional concerns and issues facing archaeology today.

How will this tie in with my senior project? Forensic anthropology requires many of the basic attributes and expertise of many of the anthropology subcategories in order to be able to critically think and acquire all of the evidence necessary to solve a crime. Not only is forensic anthropology dealing with the skeletal remains, but the soil they were found, natural components, items found with, as well as insect remnants.

So far what I can connect with my senior project and this class is how the Neantherthal's skull greatly differs with that of a Homo sapean's skull and how it will be able to help give important details that are found in investigations such as: is this human? Professor Allen makes the "dirty work" of the anthropological standpoint seem rather fun and enjoyable experience if you have an incredible amount of patience and have an eye of detail to be able to use in the workforce.


Professor Allen will be focusing in making sure we learn/know the following:

1. How archaeology (in the United States and other countries) is a branch of anthropology that deals with cultures of the past. 
2. The basic methods, theories, and goals of archaeological research. 
3. Describe the nature of cultural developments in most parts of the world, as learned through archaeological research. 
4. Appreciate the ethical questions and other current issues facing archaeology.

I know that this class will be a relatively helpful resource for my senior presentation for being the roots of forensic anthropology.