(to skip this note and the Kypseli I Hints click here)
2f024 Wk 2 Your "fieldnotes" version of KypseliCase Study is due by Sunday, 8 September 2024
The assignment called "Kypseli I" is "part one of the requirements of the paper", and it is only a draft. It is required, but not graded.
This week your task is simply to watch the film Kypseli, as if you were an anthropologist visiting with Susannah Hoffman on the Greek Island of Santorini, and write down in your "fieldnotes" what you see, and your personal reaction to it.
When you are doing this keep your descriptions separate . . . from your personal opinion/evaluations/personal reactions/analyses.
With Kypseli I you are doing what anthropologists term "fieldnotes" where you describe what you are looking at, and also making a few notes about what your personal reaction/evaluation of that is at the time.
What you want to do is basically record "fieldnotes" of your visit to Kypseli with anthropologist Susan Parman. So take notes on . . .
What you saw in the video [as if you were walking with the Susan Parman, through the village].
Your "fieldnotes" will be something like a good quality diary entry for your walk through the village.
This first part should be your pure observation [description] of your visit with Susannah Hoffman [analyss].
A summary of what your personal reaction is/was when you were watching the film. And you want to write that up as a preliminary report, much the same way you would if you were an anthropologist studying that village.
The second section of your "fieldnotes" should be your personal reacition.
REM: Keep your personal reaction notes separate from your descriptions.
The very last week of class we will "re-view" Kypseli. That is we will return to visit Kypseli, and at that point your task will be to add a section to your "Kypseli I" paper that describes and explains your personal reaction to the Kypseli film--focusing on why your view of it has changed, or why it has not changed. The second part of the assignment will be called "Kypseli II".
Basically, the more detailed you make your first observations the easier it will be to finish the paper the last week of class.
Kypseli, by the way, is considered by many as one of the top three anthropology films ever made--so it is one of those "Master Works" and "Classics" that we'll be talking about in subsequent weeks.
There is also a separate class viewing guidefor Kypseli, but you should wait until after you turn in your Kypseli I paper before you have a look at the class viewing guide.
Gradebook Entry: The one point assigned to the "Kypseli I" assignment, is how Canvas keeps track of your Kypseli I paper. If it was not assigned at least one point it would actually automatically disappear from your Gradebook in your Canvas Folder. (It's another one of those small quirks of using Canvas--which now is the only Course Management System that is supported by the University of Minnesota).
A few notes and suggestions to help with the first assignment, "Kypseli I"
2f024 Wk 2 Your "fieldnotes" version of KypseliCase Study is due by Sunday, 8 September 2024
This task is required, but not graded, and that is intentional. That allows you to approach it in the way that works best for you.
Some people like to write the final paper from a series of notes, while other's like to write out their notes in a longer and more formal manner so later on they have less to do to finishing the final paper.
Use whatever approach works best for you.
Those should be more than a list of things, by which I mean there should be some notes for yourself so that when you look at your notes at the end of the semeter you can make sense of them.
Kypseli I of this week is just a "nudge" to get your first viewing and notes done at the beginning of the semester.
You may have noted that Kypseli I is worth 1 point. (When you see that sort of thing you can generally assume that whatever that is associated with is some sort of "low-stakes" placeholder.)
This week your task is simply to watch the film Kypseli, as if you were an anthropologist visiting with Susannah Hoffman on the Greek Island of Santorini, and write down in your "fieldnotes" what you see, and your personal reaction to it.
This first section should be your pure observation [description] and (separately in another section) your reaction to your visit with Susannah Hoffman [analysis].
When you are doing this keep your descriptions separate . . .
. . . from your personal opinion/evaluations/personal reactions/analyses.
What you want to do is basically take "fieldnotes" of your visit to Kypseli with anthropologist Susan Parman. What you want to do is to take notes on . . .
what you saw in the video, as if you were walking with the Susan Parman, through the village.
Your "fieldnotes" will be something like a good quality diary entry for your walk through the village.
a summary of what your personal reaction is/was when you were watching the film. And you want to write that up as a preliminary report, much the same way you would if you were an anthropologist studying that village.
|
Be sure that you keep the "pure description" separate from your opinion/reaction/evaluation.
So basically, at the beginnig of he semester, you are just turning in your fieldnotes, so I can have a look and make suggestions (it is a required task, but it is not graded).
Generally I can make one or more suggestions that will help make your final paper (in April) both easier for you to do, and better in terms of what you produce.)
The more detailed you make your first observations the easier it will be to finish the paper the last week of class.
Some people like to write out the first two parts of the final paper, and then simply add part (3.) in May. Keep in mind that the week before finals will be a busy time for you, in general, and so this approach works best for most people.
"Suggested Strategies" on how to write up your notes and especially the final paper are discussed below.
There is no right or wrong set of answers, but if I were doing this I would (in the end) relate my report (the case study) to the two short videos in week 1 (or at least I would reference them).
Length: For Kypseli I your "fieldnotes" at the beginning of the semester maybe any length.
About "formatting" vs. "as is", the comments are the same, it is up to you with Kypseli I.
Some people like to prepare the notes in a more formal manner, others prefer to use more of a diary form.
Personally, I like to do as much formatting in drafts as makes sense in terms of how much time I have when doing the drafts. Especially with things like bibliography, which one knows ahead of time that it must be properly formatted anyway.
Gradebook: The one point "grade" assigned to the "Kypseli I" assignment, is how Canvas keeps track of your Kypseli I paper.
If it was not assigned at least one point it would actually automatically disappear from your Gradebook in your Canvas Folder. (It's another one of those small quirks of using Canvas--which now is the only Course Management System that is supported by the University of Minnesota).
* * *
The final version of your Kypseli Case Studyis dueby Wednesday, 4 December 2024 AVISO: Late Kypseli Case Study Papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date.
That is we will return to visit Kypseli, and at that point your task will be to add a section to your "Kypseli I" paper that describes and explains your personal reaction to the Kypseli film--focusing on why your view of it has changed, or why it has not changed. The second part of the assignment will be called "Kypseli II".
The most important part of the assignment will be your evaluation after you watch the video a second time during the last week of class. At that point you will need to add a summary and explanation of (3.) how your view of Kypseli changed/didn't change after spending fifteen weeks looking at other things (including a couple of similar villages) in class.
There is also a separate class viewing guidefor Kypseli, but you should wait until after you turn in your Kypseli I paper before you have a look at the class viewing guide.
Naming and Uploading files
CALL YOUR FILE SOMETHING LIKE rouf0013_Kypseli_I
SUBMIT YOUR DOCUMENT
AS A .doc or .docx or .rtf FILE
2f024 Wk 2 Your "fieldnotes" version of KypseliCase Study is due by Sunday, 8 September 2024
The final version of your Kypseli Case Studyis dueby Wednesday, 4 December 2024 AVISO: Late Kypseli Case Study Papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date.
length(for the final paper due at the end of the semeser)
Venture #1 includes a short descriptive incident report the video Kypseli
Focus on descriptive writing, that is, describing what you have seen in the video
During the video take notes on what you see (these are your "fieldnotes")
As soon as possible after you have taken any notes, sit down and expand on your notes. Expanding on your notes is especially important if you can not see the video a second time
So . . . it would be a good idea if as soon as possible after class as you possibly can, you sit down somewhere and expand on your notes from the video seen in class
2f024 Wk 2 Your "fieldnotes" version of KypseliCase Study is due by Sunday, 8 September 2024
The final version of your Kypseli Case Studyis dueby Wednesday, 4 December 2024 AVISO: Late Kypseli Case Study Papers will not be accepted unless (1) arrangements for an alternate date have been arranged in advance, or (2) medical emergencies or similar extraordinary unexpected circumstances make it unfeasible to turn in the assignment by the announced due date.
call your paper something like YourUMDid_case_study
(e.g., troufs_Kypseli_case_study)
Length: 5 - 6 well-written pages (for your final paper due at the end of the semester), including one title page (see below) and one "Works Cited" (or "References") page (see below)
For your final paper at the end of the semester you must turn in 5 - 6 pages [1 Title Page + 3-4 pages of text + 1 References or Works Cited Page] of well-written description and personal reaction.
Shorter and/or perhaps not-so-well-written papers may be returned for revision
If you "run out of stuff" to say or write about, then you will be required to view the video again
Style: For the final Paper, academic
For your "fieldnotes" in Kypseli I you may use any style you want, but your final task will be easier the more you format the first two sections of your paper right now
However, for Kypseli I (at the beginning of the class) do not simply list things in your fieldnotes (or in your final paper). Be sure to include enough description and notes thorough enough to write a complete description and analysis at the end of the semester
Format: Any standard format and citation convention (APA, MLA, Turabian-Chicago . . . )
use the standard system with which you are most familiar/comfortable
doublespaced
with one-inch margins all around
with body type font 11 or 12
illustrations, tables, figures, diagrams . . . may be included, but must be properly placed and cited
In the end, the Case Study counts up to 100 points. Kypseli I is not graded (and counts for 1 point)
Your grades will be available online in your Gradebook folder
For example, you could have one set of "Journalist's Questions" for women's reality and a separate set for men's reality
And you could have still another for widows, etc., . . .
Time Sequence
T1 ---> T2 ---> T3 ---> T4 ---> . . .
(In this case T1, etc., can equal scenes in the video, for example)
Space Sequence
S1 ---> S2 ---> S3 ---> S4 ---> . . .
(In this case S1, etc., could equal the spacial scenes in the video)
(In other cases -- but not so easy to do with the information provided in this film -- with S1, etc., you could describe situations East to West, for example)
"The most important partition of . . . between Kypseli men and women is. . . ."
"Next in importantance to the men is . . . while women. . . ."
"The least importantant to the men in Kypseli is . . . while women. . . ."
Comparison / Contrast
Note how things are the same and how they are different. In the Kypseli case, a logical comparison / contrast would be with / between "The Divided Reality" of the women's world and the men's world.
Women
Men
Item # 1
similar
different
similar
different
Item # 2
similar
different
similar
different
Item # 3
similar
different
similar
different
Item # 4
similar
different
similar
different
Item # N
similar
different
similar
different
Emic / Etic
Required Last Section:
After you have described what you have seen in Kypseli you must end your paper with one or more detailed paragraphs indicating your own personal response to and evaluation of the film(required)
Put an introductory statement here, explaining the nature of your case study. Include at the end a transitional statement about finding an item of interest that's
a good example of some current trend or new discovery.
[Give this section an interesting subtitle, something other than "Body"]
Describe and discuss your chosen topic(s) here. (If you do a comparison
/ contrast paper you will need more than one topic, otherwise a single
topic is fine.)
Your own personal response to and evaluation of the film is required, and you should do this response in such a way that when you look at this paper in two and a half months you will be able to recall your initial reactions/thoughts.
After you have re-viewed Kypseli the last week of the term, go back to your original Kypseli paper and add a new section describing on how you viewed the film differently the second time.
Be sure to include specific examples in your discussion.
Use whatever other course materials you feel appropriate to illustrate your points.
If you did not view the film differently the second time, discuss why your perception of Kypseli remained basically unchanged.
Add that section after the "Conclucions" section of your original paper, and submit the newly re-vised document to your folder.
Use of AI-content generators for assignments in this class
When I taught Advanced Writing for the Social Sciences here at UMD, for over twenty-five years, my rule of thumb advice to students was to plan to spend 60% or more of their time and effort revising drafts (for academic type writing).
In 2001 Wikipedia appeared on the scene and very quickly became a useful tool asa starting point for many academic projects even though as an open-source resource the Wikipedia entries are not checked and verified in the same manner as other traditional reference materials.
Spelling and grammar checkers arrived on the general scene and helped with spelling and grammar checking, but, as you no doubt have discovered, they continue to require human editing.
And, of course, before that we had a selection of excellent Encyclopedia offering good starting points for many projects, the most popular being The Encyclopedia Brittanica.
And long before that there were libraries--since at least the days of Alexandria in Egypt, in the third century B.C.
The bottom line . . .
Today the evolution of research resources and aids continues with the relatively rapid appearance of ChatGPT and other automated content generators.
As many folks have already found out, they can be very useful as starting points, much like their predecessors. But, from the academic point of view, they are still only starting points.
Professors nationwide are for the most part advised, and even encouraged, to experiment with the potentials of ChatGPT and similar apps.
In this class it is fine to experiment, with the caveat that all of your written academic work demonstrates that your personal efforts—including content development and revision—reflect your personal originality, exploration, analysis, explanation, integrating and synthesizing of ideas, organizational skills, evaluation, and overall learning and critical thinking efforts.
That is to say you may experiment with the AI tool to do tasks such as e.g, brainstorming, narrowing topics, writing first drafts, editing text, and the like. AI-generated works should in no case be more than that.
In the end you need to become familiar enough with the various subjects, peoples, and places discussed in this class to research a topic and problem-solve on your own, and carry on an intelligent conversation about them in modern-day society . . . a conversation that goes byond your voicing an unsupported opinion.
For the record, what follows is the official UMD Academic Integrity Policy. Note that "unless otherwise noted by the faculty
member" this is the default policy.
"UMD’s Academic Integrity policy covers any work done by automated content generators such as ChatGPT or other generative artificial intelligence tools unless otherwise noted by the faculty
member. These tools present new challenges and opportunities."
"Within the confines of this
class The use of AI-content generators is strictly prohibited for any stage of homework/assignment
(e.g., draft or final product). The primary purposes of college are developing your thinking skills,
being creative with ideas, and expanding your understanding on a wide variety of topics. Using
these content generating AI tools thwarts the goal of homework/assignments to provide
students opportunities to achieve these purposes. Please make the most of this time that you
have committed to a college education and learn these skills now, so that you can employ them
throughout your life." -- Jennifer Mencl, UMD Associate Vice Chancellor, Academic Affairs, 10 May 2023
. "Academic dishonesty
tarnishes UMD's reputation and discredits the accomplishments of
students. UMD is committed to providing students every possible
opportunity to grow in mind and spirit. This pledge can only be
redeemed in an environment of trust, honesty, and fairness. As a
result, academic dishonesty is regarded as a serious offense by all
members of the academic community. In keeping with this ideal, this
course will adhere to UMD's Student Academic Integrity Policy, which
can be found at [http://www.d.umn.edu/conduct/integrity/Academic_Integrity_Policy.htm].
This policy sanctions students engaging in academic dishonesty with
penalties up to and including expulsion from the university for repeat
offenders."
— UMD Educational Policy Committee, Jill Jensen, Chair
(08/16/2007)
The instructor will enforce and students are expected to follow the University's Student Conduct Code [http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html].
Appropriate classroom conduct promotes an environment of academic
achievement and integrity. Disruptive classroom behavior that
substantially or repeatedly interrupts either the instructor's ability
to teach, or student learning, is prohibited. Disruptive behavior
includes inappropriate use of technology in the classroom. Examples
include ringing cell phones, text-messaging, watching videos, playing
computer games, doing email, or surfing the Internet on your computer
instead of note-taking or other instructor-sanctioned activities."
— UMD Educational Policy Committee, Jill Jensen, Chair
(08/16/2007)
Failure to comply with the above
codes and standards when submitting an Extra Credit paper will result in
a penalty commensurate with the lapse, up to and including an F final grade for the course, and, at a minimum, a reduction in total
points no fewer than the points available for the Extra Credit project.
The penalty will not simply be a zero for the project, and the
incident will be reported to the UMD Academic Integrity Officer in the
Office of Student and Community Standards.
A Note on "Cutting and Pasting" without the Use of Quotation Marks (EVEN IF you have a citation to the source somewhere in your paper)
If you use others' words and/or works you MUST so indicate that with the use of quotation marks. Failure to use quotation marks to indicate that the materials are not of your authorship constitutes plagiarism—even if you have a citation to the source elsewhere in your paper/work.
Patterned failure to so indicate that the materials are not of your own authorship will result in an F grade for the course.
Other instances of improper attribution will result in a 0 (zero) for the assignment (or a reduction in points equal to the value of an Extra Credit paper), and a reduction of one grade in the final grade of the course.
All incidents will be reported to the UMD Academic Integrity Officer in the
Office of Student and Community Standards as is required by University Policy.
f2024
Modules
for Kypseli, but you should wait until after you turn in your Kypseli I paper before you have a look at the class viewing guide. 
folder 
for information on how to cite
items from the web and other electronic sources.
