Dania Galdo
Section 03ED
HOMO NALEDI FOSSILS
5
Homo Naledi Fossils
Homo naledi is an ape-human species discovered in South Africa in the year 2013. The remains were found in the Rising Star Cave System located near Johannesburg. It is estimated that the fossils are about 200,000-300,000 years old, even though many researchers disagree on the date.
Article 1
According to Barras (2017), in the year 2013 Lee Berger and his colleagues from Johannesburg’s University of the Witwatersrand discovered something extraordinary; they discovered thousands of bones that are believed to belong to an early human species. This new species was found inside a cave system in South Africa, and will help researchers in knowing the time of its existence and the way in which it fits in the human evolutionary tree.
By the year 2015, the new species had been named Homo Naledi and it had been discovered that no other researcher had ever come across such species. Even though some of its skeletons were similar to the modern human structure, parts of the features were extraordinarily primitive, for example, its skull was slightly bigger when compared to that of a chimpanzee. However, it was hard for Berger and his team to establish the age of the fossils. Without the age of the fossils, the majority of the other researchers agreed that the real importance of discovering the Homo Naledi to help understand human evolution is not clear. However, speculations were that the H. naledi could be 2 million and above years old and not less than 100,000 years old.
In April 2017, Berger and his team reported that they had discovered a way of dating the fossils. According to an interview with National Geographic magazine, Berger disclosed that the fossils of the Homo naledi are aged between 300,000 and 200,000 years. However, a researcher said that the age of the fossils is surprisingly young for such a species that still has primitive characteristics present in fossils that are approximately 2 million years. Examples of these primitive characteristics are curved fingers, size of the brain, and its type of hip joint, trunk, and shoulder.
According to Barras, (2017), it can be quite difficult to establish the age of the bones of the H. naledi fossils. Many of the available techniques that can be used by researchers have to use isotopic analysis of the bone samples. In the case of the Homo naledi fossils, Berger and his team are unwilling to utilize the techniques as they will be forced to destroy small samples of the fossils material. The other option can be used to establish the age of the bones is through dating the layer of sediments or rock that blankets the fossils. Unfortunately, the H. naledi fossils were found in a cave, thus the sedimentary layer found could not be dated easily. The other option for working out the approximate age of fossils is comparing the remains with other remains found beside them. In the case of the H. naledi, there were no other species f.
- A new hominin species, Homo naledi, was discovered in South Africa in a cave called Rising Star. It has a mix of traits, with hands and feet like Homo but more ape-like shoulders and a small brain.
- H. naledi appears to have deliberately buried its dead in the cave, a behavior previously only seen in modern humans. This suggests more advanced behavior than expected for a primitive species.
- The discovery adds a new branch to the human evolutionary tree and provides insights into human origins. However, more evidence is still needed to fully understand Homo naledi's traits and behavior.
The document discusses the evolution of modern humans from early hominins like Australopithecus and Paranthropus that lived around 2 million years ago in East Africa. It notes that both modern apes and hominins evolved from a common ancestor, but that modern apes did not evolve from early hominins. Early hominins like Homo habilis had larger brains and craniums than Australopithecus, indicating more intelligence and ability to perform complex tasks. Later hominins like Homo erectus had even larger brains and skull proportions compared to earlier species.
E V O L U T I O N A R Y R E L A T I O N S H I P S U S I N G F O S S I L S ...deawscience
1. Around 50 million years ago, the Green River Formation was covered by lakes inhabited by fish, crocodiles, lizards, turtles, and surrounded by palms, figs, willows, and cattails.
2. Over millions of years, dead plants and animals became fossils, making the Green River Formation one of the richest fossil deposits.
3. Fossils provide evidence of evolution by showing simpler life forms existed earlier and more complex forms appeared later, though the fossil record is incomplete.
Evolutionary Relationships Using Fossils Q And Adeawscience
1. Around 50 million years ago, the Green River Formation was covered by lakes inhabited by fish, crocodiles, lizards, turtles, and surrounded by palms, figs, willows, and cattails.
2. Over millions of years, dead plants and animals became fossils, making the Green River Formation one of the richest fossil deposits.
3. Fossils provide evidence of evolution by showing simpler life forms existed earlier and more complex forms appeared later, though the fossil record is incomplete.
This document discusses several hominin species from the genus Homo that existed between 2.4-1.5 million years ago, including Homo rudolfensis, Homo habilis, Homo erectus, and Homo heidelbergensis. It examines the connections between these species and why they are considered part of the same genus, while also touching on their cultural developments. The author aims to analyze the relationships between these later hominins in the Homo lineage.
Similarities Between Homo Habilis, Homo Rudolfensis, And...Sharon Lee
The document discusses three early human ancestors - Homo habilis, Homo rudolfensis, and Paranthropus boisei - that lived approximately 2 million years ago in East Africa. It aims to determine which species is the direct ancestor of modern humans, despite all three inhabiting the same region and time period. Key details provided include anatomical features of Homo habilis that distinguish it from earlier species and indicate tool use.
The video discusses evidence that Neanderthals were not brutish or unintelligent, as popular myths suggest, but rather were a strong, intelligent, and adaptive human species. They developed weapons and tools, communicated within their clans, and mastered their environment, enabling them to survive for thousands of years. Specifically, the video notes Neanderthals created advanced stone tools and weapons, engaged in complex social behaviors within family groups, and adapted well to the cold climates they inhabited, surviving for over 300,000 years before ultimately going extinct.
The document analyzes three specimens of Paranthropus robustus fossils from the Pleistocene period in South Africa that had not been previously examined. It compares the enamel characteristics that have evolved over time in southern Africa during the early Pleistocene. The study uses dental micro wear texture analysis to examine how the enamel of Paranthropus robustus had evolved by looking at extant primate taxa. The main purpose was to understand how and why the enamel, molars, and premolars have changed over time.
- A new hominin species, Homo naledi, was discovered in South Africa in a cave called Rising Star. It has a mix of traits, with hands and feet like Homo but more ape-like shoulders and a small brain.
- H. naledi appears to have deliberately buried its dead in the cave, a behavior previously only seen in modern humans. This suggests more advanced behavior than expected for a primitive species.
- The discovery adds a new branch to the human evolutionary tree and provides insights into human origins. However, more evidence is still needed to fully understand Homo naledi's traits and behavior.
The document discusses the evolution of modern humans from early hominins like Australopithecus and Paranthropus that lived around 2 million years ago in East Africa. It notes that both modern apes and hominins evolved from a common ancestor, but that modern apes did not evolve from early hominins. Early hominins like Homo habilis had larger brains and craniums than Australopithecus, indicating more intelligence and ability to perform complex tasks. Later hominins like Homo erectus had even larger brains and skull proportions compared to earlier species.
E V O L U T I O N A R Y R E L A T I O N S H I P S U S I N G F O S S I L S ...deawscience
1. Around 50 million years ago, the Green River Formation was covered by lakes inhabited by fish, crocodiles, lizards, turtles, and surrounded by palms, figs, willows, and cattails.
2. Over millions of years, dead plants and animals became fossils, making the Green River Formation one of the richest fossil deposits.
3. Fossils provide evidence of evolution by showing simpler life forms existed earlier and more complex forms appeared later, though the fossil record is incomplete.
Evolutionary Relationships Using Fossils Q And Adeawscience
1. Around 50 million years ago, the Green River Formation was covered by lakes inhabited by fish, crocodiles, lizards, turtles, and surrounded by palms, figs, willows, and cattails.
2. Over millions of years, dead plants and animals became fossils, making the Green River Formation one of the richest fossil deposits.
3. Fossils provide evidence of evolution by showing simpler life forms existed earlier and more complex forms appeared later, though the fossil record is incomplete.
This document discusses several hominin species from the genus Homo that existed between 2.4-1.5 million years ago, including Homo rudolfensis, Homo habilis, Homo erectus, and Homo heidelbergensis. It examines the connections between these species and why they are considered part of the same genus, while also touching on their cultural developments. The author aims to analyze the relationships between these later hominins in the Homo lineage.
Similarities Between Homo Habilis, Homo Rudolfensis, And...Sharon Lee
The document discusses three early human ancestors - Homo habilis, Homo rudolfensis, and Paranthropus boisei - that lived approximately 2 million years ago in East Africa. It aims to determine which species is the direct ancestor of modern humans, despite all three inhabiting the same region and time period. Key details provided include anatomical features of Homo habilis that distinguish it from earlier species and indicate tool use.
The video discusses evidence that Neanderthals were not brutish or unintelligent, as popular myths suggest, but rather were a strong, intelligent, and adaptive human species. They developed weapons and tools, communicated within their clans, and mastered their environment, enabling them to survive for thousands of years. Specifically, the video notes Neanderthals created advanced stone tools and weapons, engaged in complex social behaviors within family groups, and adapted well to the cold climates they inhabited, surviving for over 300,000 years before ultimately going extinct.
The document analyzes three specimens of Paranthropus robustus fossils from the Pleistocene period in South Africa that had not been previously examined. It compares the enamel characteristics that have evolved over time in southern Africa during the early Pleistocene. The study uses dental micro wear texture analysis to examine how the enamel of Paranthropus robustus had evolved by looking at extant primate taxa. The main purpose was to understand how and why the enamel, molars, and premolars have changed over time.
The document discusses the discovery and evolution of Homo floresiensis, also known as 'hobbits'. They were discovered on the Indonesian island of Flores and dated to between 94,000-13,000 years ago. While only twelve remains have been found so far, ongoing studies aim to uncover more about this species. The document explores their geographical origin, age, anatomy, and whether they were an isolated population descended from Homo erectus.
This document discusses the evolution of early human species from Australopithecus to Homo sapiens sapiens. It describes four species of Australopithecus classified based on brain size and jaw/tooth morphology. Homo habilis is identified as the first true human able to make and use tools. Homo erectus is noted as the first to control fire and use basic stone tools. Later species such as Homo heidelbergensis, Homo neanderthalensis, and Homo sapiens sapiens exhibited increased brain size and sophistication in tool use, hunting, shelter building, and burial of the dead. Paleontological evidence of this evolution includes growth of the brain, perfection
Human Evolution Training Manual- FinalMegan Murphy
This document provides a training manual for content in the Human Evolution Exploration Station at the Denver Museum of Nature and Science. It includes an overview of specimens to be displayed, such as various hominin species and chimpanzees. The manual then covers topics to be explained in the station, including studying human evolution, identifying fossils, dating techniques, genetics and evolution, bipedalism in humans, and the species Homo sapiens. It provides details on key hominin specimens and how to classify and identify human remains based on anatomical features.
The document discusses the species Paranthropus boisei, which lived in eastern Africa between 2.3-1.2 million years ago. P. boisei had robust features adapted for chewing, including strong jaws and large molars. Several important fossil finds of P. boisei are described, including KNM-ER 406 and KNM-ER 732A from Koobi Fora, Kenya, and the famous "Nutcracker Man" from Olduvai Gorge, Tanzania. These fossils provided insights into sexual dimorphism and posture in P. boisei.
The team's findings point to the discovery of a new human species. Evidence from LB1's remains such as its small brain size, lack of a chin, and distinct cranium that does not match any other hominid fossils suggests it was unlike Homo sapiens. While some argued the features were due to deformity, most evidence shows LB1 significantly differed from modern humans. The new species likely evolved from Homo erectus arriving on Flores over 800,000 years ago, undergoing island dwarfism as an adaptation to the island's limited resources. However, dating techniques did not definitively conclude if LB1 was a new species or diseased modern human. The majority of evidence supports a distinct Homo floresi
Homo Heidelbergensis was a species of human that lived between 700,000-200,000 years ago. They had larger brains and taller bodies than Homo erectus but were still more robust than modern humans. Fossils have been found across Europe, Africa, and Asia showing they inhabited a wide geographical range, even colder regions. They were the first humans to control fire and use complex stone tools, hunting large animals with spears. Their phylogenetic relationships are still debated as they exhibited traits between Homo erectus and modern humans.
Homo Heidelbergensis was a species of human that lived between 700,000-200,000 years ago. They had larger brains and taller bodies than Homo erectus but were still more robust than modern humans. Fossils have been found across Europe, Africa, and Asia showing they inhabited a wide geographical range, even colder regions. They were the first humans to control fire and use complex stone tools, hunting large animals with spears. Their relationship to other human species is still debated, as they exhibit traits between Homo erectus and anatomically modern humans.
Homo Heidelbergensis was a species of human that lived between 700,000-200,000 years ago. They had larger brains and taller bodies than Homo erectus but were smaller than modern humans. Fossils have been found across Europe, Africa, and Asia showing they inhabited a wide geographical range. They were the first humans to control fire and use complex stone tools, hunting large animals with spears. Their anatomy placed them as an intermediate form between Homo erectus and later humans such as Homo neanderthalensis.
MUSEUM OF NATURAL HISTORY PUBLICATION FOR EDUCATORSV.docxroushhsiu
1) The document discusses human evolution from a behavioral perspective, focusing on when key human behaviors like symbolic thinking, abstract thinking, and theory of mind first emerged based on the fossil and archaeological records.
2) Early humans between 2.6-2.3 mya began using stone tools and scavenging meat, suggesting problem-solving skills, but little evidence of abstract thinking, symbolic thinking, or imagined communities.
3) By around 1 mya, control of fire, new technologies, and nighttime social activities provided evidence of more advanced behaviors, though innovation remained slow.
According to a recent study, T. rex and other theropod dinosaurs may have had lips, which contradicts the popular belief that they had teeth jutting out of their mouths.
The document discusses the genus Australopithecus, which was an early hominin that evolved in Eastern Africa around 4 million years ago. Several Australopithecus species emerged during this time period, including A. afarensis, A. africanus, A. anamensis, and A. garhi. A. anamensis is considered the earliest known Australopithecus, existing between 3.8-4.2 million years ago. Evidence from fossils shows that A. anamensis could walk on two legs but also had adaptations for climbing trees.
The document discusses the hominin species Paranthropus aethiopicus. Key points include:
- P. aethiopicus dates back to 2.3-2.7 million years ago and was one of the earliest known robust forms of Australopithecus.
- The species was first discovered in Omo, Ethiopia and nicknamed the 'Black Skull'.
- An important fossil discovery of the species was KMN-WT-17000 found in West Turkana, Kenya in 1985.
- P. aethiopicus had strong jaw muscles and teeth adapted for grinding, allowing it to consume harder foods than other species.
The document describes the skull of Homo naledi, a recently discovered hominin species from South Africa. It provides detailed descriptions and measurements of cranial and mandibular fossils attributed to H. naledi individuals. Six individuals (DH1-DH6) are recognized based on skull fragments. The cranial features of H. naledi are described and compared quantitatively and qualitatively to other hominin species. While the cranial capacity is small, within the range of australopiths and early Homo, some cranial characters of H. naledi are shared with species across the genus Homo. However, the skull is readily distinguishable from existing Homo species. The evolutionary
Similarities Between Chimpanzees And ChimpanzeesLissette Hartman
The document discusses theories of human evolution and the fossil Australopithecus afarensis, nicknamed "Lucy". It provides context on the debate between creationism and evolution, and examines evidence from Lucy's fossil remains, which are considered one of the most complete fossils of an early hominin. However, some dispute the classification of Lucy as a "missing link" in human evolution. The document explores both sides of the debate over Lucy's role as evidence for evolution from apes to humans.
Anthropic experts summarize the document as follows:
1. Anthropoids evolved from prosimian ancestors in the Late Eocene and by the Oligocene were well established, divided into three superfamilies.
2. The oldest known hominid, Sahelanthropus tchadensis from Chad dating to 7 million years ago, shows a mosaic of primitive and advanced traits puzzling scientists about its placement in the human family tree.
3. Debate continues on the earliest hominids, with Orrorin tugenensis at 6 million years and Ardipithecus ramidus between 5.8-5.2 million years also potential direct human ancestors, though evidence is incomplete
Please answer the question in the following discussion. this is an a.docxlorindajamieson
Please answer the question in the following discussion. this is an anthropology discussion which talks about fossils.
Questions:
Please address both parts of the prompt in your response.
1) Select a fossil related to human evolution and discuss what types of information scientists can learn from this particular fossil. Feel free to use the textbook, websites listed under 'more resources' in Unit 8, or something that you find elsewhere online.
2) As remains become fossilized, what factors influence our knowledge of the fossil record?
After writing your response for both of the questions please respond to the following responses:
Fossils can teach us so much about the past. Firstly, the book states, "Fossils provide an essential historical record for documenting and understanding the biological evolution of surviving and nonsurviving lineages." Next, fossils provide us with information on both geologic and chronological time. Finally, fossils in different geological settings can shed light on past environments and diets. This reveals important
contexts for understanding how past organisms evolved. All these things can be learned from human skeletons from the past, giving us a better understanding of how we came to be as we are today.
Another cool thing that can be done with human fossils is reconstruction through art and science. The books uses a Dimanisi boy to show this process on page 227. It may take up to four months but, through reconstruction we can learn what humans of the past looked like. Strips of clay are used to imitate muscles, more clay is applied like tissue and the exterior surface is molded, and details are made to make the hominid look real.
I chose to look at the Homo naledi fossils. This species shares the modern human genus Homo. I found this particular species and fossil set interesting because it gives us a more detailed window into the evolutionary process linking quadrupeds and bipeds. The Homo naledi has a very human like foot. In fact, the feet are the most human-like part of their skeleton. Scientists believe that the naledi was bipedal but that they also were arboreal. The other thing about the naledi that I found interesting is that it appears that they honored their dead. They hid the bodies of those who died. Perhaps to keep them from being eaten by scavengers? The idea of emotions is what creates empathy for other species, in my opinion and observation. Those species that we can see emotions, get more of our empathy than those who cannot show emotion in a way that we can readily observe. Thinking about the naledi working to preserve or protect the bodies of their loved ones is really eye opening. This is merely a hypothesis at this point though. I wonder if it is possible that they were just trying to easily distance themselves from the dead because the bodies may have made the living a target for predators. It will be interesting to see how the research plays out and what information they can glean fr.
Hours, A. (2014). Reading Fairy Tales and Playing A Way of Treati.docxsimonithomas47935
Hours, A. (2014). Reading Fairy Tales and Playing: A Way of Treating Abused Children. Journal Of Infant, Child & Adolescent Psychotherapy, 13(2), 122. doi:10.1080/15289168.2014.905337
Marshall, E. (2009). Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf". Children's Literature In Education, 40(3), 217-234.
Sanyal, N., & Dasgupta, M. (2017). Fairy tales: The Emotional Processors of Childhood Conflicts in Dynamic Interpretative Lens. SIS Journal Of Projective Psychology & Mental Health, 24(1), 39-47.
Basile, G. (2012, May 24). Sun, Moon, and Talia. Enchanted Conversation, 1-4.
Grimm, J., & Grimm, W. (1975). Briar Rose: The Sleeping Beauty. London: Pelham.
.
How are authentication and authorization alike and how are the.docxsimonithomas47935
How are authentication and authorization alike and how are they different? What is the relationship, if any, between the two?
The paper should be 2 pages in length. Need to provide a minimum of two references and need to use APA format in the reference section and no playgarism
.
How are self-esteem and self-concept different What is the or.docxsimonithomas47935
How are self-esteem and self-concept different? What is the origin of these characteristics? What are the characteristics of children and adults with low self-esteem?
Consider Erik Erikson’s theory. Why is it important for children in middle childhood to learn to do something and to do something well?
Suzy wants to follow the moral code established by her parents and teacher. She wants them to view her as obedient, cooperative, and productive. According to Kohlberg Suzy is functioning at the __________ stage of moral development.
How does the aggression of girls and boys differ? Why is it important for a child to learn self-regulation?
.
How are morality and religion similar and how are they different.docxsimonithomas47935
How are morality and religion similar and how are they different?
Discuss how your religious beliefs, or lack thereof, have shaped your own morality.
What is natural law theory? How does it compare to religion?
What criteria did Thoreau argue must exist before engaging in civil disobedience?
.
How are financial statements used to evaluate business activities.docxsimonithomas47935
How are financial statements used to evaluate business activities?
What is managerial accounting and how does it help businesses create a competitive advantage
What skills must be developed to evaluate company performance?
How are investment and operations alternatives evaluated and selected?
2pages
.
How are Japanese and Chinese Americans similar How are they differe.docxsimonithomas47935
How are Japanese and Chinese Americans similar? How are they different? After exploring your course material and outside sources, please share the differences and similarities on such topics as immigration patterns, family life, economic picture, etc. Be sure to cite your sources properly. At a minimum, students should include summarized (no direct quotes) information from the course text. Do not forget to include page numbers in your in-text citations!
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1) The document discusses human evolution from a behavioral perspective, focusing on when key human behaviors like symbolic thinking, abstract thinking, and theory of mind first emerged based on the fossil and archaeological records.
2) Early humans between 2.6-2.3 mya began using stone tools and scavenging meat, suggesting problem-solving skills, but little evidence of abstract thinking, symbolic thinking, or imagined communities.
3) By around 1 mya, control of fire, new technologies, and nighttime social activities provided evidence of more advanced behaviors, though innovation remained slow.
According to a recent study, T. rex and other theropod dinosaurs may have had lips, which contradicts the popular belief that they had teeth jutting out of their mouths.
The document discusses the genus Australopithecus, which was an early hominin that evolved in Eastern Africa around 4 million years ago. Several Australopithecus species emerged during this time period, including A. afarensis, A. africanus, A. anamensis, and A. garhi. A. anamensis is considered the earliest known Australopithecus, existing between 3.8-4.2 million years ago. Evidence from fossils shows that A. anamensis could walk on two legs but also had adaptations for climbing trees.
The document discusses the hominin species Paranthropus aethiopicus. Key points include:
- P. aethiopicus dates back to 2.3-2.7 million years ago and was one of the earliest known robust forms of Australopithecus.
- The species was first discovered in Omo, Ethiopia and nicknamed the 'Black Skull'.
- An important fossil discovery of the species was KMN-WT-17000 found in West Turkana, Kenya in 1985.
- P. aethiopicus had strong jaw muscles and teeth adapted for grinding, allowing it to consume harder foods than other species.
The document describes the skull of Homo naledi, a recently discovered hominin species from South Africa. It provides detailed descriptions and measurements of cranial and mandibular fossils attributed to H. naledi individuals. Six individuals (DH1-DH6) are recognized based on skull fragments. The cranial features of H. naledi are described and compared quantitatively and qualitatively to other hominin species. While the cranial capacity is small, within the range of australopiths and early Homo, some cranial characters of H. naledi are shared with species across the genus Homo. However, the skull is readily distinguishable from existing Homo species. The evolutionary
Similarities Between Chimpanzees And ChimpanzeesLissette Hartman
The document discusses theories of human evolution and the fossil Australopithecus afarensis, nicknamed "Lucy". It provides context on the debate between creationism and evolution, and examines evidence from Lucy's fossil remains, which are considered one of the most complete fossils of an early hominin. However, some dispute the classification of Lucy as a "missing link" in human evolution. The document explores both sides of the debate over Lucy's role as evidence for evolution from apes to humans.
Anthropic experts summarize the document as follows:
1. Anthropoids evolved from prosimian ancestors in the Late Eocene and by the Oligocene were well established, divided into three superfamilies.
2. The oldest known hominid, Sahelanthropus tchadensis from Chad dating to 7 million years ago, shows a mosaic of primitive and advanced traits puzzling scientists about its placement in the human family tree.
3. Debate continues on the earliest hominids, with Orrorin tugenensis at 6 million years and Ardipithecus ramidus between 5.8-5.2 million years also potential direct human ancestors, though evidence is incomplete
Please answer the question in the following discussion. this is an a.docxlorindajamieson
Please answer the question in the following discussion. this is an anthropology discussion which talks about fossils.
Questions:
Please address both parts of the prompt in your response.
1) Select a fossil related to human evolution and discuss what types of information scientists can learn from this particular fossil. Feel free to use the textbook, websites listed under 'more resources' in Unit 8, or something that you find elsewhere online.
2) As remains become fossilized, what factors influence our knowledge of the fossil record?
After writing your response for both of the questions please respond to the following responses:
Fossils can teach us so much about the past. Firstly, the book states, "Fossils provide an essential historical record for documenting and understanding the biological evolution of surviving and nonsurviving lineages." Next, fossils provide us with information on both geologic and chronological time. Finally, fossils in different geological settings can shed light on past environments and diets. This reveals important
contexts for understanding how past organisms evolved. All these things can be learned from human skeletons from the past, giving us a better understanding of how we came to be as we are today.
Another cool thing that can be done with human fossils is reconstruction through art and science. The books uses a Dimanisi boy to show this process on page 227. It may take up to four months but, through reconstruction we can learn what humans of the past looked like. Strips of clay are used to imitate muscles, more clay is applied like tissue and the exterior surface is molded, and details are made to make the hominid look real.
I chose to look at the Homo naledi fossils. This species shares the modern human genus Homo. I found this particular species and fossil set interesting because it gives us a more detailed window into the evolutionary process linking quadrupeds and bipeds. The Homo naledi has a very human like foot. In fact, the feet are the most human-like part of their skeleton. Scientists believe that the naledi was bipedal but that they also were arboreal. The other thing about the naledi that I found interesting is that it appears that they honored their dead. They hid the bodies of those who died. Perhaps to keep them from being eaten by scavengers? The idea of emotions is what creates empathy for other species, in my opinion and observation. Those species that we can see emotions, get more of our empathy than those who cannot show emotion in a way that we can readily observe. Thinking about the naledi working to preserve or protect the bodies of their loved ones is really eye opening. This is merely a hypothesis at this point though. I wonder if it is possible that they were just trying to easily distance themselves from the dead because the bodies may have made the living a target for predators. It will be interesting to see how the research plays out and what information they can glean fr.
Similar to Dania Galdo Section 03EDHOMO NALEDI FOSSILS 5Homo Na.docx (16)
Hours, A. (2014). Reading Fairy Tales and Playing A Way of Treati.docxsimonithomas47935
Hours, A. (2014). Reading Fairy Tales and Playing: A Way of Treating Abused Children. Journal Of Infant, Child & Adolescent Psychotherapy, 13(2), 122. doi:10.1080/15289168.2014.905337
Marshall, E. (2009). Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf". Children's Literature In Education, 40(3), 217-234.
Sanyal, N., & Dasgupta, M. (2017). Fairy tales: The Emotional Processors of Childhood Conflicts in Dynamic Interpretative Lens. SIS Journal Of Projective Psychology & Mental Health, 24(1), 39-47.
Basile, G. (2012, May 24). Sun, Moon, and Talia. Enchanted Conversation, 1-4.
Grimm, J., & Grimm, W. (1975). Briar Rose: The Sleeping Beauty. London: Pelham.
.
How are authentication and authorization alike and how are the.docxsimonithomas47935
How are authentication and authorization alike and how are they different? What is the relationship, if any, between the two?
The paper should be 2 pages in length. Need to provide a minimum of two references and need to use APA format in the reference section and no playgarism
.
How are self-esteem and self-concept different What is the or.docxsimonithomas47935
How are self-esteem and self-concept different? What is the origin of these characteristics? What are the characteristics of children and adults with low self-esteem?
Consider Erik Erikson’s theory. Why is it important for children in middle childhood to learn to do something and to do something well?
Suzy wants to follow the moral code established by her parents and teacher. She wants them to view her as obedient, cooperative, and productive. According to Kohlberg Suzy is functioning at the __________ stage of moral development.
How does the aggression of girls and boys differ? Why is it important for a child to learn self-regulation?
.
How are morality and religion similar and how are they different.docxsimonithomas47935
How are morality and religion similar and how are they different?
Discuss how your religious beliefs, or lack thereof, have shaped your own morality.
What is natural law theory? How does it compare to religion?
What criteria did Thoreau argue must exist before engaging in civil disobedience?
.
How are financial statements used to evaluate business activities.docxsimonithomas47935
How are financial statements used to evaluate business activities?
What is managerial accounting and how does it help businesses create a competitive advantage
What skills must be developed to evaluate company performance?
How are investment and operations alternatives evaluated and selected?
2pages
.
How are Japanese and Chinese Americans similar How are they differe.docxsimonithomas47935
How are Japanese and Chinese Americans similar? How are they different? After exploring your course material and outside sources, please share the differences and similarities on such topics as immigration patterns, family life, economic picture, etc. Be sure to cite your sources properly. At a minimum, students should include summarized (no direct quotes) information from the course text. Do not forget to include page numbers in your in-text citations!
.
Hot Spot PolicingPlace can be an important aspect of crime and.docxsimonithomas47935
Hot Spot Policing
"Place" can be an important aspect of crime and crime prevention. Behaviors occur across space and time. In the 1990's hot spot policing became a very popular topic.
In this paper, you need to address the following:
Define the concept of "Hot Spot" from the context of law enforcement,
Define the concept of "Hot Product" from the context of law enforcement,
Describe VIVA and CRAVE (as they relate to hot spots and hot products),
Identify a few products or objects that might be prime targets for crime, and
Indicate how these products or objects fit the ideas of VIVA and CRAVED.
.
HOSP3075 Brand Analysis Paper 1This is the first of three assignme.docxsimonithomas47935
This document provides instructions for the first assignment of a brand analysis paper. Students must choose a hotel brand and write a paper analyzing the brand using at least four sources. The paper should be organized using provided topic headings, including: brand overview and history; target markets; brand position; and brand elements. For each section, the document provides guidance on what information should be included. For example, for the brand overview and history section, it instructs students to provide a brief history and timeline of the brand, as well as information on the brand's geographic locations and parent company. MLA format is required.
Hou, J., Li, Y., Yu, J. & Shi, W. (2020). A Survey on Digital Fo.docxsimonithomas47935
Hou, J., Li, Y., Yu, J. & Shi, W. (2020). A Survey on Digital Forensics in Internet of Things IEEE Internet of Things Journal, I(1),1-15,.
Chen, J. & Zhu, Q. (2019). Interdependent Strategic Security Risk Management With Bounded Rationality in the Internet of Things. IEEE Transactions on Information Forensics and Security, 14(11), 2958-2971.
Borek, A. (2014). Total Information Risk Management: Maximizing the Value of Data and Information Assets (Vol. First edition). Amsterdam: Morgan Kaufmann
The readings this week discusses broad context of risk and investigative forensics. Part of risk management is to understand when things go wrong, we need to be able to investigate and report our findings to management. Using this research, or other research you have uncovered discuss in detail how risk and investigate techniques could work to help the organization. ERM helps to protect an organization before an attack, where as forensics investigate technique will help us after an attack - so lets discus both this week.
Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
.
How (Not) to be Secular by James K.A. SmithSecular (1)—the ea.docxsimonithomas47935
How (Not) to be Secular? by James K.A. Smith
Secular (1)—the earthly plane of domestic life as distinguished from the sacred.
Secular (2)—areligious, neutral, unbiased, “objective”
Secular (3)—a world in which it is possible to imagine not believing in God; religious belief is no longer axiomatic.
Cross-pressured—The simultaneous pressure of various spiritual options or the feeling of being caught between an echo of transcendence and the drive toward immanentization.
Immanent frame—A constructed social space that frames our lives entirely within a natural order, an order “whose working could be systematically understood and explained in its own term, leaving open the question whether this whole order had a deeper significance....” (Taylor, A Secular Age, p. 15)
Exclusive humanism—A worldview that is able to account for meaning and significance without any appeal to the divine or transcendence.
Self-transcendence—a turning of life toward something beyond ordinary human flourishing. (Taylor, p. 44)
Fullness—The human impulsion to find significance, meaning, value—even within an entirely immanent frame.
Spin—A construal of life in an immanent frame that does not recognize itself as construal. Does not grant plausibility to the alternative,
Take—A construal of life in an immanent frame that is open to appreciating the viability of other takes.
Modern Moral Order (MMO)—Understanding of morality that focuses on the organization of society for mutual benefit rather than obligation to higher or eternal norms.
Faith
Faith Development Theory and a Look at Faith Today
Definitions of Faith
Faith (in general) = one’s ultimate concern (Paul Tillich)
Religious Faith = a relationship with God which engages a person’s total personhood; (Fischer and Hart reading); personal knowledge of God (Richard McBrien)
Faith is not primarily belief in ideas but in God
Difference between faith and “the faith”—the latter usually refers to a collection of “beliefs”
Misunderstandings of the Meaning of Faith
1. Having faith is believing things, “assenting to truths”—the rationalist misunderstanding
2. Having faith is behaving morally—the moralist misunderstanding
3. Having faith is feeling something —the emotionalist misunderstanding
These are all aspects of faith but faith cannot be reduced to any one of these.
Key Points about Faith
1. “Faith seeks understanding and is a friend of reason.” (The United States Catholic Catechism for Adults) In the words of Vatican I, faith is “consonant with reason.” Faith and reason are compatible. Faith is not “blind faith.”
2. Although faith has a content (beliefs), what Christians believe in are not the formulas of faith but in the realities they express.
3. Faith is a commitment of the whole person, not just the intellect of the person.
4. Faith is both personal and communal.
Faith Development Theory
Fowler’s Stages of Faith
Similar to Lawrence Kohlberg’s Stages of Moral Development
Overview of the Stages.
Hopefully, you enjoyed this class on Digital Media and Society.Q.docxsimonithomas47935
Hopefully, you enjoyed this class on Digital Media and Society.
Question #1:
Has your impression of digital media and society changed after taking this class? How? What in your opinion is the future of digital media and the Internet?
Topic 2: One Takeaway
There are no readings assigned this week. Reflect on the weekly Read & Watch content you have been exposed to throughout the semester to craft your response.
Discussion:
There are many interesting concepts, ideas, and theories presented in this class. We talked Curly Fries, Filter Bubbles, Global Collaboration, Digital Divide, Privacy, Big Data...
Question #1:
What is the most important thing you have learned from this class? What is your Number One Takeaway?
.
hoose (1) one childhood experience from the list provided below..docxsimonithomas47935
hoose
(1) one
childhood experience from the list provided below. This list has been generated from the Australian Institute of health and Welfare (2020) Australia’s Children report.
Asthma in children aged 5-14
Type 1 diabetes in children aged 0-14
Brain cancer in children up to 14 years
Anxiety disorders in children aged 5-14
Dental decay in children over 12
Overweight/Obesity in children 5-14
School aged child living with an intellectual disability
Children experiencing homelessness
Low birthweight babies
Children who are exposed to or a victim of family violence
After researching the prevalence of your chosen childhood experience, develop a brief hypothetical case study (200 words or so) about a child and their family highlighting the health care setting in which you (the nurse) meet the family;
the case study helps to guide your essay and provide context for your reader.
To explore the impact of your chosen childhood experience on the child and their family in the case study you have developed, read widely and address the following prompts informed by
contemporary and relevant
developmental, nursing and family care theory:
Outline the prevalence in Australia of the childhood experience chosen and highlight the short term, medium term and potential long term health outcomes/impact on the child
Discuss the impact (protective or otherwise) of family, culture and environment on the identified health outcomes for children identified from prompt 1
Explore the impact of the chosen childhood experience on the learning and development of the child in the case study, in light of their age/stage of development
When you (the nurse) meet the family (as outlined in your case study) how might you engage therapeutically with the child and family? Outline age/development appropriate communication strategies that you could adopt to support child/family flourishing
Based on the chosen childhood experience selected and the case study specifics, provide two priority nursing actions/interventions with rationales, that would advocate for positive child/family health outcomes
This essay will be developed with an introduction, body and conclusion, with correct grammar and spelling and acknowledging sources using APA 7th Edition referencing style. Word count of 2000 words +/-10% will be maintained; inclusive of intext references, excluding reference list.
Rubric
Assessment 3: Case study and literature review
Assessment 3: Case study and literature reviewCriteriaRatingsPtsThis criterion is linked to a learning outcome1.Case study developed is clear, informative and feasible
5
PtsExceeds expectationsVery well considered case study. The child/family circumstances are realistic and comprehensively presented in light of the chosen childhood experience; the context of the family and nurse interaction is clearly defined.4
PtsMeets ExpectationsWell considered case study. The child/family circumstances are realistic and thoroughly present.
honesty, hard work, caring, excellence HIS 1110 Dr. .docxsimonithomas47935
honesty, hard work, caring, excellence
HIS 1110 Dr. G. J. Giddings
ANALYSIS PAPER: GREAT MIGRATION HISTORY AS TACTIC
4 pages; 4 “works cited”/reference sources (at least 1 primary source)
Related Course Outcome: Identify and analyze connections between individual events and national
historic events.
OPTIONS I
Analysis Paper: Migration As Tactic/
Solution
(Long Interviews as main resource) (4 pages)
Millions of African Americans escaped or ran away from their homes in the South to seek refuge
in the North. Explore your individual interviewees’ descriptions of problems (lack of opportunities, racial
terrorism, personal reasons, etc.) they faced in the South or wherever, and how they attempted to
escape these problems by choosing migration as a tactic or solution. Explore how the individual
migration stories connect to or compare with the general Great Migration “push” and “pull” factors,
which motivated so many African Americans to leave the South. To help draw these connections,
identify and compare the “pull” and “push” factors of the Great Migration as well as other related
course themes such as: leadership tactics, African America socio-economic and culture status/state,
protest; demographic shifts/changes, etc.
OPTIONS II
Analysis Paper: Migration As Tactic/
.
hoose one of the four following visualsImage courtesy o.docxsimonithomas47935
hoose one of the four following visuals:
Image courtesy of: Nike® 2013 advertisement
Image courtesy of: Parents magazine June 2011
Image courtesy of: Harley Davidson® advertisement
Image courtesy of: Bank of America advertisement
In a
2-3-page APA formatted paper with an additional reference page
(
template here
), analyze the strategic use of perceptual visual communication:
Analyze how specific semiotic visuals in your chosen image affect different cultural perceptions (age, ethnicity, social group, etc.).
Describe how each culture’s cognitive memories and experiences may affect how they perceive this image.
Explain why cultural perception is important to consider when working with international or global cultures.
Discuss why it is important to consider cultural perception when interacting with different age cultures and different social groupings.
Support the items above by including relevant quotes and paraphrases from academic/scholarly sources.
.
HomeworkChoose a site used by the public such as a supermark.docxsimonithomas47935
Homework
Choose a site used by the public such as a supermarket, doctor's office, library, post office, or department store and observe one or more key processes, the associated suppliers, inputs, process steps, outputs, customers, the measurement systems, and how the measurements are used to manage and improve the process. Submit a Word document in which you include the following:
Company visited.
Process observed.
SIPOC elements.
Process measurements.
Process management systems used.
.
Homework 2 Please answer the following questions in small paragraph.docxsimonithomas47935
The document contains homework questions asking about the conditions in Europe that led to the conquest of America, the effects of the conquest on native peoples and Europeans, the motives and backgrounds of Spanish conquistadors, and factors explaining how a small number of Spaniards conquered large indigenous empires.
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BBA 2010-16J-5A21-S1, Introduction to Business
Unit VI
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BBA 2010-16J-5A21-S1, Introduction to Business
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Course Resource Booklet (Final Submission Due)
Child Welfare Advocates have many resources available to them to assist those in need. The key is to know what resources are available. This assignment will require students to create resources on local and child welfare social services and present in a booklet format. This will be an ongoing course project as you learn about new resources in each module. As you continue with your classes, you may even choose to add additional resources.
Timeline
Module 1
— Course Resource Project assigned
Module 2
— Submit for instructor feedback – non-graded.
Students will submit the title page, introduction and one agency description in Module 2 for purposes of non-graded feedback.
Module 5
— Final Course Resource project due
Directions
Students will create a booklet that compiles information for twelve different agencies.
The twelve agencies must represent the following categories of general services. No category can be eliminated.
Adult Assistance — include one agency that specializes in helping the homeless
Child Development — include one agency that specializes in helping those in poverty
Family Support Services — include one resource on family violence
Health — include one agency that specializes in helping those with addiction
Legal — include the Guardian Ad Litem program
Mental Health
Each category should include:
A maximum of two agency resources for each category.
No more than one state agency may be included in each category.
Do not use the same agency more than once.
Agencies should be alphabetized by category.
Students should work on the Course Resource Booklet each module so they have a cumulative booklet ready for submission. Do not wait until the last minute.
Each local agency resource should include the following information. Use headings for components, as needed.
(See sample page attached.)
Name of Agency
Agency address (Domestic Violence shelters may use outreach center)
Website URL
Hours of Operation
Agency Description of 150 to 175 words
. This part of the resource booklet must be written and paraphrased in paragraph format and must include the following information:
(1.5 spacing for submission to instructor)
Mission/Purpose of the resource
Populations Served
Specific Type of Services
Eligibility Requirements
One strength and one limitation of the agency or its services
The final booklet should include:
A Title Page
Table of Contents
An introduction with a statement of purpose and definition of child welfare
Use paragraph form for agency description, strength and limitations of resource
Agency information should be alphabetized and spaced at 1.5
Use Times New Roman, size 12 font
Include page numbers
Be visually appealing and professional in appearance
Submit your document to Turnitin®. Turnitin® will tell you if you have copied text from o.
Homeless The Motel Kids of Orange CountyWrite a 1-2 page pa.docxsimonithomas47935
Homeless: The Motel Kids of Orange County
Write a 1-2 page paper double spaced using 12 point Calibri/Times New Roman font.
Your paper should be written using the “conflict” and “symbolic interactionism” perspective. 1) What was the premise of the video? 2) Give two examples of how the children understood the situation they are in. 3) Why or why not do you see hope for the children. 4) How did the video make you feel?
.
Home work 8 Date 042220201. what are the different between.docxsimonithomas47935
The document discusses two California government websites, waterboards.ca.gov and water.ca.gov and asks what the differences are between the agencies that run each site. It instructs the reader to visit both websites to learn more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1. Dania Galdo
Section 03ED
HOMO NALEDI FOSSILS
5
Homo Naledi Fossils
Homo naledi is an ape-human species discovered in South
Africa in the year 2013. The remains were found in the Rising
Star Cave System located near Johannesburg. It is estimated
that the fossils are about 200,000-300,000 years old, even
though many researchers disagree on the date.
Article 1
According to Barras (2017), in the year 2013 Lee Berger and his
colleagues from Johannesburg’s University of the
Witwatersrand discovered something extraordinary; they
discovered thousands of bones that are believed to belong to an
early human species. This new species was found inside a cave
system in South Africa, and will help researchers in knowing
the time of its existence and the way in which it fits in the
human evolutionary tree.
By the year 2015, the new species had been named Homo Naledi
and it had been discovered that no other researcher had ever
come across such species. Even though some of its skeletons
were similar to the modern human structure, parts of the
features were extraordinarily primitive, for example, its skull
was slightly bigger when compared to that of a chimpanzee.
However, it was hard for Berger and his team to establish the
age of the fossils. Without the age of the fossils, the majority of
the other researchers agreed that the real importance of
discovering the Homo Naledi to help understand human
2. evolution is not clear. However, speculations were that the H.
naledi could be 2 million and above years old and not less than
100,000 years old.
In April 2017, Berger and his team reported that they had
discovered a way of dating the fossils. According to an
interview with National Geographic magazine, Berger disclosed
that the fossils of the Homo naledi are aged between 300,000
and 200,000 years. However, a researcher said that the age of
the fossils is surprisingly young for such a species that still has
primitive characteristics present in fossils that are
approximately 2 million years. Examples of these primitive
characteristics are curved fingers, size of the brain, and its type
of hip joint, trunk, and shoulder.
According to Barras, (2017), it can be quite difficult to
establish the age of the bones of the H. naledi fossils. Many of
the available techniques that can be used by researchers have to
use isotopic analysis of the bone samples. In the case of the
Homo naledi fossils, Berger and his team are unwilling to
utilize the techniques as they will be forced to destroy small
samples of the fossils material. The other option can be used to
establish the age of the bones is through dating the layer of
sediments or rock that blankets the fossils. Unfortunately, the
H. naledi fossils were found in a cave, thus the sedimentary
layer found could not be dated easily. The other option for
working out the approximate age of fossils is comparing the
remains with other remains found beside them. In the case of
the H. naledi, there were no other species found alongside them.
Hence, it still remains unclear on how Berger and his team
established the age of the fossils. Nevertheless, reports are that
Berger and his team found another cave with H. naledi remains,
and it could be that the additional fossils were easier to date. If
the fossils are indeed 300,000-200,000 years, the only possible
scenario is that the Homo sapiens evolved in Africa
approximately 200,000 years ago, and if the H. Sapiens were
able to get to the South of Africa shortly after that, it is likely
3. they led to the H. naledi’s extinction.
Article 2
According to Greshko (2017), researchers from South Africa
discovered new species that is younger than their primitive body
suggests, and it is possible that the species was in the same
landscape with the early Homo sapiens. This discovery was
made in the year 2013 by two caver explorers from South
Africa. The remains were found in the Rising Star cave system
that is located near Johannesburg. This species is one of its
kinds that have ever been found in Africa. The species has a
tiny brain size with a torso and shoulders that are similar to
those of an ape. However, the species also has some
unwaveringly humanlike features. The species was named Homo
naledi, which is a Sesotho name for ‘star.’ A report published
on the elife magazine claimed that, a team of
paleoanthropologist from University of the Witwatersrand led
by Lee Berger estimated that the age of the fossils was about
236,000-335,000 years old. The team also discovered more
remains of the same species in another cave within the cave
system that the first remains were found.
If the dating of the fossils is what has been suggested so far, it
is likely that as the human species was evolving, it is very
probable that another small brained identical lineage was
developing from an earlier period, particularly, 2 million and
above years ago. The age proposed by the paleoanthropologists
could also mean that the fossils were connected to the early
Middle Stone Age. This fueled the possibility that the stone-tool
reported in South Africa during that time was not just the
handiwork of the modern humans.
Given that the age of the species cannot be verified, it becomes
more challenging to establish the exact position that the species
fall in the human family tree. Other studies done, dated the
fossils by comparing the structure of the teeth and skull with
4. other species, and it is likely that the age of the fossils date
back about 2 million years back. Another study claimed that the
fossils are about 912, 000 years (approximately a million years).
Most scientist disagree with the date given by Berger and his
team, claiming that there are too many unanswered questions
regarding the species thus, it is close to impossible to establish
how old the fossils are.
Studies on the Homo naledi continue to be done following the
discovery of more similar remains. Using the different types of
dating techniques, a group of nineteen scientists are trying to
unravel the possible age of the Homo naledi remains. These
scientists are not relaying on the available information, as they
find it misleading. However, scientists that have already studied
the remains argue that the remains should be more than one
million years old and not 200,000-300,000 years old as
suggested by Berber and his team.
Characteristics of Homo naledi
Two characteristics of the Homo naledi that are derived are its
humanlike skull and face, as well as, its teeth. Two
characteristics of Homo naledi which appear to be more
primitive are its skeletal features, and a small brain size.
Discrepancies in Interpretation
There were no discrepancies in the interpretation of the fossil
morphology of Homo naledi between the articles. Both articles
offered almost the same information regarding the morphology
of the Homo naledi. They both agreed on the species’ anatomy.
However, the articles differ in presenting the age of the
remains. Barras, (2017), claims that the remains are about
200,000-300,000 years old; while Greshko (2017) claims that
the remains are about 236,000-335,000 years old. Additional,
Greshko (2017) offers more information regarding studies done
to try date the age of the fossils.
References
5. Barras, C. (2017). Homo naledi is only 250,000 years old –
here’s why that matters. News Scientist. Retrieved from
https://www.newscientist.com/article/2128834-homo-naledi-is-
only-250000-years-old-heres-why-that-matters/
Greshko, M. (2017). Did This Mysterious Ape-Human Once
Live Alongside Our Ancestors? National Geographic Magazine.
Retrieved from
https://news.nationalgeographic.com/2017/05/homo-naledi-
human-evolution-science/
PROCUREMENT (MM)
CASE STUDY
BUAD3050: Information Technology Management- SAP case
study
Page 1 of 18
PROCUREMENT (MM) CASE STUDY
Table of Contents
6. Step 1: Create Purchase Order
······································································ 2
Step 2: Goods Recept Purchase
Order··························································· 10
Step 3: Enter Incoming Invoice
·································································· 13
Step 4: Post Outgoing Payments
································································· 16
Step 5: Submission of Document to Word
······················································ 18
Page 2 of 18
PROCUREMENT (MM) CASE STUDY
Step 1: Create Purchase Order
In this Procurement exericse, we will purhcase 20 water bottles
and 30 water bottle cages
7. from an existing supplier, Space Bike Composites. The bottles
cost $10.00 and the cages
$9.00. The three digits at the end of your User ID will be used
throughout the SAP
exerciese. For example, if your User ID is GBI-111, then 111 is
your User Number. In this
case study, 001 is used as the User Number – you will use your
User Number.
To create a sales order, follow the menu path:
Logistics ► Materials Management ► Purchasing ► Purchase
Order ► Create ►
Vendor/Supplying Plant Known
Menu
path
Figure
MM1-1
Double-click Vendor/Supplying Plant Known, the next screen
to appear is the Create
Purchase Order (Figure MM1-2)
Page 3 of 18
8. PROCUREMENT (MM) CASE STUDY
Figure
MM1-2
Close the Document Over by clicking Close.
To enter the Vendor number, click the search icon to the right
of Vendor.
The next screen is the Vendor Search screen (Figure MM1-3).
We will find the Vendor,
Space Bike Composites to complete the Purchase Order.
Please note that you will type in your User Number instead of
001 in the figure MM1-3.
Figure
MM1-3
Page 4 of 18
PROCUREMENT (MM) CASE STUDY
Figure
MM1-4
The Vendor List screen appear (Figure MM1-4) and double-
click Space Bike Composites.
9. Write the your Space Bike Composites’ number for future use.
After double-clicking on Space Bike Composites, the system
returns to the Create Purchase
Order screen (Figure MM1-5). You will enter three inputs,
Purch.Org, Purch. Group, and
Company Code. The last two digits of the inputs are zeros, not
the alphabet letter ‚‘O‘.
Page 5 of 18
PROCUREMENT (MM) CASE STUDY
Figure
MM1-5
Open the Header by clicking Header icon . Disregard the error
popup asking Enter
Purchaseing Org by clicking Ok button.
Enter Purch. Org. US00, Purch. Group N00, and Company Code
US00 (Figure MM1-
6). Then click the Enter icon at the top left of the screen .
Figure
MM1-6
10. Page 6 of 18
PROCUREMENT (MM) CASE STUDY
After clicking Enter, the system load more data on the screen.
Next, we will enter data
about the Material (the water bottles and cages) we are
purchasing (Figure MM1-7)
Open the item Overview by clicking the Item Overview icon
Click the first Material box, then click the search icon
Figure
MM1-7
This will load the Material Search screen (MM1-8). Select the
Material by Material Type
tab by clicking the Display List icon .
Enter HAWA for Material Type, *### (* and your User
Number) for Material then
Click search icon . (Figure MM1-8)
Page 7 of 18
11. PROCUREMENT (MM) CASE STUDY
Figure
MM1-8
Double click Water bottle.
Figure
MM1-9
When you return to the Create Purchase Order screen after
selecting Water Bottle, enter
PO Quantity (20), Delivery Date (Two weeks from today), Net
Price 10.00, Currency
USD, and Plnt MI00 (Figure MM1-10).
Page 8 of 18
PROCUREMENT (MM) CASE STUDY
Figure
MM1-10
Complete the second line, you can search for Water Bottle
Cages for Material, and enter
enter PO Quantity (30), Delivery Date (Two weeks from today),
12. Net Price 9.00,
Currency USD, and Plnt MI00 (Figure MM1-11)
Figure
MM1-11
Page 9 of 18
PROCUREMENT (MM) CASE STUDY
Click the Enter icon and then click the Save icon .
Figure
SD1-12
The Standard PO number will be displayed at the bottom of the
screen. Write down this
number for future use. And, grab a screen shot of the bottom
portion of the screen
showing both the PO Number AND your GBI-###. Paste the
screen shot into a Word
document used to document your work.
Click on the exit icon to return to the SAP Easy Access screen.
13. Page 10 of 18
PROCUREMENT (MM) CASE STUDY
Step 2: Goods Recept Purchase Order
Receive into inventory the stock items ordered from Space Bike
Composites in the previous
task. A goods receipt document will be created referencing our
purchase order
To create a goods receipt for a purchase order, follow the menu
path:
Logistics ► Materials Management ► Inventory Management
► Goods Movement
► Goods Receipt ► For Purchase Order ► GR for Purchase
Order (MIGO)
Menu
path
Make sure that Goods Receipt and Purchase Order are selected
in the dropdown lists.
Enter your PO number in the field next to them.
14. Figure
MM2-1
After you PO number is entered, press Enter or click the Enter
icon which will populate
your PO data into the fields (Figure MM2-2).
You should see two lines with 20 ea for Water Bottle and 30 ea
for Water Bottle Cage.
If the background color in Line 1 or 2 is blue, then close the
detail data section by clicking
the Detail Data icon .
Page 11 of 18
PROCUREMENT (MM) CASE STUDY
Figure
SD2-2
Checking OK box and Enter TG00 for SLoc (Storage location).
Figure
MM2-3
15. Finally, to post your goods receipt.
Page 12 of 18
PROCUREMENT (MM) CASE STUDY
The Material document number will be displayed at the bottom
of the screen. Write down
this number for future use. And, grab a screen shot of the
bottom portion of the
screen showing both the Material document Number AND your
GBI-###. Paste the
screen shot into a Word document used to document your work.
Click on the exit icon to return to the SAP Easy Access screen.
Page 13 of 18
PROCUREMENT (MM) CASE STUDY
16. Step 3: Enter Incoming Invoice
Enter an invoice received from Space Bike Composites for
470.00 associated with the recent
PO and goods receipts. This invoice will be posted to an
existing G/L expense account in
your Chart of Accounts and saved as an Accounts Payable to
Space Bike Composites
To record the picking of the material, we change the delivery
document. To change the
delivery document, follow the menu path:
Logistics ► Materials Management ► Logistics Invoice
Verification ► Document
Entry ► Enter Invoice
Enter today’s date as Invoice date using F4 and enter the
amount from the invoice above
(470.00) in the Amount field and select XI as Tax Code (field
next to Tax Amount). Then,
type in Your Number ### as Text and click on .
Figure
MM3-1
Enter (or find) your PO number in the middle of the screen
(next to the drop-down field
with Purchase Order/Scheduling Agreement) and press Enter or
click on .
The system loads vendor data and displays the updated Invoice
screen.
Enter TX0000000 in the Jurisd. Code field.
17. Page 14 of 18
PROCUREMENT (MM) CASE STUDY
Figure
MM3-2
Click on to save the Invoice document.
Write down this number for future use. Grab a screen shot of
the bottom portion of
the screen showing both the Invoice Number AND your GBI-
###. Paste the screen
shot into a Word document used to document your work.
Figure
MM3-3
Click on the exit icon to return to the SAP Easy Access screen.
Page 15 of 18
18. PROCUREMENT (MM) CASE STUDY
Step 4: Post Outgoing Payments
Issue a payment to your Space Bike Composites vendor to
settle their entire Accounts
Payable balance. Note that the amount due to them includes
both of the invoices that you
have previously entered
To post payments to a vendor, follow the menu path:
Accounting ► Financial Accounting ► Accounts Payable ►
Document Entry ►
Outgoing Payment ► Post
In the Post Outgoing Payments: Header Data screen, enter (or
select) today’s date as
Document Date.
In the Bank data field group, enter Account 100000 (Bank
Account), the amount you are
going to pay (470), and your number in the Text.
In the Open item selection field group, your vendor number
105### for Space Bike
Composite in the Account box.
Page 16 of 18
19. PROCUREMENT (MM) CASE STUDY
Figure
MM4-1
Select . This will produce the following screen.
Invoices selected will be displayed in blue. At the bottom of the
screen, you should see that
the total amount has been fully assigned.
Page 17 of 18
PROCUREMENT (MM) CASE STUDY
Figure
MM4-2
The Post Payment Document is updated and Document number
screen appears.
Figure
MM4-3
Grab a screen shot of the screen showing both the Post Payment
Document Number
20. AND your GBI-###. Paste the screen shot into a Word
document used to document
your work.
Click on the exit icon to return to the SAP Easy Access screen.
Page 18 of 18
PROCUREMENT (MM) CASE STUDY
Step 5: Submission
Write your name and GBI-### User ID at the top of the Word
document and ensure
that it contains screen shots with the following elements and
submit to Blackboard.
Screen Shot #1: Standard PO (5 points)
Screen Shot #2: Material document number (5 points)
Screen Shot #3: Invoice document number (5 points)
21. Screen Shot #4: Post Payment document number (5 points)
The Post Payment Document is updated and Document number
screen appears.
Figure
MM4-3
SALES AND DISTRIBUTION (SD)
CASE STUDY
BUAD3050: Information Technology Management- SAP case
study
Page 1 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
23. Page 2 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Step 1: Create Sales Order
To create a sales order, follow the menu path:
Logistics ► Sales and Distribution ► Sales ► Order ► Create
This will produce the following screen.
Menu
path
Figure
SD1-1
Double-click Create, the next screen to appear is the Create
Sales Order: Initial screen
(Figure SD1-2)
Figure
SD1-2
24. Enter Order Type OR (Standard order), UE00 (US East), WH
(Wholesale), and BI
(Bicycles).
Page 3 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD1-3
Click the Search icon to the righ of Sold-To Party box . This
will produce the next pop-
up search window shown in SD1-4
Figure
SD1-4
Search using the Customer (general) tab. If the Customer tab is
not selected, click the
Display List icon . Then select the Customers (general) choice
as shown. Enter last three
digit of your user ID ### in the Search term box, then click the
Search icon
25. Page 4 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD1-5
A list of customers is shown (Figure SD1-5). After double-
clicking on the PHILLY
BIKES, you are returned the Create Standard Order: Overview
screen (SD1-6). Notice that
the PHILLY BIKES ID number appears in the Sold-To Party
box.
Figure
SD1-6
Enter the PO number (654321) provided by PHILLY BIKES to
link between the Purchase
Order and Sales Order. Enter PO Date (Today’s date) and
Req.delv.date (One week from
today). Click the Enter icon , and a warning pop-up widonw will
appear (Figure SD1-7)
26. Page 5 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD1-7
Click the Enter icon to continue .
Figure
SD1-8
On this screen, we will enter the Material we are selling. To
find the material number for
the Deluxe Touring Bike Black, click the Material box as shown
and click the Search icon
Page 6 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
27. SD1-9
Search using the M:Material by descrition tab. If the M:Material
by descrition tab is not
selected, click the Display List icon . Then select the
M:Material by descrition choice
as shown. Enter *###* in the Material box, then click the
Search icon
Figure
SD1-10
Double click DELUXE TOURING BIKE (BLACK). This will
return you to the Create
Standard Order: Overview screen. Then material number for the
DELUXE TOURING
BIKE (BLACK) is now displayed in the Material column
(Figure SD1-11)
Page 7 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD1-11
Enter Order Quantity (5) then click the Enter icon .
28. System will check availability and retrieve Item Number, Total
Weight, Net Value and
other data.
Click the Save icon to save the Sales Order.
Page 8 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD1-12
Click on the Cancel button if you have a Print pop-up.
The Standard Order number will be displayed at the bottom of
the screen. Write down this
number for future use.
Click on the exit icon to return to the SAP Easy Access screen.
Page 9 of 20
29. SALES AND DISTRIBUTION (SD) CASE STUDY
Step 2: Creat Oubount Delivery Document
To start the process that will fulfill The PHILLY BIKES’s
order, we need to create a
delivery document. To do this, follow the menu path:
Logistics ► Sales and Distribution ► Shipping and
Transportation ► Outbound
Delivery ► Create ► Single Document ► With Reference to
Sales Order
This will produce the following screen.
Menu
path
Figure
SD2-1
Enter MI00 for Shipping Point.
Enter a selection date one week from today (you can use F4 to
call up the calendar
window).
Then click on the enter icon .
Figure
SD2-2
30. Page 10 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
The Outbound Delivery Create: Overview screen is displayed
containing the data from the
Sales Order (Figure SD2-2).
Click the Save icon to save the Sales Order. By saving the
document, the SAP system
ensures that the material is available and can meet the delivery
date.
After clicking on , a delivery document will be created with a
unique document number.
Write down this number for future use. (Figure SD2-3)
Figure
SD2-3
Click on the exit icon to return to the SAP Easy Access screen.
31. Page 11 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Step 3: Change Oubount Delivery Document (Pick Materials)
When a sales order is picked, the material is moved from a
storage location to the packing
area. The picking, packing and shipping activities are
accomplished by the warehouse
manger.
To record the picking of the material, we change the delivery
document. To change the
delivery document, follow the menu path:
Logistics ► Sales and Distribution ► Shipping and
Transportation ► Outbound
Delivery ► Change ► Single Document
This will produce the following screen.
Figure
SD3-1
The Outbound Delivery document number should be loaded. If
the document number does
not load, enter the Oubbound Delivery document number you
wrote down at the end of Step
2.
After clicking on the enter icon , you will get the following
screen Outbound Delivery
Change: Overview(Figure SD3-2).
32. Page 12 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD3-2
Notice in the item detail seciont that the Item Overview tab has
been selected.
Click on the Picking tab, then enter FG00 for SLoc (storage
location) and the appropriate
quantity for the picked quantity (5 for DXTR1###). Click on to
save the picking
information. You should get the following message at the
bottom-left corner of the screen.
Figure
SD3-3
Click on the exit icon to return to the SAP Easy Access screen.
33. Page 13 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Step 4: Change Oubount Delivery Document (Post Goods
Issue)
After the picking materials, Global Bike Inc. accomplishes
packing activity. Posting
(Shipping) occurs next.
To post the goods issue (change the possession of the material
from Global Bike Inc. to The
PHILLY BIKES), follow the menu path:
The menu for this activity Change Outbound Delivery is the
same as the Step 3.
Logistics ► Sales and Distribution ► Shipping and
Transportation ► Outbound
Delivery ► Change ► Single Document
This will produce the following screen.
Figure
SD4-1
Confirm the Outbound Delivery document number which is
already loaded. If the document
number does not load, enter the Oubbound Delivery document
number you wrote down at
the end of Step 3.
34. With the correct delivery document number filled in, click on
the Post Goods Issue icon.
You should get the following message at the bottom-left corner
of the screen.
Figure
SD4-2
Click on the exit icon to return to the SAP Easy Access screen.
Page 14 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Step 5: Create Invoice for Customer
With the delivery complete, the customer can be invoiced. This
activity creates an invocie
for DELUXE TURING BIKE (BLACK) and the invoice is sent
to the customer. To do this,
follow the menu path:
Logistics ► Sales and Distribution ► Billing ► Billing
Document ► Process Billing
35. Due List
This will produce the following screen.
Figure
SD5-1
The first screen is the Maintain Billing Due List (Figure SD5-1)
Enter UE00 for Sales Organization and your customer number
for Sold-To Party.
Then, click on the Display Bill List icon. This will produce the
following screen.
Page 15 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD5-2
The bill list will be displayed with new bill highlighed like
Figure SD5-2
Select you line item and click on Collective billing document,
which will produce the
following screen.
36. Figure
SD5-3
After you click the Collective Billing Document icon, the
background color of this row will
disappear. Click on the Cancel button if you have a Print pop-
up.
The Maintain Billing List screen now complete. The billing data
is automatically saved.
Click on the exit icon twice to return to the SAP Easy Access
screen.
Page 16 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Step 6: Post of Incoming Customer Payment
We sent a bill to PHILLY BIKES in the Step 5. After The
PHILLY BIKES mails its
payment $15,000, it needs to be recorded. To do this, follow the
menu path:
Accounting ► Financial Accounting ►Accounts Receivable
37. ► Document Entry ►
Incoming Payments
This will produce the following screen. Post Incoming Payment:
Header Data
Menu
path
Figure
SD6-1
The first screen is Post Incoming Payment: Header Data.
Enter to enter the Today‘s date for the document date. Enter
US00 for Company Code,
USD for Currency/Rate, 100000 for Account, and 15,000 for
amount.
Under Open item selection, enter your PHLLY BIKES customer
number (3###) for
Account.
Click the Process Open Items button.
Page 17 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
38. Figure
SD6-2
The Not assigned value should be 0.00 as shown Figure SD6-2.
If the Not assigned field does not show a 0.00 balance, double-
click on the 15,000 amount
to assign the payment to the accounts receivable. Then click on
the save icon to post the
payment. The system will assign a document number
automatically.
Figure
SD6-3
Click on the exit icon , which will produce the following pop-up
window.
Figure
SD6-4
There is no data to be lost, so click on the Yes icon to return to
the SAP Easy Access menu.
Yes
39. Page 18 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Step 7: Review Document Flow
The document flow tool links all documents that were used in
The PHLLY BIKES‘ sales
order. Again, there are many ways to access the document flow
tool. One way is to start by
displaying the sales order document.
To display the document flow, follow the menu path:
Logistics ► Sales and Distribution ► Sales ► Order ►
Display
This will produce the following screen.
Figure
SD7-1
The Sales Order document number should be loaded. If the
document number does not
load, enter the Sales Order document number you wrote down at
the end of Step 1.
To access the document flow tool, follow the pull-down menu
path:
Environment ► Display document flow
40. Page 19 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD7-2
The document flow for The PHLLY BIKES will look like the
following (Figure SD7-3).
Review the documents for The PHLLY BIKES‘ order. You
may select any document and
click on to look at it in detail.
Page 20 of 20
SALES AND DISTRIBUTION (SD) CASE STUDY
Figure
SD7-3
Capture the Document Flow screen and paste into MS-word
document. Be sure that your
41. GBI USER ID is in view (in the status area of the SAP window).
Save the word documet as
‘ yourlastname_SAPSDcase.docx‘ and submit on the
blackboard.
Standard Order status: completed 4pt.
Outbound Delivery status: completed 4pt.
GD goods issue status: completed 4pt.
Invoice status: completed 4pt.
Accounting document status: cleared 4pt.
Click on the exit icon to return to the SAP Easy Access screen.
SAP Case Study
In this assignment you are to work through the cash to cash
business cycle and processes using
SAP.
Specific instructions for the assignment are in the Sales Case
Study (document: SD Case
Study.pdf) and Materials Management Case Study (document:
MM Case Study.pdf). Read
those documents and complete the steps outlines therein.
42. Before starting the case study – (after successfully logging in to
SAP), set your environment to
display your USER ID in the status area. The screen below will
help you make that setting.
You will be required to capture screen shots to document your
progress and completion of the
case study. Your USER-ID must be in view on those screen
shots. Copy and paste the screen
shots into a Word Document – identifying the Case Study and
step being captured. Organize
those screen shots and ensure that the data is easily read.
Put your name and your assigned GBI UserID (GBI-###) at the
top of the Word document, insert
your screen shots and submit it to Blackboard.