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Thursday, September 28, 2017

The Creation of Aleph

In this this first unit of our new class Stories we discussed what made a story interesting and engaging. We talked about how it was necessary to include a lot of detail/ descriptive words to show off the world you are creating. We had two field experiences in this unit, one was inviting a storyteller over and tell us stories while explaining the important elements of one. This really helped me create my story because it gave so many examples. My job in this unit as to create a story that would demonstrate the creation of a world. I decided to name my world Aleph. Aleph isn't like a lot of other religions and creation stories out there, this story starts with an element and how this element created a world like our today. I hope you enjoy. 

The Creation of Aleph

Before there was anything existed, there was water. Water was the basis of everything that was ever created. Water was infinite and had a state of consciousness; Water floated in the universe she didn’t know what she was part of. Water didn’t like living alone, there was nothing for her to do, and nobody for her to talk to. Water solved this problem by creating air and gases. She talked with air for long periods of time, the everlasting conversation created waves across the water. The air and the water got into a discussion about creating land, so they did. They wanted to see the world bloom and prosper, so they created people using themselves. The people of the world were birthed underneath the sands of the beaches by water herself. The people of the land built homes and planted farms. Water and air wanted to name their amazing creation, after all the people of the world want to know what to call their land.

The air and the water got into an argument about what they wanted to call this world. The Water wanted to call their world Aleph, while the air wanted to call the world Dependence. Naming the world Dependence made Air feel powerful. The Water wanted to name the world Aleph because she believed that the world would be ever expanding in the universe she created, and the sentient beings would create their own infinite pathways. Aleph comes from the math term of the same name that shows sets of infinite. The Air wanted to name the world dependence after the their relationship with the beings on the world. The beings depended on the Water and the Air to support them. The Air and the Water turned to a hostile relationship.This tension and frustration between the Air and the Water caused rows of mountains to pop up and stab through the land like spearheads. The mountains were giant rocks that towered over the trees and plants. The mountains had massive hills that gave off the appearance of the giants kneeling down. These great mountains were new to the humans; they fearlessly and without caution explored the mountains.

One day, Shamun visited the mountains, he wanted to know why they were shaped as giants. Little did Shamun know that these mountains had come from conflict between his creators. The mountains were the home for air and water’s anger. Shamun came to the mountains while Air and Water were arguing. This arguing caused a windstorm in the mountains that caused Shamun to fall to his death. This was the first time that a human had died because of the two creators. The people eventually found out about the death of their friend. The town fell into a deep depression; people walked slowly with their heads down in mourning. The town ha an eerie sense of quiet and emptiness. People sadly did their duties to keep the town running in a town of sadness. Plenty of people have died since the creation of humans, but the death of Shamun was special because the people usually get words from Water and Air about their life and the individuals afterlife while Shamun didn’t receive any words from Water and Air. They felt like Water and Air had forgotten about the world and the people they created.

This depression caught the eyes of Air and Water. Air and Water discussed for 3 days about how they wanted to repay the village for their terrible mistake. They were so concerned that about the morale of the village they stopped bickering. Water told the people of the village of their terrible mistake and told the people about Shamun’s afterlife. Air came to realize that the world they created wasn’t about dominance and that it was instead about love for each-other. Water an Air discussed about adding a temple for Shamun into the world, this temple would represent the similarities between man and their creators. We argue and make mistakes, none of us are greater than the other. They built the temple on the mountain where Shamun had fell. The temple was positioned right on the mountain's backbone; this clearly showed that Water and Air were the support for the people and that the people were their creators support. The temple smelled like roses and baked goods that Water and Air delivered everyday. The temple was a haven for people to connect with one-another and their creators. Air told Water that the world should be named Aleph instead of Dependence, Water agreed. This world would be named after the countless mistakes, corrections, questions and possibilities that the world would endure throughout time. This world would be named Aleph.  

Trail for travelling

I took this photo to show where the village's trail which would allow the people to reach the temple. 

"Trail leading to temple" IF 2017

Artist's statement

This action project wasn't very difficult; I found out to be pretty simple to write a creation story with a lot of creative involvement. The most difficult part was trying to implement my creative input into the story without getting in the way of the necessary elements like the last feature. I really enjoyed writing this story, I couldn't begin to describe how happy I was when I had put everything together like a puzzle. I enjoyed learning about these new concepts and genre of literature. 

Wednesday, September 20, 2017

A Chil Flamingo

In this first unit of our new class Population, we focused on creating an art piece of an organism of choice. Our class visited Lincoln Park Zoo to view our organisms. I really enjoyed seeing multiple Chilean flamingos together; I was able to see how they communicated and expressed themselves as well as their physical traits. I gathered photos of the flamingos to examine and view their morphological characteristics that put them in their taxonomic levels. I also created an art piece of the Chilean flamingo to show of where these taxonomic traits are on the flamingos. I really enjoyed this first unit, especially when we learned about set theory and how that correlates to the organisms being placed in categories. I hope you enjoy learning about his interesting first unit.

Taxonomy
First, I created a table to specify the taxonomy of a Phoenicopteriformes chilensis (Chilean flamingo). You will notice that the Genus and species have the same taxonomic description because a Chilean flamingo is the only animal within its genus.


Taxonomic classifications
Taxonomic level
Taxonomic description
Kingdom
Animalia
Sexual reproduction, eukaryotic, multi-cellular.
Phylum
Chordata
Has a spinal cord.
Class
Aves
Toothless beaked birds, hard laid eggs, feathers
Order
Phoenicopteriformes
Long legged, stout bills
Family
Phoenicopteridae
Dipped bill, water wading capabilities
Genus
Phoenicopterus
A specific dipped shape to their bill
Species
Phoenicopteriformes chilinsis
Originating from Chile, can reproduce offspring that is also capable of having offspring

Taxonomy Art Piece
The next step was to create an art piece that would show where the  specific taxonomy traits were being shown off. I decided to draw a Chilean flamingo. The taxonomy traits and where they are located are shown off in the image below.
" C- Flamingo taxonomy traits" IF 2017
Venn diagram Comparisons 
Next I created a Venn-diagram to show off the likeness and differences between the animal that I chose versus animals that my classmates chose. One of my classmates chose to do research on a Fennec Fox, while another did research on polar bears. Feel free to view their blogs afterwards. While creating this Venn-diagram I found that its pretty difficult to find similarities between Chilean Flamingos and Polar bears and Fennec Foxes, mainly because two are mammals while the other is a type of bird. This is good information, we want to truly show off how unique these animals are.

"Flamingo comparison Venn diagram" IF 2017
Set Theory 
Then, I created a set of set theory statements that describe the relations between Chilean flamingos and the bird's taxonomic traits.

F(traits of flamingos)= {can fly, bill, two legs, lives in flocks, pink}      
B(traits of birds)= {wings, teeth-less, hard eggs, endothermic, feathers}

1. F∩B = {feathers, hard eggs, wings, endothermic, teeth-less}
2. {feathers, hard eggs, teeth-less} ∈ F
3. {beak, herbivore, lives singular, green, mammal} ⊂' F
4. F⊂B
5. F∪B = {feathers, wings, teeth-less, endothermic, hard eggs, two legs, pink, lives in flocks, bill, can fly}

Photography
I also managed to snap a photo of a Chilean Flamingo at Lincoln Park Zoo. I used this photo a reference for my art piece. I gathered some interesting information about how Chilean flamingos live and interact. I found that Chilean flamingos are pink because of a natural pink dye called canthaxantin is in their diet of shrimp and blue-green algae. Wild Chilean flamingos also live in massive groups where they feast on shrimp. Flamingos are essentially defenseless against other larger creatures, so they live in very larger groups:400 flamingos are way more intimidating than 20.

"Chilean Flamingo" IF 2017
AP conclusive
Overall this unit was very enjoyable, I thought going to Lincoln park zoo was a pretty necessary FE for me and the class. There wasn't anything in this unit that I didn't like, The workload felt perfect an the unit went at the perfect pace for me. We got a lot of time to work on this action project, and a lot of time to complete our work and get a good grasp of the content in the class. I'm happy with how my action project turned out. I was able to take some great picture of Chilean flamingos and learn some new information about them. I didn't really struggle with this action project too much because I was able to understand the topic and concepts pretty efficiently. Thanks for viewing this blog and feel free to check out my classmates research on animals.

Citations:

BirdLife International. 2016. Phoenicopterus chilensis. The IUCN Red List of Threatened Species 2016: e.T22697365A93610811. http://dx.doi.org/10.2305/IUCN.UK.2016-3.RLTS.T22697365A93610811.en. Downloaded on 24 September 2017.

“Phoenicopterus chilensis .” Phoenicopterus chilensis (Chilean Flamingo), www.iucnredlist.org/details/22697365/0. Accessed 24 Sept.2017.