Friday, May 27, 2016

Tort Law

Hello, and welcome back to School Stories. I will be your host today, guiding you through parts of the highly complex topic of American Tort Law, one of three major parts of American Common Law. All of this information comes from things I have learned in my Introduction to American Law course through the University of Pennsylvania Law School.

First of all, what is a torttort, in common law, is a civil wrong that causes someone else, called the plaintiff, to suffer unfairly, resulting in legal liability for the person who commits the tort, called the tortfeasor. Plaintiffs in tort law typically seek monetary reward, or damages. If monetary damages are awarded, the judge in a tort case(tort court?) usually awards enough to put the plaintiff  back into the position that (s)he was in before the injury. 

One famous case from 1850, the Brown vs. Kendall case, was prominent in the distinction of American tort law. Two dogs, one owned by Mr. Brown and one owned by Mr. Kendall, were fighting. Mr. Brown, worried about the safety of the dogs, started beating them with a stick while Mr. Kendall stood behind him. Mr. Kendall took a step forward to see more clearly, which resulted in Mr. Kendall being accidentally struck in the eye with the stick, damaging it beyond repair. 

Mr. Kendall sued Mr. Brown for the damage to his eye. Mr. Kendall thought that Mr. Brown would be found guilty in a heartbeat, since the dominant liability process at the time was something called strict liability, where the tortfeasor had to give the damages no matter what if the plaintiff could prove that the harm was done. Nowadays, the tortfeasor only has to give the plaintiff damages if the tort was intentional or commit through negligence, which is failure to exhibit the caution of a reasonable person of ordinary prudence. That system, called fault-based liability, is the one that the judge decided to use, so Mr. Brown was found not guilty.

Thank you for visiting School Stories (Where School Is ALWAYS In Session!), and I hope you will choose us again soon!

Domestication: Artificial or Natural Selection?

Hello and welcome back to my blog! Without further ado, here are the topics of today: Domestication and experimental biology.

Domestication is widely believed to be a result of artificial selection, but is domestication actually a result of it? The professor in my dog cognition course through Duke University thinks it is a result of natural selection instead. Through a theory he calls "Survival of the Friendliest", he believes that as humans began to settle down, "friendliness" in wolves -- or more specifically, aggression towards humans being replaced by interest in them -- started to have benefits, such as free food from the garbage of humans. Eventually, the humans took in these wolves as pets, creating ... dogs!


Now, since this is a theory involving something that happened thousands of years ago, there's no way to test and prove/disprove it, right? Wrong. Enter Dmitri Belyaev's famous silver fox experiment.In 1958,Belyaev asked his assistant Lyudmila Trut to go to Soviet fur farms to gather the tamest silver foxes she could find. A quick note: silver foxes had NOT been domesticated prior to Belyaev and Trut's experiment.  The ~30 male foxes and ~100 vixens (female foxes) that Trut gathered formed the base of the experiment that has lasted until this day. 



If Belyaev and Trut allowed the foxes to freely interbreed, there wouldn't be an experiment, would there? So Belyaev and Trut took the friendliest foxes and interbred them, allowing the others to freely interbreed. The freely interbreeding foxes formed the control group of the experiment, while the friendly foxes formed the experimental group. After ~30-35 generations, there were about 100 friendly foxes. As a result of this domestication, however, there were a few unintended results, including: piebald (multishaded) coats, cranium feminization(skull becoming narrower in males), bone gracialization(thinner bones), curled tails, star mutation (a white pattern on the chest), increased litter size(more puppies), floppy ears, whining, and  loss of "musky fox smell".

Belyaev and Trut's experiment inspired me to do something similar. I wanted to do something revolutionary with domestication. But what to domesticate... I knew I wanted to do a wild feline of some sort, but what to choose? Panthers, tigers, lions, cheetahs, jaguars, lynxes, ocelots, leopards, caracals, servals, jaguarundis, kodkods, margays, pumas, bobcats, cougars, or oncillas? So many to choose from! I think I might settle for a small cat(any one listed above EXCEPT lion, panther, tiger, leopard, cheetah, and jaguar), but I just don't know yet. Feel free to tell me about your suggestions and reasons for the suggestions in the comments!

Thank you for visiting School Stories (Where School Is ALWAYS In Session!) today, and I hope to see you again soon!

Monday, April 11, 2016

Walk Like an Egyptian

Hello and welcome back to my blog! Today's topic is not about a song, but it's about my new Ancient Egyptian course from Bibliotecha Alexandria, or BAx for short.

ANCIENT EGYPT

My newest class is BAx's General Introduction to Ancient Egyptian Civilization, taught by Professors Ahmed Borham and Marwa Assem. The first thing I want to talk about is hieroglyphics, which comes from the Greek words "Hiero" (Holy) and "Glyphos" (Writing). Each hieroglyph, or individual character, may represent a letter, sound, or even a whole word. For example, the letter "N" is represented by water, "I"  is represented by a reed leaf, and both "C" and "K"  are represented by a basket. Therefore, "NICK" would be water, reed leaf, basket, basket. NOTE: These are the hieroglyphs I know of for the letters shown, but there may be more for each letter.



The other subject I want to discuss is an extension on hieroglyphics: the ancient number system. The ancient Egyptians only had 7 numbers: 1, 10, 100, 1000, 10000, 100000, and 1000000. 1 was represented by a single vertical line, 10 was represented by an arch, 100 was represented by a coiled rope, 1000 was represented by a lotus plant, 10000 was represented by a finger, 100000 was represented by a frog, and 1000000 was represented by a god with his arms raised above his head. In order to get a number like such as 32, the Egyptians would have to do 10 + 10 + 10 + 1 + 1.

An interesting way that math tied into myth back then was the one version of story of the Eye of Horus. In this version, the story goes as such: Set, the god of evil, attacked his nephew Horus, the god of falcons and heir to the godly throne. During the fight, Set tore out one of Horus's eyes and tore it into many pieces. Afterwards, once Set was defeated and banished to the desert, Thoth, the god of wisdom, healed Horus's eye by gluing it together with moonlight. To the ancient Egyptians, Horus's eye, when torn up, represented fractions. A brief example would be that the right side of the eye being one half, the pupil being one quarter, and the eyebrow was one eighth.

Thank you for visiting School Stories (Where School Is ALWAYS In Session!) today, and I hope to see you again next time! 

Thursday, April 7, 2016

Punnett Squares

Hello and welcome back to my blog! Without further ado, here is today's topic: Punnett squares. I am learning about these in Introduction to Genetics and Evolution through my online Coursera course taught by Dr. Mohammed Noor at Duke.

Genetics

Punnett squares, named after Reginald Crundall Punnett, are ways to calculate rate of inheritance, X-linked inheritance, and genotype frequencies. When used in their most basic state, the squares are used for determining basic genotypes for a single gene. For example, if you were to cross an "AA" individual with an "aa" individual, the genotypes of all of the offspring would be "Aa", as demonstrated below:



Another, more extended use of Punnett squares is X-linked inheritance. X-linked inheritance is gender-specific, so they differ based on males or females. Females, who have 2 "X" alleles where males have 1 "X" allele and 1 "Y" allele, which determines gender. For example, say you are studying red-green color-blindness, which is theoretically an X-linked disease. If a color-blind male (diseased "X" + "Y") mates with a carrier female (diseased "X" + "X"), the offspring has a 25% chance of being a color-blind female(diseased "X" + diseased "X"), a 25% chance of being a color-blind male (diseased "X" + "Y"), a 25% chance of being a carrier female (diseased "X" + "X"), and a 25% chance of being a healthy male ("X" + "Y"), as shown below:





The final and most complex use of a Punnett square is to calculate genotype frequencies. While what I am describing here may sound a bit far-fetched, it does actually occur in some invertebrate aquatic creatures. For example, if you know that the alleles are 70% "A" and 30% "a" in a certain allele "pool", then you can figure out that 49% of the individuals spawned from that "pool" will be genotype "AA", 42% will be "Aa", and the remaining 9% will be "aa", as demonstrated below:




Thank you for visiting School Stories (Where School Is ALWAYS In Session!) today, and I hope to see you again soon!

Monday, April 4, 2016

Universal Laws #2 and #3

Hello and welcome back to my blog! Today's post is about my mythology course, Introduction to Greek and Roman Mythology through Penn Arts and Sciences at University of Pennsylvania and taught by Peter Struck. A quick reminder about Universal Laws: they are given throughout the course and are supposed to hold true for all of antiquity. The definitions given here are my interpretation of them, so if you have another idea of what they mean, please comment below.

MYTHOLOGY

Universal Law #2 states that "In order to persuade people, you need to know your audience", which means that if you wish to convince people, you need use an approach as unique as the person themselves. For example, if you want to persuade a young maiden, you might need to focus on flattering her on her beauty. However, if you wish to convince a wise old man, you might want to focus on his wisdom.

Universal Law #3, which says "It's not good to be food", means that humans are not meant to be food, and when they are, it isn't good. This is an extension of food crimes, which you get punished for eating stuff that is not food. Also, it springs from the myth of Polyphemus, in which Polyphemus the cyclops eats some of Odysseus's men when they land on the island of the Cyclopes. This is also a breach of the ancient rule of ξενία (pronounced zen-ee-uh), where guests to one's land get lavish rewards due to the belief that all guests come from Zeus.

Thank you for visiting my blog and have a good day!

Friday, March 18, 2016

Spanish and Music

Hello and welcome back to my blog! Today's topics are Spanish and Classical Music.

SPANISH

The verb Ser (to be) is a basic example of an irregular verb. Most verbs, when conjugated, follow a certain set of rules. However, a handful of verbs (including Ser) are irregular, meaning that they don't follow these rules. Ser is conjugated like this: 

  • Yo (I)  Soy (Am)
  • Tú (informal "You")  Eres (Are)
  • Usted (formal "You")/Èl (He)/Ella (She) → Es (Is)
  • Nosotros (all-boy/mixed-gender "We")/Nosotras (all-girl "We") Somos (Are)
  • Vosotros(informal all-boy/mixed-gender "You guys")/Vosotras (all-girl "You guys") → Saís (Are)
  • Ustedes(formal "You guys")/Ellos (all-boy/mixed-gender "They")/Ellas (all-girl "They") → Son (Are)

CLASSICAL MUSIC 

Everyone's heard of Johann Sebastian (J.S.) Bach, right? But does everyone know that the Bach family was a musical dynasty of sorts? It's true! Also, J.S. Bach was thrown in jail for a whole month merely for trying to quit his job. Back in the Baroque period, it was illegal for someone to quit a job without their boss's permission. So when Bach got a job offer as Kapellmeister (a very prestigious musical job) in Cöthen, he needed to quit his original job. However, the time was worth it, because his salary doubled.

Most people may not have heard of Vivaldi's "Spring" Concerto by name. Once they hear the "ba-ba-ba-ba-bada-da" of the introduction, though, chances are they will recognize it. Vivaldi, composer of over 450 concertos, may not be a household name like Beethoven or even Bach, however, he is a oldie but goodie.

Thank you for tuning in to School Stories, and I hope to see you again soon!

Thursday, March 17, 2016

All About Game Theory

Hello and welcome back to my blog! Today's topic is my newest course (and the reason I didn't post Tuesday & Wednesday).



GAME THEORY

My newest course is Welcome to Game Theory from University of Tokyo. Taught by Michihiro Kandori, this course does NOT focus on video games, which I originally thought it was. In fact, game theory doesn't even include video games. Game theory is the process of using a mathematical model to turn a game-like situation into a game in order to see all the possible outcomes. According to game theory, a "game" is anything that what's best for 1 person/group depends on what the other person/group does. Some examples of this are politics, poker, and traffic control. Game theory also has found uses in:

  • Economics
  • Psychology
  • Political Science
  • Sociology
  • Biology
  • Computer Science
Poker demonstrates game theory, so roulette gambling does too, right? Wrong. Roulette gambling has a machine, so one player's actions are definiteAccording to Professor Kandori, things have to meet 3 requirements in order to be made into games:
  1. Who are the players?
  2. What possible strategies can the players take?
  3. What is the payoff (reward) of each strategy?
Requirement #1 is pretty straightforward, since you just need to identify the participants in the "game"; for example, Democrats and Republicans. Requirement #2 is more complex, because each player has a range of choices. Each player's strategies make up that player's "strategy set". Finally, Requirement #3 returns to being straightforward, because the payoff is the reward; for example, the presidency of the United States.

Thank you for viewing this edition of School Stories, and I hope to see you again!