Anth 4510, S2012
Anthropology 4510: Paleopathology
Spring 2012
Tuesday / Thursday 2:00-3:15 PM
Moore G0115
Professor:
Office:
Office Hours :
Phone:
Dr. Jacqueline Eng
Moore Hall 1045
T/Th 12-1pm in office (or by appointment)
(269) 387-3973
E-Mail:
jacqueline.eng@wmich.edu
COURSE DESCRIPTION & GOALS:
The biological anthropological subfield of paleopathology encompasses the study of disease
processes in past human populations using an evolutionary and multidisciplinary perspective.
Through lectures, readings, and discussions, students will explore patterns of demography and
disease in archaeological skeletal samples. We will review differential diagnoses of skeletal
lesions of pathological conditions, whether congenital or acquired, and the application of various
types of analyses. The course will begin with a review of bone biology, immune responses, and
methods used in analysis. Next, we will discuss specific categories of diseases, from ancient to
recurring and new health issues. We will end with a critical discussion of ethical issues in
skeletal research. This course will make use of pathology slides and limited skeletal examples.
By the end of the course, students will be expected to recognize the manifestations of these
patterns on the human skeleton, and will be able to describe and critique the methods used by
osteologists to gather and interpret information from human skeletal remains.
Goals of student learning:
• A global awareness of the history of human disease and dietary challenges
• Ability to recognize variations in human remains that represent health and dietary
information
• Ability to critically read and discuss scientific articles
• Develop skills in presenting information to peers via discussion and visual displays
Prerequisite: Anth 2500: Intro to Biological Anthropology is required, and Anth 3510: Human
Osteology and/or basic knowledge of human skeletal system is recommended.
REQUIRED READING*:
1) Charlotte Roberts & Keith Manchester, The Archaeology of Disease. 3rd edition. 2005.
Cornell University Press.
2) Ethne Barnes, Diseases and Human Evolution. 2005. University of New Mexico Press.
3) Additional readings (PDFs) are available through Library reserves:
http://loan.library.wmich.edu/ares/ares.dll. Password: paleopath.
4) Some readings found on e-learning (listed as “Readings not on reserves”).
*Note, the readings, especially the texts, can be a bit dense and filled with new terms (see below
for Journal), but use them as reference texts and learn to skim for key things like symptoms,
disease process, and history of disease vs. memorizing it all. Look for announcements in class
and on the e-learning class page about supplemental readings. All readings must be completed
BEFORE class on the day for which they are assigned.
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Anth 4510, S2012
Recommended reading/resources*:
*References available for two day loan at the Waldo Library Reserves:
• Don Brothwell, Diseases in Antiquity
• M. Anne Katzenberg & Shelley Saunders (eds.), Biological Anthropology of the Human
Skeleton. Second edition (2008)
• Clark S. Larsen, Bioarchaeology
• Robert W. Mann and David R. Hunt, Photographic Regional Atlas of Bone Disease.
Second edition (2005).
• Donald J. Ortner and Walter G.J. Putschar, Identification of Pathological Conditions in
Human Skeletal Remains
• R. Ted Steinbock, Paleopathological Diagnosis and Interpretation
CLASS WEBSITE: e-learning (log onto GoWMU, click on the green “e” button on top right).
Announcements, reading material, guides, PowerPoints, and discussion topics are posted here, so
students must check regularly.
GRADING:
Participation & Attendance
10%
Article/chapter discussion*
10%
Pathology Journal*
20%
Quizzes (4)
20%
Poster Presentation*
25%
Final
15%
*Note, graduate students in this class have slightly different criteria, as described below when
applicable; see “*” items.
Participation & Attendance: Regular attendance is mandatory and will benefit your
understanding of concepts and class performance. Be on-time, be prepared for class, and do
assigned readings so that you actively participate, especially on days where student
article/chapter “discussion” is scheduled. To get credit, you’ll need to talk! Participation heavily
relies on your engagement in class discussion (includes during italicized items in course schedule
below, as well as weekly student-led reading discussion).
You can miss 2 classes without any penalty, but after the second missed day, each subsequent
missed class (that is unexcused, e.g., no doctor’s note) may lower your Participation &
Attendance grade by 2% (you can lose all 10% if absent 5 times, unexcused, especially on days
where there is class discussion/participation). You must provide written documentation (e.g.,
medical note) explaining absences, as well as comment online re: the questions posted by peers
for discussion dates you have missed (by the next day). There are NO makeups for exams.
Article/chapter discussion: You will sign up in pairs for a topic on the first day of class. Every
few lectures, a pair of students will be in charge of the assigned readings (usually two) that relate
to the given lecture topic. As a pair, you will post at least four questions (two per person) the day
before that lecture on e-learning for peer-student viewing (under “Discussion” click “Compose”),
and then lead an in-class brief discussion on the subject (5%). These questions should not be “did
you read this exact detail” or yes/no in form, but rather questions that generate discussion, so
think more generally about the topic; that is even if your peers only skimmed the articles, they
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could still talk about it. Before the discussion gets started, each member of the pair should
present a ~5min summary of the article he/she was in charge of, so classmates can get a refresher
of the main details (though of course they read them too!).
Coordinate with your partner the overlying shared theme of your articles. Each student pair will
also write a critique of the article he/she presents in the discussion (5%). The critique* should
briefly summarize the article, critique the methods, results and interpretations, and provide a
personal reaction to the article (two pages typed). All students should do the reading and be
prepared to participate in the presented discussion questions as part of your participation points.
If any sign up dates lack a partner, I will be the second presenter.
*Graduate students should pair with undergraduates and need to sign up for two presentation
dates. Thus, each graduate student presents two times, with each presentation worth 5% (2.5%
for critique, 2.5% for leading discussion), for the total of 10%.
Pathology Journal: The student is responsible to organizing and submitting a “journal” (must
be typed) that has two sections.
A. Section One: provide information on terms and definitions related to paleopathology as you
encounter them during the prior week’s readings. This should be a minimal five entries per week
and will begin from week 1 readings (due week 2). Do not define diseases themselves, but
descriptive words related to them you had to look up (e.g., periosteum, arthroidal, etc). Web
links to medical e-dictionaries are on our e-learning page.
B. Section Two: deals with specific diseases. You are to research and describe one* particular
disease mentioned in lecture or from readings that previous week and what you can find out
about the following:
- Type of disease (genetic or acquired, infectious, trauma, metabolic/endocrine, neoplasm)
- Bones usually affected
- Appearance on bones
- Susceptibility among individuals (e.g., age/sex, population, ethnicity)
- Ancient mortality/treatment
The source of information may come from within the readings, your textbooks, or outside
academic sources such as another textbook (e.g., those on reserve) or peer-reviewed articles
(e.g., found on PubMed database or Google Scholar search). Information from a website search
of something like Wikipedia is NOT acceptable as these are not reliable (peer-reviewed)
academic sources. You must provide a citation of the source(s) used for the above information.
The journal compilation of printed pages with the above is due in class every Thursday, starting
on the second week of class – you should keep these all neatly placed within a folder (new
entries on left side pocket, older entries on right side) or small binder with dividers for new/old
entries. While there are 9 dates the journal is due (see below), 8 will be counted, each worth
2.5% of your grade, while doing the 9th entry can give you up to 1% extra credit.
*Graduate students research and describe two specific diseases under Section Two for each
entry.
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Anth 4510, S2012
Quizzes: Starting on the third week, we will have quizzes every other Tuesday. These short
quizzes focus on terms and diseases discussed in the prior two weeks (your notebook may be
handy here!). There will be five quizzes and you may drop the lowest score of one, so that four
total quizzes count, each worth 5% of your grade. If you miss one quiz due to absence that will
be the automatically dropped quiz. There are no makeup exams.
Final Exam: The final is cumulative and will comprise short response and long theoretical essay
questions. Lecture material and reading assignments will be tested, as well as class discussions,
and films/videos. There is material covered in lecture that is not found in the reading, and there is
material in the reading that is not covered in lecture, so you must study all material carefully and
completely in order to do well.
All quizzes and the final are to be taken in class on the designated exam dates. No early or late
exams are allowed. In the rare event that an emergency arises, it is your responsibility to: 1)
inform me in a timely manner, prior to the scheduled exam time, and 2) provide written
documentation of the emergency (e.g., medical note from a certified physician). If there is a
legitimate emergency for missing the final exam as scheduled, a makeup exam may be given at
my discretion (note, if you miss a quiz there are no makeups as there is an extra quiz). There is a
no-tolerance policy toward cheating, and anyone caught cheating on an exam will have their
exam confiscated and will receive a zero grade for that exam.
• Final Examination is on Thursday, April 26, 12:30-2:30pm.
• There is NO makeup exam, nor will it be given at any other time, so make sure you
check your schedules.
Poster Presentation*:
Topic (2%): A one-paragraph typed summary of the poster topic (your choice in paleopathology)
is due in class on February 7.
Outline (3%): A detailed, two page outline of the how the poster will be organized and a list of at
least three* peer-reviewed references (correctly cited) outside of those provided in the course are
due in class on March 20. *Graduate students need to provide five sources.
Poster Presentation (20%): Students will produce a small, color poster (approximately 24 x 24”)
that will be presented during last week of class on April 17 and 19. Each student will discuss
their poster briefly (5%), at most 7 minutes. Classmates will critique verbal and visual
presentations with a provided rubric. Recommended programs include PowerPoint and
Photoshop (details/guidelines on e-learning). The poster itself is worth 15%. All posters must be
turned in by Tuesday 4/17, though half students will put them up on Tuesday, and the rest on
Thursday 4/19.
References: You will need a minimum of 10 sources (*graduate students a minimum of 15) from
peer-reviewed, primary source articles for your poster. We will discuss how best to incorporate
this information in your poster with minimal use of space.
*You must complete all components of this assignment for credit of the entire project. That is,
you can NOT skip the presentation or any other earlier steps and still get credit if you only turn
in the final poster.
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Anth 4510, S2012
LATE WORK POLICY:
Late work will only be accepted if the student provides a reasonable, documented (e.g., medical
note) explanation within a day of missing the deadline. For each day that assigned work is late,
there will be a 20% deduction in the final grade of that work. After five days, students will not be
able to earn ANY credit for that missing work.
EMAIL:
I will respond to an email within 24hrs during the weekdays; it may take longer during the
weekends. Please limit your email to short questions and/or setting appointments to see me in
person if you can not make the established office hours. Email is inefficient for answering indepth questions that would be so much quicker in face-to-face exchange.
STUDENTS WITH DISABILITIES:
If you are a student with a disability and would like to discuss special academic
accommodations, please contact me as early as possible. Also please contact Disabled Students
Resources and Services at 2210 Wilbur Ave (269) 387-2116.
ACADEMIC INTEGRITY:
You are responsible for making yourself aware of and understanding the policies and procedures
in the Undergraduate Catalog that pertain to Academic Integrity. These policies include cheating,
fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer
misuse. [The policies can be found at http://catalog.wmich.edu under Academic Policies, Student
Rights and Responsibilities.] If there is reason to believe you have been involved in academic
dishonesty, you will be referred to the Office of Academic Integrity. You will be given the
opportunity to review the charge(s). If you believe you are not responsible, you will have the
opportunity for a hearing. You should consult with me if you are uncertain about an issue of
academic honesty prior to the submission of an assignment or test.
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Anth 4510, S2012
COURSE SCHEDULE
Week
1
Date
1/10
1/12
2
1/17
1/19
3
1/24
1/26
4
1/31
2/2
5
2/7
2/9
6
2/14
2/16
7
2/21
2/23
8
2/28
3/1
9
10
3/5-9
3/13
•
•
•
Topic
Course introduction;
Osteology & terminology review
Bone biology and immune
responses
Paleopathology: history, methods,
pseudopathology
Paleodemography; Types of
lesions & their interpretations
Osteological Paradox discussion
Quiz 1 (human skeleton)
Film: Secrets of the Bog People
Infectious diseases
Evidence of infection discussion
TB, Leprosy, Syphilis
Parasites
Origin of Treponematosis
discussion
Quiz 2 (infections)
Film: On the Lake
Nutritional deficiencies
Anemia discussion
Dental disease and diet
Assignments/Reading1
Sign up for article discussion2 date
Burns (2007 – skim 2 pdfs in e-learning)
B: 1-2
Health effects of agriculture and
contact discussion
Quiz 3 (nutritional disease)
Joint disease and musculoskeletal
markers of mechanical stress
Joints and immune response (gout,
rheumatoid arthritis, ankylosing
spondylitis)
Joints, spine & activity discussion
Traumatic injuries
Violence in prehistory discussion
Body as a symbol
Cultural modification discussion
Journal due, B: 4,8; Larsen (2006); Klaus
and Tam (2009)
RM: 6 (132-154); Rogers and Waldron
(1995) Ch.3-4
SPRING BREAK
Quiz 4 (joints + trauma)
RM: 1, 10; Zimmerman (2004)
Journal due, RM: 2; Wood et al. (1992);
Wright & Yoder (2003)
B: 3; Mitchell (2003)
Journal due, RM: 7; Soren (2003); Weston
(2008)
B: 9-10, 12, Powell (2000)
Journal due, B (skim): 6-8; Reinhard and
Bryant (2008); Meyer et al. (2002); Powell
(2000)
Poster topics due; Wingerson (2009)
Journal due, B: 5, 19; Sullivan (2005);
Walker et al. (2009)
RM: 4, 8
Journal due, RM: 6 (154-163); Merbs
(1989); Klaus et al. (2009); Hawkey &
Merbs (1995)
RM: 5; Tung (2008) Wilkinson (1997)
Journal due, Braswell & Pitcavage (2009);
Cummings et al. (1997); Milner & Larsen
(1991); Torres-Rouff & Yablonsky (2005)
Andrushko & Verano (2008); Mays (1996);
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“RM” = Roberts and Manchester textbook, “B” = Barnes textbook. Other readings posted online.
The readings in italics are those used in discussion, usually found in online Library Course Reserves
This syllabus is subject to change: any changes to the syllabus or readings will be announced in
class/online.
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11
3/15
3/20
3/22
12
3/27
3/29
13
4/3
4/5
14
4/10
Ancient medical practices
Congenital and neoplastic disease
New disease and transatlantic
exchanges
Viral infections: Smallpox,
Influenza, HIV
Vaccination discussion
Quiz 5 (congenital/industrial
disease)
Epidemiology last 50yrs
discussion
Methods in data analysis:
Statistics
Advances in paleopathology
discussion
Data collection exercise; Methods
in presenting data/poster
Film: “Bones of Contention”
Ethics discussion
AAPA abstract discussion
4/12
Classes canceled for AAPA
15
4/17
Poster presentations
4/19
Poster presentations
Final Exam: Thursday, April 26, 12:30-2:30pm
Hummet et al. (1982)
Journal due, RM: 3, 9
Poster Outline due, B: 16
B (skim): 13, 20, 22; Caplan (2009);
Colgove (2006); Kata (2010); Li et al.
(2008)
B: 21, 23; Aufderheide et al. (2008); Gage
(2005); Ortner (2011)
Journal due, Waldron (2009) Ch.13;
Buikstra & Cook (1980); Grauer 2008;
Seidemann (2010); Alfonso & Powell
(2007); Rose et al. (1996)
Students each pick 2 paleopath-related
meeting abstracts to discuss in class (bring
printouts to submit to Dr. Eng)
Submit posters in class
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Anth 4510, S2012
Lab Do’s and Don’ts
DO put away specimens you are using when you are done in the proper box and shelf location.
DO report and repair any damage to specimens. Of course handle the material with care, but in
the event something is broken, there’s glue around for you to repair or get me if the you can’t fix
it yourself.
DO work together and share. Some types of specimens are in limited supply. The best way to
study is to combine working independently with working in groups. You are encouraged to form
study groups now. For osteology review you can see me during office hours where I have some
bone casts located in my office or I can unlock the lab for you for a limited time
DON’T pick up a skull by the eye sockets like a bowling ball. Use the foramen magnum instead
and always use two hands to support. Place skulls on the blue donut” rings (located in labeled
drawer in back of lab) to stabilize and support easily chipped teeth.
DON’T snap teeth together (maxilla and jaw). They chip very easily.
DON’T mark the bones with pen or pencil.
DON’T take any bones out of the laboratory. We have limited supplies so for common courtesy
(your fellow students and future ones need to study too!) study only in the lab.
Handling bones
Treat your specimens with care and consideration. Don’t handle specimens more than you have
to. Hold specimens over a table or other surface with foam padding (white padding stored in the
back).
Storage
Like other natural products, bone is best stored in a cool and dry place. To prevent mold, do not
store wet bone - if bone gets wet for whatever reason, allow bone to air dry before putting it
away. Ultraviolet radiation is also destructive to the proteins that make up bone. Do not leave
bone in direct sunlight for long periods of time, as they will become brittle and eventually fall
apart.
Cleaning
Because bone is porous, it stains easily and absorbs oils from our skin. To prevent staining, bone
should always be handled with clean hands. There is a sink, soap, and paper towels in front (&
antibacterial gel).
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