M.Sc. in Human Evolution and Behaviour
Introduction | Degree Structure | Course Description | Transferable Skills | Further Information | How to Apply
- 1. Core Course
- 2. Optional Courses
- 3. Dissertation Preparation (Terms 1 and 2)
- 4. Involvement in the Department's Research Environment
- 5. Project Dissertation (50% of Marks)
Core Staff in the Biological Anthropology Section
Frequently Asked Questions
1.1. Primate Socioecology (term 1)
- 2 h post-graduate seminars per week
- Recommended attendance of 2 undergraduate lectures per week (ANTH7009, Primate Behaviour and Ecology)
- 3000-word essay
Organiser: Prof. Volker Sommer
The behaviour and ecology of living primates will be studied, as well as the general theoretical background to animal behaviour developed by evolutionary ecology. The focus is on current Darwinian paradigms about the evolution of the societies of primates. About 200 species including humans belong to this mammalian order. Like all animals, they are faced with the problems of how to survive, breed and rear offspring. Some animals do better in this regard than others - they have a higher reproductive success and their genetic information will be more frequently represented in future generations. The social behaviour of primates is particularly complex and can be viewed as to reflect attempts to maximize genetic fitness. The course asks how primates organize their social and reproductive strategies to adapt to specific environmental conditions. Topics covered will include social, mating, and breeding systems; sexual selection; parenting behaviour; ecological competition; intra-specific aggression; social intelligence (particularly deception and "language") and technological intelligence (tool use); animal rights. With visit to London Zoo.
Campbell, Christina J.; Agustin Fuentes, Katherine C. MacKinnon, Melissa Panger, Simon K. Bearder (eds.) (2010). Primates in Perspective. Oxford: Oxford Univ. Press [A scientific introduction to current issues and the state of knowledge in primatology]
Sommer, Volker & Jutta Hof (2010). Apes Like Us / Menschenaffen wie wir. Mannheim: EditionPanorama [Bilingual edition]
1.2. Palaeoanthropology (term 2)
- 2 h post-graduate
seminars per week
- Recommended attendance of one 2-hour undergraduate lecture per week (ANTH2003, Palaeoanthropology)
- Laboratory work, assessed by completion of lab-books
Organiser: Dr. Matt Skinner
This course introduces the fossil evidence for human evolution and its interpretation. It includes an introduction to techniques of species recognition and phylogenetic reconstruction as well as to the molecular evidence of the human line in the Miocene (23 - 5.5 mya). The second half of the course looks at the evolution and adaptation of the genus Homo, its spread out of Africa and the controversies surrounding subsequent evolution of modern humans. -- The laboratory sessions aim to familiarize you with (1) the relevant comparative anatomy, (2) the casts of the relevant fossils, and (3) the methodology and techniques necessary to interpreter the fossil material.
Ciochon R.L. & Fleagle J.G. (eds.) (2006) The Human Evolution Source Book (HESB). 2nd edition. Upper Saddle River, NJ: Pearson Prentice Hall
Delson E., Tattersall I., Vancouvering J., Brooks A. (2000) Encyclopedia of Human Evolution and Prehistory, 2nd Edition. New York: Garland Publishing
Klein R.G. (1999) The Human Career: Human Biological and Cultural Origins, 2nd edition. Chicago: University of Chicago Press
Lewin R. & Foley R. (2004) Principles of Human Evolution, 2nd edition. Oxford: Blackwell
Lockwood C. (2007) The Human Story: Where We Came From and How We Evolved. London: Natural History Museum
Stringer C. & Andrews P. (2005) The Complete World of Human Evolution. London: Thames & Hudson
Wood B. (2005) Human Evolution: A Very Short
Introduction. Oxford: Oxford University Press
1.3. Human Behavioural Ecology (term 2)
- 2 h post-graduate seminar
- 3000-word essay to be handed in on the last day in March the college is open - Attendance of 2 undergraduate lectures per week of course BIOL2011 (Behavioural Ecology and Sociobiology)
Organiser: Dr. Andrea Migliano / Prof. Ruth Mace
This component is about the evolution of behaviour in humans. It examines how much of the variation in behaviour can be understood in terms of maximizing reproductive success in different ecological and social circumstances. There is increasing recognition that Darwinian approaches can contribute to our understanding of human demography, health, psychology and culture, in hunter-gatherer, traditional and modern agricultural and post-industrial societies. The course will cover those aspects of our behaviour and life history that have parallels in numerous species, and also those that may be uniquely human (such as menopause and the demographic transition), including how cultural evolution has influenced our behaviour. The subjects covered in the weekly seminars will relate to those covered in the optional undergraduate lectures, but the first two thirds of the lecture course is about theory and its application to animals, with the last third being exclusively about humans, whereas the seminar will concentrate on humans exclusively throughout. Areas covered: theoretical approaches to the study of behavioural and evolutionary ecology (such as kin selection, the comparative method and optimality), social evolution (altruism, social living, life history theory, reproductive strategies).
Suggested readings: Dunbar R. & L. Barrett (eds.) (2007). The Oxford Handbook of Evolutionary Psychology. Oxford: OUP [Contains a huge range of recent relevant work in human evolutionary ecology and psychology]
Cronk, L., N. Chagnon & W. Irons (eds.) (2000). Adaptation and Human Behaviour. An Anthropological Perspective. New York: Aldine de Gruyter [Update of the famous volume that sparked much interest in human behavioural ecology] Hill, K. & M. Hurtado (1996). Ache Life History: The Ecology and Demography of a Foraging People. New York: Aldine [Excellent case study of how to examine the fitness consequences of various behavioural and life history traits, in a population of hunter-gatherers, including the relevant theory]
Textbooks. The following volumes - although written for undergraduates - provide an overview for most topics covered by the core course, and are thus particularly useful for those coming to evolutionary anthropology from other degree backgrounds. Boyd, Robert & Joan B. Silk (2011). How Humans Evolved. New York, London: W.W. Norton
Jurmain, Robert, Harry Nelson, Lynn Kilgore & Wenda Trevathan (2010). Introduction to Physical Anthropology. Belmont / CA: Wadsworth
1.4. Unseen examination
Students will take unseen exams of 1 ½ h each in their two chosen core course. The examination will be administered at the beginning of term 2 (for core-course components attended in term 1) and by the end of term 2 (for core-course components attended in term 2).
Note: Not all options might
be on offer during each session. A minimum number of 5 students are required
for any one option to be run. In reality, this is almost always achieved, as
students often originate from various programmes. Options 2.7 and 2.8 give
priority to students from MSc programmes administered from within the Institute
of Archaeology. There might be slight changes to lecturers and course
requirements from year to year.
2.1. Primate Socioecology (term 1)
- 2 h post-graduate seminar per week
- Recommended attendance of 2 undergraduate lectures per week of course ANTH7009 (Primate Behaviour and Ecology)
- 3000-word essay
Organiser: Prof. Volker Sommer
Remark: Identical in content to core course component of the same name (1.1.), but no examination required
2.2. Palaeoanthropology (term 2)
- 2 h post-graduate seminar per week
- Optional attendance of one 2-hour undergraduate lecture per week of course ANTH2003 (Palaeoanthropology)
- Laboratory work, assessed by completion of laboratory books (40% of option) plus 2000 word essay (60% of option)
Organiser: Dr. Matt Skinner
Remark: Identical in content to core course component of the same name (1.2.); additional essay but no examination required
2.3. Human Behavioural Ecology (term 2)
- 2 h post-graduate seminar per week
- 3000-word essay
- Attendance of 2 undergraduate lectures per week of course BIOL2011 (Behavioural Ecology and Sociobiology)
Organiser: Dr. Andrea Migliano
Remark: Identical in content to core course component of the same name (1.3.); but no examination required
2.4. Advanced Human Evolution (term 2)
- 2 h post-graduate seminar per week
- 3000-word essay
Organiser: Dr. Matt Skinner
This course is designed to introduce students to current research in the field of human evolution. The topics covered change each year to reflect current discoveries and/or the application of new lines of analysis. The emphasis is on critical assessment of the methodology employed in reaching conclusions about our evolutionary past. In addition to fully exploring recently discovered fossil material, examples of topics that would be expected to be covered might include (1) phylogenetic analysis from fossil material, (2) reconstruction of functional capabilities based on fossil and extant comparative material, (3) species recognition in the fossil record, (4) behavioural reconstruction from skeletal material, (5) palaeoenvironmental determination, and (6) application of dating techniques. By the end of this course, students would expect to have a good understanding of the current research in the field of human evolution.
Suggested readings: The first-term component "Palaeoanthropology" prepares students for this advanced option. In addition, students can familiarize themselves with current issues of "Journal of Human Evolution" and "American Journal of Physical Anthropology".
2.5. Primate Evolution (term 1)
- 2 h post-graduate seminar per week plus lab-class
- Recommended attendance of 2 hours of undergraduate lectures per week (course ANTH3052 (Primate Evolution and Environments)
- 3000-word essay
Organiser: Dr. Christophe Soligo
The course will cover topics relating to primate evolution from the origin of the order through to the modern day. Specific subjects for discussion will be chosen each year following latest developments in the field, but will tend to focus on central issues, in particular the environmental and chronological context of major clade diversifications, species diversity and adaptive innovations. After completion of the course, students should have a good understanding of key issues and current research in the field of primate evolution. They will have gained a good knowledge of extant and extinct primate diversity and will be in a position to critically assess and inform key topical debates relating to primate evolution, but also, more broadly, to apply their knowledge to current societal issues relating, for example, to species conservation or climate change.
Suggested readings: Fleagle, J. G. (1999). Primate Adaptation and Evolution (2nd Edition). New York: Academic Press
2.6. Anthropological and Archaeological Genetics
- A masters-only course
- 3000-word essay
The development of molecular techniques for the analysis of DNA has proved to be rapid over the last 20 years and many of these new methods are now finding applications in the fields of Anthropology and Archaeology. These applications include the study of inherited diseases, determination of kinship patterns within and between populations, the reconstruction of past population movements and the study of infectious diseases in past populations. In addition, patterns of genetic variation have enabled researchers to address questions relating to the origins of modern humans and the relationship between humans and other primates. This course will cover the nature of genetic material, genetic variation, mutation, molecular methodologies (including ancient DNA techniques) and some of the demographic questions being tackled using molecular techniques. Preliminary course plan: 1. DNA, genes and chromosomes; the nature of genetic material; 2. Mutation and variation; 3. Molecular methodologies 1: Recombinant DNA techniques; 4. Molecular methodologies 2: Analysis of genetic variation in populations.; 5. Molecular evolution; 6. Practical class (Y-chromosome microsatellites; 7. Human origins; 8. The colonization of the Pacific and the Americas; 9. Ancient DNA and digenesis; 10. Who are the Jews? An exercise in phylogeography.
Suggested readings: Krings, M. et al. (1997). Neanderthal DNA sequences and the origins of modern humans. Cell 90: 19-30
Luca Cavalli-Sforza, L., P. Menozzi & A. Piazza (1994). The History and Geography of Human Genes. Princeton / NJ: Princeton University Press
Mitchell J. F. & M. F. Hammer (1996). Human evolution and the Y-chromosome. Current Opinions in Genetics and Development 6: 737-742
Thomas, M. G. et al. (1998). A genetic date for the origin of Old Testament priests. Nature 394: 138-140
2.7. Variation and Evolution of the Human Skull (term 2, Inst. of Archaeology; ARCLG144)
- A masters-only course involving lectures and practicals.
- Assessment through essays and practical tests
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. Upon successful completion of the course, students should be able to (i) identify confidently all the bones of the skull in both adult and juvenile remains; (ii) label the main features and landmarks of the skull; (iii) understand variation in size and shape of the skull, and its interpretation in terms of sexual dimorphism, growth and modern human origins; (iv) take the most commonly used skull measurements and have a working knowledge of the main statistical methods used to interpret them; (v) understand development of the skull and its role in estimating age at death; (vi) recognise the most common types of pathological lesions and developmental anomalies in the skull and discuss the ways in which they may be interpreted. The course is taught through lectures and practicals.
Aiello, L. & C. Dean (1990). An Introduction to Human Evolutionary Anatomy. London: Academic
Katzenberg, M. A. & S. R. Saunders (2000). Biological Anthropology of the Human Skeleton. Chichester: Wiley
2.8. Dental Anthropology (term 1, Institute of Archaeology; ARCLG145)
- A masters-only course involving lectures and practicals
- Assessment through essays and practical tests
A detailed introduction to the methodology used in the study of teeth in archaeology and physical anthropology. It provides an anatomical background to the dentition, as well as the histology of dental tissues, morphological variation, changes with age and development, and dental pathology, dealing specifically with the remains of Late Pleistocene and Holocene hominids, concentrating on anatomically modern humans, but including Neanderthals. Upon completion of the course, students should be able to (i) identify all the elements of human jaws and dentition; (ii) label the main features of each tooth; (iii) variation in size and shape of the dentition, and its interpretation in terms of sexual dimorphism, evolution, migration and growth; (iv) understand developmental processes in the formation of the jaws and teeth, the different types of wear and the way in which they progress with age; (v) identify the key microscopic features in the histology of enamel, dentine and cement, and understand the main ways in which they can be used for anthropological research; (vi) have a good working knowledge of the role of dentition in estimation of age; (vii) identify and record the most common types of dental pathological lesions and understand the way in which they may be interpreted.
Suggested readings: Aiello, L. & C. Dean (1990). An Introduction to Human Evolutionary Anatomy. London: Academic
Hillson, S. W. (1996). Dental Anthropology. Cambridge: CUP
2.9. The Archaeology of Pre-Modern Humans (term 1, Institute of Archaeology)
- A masters-only course based on 2 h seminar per week, supplemented by optional 2 h undergraduate lectures (ARCL2025, Early Hominid Societies) - 3000-word essay
Organiser: Dr. Ignacio de la Torre, Institute of Archaeology, UCL plus potentially other contributors
The course aims to critically evaluate key issues in human biological and behavioural evolution through the Lower and Middle Palaeolithic. The archaeological evidence will be examined in relation to data from the palaeo-environmental and human fossil record, and observations from primatological and ethnographic research. Topics: Environmental and palaeo-anthropological background; the use of primate analogy; Lower Palaeolithic technology, subsistence and settlement; the evolution of cognition; hominid colonisation processes; models for the origin of modern humans; Middle Palaeolithic technology, subsistence and settlement; the emergence of symbolic behaviour.
Suggested readings: Gamble, C. (1999). The Palaeolithic Societies of Europe. Cambridge: CUP
Mellars, P. (1996). The Neanderthal Legacy. Princeton: Princeton Univ. Press
Nitecki, M. & D. Nitecki (1994). Origins of Anatomically Modern Humans. New York: Plenum
Steele, J. & S. Shennan (eds.) (1996). The Archaeology of Human Ancestry: Power, Sex and Tradition. London: Routledge
2.10. Evolution of Human Cognition (term 2, Institute of Archaeology)
- A masters-only course
- 3000-word essay
Organiser: Dr. James Steele
This course will examine the evidence for the evolution of the uniquely human brain and style of cognition. Students will assess the evidence from a wide range of disciplines including not only archaeology and anthropology, but also cognitive neuroscience and neuroanatomy, comparative and developmental psychology, primatology and evolutionary biology, to investigate how and why human brains have adapted to their ecological and social environments to develop our distinctive forms of technology, language, social life and culture. By the end of the course, students will be familiar with the strengths and limitations of the different forms of evidence available, and how they inform on the evolution of brains and cognition among primates, hominins and humans.
Coolidge, F. L. & T. Wynn2009. The rise of Homo sapiens: the evolution of modern thinking. Oxford: Wiley-Blackwell
Sherwood, C. C.; F. Suniaul & T. W. Zawidzki 2008. A natural history of the human mind: tracing evolutionary changes in brain and cognition. Journal of Anatomy 212, 426-454. doi: 10.1111/j.1469- 7580.2008.00868.x
2.11. Practical Ethnographic and Documentary Filmmaking (term 2, ANTHGS20)
- Teaches technical skills needed to complete a 15-minute video project to broadcast standards using the cameras, workstations and facilities in the department's visual laboratory. Students will acquire practical, analytical and intellectual skills in using moving image and sound recording equipment and discover how new technologies create new methodologies
- Assessed on the student's final 15-minute video project, devised, shot and edited during the course (80%), and 20% on a Project Diary
- Note: This course entails a lab fee of ca. £1,000 on top of any fee for a Masters degree
Tutor: Dr. Michael Yorke
This course offers
practical training in the skills of observational ethnographic documentary
digital video under the rubric that, "We live in a world of moving images and to
communicate our ideas we need to be as fluent in the use of sound and imagery
as in the printed or the spoken word". Filmmaking, that was once
technically remote, is now universally accessible, even for a researcher with a
mobile phone. The latest digital still cameras now shoot high-definition video
and synchronous audio. Every researcher and fieldworker has the tools to hand.
This course enables researchers to use them with skill and creativity to bring
their academically informed genius to life with a vision that can reach out to
a wider audience. Students will be trained in the technical and creative skills
of video and digital technology to represent and document social and scientific
research to broadcast standards under the guidance of an award-winning and
experienced industry professional guiding them through both the practical
skills, aesthetic and ethical approaches to visual representation.
3.1. Statistics and Postgraduate Methods (term
- Lectures in statistics throughout the term
- Practical labs cover a range of specific methods (cladistics, morphometrics, behavioural observations, etc.)
- The course is compulsory, but not assessed
Organiser: Dr. Matt Skinner and TBA
(a) Introduction to uni- and multivariate statistics
(b) To learn some of the basic methods and techniques used by biological anthropologists in designing and developing research projects and in collecting and analysing data. (c) To enable you to design, implement and present a research project.
3.2. Presentation of research proposal (end of term 2)
All students present a 15-min preliminary dissertation proposal in front of peers and members of staff, followed by a discussion.
- Weekly departmental seminar (2 h)
- Occasional attendance of non-departmental seminars
4.1. Biological Anthropology Seminars
Attendance is compulsory for all post-graduate students. Tea, coffee and snacks are provided half an hour before the seminar starts. Afterwards, speaker, members of staff and many post-graduates go out for drinks and often also for dinner. This is an opportunity to meet staff and students informally.
Examples from previous lists of speakers:
- Daryl Shanley (University of Manchester): Evolution of menopause.
- Mariko Hiraiwa-Hasegawa (Senshu University & University of Tokyo): Patterns of homicide in Japan from an evolutionary perspective.
- Ilona Blue (South Bank University): Urban health in developing countries.
- Robin Allaby (University of Manchester and UMIST): The domestication of wheat in the Near East: molecular evidence.
- Nyovani Madise (University of Southampton): Patterns of child mortality in Malawi.
- Mark Collard (Department of Anthropology, UCL): Cladistics and the reconstruction of early hominid phylogenies.
- Randy Sussman (SUNY Stony Brook): Who made the early Oldowan tools? Fossil evidence for tool behaviour in the Plio-Pleistocene hominids.
- Chris McManus (St Mary's Hospital, London): Evolutionary aspects of brain laterality: Why most people are right-handed.
- Andrea Migliano (UCL Department of Anthropology): Convergent Evolution of African, Asian and Melanesian pygmies
- Jeroen Smaers (UCL Department of Anthropology): Brains, behaviour, and how to link them across millions of years: the evolution of functionally specialized neural circuits in primates
- Andrew King (Structure and Motion Laboratory, Royal Veterinary College, University of London): Living on the edge: How social relationships define baboon success in the Namib Desert
- Lisa Debruine (University of Aberdeen School of Psychology): Evoked culture and mate preferences
- Dave Begun (University of California at Davis Department of Evolution and Ecology): Hominine origins in Europe: Encephalization and orthogrady
- Asifa Majid (Max Planck Institute for Psycholinguistics): Celebrity and the Environment: Fame, Wealth and Power in Conservation
- Chris Sandbrook (Cambridge University Department of Geography): Power, politics and public-private partnerships: investigating a new approach to nature-based tourism in Uganda
- Rebecca Drury (Fauna & Flora International): Hungry for success: the social drivers of urban demand for wild animals in Vietnam
- Nichola Raihani (Zoological Society of London): Crime and punishment: insights from a non-human model system
4.2. Non-departmental seminar series
UCL and nearby academic institutions organise numerous seminar series which often host word-class speakers. Attendance is optional for graduate students, but it is expected and highly recommended that students use the opportunity to familiarise themselves with the latest developments in Evolutionary Biology and Evolutionary Anthropology. You can also, of course, attend one of the many seminar series organised by other sections of the department, given that we highly value multi-disciplinary approaches.
The dissertation is based on independent research and thought. This may be achieved at an empirical level (by presenting source or case materials) or at a theoretical level (by exploring and synthesising previously published sources), or in a mixed manner. A good dissertation demonstrates awareness of similar research, situates itself critically in relation to what has come before and will also point to other areas of research.
The thesis supervisor will be chosen on the basis of topic and/or theoretical expertise, and is typically an instructor of a core course or option course. Other academics might act as supervisors during field or lab work phases, given that students will often collect dissertation data in research groups located outside UCL.
5.1. Topics of dissertations from previous years
(selected titles since 1996; per year, about 10 dissertations are submitted)
- The Neanderthal and Homo erectus pelvis in human evolution
- A quantitative analysis of gibbon behavioural ecology
- The evolution of the mammalian sex chromosome heteromorphism
- An evolutionary analysis of tool using behaviour: a computer simulation of the behaviours of complex life
- Primate lifespan, mortality risk and the disposable soma theory of senescence
- Playing safe: agonistic interactions and risk-management tactics of oestrous female rhesus macaques
- Hominid palaeodemography: the Neanderthals
- Human, ape and fossil hominid growth and development
- The significance of eye orbits in human evolution
- The significance of dental roots
- One foot in the past: an investigation into the degree of halux abduction of the OH 8 foot
- Tools, hands and interpretations: a pilot study analysing the hand grips utilised by chimpanzees, whilst manipulating tools
- Encephalisation and the origins of human food processing: food for thought
- Grandmothering in evolutionary perspective: a dynamic model of population growth
- A morphometric assessment of the Olduvai hominid 48 clavicle
- A craniometric study of fossil calvaria from the Sima de los Huesons, Atapuerca
- Calculating species numbers in extinct hominoidea
- The expensive tissue hypothesis: the relationship between basal metabolic rate and organ mass
- Primates and the bush meat crisis- does exploitation necessarily mean extinction?
- Hominid dispersal modelling: the species interchangeability model how adoption of a more meat-based diet facilitated and accelerated hominid ranging out of Africa.
- Post-conflict behaviour of wild hanuman langurs
- Was the Levant a refuge for Neanderthals during climatic extremes in Europe?
- Social dynamics of bi-male mountain gorilla groups
- How many species at Pasalar? A study in molar morphology
- Infanticide by males in non-human primates: maternal and infant counterstrategies
- Duetting in gibbons: territorial defence or female advertising?
- Are there sex differences in the use of landmarks and spatial gradients by non-human primates to locate food?
- The deciduous dentition of Griphopithecus: morphometric analysis of a middle Miocene hominoid
- A comparison of non-human primate vocal repertoires
- Y chromosome genetic history of eastern Mediterranean and Transcaucasian populations; implications for the Neolithic population growth and the genetic affinities of Cypriot populations
- The Neanderthal mandibular configuration as a diagnostic taxonomic characteristic
- The muddle in the middle Pleistocene: can the development of the maxilla and canine fossa from birth to adulthood shed new light on the classification of juvenile Atapuerca specimen atd6-69 as the new species Homo antecessor?
- The genealogical relationship of y-chromosomes in the Sakya of Bangladesh, Nepal and northeast India
- The roles of phylogenesis and ethnogenesis in the development of Turkmen woven assemblages: a case study in the evolution of cultural diversification
- A reassessment of the odontametric variation of the Krapina dental assemblage using a cervical margin odontometric method of measurement: an evaluation of the method and statistics employed
- A comparative analysis of the proximal pedal phalanges of homo antecessor
- An evaluation of the use of phenetic and cladistic methods for analysing different data types
- Bipedal wading
- An analysis of variation in the tibia of great apes and humans: implications for STW 514a and STW 514b
- Phylogenetic analysis of hominoid behavioural evolution
- Hominid body mass estimation: a comparison of predictors and methods
- Maternal nutrition and sex ratio biases in Ethiopia
- Game-theoretic modelling of paternity certainty and male provisioning strategies: a theoretical model and its application to hominid reproductive energetics
- Taxonomic utility of the fossil hominid basicranium and palate: a comparative 3d morphometric analysis
- Mechanisms and functions of homosexual behaviour: a case study of wild hanuman langur monkeys
- Homo ergaster: female philopatry or dispersal?
- Phylogeny and biogeography of south east Asian primates
- Sexual dimorphism in the primate innominate bone
- A study of timing of crown formation in molar teeth
- The development of species-typical communicative behaviors in chimpanzees
- The history of tuberculosis in human populations: inferences from the Nrampi gene
- The measurement of urinary LH levels using LH detection kits and radioimmunoassays
- Testing the grandmothering hypothesis: the provisioning of homo erectus infants and juveniles.
- A study of intra-inter specific variation and sexual dimorphism in the occipital bone and palate of great apes and humans: a geometric morphometric approach
- Human mating strategies and their relationship with sexually determined personality traits
- The phylogenetic and functional significance of Orrorin tugensis, assessed through quantitative analyses of hominoid femoral morphology
- Seasonal variation in availability and consumption of army ants by Nigerian chimpanzees
- The effect of diet and mandibular gape upon the functional morphology of the catarrhini temporomandibular joint: an approach using geometric morphometrics
- Masturbation in male primates: taxonomic distribution, proximate causes and potential evolutionary functions
- Masturbation in female primates: taxonomic distribution, proximate causes and potential evolutionary functions
- Reproductive endocrinology in males in relation to Bangladeshi migration
- An analysis of enamel hypolasias and other dental conditions in an early bronze age 1a population from Bab Edh-dhra, southern Jordan
- Counting the cost: investigating the relationship between expensive infant care and complex mating systems in neotropical primates
- Sex, somatype and socioecology: the impact of westernization on body-shape preferences
- Human genetic adaptation to high elevation-the potential role of genetic polymorphisms in Ethiopian populations
- Mechanisms and functions of ovulatory desynchronisation in hanuman langur monkeys
- Sexual swelling colour change: the evolution of full colour vision in primates and the accurate analysis of colour
- An investigation into evolutionary explanations of the type ii diabetes epidemic: the role of physical activity levels
- Bioacoustical analysis of free-ranging slender loris whistles: their role in loris communication and some factors influencing their production
- Ecomorphological analysis of extant bovid forelimbs and its applications to fossil bovids from 3 ma Makapansgat, South Africa
- Activity and association pattern of wild olive baboons at Gashaka / Nigeria: spatial-temporal variation in relation to resource availability
- Reconstructing the past: an ecological diversity analysis of Olduvai bed II above and below the lemuta member
- Measuring variation in pattern and degree of craniofacial sexual dimorphism between different modern human populations
- Heritability of life history and morphological traits in mandrills (Mandrillus sphinx)
- An evolutionary perspective on intelligence, fertility and unplanned childbirths: a test of predictions in a British cohort with regards to Kanazawa's "possible solution to the central theoretical problem of human sociobiology" (2005)
- An evolution of altruistic punishment: do altruistic punishers receive a good reputation, and is this individually beneficial?
- Investigating patterns of female ovarian cyclicity in semifree-ranging mandrills
- Patterns of cranial dimorphism and extended growth in extant hominoid primates: implications for social and reproductive behaviour
- A geometric morphometric study into the ontogeny of the subadult gorilla and chimpanzee scapula with relation to locomotion
- Socio-economic status and testosterone: the trade-off between current and future reproduction in British male
- Male choice: potential male preferences for female external genital morphology
- Are both food aversions and an increased level of ethnocentrism in the first trimester of pregnancy evolutionary adaptations to protect the developing foetus and its mother?
- The effects of east African lake periods and the broader environmental context on human evolution
- Climate-related variation of the human nasal cavity
- An investigation into factors influencing acceptance of the relevance of evolutionary theory applied to human behaviour
- Costly signalling in religious groups: the American congregational giving study (1993)
- Facedate: an investigation into the mate choices made on a collection of facial photographs
- An evolutionary perspective on tactics and preferences in human mate selection: evidence from lonely hearts advertisements
- Fear for your life: an empirical study of evolutionary hypotheses of ocd and anxiety in relation to risk-avoidance and accident proneness
- Ethnocentricity in pregnancy
- Male parental investment and pair bond stability: an empirical test of marriage as a reproductive contract
- Activity budgets of wild troops of white-faced capuchin monkeys in Costa Rica: the influence of age and sex, ecology and human presence
- Handpicked for performance: hand preference in wild olive baboons
- Altruism in London: deprivation as an indicator
- Comparative positional behaviour in three captive callitrichid species: Leontopithecus chrysomelas, Saguinis imperator and Cebuella pygmaea
- Difference and effects of migration on mate height preference using Japanese and white Caucasian populations
- Differential grandparental investment based on two nationalities (British and Bulgarian), gender and birth order
- Growing pains: an investigation into the development of olive baboon infants
- Kin residency, sexual conflict and lateral pressures on fertility desires, behaviours and outcomes in Tanzania
- Hominoid phylogeny: a test using geometric morphometrics
Department of Anthropology, 14 Taviton Street
Andrea Migliano (Lecturer, Human Behavioural
Room 236; firstname.lastname@example.org
Human morphological, physiological, developmental and genetic variation
|10:00||ditto||2 hrs b/n 9 and 4|
|11:00||Palaeo-anthropology Lecture (UG)||ditto||Palaeo-anthropology Seminar||Archaeology of Human Evolution in Africa|
|13:00||Dental Anthropology practicals|
|14:00||Primate Socioecology Seminar||PG Methods: Applied Techniques||Dental Anthropology practicals / Anthropological & Archaeological Genetics|
|16:00||Biological Anthropology research seminar||Primate Behaviour & Ecology lecture (UG)|
|9:00||Primate Evolution & Environments Lab|
|10:00||2 hrs 9-11 or 11-13||Evolution of Human Cognition||Primate Evolution & Environments Seminar||Advanced Human Evolution Seminar||Primate Evolution & Environments Lecture (UG|
|12:00||Human Behavioural Ecology Lecture (UG)|
|13:00||ditto||Variation and Evolution of the Human Skull Lab||PG Methods: Statistics|
|14:00||Human Behavioural Ecology Seminar||PG Methods: Applied Techniques||ditto||ditto|
|16:00||Biological Anthropology Seminar||ditto||ditto|
Q: How many students attend the course?
A: We aim for yearly cohorts of 12–15 students with various academic backgrounds and nationalities. This translates into a healthy ratio of students to teachers / supervisors.
Q: Can I take the course part-time?
A: Yes. Each year, 1–2 students are part-timers. Typically, during year one, students will enrol in the core course and one option, and during year two, complete the remaining options and work towards their dissertation.
Q: I do not have a biological background. Can I still apply?
A: We explicitly welcome applicants from a variety of background – including the humanities – as long as they have a strong interest in evolutionary theory. Typically, each year, there will be students whose first degree is in, for example, economics, philosophy, medicine or psychology.
Q: What are my chances of doing a PhD afterwards?
A: This MSc is a perfect lead-in to a doctorate. About half of the students taking this programme succeed in securing funding for a PhD – even though this may not happen immediately after the degree is conferred. Many of our alumni have become well-known academics.
Q: What non-academic career options are opened up by this degree?
A: There is no standard career for somebody with an MSc in anthropology. However, alumni of this course have, for example, found jobs in the media (TV, radio, publishing), in NGOs (community development, nature conservation), government organisations (national statistics, health programmes) in zoos and museums (overseeing collections, coordinating research) or became teachers in a highschool.
Q: Are there scholarships for this course?
A: There are no quota scholarships for this course; it is therefore unlikely that applicants will succeed in having their fees paid. However, numerous non-UK countries have sources that allow their citizens to study in the UK.
Q: I might want to do fieldwork for my project; is there funding for this?
A: Data collection for the dissertation typically takes place from April till June. Fieldwork, e.g., in Asia, Africa or South America, will normally cost about 2,000 £. The department often has small bursaries of a few hundred pounds to facilitate this, but the bulk of the costs is mostly borne by the students.
Q: Should I discuss my intention to apply with the programme tutor?
A: You are welcome to contact the tutor via e-mail, but you may also simply fill out the application form. This will allow UCL registry to check if your formal qualifications are OK, before your application is then passed on to the department. You will typically get some informal feedback from the course tutor within 4-6 weeks after you have applied. UCLs official response can take longer.