Above class offered for Graduate Credit

TEXTBOOKS

Malina, RM, C Bouchard and O Bar-Or   2004   Growth, Maturation and
Physical Activity.  Human Kinetics Books, Champaign, Illinois.

Bogin, B   1999   Patterns of Human Growth, 2nd Edition.  Cambridge
University Press, New York.

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 research methodology in the
collection, analysis, presentation, and interpretation of growth data,
using both individual and population studies, will be emphasized.
Laboratory exercises using Inupiat (Eskimo) growth data will
illustrate various aspects of this research methodology.  You will
have the opportunity to learn and use a statistical package (SPSS) and
a growth data analysis program (Epi-Info).  Second, the course 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 and debated 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 aspects 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 (50% of total points) and
laboratory exercises, class assignments, and class discussions (50% 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 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 paper.  The topics have to have
some relationship to growth and development and they must primarily
concern humans or non-human primates.  The paper must include
information primarily from the research literature, it must use proper
citations and include a list of your references.  A paper to replace
the first exam must be turned in by March 30th and one to replace the
second exam is due on April 22.  Remember, this opportunity exists for
only one of the first two exams.

Each laboratory session will involve one or more exercises, most
carried out on computers, that will be handed in for evaluation.  You
will have one week to complete each lab. Class assignments will
include your journal report and your report on a nutritional status
assessment technique.  Contributions to class discussions will include
daily classes and  more formal topical discussions.  Together the lab
exercises (240 points), assignments (40 points), and contributions to
class (20 points) will comprise 50% 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 an exam with an
excused absence or choose to try to improve your grade on the first OR
second.

Graduates

Graduate student performance will be based upon two examinations and
a 10-12 page research paper (50% of total points) plus the same class
assignments and laboratory exercises as the undergraduates (40%).  In
addition, graduate students will contribute to leading two
discussion/debates during the last third of the semester (10%).  They
will assist the class in preparing for these discussions.  Graduate
students will have the same option as the undergraduates in terms of
writing a 8-10 page paper to replace the first OR second exam.

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