The content in this course is grounded in the fields of bioarchaeology and palaeopathology. Students will learn how to interpret past human lifestyles, health and disease from skeletal remains that derive from archaeological contexts. We will examine a variety of topics that include: degenerative, infectious, and metabolic disease, oral health and disease, as well as physical activity, physiological stress, skeletal trauma, and cancer. The course centres around interactive in-class activities and practical lab work. Students will be trained in completing a differential diagnosis for a given skeletal abnormality. Emphasis is on the interactions between biology and behaviour and the influences of environment and culture. The multidisciplinary nature of reconstructing the lives of the dead is explored though the manner in which socio-cultural anthropology, archaeology, bioanthropology, chemistry, molecular biology, medicine and a host of other disciplines inform this research.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. complete a differential diagnosis for a given skeletal abnormality;
2. explain and describe how skeletal pathology and/or healthy skeletal variation are used to inform our current understanding of health, growth, diet, social interaction, and conflict in the past;
3. critically evaluate research in palaeopathology and bioarchaeology;
4. describe the relationship between skeletal growth, function, form, and developmental disturbance and the many different skeletal manifestations of human disease in the past; and
5. suggest ways that research on skeletal conditions occurring in the human past can inform understandings of modern day health and disease.

Additional Course Costs

Clean white lab coats are compulsory attire for in-person lab sessions on campus (see required resources below).

Examination Material or equipment

• You may use your lecture notes and notes from course readings when in the lab to assist you with data collection for the differential diagnosis assessment. You are also very welcome to collaborate and discuss your findings with your peers while collecting data. However, your final report must be completed independently and in your own words.

Required Resources

Lab Equipment:

• Lab coats show respect to the dead and also protect both you and your clothes in the lab.
• You must wear a clean white labcoat to all in-person lab sessions. No lab coat, no entry.
• For those of you who need to purchase a lab coat, ANU lab coats can be purchased through the Harry Hartog bookshop (online or on campus) for $35.
• Non-branded coats may also be purchased from any workwear or uniform supply shop (e.g., The Lab Coat Company, uniforms.com.au).

 

Assigned Course Readings:

• There is no required textbook for this course. Instead, it involves assigned (required) readings which must be completed prior to each lecture. You are strongly encouraged to complete these readings so that you are prepared to take part in the in-class activities included in our weekly seminars.
• Weekly readings can be found under 'Weekly Activities' on Wattle and will be accessible via the library website or as PDFs on Wattle.
• These readings will provide you with critical background knowledge for each lecture and increase your understanding of key course concepts.

Recommended Resources

Helpful Textbooks

• The following book is invaluable for anything human bone related: White, T. D. & Folkens, P. A. 2005. The Human Bone Manual, Boston, Academic Press. This book is available online for free through the ANU Libraries.

• The following titles are not compulsory reading, but will provide extra background information that may assist you in completing this course. These titles are available in the ANU Libraries:
• White, TD, Black, MT, Folkens, PA. 2012. Human Osteology. Amsterdam: Academic Press.
• Buikstra, J.E. (Ed.). 2019. Ortner’s Identification of Pathological Conditions in Human Skeletal Remains (3rd Edition). London: Academic Press
• Lewis, M., 2017. Paleopathology of Children: Identification of Pathological Conditions in the Human Skeletal Remains of Non-Adults. London: Academic Press.
• Mann, R.W., Murphy, S.P. and Orther, D.J., 1990. Regional Atlas of Bone Disease: A Guide to Pathologic and Normal Variation in the Human Skeleton. Springfield (Illinois): Thomas.
• Aufderheide, A.C., Rodríguez-Martín, C. and Langsjoen, O., 1998. The Cambridge Encyclopedia of Human Paleopathology. Cambridge: Cambridge University Press.
• Grauer, A.L. ed., 2012. A Companion to Paleopathology. Chichester: Wiley-Blackwell.

Student Computer Requirements

• Whether you are on campus or studying remotely, you will use a variety of online platforms to participate in this course. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment. ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Use of Skeletal Materials in Labs

• In this course you will work with genuine human skeletal remains. Please remember that it is a privelege to work with human skeletal remains, as these are both the respected remains of the deceased and priceless and non-renewable educational resources. We will cover appropriate treatment of human remains in class so that everyone is on the same page about ethical use and treatment of the skeletons.
• Human skeletons are rare, and skeletons showing examples of pathological conditions are rarer. Due to the ethical issues of collecting human remains, it is also not appropriate to obtain more examples! This means that we have limited examples of genuine skeletal pathology available for teaching. We show everyone as many examples as we can, and use life-like, 3D models of bones exhibiting pathology to supplement our skeletal collection where possible.
• As we have limited skeletal materials, and everyone needs to have a look at them to complete their assessments throughout the semester, we ask that you please work together in labs to share resources equitably. Students are responsible for communicating their needs to each other in labs (e.g., if someone has something you need to look at, it is your repsonsibility to ask politely for a turn with the item).
• It is OK to take photos of the bones for private study purposes. Photos must NOT be shared with anyone outside of the course or social media under any circumstances.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Course Content:

• Please be aware that this course focuses predominantly on expressions of disease in the human skeleton and as such, may be confronting to some individuals. Seminars will contain images of deceased people and pathological remains and you will be exposed to real pathological skeletal remains during labs. If a seminar or lab is too much, please feel free to take a break and return to class when you are able. Information on where to get additional support is provided above under 'SUPPORT FOR STUDENTS.'

Seminar Format

• Seminars for this course will include a traditional lecture component for the first hour, and interactive group activities in the second hour. These exercises are designed to help you learn paleopathological methods prior to attending the labs, where you will focus on completing data collection for your differential diagnosis assessment. The interactive sections of the seminar provide you with the opportunity to ask questions to solidify your understanding of anything you are unsure about, and to extend your learning outside of the seminar content. You are strongly encouraged to take part in these sessions.
• 'Traffic light’ badges will provided in class that students can wear to signal whether they feel up to taking part in discussions during that session. Green means you’re happy to be called on to answer questions, orange signals to us you will chip in if necessary (but the idea doesn’t set your soul on fire), and red tells us ‘it’s a bad day, please don’t call on me’. You may choose a red badge for up to four seminars, and orange or green badges as often as you wish.
• EAP students may choose to wear a red badge at all seminars. We will also endeavour to make activities available online for people to complete independently if they prefer. An anonymous, txt-based method of communication will always be be provided during discussion sessions so that people can ask questions or share insights anonymously and/or in a way that is comfortable for them.

Labs

• Where possible you are required to attend labs in person in Gould 1.03.
• You must register for a lab session of your choice on MyTimetable prior to labs beginning in Week 1. Please register early to avoid missing out on your preferred session.
• During the labs you will analyse skeletal human remains and collect data on skeletal pathologies in these remains for your assessments. If you miss a lab due to a situation outside of your control (e.g., sickness), please attend an extra lab when you are feeling better so that you don't miss out time to work on your assessment. Please note that forgetting about a lab, sleeping in, or having another assessment due are not considered extenuating circumstances!
• Extra lab sessions will not be offered for this course to ensure that everyone has an equal opportunity to complete data collection for the differential diagnosis report.

Referencing

• This course employs the Harvard referencing style. All assessments must be referenced using this style.

• For examples of Harvard referencing, see https://www.anu.edu.au/students/academic-skills/academic-integrity/referencing/harvard

Class FAQ Forum

• If you have any questions about the course, please see the Frequently Asked Questions Forum on Wattle. If there are no answers to your questions on the forum, please either post a question in the forum or contact your lecturer or convenor. All questions asked via email will be edited for anonymity and shared on the forum to build a 'repository of knowledge' for the whole class.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Seminar: Introduction and Skeletal Biology Recap; Lab: Introduction to Differential Diagnosis Assessment and Skeletal Refresher
2	Seminar: Assessing Pathology in Skeletal Remains; Lab: Independent Differential Diagnosis Work
3	Seminar: Physiological Stress; Lab: Independent Differential Diagnosis Work
4	Seminar: Endocrine Disease; Lab: Independent Differential Diagnosis Work	Skeletal Inventory due 9am Monday 12 August
5	Seminar: Metabolic Disease; Lab: Independent Differential Diagnosis Work
6	Seminar: Joint Disease and Biomechanical Adaptation; Lab: Independent Differential Diagnosis Work	Oral Presentation due 9am Monday 2 September (first week of mid-semester break)
7	Seminar: Specific Infectious Disease; Lab: Independent Differential Diagnosis Work
8	Seminar: Non-Specific Infectious Disease; Lab: Independent Differential Diagnosis Work
9	Seminar: Oral Health and Disease; Lab: Independent Differential Diagnosis Work	Lesion Identification due 9am Monday 30 September
10	Seminar: Trauma and Violent Death; Lab: Independent Differential Diagnosis Work
11	Seminar: Social Aspects of Health and Disease; Lab: Independent Differential Diagnosis Work
12	Seminar: Paleodemography and Paleoepidemiology; Lab: Independent Differential Diagnosis Work
13	Semester 2 Exam Period (31 October to 18 November)	Differential Diagnosis Report due 9am Monday 28 October

Tutorial Registration

You must register for a lab session of your choice prior to labs beginning in Week 1. To register, please go to MyTimetable. This software enables students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. If you need help with MyTimetable, please see this website.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Skeletal Inventory	10 %	12/08/2024	26/08/2024	1
Oral Presentation	20 %	02/09/2024	16/09/2024	2,3,4
Lesion Identification	25 %	30/09/2024	14/10/2024	1
Differential Diagnosis Report	40 %	28/10/2024	*	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Skeletal Inventory

During this course, you will complete a full paleopathological analysis of one human skeleton. This analysis has been divided into sections to help you complete it, and so that we can provide feedback and ensure you're heading in the right direction at each stage of the work. For the first part of this analysis, you must complete a skeletal inventory or 'census' of the human skeleton provided. A skeletal inventory forms the first step of any skeletal investigation, including a differential diagnosis of palaeopathology. It involves identifying what bones you have present, what side of the body they are from, identifying and describing different types of postmortem damage to the bones, and describing the preservation of the skeleton. Recording postmortem damage will help you learn to distinguish between postmortem damage and pathology. This inventory will also help you identify patterns in the manifestation of pathological lesions on the skeleton, which plays a central role in making a differential diagnosis.

Detailed instructions on how to complete the assessment will be provided on Wattle by Week 1 of the course, along with a recording template that you can fill out to complete the assessment. We will endeavour to get marks and feedback to you as soon as we can so that you can use this information to ensure your inventory is accurate before starting on the assessments that build on this inventory.

Value: 10% of the final grade for the course

Word limit: 500 words (± 10%)

Due Time and Date: 9am Monday 12 August

Estimated Return Date: 12 noon Monday 26 August

Assessment Task 2

Oral Presentation

In this assessment, you must deliver a 10-minute long oral presentation. Rather than giving this talk in class, you will record your presentation and submit it through Wattle. The presentation must give an independently researched overview of the aetiology (cause), pathogenesis (development), and epidemiology (who is affected and their context) of a disease of your choice and critically evaluate research to select potential candiates for differential diagnosis (diseases that might cause similar pathology on the skeleton and will need to be ruled out to make a diagnosis). You must choose a disease that has observed effects on the human skeleton. This assessment will develop research and summarisation skills, oral presentation skills, problem solving skills, as well as your understandings of skeletal biology and disease processes.

Detailed instructions on how to complete the assessment will be provided on Wattle by Week 1 of the course.

Value: 20% of the final grade for the course

Due Time and Date: 9am Monday 2 September (first week of the mid-semester break)

Estimated Return Date: 12 noon Monday 16 September

Assessment Task 3

Lesion Identification

This assessment forms the second part of the skeletal analysis completed throughout the semester. In this asessment, you must identify and describe pathological lesions visible on the skeleton provided. This will include identifying the type of lesion observed (e.g., bone forming, bone destroying or mixed) and recording information such as its precise location, size, shape, whether it diffuse or discrete, what its margins and floor looks likes, and whether it was active or healed at the time of death. This assessment will develop your ability to identify and describe skeletal pathology, and will enhance your understandings of skeletal biology and disease processes.

Detailed instructions on how to complete the assessment will be provided on Wattle by Week 1 of the course, along with a recording template that you can fill out to complete the assessment. We will endeavour to get marks and feedback to you as soon as we can so that you can use this information to ensure your lesion identifications are accurate before starting your differential diagnosis.

Value: 25% of the final grade for the course

Word limit: 1000 words (± 10%)

Due Time and Date: 9am Monday 30 September

Estimated Return Date: 12 noon Monday 14 October

Assessment Task 4

Differential Diagnosis Report

In this written assessment, you will present a differential diagnosis of the pathology you have recorded throughout the semester. In this report you must present a final version of your inventory and lesion identifications. You must then propose and critically evaluate a range of potential explanations for the abnormal skeletal changes observed, ruling out options that do not fit the biological profile and epidemiological context of the individual concerned until you can select the most likely explanation (diagnosis) for the pathology. This profile and contextual information will be provided to you at the beginning of the semester. This assessment will test your ability to examine and diagnose skeletal pathology from archaeological skeletal remains, as well as your skill in critical and creative thinking.

Value: 40% of the final grade for the course

Word Limit: 3000 Words (± 10%)

Due Date: 9am Monday 28 October

Estimated Return Date: Marks will not be released for this assessment as per ANU assessment policy. Feedback can be obtained after S2, 2024 grades come out by making an appointment with the course convenor.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

Hardcopy submission is not accepted for this course except under specific circumstances approved by the course convenor and Associate Dean of Education. For more infromation, please see the ANU Student Assessment (Coursework) Policy.

Late Submission

Late submission of assessment items without an extension is NOT permitted for this course. This means that if you miss an assessment and you have not been granted an

extension, you will fail the assessment. If you are worried about meeting a deadline, please apply for an extension or contact the convenor for advice as soon as you can - it is better to be safe than sorry and we are always happy to help where we can.

Please note that extensions cannot be granted after the due date unless you can demonstrate that you were unable to apply in time due to extenuating circumstances. Information on how to apply for extensions is covered in the ANU Student Assessment (Coursework) Policy and Procedure and will be explained in the first lecture of the semester.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

• All grades will be recorded in the Wattle Gradebook
• You will be able to access assessments submitted via the Turnitin Studio or Assessment Tool in Wattle when all class members have completed the assessment.
• The marks for your final assessment will not be released in accordance with ANU ANU Student Assessment (Coursework) Policy. To view your feedback for this assessment, please make an appointment with the course convenor after the final grades for S2, 2024 have been released.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmission of assessments is not permitted for this course.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students