A Closer Look at Lucy: Sexual Dimorphism and Speciation in Australopithecus
In his peer-reviewed article, “Sexing fossils: a boy named Lucy?,” James Shreeve discusses, in detail, a study on sexual dimorphism and possible speciation in Australopithecines in Hadar, Ethiopia, based on the famous A. afarensis specimen, “Lucy.” In the article, “Lucy’s kind takes humanlike turn,” the author addresses sexual dimorphism and speculates on sex-based differences in behaviors in A. afarensis. The two articles have differences and commonalities with each other in content and both present research methods and conclusions on topics including sexual dimorphism, sex-based behaviors, and speciation in Australopithecines, which receive critical analysis.
A study performed by Martin Hausler and Peter Schmid of the University of Zurich, Switzerland, appeared in the October 1995 issue of Journal of Human Evolution, igniting controversy over the 1974 Australopithecus discoveries in Hadar, Ethiopia. The most famous of the Hadar specimens is the 3-million-year-old skeleton, “Lucy,” who was recovered by paleoanthropologist, Donald Johanson. In his article, Shreeve presents the methods and findings of Hausler and Schmid’s study as well as some counter arguments from other scientists in the field.
Hausler and Schmid suggest that speciation exists within the Hadar Australopithecines – that the specimens represent not just one species (afarensis), but two. To support their view, the scientists use calculations showing the sexual dimorphism (the presence of characteristics that differ between male and female members) among Australopithecines. Again, by studying sexual dimorphic traits, the scientists claim that “Lucy” is possibly male, not fema...
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...“Sexing fossils: a boy named Lucy?,” a peer-reviewed article by James Shreeve, and the article “Lucy’s kind takes humanlike turn” address subjects including sexual dimorphism, sex-based behaviors, and speciation of Australopithecines. While the two articles differ in the research and findings presented, they share a main, significant conclusion about Australopithecines, which is the sexual dimorphism in body size. Male A. afarensis are evidently larger than females, although there is some disagreement as to how much larger (the degree of sexual dimorphism).
Works Cited
B.B. (2003). Lucy’s kind takes humanlike turn. Science News, 164, 3, p45(1).
Retrieved April 5, 2004 from Infotrac Onefile database.
Shreeve, James. (1995). Sexing fossils: a boy named Lucy? Science, 270, 5240,
p1297(2). Retrieved April 5, 2004 from Infotrac Onefile database.
“Analyses of the hominid indicate that they belonged to a previously unidentified species, which anthropologist Yohannes Haile-Selassie of the Cleveland Museum of Natural History and his colleagues are calling this species Ardipithecus Kadabba. Previous fossil finds from the identical genus has suggested that hominids called kadabba were instead a subspecies of the only other known Ardipithecus species, Ardipithecus ramidus”(Bower 2004). This new hominid is being addressed presently as Ardipithecus ramidus kadabba. “While Ardipithecus ramidus kadabba is not the sought-after link—the yet-undiscovered creature that lived at the cusp of the evolutionary division between man and chimp—Yohannes Haile-Selassie, also a doctoral candidate at the University of California at Berkeley, said the hominid certainly is very close to the branching point.” (Rickman 2001)
In a search to find our ancestors, several anthropologists have found evidence to support their conclusions. In the films about Don Johanson's discovery of Lucy in Hadar, one may be very intrigued by the first film but very disturbed by the second film.
On November 24, 1974, an American Anthropologist by the name of Donald Johanson and his research team, made a ground-breaking discovery that caused a mass dispute in human evolution. Dr. Johanson documented in his book, Lucy The Beginning Of Mankind, the discoveries he and his team have come across. Dr. Johanson and his team discovered a skeleton of a hominid, dated between 3.9 to 3 million years old (164). The hominid, which they referred to as Lucy, was discovered while surveying Hadar, in the Dafar region of Ethiopia (164-166). Lucy’s discovery, a 41% complete human ancestor caused a controversial alteration in the human origins. Lucy was the oldest human ancestor. During the following year, Johanson’s team discovered fossilized remains
The human archaeological record is a long and undefined story that may be the most complex question researched today. One of the big questions in human history is the disappearance of the Neanderthal people from the archaeological record around 30,000 BP. While for thousands of years Neanderthals and Anatomically modern humans crossed paths and perhaps lived in close relations, we have yet to really understand the degree to which they lived together. My hypothesis is that these two hominids, Neanderthals and Anatomically Modern Humans, interbred exchanging genes after Modern Humans dispersed from Africa and creating like cultures and material remains. The differences between Neanderthal and Modern humans are not only physical but also genetically evolved and this research will determine an estimated amount of admixture between the two groups.
The species A. afarensis is one of the better known australopithecines, with regards to the number of samples attributed to the species. From speculations about their close relatives, the gorilla and chimpanzee, A. afarensis’ probable social structure can be presumed. The species was named by Johanson and Taieb in 1973. This discovery of a skeleton lead to a heated debate over the validity of the species. The species eventually was accepted by most researchers as a new species of australopithecine and a likely candidate for a human ancestor.
From the ancient bones of the Neanderthals, scientists have been able to extract small amounts of DNA. The DNA comparisons to modern humans show no relationship, implying evolutionary separation (Kunzig, 159). Some anthropologists say the small sections of DNA found are not conclusive evidence, because modern humans show just as much variation in DNA. These people point out that individuals such as the “Portugal Kid” are hybrids of Neanderthals and modern humans, showing there was gene trading. One argument against this is that there is no skull from the ‘Portugal Kid” so it is hard to compare it to Neanderthals. Also, it is known that closely related species can breed and their offspring can be fertile, but they are still separate species (Kunzig, 161).
... social aspects have a huge influence on these surroundings. This is demonstrated when whānau are involved and supportive in a child’s life, sharing the family’s and their culture’s funds of knowledge, resulting in the positive effect to the child’s environment which will have vast social and educational impacts by ensuring connections are made to children’s lives and experiences. Adding to this is the socio-cultural philosophy of peer tutoring and where knowledge is actively constructed through modelling and scaffolding, with teachers facilitating the learning process. While through the building of relationships between the family and the centre, Te Whāriki advocates the importance of the involvement of whānau and family, which encourages a learning community which has interchangeable reciprocal advantages in a safe, positive, fun, caring, learning environment.
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Te Whᾱriki is the New Zealand’s early childhood curriculum, which was developed in 1996. Compared with Reggio Emilia Approach, they have similarities as focus on children’s interests; develop children’s learning though interacting in relationship with others, emphasise the importance of environment and adults’ active responding. They also differ in many ways, such as teacher’s role, culture background and documentation and Assessment.
Austalopithicus meaning “southern ape” was the first specimen to be found. The Austalopithicus was found in African and was know to have lived from 4.2 to around 1.0 million years ago (Standford 251). They had a small body like an ape that would get approximately 64 to around 100 pounds. They had a big jaw with a U-shaped mouth of small teeth. The brain size of a Australopithicus was small and would get approximately 340 to 500 cc, which is in the same range as gorillas and chimpanzees brain sizes. The top of their skull was of a bony ridge. They were able to walk on their two feet and had a small pelvis. The Australopithecus were found with stone tools, which made them the first stone tool makers.
Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars take on a sociocultural approach to assessment. The early childhood exmplars are based on the philosophies of Te Whāriki, New Zealand's bicultural early childhood curriculum. The four principals of Te Whāriki, Empowerment/Whakamana, Holistic development/Kotahitanga, Family and community/Whānau tangata, and Relationships/Ngā hononga, are the principles for assessment. Interwoven within the philosophy and the four principals are the five strands of Te Whāriki which are: Wellbeing/Mana Atua, Belonging/Mana Whenua, Contribution/Mana Tangata, Communication/Mana Reo, and Exploration/Mana Aotūroa (Ministry of Education. (2010).
...dge to those who do not know. This movement is not dissimilar to the flow of culture and customs from one generation to the next and has the potential to be replaced or lost. As Europeans enforced the propriety of Pākehā culture during colonial time, the loss of Māori culture occurred to a detrimental point, this mindset is still prevalent in present day society and New Zealand education. Our origins and the society that educational institutions serve has resulted in schools being inextricably and undeniably locked in the reproduction of Pākehā culture to the point in which the importance of Māori culture has been impaired. Steps are being taken to ensure that this is not a mentality that continues to frequent our state schools, with the long-term aspiration for a New Zealand education system that is not divided in its history, events and predominantly – its culture.
Dell’s initial competitive strategy, when it was founded in 1984 by Michael Dell, was to focus mainly on differentiation. Its strategy was to sell customised personal computer systems directly to customers, which was a rapidly emerging market at that time (1). This was done by targeting second-time customers, those that already understand computers and know what they wanted. Meanwhile other companies at the time was selling “’plain brown wrapper’ computers” (2). By offering customisations, Dell gained a better understanding of customers’ needs and wants. This helped the organisation position itself differently against the more popular brands, such as Compaq and IBM.
Nowadays, management has become an important part of the society. The role of management is to assist the organisation to make the best use of its resource to achieve its goal. Base on the aim of management, one of the theorists Henri Fayol proposed the four necessary management functions: planning, organisation, leading, controlling are the tools managers use to achieve these goals. (Jones 2006) This essay is going to describe and discuss these functions.
Aotearoa is the home to Te reo Maori where is should be promoted and encouraged. In fact, Te Whāriki and New Zealand Early Childhood curriculum acknowledge Te reo Maori by encouraging the teachers to promote and implement it in early childhood settings allowing all children the opportunity to understand and develop an understanding of Maori heritages; Te reo, and partnership to Te Tiriti of Waitangi(Ministry of Education [M...