This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Postgraduate Handbook 2009-2010 (archived)
Module ANTH41830: EVOLUTIONARY AND ECOLOGICAL PERSPECTIVES ON HEALTH
Department: Anthropology
ANTH41830: EVOLUTIONARY AND ECOLOGICAL PERSPECTIVES ON HEALTH
| Type | Level | Credits | Availability | Module Cap | Location |
|---|---|---|---|---|---|
| Tied | 4 | 30 | Available in 2009/2010 | None. | Durham |
Tied To
Pre-requisites
- None.
Corequisites
- None.
Excluded Combinations
- None.
Aims
- To examine contemporary health problems using evolutionary and ecological perspectives.
Content
- The course will consider a number of health issues of importance in low-income and more affluent contexts, including child health, infectious disease (e.g. HIV/AIDS, emerging infections), non-infectious disease (e.g. type 2 diabetes/allergies) and reproductive health (e.g. the menopause). The importance of an ecological perspective will be emphasised and the paradigm of evolutionary medicine will be explored, including life history and parental investment theories. Students will acquire an advanced understanding of these theories and will be expected to read and criticise recent primary literature.
Learning Outcomes
Subject-specific Knowledge
- Main theoretical approaches in nutritional and disease ecology.
- The main contributions of evolutionary medicine.
- Evolutionary and ecological models of human reproduction.
Subject-specific Skills
- Application of the above approaches to contemporary health problems.
- Read specialist literature within the fields of nutritional ecology, disease ecology and evolutionary medicine.
Key Skills
- Complete written essays under examination conditions.
- Ability to work independently to identify and critique primary literature.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- There will be a two-hour fortnightly seminars . The format of the seminars will vary. Some will be student-led, others will be tutor-led.
- There will be a two seminars as introductory and concluding sessions
- Students will be expected to make presentations as part of some seminars, providing them an opportunity to develop presentation skills in a supportive environment.
- The coursework assignment tests skills of independent reading, understanding, analysis and presentation.
- There will be a two hour written examination which will be used to assess students' comprehension of the material covered in the course.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total Hours | Attendance Monitored |
|---|---|---|---|---|---|
| Seminars | 10 | fortnightly | 2 hrs | 20 | |
| Seminars | 2 | Beginning and end of course | 1 hr | 2 | Yes |
| Preparation and Reading | 278 | ||||
| Total | 300 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Critical Review | 30% | A critical review of evolutionary approaches to a health issue chosen by the student | 2000 words | 100% | |
| Examination | 70% | Examination | 2 hours | 100% |
Formative Assessment
Formative assessment will be an outline plan of 400 words for the critical review, to include a bibliography of the work to be critiqued.
Students who do not attend monitored activities shown under Teaching Methods
and Learning Hours, or who fail to complete the summative or formative
assessment(s) specified above, may be subject to the Academic Progress
procedures defined in the University's General Regulation V, and may be
required to leave the University.