ANTH 364 Syllabus
ANTH 364 Syllabus ANTH 364
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This 13 page Class Notes was uploaded by Xander Posner on Saturday September 3, 2016. The Class Notes belongs to ANTH 364 at University of Arizona taught by Stacey Tecot in Fall 2016. Since its upload, it has received 13 views. For similar materials see Natural History of Closest Relatives in Anthropology at University of Arizona.
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Date Created: 09/03/16
Fall 2016 T/TH 11:00-12:15 Saguaro Hall-101 ANTH364 Instructor: Stacey Tecot E-Mail: email@example.com Natural History of our Closest Phone: 520-621-6294 Office: Emil W. Haury 310A Relatives Office Hours: Th 3:00-4:00 and by appt. TA Books Please contact your TA by email if you have any questions. You can also meet with her during her office hours or by appointment in Emil W. Haury (Anthropology)Required: All required reading Becky Mountain Email: firstname.lastname@example.org and viewing will be posted to Office hours: Tuesday 12:30-1:30 D2L. Haury 120 Recommended: nd Undergraduate Preceptor Primates in Perspective 2011, 2 edition by Campbell et al. Please contact your preceptor by email for help with any course material. You can meet with her during her office hours in Emil W. Haury (Anthropology) room 408B. Pictorial Guide to the Living Briana Booker-Bethke Primates, 1996, N. Rowe Email: email@example.com [Half of proceeds donated to Office hours: Friday 9:30-10:30 primate conservation Haury 408B organizations] Overview Pthmate Behavioral Ecology 2011, Welcome to Natural History of our Closest Relatives! 4 edition by Karen Strier This course introduces students to the extensive diversity of the living primAll the World’s Primates including aspects of their behavior and ecology, with emphasis on natural history Membership at and adaptation to the environment. The course begins with an introduction to http://alltheworldsprimates.org primates, their evolution, taxonomy, and adaptations. Then it delves into the[$29.95/semester, $49.95/year in which individuals interact with each other as well as ecological factors, Membership fee is a donation to the various societies and strategies we see among primates in nature. We will also Primate Conservation, Inc. consider how our studying of living primates can help us gain insight into huThe most up-to-date resource] adaptation and behavior. Milestones Expected Learning Outcomes Upon the successful completion of this course you will be able to: Tuesday, September 06 • Describe what makes a primate a primate, how they are different and Genetics Quiz due (on D2L; first Natural History of our Closest Relatives 1 similar to one another, and how they might interact with one another. complete exercise on D2L) • Explain how the environment shapes morphology, behavior, and physiology within an evolutionary framework. Thursday, September 08 • Explain the relevance of non-human primate research for studying human Complete workbook pages 1 -8 (not evolution. turned in) • Apply principles of primate dominance behavior to explain your own experimental outcomes. Thursday, September 15 • Think critically and communicate your ideas about past and present primate Exam 1 research. Tuesday, October 11 • Integrate information read in the textbook and heard in class discussions with information read in current news media. Exam 2 • Articulate a nuanced understanding of the issues involved in primate conservation. Thursday, November 03 • Use creativity and critical thinking to incorporate informat ion from several Dominance Project due sources into a firm understanding of concepts. Tuesday, November 08 • Read and understand scientific literature from journals and other scholarly works Exam 3 Prerequisites Thursday, November 22 Dominance Project revision due This is a Tier II General Education Natural Sciences course that requires the completion of a Tier I General Education Natural Sciences course. It will build on Tuesday, December 06 basic ecological and evolutionary concepts learned in Tier I courses. Conservation assignment due Students with Disabilities or Special Needs Monday, December 12, 10:30AM – 12:30 PM Accessibility and Accommodations : Exam 4 It is the University’s goal (and ours) that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let your professor know immediately so that we can discuss options. You are also welcome to contact Disability Resources (520-621-3268) to establish reasonable accommodations. Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seati ng is not usable. If you anticipate barriers related to the format or requirements of this course, please meet with us so that we can discuss ways to ensure your full participation in the course. If you determine that disability -related accommodations are necessary, please register with Disability Resources ( 1224 East Lowell Street, Tucson AZ 85721; 520-621-3268; drc.arizona.edu; firstname.lastname@example.org) and notify us of your eligibility for reasonable accommodations as soon as possible. We can then plan how best to coordinate your accommodations. Note that the DRC is useful for students who don’t self-identify as disabled. They offer help to all students. You may require a quiet place to take an exam, help taking notes, a computer to type your exam because of difficult-to-read handwriting, extra exam time, etc. Visit the DRC for an assessment and see how they can help! Requirements 1. Dominance Project (details announced in class) 5% 2. Conservation assignment (details announced in class) 5% Natural History of our Closest Relatives 2 3. Class Participation ( reading questions, other assignments, discussion) 15% 4. Exam 1 15% 5. Exam 2 20% 6. Exam 3 20% 7. Exam 4 20% Exams There are four exams, each based on lecture, discussion, and assignments. We will do our best to help you learn the material, but you should also use your time outside class to review the material (your notes and the readings), explore the literature, and think about how what we cover is relevant to you. Students who form study groups tend to do very well. Exams are non-cumulative, but note that the content presented in the final units builds on the information learned during the first unit s. Students who do not restate text or bullet points from the slides, but rather show an understanding of the material and write complete sentences will receive full credit. Show us what you know! Your last exam will be during exam week, as scheduled by the university ( Monday, December 12, 2016, 10:30 a.m. -12:30 p.m.). See also: http://www.registrar.arizona.edu/students/courses/final -exams. And: http://registrar.arizona.edu/courses/final -examination-regulations-and-information?audience=students&cat1=10&cat2=31 Class Participation/Assignments Class participation consists of contributing to and being engaged in class activities and discussions. Your grade will also be based on reading assignments and in-class or online exercises. Some students may not feel comfortable as king questions or commenting in such a large class. We will have small group discussions to accommodate different people’s comfort zones, and remember that you can always ask us questions outside of class. Genetics exercise and quiz Due September 6. We will not delve deeply into the field of genetics, so this exercise is to make sure we all know the basics before discussing how traits develop. The tutorial exercise presents information that will be on the quiz. You will not be able to access the quiz bef ore going through the tutorial exercise; the quiz will appear as soon as you’ve completed the tutorial. This is more of a learning exercise than a quiz: on D2L Content you will find the quiz questions that you can review beforehand. You can answer the qu estions as you go through the tutorial, so that when you take the online ‘quiz’ you’ve got the answers ready to go. Follow instructions closely to make sure you receive credit for your work. Homework assignments on readings We will read selections from The Primate Anthology (PA) originally published in Natural History for a broad audience (posted on D2L). For each of these readings (as noted in the course schedule below), you are required to write two thoughtful questions. These questions should be gener al, perhaps questions that arose while reading the chapter, rather than questions on the details of the reading that can be answered by reading the chapter . These are not quiz questions, but higher-thought questions. For full credit, your questions must sh ow that you read the entire chapter and reflected upon it. Therefore, if your question can be answered by the reading, you will not receive credit. You will receive feedback on your questions to help you develop these higher -thought questions. The best questions will: Natural History of our Closest Relatives 3 -Address important/central issues, rather than very minor points -Relate the readings to topics presented in class -Provide some context so we know to which part of the reading your question is related -Build on ideas, rather than ask what oth er research has been done -Tell us what you think the answer might be and why How to submit your reading questions Questions based on the readings should be brought with you to class in haand uploaded to D2L Assignments before class for full credit. We will use some of your questions for small group discussions, so you will use the hard copy in class . The copy that you upload will be graded and must be submitted on time. Please double-check your submission confirmation . Sometimes D2L makes errors, a nd we aren’t able to tell if missing assignments are D2L errors or not. So, we have to rely on you to check that all submissions are confirmed so that they are counted. You will be evaluated on the quality of those questions as they reflect how well you di d the readings and how much you thought about them. In-class activities Occasionally we will have brief in -class written assignments that will help you better learn the material presented in lecture, and help you and me identify areas that we need to wor k on more. These will be turned in at the end of class on paper. 15% of grade Dominance Project Experiment on your lov ed ones! More information is available on D2L under “Content”à”Exercises”. We will also discuss the project in class. Due November 3 by 11am. After receiving feedback, a revision will be due November 22. Your revision should address the feedback you received on the first version (this is a university requirement for General Education classes). 50 points = 5% of grade Conservation Assignment In this assignment, you’ll get to flex your creative muscles! Each student will make an informative and easily disseminated ( think Facebook or YouTube) conservation education tool , using the primary literature to gather information . More information is on th D2L under “Content” à”Exercises”, and will be discussed in class. Due December 8 , by 11am. 50 points = 5% of grade Honor’s Credit Students may take the course for Honor’s credit. Students will be required to use the primary literature to research their homework questions and write a one -page essay on each assignment. They will also be required to use the primary literature to adapt the dominance project into a manuscript -style paper. Rules and Regulations Late work and missed exams : Because the class is large and it can be difficult to track late assignmentswill not be Natural History of our Closest Relatives 4 accepted unless you have a valid excuse (e.g., medical or family emergency accompanied by a note), so plan accordingly, and be sure to check the reading schedule below! In -class assignments may not be made up , but we recommend you complete them on your own to help you learn the material . You need a valid excuse for missing exams (sleeping late or “forgetting” are not valid excuses, though we do appreciate the honesty!). If you do not have a valid excuse, you can still make up the exam ! In this case, the highest score you can earn is 80% (you will be pe nalized 20% on the exam). After the first day, you will be penalized an additional 5% each day that the exam is not taken. Make-up exams must be completed within one week to be accepted. If you anticipate missing a class, assignment, or exam, you must cont act us at least 2 weeks prior to the due date . In these cases, make-ups and extensions are at our discretion. If an exam coincides with a religious holiday, notification is required by the second week of class and arrangements will be made on an individual basis. Makeup policy for students who register late : Students who register late may make up work in their first week of being registered in the class. Students must contact the instructor on the first class day that they have added the course to discu ss requirements and deadlines. Attendance and In-Class Behavior : The UA’s policy concerning Class Attendance, Participation, and Administrative Drops is available at http://catalog.arizona.edu/2015 -16/policies/classatten.htm Participating in the course and attending lectures and other course events are vital to the learning process. In accordance with UA’s policy, and to facilitate the best learning experience possib le, we expect that students attend all lectures and review sessions. What if I need to miss class? Contact your TA or instructor as soon as you know you will be absent. Prior notification allows us to best accommodate you. Students who miss class due to illness or emergency are required to bring documentation from their health -care provider or other relevant, professional third parties. Failure to submit third -party documentation will result in unexcused absences. If you do miss class please make sure to contact fellow students about missed work and announcements, and visit your TA, preceptor, and/or instructor during office hours with questions. Excessive absences will affect the student’s ability to learn the material, and the student’s participation grade, and may lead to a student being administratively dropped from the class. The UA policy regarding absences for any sincerely held religious belief, observance or practice will be accommodated where reasonable: http://policy.arizona.edu/human -resources/religious-accommodation-policy. Absences preapproved by the UA Dean of Students (or dean’s designee) will be honored. See http://uhap.web.arizona.edu/policy/appointed -personnel/7.04.02 What if I need to arrive late or leave early? If you need to leave early (for example, to get across campus to another class) please let us know in advan ce at the start of the semester and we will make sure to accommodate you. Frequent late arrivals and early departures will be factored into participation. What type of learning environment can I expect in class? To foster a positive learning environment, s tudents and instructors have a shared responsibility. To that end, everyone is expected to be courteous to those around them. We want a safe, welcoming, and inclusive environment where all of us feel comfortable with each other and where we can challenge o urselves to succeed. Therefore, our focus is on the tasks at hand and not on extraneous activities. You can expect the following: • Cell phones should be turned off and put away during lecture. Even the most skillful texter can be distracting to fellow students and the instructor. • Everyone is expected to arrive on time and to stay until lecture is over. Natural History of our Closest Relatives 5 • Those around you may use computers, but are expected to refrain from any activity that is not relevant to our class, such as emailing, surfing the web, play ing games, shopping, watching videos, or chatting. These activities can be distracting, as it attracts the attention of even the most focused students and instructors. This also reduces engagement with others in the class, and reduces the ability to truly learn the material. • Repeat offenders will lose computer/phone privileges in an effort to reduce distraction. If you know that you can’t help yourself, you might consider disabling wifi, or writing your notes on paper. • Students should refrain from disruptive conversations with people sitting around them during lecture. Students observed engaging in disruptive activity will be asked to cease this behavior. Those who continue to disrupt the class will be asked to leave lecture or discussion and may be report ed to the Dean of Students. Threatening Behavior : The Arizona Board of Regents’ Student Code of Conduct, ABOR Policy 5 -308, prohibits threats of physical harm to any member of the University community, including to one’s self. The university’s policy against threatening behavior can be found here: http://policy.web.arizona.edu/education -and-student-affairs/threatening-behavior-students Discrimination and Harassment: The University of Arizona is committed to creating and maintaining an environment free of discrimination. In support of this commitment, the University prohibits discrimination, including harassment and retaliati on, based on a protected classification, including race, color, religion, sex, national origin, age, disability, veteran stsexual orientation, gender identity, or genetic information. The university’s policy against discrimination and harassment can be found here: http://policy.arizona.edu/human -resources/nondiscrimination-and-anti-harassment-policy Inclusive Excellence: Inclusive Excellence is a fundamental part of the University of Arizona’s strategic plan and culture. As part of this initiative, the institution embraces and practices diversity and inclusiveness. These values are expected, respected and welcomed in this course. This course also supports elective gender pronoun use and self -identification; rosters indicating such choices will be updated throughout the semester, upo n student request. As the course includes in -class discussion, it is vitally important for us to create an educational environment of inclusion and mutual respect. Academic Integrity : Students are expected to adhere to the UA Code of Academic Integrity: http://deanofstudents.arizona.edu/codeofacademicintegrity Students are encouraged to share intellectual views and discuss freely the principles and applications of course materials. However, graded work/exercises must be the product of independent effort unless otherwise instructed. Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of esse ntially the same written assignment for two courses without the prior permission of the instructor), or the attempt to commit such an act. In particular, please familiarize yourself with what constitute s plagiarism, and take care to submit original work. The UA has a plagiarism tutorial here: http://www.library.arizona.edu/help/tutorials/plagiarism/ Lectures Lectures will be posted to D2L , but please take notes and ask questions when lecture is unclear. I rely on your feedback and engagement in lecture (i.e., questions, comments) to dictate my pace. Please ask me to slow down if necessary, so that I know what pace works for you. Every class is different, so I’ll need your feedback to know what works best. And, chances are that if you have a question, someone else does, too! If you miss class, it is your responsibility to get notes from other students. I suggest that you do this as quickly as possible, as people are less likely to be altruistic as the exam approaches. A mass email to the class is probably not the best way to fin d sympathy. Lecture slides will be helpful, but insufficient material for passing exams. I have started a Discussion room on D2L where you can ask each other questions or discuss the material. Your TA and preceptor will moderate these discussions , so if your questions aren’t answered by classmates, they will do their best to help! Copyright notice: All lectures are copyright 201 6 by Professor Tecot and the Arizona Board of Regents. Selling or unauthorized Natural History of our Closest Relatives 6 transfer for value of any notes for this class without the written permission of Professor Tecot may constitute copyright infringement and/or violate University policies. Students found in violation of these prohibitions may be subject to Universi ty penalties and possible legal sanctions. In other words, do not post any course materials online or sell them to another person or company. Confidentiality of Student Records http://www.registrar.arizona.edu/ferpa/default.htm Grading : The following guidelines are used to assign final grades: A 90-100 B 80-89 C 70-79 D 60-69 E 59 or less O Audit (no grade) Re-grading policy: If you have questions about the scoring of your exam, you have one week after the exam is returned to provide a written statement of your concern. The whole exam or assignment may be subject to re -grading and the score will be raised, lowered, or left unchanged as is warranted. No special arrangements will be made following a poor test performance. For example, we cannot change the weighting of the tests, allow retakes, or accept alternate assignments in lieu of the test. Alt hough exams are not technically cumulative, you are expected to maintain your working vocabulary of ter ms and concepts throughout the semester. Pass/Fail: For those of you enrolled on a Pass/Fail basis, a requirement for receiving a passing grade in this course is to show up for class, take all four exams, and complete all assignments (in addition to earning a passing grade). Requests for incomplete (I) or withdrawal (W) : Requests must be made in accordance with University policies, which are available at http://catalog.arizona.edu/2015 -16/policies/grade.htm#I and http://catalog.arizona.edu/2015 - 16/policies/grade.htm#W, respectively. Extra Credit: Each exam will include extra cred it questions. In the interest of fairness, no additional extra credit will be made available to any student under any circumstances. Help! I’m confused about… Just ask! We are more than happy to have visitors and we think we’ve got some great tips to share. See us during office hours or arrange to meet at another time. Lecture, Exam, and Reading Schedule **(Information may be subject to change with advance notice, as deemed appropriate by your professor)** Note: Please keep up with the weekly reading assignments. There is a lot of information that can pile up quickly if you don’t stick to a good reading/review schedule week by week. All readings can be found online under D2L à Contentà Readings, and are organized by week. PA refers to Primate Anthology, and PIP refers to Primates in Perspective. “Homework due” and “Exercises due” tells you what assignments should be turned in on D2L (under the Assignments link) before the beginning of class that day. “Readings due” tells you what readings are due that day. “Bring to class” indicates items you should bring with you to class that day. Often these are handouts that are available on D2L under “Content” à “Handouts”. Make sure to bring them, as it will make note -taking, discussions, and understanding the material much easier! If you ever have trouble finding materials, just ask one of us! Natural History of our Closest Relatives 7 Week 1 Tuesday, Aug 23: Introduction to class and syllabus Thursday, Aug 25: Why study primates? VIDEO: Chimpanzee Readings due: Full class syllabus Sussman (PIP, Ch. 1) Read over Chimpanzee video questions (under D2L àContentàVideos) Bring to class for in-class exercise: Chimpanzee questions handout (under Video content on D2L) Week 2 Tuesday, August 30: Evolutionary theory & What makes a species? Readings due: Downey, pages 33-47 Popular Press article: Are western chimpanzees a new species of Pan? http://blogs.scientificamerican.com/guest -blog/2012/12/13/are-western-chimpanzees-a-new-species- of-pan/ Thursday, September 1: Classification systems Readings due: Nystrom and Ashmore 2008, pages 24 -39: Ch. 2 Primate Classification Begin reading/working through the Workbook pages 1 -8 (to be completed by 9/8) Optional and helpful: Fuzzball exercise to help you understand systematics (it’s fun! On D2L Exercises àOptional Cladistics Exercise) Sections 3-11 online: http://evolution.berkeley.edu/evolibrary/article/evo_03 . Start on this page and click through each page (click “next” at the bottom) until you reach “Adding time to the tree” Hartwig 2011 (PIP, Ch. 3: Primate Evolution): a bit dense but helpful if you want to learn mout primate evolution **Note that your genetics quiz is due next Tuesday** Week 3 Tuesday, September 6: What is a primate? Readings due: Stanford et al. 2013, pages 154-165 Continue working through Workbook pages 1 -8 (complete by Sept. 8) Homework due before class: Genetics exercise and online quiz (must go to D2L à Exercisesà Genetics and click through the tutorial site & confirm submission for the quiz to appear) Thursday, September 8: Taxonomy I: The Diversity of Primates Readings due: Strier Ch. 2: Traits, trends, and taxonomy Complete Workbook pages 1 -8 Natural History of our Closest Relatives 8 Bring to class: Taxonomic tree (under Handouts on D2L) Week 4 Tuesday, September 13: Catch -up and review + Life in the Trees (VIDEO) if time Readings due: Study guide Primate classification video: https://www.youtube.com/watch?v=kTjn9JSJV5E Bring to class: Taxonomic tree (under Handouts content on D2L) Any questions you have about the exam Thursday, September 15: Exam 1 Week 5 Tuesday, September 20: Taxonomy II: Strepsirrhini Readings due: Stanford et al. 2013, pages 164 -170 Workbook pages 9 -10 Cousins: First Primates BBC video (first 30 minutes required, rest optional): https://www.youtube.com/watch?v=aEgZirA7QG0 Bring to class: Taxonomic tree Thursday, September 22: Taxonomy III: Anthropoids-New World Monkeys (Platyrrhini ) Readings due: Stanford et al. 2013, pages 171 -175 Boinski (Primate Anthology Ch. 25) Workbook pages 11 -13 Cousins: The Monkeys BBC video (first 15 mins): https://www.youtube.com/watch?v=MY1X0kMQcXc Homework due before class: Two questions on Boinski chapter 25 (submit on D2L) Bring to class: Taxonomic tree; copy of your two questions for discussion Week 6 Tuesday, September 27: Taxonomy IV: Anthropoids -Old World Monkeys (Catarrhini) Readings due: Stanford et al. 2013, pages 175-177 Workbook pages 14 -15 Cousins: Monkeys BBC video (mins 15 -end): https://www.youtube.com/watch?v=MY1X0kMQcXc Bring to class: Taxonomic tree Thursday, September 29: Taxonomy V: Anthropoids -Apes (Hominoidea) Readings due: Natural History of our Closest Relatives 9 Stanford et al. 2013, pages 178 -186 Cousins: The Apes BBC video (chimpanzee section optional): https://www.youtube.com/watch?v=6xsHEd4L9nQ Workbook pages 16 -17 Bring to class: Taxonomic tree Week 7 Tuesday, October 4: Biogeography Readings due: Garber (Primates in Perspective, Ch. 36, pages 548 -556 [rest of chapter optional]). This chapter connects Biogeography and Locomotor Systems Workbook pages 18 -19 Thursday, October 6: Locomotor Systems Readings due: Brief summary of locomotor systems: http://www.nature.com/scitable/knowledge/library/primate - locomotion-105284696 Workbook pages 20 -21 Week 8 Tuesday, October 11: Exam 2 Thursday, October 13: Sensory systems Readings due: Dominy et al. 2001: The Sensory Ecology of Primate Food Perception (focus on general principles, not details) Week 9 Tuesday, October 18: Primate Ecology I: Ecosystems and Community Ecology Readings due: Wright (Primate Anthology Ch. 31) Ecosystem videos under D2L àVideos Homework due before class: Two questions on Wright chapter 31 (submit on D2L) Bring to class: Copy of your two questions for discussion Thursday, October 20: Primate Ecology II: Food and Foraging A Readings due: Strier Ch. 6: Food, foraging, and females Ferrari (Primate Anthology Ch. 24) Review Strier Ch. 2, pages 40 -44 (this reading was assigned on week 3) Homework due before class: Two questions on Ferrari chapter 24 (submit on D2L) Bring to class: Copy of your two questions for discussion Week 10 Natural History of our Closest Relatives 10 Tuesday, October 25: Primate Ecology III: Food and Foraging B Readings due: Stanford (Primate Anthology Ch. 12) Homework due before class: Two ques tions on Stanford chapter 12 (submit on D2L) Bring to class: Copy of your two questions for discussion Thursday, October 27: Primate Sociality: Why live in groups? Readings due: Stanford et al. 2013 Ch. 7, pages 196-220: Primate Behavior Primate Mating Systems handout **NOTE: Dominance Project Exercise due in one week!** Week 11 Tuesday, November 1: Primate Social Organization Readings due: Smuts (Primate Anthology Ch. 5) Primate Mating Systems handout Homework due before class: Two questions on Smuts chapter 5 (submit on D2L) Bring to class: Copy of your two questions for discussion Thursday, November 3: Review, catch -up Homework due before class: Dominance Project Exercise due (submit on D2L) Week 12 Tuesday, November 8: Exam 3 Thursday, November 10: Social Relationships Readings due: Kano (Primate Anthology ch. 9) Homework due before class: Two questions on Kano chapter 9 (submit on D2L) Week 13 Tuesday, November 15: Communication I Readings due: Gouzoules & Gouzoules (PIP, ch. 42) Bring to class: Copy of your two questions for discussion Thursday, November 17: Communication II Readings due: Cheney & Seyfarth (Primate Anthology, ch. 8) Apes and language video: http://thehumanevolutionblog.com/2015/07/28/koko -washoe-and-kanzi-three-apes- with-human-vocabulary/ Homework due before class: Two questions on Cheney & Seyfarth chapter 8 Natural History of our Closest Relatives 11 Bring to class: Copy of your two questions for di scussion Week 14 Tuesday, November 22: Tool use Readings due: Humle & Fragaszy (PIP, ch. 43) Homework due before class: Dominance project revision based on feedback (address all comments) Thursday, November 24: THANKSGIVING BREAK, NO CLASS Week 15 Tuesday, November 29: Self Medication Reading due: Huffman (PIP, ch. 37) Thursday, December 1: Primate Conservation I Readings due: “What we don’t see when we see chimps”: http://news.discovery.com/animals/chimpanzees -tv- endangered-110722.html Homework due before class: Conservation video: choose one of the following videos, answer the que stions, and turn your answers in on D2L under the corresponding folder. The Funkiest Monkeys (video under Panopto link, with and without subtitles): hunting, ~50 mins. Virunga (video only available via your own Netflix account, with and without subtitles;link and questions posted under ContentàVideosàVirunga): mining, ~100 mins. Nosy Maintso (video and questions under Content àVideosàNosy Maintso, in Malagasy with English subtitles): deforestation, ~50 mins Week 16 Tuesday, December 6: Primate Conservation II (last class day) Readings due: Strier (PIP, ch. 45) Watch videos on charcoal forests and shifting sands (videos on D2L under Videos àConservation Videos II): http://www.irinnews.org/film/?id=4630&SeriesID=3 Homework due before class: Conservation Project due on D2L Monday, December 12 at 10:30am-12:30pm in Saguaro Hall 101: FINAL EXAM (non-cumulative) Some of your reading assignments are taken from the following books: Ciochon, R. L., Nisbett, R. A. (1998). The Primate Anthology: Essays on P rimate Behavior, Ecology, and C onservation from Natural History. Prentice Hall. Campbell, C. J., Fuentes, A., MacKinnon, K. C., Panger, M., & Bearder, S. K. (2011). Primates in P erspective. Oxford University Press. Stanford, C., Allen, J. S., & Antón, S. C. (2013). Biological Anthropology: The Natural History of Humankind. Pearson. Strier, K. B. (2011). Primate Behavioral Ecology. Routledge. Natural History of our Closest Relatives 12 Natural History of our Closest Relatives 13
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