master thesis quaternary

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Department of Anthropology

Quaternary and climate studies masters program.

Minimum number of credits required to graduate: 30

Minimum cumulative GPA required to graduate: 3.0

Application deadline for fall admission: February 1. For prospective students, more information can be found on the Graduate School website.

Graduate Coordinator:  Karl Kreutz, Professor of Earth and Climate Sciences & Climate Change Institute, [email protected]

The Department of Anthropology cooperates with the Climate Change Institute to train graduate students in archaeology/anthropology toward an MS degree in Quaternary and Climate Studies. Application is made through the Graduate School.

The Quaternary Period, the most recent in Earth’s history, witnessed numerous climatic fluctuations, glaciations, sea-level changes, and shifts in organism distribution. These changes shaped our contemporary environments and strongly influenced human evolution. A knowledge of Quaternary events facilitates understanding of current environmental changes and may enable anticipation of future changes. Maine was particularly affected by Quaternary events because its landscape was shaped largely by glaciation and its biota was influenced strongly by climatic change.

Quaternary and Climate Studies commonly are interdisciplinary and thus require cooperation between several academic departments. To facilitate such cooperation, the Climate Change Institute, dedicated to teaching and research, was established at The University of Maine in 1972. The Institute is staffed by members of the Departments of Anthropology, Computer Science, History, the School of Earth and Climate Sciences, the School of Biology and Ecology, and School of Marine Sciences. The Institute is not a formal academic department. Rather, it is a research unit and serves to organize and promote interdepartmental teaching and research related to Quaternary and Climate Studies.

The Certificate of Interdisciplinary Climate Studies . This three-course sequence, which also constitutes the core course requirements for the MS program in Quaternary and Climate Studies, addresses the needs and interests of graduate students both in CCI as well as those in programs outside of CCI. Currently, many graduate students in CCI obtain degrees in our affiliated departments; they have requested a way to distinguish their climate expertise on their diploma. In addition, there are many graduate students outside of CCI who have expressed an interest in developing interdisciplinary climate expertise. The certificate benefits current graduate students in CCI by providing formal recognition of their interdisciplinary climate training.

Special Resources and Programs

The Climate Change Institute and its affiliated departments feature extensive research facilities. These include the Analog Modeling Laboratory, Cold Storage and Continuous Melter System Laboratory, Computer Science Laboratory, Diatom Ecology Laboratory, Forensic Archeology Laboratory, Glacial Geology and Geochronology Laboratory, Ice Core Microparticle and Tephrachronology Laboratory, Ice Sheet Modeling Laboratory, ICP-MS Laboratory, Ion Chromatography and Glaciochemistry Laboratory, Isotope Geochemistry Laboratory, W.M. Keck Laser Ice Facility, Marine Sediments Laboratory, Near Surface Geophysics Laboratory, Northeastern Prehistory Laboratory, Numerial Laboratory, Paleoecology Laboratories, Remote Sensing Laboratory, South American Archaeology Laboratory, Stable Isotope Laboratory, and the Zooarchaeology Laboratory.

CCI Research Assistantships and Work Study positions are available on a competitive basis each year. Other funding may be available through individual faculty and affiliated units.

Career Opportunities

Students of the MS program in Quaternary and Climate Studies gain an understanding of the Earth’s physical and chemical climate system, as well as of the relationships among climate, ecosystems, and humans. They also develop basic proficiency with climate analysis tools and gain key professional skills in interdisciplinary science, including communication to various audiences, collaborative skills, and proposal development. Graduates of this program enter a range of professional fields in research and education, including both private and governmental sectors in the areas of environmental protection, conservation, and cultural resource management. Graduates sometimes transition into a related PhD program at the University of Maine or elsewhere.

The Master of Science in Quaternary and Climate Studies (QCS)

The Climate Change Institute (CCI) offers a Master of Science degree in Quaternary and Climate Studies. The program provides students with training in anthropology/archaeology, biology, climatology and/or geology of the Quaternary Period and contributes to an appreciation of the interaction of these fields towards a better understanding of Quaternary paleoclimatology, paleoecology, and prehistoric archaeology. Many of the courses pertinent to the Quaternary Period are listed under offerings by cooperating departments. Graduate thesis credits are arranged by the staff.

CCI has a large and diverse graduate student population, distributed in several departments and schools across campus. Students come from various backgrounds with undergraduate majors in, for example, Biology and Ecology, Earth and Climate Sciences, Anthropology, Computer Science, Physics, History, Botany, and Marine Sciences. Preparation should include courses in the physical and/or social sciences.

For additional information, please visit the Climate Change Institute .

Program Requirements

For the MS Degree in Quaternary and Climate Studies, course credits must total at least 30 hours, which will consist of at least 24 credit hours of course work and at least 6 credit hours of thesis work. Thesis work may not exceed 15 hours. In addition, all UMaine students enrolled in research masters (thesis) programs must receive one credit of Responsible Conduct of Research (RCR) training prior to completing the degree, preferably prior to commencing research. A minimum of 12 hours of course work (exclusive of thesis) must be at the graduate level (500 or above) unless petitioned. Graduate course work and thesis research, preparation, and completion will normally take no more than two academic years of resident study.

Course Requirements

Required core courses (9cr)

ERS542-Atmosphere, Ocean, Ice, and Climate Change (3cr)

INT500-Interdisciplinary Applications of Climate Science (3cr)

plus at least one of the following

ANT510-Climate, Culture, and the Biosphere (3cr) ( same as BIO510 )

ANT530-Human Dimensions of Climate Change (3cr)

Elective coursework (15cr)

Appropriate elective coursework is to be determined in consultation with the graduate thesis advisor/committee. Coursework may stem from a variety of participating programs, including Anthropology, Earth and Climate Sciences, School of Biology and Ecology, and Marine Sciences, among others.

Responsible Conduct of Research and Thesis requirements (6cr) :

Masters students must complete 6 Graduate thesis/research credits (QCS699). Students will be graded with a pass (p) fail (f) or incomplete (i). Also, the Graduate School requires all students to take a one credit hour course to fulfill the Responsible Conduct of Research Requirement prior to conducting research (unless this requirement is fulfilled by a methods class approved to fulfill the RCR requirement) and before registering for a 4th thesis credit. The thesis project should be defined early in the program of study in cooperation with the advisor and committee.

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Earth and Quaternary Sciences: Thesis Option (MS)

Description.

The University offers a master of science (MS) in earth and quaternary sciences with a thesis option.

Required Courses

The University is accredited by the  Higher Learning Commission .

Financial Aid & Scholarships

Graduate students may be eligible for federal student loans if they are admitted into graduate degrees (or first-time teacher certification programs) and meet other eligibility requirements. Certificate programs are not eligible for financial aid. Private alternative loans can help students pay college expenses that may not be covered by federal loan programs or other financial aid. For more information, visit financial aid .

In addition, students may be eligible for payment plans and veterans benefits . On-campus degree-seeking students may be eligible for special scholarships for residents of Illinois , Kentucky , Ohio , and the Midwest Consortium .

Further Information

For further information and assistance, contact:

Department of Earth and Environmental Systems Indiana State University 812-237-2444 812-237-8029 (FAX)

The  Graduate Catalog  and  Undergraduate Catalog  of Indiana State University are the documents of authority for all students. The requirements given in the catalogs supersede information issued by any academic department, program, college, or school. The University reserves the right to change the requirements at any time.

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Department of Physical Geography

Degree projects.

Information and guidelines for degree projects (Master degree projects and Bachelor's degree project in Earth Science) at the department.

Fuhter down this page is information regarding Bachelor's degree project in Earth Science .

Master's degree project

Within our master's programs you apply to the degree project course (thesis course) either via antagning.se/universityadmissions.se or [email protected]. It depends which programme you belong to. 

Note, It is not possible to apply for our Degree projects at master’s level as independent/freestanding courses. They are only accessible for students that are admitted and registered to one of the Master’s programmes at the Department of Physical Geography, or Master's Programme in Globalization, Environment and Social Change (Department of Human Geography).

Aplication and registration

Before starting your degree project you need to have been in contact with your programme responsible. The courses available for you as a master’s student, depending on which programme you are taking:

• Geography, Degree Project, 30/45/60 credits   Master’s Programme in Globalization, Environment and Social Change (at the Department of Human Geography)
• Environmental Science and Physical Planning, Degree Project 30/45/60 credits   Master’s Programme in Environmental Management and Physical Planning
• Degree Project in Physical Geography and Quaternary Geology, 30/45/60 credits Master's program in geomatics with remote sensing and GIS/ Hydrology, hydrogeology and water resources/ Polar landscapes and Quaternary climates/ Landscape ecology

Environmental Science and Physical Planning, Degree Project

Your degree project consists of a 30 credit course during term 4. You apply already during term 3, no later than October 15. You will register on the course through webb registration in Ladok. During the first course week, you will write your project plan and hand in to your programme responsible and [email protected] .

Degree Project in Physical Geography and Quaternary Geology or Geography, Degree Project

Your degree project consists of a 30, 45 or 60 credit course during the last semester/-s of your studies. In order to be able to apply for the course, you have to start by contacting you programme responsible. You also need to have you project plan approved by your programme responsible. (se Projektplan och uppsatsmall). After that you can apply to the course by sending your approved project plan to [email protected] , no later than deadline. You register after receiving confirmation on admission to the course.

Application deadlines: • 15 May (start during summer) • 15 August (start during autumn) • 15 December (start during spring)

Note: If your application is sent in after deadline, we cannot guarantee you a place on the course starting on the date of your application. 

Information for students that are required to pay tuition fee

If you apply for a course running over more than one term, your tuition fee (if applicable) need to have been paid for both terms in advanced. Discuss possible setups with [email protected] more than 3 months before applying to the course. Alternatively choose a degree project running over one single term.

Course instances

Fill in the dates applicable fo your course instance in your project plan before sending it to [email protected] . 

Individual course setup, insurance and field work

Course instances or course setup that diverge from our regular setup can only be offered after discussion with programme responsible and degree project coordinator at [email protected]. If you have questions regarding this, contact programme responsible early in the semester preceding your planned start.

As a student at Stockholm University you are insured during your studies. This assumed that you are registered on the course in question. Never start a course before the registration is finished, especially when going on fieldwok.

Degree Projects abroad and insurance when going abroad

When writing your degree project at the Department of Physical Geography you might have the possibility to complete parts of the course abroad.

Study abroad

When going abroad for fieldwork during your degree project, you must be registered on the course and your supervisor needs to reserve a ”Student UT-försäkring” (insurance) from Kammarkollegiet before you travel. Your supervisor is responsible for this but you must check that it is done before leaving.

Project plan and template

Information for Mac-user: Open the contract using  Adobe Reader , then save it. This will produce a pdf-file that can be read also by PC-users.

Grading criteria

Degree projects at the Master's level are assessed according to these grading criteria: 

Computer labs and software

As a student you have the possibility to use the department computer labs and softwares, when the rooms are not booked for other courses. You also have the possibility to download and use the software’s available for students at SU Software for students , on your own computer. For larger GIS projects or projects with large amounts of data there is a limited possibility to use the computer lab on floor 3 (“exjobbarrummet”).

Follow the instructions to get access to computers and softwares:

Supervisor, supervision and subject

When you write your thesis, you have a supervisor. For degree project at the department subjects and supervisor are discussed with the program reponsible. From the program responsible, you will also get information about who will be your examiner and assessor. 

You often have the opportunity to influence an essay topic. If you have one or more subject suggestions yourself, you can discuss these with the program reponsible.

The number of supervision hours is regulated in the course syllabus and supervision is only given within the planned course time. If the work is performed at an external workplace outside the department, supervisors must be present both at the department and at the workplace. The department does not pay compensation to external supervisors.

Examination and presentation

The student communicates with the supervisor and examiner to decide on a preliminary submission date and preliminary presentation date. The supervisor should have approved the thesis for presentation before the student submits the thesis to the examiner. After agreeing on a date with your supervisor and examiner, you can book a time / room for presentation. Presentations can be made on campus or digitally on zoom, discuss the alternatives with your supervisor and examiner before booking.

• Your examiner may need your degree project for up to 2 weeks to have time to read your degree project. Therefore, also contact your examiner to get information when you will submit your final version.
• During the summer (mid-June to mid-August) no presentations are normally booked.
• Presentation room is booked by you through contact with [email protected] . Announce your name, course and essay title as well as the day, time and name of the supervisor when booking. 
• Before the presentation, you as a student must check that the technology works. Take e.g. with own adapter for Mac. The presentation should take a maximum of 30 minutes and is distributed as follows: about 20 minutes presentation and time for questions.
• If you present via zoom, your supervisor can help with invitation and Zoom-link.

Bachelor's degree project in Physical Geography (Earth Science)

Within the Bachelor's Programme in Earth Science, Distance Learning you have the possiblity to write your degree project in Physical Geography (Earth Science). The courses available are:

• Physical Geography, Degree Project, 15 credits
• Physical Geography, Degree Project, 30 credits

You apply for these courses via universityadmissions.se the term before starting. Note important Key dates and deadlines for application.

The eligibiliy for the degree projects are: knowledge equivalent to 135 credits and that must include 75 credits in Earth sciences. Also required is knowledge equivalent to Earth Science by Distance Learning - Specialisation, 15 credits (GE5040) . Therefore you need to have taken the course GE5040 berfore beeing able to start the degree project.

When you are admitted to the course, you register yourself in Ladok with web registration. If you are admitted with VI (conditions), you have until the start of the course to meet the prerequisites.

Scientific method, 1.5 hp

The scientific method 1.5 hp is obligatory for obtaining the Bachelor of Science degree at the Science faculty at Stockholm University. The scientific method 1.5 hp is included as a separate module parallel to the thesis work. It is possible to take the course module either before, during or after starting your thesis work.

Please note that the site "www.tellus.geo.su.se/science/" is not avalible any longer.  

New site is  https://www.science.su.se/english/education/courses/scientific-method-1-5-hp-1.216885

The module runs four times per year, "Kurstillfälle 3" is avalible as a distance module. This instance will be run by Zoom and English.

Degree projects at the Bachelor's level are assessed according to these grading criteria: 

When you write your thesis, you have a supervisor. For degree project in geography or in physical geoscience, subjects  and supervisor are discussed with the course reponsible.

You often have the opportunity to influence an essay topic. If you have one or more subject suggestions yourself, you can discuss these with the course reponsible.

At the end of the course, your degree project will be presented at a scheduled seminar. Specific instructions regarding your course will be handed out by the course coordinator.

Or Agree on a date, time and suitable form of online/distance presentation with supervisor and examiner.

Archiving and publication in DiVA

The examiner notifies you of grades via e-mail when the degree project has been graded. The grade is then reported in Ladok.

After a statement from the examiner, you have the opportunity to make the final changes. Then send the final version for archiving to the Coordinator for the degree project, [email protected]  (within one month of presentation). The degree project should be sent as a pdf file and should be formatted according to the template you find above.

There are different rules surrounding copyright law for texts and images:

Information about pictures and copyright

The coordinator for the degree project will then adapt the file for archiving by giving the essay a serial number. You will then receive a pdf file that can be used for printing / digital distribution or for publication in DiVA. At the end of the semester in the spring semester, it can take an extra long time before you get your archive version back for publication in DiVA:

Publication in DiVA

Application for Degree certificate

When you have finished your studies and want to apply for the award of a qualification, you should apply to receive a degree certificate (diploma).

Last updated: January 29, 2024

Source: Department of Physical Geography

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• School of Earth and Sustainability

School of Earth & Sustainability

Licensure information, geology, master of science.

This research-and-thesis-based Master's degree attracts students who are interested in natural resources (including water and fuel sources) and the very structure of the earth. The degree offers flexibility in the design of the student's plan of study, created with guidance from an engaged research committee.

Degree Info Tab Open

Requirements tab open, overview tab closed, details tab closed, availability tab closed, requirements accordion open.

To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. Many master’s degree programs require more than 30 units. You must additionally complete:

• All requirements for your specific academic plan(s). This may include a thesis.
• All graduate work with a cumulative grade point average of at least 3.0.
• All work toward the master's degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.

Read the full policy here .

Overview Accordion Closed

In addition to University Requirements:

• Complete individual plan requirements.

Purpose Statement The Geology Program offers a thesis-based, multidisciplinary MS degree in Geology with the objective of educating students for success in the private sector, government employment, or further pursuit of graduate studies. During the two-year program, students use geological, geobiological, geophysical, geochemical, and numerical-modeling techniques to examine geological problems and develop explanations for the processes that produced them. Students learn to study what is known about a subject and then identify what is not yet understood. Based upon observations, they develop testable hypotheses about a poorly understood geological  process, design a study to test these, and then carry this study out, learning new analytical techniques along the way. They then write this work into a thesis and present and defend their work in a public session. In many cases, the thesis is then turned into a published journal article.   The program requires that students develop a breadth in their understanding of geology, taking MS-level courses in at least three of four major subdisciplines in earth sciences and 7-8 academic courses overall. The breadth of the graduate-level course offerings is indicated by the four subdisciplines from which they choose, which are 1) “Hard-Rock” geology (primarily courses focusing on igneous and metamorphic rocks), 2) “Soft-Rock” geology (sedimentology and paleontology courses), 3) Geophysics, Structure, and Tectonics, and 4) Hydrogeology and Quaternary Geology. Faculty members and the Geology Graduate Program Coordinator work closely with the student in designing a program of courses that is appropriate for that student’s thesis work and aspirations. The course work allows the student to expand his or her understanding of geology, both in breadth and in depth. By the end of the first year, the student should have the geological base to begin work on a thesis. The thesis advisor mentors the student in developing a thesis proposal for a mutually agreeable research project, and oversees the student’s research and academic progress. The thesis represents a significant contribution to the science and typically involves a year or more of concentrated effort. Funding for the research primarily comes from external funding sources, through proposals written by the students and/or their advisors. Students from the program have the opportunity to do internships with companies in the mining or petroleum industries and with government agencies. Graduates have found employment in all aspects of geology, from extractive industries to environmental geology, government agencies, and academia.  Student Learning Outcomes

• Summarize current research questions and approaches in one or more subfields in Earth sciences.         
• Write at least one research proposal that presents a testable hypothesis, outlines the types of data needed to test the hypothesis, and describes how the collected data will be used to test the hypothesis   
• Demonstrate the ability to evaluate literature in three of the four sub-disciplines of hard rock, soft rock, geophysics, and quaternary geology. 
• Demonstrate facility in a variety of research methods and subsequent data analysis related to their research.   
• Demonstrate mastery of the material and an ability to communicate the results and significance by presenting their research orally or in poster format.         
• Communicate the results of research carried out independently or as part of a team via publication of peer-reviewed articles, maps, meeting abstracts, technical reports and as a thesis.         
• Critically evaluate the literature and place their scholarship into the broad context of subject knowledge in geology.      
• Write a thesis in which the motivation for the research is outlined, methods are described, data and interpretations are clearly separated, prior work is appropriately referenced, and the significance of the work is articulated.

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Graduate admission information.

The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Admission requirements include the following:

• Transcripts.
• Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies. Ready to apply? Begin your application now.

International applicants have additional admission requirements. Please see the International Graduate Admissions Policy .

Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

• Three letters of recommendation
• Personal statement or essay
• Prerequisites (completed prior to enrolling in the program)
• Calculus I; Calculus II
• Chemistry I; Chemistry II
• Physics I; Physics II
• Physical Geology; Historical Geology; Mineralogy; Petrology; Stratigraphy and Sedimentation; Structural Geology; Field Camp
• List of courses taken in the field

Master's Requirements

This Master’s degree requires 30 units distributed as follows:

• Required Courses: 3 units
• Breadth Courses: 21 units
• Thesis: 6 units

Take the following 30 units:

Required Courses (3 units)

• EES 605 , EES 606 (2 units)
• EES 698 School of Earth and Sustainability Seminar Series (1 unit)

Disciplinary/Breadth Courses (21 units)

• In consultation with your research committee, select letter-graded GLG and/or EES coursework.
• In consultation with your research committee, select additional electives to reflect breadth in subject matter.  At least 6 units must be letter-graded.

Thesis (6 units)

• EES 699 for the research, writing, and oral defense of an approved thesis.

Please note that only 6 units of thesis credit count toward your degree. However, master's students in geology average 12-14 thesis units because they must register for EES 699 each semester during which they work on their thesis.

Additional Information

Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

Availability Accordion Closed

School of earth & sustainability, social media.

THE IMQP MASTER

The International Master in Quaternary and Prehistory (IMQP) lasts two years (120 ECTS). It is formed of a partnership of four HEIs with multi-annual experience in prehistoric research and formation: Università degli Studi di Ferrara (Italy, coordinator), Muséum National d’Histoire naturelle (France, partner), Universitat Rovira i Virgili (Spain, partner), Instituto Politecnico of Tomar (Portugal, partner). The main subjects of the IMQP educational program are the following: prehistory, anthropology, human palaeontology, chronology, evolution of fauna and flora, archaeometry and Quaternary geology. The main objective of the Master is to provide an essential knowledge on Prehistory and Quaternary geology by adopting an interdisciplinary approach and exploiting the scientific specialities of each partner Institution.

ABOUT THE ERASMUS MUNDUS PROGRAMME

Erasmus Mundus is a cooperation and mobility programme in the field of higher education that aims to enhance the quality of European higher education and to promote dialogue and understanding between people and cultures through cooperation with Third Countries. In addition, it contributes to the development of human resources and the international cooperation capacity of Higher education institutions in Third Countries by increasing mobility between the European Union and these countries

COURSE'S OBJECTIVES

The main objective of this course (120 ECTS) is to train young researchers in providing competitive services and researches on Prehistory, Paleo-anthropology , geology and paleontology, on the methods to be applied for prehistoric and archaeological research, on Quaternary’s Geology and Palaeontology and on heritage preservation and revaluation.

The master degree in Quaternary and Prehistory is meant to prepare professionals with the following requirements:

· Valid cultural background on scientific research, methods and knowledge on the ancient history of Man both from a cultural and from a naturalistic-prehistoric perspective;

· Appropriate skills in analyzing natural components (both biotic and biotic) within the relationship and interaction between man and environment during the long omination process with specific reference to Quaternary period;

· Knowledge on scientific aspects of Man’s evolution with special concern to naturalistic contents both from an historical and an evolutionary perspective, and also from the point of view of constant relationship with different ways of life and survival strategies used by our species along time;

· Coordination skills and ability to intervene in an interdisciplinary way both in terms of coordination and development of different kinds of research within the subjects of the master degree;

· Appropriate knowledge and management of filing and analysis of information concerning human evolution and natural environment of prehistoric community with special interest in biological and cultural aspects;

· Appropriate skills in restoration and preservation techniques of materials in prehistoric natural sediments.

· Interdisciplinary knowledge on the state of research within prehistory acquired at the main European Institutions.

STUDENTS AGREEMENT & USEFUL DOCUMENTS

Download the draft of the Students' agreement

How to calculate the scholarship amount?

Download the evaluation greed

SUCCESSFUL STORIES

KHADY NIANG (Senegal)

The Erasmus Mundus master  in Quaternary and Prehistory is an incredible opportunity that changed my life ever. When in 2005, I applied to the program; the main reason was a better education that helps me improve my skills and knowledge as “new” archaeologist. This goal has been reached thanks to the international academic excellence provided by the University of Ferrara and other universities of the consortium. Erasmus mundus has undoubtedly helped me to carry on with my education by earning a Ph.D. and finally get the job I always wanted. I’m currently researcher at the University Cheikh Anta Diop of Dakar (Senegal) where I’m putting into practice the theorical background received during my training. Beyond academic aspects, the Erasmus mundus experience is an amazing life experience. A full immersion in several cultures from all over the world that allowed me to be more open mind and also learn more languages. Finally, I can proudly say that choosing the Master Erasmus Mundus in Quaternary and prehistory has been one of the best choices I have ever made.

MARINA FLORES (Argentina)

After finished my degree in Anthropology in National University of La Plata (Argentina), in 2004 I started the Erasmus Mundus Master in Quaternary and Prehistory in the University of Ferrara (Italy). I had the opportunity to do my Master Thesis about the comparison between two different methodological analyses of lithics artifacts from the archaeological site Riparo Tagliente (Italy). The task started in Ferrara University (Italy) and continued in the second year of the Master in Rovira I Virgilly University (Spain), where I did my Master movility. The Master as whole was an important opportunity to increase my knwoledge about prehistory of differents continents and archaeological work in general. In these context were very important the seminaries, workshops, study trips in Italy, Spain and France -with the visite to museums and archaeological sites-, the field work experience in differents archaelogical's sites from Italy -Riparo Tagliente (Verona), Isernia and Grotta Reale (Molise)-, the learning of differents techniques to study and conserve the ancient materials remain and the interchange of experience and knolwedge with differents sutdents and professors of several academic institutions.  After finished the Masther I return to my country and did my PhD Thesis about the study of lithic technology of ancient sedentary groups from Northwestern of Argentina. The Masther gave me impontants tools and knowledge to development my studies and also to increase my curriculum vitae that allow me obtein different scholaship to finish the PhD Thesis and start to colaborate in Prehistory teaching at University, in my country.

RACHEL VARGHESE (India)

I joined the Erasmus Mundus Masters in Quaternary and Pre-history in 2009. My first year was in Portugal (IPT/UTAD) and I completed my mobility with the UNIFE, Italy during my second year. With my prior academic training being in history, the primary intention in joining the program was to have a richer understanding of field and theoretical archaeology. The program allowed ample opportunities for this. The practical methodology modules lithics and rock art at the IPT and the lithics module in UNIFE are worth mentioning in this regard. The guidance of Dr. George Nash, in for my masters dissertation titledInterpreting the Ritual Complex of Nasranikunn: A study of a Megalithic Complex in Central Kerala was an equally enriching and engaging experience. During the course of the two years I also participated in fieldwork at the sites of Pirro Nord (Italy) and Guernsay as well as in the Valcamonica rock art field school. At a personal level, the program gave me very important multi- cultural exposure and long-standing friendships. Currently, I am in the second year of my PhD with the Jawaharlal Nehru University, New Delhi on the thesis tentatively titled 'Trans- disciplinary engagements of Archaeological Knowledge'. The IMQPhas allowed me to develop a critical insight into the current discourses around archaeological heritage. It also a broad based understanding into the multiple facets of archaeological practice around the globe. This exposure has been critical in the choice and development of my present academic trajectory.  

GIULIA MARCIANI (Italy)

In 2011 I got a Bachelor’s Degree in Archeology at the University of Siena (Italy). Then, during the same year I obtained a scholarship from the Erasmus Mundus institution and I joined the Erasmus Mundus Master in 'Quaternary and Prehistory'. My decision to apply for the IMQP lays in the fact that this master offers the possibility to gain high educational studies, with a multidisciplinary approach. Personally I have accomplished my studies at the Universidade de Tras-os-Montes e Alto Douro (UTAD) and at the Instituto Politecnico de Tomar (IPT) in Portugal. Then I spent 3 months in a mobility in Philippines, during this time I was given the possibility to follow some courses at the University of the Philippines Diliman (UP) and joined in the excavation of Ille Cave in the in the amazing island of Palawan. After that, I decided to do my mobility of 3 months at the Museum National d'Histoire Naturelle (MNHN) in Paris. I also joined to the rock art field work in Valcamonica (Italy), that is a UNESCO protected heritage and to several other archeological excavations at the sites of Valle Giumentina, Cala dei Santi and Oscurusciuto in Italy. And it was exactly the technological studies of the lithic collection of this site (Oscurusciuto) the object of my master thesis. I submitted my thesis in September 2013 and currently I have a contract in the Sector de Grupo de Pesquisa Arqueologia e Gestao Integrada do Territorio of the Universitdade do Extremo Sul Catarinense (UNESC) of Criciuma (Brasil). Right now I am still in contact with some of the researchers, students and professors I met during the master and I will apply for a PhD to be able to continue my research also in Italy\Europe. The connection among different institutions of IMQP offers me the chance to improve my preparation by studying with a great number of professors from different countries and different backgrounds which assures a wide and intercultural knowledge. From a personal point of view, I am persuaded the IMQP master gave me a unique experience to know different cultures and lifestyles, to learn new languages and to meet young students and research-fellows from all over the world.

KARINA VANESA CHICHKOYAN (Argnetina)

I have obtained my Degree of Bachelor of Science Anthropology with Archaeological orientation in the Universidad de Buenos Aires (Argentina) in 2007. After that I did the Erasmus Mundus Master in Quaternary and Prehistory in the Universita’ degli Study di Ferrara (Italy) thanks to the Erasmus Mundus Scholarship. This was a key experience for my professional life. During the two years that took me the Master I have improved my research work trough the development of my thesis about South American megafaunal extinction. Also, this Master allowed me to accede to a high quality education in the Universita’ degli Study di Ferrara, with mobility in the Universitat Rovira i Virgili (Spain). These are first-class institutions were students participate and innovate in the production of high quality knowledge. There is full access to current scientific research (journals, books, internet resources, digitalized documents, among others) and a continual interdisciplinary formation that challenge students to learn and enhance as professionals. The advance support and training with renowned specialists in the different fields allows to integrate and to develop new scientific production. I have also the chance to participate in several excavations in Italy and Spain (Isernia La Pineta, Riparo Tagliente and Atapuerca between some) and to make and strength professional and friendship ties into an international and high interactive context. Since 2012 I’m Assistant Professor, in charge of the subjects of General Prehistory and Anthropology and American Prehistory and Anthropology in the Universidad Del Salvador, History School in Argentina. I have participated and collaborate in different projects for private environmental companies and in the IIDyPCa (Instituto de Investigaciones en Diversidad Cultural y Procesos de Cambio, Argentina) into the research team of PhD. Jose Luis Lanata. I have been recently awarded with the Erasmus Mundus Scholarship to continue with my PhD. in the Universitat Rovira i Virgili within the program of the International Doctorate in Quaternary and Prehistory. My principal line of investigation is the relationship between human and animal through zooarchaeology and taphonomical analyses. I have developed my research in De La Plata Basin (Argentina) during prehistorical and historical occupation. I have presented several papers in National and International Congresses and I have written different publications about these subjects.

JUDITH TRUJILLO (Colombian)

I joined the Erasmus Mundus Master in 2006, in the program of Quaternary and Prehistory. My first year was in Portugal in the consortium of UTAD and IPT. The next year, I made my mobility to MNHN in Paris. I feel very grateful and fortunate to have been in this Master Program. There, I find more useful to my first profession, Physics, in the field of archeology, especially in the study of Colombian Rock Art. Since a few years ago, I had been investigating on this subject, together with the research team GIPRI, Colombia. In an international congress of rock art, I had the great opportunity to meet Professor Dr. Mila Simoes de Abreu who encouraged me to introduce myself to this Master and I continued very grateful to her for giving me that information, because I managed to have the opportunity to learn about Archaeology. The excellent Professors of this master gave me an education that has given me great opportunities in my academic and professional career. I have won two fellowships to continue my studies on rock art, especially on the issue of Archaeometry of the rock art paintings with the support of the Foundation Calouste Gulbenkian in Portugal, and the Foundation for Archaeological Research in Colombia. Live in Portugal, gave me the opportunity to learn about this country, its culture and the idiosyncrasy of some peculiarities of the Portuguese. Likewise, share with people from many parts of the world helped me understand different perspectives of viewing the world. I made great friends, both among my colleagues, among the people of the cities where I lived (Maçao, Vila Real, Abrantes in Portugal, Paris in France), as teachers and researchers of IMQP. Also to visit the University of Rovira i Virgili (Spain) and attend the intensive course in Tautavel in 2006 and in Maçao in 2007 could approach the current research in prehistoric archeology. Finally, I wanted to highlight the possibility I had to work in some of the laboratories of MNHN, I learned technical analysis and dating of archaeological materials thereof. The key highlight was I could understand the difference between cultural-historical archeology and scientific archeology. This has implied a new stage in the investigations of GIPRI, Colombia.

HUGO REYES-CENTENO (USA)

Following an undergraduate degree in anthropological sciences, I joined the IMQP program in 2010. My desire to join IMQP stemmed from the unparalleled opportunities to link a quality educational curriculum with practical experience in the laboratory and the field. As a pioneering graduate program linking university institutions and one of the world’s largest natural history museums (MNHN, Paris, France), IMQP offers extensive resources for scientific research. Across the IMQP consortium, research programs span all stages of the Quaternary system and various geographic regions throughout the world, thereby allowing students to tailor their intellectual interests to specific lines of inquiry. In my experience, I completed most of my coursework at the University of Ferrara (Italy), undertook my primary thesis research on modern human cranial shape variation during a mobility at the MNHN, participated in field work at the sites of Atapuerca (Spain) and Pirro Nord (Italy), and defended my master thesis at the University of Rovira i Virgili (Spain). I also participated in an intensive program on heritage management co-organized by the IMQP consortium and third party entities, including UNESCO. From a personal perspective, IMQP afforded the opportunity to form lasting friendships, experience settings formerly foreign to me, and acquire new languages. Currently, I am a PhD student in paleoanthropology at the University of Tübingen (Germany) and in the Evolution and Ecology Research School Tübingen (EVEREST). Likewise, I have a research assistant employment contract with the Senckenberg Center for Human Evolution and Paleoenvironment. I continue to work with colleagues from the IMQP institutions and profit from lifetime opportunities via the Erasmus Mundus Students and Alumni Association (EMA). Erasmus Mundus has established a legacy of educational excellence in a globalized world. IMQP students and alumni are in a key position to continue this legacy while concurrently advancing personal growth and advocating for the collective interests of conserving and prudently managing the world’s cultural and biological heritage.

DOMENICO GIUSTI (Italian)

I got in 2006 a Master degree (Pre-Bologna process) in 'Conservation of Cultural Heritage' at the University of Perugia. After that, I spent some years occasionally working with ethnographic museums and collecting several 'alternative' jobs. But it wasn't enough. I had my first archaeological experience in 2009, followed the next year by my first fieldwork at Pirro Nord, with the University of Ferrara, and my life has changed. I decided in 2010 to join the Erasmus Mundus Master in 'Quaternary and Prehistory' at the University of Ferrara. From then on, I partecipate every year in the fieldwork of the Pirro Nord site and now, as part of the research team, I contribute in the management of the GIS of the site. Indeed the topic of my Master thesis was the application of spatial technologies to the Paleolithic site of Pirro Nord. During my Master I could also spend three productive and nice months in Portugal, thanks to the Mobility Program; and a very good week in France for the Erasmus Intensive Program. In these and other occasions I've come in contact and I made friends with students, researchers and professors from the institutions of the IMQP. With its international nature, its muldisciplinary approach, its high level of scientific support and advance, the IMQP allowed me to progress in my academic and professional career. During my Master I also had the opportunity to apply my GIS knowledge working for several archaeological private companies. So, my initial interest in the topic received the opportunity to grow up and to look to an international context, allowing me to strong develop my skills. Finally as PhD student, I will join the PaGe (Palaeoanthropology at the Gates of Europe: Human Evolution in the Southern Balkans) research team, directed by Prof. K. Harvati, from the university of Tuebingen (Germany).

JULIE ARNAUD (French)

In 2007, i join the Master Erasmus Mundus program in Quaternary and Prehistory at the Muséum national d’Histoire naturelle of Paris. In my first year I won the Action 3 scholarship for a 3 month mobility in the Philippines.  Successively I choose to do my Erasmus mobility at the University of Ferrara where they propose me to do my master thesis on human remains. From there start a strong collaboration with this institution and when I finish my master, I had a proposal for a PdD in Paleoanthropology and particularly on the study of unique fossil remains from Italy. I join a research group as a Paleoanthropologist on several excavation (Ciota Ciara,Piemont and Pirro Nord, Apuglia) where I start to have more and more responsibilities. During all this years I keep strong contact with student, PhD student, researcher and professor from the other University of the Consortium which turned out to be essential for my PhD research. Indeed, with the MNHN we were able to set up an official partnership with the acquisition of the join PhD title at the end (UNIFE/MNHN), also facilitate by the collaboration given by the IMQP program. I had then, access to one of the most important collection of human remains (MNHN), modern technologies and was formed by specialist of this field. Also after getting my PhD, collaborations are still on, I keep being solicited and keep solicit colleagues for lecture, intervention, excavation, advice and so on.

MANJIL HAZARIKA (India)

After completing an MA in Ancient Indian History, Culture and Archaeology from Deccan College Post-Graduate and Research Institute in Pune in 2005 with the Prof. H.D. Sankalia Gold Medal award for securing first class first position, I joined the 2005-07 batch of International Master in Quaternary and Prehistory (IMQP) at Universitat Rovira i Virgili in Tarragona. This Eramus Mundus Master program having teachers and students across countries and continents has provided a global perspective for my understanding of archaeology and prehistory and opportunities for sharing experiences. The course with theoretical foundation and methodological and practical exercises has been very crucial for my further study and career as an archaeologist. Apart from visiting some important archaeological sites in Spain and France, I could see some incredible prehistoric collections kept at the Institut de Paléontologie Humaine of Museum National d’Histoire Naturelle in Paris during my mobility. For my Master Dissertation, I have worked with Dr. Claire Gaillard on the collection of stone artifacts from Jinja in Uganda. The learning experiences at both the Institutes in Spain and France have enhanced my horizon of understanding of the subject and pursuing further studies and research. As part of the IMQP, I have attended several academic activities like Intensive program on “First Human Settlements in Eurasia” at the Centre Européen de recherches Préhistoriques at Tautavel; field visits to the some well-known Spanish cave sites with prehistoric paintings including Altamira and paleontological and early prehistoric sites of Orce; experimental archaeology programs; exploration and excavation training camps and museum visits which were some of the best learning opportunities. As a former student of IMQP, I was a member of the Indo-French research team which discovered anthropic activities at Siwaliks of Northwest India dating back to 2.6 Ma. In 2014, I completed my PhD from the Bern University in Switzerland on the prehistory of Northeast India and awarded the highest accolade of Summa cum laude. My PhD dissertation has been published in a book form by the Oxford University Press in 2017. In between, I have served at the Indian Archaeological Society in New Delhi as Research Associate and taught for two years at the Mekelle University in Ethiopia. Since 2015, I have been engaged in teaching and research at the newly established Department of Archaeology at Cotton University (erstwhile Cotton College from where I did my BA in Anthropology in 2003) in Guwahati in Assam. I sincerely thank the authorities of the IMQP and the collaborating universities for formulating and continuing such a state-of-the-art academic program and European Union for financially supporting the students from different corners of the globe. I still miss the friendly learning atmosphere at Tarragona!

RAZIKA CHELLI (Algeria)

After obtaining my bachelor's degree in archaeology in 2005 at the University of Algiers (Algeria), I followed my training by preparing the degree of "Magister in Prehistory" completed in 2009. In the same year, I joined Erasmus Mundus Master, Quaternary and Prehistory with scholarship. This program was an opportunity for me to acquire more new knowledge, tests and scientific experiences, by meeting other students, researchers and professors. My first year was in Spain in the Rovira i Virgili University, and in the next year I made may mobility at the Muséum National d’Histoire Naturelle of Paris. During my studies, I have attended several academic activities and I participated in excavation works in the early prehistoric sites of Barranco León and Fuente Nueva 3, La Boella and Atapuerca. As an archaeologist, I am interested in the behavior of the first hominins, so my Master Dissertation was about Homo – macro mammal interactions at Barranco León site; with Dr. Rosa Huguet. Later, thanks to IDQP program, I completed my PhD in 2018 from the University of Ferrara in Italy on Hominin subsistence strategies from Lower Palaeolithic sites (Pirro Nord 13, Italy and Tighennif, Algeria), with Pr. Marta Arzarello, Dr. Isabel Caceres and Pr. Mohamed Sahnouni. The first part of the PhD thesis was published in The Science of Nature in 2019 and the second part will appear soon in collaboration with the research team. Between 2013-2018, I served as a research associate at the Centre National de Recherches Préhistoriques, Anthropologiques et Historiques (CNRPAH, Algiers). Since 2018, I have held the position of permanent researcher in the same institution and my investigation lines are mainly the subsistence strategy and Homo Genius adaptation (Oldowan and Acheulean). Thus, I collaborate within the research team in the Lower and Early Middle Pleistocene sites of Ain Hanech, Ain Boucherit and Tighennif in Algeria with Pr. Mohamed Sahnouni. I am also engaged in teaching in zooarchaeology, taphonomy and palaeobotanique at the Institute of Archaeology of Algiers in Algeria. Thus, I wish to contribute to the improvement in terms of quality and investigation techniques in the field of prehistoric archaeology and human evolution. Finally, my sincere thanks go to the authorities of the IMQP and IDQP programs, the partner universities and institutes for the quality of the training and their financial support.

ISIS MESFIN (France)

I discovered the Erasmus Mundus Master Program when I participated to the fieldwork school of Tautavel in southern France in 2015. I began the program in 2017 and focused my master on lithic studies. During the first year Master I had the opportunity to spend several months in Philippines both for fieldworks and lithic analysis of the material from Makangit Pabintana Cave at the University of Philippines Diliman with Alfred Pawlick. During the second year master I specialized in African Prehistory and studied lithic assemblage from Central African Middle Stone Age, then , I spent several month in the University of Ferrara and attended to some courses and fieldwork too. It was a very good experience which enriched my knowledge of archaeological sciences, language skills and allowed me to meet a lot of interesting people. I’m very grateful to all the researchers involved in this program organization and especially to Chafika Falguère who always facilitated my different experiences abroad. After the master, I had the opportunity to go on a PhD at the MNHN. I’m currently studying and comparing Earlier Stone Age lithic assemblages from coastal plain of Angola, Namibia and South Africa under the supervision of David Pleurdeau and Hubert Forestier.

IVAN REY-RODRIGUEZ (Spain)

Graduated in History from Universidade de Santiago de Compostela (Galicia, Spain) in 2013. After that, I enrolled to the International Master in Quaternary and Prehistory (IMQP) at  Universitat Rovira i Virgilli (Tarragona, Spain). In my first year I improve the scientific methods about the different archaeological disciplines. The second year, I had the opportunity to move to Università degli Studi di Ferrara (Ferrara, Italy), to study reference collections and also to work with specialist on my discipline. I obtained the Master’s degree in 2015. Thanks to the master, I also to participate in the archaeological field season of: Hohle Fels (Germany), Ciota Ciara (Piamonte, Italy), Pirro Nord (Apricena, Italy), Bolomor (Valencia), Orce (Granada), Atapuerca (Burgos) and specially Cova Eirós (Lugo), that is the archaeological site which my Master Thesis was focused on. 

From a personal point of view IMQP give me the opportunity of developing a high qualified formation in the field of paleontology and having the chance to know international friends, institutions and professors that make me enlarge my experience and putting the base for future collaborations. 

When I finished my master they propose my to study small mammals from the Near East. Since 2018 I am beneficiary of a predoctoral fellowship from the International Doctorate in Quaternary and Prehistory (IDQP). I am PhD student from the Muséum National d´Histoire Naturelle (MNHN) in Paris and Università degli Studi di Ferrara (Italy), with a strong collaboration with other institutions as the University college of London (England), the Natural History Museum of London (England), the Field Museum of Chicago (United States) and the American Museum of Natural History of New York (United States).  Nowadays, I am collaborating in different projects in Iran (Kaldar Cave) and Armenia (Azokh Cave). 

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Downloadable Content

Quaternary evolution and seismic stratigraphy of the San Pedro Margin, Southern California

• Masters Thesis
• Rudat, Juhani Henrique
• Stout, Martin L.
• Akpati, Benjamin
• Fischer, Peter J.
• Geological Sciences
• California State University, Northridge
• Dissertations, Academic -- CSUN -- Geological Sciences.
• Seismic surface ruptures
• Quaternary forms
• Southern California
• 2014-10-20T16:19:05Z
• http://hdl.handle.net/10211.3/128878
• by Juhani Henrique Rudat
• Includes bibliographical references (pages 128-133)
• California State University, Northridge. Department of Geological Sciences.

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Twelve students from the URV present their Erasmus Mundus Master thesis in Quaternary Archaeology and Human Evolution

Students from many different countries defend their work on 16th and 17th September at the Universita ‘degli Studi di Ferrara (Italy)

Among the studied topics are the Barranc de la Boella, Abric Romani, Atapuerca, occupations in Tunisia or the rock art of Tanzania

Coinciding with the beginning of the course, a total of 26 theses of the Erasmus Mundus Master in Quaternary Archaeology and Human Evolution offered at the Rovira i Virgili (URV), twelve of which have been realized by students of this university from diverse countries as: Algeria, Eritrea, Tanzania, Tunisia, Cuba, Italy, Spain, France and Portugal. The defense is presented on 16th and 17th September at the Universita’ degli Studi di Ferrara (Italy).

Among the topics that focus the interest of these research is the hominid paleodiet at the Cueva Mirador de Atapuerca (Burgos) 5,000 years ago, new applications of computed tomography applied to paleoanthropology, competition between hominins and carnivores during the Pleistocene based on the Barranco de la Boella (La Canonja, Tarragona); paleontological study of the large Quaternary mammals at Oued Sarrat (Northwest Tunisia), the ecological environment of the human occupations in Level O at Abric Romani (Capellades, Barcelona) from micromammals and their accumulation process, rock art of Tanzania, retouched artifacts analysis of level III at Cova de Teixoneres (Moià, Barcelona) or the production and distribution of flint industry in the Abric Romani P level.

The Erasmus Mundus Master in Quaternary Archaeology and Human Evolution is done in partnership with other European institutions, as the Universita’ degli Studi di Ferrara (Italy), Muséum National de Historia Natural (Paris, France), Instituto Politécnico de Tomar and Universidade de Trás-os-Montes y Alto Duero (both in Portugal) and the University of Diliman (Philippines), but the students are from many different countries.

Internationalization

The first thesis of this Master were read in 2006 and more than 100 research papers have been completed until now, many of which are based on different projects where the Institut Català de Paleoecologia Humana i Evolució Social (IPHES) participates, in the commitment of this center to link teaching with research, field work and socialization.

The Erasmus Mundus Master in Quaternary Archaeology and Human Evolution began in the 2004-2005 academic URV course, thanks to the research carried out by the IPHES, that participates in the main worldwide projects of its field. This year, the European Commission notified the renewal under the new Erasmus+ program for three more years, ensuring the continuity of the guarantee and quality that represents being part of the Erasmus Mundus program for the students training and the internationalization of the URV.