MASTER OF PHILOSOPHY HANDBOOK
HUMAN EVOLUTIONARY STUDIES
APPLIED BIOLOGICAL ANTHROPOLOGY
2014-2015
Division of Biological Anthropology Department of Archaeology and
Anthropology
www.bioanth.cam.ac.uk
0
Division of Biological Anthropology
MASTER OF PHILOSOPHY IN APPLIED BIOLOGICAL ANTHROPOLOGY
MASTER OF PHILOSOPHY IN HUMAN EVOLUTIONARY STUDIES
N.B. Please note this handbook is for guidance only. In cases where there are differences
between what is written in this handbook and official University regulations or announcements, the
latter should be considered authoritative.
Prepared in September 2014. The content is subject to revision.
Pembroke Street
Cambridge, CB2 3QG
Tel: +44 (0) 1223 761097
www.bioanth.cam.ac.uk
secretary@bioanth.cam.ac.uk
1
Introduction
Master of Philosophy in
Applied Biological Anthropology
The MPhil in Applied Biological Anthropology (ABA) is a one year interdisciplinary
course, with core teaching in human nutritional ecology, growth and development,
epidemiology and disease, reproductive ecology and molecular genetics. There are
strong biostatistical and laboratory elements to the course as well as a focus on field
studies. This taught MPhil recruits students who are prepared for graduate work and
wish to receive interdisciplinary training, but who do not have sufficient background in
Applied Biological Anthropology to be considered for the research MPhil or doctoral
work. This is a demanding course that enables students to obtain specialist training
and knowledge in an area of Applied Biological Anthropology over a relatively short
time frame. Subject to performance in the examination, the course prepares students
to undertake an advanced degree. Students who are interested in Applied Biological
Anthropology come to the UK from various countries throughout Europe, Asia and the
Americas.
The aim of the course is to:
(i) provide students with the opportunity to study to an advanced level
substantive issues and debates in Applied Biological Anthropology,
through lectures, seminars, and individual supervisions;
(ii) provide students with knowledge of current research in Applied Biological
Anthropology through lectures, seminars and supervisions provided by
staff who have particular research expertise and strengths in these areas;
(iii) enable students to acquire critical thinking and intellectual skills necessary
for undertaking independent research in some aspect of Applied Biological
Anthropology;
(iv) take advantage of the varied knowledge and experience that is
characteristic of the MPhil class and to encourage students to learn from
each other, particularly in seminar discussions;
(v) prepare students for research at the doctoral level and to equip students
to be future leaders in Applied Biological Anthropology and allied fields
around the world.
2
Master of Philosophy in
Human Evolutionary Studies
The Masters of Philosophy in Human Evolutionary Studies (HES) offered by the
University of Cambridge gives students the opportunity of working in depth within a
particular area of interest in this field, while acquiring advanced knowledge across the
breadth of the discipline - evolutionary theory, human evolution and prehistory, human
evolutionary anatomy, human evolutionary genetics and primate behaviour. This
unique combination is achieved through a demanding programme of courses on two
major academic topics, training in quantitative methods, enhancement of
communication skills, and research training, including the writing of a dissertation. The
course welcomes students from a range of disciplines who want to acquire both a
strong knowledge-base in human evolution, as well as analytical, communication and
research skills.
The Division of Biological Anthropology is a thriving, highly-interdisciplinary institution,
whose staff are dedicated to the understanding of human and great ape biological and
cultural evolution. Its members carry out research in a wide range of areas, from
animal behaviour, to genetics, to human population biology, and palaeoanthropology.
evolutionary principles and perspectives form the overarching framework that links all
areas of study.
The Division of Biological Anthropology is part of the Department of Archaeology &
Anthropology, recognised internationally as centres of excellence in both teaching and
research. The Division also houses the Duckworth Collection in the Henry Wellcome
Building. As part of the Department of Archaeology & Anthropology, the Division
enjoys the wonders of the Haddon Library, one of the world’s most comprehensive
teaching and research libraries in archaeology and anthropology. All students also
have access to the University Library and their own College libraries.
The aims of the MPhil in Human Evolutionary Studies are:
(i) to give students the chance to learn, at an advanced level, about the
major topics in human evolution and related fields;
(ii) to provide students with the opportunity to review and discuss major
research questions in human evolution;
(iii) to provide students with intellectual skills that will allow them to undertake
independent research in human evolution;
(iv) to give students the appropriate intellectual and mentoring context for the
development of an independent research project.
3
The Haddon Library
Course Management
The MPhil programmes in Applied Biological Anthropology (ABA) and Human
Evolutionary Studies (HES) are run by the Division of Biological Anthropology, in the
Department of Archaeology and Anthropology. They are one-year courses that are
taught through a combination of lectures, seminars and individual supervision.
Through these, students will interact with and be taught by all academic staff of the
Division. Each student is appointed a supervisor whose responsibility is to advise on
the choice of topic for the dissertation, its subsequent development and provide
feedback on a draft of the thesis. Supervisors are appointed during the Michaelmas
term with a view to match, as far as possible, the interest of the students and the
expertise of academic staff. However, the final decision also takes into account overall
number of students in the year, as well as staff availability.
The course has a designated coordinator who is responsible for general academic
advice to students, advice on the planning of the year’s work, and overseeing the
organisation and examination of the course. The MPhil coordinator for the current year
is Dr Jurgi Cristobal Azkarate.
4
Course Structure
There are two main components to each degree programme, both of which contribute
to the educational aims, a taught component, and a dissertation. The ABA and HES
MPhil programmes differ somewhat in regulations for the taught component, but both
involve the same guidelines for the thesis.
Taught Component
Applied Biological Anthropology (ABA):
The taught component of the ABA programme is organised in four components, three
of which contribute to the final assessment of performance:
1)
2)
3)
4)
Theory and Practice in Applied Biological Anthropology (Papers BAN2 and
BAN4)
Research Design & Quantitative Analysis
Scientific Report & Communication
Research PowerPoint Presentation (ungraded)
Examination of the MPhil in Applied Biological Anthropology is based on the student’s
performance in all components of the course, which contribute differentially to the
overall mark.
1)
Performance in Theory & Practice in Applied Biological Anthropology is
assessed through two essays, one submitted at the end of Michaelmas
Term and one at the end of Lent Term. Essay topics will draw upon the
content of the core papers BAN2 Behavioural Ecology and BAN4 Health
and Disease, and should be decided through discussion with the relevant
lecturer. Each essay will count towards 10% of the final MPhil mark.
2)
Performance in Research Design & Quantitative Analysis is assessed
through a Quantitative Exercise, presented and submitted at the end of Lent
Term, which counts towards 10% of the final MPhil mark.
3)
Performance in Scientific Report & Communication is assessed through two
submissions: a laboratory report and News and Views Article. These
assignments should not to exceed 1500 words, and each will count towards
10% of the final MPhil mark. The Laboratory report is to be submitted at the
division of Lent Term, and the News and Views article is due in for
submission at the end of Michaelmas Term.
4)
Each student will present a PowerPoint Presentation in Easter Term on the
topic of their dissertation. The presentation is not assessed, but plays an
important role in the feedback process of the development of dissertation
research and transferable skills.
5
Human Evolutionary Studies (HES):
The taught component of the HES programme is organised in three components,
three of which contribute to the final assessment of performance:
1)
2)
3)
4)
Theory and Practice in Human Evolutionary Studies (Papers BAN2 and
BAN3)
Research Design & Quantitative Analysis
Scientific Report & Communication
Research PowerPoint Presentation (ungraded)
Examination of the MPhil in Human Evolutionary Studies is based on the student’s
performance in all components of the course, which contribute differentially to the
overall mark.
1) Performance in Theory & Practice in Applied Biological Anthropology is
assessed through two essays, one submitted at the end of Michaelmas
Term and one at the end of Lent Term. Essay topics will draw upon the
content of the core papers BAN2 Behavioural Ecology and BAN3 Human
Origins, and should be decided through discussion with the relevant
lecturer. Each essay will count towards 10% of the final MPhil mark.
2)
Performance in Research Design & Quantitative Analysis is assessed
through a Quantitative Exercise, presented and submitted at the end of Lent
Term, which counts towards 10% of the final MPhil mark.
3)
Performance in Scientific Report & Communication is assessed through two
submissions: a laboratory report and News and Views Article. These
assignments should not to exceed 1500 words, and each will count towards
10% of the final MPhil mark. The Laboratory report is to be submitted at the
division of Lent Term, and the News and Views article is due in for
submission at the end of Michaelmas Term.
4)
Each student will present a PowerPoint Presentation in the Easter Term on
the topic of their dissertation. The presentation is not assessed, but plays an
important role in the feedback process of the development of dissertation
research and transferable skills.
Each student will present a PowerPoint Presentation in the Easter Term on the topic
of their dissertation. The presentation is not assessed, but plays an important role in
the feedback process of the development of dissertation research and transferable
skills
A comparison of the course components of both MPhil programmes is presented in
Table 1.
6
Table 1. Biological Anthropology MPhil Taught Component Elements
Element
ABA MPhil
HES MPhil
Theory and Practice:
BAN2 and BAN4 BAN2 and BAN3 Core Papers
assessed by two essays
assessed by two essays
of 2500 words
of 2500 words.
Quantitative Analysis
Report on Statistical
Report on Statistical
Sessions and Exercise
Analysis and Interpretation Analysis and Interpretation
Scientific Report and
Lab Report and News and
Lab Report and News and
Communication:
Views article
Views Article
Research Presentation
Ungraded
Ungraded
Due Dates
December 5th, 2014
th
February 13 , 2015
th
March 13 , 2015
th
April 24 , 2015
BAN4 Essay
BAN2/4 News and Views
BAN3 Essay
BAN3/4 News and Views
Laboratory report
Laboratory report
BAN2 Essay
Quantitative Exercise
BAN2 Essay
Quantitative Exercise
Research Presentation
Research Presentation
NOTE: Two hard copies and one electronic copy (Word or PDF) of each assignment
should be submitted to the Administrative Office of the Division of Biological
Anthropology by 4:00pm on the due date.
Research Component: Thesis
Performance in Research in both the ABA and HES MPhil programmes is assessed
through a written dissertation, which counts towards 50% of the final MPhil mark. Each
student completes a thesis, of up to 20,000 words in length (excluding tables,
appendices and references). In coordination with their Supervisor, students choose a
topic within a branch of applied biological anthropology that can be written-up in the
form of a thesis in the course of the year. Students are encouraged to focus on a topic
early in the year. The thesis title and topic are formally approved by the Supervisor
and the Degree Committee for the Faculty of Archaeology & Anthropology.
Evaluation
To PASS either the ABA or HES MPhil students are required to achieve an average
1
mark of at least 60% in both the Taught and Research components of the course.
Students who achieve a final average mark equal or above 68% receive a HIGH
PASS, which is the normal benchmark to allow a student to apply to continue as a
graduate student at the PhD level. Students who achieve a final average mark equal
or above 75% receive a DISTINCTION.
7
Candidates are required to pass in each part separately, except in the following
circumstances:
(a) a candidate whose failure in the taught course component is marginal is
allowed to submit a thesis, and a high performance in the thesis may be taken
into account by the Degree Committee in determining their recommendation
to the Board of Graduate Studies;
(b)
where a candidate’s failure in the thesis is marginal, a high performance in the
course component may be taken into consideration by the Degree Committee
in determining their recommendation to the Board.
Candidates whose failure in the course component is more than marginal will not
normally be permitted to proceed further with the examination.
8
Theory and Practice: Papers and Assessment
(1) Theory & Practice in Applied Biological Anthropology and
Human Evolutionary Studies
This part of the ABA and HES programmes address theoretical and practical aspects
of the study of humans and primates. The content of this component depends upon
the stream in which a student is registered. Core papers in the HES MPhil are the
Behavioural Ecology (BAN2) and the Human Origins (BAN3), while core papers in the
ABA MPhil are the Behavioural Ecology (BAN2) and the Health and Disease (BAN4).
The lectures, which take place during both Michaelmas and Lent Terms, are
complemented by discussion seminars arranged for each paper by the lecturer.
BAN2 Behavioural Ecology (BBS105) – Paper coordinator: Dr R Attenborough
This paper examines human behaviour in the broad comparative perspective, with two
themes. The first is the extent to which humans share their behaviour and means of
communication with other animals, especially primates. A broad overview of
communication, examining olfactory, visual and auditory communication systems, as
well as highlighting the importance of multimodality in primate communication
research will be provided. The second theme is concerned with comparisons of
mobility patterns and social networks among human groups and the rest of the
biological world in terms of similarities, differences, and uniqueness. Foraging
societies will be examined in relation to their ecologies and social behaviour,
differences in diet, technology, demography and life history, social structure, kinship,
residence, mobility, mating, parenting, food sharing, cooperation, and warfare.
Lecturers: MT14 – Dr. Jacob Dunn, LT15 – Dr. Peter Walsh, Dr. Robert Attenborough
Michaelmas and Lent: Tuesday and Thursday 10-11 Pembroke Street Lecture
Theatre
BAN3 Human Origins (BBS104) – Paper coordinator: Dr T Kivisild
This paper looks at the evolution of human species from its origins among the great
apes, to the evolution of modern humans. When and how did humans colonize
Eurasia, Americas and Oceania? Was there admixture with Neanderthals and other
archaic species? The paper also covers demographic processes, change of life style
and dispersals that have taken place in the last 10,000 years. Throughout the course,
material will be drawn from the fossil record, archaeology, genetics, and human
population biology and ecology.
Lecturers: MT14 – Dr. Kate Faccia, LT15 – Dr. Toomas Kivisild
Michaelmas and Lent: Tuesday and Thursday 12-13 Fitzwilliam Street Seminar
room (Michaelmas) Pembroke Street Lecture Theatre (Lent).
BAN4 Health and Disease (BBS103) – Paper coordinator: Dr P Walsh
This paper explores how disease has shaped the way humans have evolved, and how
diseases have evolved to exploit humans. From conception to death, humans undergo
a process of development that is shaped by both genes and environment. The
patterns of such development can be framed in terms of life history theory, the role of
nutrition, and the interactions between demography and threats to life such as
disease, and the way in which reproduction is integrated into the lifespan. The paper
also addresses the questions why do we share so many diseases with gorillas and
9
chimpanzees, how do demography, social behaviour, economics, development policy,
and globalization influence disease transmission within and between ape species.
Lecturers: MT14 – Dr. Piers Mitchell, LT15 – Dr. Robert Attenborough, Dr. Peter
Walsh
Michaelmas and Lent: Friday 9-11 Fitzwilliam Street Seminar room (Michaelmas)
Pembroke Street Lecture Theatre (Lent)
Performance in Theory & Practice in Applied Biological Anthropology will be assessed
through two essays based on the content of the core papers and should be decided
through discussion with the relevant lecturer.
(2) Research Design & Quantitative Analysis
This part of the programme focuses on issues surrounding the choice of research
projects, the identification of answerable questions and testable hypotheses, the
development of research strategies, and quantification. The course takes the form of
discussion seminars throughout Michaelmas and Lent Terms, during which each
student’s dissertation topic is discussed, as well as basic quantitative methods
necessary to implement research projects. In the Michaelmas term this will consist of
research design seminars, and statistical methods taught in the BA4 module. In the
Lent term a specific module in statistical analysis will be taught to both ABA and HES
MPhil Students.
BA4 Theory and practice in anthropology – Paper coordinator: Dr R Goto
This paper deals with how to analyse data and interpret the results of statistical
analyses. The first part of the paper covers analysis of categorical data (chi-square
test), comparison of two means (t and F-test) and three or more means (oneway
analysis of variance) and bivariate analyses (regression and correlation). The second
part provides an introduction to SPSS a statistical package. The final component of
the paper introduces multivariate statistics and focuses on multiple regression, logistic
regression, discriminant function and repeated measures analysis of variance.
Michaelmas: Tuesday and Wednesday 14-16 Pembroke Street Seminar Room
The timing of seminars in quantitative methods, and the topics of the Quantitative
Exercise will be announced.
Performance in Research Design & Quantitative Analysis is assessed through a
Quantitative Exercise, normally consisting of a research problem to be tackled
quantitatively on the basis of a body of data that addresses the question(s) posed.
The submitted work should include an introduction to the problem addressed by the
question, detailed description of the rationale behind the choice of statistical tests
and their application to the study, conclusions and references cited. Submissions
that represent an amalgam of SPSS or similar output are not appropriate. The
analysis must demonstrate a thorough understanding of the methods used and the
interpretation of statistical results.
(3) Scientific Report & Communication
10
This component of the MPhil Programmes aims at training students in the acquisition
of scientific communication skills for both an academic and a general public audience.
It involves attendance to two practicals during Michaelmas term: the first on extraction
and ELISA analysis of hormones (T3) in hair, and a second on nucleic acid extraction
and PCR analysis in saliva and primate faeces.
Performance in Scientific Report & Communication is assessed through a report of the
results of either of the two lab practicals, and a Nature 'News and Views' style piece
based upon a recent publication of scientific impact from within the field of Biological
Anthrology.
(4) Powerpoint presentation.
Each student will present a Powerpoint Presentation in the Easter Term on the topic of
their dissertation. While this is not assessed, it fulfils and important role in the
development of the dissertation research project, and allows feedback and discussion
with other staff and students within the division.
11
Lecture Timetable
Michaelmas
Monday
Tuesday
Wednesday
Thursday
Friday
9:00
BAN4
10:00
11:00
12:00
BAN9
BAN2
BAN2
BAN3
BAN3
BAN4
BAN9
14:00
BA4
BA4
15:00
BA4
BA4
Tuesday
Wednesday
Thursday
BAN2
BAN9
BAN2
16:00
Lent
Monday
9:00
10:00
11:00
12:00
Friday
BAN4
BAN4
BAN9
BAN3
BAN3
14:00
15:00
16:00
Biological Anthropology-related Events and
Resources 2014-2015
12
Students are encouraged to attend any other papers, talks seminars and research
group offered by the Division and the University that may be relevant to their
specific area of interest
List of all talks going on at Cambridge: talks.cam.ac.uk
Timetable of all University Lectures: https://www.timetable.cam.ac.uk/
CUBASS: Cambridge University Biological Anthropology Students’ Society
(Currently defunct, could use a revitalization). https://www.facebook.com/Hominins
MEGA: Dr. Kivisild’s research group. Meetings are every Tuesday 3:30 – 5:30 in
rd
the Library (3 Floor, Henry Wellcome Building).
PAVE: DR. Stock´s research group. Meeting are every Thrusday 4:00-5:30 in the
th
Seminar Room (4 Floor, Pembroke Street)
In Africa Project: Prof. Rob Foley and Dr. Marta Mirazon Lahr’s research group.
BioAnth Lecture Series: Wednesdays 4pm – 6pm in the Pembroke Lecture room.
Invited speakers from various fields. These seminars conclude by informal drinks
in the pub, when students have the opportunity of informal discussions with the
invited speakers.
BioAnth Happy Hour: Usually the last Friday of every month, this social gathering
is open to all of Archaeology and Anthropology. Held in the Library of the Henry
Wellcome Building.
13
Research – MPhil Thesis
Each student will complete a 20,000 word thesis, which represents a significant
research undertaking.The thesis is driven by a research question that is
independently investigated by the student. Given that most students have little
experience with formalising independent research in a written format, guidance is
provided that may be useful for planning and writing up the thesis. The following
information is guidance only, as there are no strict rules of format nor in content of
theses. Every thesis will vary somewhat depending on the res earch topic. Hence,
consider the following information as general advice and not as a precise blueprint
for conducting and writing up your thesis. Should the student wish to consult other
MPhil theses, past ones are available in the Haddon Library where past dissertations
are archived; otherwise, your Supervisor may be able to provide you with an
example thesis which they consider to be of good organisation and quality.
General Content:
The thesis is a piece of research. The starting point is to identify a problem or
question which is of general scholarly interest. It is important to consider practical
issues and the resources available, especially the overall schedule for conducting
research. It is extremely important to think ahead about your thesis topic, and to
establish whether a topic is feasible or not. Hence, you need to identify the problem,
determine data sources, make necessary contacts, etc., so that you have planned
your research in advance. It is necessary to think of the thesis as an interactive
process in which the problem you wish to investigate is tested using data that exists
or can be generated; this may cause the research problem to be modified. The
following framework should be kept in mind: a) the general area of investigation, b)
the specific problem or issue that you wish to investigate, c) the data or information
that will be needed, and d) the appropriate methods to employ (e.g., graphics;
statistical tests or relationships between variables; comparison of data). It is
important to consider the overall logistics, such as travel and subsistence, if
necessary, laboratory requirements (equipment, space, time) and data processing.
Presentation:
The thesis will be judged by the examiners primarily on its content. However, it is
also important to have a professional looking presentation as well. The student
should make the thesis scholarly, interesting and easy to read. Short words and
simple sentences often times help to convey ideas with clarity. The overall length of
the thesis must not exceed 20,000 words, excluding tables, references and
appendices.
Typically, an arrangement for the thesis is as follows:
•Title page (title, candidate’s name, department, date)
•An abstract (usually one to two paragraphs)
•Content (list of chapters, figures and page numbers)
14
The body of the thesis varies according to the topic and the methods to be
employed, thus there is no prescriptive outline. Typically, however, theses often are
divided into the following main parts or chapters:
•Introduction (states the object and purpose of the investigation, the area
examined and the nature of the material studied)
•Literature review
•Substantive content (subdivision into chapters and sections is desirable.
Attention should be paid to argument, and a clear distinction made between
the evidence and deductions made from it)
•Conclusion/discussion (a concise interpretation of the results and a brief
discussion of their special and general significance)
•References
Illustrations:
Tables and figures should be clearly titled to give their content and source, and
should be numbered consecutively (e.g., Figure 1, Figure 2) for reference in the
written text.
Footnotes:
Footnotes are normally limited. If a footnote is necessary, consider carefully whether
the information could be inserted in the text with some recasting of the sentence. If
necessary, footnotes should normally be placed at the bottom of the page.
References:
The objective of providing references is to inform the reader of the sources used.
The references also show familiarity with the relevant literature. No one style
reference has been adopted by the Department, but the formal style guidelines
employed by leading journals, such as the American Journal of Physical
Anthropology or Annals of Human Biology are typical. It is important to be accurate
in presenting references, and to use the same consistent format throughout. It is also
important to cross-check your text with your references to ensure that all citations
are in the bibliography and vice versa.
Two hard copies and one electronic copy (in Word or PDF format) of the MPhil
st
Thesis should be submitted to the Divisional Administrator, room 36, 1 floor,
th
Pembroke St by 4pm, Friday 24 July 2015.
As part of their research component of the MPhil programme, students are also
required to:
i.
submit a Feasibility Report towards the end of Michaelmas Term;
Feasibility Report: 500 word text describing their proposed programme of
research. This will include a statement that the necessary facilities to carry out
the proposed research are available. Such facilities would include, for
instance, funds, laboratories, animals, equipment, and/or field facilities. The
Feasibility Report should be submitted to the Divisional Administrator, room
st
th
36, 1 floor, Pembroke St by 4pm, Friday 28 November 2014.
15
ii. give a 10 minute Powerpoint presentation, based on the materials and
methods defined to tackle the problem of their dissertation, as well as any
analysis by then undertaken. The Powerpoint presentation will take place on
th
Friday 24 April, 2014.
16
Plagiarism
Guidance on Plagiarism
What follows is important guidance on plagiarism for all students in the Faculty of
Human, Social, and Political Science.
Plagiarism is presenting as your own work words and thoughts that are not your own.
It is a form of cheating and treated as such by the University’s ordinances. At the
beginning of each academic year you are asked to sign a form saying that you have
read this guidance document and understand what plagiarism is. If you are in any
doubt about what constitutes plagiarism, ask your graduate supervisor or Director of
Studies to talk you through the issue. You should also ensure that you are familiar with
the University’s formal Statement on Plagiarism,
www.admin.cam.ac.uk/univ/plagiarism.
What Constitutes Plagiarism?
Plagiarism from published literature
Plagiarism is copying out, or paraphrasing someone else’s work (whether published or
not), without acknowledgement in quotation marks (where directly copied) or a
reference or citation. Avoiding plagiarism means getting into the habit of careful
referencing. Citation styles and preferences can vary by subject within the Faculty;
make sure you check with your supervisor or course organiser about what style best
suits the type of work you are producing. Whatever the style, though, appropriate
referencing is essential.
Take the following passage, from Fritz Stern’s book, The failure of illiberalism (1974):
“Some of them, unwittingly, hastened the coming of the
disaster, for they became exuberant imperialists, justifying
Germany’s headlong rush into world politics by a kind of
cultural Darwinism. Once more, brute force was gilded by
idealistic invocations, by reference to Hegel and Fichte and
the German Idealist tradition. Similar rationalizations had
been propagated in Western countries; the difference, as
Ludwig Dehio points out, was that the ideals of the Western
powers, of Spain during the Counter-Reformation, of
revolutionary France or liberal England, possessed a
universal appeal, whereas the “German mission” was
parochial and unpersuasive. The Germans were searching
for the identity of their mission, in a sense for their own
identity; the Kaiser’s theatrics were a pathetic insistence of
this search.” (Fritz Stern, The failure of illiberalism: essays
on the political culture of modern Germany, pp. 16-17.)
Any part you directly quote should be attributed to Stern in the main body of your text,
identified by quotation marks.
It is plagiarism to write without a reference to Stern:
A few Germans inadvertently speeded up the impending
disaster, for they became enthusiastic imperialists,
justifying Germany’s dizzy charge into world power politics
by a form of cultural Darwinism. Again, violence was
17
covered by idealistic rhetoric, through the words of Hegel
and Fichte, and the German Idealist tradition.
This is because the source of the information is not made clear.
To write what follows is also plagiarism:
Some Germans unwittingly hastened the coming of the
disaster, for they became exuberant imperialists, justifying
Germany’s headlong rush into world politics by a kind of
cultural Darwinism. Once more, brute force was gilded by
idealistic invocations (Stern, 1974: 16-17).
Even though there is a reference to Stern here, this is plagiarism because
substantially the same sequences of words are used as in Stern’s text: those words
should be in quotation marks.
In both of the passages above, it is not possible to distinguish between your words or
thoughts and those of Stern, and therefore this counts as plagiarism.
Your objective should be to show your reader where and how you have supported or
defended your work with that of others, or where you have carried someone else’s
work to a new level. This is done by including references and quotation marks as
appropriate:
Stern (1974) felt that some Germans “… unwittingly
hastened the coming of the disaster, for they became
exuberant imperialists, justifying Germany’s headlong rush
into world politics by a kind of cultural Darwinism”. This
legitimisation can be clearly seen in speeches given by
German orators throughout 1930-39.
It is also plagiarism to pass off an author’s discussion of another author as your own.
For example, you must acknowledge Stern in taking his comment on Ludwig Dehio.
Here, if you want to use Stern’s words you should write something like:
Stern (1974: 16-17) emphasises Ludwig Dehio’s argument
that “the ideals of the Western powers, of Spain during the
Counter-Reformation, of revolutionary France or liberal
England, possessed a universal appeal, whereas the
‘German mission’ was parochial and unpersuasive”.
It is plagiarism to write the following without acknowledging Stern:
Ludwig Dehio argued that the difference Germany and
Western countries was that the ideals of the Western
powers, of Spain during the Counter-Reformation, of
revolutionary France or liberal England, possessed a
universal appeal, whereas the “German mission” was
parochial and unpersuasive.
18
Plagiarism from the Internet
Buying essays from Internet sites and passing them off as your own is plagiarism.
There are no grey lines with this kind of plagiarism. It always constitutes a deliberate
attempt to deceive and shows a wilful disregard for the point of a university education.
Downloading material from the Internet and incorporating it into essays without
acknowledgement also constitutes plagiarism. Internet material should be treated like
published sources and referenced accordingly.
Plagiarism from other students’ essays
Submitting an essay written by another student is plagiarism and will always be
treated as a deliberate attempt to deceive. This is the case whether the other student
is at this University or another, whether the student is still studying or not, and whether
he or she has given consent to you doing so or not. Taking passages from another
student’s essay is also plagiarism.
In most courses, it is also plagiarism to submit for examination any work or part of any
work which you have already had examined elsewhere, even if this was in another
University or for another degree.
Collusion
Submitting parts of an essay, dissertation, or project work completed jointly with
another student, without acknowledgement or if joint work has not been permitted, is
collusion and is considered a form of plagiarism. When submitting assessed work,
each student will be asked to declare whether or not s/he has received substantial
help from another student or supervisor. This will include, but is not limited to, rewriting
or rephrasing large sections of the work. Each piece of work is expected to be the
original, independent work of the student, and so if this is not the case it must be
declared at the beginning of the assessment process.
Proofreading, reading drafts, and suggesting general improvements are not collusion
and students are encouraged to obtain a third party’s view on their essay(s). However,
as an example, if a supervisor or another student carried out detailed redrafting of the
entire conclusion section of an essay, this would be considered collusion.
Some projects may benefit from joint working. In this case, however, the final project
carried out by each student should be original and should not overlap significantly with
one another. Students considering working together should always discuss the matter
with their Supervisors and/or Directors of Studies before beginning the project. This
type of joint work must always be declared by both students when the work is
submitted.
Authenticity of data
Some dissertations or project work may focus on analysing and drawing conclusions
from a set of data. The integrity of data collection is paramount and students of any
level are expected to uphold good research practice. Falsifying, or attempting to
falsify, data will be treated as fraud (a form of plagiarism) and will be investigated (see
The consequences of plagiarism below).
19
Supervisors of dissertations or projects are encouraged to carry out spot-checks on
data gathered online and via traditional methods, and to seek assistance from
computing staff in interpreting the results of these spot checks. Supervisors who have
concerns regarding anomalous results should in the first instance discuss these with
the student. If they are unsatisfied, they should contact the Chair or Senior Examiner
to discuss. In this instance, supervisors have the right to stop the collection of data or
to suspend the student’s access to a shared dataset, until the concerns can be
reviewed more fully with both student and supervisor. This will be done in as timely a
manner as possible so as not to impede the progress of the project or dissertation.
The Consequences of Plagiarism
All students are asked to sign a form at the start of the year stating that they have read
this guidance and the University’s statement, that they understand what plagiarism is,
and that they consent for any work they submit throughout the year to be submitted to
software that checks for originality (see Use of originality checking software below).
Assessed work
A supervisor or examiner with concerns about potential plagiarism in work for formal
assessment, whether or not the work has yet been submitted, will contact the Chair or
Senior Examiner, who will liaise with the University Proctors. This will lead to an
investigative meeting with the student. If the Proctor believes that there is a case to
answer, s/he will then inform the University Advocate who can take the student before
the University’s Court of Discipline. The Court of Discipline has the power to deprive
any student found guilty of plagiarism of membership of the University, and to strip
them of any degrees awarded by it. A case may be made irrespective of the student’s
intent to deceive.
Supervision essays
Any supervisor who finds evidence of plagiarism in a supervision essay will contact
the student’s Director of Studies. The College then has the discretion to take
disciplinary action. Supervisors can refuse to supervise any student whom they have
found plagiarising in an essay.
Use of originality checking software
The University subscribes to a service named ‘Turnitin’ that provides an electronic
means of checking student work against a very large database of material from the
internet, published sources and other student essays. This service also helps to
protect the work submitted by students from future plagiarism and thereby maintain
the integrity of any qualifications you are awarded by the University.
This software will only be used when there are unresolved queries about the originality
of student work; such queries may be raised by supervisors, by examiners, or by other
students. In such circumstances, the work will be submitted to Turnitin, where it will be
stored electronically in a database. Turnitin will produce an originality report showing
whether any strings of words not in quotation marks are contained in other items in its
database. The originality report will then be used to inform judgements about whether
or not plagiarism has occurred. The copyright of the material remains entirely with the
author, and no personal data will be uploaded with the work.
In order to use the originality checking software, students must grant their authority for
their work to be submitted in electronic form to Turnitin. Students are asked to sign a
declaration at the start of the academic year granting this authority, and any assessed
20
work must be submitted electronically as well as in hard copy form. Students have the
right to refuse this permission; however, where permission has been withheld the
Faculty reserves the right to use alternative means to investigate the concerns.
Guidance on Assyriology Code of Practice
Where in assessed coursework and examinations candidates are asked to give
English translations of Akkadian or Sumerian texts this should be in their own words.
The reproduction, from memory or otherwise, of translations by other parties,
published or unpublished, attributed or unattributed, is unacceptable.
21
Examples of Previous MPhil Thesis Titles
Applied Biological Anthropology

Impact of maternal nutritional education and infant supplementation on
childrens’ nutritional status

A review of immunisation coverage data within Bangladesh and its
correlation with health provision and socio-econonomic variables

Welfare considerations for captive primates in zoos

Changing patterns of Tuberculosis in the African countries by sex and age,
over the last 10 years

Social structure and microsatellite variation in Japanese Macaques

Impact of education in improving the nutritional status of moderately
malnourished children in rural Bangladesh

MHC diversity in captive gorilla families

Immunological and immunogenetic factors in human reproductive failure: a
preliminary study of HLA similarity in a consanguineous population

MHC and social interactions in captive chimpanzees
Human Evolutionary Studies

Archaeological evidence for the dispersals of Homo sapiens through the
Thar Desert, North West India in the Late Pleistocene

Can temporal patterning be detected in stone tool
Evolutionary implications of rhythm

Cognitive prerequisites for human burial: the Pleistocene evidence

Comparative analysis and Pleistocene hominin behavioural ecology: a
survey of faunal remains

Great ape cognition: a socioecological and cultural perspective on two
sympatric species (Pan troglodytes and Gorilla gorilla) in the African
rainforest

Interpreting patterns of Philippine mitochondrial DNA diversity in the context
of S.E. Asian prehistory

Is the ratchet effect unique to humans?

Reconstructing prehistoric activities from musculoskeletal stress markers in
ancient Egyptian and Nubian skeletons

SNP haplotypes as indicators of positive selection at pigmentation loci in
humans
manufacture?
22

The burials on the island of Musira, East Africa: an osteological analysis of
behavioural patterns and biological affinities

Understanding the evolution of interpersonal violence amongst hominin
species through osteological analysis and ethnographic sampling

Female Chimpanzee associations vary over a lifetime; a cross sectional
analysis based on age and other factors

The evolution of 2p12-q11, a chromosomal region associated with
handedness in humans.’

Social Networks and Roles in a Group of Captive Chimpanzees: Who Are
the Movers and Shakers?

Health and habitual behaviour in the colonial history of Iceland: a
bioarchaeological perspective

Convergent evolution in Neanderthals and modern humans.
MPhil theses submitted in previous years can be consulted upon request.
23
The academics involved in teaching, and their areas of research
are:
Professor Nicholas
Mascie-Taylor
Human Population Biology and
Health
nmt1@cam.ac.uk
Human Evolution
raf10@cam.ac.uk
Dr Rie Goto
Human Growth and Nutrition
rg277@cam.ac.uk
Dr Toomas Kivisild
Human Evolutionary Genetics
tk331@cam.ac.uk
Professor William
McGrew
Primate Behaviour and Culture
wcm21@cam.ac.uk
Human Evolutionary Biology
mbml1@cam.ac.uk
Dr Piers Mitchell
Health and Disease throughout
Human Evolution
pdm39@cam.ac.uk
Dr Jay Stock
Human Evolution and Skeletal
Biology
jts34@cam.ac.uk
Ape Quantitative Ecology and
Conservation
pdw36@cam.ac.uk
On sabbatical leave MT14,
LT15 and ET15
Professor Robert Foley
On senior research leave until
01/01/2015
Emeritus Professor
Dr Marta Mirazón Lahr
On Research Leave
On sabbatical leave MT14
and LT15
Dr Peter Walsh
Dr Robert Attenborough
Human population biology and
health, evolutionary anthropology
ra478@cam.ac.uk
Dr Jacob Dunn
Human Biology and Primatology
jcd54@cam.ac.uk
Human and Other Primate
Evolutionary Endocrinology
jca40@cam.ac.uk
Skeletal biology and
Osteoarchaeology
kf328@cam.ac.uk
Human genetic adaptations to
infectious disease
ch504@cam.ac.uk
Dr Jurgi Cristóbal
Azkarate
Dr Kate Faccia
Charlotte Houldcroft
24
Teaching and Research
All members of staff of the Division contribute towards its graduate teaching, with a
view towards teaching the foundations of Biological Anthropology, as well as aspects
of advanced research in the field as reflected in their own areas of expertise. The main
areas of research in the Division are:
Professor Nick Mascie-Taylor’s research falls in the field of human population
biology and health. He works on the epidemiology and control of infectious diseases,
the interactions between nutrition, growth, reproduction and disease and on human
population structure. In this research it recognised that human populations and
cultures and their disease profiles cannot be understood simply through biological or
social processes, but that integrated approaches that combine the social and natural
sciences are likely to provide the most comprehensive understanding. His work
primarily focuses on neglected tropical diseases and on how worm infestation
impedes nutrition, growth, reproduction and health with fieldwork in Africa, Asia and
UK. His more recent research is on the interactions between poverty, health and
nutrition and he is working with UKAid (DFID) on long term programmes in
Bangladesh to move over 1 million people out of extreme poverty. He has also started
a new project in Nepal also with DFID looking at the interactions of chronic poverty,
vulnerability and nutritional status. He is also interested in data handling and sound
statistical analyses.
Professor Robert Foley's research has focused on the evolution and ecology of
humans and extinct hominins, especially their behavior and adaptations. Much of this
work has concentrated on understanding humans in terms of general Darwinian
patterns and processes, and relating human evolution to more general models of
evolution. Research topics have included spatial patterns of human adaptation,
evolutionary ecology of hominins from australopithecines to modern humans, the
evolution of social behavior, language evolution, dental anthropology, and cultural
evolution. With Marta Mirazon Lahr, he currently has field projects in the Libyan
Sahara and Northern Kenya.
Dr Rie Goto is interested in nutrition, child growth and disease and how they interact
with poverty. Her work combines methods of field measurement and laboratory
techniques with multivariate statistical analyses. She has been working on how
disease leads to both acute and chronic malnutrition in relation to immune reaction
and gut function through the analyses of biomarkers using urine, blood and stool
samples. These results were related with socio-economic status and maternal
education and breastfeeding practices. She also works on a large scale extreme poor
project in Bangladesh (DFID funded) to see what indirect nutritional benefits accrue
because of economic empowerment. She is also working on several projects in
Pakistan and Nepal.
Dr Toomas Kivisild carries out research in human evolutionary genetics. This
includes the study of human origins, dispersals, and population structure, and
research on the effect of natural selection on our genetic diversity. Research topics
currently explored by his team include the study of convergent evolution in human
pigmentation genes, genetic variation associated with diet, metabolism and cold
adaptations, adaptation to high altitude, and the impact of the possible admixture with
archaic hominins, such as Neanderthals, on our genetic diversity.
25
Dr Marta Mirazon Lahr's research is in human evolution, including the study of living,
historical and extinct populations. Much of the work has focused on the origins of
modern humans, dispersals of modern humans, the evolution of human diversity, and
the interaction of biological and cultural processes in shaping the human phenotype.
Her research includes 3D studies of human morphology, evolutionary and ancient
genetics, and palaeoanthropology more generally. She has carried out fieldwork in
genetics, ecology and palaeoanthropology in Melanesia, India, Brazil, Libya and
Kenya.
Professor William McGrew focuses on the evolutionary socio-ecology and culture in
non-human primates, as well as its implications for the evolution of hominin and
human culture and cognition.
Dr Piers Mitchell’s research interests focus on health and disease in the past,
through paleopathology and the history of medicine. Current projects include
identifying ancient parasites in the eastern Mediterranean region, Africa, and in
London throughout its history. He is bringing out a book entitled Sanitation, Latrines
and Intestinal Parasites in Past Populations to be published next year, and is currently
writing a book on Parasites in Past Civilizations and their Impact Upon Health, for
Cambridge University Press. As the world expert in health and disease in the
crusades, he travels to the Levant regularly to study human skeletal remains there in
order to research injuries and disease. He has previously published Medicine in the
Crusades: Warfare, Wounds and the Medieval Surgeon (CUP), and is completing
researching for a book to be entitled Death on Crusade. His interests also include the
study of anatomy and dissection in Britain during the Enlightenment (17-18th century)
and published Anatomical Dissection in Enlightenment England and Beyond: Autopsy,
Pathology and Display in 2012.
Dr Jay Stock conducts research on the adaptability of the human and hominin
phenotype, focusing on the relationship between plasticity and canalization. A primary
concern is the effects of environments, both natural and behavioural, on the
morphology of the skeleton. A parallel research area involves improving our
understanding of the biology of human populations associated with major cultural and
biological transitions in prehistory, such as the origins of agriculture.
Dr Peter Walsh uses fieldwork and mathematical modelling, to study the ecology of
apes and other primates in Central Africa, in Cambridge, and on the World Wide Web.
Basic research interests include emergent diseases dynamics and the role of spatial
cognition in the self-organisation of human and wildlife social networks. He is deeply
involved in ape conservation efforts, including vaccination of wild gorillas and the use
of radio telemetry to track gorillas.
Temporary Lecturers for 2013-14
Dr Jacob Dunn’s research interests are in the general areas of human biology and
primatology, encompassing and integrating the applied fields of molecular ecology,
eco-physiology and behavioural ecology. His primary concern is in the molecular
genetics of New World primates, with projects on the conservation genetics,
phylogenetics and phylogeography of howler monkeys and spider monkeys. He also
has an interest in the behavioural ecology and ecophysiology of primates, for which he
carries out long-term fieldwork in Mexico. A parallel area of interest is in the evolution
26
of primate signalling systems, including vocal communication in primates and
chemical communication in humans.
Dr Jurgi Cristóbal Azkarate´s research is in the field of eco-physiology and focuses
on the endocrinological responses of primates to environmental challenges. He aims
to understand the physiological strategies that lead to primate adaptation, and identify
the proximate causes responsible to the decline primate populations in response to
the transformation of their natural habitats. For example, current projects include, the
study of thermoregulatory physiology in primates, and the effects of food availability
and climate on howler monkey and Barbary macaques’ energetic physiology.
Charlotte Houldcroft's primary research is in human genetic adaptations to infectious
disease, including the adaptive and innate immune systems and within-cell
mechanisms for responding to infection. Her research looks specifically at human
genetic changes across the whole genome which alter susceptibility to Epstein-Barr
virus infection, the virus which causes glandular fever and is linked to several common
cancers. She is also personally interested in using human genetic data to learn about
demographic history, at the scale of individuals and whole populations, and how this
can be combined with historical and anthropological data, such as surnames.
Dr Robert Attenborough's primary research and writing interests are in human
population biology and health, with special reference to Papua New Guinea. One
project focuses on demography, child growth and the ecology and epidemiology of
infection (especially malaria), in the New Guinea highlands fringes; another addresses
the anthropological genetics of New Guinea populations more broadly. A developing
project uses micro-simulation to tackle questions about genealogical demography. He
also has a long-standing interest in, and plans a further writing project on, the
application of zoological theories of behaviour and society to humans cross-culturally.
Dr. Kate Faccia employs an osteoarchaeological approach to analysing prehistoric
populations and periods of transition. Research methods have included analyses of
bone quality and bone functional adaptation using traditional and novel techniques,
such as micro-CT. Her current research directions include the influence of pottery on
the social structure of Baltic foragers, as well as the timing and impact of the transition
to agriculture in the southern Levant.
27
Graduate Study Progression
MPhil students often apply to do a PhD following their Masters Degree. The Division
has an international PhD student community - some 40 students from several different
countries. The diversity of backgrounds and research interests makes graduate
studies an extremely fertile inter-disciplinary social and academic experience. The
Division provides all PhD students with office space, with IT facilities and an individual
desk. All graduate students are expected to present their work to the rest of the Centre
at the beginning of their second or third years of the PhD. These Graduate Talks,
attended by all Biological Anthropology students, graduate and undergraduate, as well
as members of staff, are extremely successful.
Applications to continue as a Graduate Student of the University as a PhD candidate
are submitted in December, although any decisions made remain conditional until the
MPhil programme is completed. Information on application procedures may be found
at the Division and Board of Graduate Studies websites. The latter also contain useful
information regarding potential sources of funding.
28
Division of Biological Anthropology
Timetable of Activities and Requirements
Michaelmas Term (7 Oct – 5 Dec)
th
15 October
3pm – 5pm Individual Meetings with MPhil Coordinator and
ABA/HES tutors
th
24 October
First Research Design Session with MPhil Coordinator, 2p.m.
th
24 October
Dissertation Research Statement Due – two paragraphs with a
brief summary of educational background (first degree), interests
within the MPhil Programme, and general dissertation topic, on
the basis of which supervisors are provisionally assigned.
st
31 October
Confirmation of provisionally assigned thesis supervisors.
1st December
Submission of Feasibility Report and Dissertation Title as
agreed with supervisor .
Submission of dissertation titles as agreed with supervisor.
th
5 December
Submission of BAN4/3 essays
Submission of BAN2/4 or BAN2/3 News and Views article
Lent Term (13 Jan – 13 Mar)
th
13 February
Submission of lab reports
th
13 March
Quantitative Exercise
BAN2 essays submission
Easter Term (21 Apr – 12 Jun)
th
24 April
PowerPoint Presentation based on the dissertation progress.
st
1 week June
RECOMMENDED: Completion of data analysis
rd
3 week June
RECOMMENDED: Draft of dissertation to supervisors
st
1 week July
RECOMMENDED: Final discussion with supervisors
th
24 July
Submission of MPhil Dissertations
late September
Possible Viva Voce examination of candidates, who must be
available on the dates to be specified
NB: Submission deadlines are final. Submission deadlines can only be altered with
strong supporting documentation from the Supervisor, College Tutor or Medical
practitioner. Submission in electronic form is not acceptable and will not be considered
to be submission by the deadline. If deadlines are not met, severe penalties will be
placed on late work, which may include failure in the course and reduction of marks on
submitted work. Penalties and all other decisions are made by the MPhil Director and
are final.
st
ALL submissions are to the Divisional Administrator, Room 36, 1 Floor,
Pembroke St, before by 4pm on the date specified
29
NOTES
30