Upper Saddle River, NJ: Prentice Hall, 1998.
(ISBN: 0133374602)
currently available online from about $79.61 new / $14.00 used (+ p/h, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25). (26 December 2013)
available online from about $12.27 new / $2.00 used (+ p/h, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25). (26 December 2013)
Long Grove: IL: Waveland Press, 1991. (ISBN: 0881336025)
available online from about $22.52 new / $11.11 used (+ p/h, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25). (26 December 2013)
Ireland
"The Aran Islands"
(available online only)
Long Grove: IL: Waveland Press, 1983. (ISBN: 0881330515)
available online from about $5.26 used [Do not buy a new one] (+ p/h, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25). (26 December 2013)
available online from about $52.45 new / $2.16 used (+ p/h, at amazon.com & eligible for FREE Super Saver Shipping on orders over $25). (26 December 2013)
Both the Midterm Exam and Final Exam are open-book/open-notes essay exams.
So there should be very little work and effort spent on memorizing facts, other than, perhaps, where to go to find the information you are looking for.
Note: This is a truly classic film in Anthropology, and as such it represents the "ethnographic present"—a practice in anthropology of treating things in whatever time or past era as if they were that way today.
Obviously, things have changed in Kypseli, and in the other Greek villages that we will have a look at in the coming weeks.
I will talk about the changes next time, after you have written your first impressions down.
For the present, treat Kypseli in the "ethnographic present"—we'll look at the "real" present and the future in the future.
Length: 5 - 6 well-written pages, including one title page and one "Works Cited" (or "References") page . . .
Title Page (a separate page)
3-4 Pages of text
(following one of the writing strategies below, or a combination of the strategies)
one separate "References" (or "Works Cited") Page (see below)
[this should NOT be called "Bibliography"]
You must turn in 5 - 6 pages of well-written description and personal reaction
Shorter and/or perhaps not-so-well-written papers will be returned for revision
If you "run out of stuff" to say or write about, then you will be required, on your own, to view the video again in the Library
~
Suggested Strategies:
Journalist's Questions
Who
(descriptive)
What
(descriptive)
When
(descriptive)
Where
(descriptive)
How
(analytic)
Why
(analytic)
And you can do this for more than one subtopic
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.
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.)
Use some form of organizational structure, like one or more of the
"Suggested Stragegies"
above
For this assignment your "Body" could be made up of two parts:
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.
Generally speaking, it is a good idea to sit down and expand on your notes and as soon as possible after you have taken them. (If you are working on an interview rather than looking at video go somewhere close by immediately after the interview and write up your notes.) Expanding on your notes is especially important if you can not see the video a second time (or if you did not tape an interview, or if you were not able to take notes during a real-life interview or incident).
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 today in class
2f024 Wk 2 Your "fieldnotes" version of KypseliCase Study is due by Sunday, 8 September 2024
call your paper something like YourUMDid_case_study
(e.g., troufs_Kypseli_case_study)
What changes have occurred since the making of the film?
Nationwide Greece has been under Austerity Programs imposed by the European Union (EU) and the International Monetary Fund (IMF), since 2011.
In general, there has been an outmigration of the young people from the villages, largely to Athens
In some villages, and more so on the mainland, and especially where there is some tourism and/or small manufacturing facilities, (and in virtually all of the cities) there is an in-migration of individuals, especially from other EU countries
TVs have changed the nature of the gathering of the men in the evening at the local coffee shops
The internet is opening and expanding communication network
In some places grave sites are no longer recycled after three years
The outmigration has been going on a long time, and when those who have left reach retirement age (which tends to be younger in Europe) they sometimes return to their home village
sometimes to take care of elderly parents
but also because they can live there fairly cheaply on their pensions
and they might still own family property there
What is happening today in villages of Europe?
Prof. Willie Henderson in the Italian village he lives in during the summer . . .
Students in the past have commented that there is
TOO MUCH INFORMATION
available on the class Moodle and supporting WebSites.
Yes, there is a lot of information, no doubt about it, and it can be confusing at first. It’s helpful when starting out to remember that the required information for the course is contained in the middle panel of your HomePage. The information in the sidebars and many of the links are there should you find those interesting and/or helpful; that material is not required.
Main Characteristics of Anthropology
slides: (.pptx)
(NOTE: This is a long slide set as it covers some very important background information that will be referred to often as we go through the semester. Please bear with it to the end. And it will take a little longer to load, so please bear with that also. There is no video presentation scheduled for this and next week as the base slide sets tend to be a little longer than "normal.")
(NOTE: This is a long slide set as it covers more than 2000+ years. Please bear with it to the end. Please bear with it to the end. And it will take a little longer to load, so please bear with that also. There is no video presentation scheduled for this and next week as the base slide sets tend to be a little longer than "normal.")
(more on metaphorical analysis Day 20)
~
"Master Ethnographic Texts and 'Classics' in the Anthropology of Europe" I: Introduction
slides: (.pdf) (.pptx)
A little before 7:30 a.m. on 2 February 2014 Punxsutawney Phil saw his shadow, so we can comfortably settle in for our six more weeks of winter. “The Groundhog Day celebration is rooted in a German superstition that says if a hibernating animal casts a shadow on Feb. 2, the Christian holiday of Candlemas, winter will last another six weeks. If no shadow is seen, legend says, spring will come early.” Thousands showed up for the event.
Note how things are the same and how they are different.
In the Kypseli case, a logical intravillage comparison / contrast would be with / between "The Divided Reality" of the women's world and the men's world.
Week 4—A Brief Review of . . .
Moors and other Arab Influences, A.D. 711 - A.D. 1492
Ottoman Influences A.D. 1517 -
and
Europe as an Ethnographic "Culture Area", and Other Units of Analysis (cont.)
Methods of Analysis:
Comparative Analysis / Controlled Comparison
Units of Analysis:
Metaphorical Analysis . . .
Units of Analysis: Metaphor
Understanding Global Cultures: Metaphorical Journeys Through 29 Nations, Clusters of Nations, Continents, and Diversity, Fourth Edition. Martin J. Gannon and Rajnandini (Raj) K. Pillai. Thousand Oaks, CA: SAGE Publications, 2010.
These are available on-line from the sidebar of your Moodle folder
under "Course Resources",
in the "Optional Readings" folder
f2024 Wk 7 The Midterm Exam will be available Week 7, from 12:01 Monday, 7 October 2024 to 11:59 p.m. (10:00 p.m. starting time), Saturday, 12 October 2024
f2024 Wk 7 The Midterm Exam will be available Week 7, from 12:01 Monday, 7 October 2024 to 11:59 p.m. (10:00 p.m. starting time), Saturday, 12 October 2024
Prof. Levy will be in to talk about Belgium on Tuesday, 25 March 2014, rather than on Thursday
Week 9 Day 17 nlt 2:00, Tuesday, 25 March 2014 video:
Discussion 3:00-3:10
Feedback 3:10-3:15
"How the Myth was Made"
“. . . and the work of anthropologists is not only to invent, explore, and make useful the general concept of ‘culture’ but also to invent particular cultures”
REM:
Wk 14 Your AE Term Paper is due by Sunday, 1 December 2024 (that's including the one day grace period)
AVISO: Late Term 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. Why?
For Week 13 Activities see
Week 13 Assignments
Read:
Europe in the Anthropological Imagination
Ch.13, "The Meaning of "Europe" in the American Anthropologist (Part I)"
If you haven't already done so, be sure to read
Sárkány, Mihály. (26 October 2005). “Cultural and Social Anthropology in Central and Eastern Europe.” From: Knowledge Base Social Sciences in Eastern Europe <http://www.cee-socialscience.net/archive/anthropology/article1.html>
Wk 14 Your AE Term Paper is due by Sunday, 1 December 2024 (that's including the one day grace period)
AVISO: Late Term 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. Why?
Wk 13 The AE Extra Credit Paper(s) is/are due by Sunday, 24 November 2024 (that's including the one day grace period)
AVISO: Late Extra Credit 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. Why?
NOTE: The Gradebook entry for Extra Credit requires that “out of zero” be used when setting up an Extra Credit assignment.
REM:
Wk 14 Questions for the Final Exam are due by Sunday, 21 November 2024 (that's including the one day grace period)
Wk 14 Your AE Term Paper is due by Sunday, 1 December 2024 (that's including the one day grace period)
AVISO: Late Term 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. Why?
Wk 13 The AE Extra Credit Paper(s) is/are due by Sunday, 24 November 2024 (that's including the one day grace period)
AVISO: Late Extra Credit 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. Why?
NOTE: The Gradebook entry for Extra Credit requires that “out of zero” be used when setting up an Extra Credit assignment.
REM:
Wk 14 Questions for the Final Exam are due by Sunday, 21 November 2024 (that's including the one day grace period)
REM:
Wk 14 Questions for the Final Exam are due by Sunday, 21 November 2024 (that's including the one day grace period)
~
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.
~
f2024 The Anthropology of Europe Final Exam will be available from 12:01 a.m. Monday, 9 December 2024 to 11:59 p.m. (10:00 p.m. starting time) Friday, 13 December 2024
Wk 14 Questions for the Final Exam are due by Sunday, 21 November 2024 (that's including the one day grace period)
~
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.
~
f2024 The Anthropology of Europe Final Exam will be available from 12:01 a.m. Monday, 9 December 2024 to 11:59 p.m. (10:00 p.m. starting time) Friday, 13 December 2024
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.
Students with Disabilities
It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities. If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements – such as time limited exams, inaccessible web content, or the use of non-captioned videos – please notify the instructor as soon as possible. You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations. Please call 218-726-6130 or visit the DR website at www.d.umn.edu/access for more information.
f2024
Modules
HomePage. The information in the sidebars and many of the links are there should you find those interesting and/or helpful; that material is not required.
