Comparison of AvantGarde Formal Art work essays

Comparison of AvantGarde Formal Art work essays A Comparison of Formal and Avant-Garde Artwork Modern art is a unique creation all its own, and since its beginnings there have been two very distinct groups present. They are the Formalists and the Avant-Garde. The Formalist group believes in the literal representation of the art work. They value the form used, whether it be how the colors are stressed or the techniques used, over the idea behind the art work. The Avant-Garde artists on the other hand are more interested in the creation of art in order to challenge what exactly art is and can be. They have tried to break down the boundaries of what I selected Piet Modrian for as the artist I looked at regarding Formalism. His work seemed to change over a period of time. His Woods done in 1910 showed a typical painting of the forest. By typical I mean that the depiction of the forest was done to look like a forest on the canvas. The next piece of Tree done in 1911 showed a more abstract form of trees while you could still detect on a lot of movement within the painting. The shapes and negative space between the lines is what became more important in his work. He then created Composition with Trees in 1914. This piece as his previous ones was even more abstract and was honing in on the form of the painting. Later he created a piece known only as Composition, removing the trees and woods all together from the title. He was trying to create the essence of nature using rectangles and simplifying lines to their primary essence. He also used more primary colors versus his previous works done in black and white. This idea that Mondrian was using while creating his works of art was one of the ideas that Clement Greenberg was dealing with in his works. Greenberg said that the actual painting over the form is what makes the art work abstract.1 Greenberg believed that on...

Children of Heaven The Childrens Focus on Family Relation

Children of Heaven The Childrens Focus on Family Relation The world seen through the children’s eyes is full of many difficulties, but there are always solutions to the problematic situations which can be found in close relations with relatives. This world view is followed by Ali and his sister Zahra who are the main characters of Majid Majidi’s Iranian film Children of Heaven (1997).Advertising We will write a custom essay sample on â€Å"Children of Heaven†: The Children’s Focus on Family Relation specifically for you for only $16.05 $11/page Learn More The story is based on the children’s experiences associated with their desire to find new shoes for Zahra because Ali lost her pair while purchasing potatoes. This situation makes two little children from the low-income family develop a lot of solutions to overcome the situation and to avoid telling the truth about the loss not to upset the parents (â€Å"Children of Heaven†). In spite of the fact that Ali and his sister Z ahra live in poverty in the poor Tehran neighborhoods and their struggles are associated with impossibility to satisfy their basic needs, the film is not about the social issue of poverty, but it is about the power of the familial love and relatives’ support; and these ideas influence the discussion of the social issues in the context of the individuals’ perception, or children’s perception in this case. Although the film’s plot is rather simple and Majidi relies on the easy cinematographic techniques to represent the main idea, Children of Heaven is complex in relation to the range of issues discussed in the film. On the one hand, the film represents the struggles of the poor Iranians in detail, while focusing on the example of Ali and Zahra’s family. Thus, children cannot tell their parents the truth about their loss because the family has no money to afford a new pair of shoes for Zahra, and the parents cannot provide even rent payments or buy a n adequate amount of vegetables (â€Å"Children of Heaven†).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, the film represents these difficulties through the children’s eyes who focus on the care for one another to cope with any social problems which influence the life of their family. As a result, the universal social problem of poverty can be perceived from the perspective of the siblings’ love. From this point, Majidi does not criticize the society directly, but he draws the audience’s attention to the children’s visions of the situation because Ali and Zahra optimistically try to find solutions to their problems while accepting the situation as it is (â€Å"Children of Heaven†). That is why, the film represents not only the struggles of the poor Iranian children but also purity and innocence of all the siblings who care for each other. As a result, Children of Heaven provides insights into the children’s human nature without references to their identity and background. To support the film’s message according to which the purity of the children’s relations and perceptions is accentuated, the filmmakers focus on representing a simple plot with the help of several important accents. Much attention should be paid to the opening and final scenes of the film. The opening scene presents the process of repairing the shoes, and it is rather long and provocative because the audience cannot see the actors’ faces and should focus only on the pair of pink shoes (â€Å"Children of Heaven†). The viewer can understand that this object has the significant meaning in the film. As a result, the pair of pink shoes becomes the symbol because the shoes represent both the loss and demand. These pink shoes occupy the minds of Ali and Zahra because the loss can upset the parents, but the children are able to cooperate to find a lot of solutions how to compensate the loss. Thus, the symbol of the pair of shoes does not accentuate the bitter taste of the loss, but it emphasizes the sweet taste of the family love.Advertising We will write a custom essay sample on â€Å"Children of Heaven†: The Children’s Focus on Family Relation specifically for you for only $16.05 $11/page Learn More The final scenes of the film provide viewers with the open ending, but the filmmakers present hints in the form of crosscut shots in which the new shoes can be seen as the gift for children (â€Å"Children of Heaven†). These shots contribute to the film’s idea because they draw the viewers’ attention to the notions of innocence and hope characteristic for Ali and Zahra. Children of Heaven can also be discussed in relation to the role of location and time factors in conveying the message because the film represents the specifics of the life in the poor Tehran neighborhoods. Although such ideas discussed in the film as poverty and family relations are universal, the Iranian context adds significantly to the film’s message because differences in the people’s perceptions are accentuated. Poor neighborhoods are typical for many cities, but only the details of the Iranian family life can provide viewers with the necessary idea about the importance of close and supportive family relations because naà ¯ve household difficulties such as the decision to go to school in one pair of shoes are closely connected with moral issues here (â€Å"Children of Heaven†). Moreover, the film’s title contributes to accentuating the morality and purity of innocent Ali and Zahra while discussing them as ‘children of heaven’. Majid Majidi’s Children of Heaven (1997) aims to discuss the complex and universal problem of poverty with references to the specific Iranian context and through the eyes of children.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, the film states that poverty can influence the people’s life significantly, but the moral aspect of the family relations is more significant to make children happy. Children of Heaven. 1997. Web. https://www.imdb.com/title/tt0118849/.

Negotiating with East Asians Article Example | Topics and Well Written Essays - 500 words

Negotiating with East Asians - Article Example The present research has identified that IBN is basically a kind of communication that often occurs between one or more parties to assist them to deal with those issues that are agreeable among themselves as well as those that bring forth some kind of drift. Some of the countries chosen for the research carried out so that the Asian business community can be understood better are, China, Japan, and Korea. These are amongst those countries that trade so often with the United States of America and also have closely linked cultural backgrounds. In as far as the negotiation procedures between the two are concerned; several disparities were found to exist in East Asia that is not there in America. These include; The East Asians attend meetings in large numbers. This is the same for all from the three studied countries. Although their reasons vary, for instance, the Japanese attend in large numbers because they believe that no single individual has the capacity to understand the whole comp any thus represent it in full confidence in any meeting to the Chinese putting hierarchical meaning to the number, having much regard for ranks and the power that comes with it. The Americans avoid such numbers due to several reasons such as to cut down on the expense associated with large numbers of avoiding group disagreements because they are eager to close a negotiation as fast as possible. In East Asia, the majority of those in meetings happen to be men. They give little regard to their female counterparts and whatever input they might have in as far as the meetings are concerned as stated by Hofstede, G. Due the there been the complete opposite of such perceptions in America, it is often quite common for their Asian partners to assume that the American women present in the boardroom are assistants or secretaries thus find it repulsive if these women participated in any manner whatsoever. The East Asians are known to arrive in any meeting fully conversant with their partnerâ₠¬â„¢s background, from professional such as work experience to the level of study as well personal information such as what they like to eat and do at their free time. The Americans do not have this tradition to be over-indulged in their partners lives thus are always caught unaware at most times.

Assessing your Program of Study & Recommendations Essay

Assessing your Program of Study & Recommendations - Essay Example Prison populations are increasing not only because of an increase in media attention in regards to all crimes being violent, but also that in terms of a set of parameters for recidivism of violent crimes, the state and federal prisons are receiving less violent criminals and more parole violators and drug users. â€Å"Reversing a 20-year trend toward ever-tougher criminal laws, a number of states this year have quietly rolled back some of their most stringent anticrime measures, including those imposing mandatory minimum sentences and forbidding early parole† (Butterfield, 2001). Law enforcement workers can help these inmates get the services they need like rehabilitation. They can work as advocates for these incarcerated individuals, and be proactive in their advocacy. I am happy with the program generally. However, if I am to make a recommendation, it is that the courses focus more on ethics. The society in which the debate over police ethics, political and otherwise since politics is a reflection, sets the ethical code, in a sense, since it is at least theoretically there to determine a positive relationship between the individual and the society through models of good behavior that does not bring harm upon others, or socially positive behavior. The specific concept of noble case corruption refers to the tendency of police misconduct to have its origins in circumstances where the behavior in question may be justifiable, but only in the context of the means. Training in ethics, to many commentators, may be compared to some arguments about training in art—some argue that one either has artistic talent or doesn’t, and if one doesn’t, no amount of art classes are going to make them a talented successful artist. However, I donâ⠂¬â„¢t subscribe to this idea, and I think that ethics training should be a part of the curriculum.

Gender Bias in Education Essay Example for Free

ï » ¿Gender Bias in Education Essay Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations. (Sadker, 1994) In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. (Sadker, 1994) However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system: Across the country, boys have never been in more trouble: They earn 70 percent of the Ds and Fs that teachers dole out. They make up two thirds of students labeled learning disabled. They are the culprits in a whopping 9 of 10 alcohol and drug violations and the suspected perpetrators in 4 out of 5 crimes that end up in juvenile court. They account for 80 percent of high school dropouts and attention deficit disorder diagnoses. (Mulrine, 2001) This performance discrepancy is notable throughout Canada. In Ontario, Education Minister Janet Ecker said that the results of the standardized grade 3 and grade 6 testing in math and reading showed, persistent and glaring discrepancies in achievements and attitudes between boys and girls. (ONeill, 2000) In British Columbia, standardized testing indicates that girls outperform boys at all levels of reading and writing and in Alberta testing shows that girls, significantly outperform boys on reading and writing tests, while almost matching them in math and science. (ONeill, 2000) However, the American Association of University Women published a report in 1992 indicating that females receive less attention from teachers and the attention that female students do receive is often more negative than attention received by boys. (Bailey, 1992) In fact, examination of the socialization of gender within schools and evidence of a gender biased hidden curriculum demonstrates that girls are shortchanged in the classroom. Furthermore, there is significant research indicating steps that can be taken to minimize or eliminate the gender bias currently present in our education system. The socialization of gender within our schools assures that girls are made aware that they are unequal to boys. Every time students are seated or lined up by gender, teachers are affirming that girls and boys should be treated differently. When an administrator ignores an act of sexual harassment, he or she is allowing the degradation of girls. When different behaviors are tolerated for boys than for girls because boys will be boys, schools are perpetuating the oppression of females. There is some evidence that girls are becoming more academically successful than boys, however examination of the classroom shows that girls and boys continue to be socialized in ways that work against gender equity. Teachers socialize girls towards a feminine ideal. Girls are praised for being neat, quiet, and calm, whereas boys are encouraged to think independently, be active and speak up. Girls are socialized in schools to recognize popularity as being important, and learn that educational performance and ability are not as important. Girls in grades six and seven rate being popular and well-liked as more important than being perceived as competent or independent. Boys, on the other hand, are more likely to rank independence and competence as more important. (Bailey, 1992) This socialization of femininity begins much earlier than the middle grades. At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom: the nice girls, the girlies, the spice girls and the tomboys. Through interviews researcher Diane Reay found that nice girls was considered a derogatory term indicating, an absence of toughness and attitude. (Reay, 2001) Furthermore, the girlies were a group of girls who focused their time on flirting with and writing love letters to boys, the tomboys were girls who played sports with the boys, and the spice girls espoused girl-power and played rate-the-boy on the playground. Reays research shows that each of the groups of girls defined their own femininities in relation to boys. (2001) The Reay study further demonstrates how socialization of girls occurs at the school level by tolerating different behaviors from boys than from girls. Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reays study, the fact that the spice girls asserted themselves in ways contrary to traditional femininity caused them to be labeled by teachers as real bitches. (2001) This reinforces the notion that girls misbehavior to be looked upon as a character defect, whilst boys misbehavior is viewed as a desire to assert themselves. (Reay, 2001) A permissive attitude towards sexual harassment is another way in  which schools reinforce the socialization of girls as inferior. When schools ignore sexist, racist, homophobic, and violent interactions between students, they are giving tacit approval to such behaviors. (Bailey, 1992) Yet boys are taunted for throwing like a girl, or crying like a girl, which implies that being a girl is worse than being a boy. According to the American Association of University Women Report, The clear message to both boys and girls is that girls are not worthy of respect and that appropriate behavior for boys includes exerting power over girls or over other, weaker boys. (Bailey, 1992) Clearly the socialization of gender is reinforced at school, Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms. (Marshall, 1997) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom. In Myra and David Sadkers research, they noted four types of teacher responses to students: teacher praises, providing positive feedback for a response; teacher remediates, encouraging a student to correct or expand their answer; teacher criticizes, explicitly stating that the answer is incorrect; teacher accepts, acknowledging that a student has responded. The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. (Sadker, 1994) These findings are confirmed by a 1990 study by Good and Brophy that noted that teachers give boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for general responses than they do for girls. (Marshall, 1997) Beyond teacher responses, special services in education appear to be applied more liberally to boys than to girls. Research shows that boys are referred for testing for gifted programs twice as often as girls, which may be because, giftedness is seen as aberrant, and girls strive to conform. (Orenstein, 1994) Boys represent more than two-thirds of all students in special education programs and there is a higher the proportion of male  students receiving diagnoses that are considered to be subjective. While medical reports indicate that learning disabilities occur in nearly equal numbers of in boys and girls, it may be the case that, Rather than identifying learning problems, school personnel may be mislabeling behavioral problems. Girls who sit quietly are ignored; boys who act out are placed in special programs that may not meet their needs. (Bailey, 1992) Gender bias is also taught implicitly through the resources chosen for classroom use. Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools curriculum. While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials (Klein, 1985) schools continue to use gender-biased texts: Researchers at a 1990 conference reported that even texts designed to fit within the current California guidelines on gender and race equity for textbook adoption showed subtle language bias, neglect of scholarship on women, omission of women as developers of history and initiators of events, and absence of women from accounts of technological developments. (Bailey, 1992) Clearly the socialization of gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education for boys and girls. What changes can be made to create a more equitable learning environment for all children? First, teachers need to be made aware of their gender-biased tendencies. Next, they need to be provided with strategies for altering the behavior. Finally, efforts need to be made to combat gender bias in educational materials. A study by Kelly Jones, Cay Evans, Ronald Byrd, and Kathleen Campbell (2000) used analysis of videotaped lessons in order to introduce teachers to their own gender-biased behavior. Requiring in-service programs to address gender bias in the classroom will make teachers more aware of their own behaviors: As a teacher, I was struck by the Sadkers research on classroom exchanges and was forced to acknowledge the disproportionate amount of time and energy, as well as the different sorts of attention, I give to male students. (McCormick, 1995) Once teachers have recognized their gender-biased behaviors, they need to be provided with resources to help them change. In their study focusing on how the effects of  a gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns, and Campbell (2000) provided teachers with a self-directed module aimed at reducing gender bias in the classroom. The module contained research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets for teachers. The findings from this study support the hypothesis that female students would move from a position of relative deficiency toward more equity in total interactions. (Jones, 2000) This demonstrates that teachers who are made aware of their gender-biased teaching behaviors and then provided with strategies and resources to combat bias are better able to promote gender equity in their classrooms. However, beyond changing their own teaching behaviors, teachers need to be aware of the gender bias imbedded in many educational materials and texts and need to take steps to combat this bias. Curriculum researchers have established six attributes that need to be considered when trying to establish a gender-equitable curriculum. Gender-fair materials need to acknowledge and affirm variation. They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females. (Bailey, 1992) We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, curious, brave, inventive, and powerful, but girls and women are silent, passive, and invisible. (McCormick, 1995) Furthermore, teachers can help students identify gender-bias in texts and facilitate critical discussions as to why that bias exists. Gender bias in education is an insidious problem that causes very few people to stand up and take notice. The victims of this bias have been trained through years of schooling to be silent and passive, and are therefore unwilling to stand up and make noise about the unfair treatment they are receiving. Over the course of years the uneven distribution of teacher time, energy, attention, and talent, with boys getting the lions share, takes its toll on girls. (Sadker, 1994) Teachers are generally unaware of their own biased teaching behaviors because they are simply teaching how they were taught and the subtle gender inequities found in teaching materials are often overlooked. Girls and boys today are receiving separate and unequal educations due to the gender  socialization that takes place in our schools and due to the sexist hidden curriculum students are faced with every day. Unless teachers are made aware of the gender-role socialization and the biased messages they are unintentionally imparting to students everyday, and until teachers are provided with the methods and resources necessary to eliminate gender-bias in their classrooms, girls will continue to receive an inequitable education. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all pre-service teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society. (Sadker, 1994) References  Bailey, S. (1992) How Schools Shortchange Girls: The AAUW Report. New York, NY: Marlowe Company. Jones, K., Evans, C., Byrd, R., Campbell, K. (2000) Gender equity training and teaching behavior. Journal of Instructional Psychology, 27 (3), 173-178. Klein, S. (1985) Handbook for Achieving Sex Equity Through Education. Baltimore, MD: The Johns Hopkins University Press. Marshall, C.S. Reihartz, J. (1997) Gender issues in the classroom. Clearinghouse, 70 (6), 333-338. McCormick, P. (1995) Are girls taught to fail? U.S. Catholic, 60, (2), 38-42. Mulrine, A. (2001) Are Boys the Weaker Sex? U.S. News World Report, 131 (4), 40-48. ONeill, T. (2000) Boys problems dont matter. Report/ Newsmagazine (National Edition), 27 (15), 54-56. Orenstein, P. (1994) Schoolgirls: Young Women, Self-Esteem and the Confidence Gap. New York, NY: Doubleday. Reay, D. (2001) Spice girls, Nice Girls, Girlies, and Tomboys; gender discourses. Girls cultures and femininities in the primary classroom. Gender and Education, 13 (2), 153-167. Sadker, D., Sadker, M. (1994) Failing at Fairness: How Our Schools Cheat Girls. Toronto, ON: Simon Schuster Inc.

Steven Biko Essay -- Papers Racism South Africa

Steven Biko "We are looking forward to a non-racial, just and egalitarian society in which color, creed and race shall form no point of reference." - Steve Biko South Africa is home to a great supply of natural resources, inherent beauty, and one of the greatest political and social travesties of the modern era. The South African government has suppressed native African peoples for hundreds of years. In the last century the situation has gotten progressively worse through governmental legislation lead by the racist Afrikaner Nation Party. This injustice lasted unchallenged until the late 1950's when legislation became even more protective of the National Party's hold of political, economic, and social power. Social movements of every country and era rise and fall; Africa is no different. As leaders have come and gone, gathering public support against the government, the dangerous reality has been slowly sinking in. Political activist and former student leader, Steve Biko firmly believed that South Africa could eventually exist as an egalitarian society, free of racism. Biko's contribution to the South African freedom fight is invaluable. The South African government practiced banning which, prohibited anyone quoting Biko, the publication of any of his written work or the documentation of his character in any positive way. Banning was not uncommon in South Africa. The person had to remain in their assigned district and could not leave under any circumstances. The banned person could not be in the presence of more than one person at a time; the only exception being immediate family. It also forbade the person from writing (publishing) and speaking in public. Once a week the person was required to report to the local Se... ... popularity grew after his death because he was no longer seen as a leader, but rather a martyr. So why is South Africa still under white control? My answer to that is that talk is cheap and publicity even cheaper. The support and headlines were all that was given. Nothing permanent or structured was offered to the blacks. Today, a little less than thirty years later, I had trouble finding books on Steve Biko. To the western world he was a fad. Bibliography: Bibliography Biko, Steve. I Write What I Like. Ed. By Stubbs C.R., Aelred. Harper and Row Publishers, San Francisco. 1978. Dugard, John, Haysom, Nicholas and Marcus, Gilbert. The Last Years of Apartheid: Civil Liberties in South Africa. Ford Foundation, New York. 1992. Woods, Donald. Biko, the revised edition. Henry Holy and Co., New York. 1987. I also viewed the movie Cry Freedom

Charles Darwin & theory of evolution Essay

Charles Darwin in his theory of evolution suggests that man evolved from ape-like creatures. In this theory, there is an indication that the early man was distinct from apes. Hence, some discovery have pointed out the early man could stand upright while apes could not. The hands of the apes were made for climbing and clinging while the early man’s hands were jointed in such a way that he could use and make tools. Despite the little evidence on the tool-making affair of early man, remains of polished bones suggest that he made simple digging tools from bone. Generally, the early man appeared about 3 million years ago. However, the 1932 discovery by Louis Leaky in South Western Kenya reveal that Ramapitheticus is probably the oldest man known to date. Ramapitheticus is believed to have lived 12 to 14 years ago. Astralopitheticus, also known as the southern ape, were first discovered in South Africa. The creature had human-like maxillary form and walked upright. The teeth resembled that of human being and it has a full face, jaws and an endocranial bone. Some scientist believes that this creature was the first branch of apes that evolved into modern man. Other evidences of Australopithecines have been unearthed at Kromdraii, Makapansgat and Swartkrans. The Homo habilis also known as the handy man are believed to be the first true humans. Discovered in 1915 by Mary Leaky, it lived 1. 8 millions ago in Africa. Homo habilis are credited with making stone tools and basic weapons. They were taller than their ancestors. Homo habilis had huge non-human molars, a small brain, and a large sagital crest. Their main diet was probably wild fruits, nuts, roots, and vegetables. Although, the handy man did not have skills to make fire they built fire camps out of existing fires. The Homo erectus succeeded the Homo sabilis. They existed between 1. 6 million BCE to 30 000 BCE. He was about the same size as the modern man although the size of their brain was two third the size of human brain. Their tool making skills improved considerably; they made stone axes and knives. Homo erectus made fire and cooked their food. Besides fire camping, fire brought about social occasions in. Homo erectus had much semblance with human especially their teeth and jaws. They walked upright. Scientist discovered that these early men skeleton was shaped like modern man. Their skulls grew forward for their brain to develop. Besides, creating stone tools, and bone needles and fish hooks, the Homo sapiens sew clothes from animal skins. The Homo sapiens were also hunters and gatherers. In conclusion, several other discoveries that purport the existence of early man lack credibility. Piltdown man, also known as the dawn man and scientifically referred as Eanthropus dawsoni was discovered by Charles Dawson in 1912. He concluded that Piltdown man existed in 500 000 million years ago, had ape-like jawbone but the teeth and the skull resembled that of human being. However, after forty years of discovery, Kenneth Oakley, Joseph Weiner and Wilfred Le Gros Clark termed the discovery as a hoax. They claimed that the skull was indeed human and the jawbone was of a modern ape whose teeth were filed to resemble that of human. Again, Nebraska scientifically known as Hesperopithecus haroldcookii was discovered in Pliocene deposits of Nebraska in 1922 by Mr. Cook. It was publicized by Henry Osborn who likened its teeth to that of man. Unfortunately, he failed to conclude whether Hesperopithecus was an ape or human ancestor. References: Muller, H. J. (1959). One Hundred Years Without Darwin Are Enough. Osborn, H. F. (1926). The Evolution of Human Races, Natural History. Spielvogel, J. J. Western Civilization, Volume 1, Sixth Edition.