This document discusses human evolution and the evidence from fossils that show how humans developed from early hominids. It provides a timeline of major hominid species like Australopithecus, Homo habilis, Homo erectus, and Homo sapiens. It describes changes in anatomy that characterize human evolution like the positioning of the foramen magnum, increased brain size, flatter faces, and changes in teeth and jaw structure. The document also discusses where the oldest hominid fossils have been found, with East Africa considered the likely "cradle of humankind." Key sites in South Africa like Sterkfontein are also mentioned where many important early hominid fossils have been discovered.
The Theory of Evolution and its limitsRemy Taupier
The laws of Natural Selection explain the adaptation of a species (why we have dogs, or horses or tortoise of different colors, shapes and sizes) but not the evolution of a species into another species. To this day no scientific fact can prove the Theory of Evolution to be true. Evolutionists live with the hope that one day Science will prove them right. It's just a belief.
Description :
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
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Anthroplolgical concepts in clinical orthodontics/ dental implant coursesIndian dental academy
Description :
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Anthroplolgical concepts in clinical orthodonticsprosthodontic coursesIndian dental academy
Description :
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Anthroplolgical concepts in clinical orthodontics/ oral surgery courses Indian dental academy
Description :
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
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Could someone read over this paper and tell me how it reads so far a.pdfssuserc77a341
Could someone read over this paper and tell me how it reads so far and changes that could be
made? it is a rather rough draft. It is supposed to be a specific to general flow. The instructions
were very vague. Here is the rubric.
EEB 353 Specimen-based writing rubric (~800 - 2,000 words)
2pts: Does your essay begin with one or two particular vertebrate specimens?
2pts: Does your essay follow a specific-to-general flow?
2pts: Do you lead the reader to an insight or question of broad significance for understanding
evolution, ecology, or behavior? (**note: this component will be weighted more heavily in the
second essay)
2pts: Do you provide adequate references to reputable academic sources?
2pts: Are your writing mechanics and voice appropriately sophisticated and mature?
Here is my paper (still needs work on the ** section)
Are We Really the Best in Every Way?
The Evolution of the Human Nose and Olfactory Senses
By: – Feb 24th, 2017
Nestled inside the Hesler Biology building in room 603 is a skull weighing approximately 2.2
lbs. It has an approximate width of 6.5 inches and length of 8.5 inches. It has large eye sockets at
the front of it’s head, two zygomatic arches, two nasal bones, two inferior nasal concha, and is
missing the mandible. It belongs to Homo sapiens, creatures known commonly as “humans”.
Known to roam the entirety of Earth, Homo sapiens were larger than their other Homo
counterparts. Their name means “wise man”, as Homo sapiens were considered to be the most
intelligent of the human species.
A noticeable portion of the human skull is the space made for the nose, including the two nasal
bones and two inferior nasal concha. The nose is a portion of the human face that protrudes off
of it, bearing the nostrils. Nasal cartilage and bones make up the shape of the nose as well as its
size. The nose takes in odorants to obtain information from the surrounding air, as well as
playing a part in conditioning inhaled air. This inhalation makes the air more humid, and the
hairs within the nose prevent large particles from the air from getting into the lungs. While the
space for the nose is rather large, the human skeleton does not have a protruding skull leading to
a pointed nose like many other mammals. The emphasis on the olfactory senses has taken a
possible back seat to the other senses, including visual and hearing. We look to the humans close
relatives, the Great Apes, to get a broader view of how the olfactory senses have changed.
The Great Apes shared a most recent common ancestor with the humans somewhere between
150,000 and 200,000 years ago. The Great Apes consist of the gorilla, chimpanzee, bonobo, and
orangutan. They are of greater intelligence than their counterparts, the “lesser” apes. They have a
sense of self, and can recognize themselves when placed in front of a mirror as well as think
abstractly, learn ways of communication (such as sign language), and use simple tools.
Chimpanzees are the closest relatives to humans w.
https://userupload.net/69zxggv1yww1
The mouth and teeth play an important role in social interactions around the world. The way people deal with their teeth and mouth, however, is determined culturally. When oral healthcare projects are being carried out in developing countries, differing cultural worldviews can cause misunderstandings between oral healthcare providers and their patients. The oral healthcare volunteer often has to try to understand the local assumptions about teeth and oral hygiene first, before he or she can bring about a change of behaviour, increase therapy compliance and make the oral healthcare project sustainable. Anthropology can be helpful in this respect. In 2014, in a pilot project commissioned by the Dutch Dental Care Foundation, in which oral healthcare was provided in combination with anthropological research, an oral healthcare project in Kwale (Kenia) was evaluated. The study identified 6 primary themes that indicate the most important factors influencing the oral health of school children in Kwale. Research into the local culture by oral healthcare providers would appear to be an important prerequisite to meaningful work in developing countries.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Chapter 3 - Islamic Banking Products and Services.pptx
Evolution Part 2
1.
2. 1.1. Our Place in the AnimalOur Place in the Animal
KingdomKingdom
Scientists use evidence to show how
organisms are related in the form of
diagrams called
PHYLOGENETIC TREES.
3.
4. Diagram showing a phylogenetic tree for the vertebratesDiagram showing a phylogenetic tree for the vertebrates..
5. ACTIVITY 7ACTIVITY 7
The diagram on the next page shows an
imaginary phylogenetic tree from a group of
organisms over the last 50 million years. The
organisms have been given a number instead of a
name so that they are easier to work with. Use the
phylogenetic tree to answer the questions that
follow:
6. 1.What number is the common ancestor to
all these organisms?
2.What does the shaded circle signify in this
phylogenetic tree diagram?
3. Which organism could be considered a
living fossil?
4. How would you say that organism 110 is
related to organism 105? Choose one of
the following answers:
(i) Not at all (ii) distantly
(iii) closely (iv) very closely
5. Of the 110 different species shown, what
percentages of them are extinct?
7. Phylogenetic diagram showing where the order Primates belongs in the Animal Kingdom
Phylum Chordata Class Mammalia
Order Monotremata
“Egg Layers”
Order Proboscidea
“Elongated Mouthpart”
Order Sirenia
“Aquatic Herbivores”
Order Xenarthra
“Toothless”
Order Lagomorpha
“Jumping Herbivores”
Order Carnivora
“Sharp-Tooth Meat Eaters”
Order Artiodactyls
“Even-Toed Hooved”
Order Cetacea
“Aquatic Carnivores”
Order Marsupialia
“Pouched”
Tubulidentata
“Tube-Toothed”
Hyracoidea
“Short legs and tail”
Rodentia
“Gnawing Hervivores”
Order Primates
“Opposable Thumbs”
Order Perissodactyla
“Odd-Toed Hooved”
Order Chiroptera
“Adapted for Flight”
Order Eulipotyphla
“Insectivores with Snouts”
Cetacea
Eulipotyphla
Proboscidea
Xenartha
8.
9. Dave. ‘A bloke on the telly just said that before we
were humans we were monkeys’.
Mick. ‘What were we before that?’
Dave. ‘ I don’t know. I can’t even remember being a
monkey’
23
11. Dave seems to think that evolution can take place in a
person’s lifetime. This is pretty bizarre, even for Dave.
He has also confused monkeys with apes. Our nearest
relatives are apes (chimpanzees and gorillas), not monkeys.
He makes the common error that, e.g. fish, as we know
them today gave rise to amphibia and, by the same
reasoning, apes, as we know them, gave rise to humans.
The correct interpretation of the evidence is that apes and
humans had a common ancestor which was neither ape nor
human.
In the course of evolution, this common ancestor produced
two lines of descendants, culminating in modern day humans
and modern day apes.
25
14. Relative number of species
400 million
years ago
fish
amphibia
reptiles
birds
mammals
100 million
years ago
200 million
years ago
300 million
years ago
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Possible lines of evolution
13
15.
16.
17.
18. Characteristics we share with theCharacteristics we share with the
PrimatesPrimates
Enlarged and a more complex braincomplex brain relative to body size.
A reduced snoutreduced snout and olefactory region.
EyesEyes located in the front of the skullfront of the skull and look forward.
Mobile opposable thumbopposable thumb (for gripping)
Digits have flat nailsflat nails. Fingertips are bare and rich in nerve
endings making them sensitive allowing for precision work.
Long slender limbs rotate freelylimbs rotate freely at shoulder and hips.
Ability to sit upright.sit upright.
22. us Different from Other
Primates
•BipedalismBipedalism
•Position of foramen magnumPosition of foramen magnum
•Flat FaceFlat Face
•DentitionDentition
•A larger brainA larger brain
23. All primates can sit
upright and walk on two
feet occasionally.
Apes climb and swing in
trees.
Humans are able to walk
upright all the time.
24.
25.
26. BipedalismBipedalism offers the following
advantages.
•Hands are free for carrying food and tools.
•A better view of the surroundings when searching
for food or predators.
•Movement is more efficient.
•Faster cooling of the body.
28. Position of the foramenforamen
magnummagnum
Because our foramen
magnum is in the centre
of our skull our skull
balances on the first
vertebra so little
muscular energy is used
to support the skull.
29. Larger
Brain
We have a greater
cerebrum.cerebrum.
The cortex has more
foldsfolds: increasing surface
area.
Cerebellum is enlargedCerebellum is enlarged:
allowing for fine motor
control.
Speech and languageSpeech and language
centres more developed.
32. Diagram showing the prognathous African Ape (left)
and flat face Homo sapiens (right)
33. Our face appears flatterOur face appears flatter
because:because:
Our foreheads don’t
slope backwards.
Our lower jaw has a well
developed chin.
The bones of the nose
and jaws do not stick out
as much we are not
prognathous.prognathous.
34. Palate Shape
Ape HumanApe Human
Our teeth and jaws are smaller because we
use weapons to defend ourselves and use
food cutters.
35. Our teethteeth and jawsjaws are much smallersmaller
than the apes
Human canines are smaller.
Canines in male apes are
larger than female apes. Used
when fighting for mates.
Jaws of apes are U-shaped.
Jaws of humans slightly
curved.
3.1.4.3
3.1.4.3
2.1.3.3
2.1.3.3
2.1.2.3
2.1.2.3
36. Brow RidgesBrow Ridges
African apes
have a cranial
ridge for the
attachment of
large jaw
muscles.
Brow ridges
resist stresses
set up by
chewing action
in apes.
40. Changes in structures thatChanges in structures that
characterize Humancharacterize Human
EvolutionEvolution
Foramen magnumForamen magnum moves to a more forward
position.
A more rounded skull.rounded skull.
An increase in craniumincrease in cranium size.
Face is flatterFace is flatter: less sloping forehead, less
protruding jaws (decrease prognathous) a more
developed chin, rounded jaw and changes in
dentition.
An increase in the size of the skeletonincrease in the size of the skeleton.
41.
42.
43.
44. Mt DNA can be used to answer questions such as:
Are 2 people related
to the same
mother/
grandmother?
How long ago did
the first modern
people appear?
Are all humans
descended from 1
group of hominids?
If humans descended
from 1 group, when
and where did it live?
47. Cultural Evidence of humanCultural Evidence of human
evolution.evolution.
Only HominidsOnly Hominids can make tools.
Types of tools carious Hominids made and used shows
an increase in their complexityincrease in their complexity.
This correlates with an increase in brain capacityincrease in brain capacity.
54. The first australopithecine fossil ever discovered was
at Taung in the Northern Cape, by Professor Raymond
Dart of Wits Medical School in 1924.
It had features intermediate between
apes and humans:
• Chimp-size small brain
• Walked on 2 legs
• Had human-like teeth
55. Johanson &vEdgar 1996
Taung Child
Mrs. Ples Little Foot
Australopithecus africanus
‘southern ape of Africa’
3.5 – 2.5 Mya.
56. Bob Brain suggested that australopithecines
were sometimes the prey of leopards, and that
their bones accumulated in caves because they
fell from the trees where leopards were feeding.
Manganese dioxide
57. Berger and Clarke
suggested that eagles
may also have preyed on
the australopithecines
and that the Taung Child
represents the food
remains from an eagle
nest.
This based on claw
indentations on the skull, and
associated fauna, including
eggshells.
63. Homo habilisHomo habilis
45% larger than Lucy
(700ml) speech part
enlarged.
Skull in line with vertebral
column.
Face flatter and rounded.
Tools helped with eating
meat.
Division of labour: some
hunted others gathered
food.
Beginning of development
of society and culture.
67. Homo erectusHomo erectus
Brain 1000ml
Pronounced brow ridges
Flatter face and nose that projects
like ours.
(This implies movement to a drier
environment since more moisture
could be absorbed from the air)
Bipedal
Controlled fire
Language evolved
Infants born in an immature state.
70. • Complex tool
technology.
• Manufactured pottery
goods.
• Art: engravings,
ornaments, beads.
• Burial sites: life after
death.
• Complex language
(50 000 years ago)
• Industrialization
Our technologies allow
us to…
•See much further.
•See small organisms.
•Hear things far away.
•Move faster than the
speed of sound.
•Carry heavy loads in
many directions.
76. A lot of fossil finds indicate that humans originated in Africa.
77.
78. DNA on Y chromosome is passed from father to son.
Mutations on Y chromosome can be traced through male
ancestry.
Male lineage traced to a common ancestor who lived in
East Africa 60 000 years ago.
79.
80.
81. Ardipithecus ramidus TIM WHITE 1992, ETHIOPIA
Primitive form of bipedalism.
No knuckle walking.
Reduced canines and smaller
premolars.
82. Australopithecus afarensis DON JOHANSON ETHIOPIA 1994
Early bipedalism: position of
foramen magnum, shape of spine.
Big toe in line with rest of foot.
Reduced canines and smaller
premolars.
83. Australopithecus bosei
Nutcracker man
MARY LEAKEY 1959 TANZANIA
Canines and incisors similar to
humans.
Shape of spine, size of pelvis, and
position of foramen magnum
indicate bipedalism.
Big toe in line with rest of foot.
85. Homo erectus
Turkana boy
RICHARD LEAKEY 1984 KENYA
Bipedalism.
Body proportions same as humans.
Cranium much bigger relative to
size of face.
Small teeth.
86. Homo sapiens
Omo fossils
RICHARD LEAKEY 1967 ETHIOPIA
Very large cranium.
Flat forehead and small brow ridge.
Small lower jaw with projecting
chin.
Light skeleton build.
91. Homo sapiens
RONALD SINGER 1960
CHRISTOPHER HENSHILWOOD 1991
WESTERN CAPE
Large brain.
Flat forehead, small brow ridge.
Small lower jaw, projecting chin.
Lighter build.
Early art.
92. A phylogentic tree showing human development
• Foramen magnum moves
forward.
• Bipedalism.
• Increase size of cranium
and brain.
• Flatter face: less
prognathous and more
developed chin.
• A more rounded jaw.
• Increased size of skeleton.
• Change in dentition:
2:1:2:3
2:1:2:3
93. Search for the cradle ofSearch for the cradle of
humankindhumankind
The place of our origin is called the “cradle of
humankind”.
South Africa was thought to be the cradle of
humankind however the oldest fossils have been
found in East Africa.
95. Cradle of Humankind WorldCradle of Humankind World
Heritage SiteHeritage Site
Fossils include hominoid species, stone tool cultures, plant
and animal fossils.
96.
97.
98.
99. Map showing location of key eventsMap showing location of key events
In history of life relevant to SA.In history of life relevant to SA.
100. The difference between the Cradle of Humankind
and the cradle of humankind.
The Sterkfontein, Swartkrans, Kromdraai and Environs World
Heritage Site is often referred to as
““The Cradle of Humankind”The Cradle of Humankind”
(note the capital C and H).
When scientists refer to the
““cradle of humankind”cradle of humankind”
(note the small letters), they are referring to the place where our
earliest hominid ancestors have come from.
Since the oldest hominid fossil has been found in Chad, central
Africa has a better claim to the ‘cradle of humankind
101. Evolution is no longer considered aEvolution is no longer considered a
hypothesis: it is one of the great unifyinghypothesis: it is one of the great unifying
theories in biology.theories in biology.
In science , the word theory is reserved forIn science , the word theory is reserved for
those conceptual schemes that arethose conceptual schemes that are
supported by a large number ofsupported by a large number of
observations and have not yet been foundobservations and have not yet been found
lacking.lacking.
The theory of evolution has the same statusThe theory of evolution has the same status
in biology that the germ theory of diseasein biology that the germ theory of disease
