A Real Guide to Virtual Museums

January 1st, 2020

Virtual reality presents an immersive way to learn about the natural world. There are apps for astronomy, historical sites, and lived experiences. One extremely powerful educational app is Wander, which turns Google Street View into a VR experience. I toured famous locations, found every place I’ve ever lived, and played a game with myself where I hit the random button and try to figure out where I am. I used the app the most for viewing museums around the world. Here is a list of my favorite tourable (not terrible) museums on Google Street View. 


Houston Museum of Natural Science (official site)

This modern looking museum is a treat in virtual reality. The prehistory section is expansive, with a lot of specimens set on inobstrusive white blocks. The paths through the section show a great use of winding corridors to make a space seem much more extensive than it really is. In real life, crowds could be a problem, but that’s no concern in VR. The poses of the fossils and models are extremely creative, along with colorful lighting. Watch a skeletal Homo sapiens get yeeted by a mammoth as another person takes aim with an atlatl. There are also mapped wings on local ecology, Egypt, and Precolumbian Americas. The VR experience makes this museum somewhere I have to go in real life.




Naturhistorisches Museum Wien (Vienna)

This museum is in an opulent and historical building, but it is also a Tardis as it is far larger on the inside. The density of locations is so high that it can be confusing to navigate using the arrows and the map gives up and shows a blank building. However, if you click around you’ll be randomly teleported to any number of rooms of painstakingly organized specimens. There are rows and rows of present day biology, numerous dinosaur skeletons, and rooms representing human evolution. Paintings and interesting architecture frame every view. Tantalizingly, the room for the Venus of Willendorf is not mapped.



The Field Museum (Chicago)

This museum was a must-stop for me whenever I went to Chicago, and it is still impressive in virtual reality. From the old location of Sue, you can tour the also-famous habitat dioramas that wind through different regions and lineages of animals. On the other side, halls of Native American history and culture can be seen. 


American Museum of Natural History (New York City)

In real life, this is the best museum I’ve been to. The classic dioramas of taxidermied and modeled animals are viewable, though the two-story rooms can be hard to navigate. Random clicking may take you to either floor. It’s worth it to see each scene that encapsulates the ecology of a little slice of our planet, though. The halls of extinct dinosaurs and mammals, human evolution and cultural anthropology are also present.


Museo Nacional de Antropología (Mexico City)

The grandeur of this museum, which must be the largest anthropology museum in the Americas if not the world, shows through even in Street View. See the amazing displays of prehistoric Native American life, especially Aztec artifacts. There are many lifesize structures, from small living spaces to massive temple facades to take in. The northern wing also has human evolution exhibit, with a lot for paleoanthropologists and bioarchaeologists to view.


Those are big explorable museums on Google Street View or VR. In my scouring of the world for viewable museums, I also ran into a lot of smaller natural history spaces from Australia to Korea. Once you’re done with these, maybe we can go through some of the deeper cuts in virtual museums.

Announcing Chapter 12 of Explorations: An Open Invitation to Biological Anthropology

November 25th, 2019

My chapter in the new Open Education Resource (OER) Biological Anthropology textbook, Explorations: An Open Invitation to Biological Anthropology is now available! I was super proud to have been a part of this project and I researched and wrote something that I am very happy to see. I wrote Chapter 12: Modern Homo sapiens, which covers what happened to our direct species from 315,000 years ago to the distant future. There’s skeletal changes, artifacts, interbreeding, geographical expansion, technology, and more. The information and ideas I present are based on my own synthesis of active research in these areas. I contributed the text, but the illustrators deserve a lot of praise. They turned my crude mockups into clear figures with style.  

If you found this as a student reader of my chapter, then welcome! I worked hard, with the assistance of editors and reviewers, to present everything in a clear way and in an organized manner. When there are fascinating topics and information that I had to omit for the word count (I passed the limit already), I give you leads to pursue them on your own. The domestication of the chicken comes to mind. I also included Easter eggs that may perk you up as you read. Here are some questions that will point you towards some of them:

  • Which Mortal Kombat character’s name appears in the chapter?
  • In what context was renowned actor Nicholas Cage mentioned?
  • Which extinct megafauna is a favorite of researchers?
  • Where did the author get most of his coffee to fuel his writing?

On a more serious note, some textbook mainstays have been left aside on purpose so you can take a more active role in consolidating the information. Make your own mind maps, tables or illustrations of the following topics to get a big picture view of what went on in human evolution:

  • Skeletal Traits of Modern Homo sapiens
  • Timeline of Modern Homo sapiens Expansion
  •  Stone Tool Styles, Dates, and Features
  • Types of Human Social Organizations

If you found this writeup inadvertently, I hope you will give my free chapter a read. You’re in for a treat! I found so many fascinating discoveries and ideas in the research for this chapter. It is a human universal to ponder our origins, and what my chapter collects is what science has found about where we came from. You’ll learn that our past was complex, but full of wonder and even inspiration. The goal of the textbook was to be accessible so the writing gets out of your way from the knowledge within. Give the other chapters a read to learn what happened in human evolution before my chapter, and other topics about humans and other primates. 

For you professionals and already-informed who have read my chapter, thank you for checking out my take on modern human origins. As you know, our understanding of our own prehistory is still limited in many areas. What I wrote about topics such as behavioral modernity and the peopling of the Americas was my own stance informed by research. While I present multiple hypotheses in these situations, I purposely made it clear which one I believe is the strongest. Maybe future work will turn the tide another direction (especially ‘behavioral modernity,’ which seems like it is on the edge of a revolution), but the textbook reflects my most certain synthesis at the time of writing. This chapter reflects my long informed answer to the questions “where did our species come from and how are we what we are today?”

Overall I really enjoyed the challenge of writing a textbook chapter and the result as well. It means a lot to be connected with other educators and anthropologists in this textbook project and our collective work is amazing. Here is the link to the textbook website and my own chapter again because I really want you to read it.


Previous posts on the textbook:

Anthropomotron is Now Web-Only

July 4th, 2019

Well, July snuck up on me. Anthropomotron has left the App Store. There are two reasons for this move. One is that stature estimation has been a stable area of research with no major developments that demand further development of the app. The other reason is that it is pricey to keep the app on the iOS App Store. Combined, these reasons mean that I am paying a yearly fee for my app to sit in the store and be downloadable. If you are one of the 5,095 people who downloaded Anthropomotron for iOS, thank you and it should always be there unless if you delete it. I will leave the current version on the Google Play store for Android since there is no charge to do that, but I won’t develop it further. The web version will be the only official one and the only platform I will update. Thank you to everyone who downloaded, used, or shared Anthropomotron! I’ve only heard positive and constructive feedback, which I appreciate.

Here is web Anthropomotron.

Summer Interacts Journal Debrief

October 19th, 2018

Fitting my physical/biological anthropology course into different time frames and formats throughout the school year brings up challenges. For example, putting the same number of assignments in the condensed summer schedule would mean that I would never stop grading. Many assignments were fixed in their placement in the schedule. That left the Interacts as the type that could be better adjusted to fit the situation. One way to keep the assignment but reduce grading is to change how often the assignment is due. If I made the Interacts take the same amount of work but due just at the end of the summer session, then students get the same experience while I save time. The easiest option was to do the Interacts as usual but due at the final exam. But, a change in the assignment format could make use of the scheduling change. The assignment is typically done with a strong online component as students search the Internet and peruse useful sites and apps. The issue is that students would be more inclined to put it off until the last minute if the assignment was not readily accessible. 

My solution was to make the Interacts into a paper journal assignment. I bought two cases of blank mini-journals from Dollar Tree, which arrived just in time for the start of the summer session. I adapted a lot of the usual Interact activities to be paper based. There was less online work, but more writing, drawing, and mind mapping. I wrote a list of general suggested activities. The main instruction: fill this journal by the final. In the participant observation spirit, I had my own journal, too. 

{ Pretty proud of this page, tbh. }

{ Pretty proud of this page, tbh. }

The goal of the Interacts Journal was similar to the usual version of the assignment: get students thinking about anthropology and science in their daily lives. The paper journal was a way to always make the assignment available as students went about their day. I also made two points. One was that they could do anything related to anthropology (which was everything). The other was that the journal was theirs to keep after I graded them at the final, so they should make it ‘their own.’ 

Doing my own new assignment was a valuable experience. I went through several phases of journaling. First I started out with drawing, but found that it was very time consuming. I switched to making lists and mind maps, then to the fastest way I discovered to finish a page: glue newspaper clippings related to the course. Even so, I found out that 60 4 x 6” pages were a lot to fill. When it was grading time, I managed my expectations accordingly. No student did the whole 60 pages. The ones who were engaged did 45 at the most. Most people did around 30, which was actually how many I had completed. The students who did the worst had around 10 pages with a suspiciously consistent look to the handwriting and very spread out content.

There were some unexpected outcomes that I could account for next summer. Two students lost their journals during the six week course and bought their own replacements. If I had known, I would have given them one of my extra journals. In a more uplifting development, a number of students went far in decorating the journal and putting a lot of work in the contents. Among the surprises was a 3D paper model of a DNA molecule, several thank-you notes to me on the last pages, and a list of the weird things I said during lecture. This last surprise was the best thing to have come out of my teaching career so far:

{ Did I say that? }

{ Did I say that? }

I could tweak the assignment next summer to make it even more successful for more students. For example, I could remind students about working on their journals more during the summer session. Having progress checkpoints may also keep work on the journals going, even if they were not graded until the end. While I kept my own journal, but could have shared what I had done to remind and inspire the class.

I made the Interacts Journal assignment partly to solve a time management problem as partly on a whim to try something different. I was very happy with the results even though my expectations going in were too high. Next time, I will have a tuned grading scheme and ready solutions for lost journals. Having journal check-in times over the course may also help stop procrastinators.

The Long Way

August 20th, 2018

It was my first semester of graduate school, fall of 2001. I was in a seminar class on paleoethnobotany, the study of ancient human-plant interactions, taught by Deborah Pearsall, who later become one of my doctoral advisors. In the ground floor meeting room of Swallow Hall, a small group and I were discussing what we read on the peopling of the Americas. What do we know for sure about the first Native Americans? We brought up key sites like Monte Verde and the evidence for different paths that people could have used at different times. There were a lot of data to explore, but they did not seem to form a consensus. Dr. Pearsall rephrased the topic to keep the talk going: what would you tell a class of undergraduate students about what we know about the peopling of the Americas?

“We don’t really know anything for certain,” I answered. Amused, Dr. Pearsall pushed for more: “Well you have to tell them something.”

Summer of 2018. I was now far from graduate school and writing a textbook chapter on modern human origins. I covered key evidence of an African origin and expansion through the Middle East, across Asia, and to Australia. The next section was about the peopling of the Americas.

I have to tell them something.

Seventeen years after that seminar, research on the peopling of the Americas has filled in some details, but unanswered questions and competing theories still exist. Back then, the Ice-Free Corridor was the strongest theory. It stated that Asians crossed the land bridge of Beringia inland between two glaciers. One conflicting piece of evidence came from the Chilean site of Monte Verde, which was dated too early for the Ice-Free Corridor theory to work barring a full spring from Alaska to Chile. The date of Monte Verde was just confirmed a few years before the seminar, so researchers were just starting to take the implications of that site seriously. I did not keep up with developments until recently when I started teaching my own introductory course. That was when I started hearing more about the Coastal Migration theory, that people expanded along the coast of Beringia before the inland route was available. I was skeptical at first since I was already settled on the Ice-Free corridor. As I read recent papers, though, I became increasingly convinced. Tracing the coasts was a common theme in modern human expansion. Evidence of this pattern appears in all of the continents. The growing collection of early sites in the Americas weakened the Ice Free Corridor theory but was compatible with Coastal Migration. While there was no absolute direct evidence for expansion along the coast, there was no absolutely contradictory evidence either.

I finally knew what to say to students about the peopling of the Americas. I touched on the transition between models and the accumulating evidence for Coastal Migration. Satisfied that I had done that topic justice, I moved on to other sections in my chapter.

The day before my textbook draft was due, a new article came out stating that both major theories are still viable given the evidence (Potter et al. 2018). (A between-the-lines reading of the article is that it greatly supports the Ice Free Corridor over Coastal Migration). The article was not enough to bring me back to the Ice Free Corridor, though, especially as the earlier of the two options. Still, given this new publication I decided that I should adjust my section since it reminded me that the issue was not settled.

After so many years, I thought archaeology had finally arrived at a single explanation of the peopling of the Americas and I was ready to bring upcoming students the news. Perhaps I was too optimistic. Unlike other introductory science classes, the fundamentals of biological anthropology change rapidly and textbook authors have to work with that. Maybe we still don’t really know anything for certain, but I know more about what to tell students. I show them the current state of research and own summary of it, and let students go from there.


Potter, B. A., Baichtal, J. F., Beaudoin, A. B., Fehren-Schmitz, L., Haynes, C. V., Holliday, V. T., . . . Surovell, T. A. (2018). Current evidence allows multiple models for the peopling of the Americas. Sci Adv, 4(8), eaat5473. doi:10.1126/sciadv.aat5473

Summer Fun Project 2018

July 23rd, 2018

It’s nearly summertime when my teaching schedule thins out and I do something extra to stay busy. Previously, I worked on Anthropomotron, my comic, and 3D printing. My outside fun project this summer is again very related to teaching: I’m one of the writers for an Open Education Resource textbook for biological anthropology. I somehow missed the original call for authors, but a colleague connected me with the editorial staff. My chapter is one of my favorites from my lectures: the evolution of modern Homo sapiens. This topic covers our species from their origin in Africa 300 thousand years ago, their expansion around the world, major cultural shifts to the present, and ideas about our future. So, a small topic.

It’s been years since my last big writing project so I am excited to do this type of work again and also practice what I preach to my students about effective writing. My ‘filler’ lecture, which I give to synchronize the lecture schedule across my two colleges, is half about making mind maps and half about writing effectively for science. The lecture sounds boring, but it generates a lot of thoughtful discussion on what clear and effective writing means and how to think about the use of language. To pass the lecture’s message to you, I suggest reading William Zinsser’s On Writing Well, which is inspirational.

As a demonstration on how I research and write, I set up to livestream some of my work on Twitch.tv. (Just some of my work because I also do Starbucks and library work). I streamed a few times but ran into some obstacles with this setup. One was that I worked sporadically between other timely tasks like grading. The closest I got to planning a writing time was to start after I was done grading for the night, which varied. Another issue was that it really slowed me down to set up the stream and then narrate my own work. Other writing streams on Twitch just show the writing process without the author’s explanation, which could be something I could try. I would still have to address the last issue: streaming really fired up my computer, which heated up my little bedroom/office, so I became increasingly uncomfortable. 

Without streaming, I’ve settled on a regular work pattern. For each section of the book, I do some research in the scientific literature to confirm what I want to write and make sure that my interpretation of the evidence is supported. This part is done with the Bookends reference manager on both my Mac and on my iPad. I read and highlight PDFs on the iPad and then sync them to the Mac side. On the computer, I open those PDFs along with my Scrivener chapter and put down what I want to say in writing. I start out just listing the main points, then build structured paragraphs with them by adding details and moving things around to a logical order of presentation. For the sections about hominins sites in different regions, I pick up to five to mention in each part of the world. The earliest in each region make it in, then others that have notable finds, a lot of finds (i.e., many fossils or artifacts) or tie into the discussion of other regions. I average about 200 words a night with this method, which is around what I did during dissertation writing. I started this blog post before the book chapter and I’m now at over 8000 words there.

This project has truly been a fun project and I look forward to the current writing phase and other tasks as well, such as determining the illustrations. I’ve learned a lot about modern Homo sapiens getting caught up with the amazing discoveries made since I was a graduate student and hope that I convey what I now know to future readers in a clear and accurate way.

Spring 2018 Semester Wrap-Up

June 4th, 2018

The recent semester was a quiet one as I stuck more to my established system. The Interacts continue to be a favorite part of the course, balanced by the more demanding article summaries. The Pre-Lecture slides got better with more content, including more embedded video clips and gifs. The coffee meetings with students were still extremely valuable in letting me see what the lives of my students are like and their comments on the course. One student told me that he does every single Interact activity, though the assignment only requires doing half of them. It would have been harder to learn that kind of detail during the usual schedule of the class.

One event during the semester was my trip to the AAPA meeting in Austin, which was meaningful beyond what I expected. I haven’t been to a professional meeting since I became an instructor (even further than that, my Photos says my last meeting was the SAAs in Honolulu in 2013). Attending as an educator made me interact differently with the presenters. I had numerous conversations about how the latest findings fit in with the material taught to introductory students. Even my off-time was useful. While at Toy Joy in downtown, I saw an inflatable globe that solved my issue of lacking a world map at one of my schools in an unexpected way:

Class Globe

The globe was also useful in the final review Bean Pong game as a new type of question (e.g., “Show the maximum range of Neanderthals on the globe.”). I also learned that I could request a large plastic folding table from Facilities for Bean Pong instead of working with just the furniture in the classroom. It only took me four years of teaching to know that I could order furniture!

My sixteen-week online class saw a big addition with weekly introductory videos. These short videos, all under two minutes long, were added to the weekly announcement and gave a short multimedia summary of the current course topic. Making one video a week, which involved writing a script, filming myself, filming other original footage, recording separate audio on a good mic, finding Creative Commons media, occasional screen-captured video, and fighting iMovie, took a lot of time and sometimes I was working right up to the start of the week when the announcement must be posted. The videos got around four weekly views out of a class of 40, but I was happy with the results. I also enjoyed filming in a variety of places and linking them to biological anthropology. I filmed in a pet store, Target, a supermarket, and the San Diego Zoo. I am now always on the lookout for better footage that I can use to improve the videos. Since the iMovie process is modular, I can swap out footage easily. The videos live in a private playlist, but if you’ve read this post this far, you can watch them here. Make sure to see the Week 6 one.

For the summer session and fall semester, I planned on again sticking with the established structure since I will be working on a big side project as well. Still, I already have some new ideas to try out. What if the summer students had a paper Interacts journal that they worked on over the six-week course and turned it in at the final? We’ll hear how that goes (if it goes) in the next wrap-up!

Tuning Up for Next Semester

January 22nd, 2018

My winter break project this year was replacing graphics in my lectures that I didn’t like. Each semester, I wince a little at certain points when an illustration from the Internet is the best available, but still flawed in some way. Some of these illustrations have typos in them. Others are low resolution, which is especially glaring with the fancy projector at one of my schools. Here is what I have done:

  1. Drew over graph of hominin cranial capacities. Reason: there are typos in the names. Also, the original uses the many ‘splitter’ names for different hominins while my class is a ‘lumper’ zone with fewer but safer names. I made the text larger and color coded the lines too.
    { Before. }

    { Before. }

    { After. }

    { After. }

  2. Made my own chart of blending inheritance. Reason: found illustration was very pixelated. I used a photo of a red flower from Wikicommons and made white and pink versions for my chart. The higher photorealism reduces clarity a little, but the boost in resolution is worth it. I also made the symbols match the cultural anthropology kinship chart.
    { Before. }

    { Before. }

    { After. }

    { After. }

  3. Made a new graphic for founder effect. Reason: I used a common Internet picture of just different shapes, which looked terrible. Keynote has great vector objects, including a monkey, so I used that to make my own illustration of founder effect. Since I made it within Keynote, I could really use the slide space and holy shit it looks gorgeous.
    { Before. }

    { Before. }

    { After. }

    { After. }

Made my own geologic time clock. Reason: This was another case where the best Internet graphic still had deep flaws. This one had too much text, the labels are also incorrect for a few of them, pointing to a different place on the clock relative to what the text says, and the text is small and pixelated. Also, why does this hour-long clock have an hour hand that shows nothing?

{ Before. }

{ Before. }

My version makes the clock less clock-like but focused on the purpose of conveying one hour in the circle. Since I made the clock myself out of individual elements in Keynote, I could also have the slide step through each event with the hand rotating along instead of hitting the class with everything at once. All of it is done using Keynote’s image tools, transitions, and build order. Keynote has great graphical capability with a large library of vector art that was introduced in a recent update as well as flexible line drawing.

{ After. }

{ After. }

Flipping through the slides, nothing else caught my eye as needing a change. Maybe there will be other things that bug me this semester. At least there will be less wincing.

By the way, here is a little presentation tip: having bullet points come in one at a time is great for lecture since everyone is focused on the same part of the slide. That’s not the tip. The tip is that I make the last bullet slightly different (◉) to let me know that there are no more bullet points on that slide. Once I see that, I know that the slide is almost done with no surprises showing up that I forgot about.

The Pre-Show Lecture

January 18th, 2018

Anyone who arrives at a movie theater early knows about the slide presentation that plays before the show starts. There is typically a mix of ads and movie trivia, given as still images or short clips. Waiting for Doctor Strange over the summer, I got the idea to do a “Pre-Show” for my lectures.

I developed my Pre-Show last semester and it became an important part of how I ran the class, adding to several different aspects. The Pre-Show gets students thinking about anthropology before the class starts, so they start the new material already warmed up. The title slide of the day’s lecture, which used to be the only thing on screen before class starts, now shares the time with other images, such as media that did not make their way into past lectures. Having an additional illustration or striking National Geographic photograph about an old topic keeps the old material on their mind. Images of recent discoveries also have a place in the Pre-Show, demonstrating the practice of scientific research as it happens.

{ Archaeology from Historic Jamestowne. }

{ Archaeology from Historic Jamestowne. }

The slides are also a good way to get students to talk with each other and meet their neighbors. They range from icebreakers or conversation starters to asking about recent topics. I also include example multiple choice questions sprinkled in there, which also sparks some discussion before class.

The Pre-Show also handles a lot of ‘housekeeping’ by showing course and campus announcements. The most important matters still get time after the class starts, but the Pre-Show can keep students in touch with the many activities that are always going on at the college.

{ Hyping the campus art show. }

{ Hyping the campus art show. }

The Pre-Show presentation autoplays with slides changing every thirty seconds (a timing that balances getting people’s attention and showing more things) and loops as well while I do any other class preparation.  When it is time to start, I can talk about one of the slides in more detail as a warmup period for my students and I before switching presentation files to the actual topic for the day. For slides that are more important, such as announcements and conversation topics, I duplicate those slides and evenly intersperse them in the presentation among the other content.

The only problem I’ve had is that the Pre-Show is another presentation that I have to customize before class. Removing old announcements and old images and finding new ones can take time that is already scarce. My way of addressing this issue is to save old slides into their own file (called Pre-Show Snippets) that I can use to quickly refresh the presentation with pre-made slides. Sometimes my commute or my schedule goes awry and I don’t have time to put the Pre-Show lecture up before class starts. In all, the setup is worth the time since it takes care of different necessities in my class.

My Plastic Menagerie

January 2nd, 2018

When I was in the fifth grade, our classroom got a Visible Man plastic model, which shows the internal organs of a human body. In hindsight, the missing parts suggested that it was a thrift store purchase by my teacher (our country really should fund education more), but it was enough to get my young science mind going.

I still keep up with scientific plastic models, now with the financial mobility to get them myself. One company, TEDCO Toys has a line of imported see-through models for both biological subjects called 4D Vision. Looking for something to spice up my non-existent future office, I went for the gorilla model first.

( Front of the box. }

( Front of the box. }

{ Back of the box. }

{ Back of the box. }

The completed model came out to around a foot tall and long, much larger than I expected. IThe internal organs were very solid and brightly painted. It really gave perspective to the large digestive system. The robusticity of the bones is also highlighted in the artistically transparent areas. While most of the abdomen is visible, the head and limbs have clear areas on the left side, with hair and skin rendered on the right. The booklet has pictorial instructions for where the parts go, plus blurbs on each organ. Some facts are more random than others:

{ Odd unit of measurement for length. }

{ Odd unit of measurement for length. }

{ Posterior torso piece waiting for more. }

{ Posterior torso piece waiting for more. }

{ Assembled torso, minus the anterior cover. }

{ Assembled torso, minus the anterior cover. }

There is also a section for writing down your time trials in assembling the gorilla, if you want to turn it into a race. The suggested times are very generous since the model is not complicated.

{ Cool cutaway to see the robust skull. }

{ Cool cutaway to see the robust skull. }

After the gorilla model, I wanted more so I bought an imported Ein-O BioSigns Red Blood Cell after a price drop on Amazon. It was a red translucent red rubber disc assembled from four quarters and a center plug.

Moving on, I went back to 4D Vision with a Human Anatomy Muscle & Skeleton model. This one stood around six inches tall and had many intricate parts. Confusingly, the model came partially assembled, but they had to be disassembled to complete the construction. The fitting of the pieces would be an engineering marvel if it was not so instructionless and hard to manipulate. For example, the right torso could only be closed by joining the right arm and leg simultaneously. Then, the rectus abdominus piece has to be placed to hold the torso together. The problem is that the torso came with the rectus abdominus already in place, with only a tiny picture in the booklet to hint that it even could be removed. After that process is done, then the torso has to be pried slightly open to fit the right arms and legs. Even after it was completed, the right limbs could spontaneously fall out of the loosening torso without a little glue to keep it together (no more time trials).

{ Model-assembly success! }

{ Model-assembly success! }

While I was obsessed with models, animal toy vendors were having sales to capitalize on the holiday season. I indulged a lot before I stopped myself:

{ My plastic menagerie. }

{ My plastic menagerie. }

My non-existent future office is going to be sweet.