Anthropology | Human Growth and Development
B480 | 0460 | Jamison


TEXTBOOK

Malina, R.M. and C. Bouchard  1991  Growth, Maturation and Physical
Activity.
Human Kinetics Books, Champaign, Illinois.

READINGS

The course is broken into thirds by the exams. For the first  exam read
chapters 1-4 and 7-9 (Chapter 10 is recommended but not required).  Read
chapters 5-6, 15-17, and 21 for the second exam and chapters 19-20 and
22-25 (Chapters 11-12 and 26 are recommended) for the remainder of the
course.  Additional readings will be assigned periodically for class
discussions.  These will be placed on closed reserve in the Geography
Library (basement of Student Building).

OBJECTIVES

This course has several objectives.  First, it is designed to provide
an overview of the topic of human physical growth and development from
the perspective of Bioanthropology.  Thus the treatment, presentation,
and interpretation of growth data; laboratory sessions on research
methodology; and both individual and population studies will be
emphasized.  Second, it will provide a focus within which to examine the
general topic of genetic and environmental interactions in human
biology.  Third, several topical issues will be discussed that have
relevance to anthropology in general and the fields of medicine, human
physiology, biology, etc.  While physical growth will be stressed,
cultural and psychological implications will also be of interest.

PERFORMANCE

This class enrolls both undergraduate and graduate students.  Grading
schedules will be kept separately for these two groups.  Where objective
criteria can be applied to your performance, the grading scale will be
no more stringent than 90-80-70-60.  This means that for these aspects
of the course, in theory, everyone could get an A.

Undergraduates

If you are an undergraduate student, your performance will be evaluated
based upon three examinations (75% of total points) and laboratory
exercises, class assignments, and class discussions (25% of total
points).  The exams will combine multiple-choice questions,
fill-in-the-blank or short answer questions, and an essay question.
Each exam will be worth 100 points and they will generally focus on
material from each third of the course.  However, there will be some
carry-over of knowledge that will be required from exam to exam.  If you
are forced to miss either the first or second exam due to an excused
absence, you will be able to write an 8-10 page paper as a make-up.
This option will also be available if you want to try to improve your
performance on the first or second exam.  Please talk to me about your
topic before you begin writing your papers.  The topics have to have
some relationship to growth and development and they must primarily
concern humans or non-human primates.

Each laboratory session will involve one or more exercises that will be
handed in for evaluation.  Class assignments will include your journal
report and description of a nutritional status assessment technique.
Contributions to class discussions will include the two listed
discussions/debates as well as daily classes.  Together the lab
exercises, assignments, and contributions to class will comprise 25% of
your performance.

To reiterate, if you are an undergraduate, your grade will be based
upon three exams and a combination of lab exercises, reports and
discussions.  No paper is required unless you miss the first or second
exam or choose to try to improve your grade on the one of these exams.

Graduates

Graduate student performance will also be based upon three examinations
(60% of total points).  Graduate students will have the same class
assignments and laboratory exercises as the undergraduates (20%).  In
addition, graduate students will write a 10-15 page paper on a topic of
their choice (20% of total).  I would expect that these papers would
reflect something of your research interests, but again, please clear
the topic with me before you begin working on it.

PARTICIPATION

I encourage each of you, undergraduate and graduate, to participate in
the course through asking and answering questions and contributing to
discussions.  This interaction is not only stimulating but also allows
me to understand what is clear and what requires more attention.  Aside
from the class assignments and scheduled discussion/debates, there is no
specific credit offered for participation in class, but I will surely be
able to use it to your benefit if you are in a borderline grade
situation.

PLAGIARISM

In anything that you write for this course I will expect that you
follow academic guidelines governing plagiarism.     Failure to do so
will result in sanctions including a failing grade on the assignment.
If you are in doubt concerning what constitutes plagiarism, consult the
Academic Misconduct section of the Code of Student Ethics and/or discuss
it with me.  The citation style that I prefer is that found in the
American Journal of Physical Anthropology, Human Biology, or the
American Anthropologist.  Remember, any information, quotation, or
paraphrase that you use from a source other than your own head must be
cited.  This includes material that you pick up in class lectures, class
discussions, other classes, the Web, etc.