ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
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ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
ARCLMG144 Variation & evolution of the human skull
15 credits
Turnitin Class ID: 2971014 Turnitin Password: IoA1516 Co-­ordinator: Professor Simon Hillson, simon.hillson@ucl.ac.uk, Institute of Archaeology Room 312, telephone 020 7679 4784 Please see the last pages of this document for important information about submission and marking procedures, or links to the relevant webpages. Overview
Short description
This half-­unit course, taught in Term 1, gives a detailed introduction to the methodology used in the study of the skull in archaeology and physical anthropology, and the main current issues in research. It provides an anatomical background to the skull, as well as morphological variation, changes with age and development, and pathology, dealing specifically with the remains of Late Pleistocene and Holocene hominids, especially anatomically modern humans, but including Neanderthals. The week-­by-­week schedule is given below. Methods of Assessment
This course is assessed by means of one essay (2500 words ± 5%) and a practical test (lasting about one hour). The essay counts for 60% of the final mark and the test for 40%. More detail on both assessments is given below. Teaching methods
Teaching is by lectures and practicals. Each week there is a lecture which introduces a topic in the study of the skull and prepares students for the practical session later in the week. Most lectures are based around Powerpoint presentations and these are available on Moodle, which is an online teaching resource that you will be able to access at any time on a password controlled UCL website. Details of this will be given during the first week of the course. Practicals are to teach students the identification PAGE 2
skills required, more general understanding of the anatomical structure of the skull, experience of sex and age estimation, measurement and non-­metrical variation. Most practicals are supported by worksheets and other handouts which are distributed each week. Prerequisites
This course does not have a prerequisite although, if you have no previous experience of the skeleton, it would be sensible to ask the advice of the course coordinator. Workload
There are 10 hours of seminars/lectures and 15 hours of practical sessions for this course. Students are expected to undertake around 90 hours of reading, plus 50 hours of independent practical work combined with preparation of the assessed work. In addition, about 25 hours revision is needed for the class test. This adds up to a total workload of 200 hours. Aim, objectives, assessment
Aims
This course introduces students to the study of the skull in archaeology and physical anthropology, and the main current issues in research. It provides an anatomical background to the skull, as well as morphological variation, sexual dimorphism, changes with age and development, and cranial pathology. It deals specifically with the remains of Late Pleistocene and Holocene anatomically modern humans. Objectives
It is intended that this course will provide students with the skills required to plan a research project, under the supervision of a more experienced researcher. With this in mind, when they have successfully completed the course, students should: x
x
be able to identify confidently all the bones of the skull in both adult and juvenile remains be able to label the main features and landmarks of the skull ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
x
x
x
x
have an understanding of variation in size and shape of the skull, and its interpretation in terms of sexual dimorphism, growth and modern human origins to be able to take the most commonly used skull measurements and have a working knowledge of the main statistical methods used to interpret them have an understanding of development of the skull and its role in estimating age at death be able to recognise the most common types of pathological lesions and developmental anomalies in the skull and discuss the ways in which they may be interpreted. Learning outcomes
On successful completion of the course, in addition to specialist knowledge and skills, students should have developed skills of observation and inference, critical reflection and application of acquired knowledge. Coursework and Candidate Codes
PLEASE READ THIS. There are one essay and one class test. They are marked anonymously and you are identified by a candidate code of letters and numbers, for example like this: "XZZR5". They were introduced in 2012 and have caused quite a lot of trouble because they are difficult to remember and we continue to get a fair few wrong ones on the essays and tests that are handed in. If you are a continuing UCL student, this may be because you are using your last years code. They change every year and you need to look your current code up on Portico. It is very difficult for us to check, so please make SURE you've got it right! Even more problematic, the codes don't automatically appear on Turnitin (below) so make sure you start your essay title with your exam code like this: "XZZR5 What might variation in mastoid process size..." and do the same in the essay itself. In short, use the code where you would normally expect to put your name! Essay
Students develop their own essay question through consultation with their tutor. All questions must be agreed by the course coordinator at latest by the end of week 7 in Term 1. Please make sure the title is a genuine question, with a question mark, that PAGE 3
can be answered by your essay. Do not make the title a statement. The course requirement is for one 2500 word essay and the deadline for handing it in at Reception in the Institute of Archaeology is 5 pm on the Friday of Week 1 of Term 2. It must also have been submitted to Turnitin and the date stamp is provided by that, not by Reception. New UCL-­wide regulations with regard to the granting of extensions for coursework have been introduced with effect from the 2015-­16 session. Full details will be circulated to all students and will be made available on the IoA intranet. Note that Course Coordinators are no longer permitted to grant extensions. All requests for extensions must be submitted on a new UCL form, together with supporting GRFXPHQWDWLRQYLD-XG\0HGULQJWRQ¶VRIILFHDQGZLOOWKHQEHUHIHUUHGRQIRU
consideration. Please be aware that the grounds that are now acceptable are limited. Those with long-­term difficulties should contact UCL Student Disability Services to make special arrangements. If students are unclear about what is required in the essay or the handing in procedure, they should ask the Course Co-­ordinator, who is willing to discuss an outline of the VWXGHQW¶VDSSURDFKWRWKHHVVD\SURYLGHGWKLVLVSODQQHGVXLWDEO\LQDGYDQFHRIWKH
submission date. Students are not permitted to re-­write and re-­submit essays in order to try to improve their marks. However, students may be permitted, in advance of the deadline for a given assignment, to submit for comment a brief outline of the assignment. Essay format and presentation PLEASE READ THIS TOO. Keep the introduction short. Do not use it to summarise what you are going to argue later as that is simply a waste of space. Aim to write clearly and concisely. Start by amplifying your question and placing it in context. Then present the material that you have gathered to address your question in a logical order and exercising critical judgement. Finally, try to draw sensible conclusions from your material that answer the question you have set yourself in your title. For the essay in this course, please set your work out like this: x print on one side of the paper only (then we can write comments on the back if needed) ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
x
x
x
x
x
x
x
x
use 12 point size letters, ideally Arial typeface and 1.5-­line spacing (because I find it easier to see it clearly) follow each full stop with two spaces RWKHUZLVHLW¶VYHU\KDUG for me to see where one sentence ends and the other starts) leave wide margins so comments can be written in them by examiners use diagrams and/or tables where appropriate, but only if you refer to them in the text, and give a caption which includes the source if yRX¶YH FRSLHG a diagram 2375²2625 words long (i.e. 2500 ± 5%) ± not including title page, contents pages, lists of figure and tables, abstract, preface, acknowledgements, bibliography, lists of references, captions and contents of tables and figures, appendices. Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty for using fewer words than the lower figure in the range: the lower figure is simply for your guidance to indicate the sort of length that is expected. start your title with your Candidate Code (see above ± and get it right!) staple together the sheets in the top left corner, with the submission form at the front do not put your essay into any kind of binder, folder or envelope (it slows us down hugely when we mark them) Spelling and choice of words Do check your spelling, punctuation, grammar, citations and bibliography carefully, because there is no sense at all in being marked down for basic mistakes of this kind. Read it out loud ² you notice the punctuation and grammar better that way. Automatic spell checkers in word processing programs can let you down with strange errors, especially with anatomical and archaeological terms, and are no substitute at all for the human eye. Words commonly spelled wrongly in previous years include: sagittal, palate, eruption, protuberance, principal components, resorption. Binomials, or Genus species names go in italics like this: Homo sapiens or H. neanderthalensis. After \RX¶YHXVHGWKHGenus name, for example Homo, once in your essay it is permissible to abbreviate it to H. but it must always be a capital letter. The genus name always starts with a capital letter and the species name always starts with a lower case letter. The names never change, no matter what the context is and no matter whether or not WKH\ HQG LQ DQ ³-­V´ 7KHUH LVQRVXFKWKLQJDV³DVSHFLH´RU³D Homo sapien³ (yes I really have seen both several times). Always specify the dating scale you are using ± PAGE 4
A.D., B.C. or B.P. 2000 B.C. or 2000 B.P. but A.D. 2000. Please pay attention to the order of the abbreviation in the date. Be very careful with words which are used both in statistics and in common writing, such as correlated or significant or population or sample. As much of the material you will be writing about comes from scientific papers that report their results using statistics, I will assume you are using those terms with a specifically statistical meaning (for example where a significance test has been done or a correlation coefficient calculated). I use population to mean a living group of people who mate amongst themselves (rather than with members of a different population). In no sense does a collection of skeletons from an archaeological site ever constitute a ³SRSXODWLRQ´ 7KHZKROHLGHDRID³VNHOHWDOSRSXODWLRQ´LVIUDQNO\VLOO\LI\RXWKLQNDERXW
it. 6LPLODUO\ LW LV QRW D ³VDPSOH´ EHFDXVH LQ D VWDWLVWLFDO VHQVH, this implies the collection was randomly selected from some once living population and this is demonstrably untrue as well as an obvious nonsense if you think about the situation carefully. Instead, we use the term assemblage, or collection. And then there are the ³-­D´ZRUGVVRPHdata, a single datum;; some agenda, an agendum;; a criterion, some criteria;; a bacterium, some bacteria 3OHDVH SOHDVH GRQ¶W WHOO PH VRPHWKLQJ LV
³LQWHUHVWLQJ´EHFDXVH I will decide that for myself, thank you6LPLODUO\SOHDVHGRQ¶W
XVHWKHZRUG³LQFUHGLEOH´,ILWLVLQFDSDEOHRIEHLQJEHOLHYHGWKHUH¶VQRSRLQWLQZULWLQJ
about it. Formal writing is not the same as ordinary spoken language and you need to leave out all those redundant, throat clearing expressions that you might use in conversation. General stylistic points We expect UK English spelling and grammar. In academic writing it is necessary to adapt so, for example, in some journals I need to write in North American English. We expect your writing to be concise, to the point and logically organised into paragraphs. POHDVH GRQ¶W ZULWH VLQJOH VHQWHQFH SDUDJUDSKV Group your ideas together a bit and PDNHWKHPIORZ3OHDVHGRQ¶WPDNH\RXUHVVD\UHDGOLNHDQLQWHUQHWQHZVEXOOHWLQ or a party political statement but at the same time avoid very long and rambling sentences. My publisher told me to write with alternating longer and shorter sentences and I do think he was right. For citations and references we use the Harvard V\VWHP 'RQ¶W
know what it is? ,W¶VDOOLQWKH0$06F+DQGERRNSDJHDQG\RX¶YHDOOJRWDFRS\
of that. Just follow those instructions to the letter. For the citations, you have a choice RISUHVHQWWHQVHRUSDVWWHQVHDVLQIRUH[DPSOH³+LOOVRQDQG5DQGRVXJJHVW
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cite in the past tense but I know others have been taught differently. Whichever you choose, please stick with the same choice throughout your essay. Backup your work PLEASE READ THIS. Every year at least one student has a problem with deleting their essay by mistake, broken down computer, or tKHIWDQGWKH\GRQ¶WKDYHDEDFNup copy of their essay, so they have to start again from scratch. Please do not let it be you. Of course you know all this but it seems I still need to remind everyone. Keep daily backups separately from your computer ± on a USB flash drive, email the file to yourself, Dropbox, Google Drive ± lots of options. Change the filename as you save GLIIHUHQW YHUVLRQV VR \RX GRQ¶W RYHU-­write previous versions. Numbering and dating your different versions actually in the filename is a really good idea. Class test
The test will take place on Friday of Week 12 of Term 1, during your normal practical class time, depending on your practical group, at the Royal College of Surgeons. You will not have seen the specimens before and you are not allowed to use your notes or books when you are taking the test ± if you have them with you they must be put away in your bag at the side of the room. You are strongly encouraged to spend a lot of your own time independently looking at skull specimens, with textbooks, making notes and diagrams. Drawing a specimen is a good way to understand its shape, even LI\RXGRQ¶WFRQVLGHU\RXUVHOIJRRGDWGUDZLQJ<RXFRXOGHYHQWDNHVRPHURXJK
measurements with a ruler to help you draw it reasonably in proportion. Keep taking apart and putting together the magnetic teaching skulls until \RXGRQ¶t even have to think about where everything fits. It is possible for you to book time at the Royal College of Surgeons and you will be able to use the smaller collection in room 308 of the Institute of Archaeology when it is not being used for other teaching (see timetable on door). In the test you are asked to write short notes on each specimen that you are shown. Each specimen is a bone, no other tissues are present, and comes from the skull in its broadest sense (including mandible, middle ear bones, and hyoid, as well as the main cranial part and upper face). There are about 15 specimens and you have 5 minutes to write about each one. You will remain seated in one place and the specimens will be passed round to change them every 5 minutes. For each specimen, what I expect you PAGE 5
to write is the maximum number of observations and deductions you can make in the time available. This will include, for example, a comment about the region of the skull you think the specimen came from, the identification of the individual bones present, the side of the skull from which it came, the portions of each bone which are preserved (when it is incomplete), the main features (such as foramina, fossae or processes) which you can name, or any evidence that might be used to estimate age-­at-­death, or assign a sex. None of the specimens is from an individual of independently known DJHVRWKHUHLVQR³FRUUHFW´DQVZHUIRUDEVROute age-­at-­death. I will not expect you to give age ranges in years, for example for fusion of synchondroses, but I will expect you to be able to suggest that a specimen might be from a young child, an older child, or an adult. Similarly, none of the specimens will be from an individual of known sex, and although I will expect you to comment on a possible sex identification, there is no GHILQLWLYH³FRUUHFW´DQVZHU The test is written on a set of sheets which are provided for you, with a numbered box for each specimen that you can write in. So long as you write clearly, it will not matter ZKDW\RXZULWHZLWK,ZLOOKDYHVRPH³HPHUJHQF\´SHQVDQGSHQFLOVWKDW\RXFDQXVHLQ
case of accident). Drawings are acceptable if they help you to make your points quickly but, if not, it is usually better just to write your notes. It will not matter if your use of English is not grammatically correct so long as it is comprehensible ± note form is satisfactory. If you spell terms correctly, you will be credited for it, but so long as your meaning is clear you will at least receive some credit for recognising that a feature is there. When your test has been marked, it will be returned to you with a feedback sheet giving a short paragraph on the features and deductions which it is felt, at a minimum, you might be able to make on each specimen. This is purely intended as feedback, to avoid making detailed comments on your paper, and does not in any way constitute a marking scheme for the test. Please let the course coordinator know in advance of the examination if you are registered with UCL as having dyslexia or any other learning difficulty which requires me to offer you extra examination time. Please also contact Judy Medrington (telephone 020 7679 4777 or email j.medrington@ucl.ac.uk) about this. We will allow you whatever extra time the UCL Dyslexia Centre has recommended for you. ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
ONLINE RESOURCES
Institute of Archaeology coursework guidelines http://www.ucl.ac.uk/archaeology/handbook/common/marking.htm Institute of Archaeology individual course information http://www.ucl.ac.uk/silva/archaeology/course-­info/) UCL Moodle site http://moodle.ucl.ac.uk/ is a key resource for you ± log in with the course FRGH$5&/*DQGWKHSDVVZRUG³VNXOO´ American Association of Physical Anthropologists site http://physanth.org/ We expect you to have about 10 good references that you cite in your essays. There is no excuse for having too few references because you can search and get access to an amazing array of material through the following resources: Google Scholar http://scholar.google.co.uk/. This is absolutely the fastest way to build a bibliography if you have at least some idea what you are looking for. Try different combinations of keywords. You can link Scholar to UCL library and ejournals by setting a link in Scholar Settings, Library links, Show library access links, UCL. Once \RX¶YHGRQHWKLVDlarge link, labelled "SFX@UCL -­ Fulltext" will appear if UCL has the item. You can then usually download a pdf. Google Scholar may point you to another VRXUFHRIDSGIILOH,I\RXNQRZZKDW\RX¶UHGRLQJDYHU\JRRGUHVRXUFH Google Books http://books.google.com/. You can get online access to a surprising number of books without leaving your computer. Worth trying before you go to the library. Archive http://archive.org/details/texts. This is an amazing resource of out-­of-­print books. Well worth looking at if you want something old, not in English or whatever. UCL Explore allows you to search for keywords http://ucl-­
primo.hosted.exlibrisgroup.com/primo_library/libweb/action/search.do?vid=UCL_VU1&reset_config=true PAGE 6
and you will find that quite a few books are available electronically through that. Worth a try anyway. PubMed http://www.ncbi.nlm.nih.gov/pubmed/ is a US public resource for medicine. Nevertheless, it has a wide coverage in general biological sciences, including items of interest to us. You can also use SFX links to UCL subscriptions by using the modified link http://www.ncbi.nlm.nih.gov/pubmed/?myncbishare=iukucllib&dr=Citation instead of the normal one. ADDITIONAL INFORMATION
Dyslexia and other disabilities
If you have dyslexia or any other disability, please make your lecturers aware of this. It is particularly important to do so well in advance of the practical test. Please discuss with your lecturers whether there is any way in which they can help you. Students with dyslexia are reminded to indicate this on each piece of coursework. Libraries and other resources
In addition to the Library of the Institute of Archaeology, other libraries in UCL with holdings of particular relevance to this degree are the Science Library and Cruciform Library. See also the online journal and database resources provided in the UCL library website: http://www.ucl.ac.uk/Library/. A lot of relevant journals are available electronically, at least for recent years. Similarly some books are available online through UCL Explore (above). One of the most efficient ways to find what is available electronically is Google Scholar. With this you can search on a subject keyword or DXWKRU¶V QDPH $ MRXUQDO DUWLFOH PD\ Dvailable externally, or through UCL subscriptions. ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
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Teaching schedule ² this is a Term 1 course x Lectures, on Mondays at 12 ² 1 pm, in room 612 in the Institute of Archaeology x Practicals, on Friday afternoons at either 11 am ² 1 pm or 2 ² 4 pm. You will be assigned to either the Morning or the Afternoon group after asking for your preference at our first lecture. 1RQHRIXVOLNHV)ULGD\VEXWXQIRUWXQDWHO\WKHWLPHWDEOHDQGODUJHVL]HRIRXUJURXSGRQ¶WJLYHXVDQDOWHUQDWLYH Week Lectures and seminars
Please review on Moodle
Practicals
Craniology and basic terminology of the skull. Ectocranial anatomy -­ norma verticalis, occipitalis and The ectocranial views of the skull 1 ± Norma verticalis, 2 Using Moodle. lateralis. occipitalis and lateralis. The ectocranial views of the skull 2 ± Norma facialis 3 What defines a human skull? Ectocranial anatomy -­ norma facialis and basalis. and basalis. How skulls vary in size and shape between 4 Endocranial anatomy The endocranial views of the skull populations (CR) Individual bones of the cranial vault ± frontal, parietals, 5 Development of the skull Cranial vault bones temporals, occipital 6 Development of the face (CR) 7 8 9 10 11 12 R
E
Origins and dispersals of modern humans Origins of modern humans ± evidence from fossils. Skull shape and form ± geometric morphometrics (SW) Microscopic structure of bone: development and turnover Facial reconstruction Face bones Individual bones of the face. A
I
D
N
G
Craniometric points. Skull measurements. Cranid manual Traditional skull measurements Cranid manual Cranid Geometric morphometrics Geometric morphometrics Revision NB We may need to change this timetable to adapt to circumstances CR ± lectures given by Dr Carolyn Rando SW ± lecture given by Suzy White Practical Test will take place in Week 12 of Term 1 Essay will be handed in by 5 pm on the last day of Week 1 in Term 2 Student appraisal forms distributed, completed and collected in Week 11;; review of course appraisal during class in Week 12 Practical Test
ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
Core texts including support for practical classes
L. Aiello, C. Dean (1990). An introduction to human evolutionary anatomy. London : Academic Press. Institute of Archaeology Library BB 1 AIE H.W. Sampson et al. (1991). Atlas of the human skull. College Station : Texas A&M University Press. Available in room 308, or Institute of Archaeology Library BB 2 SAM *UD\¶V$QDWRP\$YDLODEOHLQURRPRUYDULRXVSDUWVRIWKH8&/OLEUDU\. You can also often buy cheap reproductions of early editions ± which are fine for the bones. The 1918 edition is reproduced online at http://www.bartleby.com/107/ and various other sites. W.M. Bass (1979). Human osteology, a laboratory and field manual of the human skeleton. Columbia : Missouri Archaeological Society. Institute of Archaeology Library BB 2 BAS T. White, P. Folkens (2005). The human bone manual. London : Elsevier. Institute of Archaeology Library BB 2 WHI. Readable online via UCL Explore. B.K.B. Berkovitz, B.J. Moxham (1989). Color atlas of the skull. London : Mosby-­
Wolfe. Institute of Archaeology Library BB 2 BER Scheuer, L. & Black, S. (2004). The juvenile skeleton. London: Academic Press. D.R. Brothwell (1981). Digging up bones. London & Oxford : British Museum & Oxford University Press. Institute of Archaeology Library BB2 BRO Lahr, M.M. (1996). The evolution of modern human diversity: a study of cranial variation. Cambridge: Cambridge University Press. Institute of Archaeology Library BB2 LAH M.Y. Iscan, R.P. Helmer, Ed. (1993). Forensic analysis of the skull. Craniofacial analysis, reconstruction and identification. New York : Wiley-­Liss. Institute of Archaeology Library JF ISC Ortner, D.J. (2003). Identification of pathological conditions in human skeletal remains. 2nd Edition. Amsterdam, London: Academic Press. Institute of Archaeology Library JF ORT. Readable online via UCL Explore. This list contains many useful references and you should follow these up to expand your bibliography. New publications appear all the time and it is a good idea to keep checking for these. PAGE 8
Reading list for main topics covered
Origins of modern humans ² fossil skulls, genetics, controversies
Schwartz, J.H. & Tattersall, I. (2002). The human fossil record. Volume 1. Terminology and craniodental morphology of genus Homo (Europe). New York: Wiley-­
Liss. Schwartz, J.H. & Tattersall, I. (2003). The human fossil record. Volume 2. Terminology and craniodental morphology of genus Homo (Africa and Asia). New York: Wiley-­Liss. Readable online via UCL Explore. Stringer, C. & Andrews, P. (2005). The complete world of human evolution. London: Thames & Hudson. Stringer, C. (2003). Human evolution: Out of Ethiopia. Nature, 423, pp. 692-­695. Stringer, C. (2002). Modern human origins -­ progress and prospects. Philosophical Transactions of the Royal Society of London, Series B, 357, pp. 563-­579. M.H. Nitecki, D.V. Nitecki, Ed. (1994). Origins of anatomically modern humans. New York : Plenum Press. C.B. Stringer (1990). The emergence of modern humans. Scientific American, December 1990, 68-­74. M.M. Lahr, R.A. Foley (1994). Multiple dispersals and modern human origins. Evolutionary Anthropology, 3, 48-­60. C.B. Stringer, R. McKie (1996). African exodus. The origins of modern humanity. London : Pimlico. Harvati, K. (2003). Quantitative Analysis of Neanderthal Temporal Bone Morphology Using Three-­Dimensional Geometric Morphometrics. American Journal of Physical Anthropology, 120, pp. 323-­328. Harvati, K. (2003). The Neanderthal taxonomic position: models of intra-­ and inter-­
specific craniofacial variation. Journal of Human Evolution, 44, pp. 107-­132. Ahern, J.C.M., Hawks, J.D. & Lee, S.-­H. (2005). Neandertal taxonomy reconsidered...again: a response to Harvati et al. (2004). Journal of Human Evolution, 48, pp. 647-­652. Wolpoff, M.H., Hawks, J.D. & Caspari, R. (2000). Multiregional, not multiple origins. American Journal of Physical Anthropology, 112, pp. 129-­136. Smith, F.H., Jankovic, I. & Karavanic, I. (2005). The assimilation model, modern human origins in Europe, and the extinction of Neandertals. Quaternary International, 137, pp. 7-­19. ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
Klein, R.G. (1999). The human career. Human biological and cultural origins. Chicago: Chicago University Press. Churchill, S.E. & Smith, F.H. (2000). Makers of the Early Aurignacian of Europe. YearBook of Physical Anthropology, 48, pp. 61-­115. L. Cavalli-­Sforza, et al. (1994). The history and geography of human genes. New Jersey : Princeton University Press. J.H. Relethford, H.C. Harpending (1994). Craniometric variation, genetic theory, and modern human origins. American Journal of Physical Anthropology, 95, 249-­270. J.H. Relethford, H.C. Harpending (1995). Ancient differences in population size can mimic a recent African origin of modern humans. Current Anthropology, 36, 667-­674. J.H. Relethford (1995). Genetics and modern human origins. Evolutionary Anthropology, 4, 53-­63. of Physical Anthropology, 95, 249-­270. J.H. Relethford (1995). Genetics and modern human origins. Evolutionary Anthropology, 4, 53-­63. M. Krings, et al. (1997). Neandertal DNA sequences and the origin of modern humans. Cell,90, 19-­30. R. Ward, C. Stringer (1997). A molecular handle on the Neanderthals. Nature,388, 225-­226. J.L. Mountain (1998). Molecular evolution and modern human origins. Evolutionary Anthropology, 7, 21-­37. L.L. Cavalli-­Sforza (1998). The DNA revolution in population genetics. Trends in Genetics, 14, 43-­85. E.E.Harris, J. Hey (1999). Human demography in the Pleistocene: do mitochondrial and nuclear genes tell the same story? Evolutionary Anthropology, 8, 81-­86. M. Richards et al. (2000). Tracing European founder lineages in the Near Eastern mtDNA pool. American Journal of Human Genetics, 67, 1251-­1276. I.V. Ovchinnikov et al. (2000). Molecular analysis of Neanderthal DNA from the northern Caucasus. Nature, 404, 490-­772. Eswaran, V., Harpending, H.C. & Rogers, A.R. (2005). Genomics refutes an exclusively African origin of humans. Journal of Human Evolution, 49, pp. 1-­18. Volume 17 (2008). Evolutionary Anthropology. This has a whole series of papers on origins of modern humans. I. Crevecoeur, H. Rougier, F. Grine, and A. Froment. Modern human cranial diversity in the Late Pleistocene of Africa and Eurasia: evidence from Nazlet Khater, Pestera cu Oase, and Hofmeyr. American Journal of Physical Anthropology 140 (2):347-­358, 2009. PAGE 9
E. Trinkaus. Denisova Cave, Pestera cu Oase, and Human Divergence in the Late Pleistocene. PaleoAnthropology 2010:196-­200, 2010. R. Dennell and M. D. Petraglia. The dispersal of Homo sapiens across southern Asia: how early, how often, how complex? Quaternary Science Reviews 47:15-­22, 2012. R. Dennell. Palaeoanthropology: Early Homo sapiens in China. Nature 468 (7323):512-­
513, 2010. P. Gunz, F. L. Bookstein, P. Mitteroecker, A. Stadlmayr, H. Seidler, and G. W. Weber. Early modern human diversity suggests subdivided population structure and a complex out-­of-­Africa scenario. Proceedings of the National Academy of Sciences 106 (15):6094-­6098, 2009. D. Reich, R. E. Green, M. Kircher, J. Krause, N. Patterson, E. Y. Durand, B. Viola, A. W. Briggs, U. Stenzel, and P. L. F. Johnson. Genetic history of an archaic hominin group from Denisova Cave in Siberia. Nature 468 (7327):1053-­1060, 2010. M. Stoneking and J. Krause. Learning about human population history from ancient and modern genomes. Nature Reviews Genetics 12 (9):603-­614, 2011. J. R. Stewart and C. B. Stringer. Human evolution out of Africa: The role of refugia and climate change. Science 335 (6074):1317-­1321, 2012. L. Betti, F. Balloux, T. Hanihara, and A. Manica. The relative role of drift and selection in shaping the human skull. American Journal of Physical Anthropology 141 (1):76-­82, 2010. Skull measurements and the way they vary (including sexual dimorphism)
D.R. Brothwell (1981). Digging up bones. London & Oxford : British Museum & Oxford University Press. Institute of Archaeology Library BB2 BRO W.W. Howells (1973). Cranial variation in man. A study by multivariate analysis of patterns of difference among recent human populations. Papers of the Peabody Museum of Archaeology and Ethnology 67. Cambridge, Massachusetts : Harvard University. Gould, S.J. (1996). The mismeasure of man. Revised Edition Edition. W W Norton. Carson, E.A. (2006). Maximum likelihood estimation of human craniometric heritabilities. American Journal of Physical Anthropology, 131, pp. 169-­180. Williams, B.A. & Rogers, T.L. (2006). Evaluating the accuracy and precision of cranial morphological traits for sex determination. Journal of Forensic Sciences, 51, pp. 729-­
735. Plavcan, J.M. (2002). Taxonomic variation in the patterns of craniofacial dimorphism in primates. Journal of Human Evolution, 42, pp. 579-­608. ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
Bulygina, E., Mitteroecker, P. & Aiello, L. (2006). Ontogeny of facial dimorphism and patterns of individual development within one human populations. American Journal of Physical Anthropology. Konigsberg, L.W. & Hens, S.M. (1998). Use of ordinal categorical variables in skeletal assessment of sex from the cranium. American Journal of Physical Anthropology, 107, pp. 97-­112. Lynnerup, N., Schultz, M., Madelung, A. & Graw, M. (2006). Diameter of the human internal acoustic meatus and sex determination. International Journal of Osteoarchaeology, 16, pp. 118-­123. Norén, J., Lynnerup, N., Czarnetzki, A. & Graw, M. (2005). Lateral angle: a method for sexing using the petrous bone. American Journal of Physical Anthropology, 128, pp. 318-­323. Molleson, T.I. & Cruse, K. (1998). Some sexually dimorphic features of the human juvenile skull and their value in sex determination in immature skeletal remains. Journal of Archaeological Science, 25, pp. 719-­728. Oettlé, A.C., Pretorius, E. & Steyn, M. (2005). Geometric morphometric analysis of mandibule ramus flexure. American Journal of Physical Anthropology, 128, pp. 623-­
629. Pretorius, E., Steyn, M. & Scholtz, Y. (2006). Investigation into the usability of geometric morphometric analysis in assessment of sexual dimorphism. American Journal of Physical Anthropology, 129, pp. 64-­70. Scheuer, L. (2002). A blind test of mandibular morphology for sexing mandibles in the first few years of life. American Journal of Physical Anthropology, 119, pp. 189-­181. Coqueugniot, H., Tillier, A.M. & Bruzek, J. (2000). Mandibular ramus posterior flexure: a sex indicator in Homo sapiens fossil hominids. International Journal of Osteoarchaeology, 10, pp. 426-­431. Reeskink, E.M., Van Immerseel, A.A.H., Brand, R. & Bruintjes, T.D. (1999). Sexual dimorphism of the hyoid bone? International Journal of Osteoarchaeology, 9, pp. 357-­
360. Walrath, D.E., Turner, P. & Bruzek, J. (2004). Reliability test of the visual assessment of cranial traits for sex determination. American Journal of Physical Anthropology, 125, pp. 132-­137. Slice, D., 2005. Modern Morphometrics in Physical Anthropology. Kluwer Academic/Plenum Publishers: London. (Chapter 1 ± available on reserve in the Archaeology Library). Readable online via UCL Explore. Webster, M., and Sheets, HD., 2010. A practical introduction to landmark-­based geometric morphometrics. Quantitative Methods in Paleobiology, 16: 163-­188. PAGE 10
Adams, DC., Rohlf, FJ., Slice, DE., 2004. Geometric morphometrics: Ten years of progress following the revolution. Italian Journal of Zoology, 71 (1): 5-­16. Mitteroecker, P., and Gunz, P., 2009. Advances in geometric morphometrics. Evolutionary Biology, 36: 235-­247. Ponce de Leon, M., S., Golovanova, L., Doronichev, V., Romanova, G., Akazawa, T., Kondo, O., Ishida, H., and Zollikofer, CPE., 2008. Neanderthal brain size at birth provides insights into the evolution of human life history. PNAS, 105(37): 13764-­ 13768. )UDQNOLQ'2[QDUG&(2¶+LJJLQV3'DGRXU,6H[XDOGLPRUSKLVPLQWKH
subadult mandible: Quantification using geometric morphometrics. Journal of Forensic Science, 52(1): 6-­10. Nicholson, E., and Harvati, K., 2006. Quantitative analysis of human mandibular shape using three-­dimensional geometric morphometrics. American Journal of Physical Anthropology, 131: 368-­383. Gonzalez, P., Bernal, V. and Perez, S. (2011). "Analysis of sexual dimorphism of craniofacial traits using geometric morphometric techniques." International Journal of Osteoarchaeology 21(1): 82-­91. Franklin, D., Cardini, A., Flavel, A. and Kuliukas, A. (2012). "The application of traditional and geometric morphometric analyses for forensic quantification of sexual dimorphism: preliminary investigations in a Western Australian population." International Journal of Legal Medicine 126(4): 549-­558. Garvin, H. M., Sholts, S. B. and Mosca, L. A. (2014). "Sexual dimorphism in human cranial trait scores: Effects of population, age, and body size." American Journal of Physical Anthropology 154(2): 259-­269. Cranial variation in modern humans
W.W. Howells (1973). Cranial variation in man. A study by multivariate analysis of patterns of difference among recent human populations. Papers of the Peabody Museum of Archaeology and Ethnology 67. Cambridge, Massachusetts : Harvard University. W.W. Howells (1989). Skull shapes and the map. Craniometric analyses in the disperson of modern Homo. Papers of the Peabody Museum of Archaeology and Ethnology 79. Cambridge, Massachusetts : Harvard University. W.W. Howells (1995). Ethnic identification of crania from measurements. Papers of the Peabody Museum of Archaeology and Ethnology 82. Cambridge, Massachusetts : Harvard University. ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
Lahr, M.M. (1996). The evolution of modern human diversity: a study of cranial variation. Cambridge: Cambridge University Press. T. Hanihara (1996). Comparison of craniofacial features of major human groups. American Journal of Physical Anthropology,99, 389-­412. Jantz, R.L. & Owsley, D.W. (2001). Variation among early North American crania. American Journal of Physical Anthropology, 114, pp. 146-­155. González-­José, R., Dahinten, S.L., Luis, M.A., Hernández, M. & Pucciarelli, H.M. (2001). Craniometric variation and the settlement of the Americas: testing hypotheses by means of R-­matrix and matrix correlation analyses. American Journal of Physical Anthropology, 116, pp. 154-­165. Perez, S. I., Lema, V., DinizǦFilho, J. A. F., Bernal, V., Gonzalez, P. N., Gobbo, D. and Pucciarelli, H. M. (2011). "The role of diet and temperature in shaping cranial diversification of South American human populations: an approach based on spatial regression and divergence rate tests." Journal of Biogeography 38(1): 148-­163. González-­José, R., Ramirez-­Rozzi, F.V., Sardi, M.L., Martínez-­Abadías, N., Hernández, M. & Pucciarelli, H.M. (2005). Functional-­cranial approach to the influence of economic strategy on skull morphology. American Journal of Physical Anthropology, 128, pp. 757-­771. von Cramon-­Taubadel, N. (2011). "Global human mandibular variation reflects differences in agricultural and hunter-­gatherer subsistence strategies." Proceedings of the National Academy of Sciences 108(49): 19546-­19551. González-­José, R., Neves, W.A., Lahr, M.M., González, S., Pucciarelli, H.M., Hernández-­Martínez, M. & Correal, G. (2005). Late Pleistocene/Holocene craniofacial morphology in Mesoamerican Paleoindians: implications for the peopling of the New World. American Journal of Physical Anthropology, 128, pp. 772-­780. N. Martínez-­Abadías, M. Esparza, T. Sjøvold, R. González-­José, M. Santos, and M. Hernández. Heritability of human cranial dimensions: comparing the evolvability of different cranial regions. Journal of Anatomy 214 (1):19-­35, 2009. R. J. Sherwood, D. L. Duren, E. W. Demerath, S. A. Czerwinski, R. M. Siervogel, and B. Towne. Quantitative genetics of modern human cranial variation. Journal of Human Evolution 54 (6):909, 2008. von CramonǦTaubadel, N. (2011). "The relative efficacy of functional and developmental cranial modules for reconstructing global human population history." American Journal of Physical Anthropology 146(1): 83-­93. Geometric morphometrics
PAGE 11
Slice, D., 2005. Modern Morphometrics in Physical Anthropology. Kluwer Academic/Plenum Publishers: London. (Chapter 1 ± available on reserve in the Archaeology Library). Readable online via UCL Explore. Webster, M., and Sheets, HD., 2010. A practical introduction to landmark-­based geometric morphometrics. Quantitative Methods in Paleobiology, 16: 163-­188. Adams, DC., Rohlf, FJ., Slice, DE., 2004. Geometric morphometrics: Ten years of progress following the revolution. Italian Journal of Zoology, 71 (1): 5-­16. Mitteroecker, P., and Gunz, P., 2009. Advances in geometric morphometrics. Evolutionary Biology, 36: 235-­247. Ponce de Leon, M., S., Golovanova, L., Doronichev, V., Romanova, G., Akazawa, T., Kondo, O., Ishida, H., and Zollikofer, CPE., 2008. Neanderthal brain size at birth provides insights into the evolution of human life history. PNAS, 105(37): 13764-­ 13768. )UDQNOLQ'2[QDUG&(2¶+LJJLQV3'DGRXU,6H[XDOGLPRUSKLVPLQWKH
subadult mandible: Quantification using geometric morphometrics. Journal of Forensic Science, 52(1): 6-­10. Nicholson, E., and Harvati, K., 2006. Quantitative analysis of human mandibular shape using three-­dimensional geometric morphometrics. American Journal of Physical Anthropology, 131: 368-­383. 2¶+LJJLQV37KHVWXG\RIPRUSKRlogical variation in the hominid fossil record: biology, landmarks and geometry. Journal of anatomy, 197, pp.103-­20. Baylac, M. and Frieß, M., 2005. Fourier descriptors, procrustes superimposition, and data dimensionality: An example of cranial shape analysis in modern human populations. In Slice, D., ed. Modern morphometrics in physical anthropology. New York: Kluwer/Plenum Publishers, pp. 145-­166. Kimmerle, E.H. and Jantz, R.L., 2005. Secular trends in craniofacial asymmetry studied by geometric morphometry and generalized procrustes methods. In Slice, D., ed. Modern morphometrics in physical anthropology. New York: Kluwer/Plenum Publishers, pp. 145-­166. Lockwood, C.A., Lynch, J.M. & Kimbel, W.H., 2002. Quantifying temporal bone morphology of great apes and humans: an approach using geometric morphometrics. Journal of Anatomy, 201(6), pp.447-­64. Martínez-­Abadias, N., González-­José, R., González-­Martín, A., Van der Molen, S., Talavera, A., Hernández, P. & Hernández, M. (2006). Phenotypic evolution of human craniofacial morphology after admixture: a geometric morphometrics approach. American Journal of Physical Anthropology, 129, p. 398. ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
Neves, W.A., Hubbe, M., Okumura, M.M.M., González-­José, R., Figuti, L., Eggers, S. & Dantas De Blasis, P.A. (2005). A new early Holocene human skeleton from Brazil: implications for the settlement of the New World. Journal of Human Evolution, 48, pp. 403-­414. Sardi, M.L., Ramirez-­Rozzi, F.V., González-­José, R. & Pucciarelli, H.M. (2005). South Amerindian craniofacial morphology: diversity and implications for Amerindian evolution. American Journal of Physical Anthropology, 128, pp. 747-­756. Harvati, K. (2003). Quantitative Analysis of Neanderthal Temporal Bone Morphology Using Three-­Dimensional Geometric Morphometrics. American Journal of Physical Anthropology, 120, pp. 323-­328. Harvati, K. (2003). The Neanderthal taxonomic position: models of intra-­ and inter-­
specific craniofacial variation. Journal of Human Evolution, 44, pp. 107-­132. Facial reconstruction based on skull form
R.A.H. Neave (1979). Reconstruction of the heads of three ancient Egyptian mummies. Journal of Audiovisual Media in Medicine, ii, 156-­164. A.J.N.W. Prag, et al. (1984). The skull from Tomb II at Vergina: King Phillip II of Macedon. Journal of Hellenic Studies, civ, 60-­78. R.A.H. Neave, R. Quinn (1986). Reconstruction of the skull and the soft tissues of the head and face of Lindow Man. In: I.M. Stead, et al., Ed. Lindow Man. The body in the bog. London : British Museum Publications. 42-­44. A.J.N.W. Prag (1990). Reconstructing King Phillip II: the "nice" version. American Journal of Archaeology, 94, 237-­247. M.Y. Iscan, R.P. Helmer, Ed. (1993). Forensic analysis of the skull. Craniofacial analysis, reconstruction and identification. New York : Wiley-­Liss. (Chapters 14-­17) A.J.N.W. Prag, R.A.H. Neave, Ed. (1997). Making faces. Reconstructing ancient heads. London : British Museum Press. Wilkinson, C. & Neave, R.A.H. (2003). The reconstruction of a face showing a healed wound. Journal of Archaeological Science, 30, pp. 1343-­1348. Wilkinson, C. (2004). Forensic facial reconstruction. Cambridge: Cambridge University Press. Readable online via UCL Explore. Stephan, C.N. (2005). Facial approximation: a review of the current state of play for archaeologists. International Journal of Osteoarchaeology, 15, pp. 298-­302. Stephan, C.N. (2006). Beyond the sphere of the English facial approximation literature: ramifications of German papers on Western method concepts. Journal of Forensic Sciences, 51, pp. 736-­739. PAGE 12
Use of skull in identifications of individual people
Stewart, T.D. (1970). Personal identification in mass disasters. Washington DC: Smithsonian Institution. T.A. Rathbun, J.E. Buikstra, Ed. (1984). Human identification. Springfield : Charles C. Thomas. M.Y. Iscan, R.P. Helmer, Ed. (1993). Forensic analysis of the skull. Craniofacial analysis, reconstruction and identification. New York : Wiley-­Liss. (especially chapter 29). Gill, P., Ivanov, P.L., Kimpton, C., Piercy, R., Benson, N., Tully, G., Evett, I., Hagelberg, E. & Sullivan, K. (1994). Identification of the remains of the Romanov family by DNA analysis. Nature Genetics, 6, pp. 130-­135. W.W. Howells (1995). Ethnic identification of crania from measurements. Papers of the Peabody Museum of Archaeology and Ethnology 82. Cambridge, Massachusetts : Harvard University. D.H. Ubelaker (1996). Skeletons testify: anthropology in forensic science. AAPA Luncheon Address: April 12, 1996. Yearbook of Physical Anthropology,39, 229-­244. Reichs, K.J. (1997). Forensic osteology. Advances in the identification of human remains. Springfield: C.C. Thomas. Clement, J.G. & Ranson, D.L. (1998). Craniofacial identification in forensic medicine. London: Arnold. D.H. Ubelaker (1998). Review of Fordisc 2.0: personal computer forensic discriminant functions. International Journal of Osteoarchaeology, 8, 128-­133. Clement, J.G. & Ranson, D.L. (1998). Craniofacial identification in forensic medicine. London: Arnold. Development of bones and the skull
The best description of general bone histology and development is currently in the appropriate sections of Williams, P.L. & Bannister, L.H. (1995). Gray's anatomy: the anatomical basis of Medicine and Surgery. 38th Edition or newer. London: Churchill Livingstone. MEDICAL SCIENCES QUARTOS CH 5 GRA, CRUCIFORM QS 4 GRA and in room 308 of the Institute of Archaeology (please do not remove from that room) L. Scheuer, S. Black. (2000). Developmental juvenile osteology. London : Academic Press. Institute of Archaeology Library JF SCH ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
Scheuer, L. & Black, S. (2004). The juvenile skeleton. London: Academic Press. (a smaller, less expensive, updated version of the above) Enlow, D. H. and Hansen, B. F. (1996). Essentials of facial growth. London : Saunders. Ten Cate, A.R. (1998). Oral histology: development, structure and function. 5th Edition. St Louis: C V Mosby. Humphrey, L.T. & Scheuer, L. (2006). Age of closure of the foramen of Huschke: an osteological study. International Journal of Osteoarchaeology, 16, pp. 47-­60. Scheuer, L. & MacLaughlin-­Black, S. (1994). Age estimation from the pars basilaris of the fetal and juvenile occipital bone. International Journal of Osteoarchaeology, 4, pp. 377-­382. Tocheri, M.W. & Molto, J.E. (2002). Aging fetal and juvenile skeletons from Roman Period Egypt using basiocciput osteometrics. International Journal of Osteoarchaeology, 12, pp. 356-­363. Variation in non-­metrical skull variants
D.R. Brothwell (1981). Digging up bones. London & Oxford : British Museum & Oxford University Press. Institute of Archaeology Library BB2 BRO H. Grüneberg (1963). The pathology of development. Oxford : Blackwell Scientific Publications. R.J. Berry (1968). The biology of non-­metrical variation in mice and men. In: D.R. Brothwell, Ed. The skeletal biology of earlier human populations. Symposia of the Society for the Study of Human Biology. Oxford : Pergamon Press. 104-­133. A.C. Berry, R.J. Berry (1967). Epigenetical variation in the human cranium. Journal of Anatomy, 101, 361-­379. A.C. Berry, R.J. Berry (1972). Origins and relationships of the ancient Egyptians. Based on a study of non-­metrical variation in the skull. Journal of Human Evolution, 1, 199-­208. T. Sjøvold (1984). A report of the heritability of some cranial measurements and non-­
metric traits. In: G.N. van Vark, W.W. Howells, Ed. Multivariate statistical methods in physical anthropology. Dordrecht : Reidel. 223-­246. T. Sjøvold (1986). Infrapopulation differences and genetics of non-­metrical traits. In: B. Herrmann, Ed. Innovative trends in prehistoric anthropology. Berlin : Berliner Gesellschaft für Anthropologie, Ethnologie und Urgeschichte. 81-­93. Hallgrímsson, B., Donnabháin, B.O., Blom, D.E., Lozada, M.C. & Willmore, K.T. (2005). Why are rare traits unilaterally expressed? Trait frequency and unilateral expression PAGE 13
for cranial nonmetric traits in humans. American Journal of Physical Anthropology, 128, pp. 14-­25. G. Hauser, G.F. de Stefano, Ed. (1989). Epigenetic variation of the human skull. Stuttgart : E Schweizerbart'sch Verlagsbuchhandlung. Hanihara, T. & Ishida, H. (2001). Frequency variations of discrete cranial traits in major human populations. I. Supernumerary ossicle variations. Journal of Anatomy, 198, pp. 689-­706. Hanihara, T. & Ishida, H. (2001). Frequency variations of discrete cranial traints in major human populations. II. Hypostotic variations. Journal of Anatomy, 198, pp. 707-­
725. Hanihara, T. & Ishida, H. (2001). Frequency variations of discrete cranial traints in major human populations. III. Hyperostotic variations. Journal of Anatomy, 199, pp. 251-­272. Hanihara, T. & Ishida, H. (2001). Frequency variations of discrete cranial traints in major human populations. IV. Vessel and nerve related variations. Journal of Anatomy, 199, pp. 273-­287. Hanihara, T. & Ishida, H. (2001). Os incae: variation in frequency in major human populations groups. Journal of Anatomy, 198, pp. 137-­152. Hanihara, T., Ishida, H. & Dodo, Y. (2003). Characterization of biological diversity through analysis of discrete cranial traits. American Journal of Physical Anthropology, 121, pp. 241-­251. Nakashima, A., Ishida, H., Shigematsu, M., Goto, M. and Hanihara, T. (2010). "Nonmetric cranial variation of Jomon Japan: implications for the evolution of eastern Asian diversity." American Journal of Human Biology 22(6): 782-­790. G.P. Rightmire (1976). Discrete traits in African skulls. In: E. Giles, J.S. Friedlaender, Ed. The measures of man. Cambridge, Massachusetts : Peabody Museum Press. 383-­407. Rubini, M. (1996). Biological homogeneity and familial segregation in the Iron Age population of Alfedena (Abruzzo, Italy), based on cranial discrete traits analysis. International Journal of Osteoarchaeology, 6, pp. 454-­462. Sutter, R.C. & Mertz, L. (2004). Nonmetric cranial trait variation and prehistoric biocultural change in the Azapa Valley, Chile. American Journal of Physical Anthropology, 123, pp. 130-­145. ARCLMG144 VARIATION & EVOLUTION OF THE HUMAN SKULL 2015-16
HOW TO UPLOAD YOUR WORK TO TURNITIN
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examination candidate number (eg YGBR8 In what sense can culture be said to evolve?) 12. Attach document If you have problems, please email the Turnitin Advisers on ioa-­turnitin@ucl.ac.uk, explaining the nature of the problem and the exact course and assignment involved. One of the Turnitin Advisers will normally respond within 24 hours, Monday-­Friday during term. Please be sure to email the Turnitin Advisers if technical problems prevent you from uploading work in time to meet a submission deadline -­ even if you do not obtain an immediate response from one of the Advisers they will be able to notify the relevant Course Coordinator that you had attempted to submit the work before the deadline. The Turnitin 'Class ID' is 2971014 and the 'Class Enrolment Password' is IoA1516. For further information see http://www.ucl.ac.uk/archaeology/administration/students/handbook/turnitin. PLEASE REMEMBER TO PUT YOUR EXAM CODE AT THE START OF YOUR
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APPENDIX A: POLICIES AND PROCEDURES 2015-­16 (PLEASE READ CAREFULLY) This appendix provides a short précis of policies and procedures relating to courses. It is not a substitute for the full documentation, with which all students should become familiar. For full information on Institute policies and procedures, see the following website: http://wiki.ucl.ac.uk/display/archadmin For UCL policies and procedures, see Academic Regulations and UCL Academic Manual: http://www.ucl.ac.uk/srs/academic-­regulations ;; http://www.ucl.ac.uk/academic-­manual/ GENERAL MATTERS ATTENDANCE: A minimum attendance of 70% is required. A register will be taken at each class. If you are unable to attend a class, please notify the lecturer by email. DYSLEXIA: If you have dyslexia or any other disability, please discuss with your lecturers whether there is any way in which they can help you. Students with dyslexia should indicate it on each coursework cover sheet. COURSEWORK SUBMISSION PROCEDURES: You must submit a hardcopy of coursework to the Co-­ordinator's pigeon-­
hole via the Red Essay Box at Reception (or, in the case of first year undergraduate work, to room 411a) by stated deadlines. Coursework must be stapled to a completed coversheet (available from IoA website;; the rack outside Room 411A;; or the Library). You should put your Candidate Number (a 5 digit alphanumeric code, found on Portico. Please note that this number changes each year) and Course Code on all coursework. It is also essential that you put your Candidate Number at the start of the title line on Turnitin, followed by the short title of the coursework (example: YBPR6 Funerary practices). LATE SUBMISSION: Late submission is penalized in accordance with UCL regulations, unless permission for late submission has been granted. The penalties are as follows: i) A penalty of 5 percentage marks should be applied to coursework submitted the calendar day after the deadline (calendar day 1);; ii) A penalty of 15 percentage marks should be applied to coursework submitted on calendar day 2 after the deadline through to calendar day 7;; iii) A mark of zero should be recorded for coursework submitted on calendar day 8 after the deadline through to the end of the second week of third term. Nevertheless, the assessment will be considered to be complete provided the coursework contains material than can be assessed;; iv) Coursework submitted after the end of the second week of third term will not be marked and the assessment will be incomplete. GRANTING OF EXTENSIONS: New UCL-­wide regulations with regard to the granting of extensions for coursework have been introduced with effect from the 2015-­16 session. Full details will be circulated to all students and will be made available on the IoA intranet. Note that Course Coordinators are no longer permitted to grant extensions. All requests for extensions must be submitted on a new UCL form, together with supporting documentation, via Judy MedULQJWRQ¶VRIILFHDQGZLOOWKHQEHUHIHUUHGRQIRUFRQVLGHUDWLRQ
Please be aware that the grounds that are now acceptable are limited. Those with long-­term difficulties should contact UCL Student Disability Services to make special arrangements. TURNITIN: Date-­stamping is via Turnitin, so in addition to submitting hard copy, you must also submit your work to Turnitin by midnight on the deadline day. If you have questions or problems with Turnitin, contact ioa-­turnitin@ucl.ac.uk. PAGE 15
RETURN OF COURSEWORK AND RESUBMISSION: You should receive your marked coursework within four calendar weeks of the submission deadline. If you do not receive your work within this period, or a written explanation, notify the Academic Administrator. When your marked essay is returned to you, return it to the Course Co-­ordinator within two weeks. You must retain a copy of all coursework submitted. WORD LENGTH: Essay word-­lengths are normally expressed in terms of a recommended range. Not included in the word count are the bibliography, appendices, tables, graphs, captions to figures, tables, graphs. You must indicate word length (minus exclusions) on the cover sheet. Exceeding the maximum word-­length expressed for the essay will be penalized in accordance with UCL penalties for over-­length work. CITING OF SOURCES and AVOIDING PLAGIARISM: Coursework must be expressed in your own words, citing the exact source (author, date and page number;; website address if applicable) of any ideas, information, diagrams, etc., that are taken from the work of others. This applies to all media (books, articles, websites, images, figures, etc.). Any direct quotations from the work of others must be indicated as such by being placed between quotation marks. Plagiarism is a very serious irregularity, which can carry heavy penalties. It is your responsibility to abide by requirements for presentation, referencing and avoidance of plagiarism. Make sure you understand definitions of plagiarism and the procedures and penalties as detailed in UCL regulations: http://www.ucl.ac.uk/current-­students/guidelines/plagiarism RESOURCES MOODLE: Please ensure you are signed up to the course on Moodle. For help with Moodle, please contact Nicola Cockerton, Room 411a (nicola.cockerton@ucl.ac.uk). INSTITUTE OF ARCHAELOGY COURSEWORK PROCEDURES General policies and procedures concerning courses and coursework, including submission procedures, assessment criteria, and general resources, are available in your Degree Handbook and on the following website: http://wiki.ucl.ac.uk/display/archadmin. It is essential that you read and comply with these. Note that some of the policies and procedures will be different depending on your status (e.g. undergraduate, postgraduate taught, affiliate, graduate diploma, intercollegiate, interdepartmental). If in doubt, please consult your course co-­ordinator. GRANTING OF EXTENSIONS: . New UCL-­wide regulations with regard to the granting of extensions for coursework have been introduced with effect from the 2015-­16 session. Full details will be circulated to all students and will be made available on the IoA intranet. Note that Course Coordinators are no longer permitted to grant extensions. All requests for extensions must be submitted on a new UCL form, together with supporting documentation, YLD-XG\0HGULQJWRQ¶VRIILFHDQGZLOOWKHQEHUHIHUUHGRQIRUFRQVLGHUDWLRQ3OHDVHEHDZDUHWKDWWKH
grounds that are now acceptable are limited. Those with long-­term difficulties should contact UCL Student Disability Services to make special arrangements.