During my time at the College of Southern Maryland I met new people and learned a lot of new things. It prepared me for situations in education I thought that I wouldn't need to worry about.Without it I probably would be behind right now but thanks to the early college program I took I feel like I am ahead. It made me change the way I looked at a lot of things. While I was there I got a job, at the same time I was looking for schools to transfer to for a bachelor's degree. I was always worried about balancing a job and my education but surprisingly when I got my job at Mission BBQ it was great. Days when I felt bored or there was nothing to do I could fill that time with work and earn some more money. I didn't work here for a long time with it only being 2 months but the experience was great. I met new people who were very friendly and ready to help me with whatever I needed. I blended right into my work environment immediately. It also felt great being able to help people efficiently. Working here was amazing. So amazing that I probably might work there again in the summer. Obviously not everything is perfect so I did come across some problems such as getting orders wrong or having to re-do certain tasks because of mistakes. However, it was a learning experience and I was coached through all of the situations with patience, persistence and kindness. I didn't earn the amount of money I would've liked to earn at Mission BBQ but that's only because I was there for a short time. Even in that short time I was at least able to pay some of my fees off for UMBC. The experience also has prepared me for if I want to get an in-school job at UMBC or simply go back for the summer. While I am ahead I want to make the most of it. I want to include all of my background events into knowledge I can use now for the future. I do not want to waste any of it while I can still use it. With that being said, I feel more ready than ever.

Thematic Analysis Jeylon J. White College of Southern Maryland ART-1010-92905-Hist of Western Art I (A) Professor Narehood 10/4/2024 Abstract This essay explores the evolving representation of the human body in art and its reflection of cultural values across different times in history. Focusing on Andy Warhol’s “Monroe Diptych” as a modern depiction of celebrity commodification, the analysis contrasts this work with Polykleitos' “Doryphoros” from Classical Greece, the “Venus of Willendorf” from the Paleolithic era, and the “Seated Scribe” from ancient Egypt. Each artwork reveals distinct societal values: Greek ideals of physical perfection and harmony, prehistoric reverence for fertility, Egyptian emphasis on intellect and status, and modern society's detachment and objectification of the human image. Through these comparisons, the essay highlights how the human body serves as a canvas for expressing cultural ideologies, from reverence for beauty and wisdom to the commodification of fame. Art has long used the human body as a central subject to explore cultural values, social structures, and philosophical ideals. From prehistoric fertility figures to the glamourized depictions of modern celebrities, the body often serves as a review of a society’s priorities. Andy Warhol “Monroe Diptych”, a silkscreen portrait of the iconic actress Marilyn Monroe, offers a distinct contrast to classical representations by transforming the human figure into a commodified symbol of fame and media culture. This essay will examine the ways in which the human body is represented in art, using Warhol’s work as a modern comparison to the ancient “Venus of Willendorf”, Polykleitos’ “Doryphoros”, and the Egyptian “Seated Scribe”. These works reveal how the body can embody ideals of fertility, physical perfection, wisdom, and, in the case of Warhol, the detachment from individuality in the age of mass media. Polykleitos’ “Doryphoros”, also known as "Spear-Bearer," exemplifies the Classical Greek pursuit of ideal human proportions. The figure stands in a contrapposto pose, where the body weight is shifted onto one leg, creating a sense of dynamic balance and movement. The sculpture’s muscular form, meticulously sculpted, represents the Greek ideal of male athleticism and physical strength (McDermott, 1996). In ancient Greece, physical perfection was seen as a reflection of moral and intellectual virtue. The Greeks valued symmetry, proportion, and balance, not just in the body but in society and philosophy. The “Doryphoros” served as a physical manifestation of the mathematical ratios that Polykleitos outlined in his Canon, linking the human body to a broader concept of universal harmony (McDermott, 1996). The emphasis on idealized human form reflected cultural values of excellence and the pursuit of human perfection. The “Venus of Willendorf”, a small figurine dating back over 25,000 years, presents a markedly different depiction of the human body. Its exaggerated physical features emphasize fertility and reproduction. The lack of facial features suggests that the figure’s identity was less important than its symbolic function (Klein, R. G., & Edgar, B. (2002)). Scholars suggest that the “Venus of Willendorf” likely served as a fertility icon, reflecting the survival priorities of early human societies. In a prehistoric context, a healthy, fertile body represented continuity and prosperity, essential for communities reliant on reproduction for survival. The focus on bodily exaggeration suggests a reverence for fertility, contrasting sharply with later ideals of proportion and balance seen in works like the “Doryphoros” (McDermott, 1996). The “Seated Scribe”, a painted limestone sculpture from ancient Egypt, depicts a figure seated with a papyrus scroll, capturing a more realistic and less idealized portrayal of the human body. Unlike the godlike or royal figures in Egyptian art, the scribe is depicted with naturalistic features suggesting a figure of wisdom and status rather than physical perfection (Klein, R. G., & Edgar, B., 2002). In Egyptian culture, scribes held an important role as literate members of society who could record and manage information. The “Seated Scribe” body reflects the Egyptian emphasis on intellect over physical prowess. His preserved image immortalizes his status and the reverence for knowledge in Egyptian society, in stark contrast to the warrior-athletes of Greek art or the fertility idols of prehistory (Klein, R. G., & Edgar, B., 2002). This more individualized portrayal of the human body suggests that, for the Egyptians, social status and intellectual contribution outweighed physical ideals. Warhol’s “Monroe Diptych” uses repetition and bright, artificial colors to present the human body—specifically, the face of Marilyn Monroe—as a product of mass culture. The left side of the diptych shows Monroe’s face in vibrant hues, while the right side fades into black and white, with her image slowly deteriorating. The silkscreen process adds a sense of detachment, turning her image into a reproducible commodity (Ryan, T. R., 2015). In the 20th century, the commodification of the human body reached new heights with the advent of mass media and consumer culture. Warhol’s work, particularly in the “Monroe Diptych”, reflects society’s obsession with celebrity culture and the dehumanization of individuals into mass-produced icons. Monroe, once a living person, is reduced to a repeated, fading image, reflecting the ephemeral nature of fame (Osterwold, T., 1999). This stands in stark contrast to the cultural values seen in the other works discussed, where the body was often idealized or revered. Warhol’s commentary suggests a shift in how the human body is perceived—not as a vessel of perfection, fertility, or wisdom, but as a disposable product of consumerism. The representations of the human body in art offer unique insights into the values and concerns of different cultures. In Polykleitos’ “Doryphoros”, the human form is a symbol of physical and moral perfection, mirroring the Greek obsession with harmony and proportion. The “Venus of Willendorf” reveals a prehistoric reverence for fertility and survival, while the “Seated Scribe” emphasizes wisdom and social function over physical beauty. Warhol’s “Monroe Diptych”, however, marks a departure from these values, reflecting a modern world in which the body has become a product of mass media and commodification. Together, these works demonstrate the evolving role of the human figure in art and its power to communicate deeper cultural meanings across time. References Klein, R. G., & Edgar, B. (2002). The dawn of human culture. Wiley. The dawn of human culture : Richard G. Klein : Free Download, Borrow, and Streaming : Internet Archive Ryan, T. R. (2015). Andy Warhol, Marilyn Diptych. Smarthistory. Smarthistory – Andy Warhol, Marilyn Diptych Osterwold, T. (1999). Pop Art. Taschen. Pop art : Osterwold, Tilman : Free Download, Borrow, and Streaming : Internet Archive McDermott, L. (1996). Self-representation in Upper Paleolithic female figurines. Current Anthropology, 37(2), 227-275. (PDF) Self-Representation in Upper Paleolithic Female Figurines (researchgate.net)

I am interested in STEM for many reasons. It shapes my personal growth but also has a lasting impact on society and the world at large. STEM fields offer opportunities to solve some of the most pressing challenges we face in life, such as climate change, health disparities, and technological advancements. By engaging with STEM, I can contribute to innovations that can revolutionize industries, improve lives, and even protect the planet. STEM education develops critical thinking and problem-solving skills, which are essential in nearly every aspect of life. These fields encourage people to question the world around them, experiment with solutions, and push the boundaries of what is possible. Whether it’s designing renewable energy systems or developing algorithms that improve medical diagnoses, STEM fosters a mindset of innovation and perseverance. STEM offers the opportunity for students to engage in fields that can make a tangible impact on global issues. Engineers are designing sustainable infrastructure and renewable energy sources that could combat the effects of climate change. Technology innovators are building tools to connect the world, bridging distances and making information more accessible. Students involved in STEM can hope to make a profound difference in the world by being part of these transformative solutions. The world is increasingly driven by technological advancements, and STEM careers are becoming more central to economies worldwide. By pursuing STEM fields, students are not only preparing themselves for well-paying, future-proof jobs but also stepping into roles where they can shape the direction of innovation. As industries evolve, demand for STEM professionals will only increase, and students who gain a strong foundation in these fields will be well-positioned to lead the way. Without STEM I wouldn’t have my hobbies and things I enjoy either. Science and math are like languages for the universe. Without them we wouldn’t have plenty of things that we do in our everyday life. People wouldn’t have figured out how to make cars or computers without them. I need STEM in my life. It helps me face adversities everyday. Lastly, the impact of STEM is not limited to technological advancements alone. It extends to the broader improvement of education, culture, and society. Students interested in STEM can help shape educational policies that promote critical thinking and scientific literacy. By engaging in STEM outreach and mentorship programs, they can inspire the next generation of innovators and ensure that future scientists, engineers, and tech leaders are more diverse, globally aware, and focused on using their skills for good. In conclusion, everyone should be interested in STEM because of the potential it offers to make a meaningful impact on the world. Whether through direct contributions to environmental sustainability, medical breakthroughs, or the development of new technologies, STEM fields provide the tools to address global challenges and improve quality of life.