31855 -001 (08/26/2024 - 12/06/2024), instruction mode: Online--asynchronous, Roufs,Tim, 3 credits
Schedule may change as events of the semester require
Today is
Tuesday, 05 November 2024, 00:26 (12:26 AM) CST, day 310 of 2024
I still communicate weekly, usually via FaceBook, with students participating in the UMD Study in England Programme almost 40 years ago, and they still say their year in England with the UMD Programme was the best year of their lives.
Last summer I looked at 71 on-line photographs of Santorini, Greece, taken by one of those students in June 2021. The photographer's love of global cultures and global traveling started in England and thrives to this day.
We'll start off and finish the course in the village of Kypseli on Santorini.
A senior citizen taking this course a few years ago commented after the first week of class, "Now I know what I saw when I visited Santorini."
Santorini is only of many interesting places we'll visit.
Most people live a richer and better life when they are a globally competent person.
And, as Greta Thunberg poignantly tells us, in just the time since the days when the Santorini photographer first visited England so many years ago, we have all become global citizens--like it or not. Think COVID. Think global warming. Think world hunger. Think geopolitics. Think almost any area in which you have an interest, like social justice, or marketing, or investing your hard-earned money; most have global components.
The world is our hometown in the universe. Get to know it. Get to love it. Get to be able to help address the significant global issues of our time.
This course aims to foster public engagement that connects us with the world.
Understanding
Global Cultures:
Metaphorical Journeys Through 34 Nations,
Clusters of Nations, Continents, and Diversity, Sixth Edition
is currently available on-line for $61.76 new, $38.99
used, and $54.70-$86.99 for eTextbook. (from
Amazon) (+ p/h, where applicable, at
amazon.com & eligible for FREE Super Saver Shipping on orders over
$25). (03 December 2023)
[It has been offered on-line for as much as $333.28, or even more, so be careful to check prices.]
(It’s expensive, so consider renting one, or buy a used copy; exams are open-book, so you should have a copy. We’ll be using this text again in the Fall (in Global Cultures) and in the Spring (in Anthropology of Europe), so if the UMD bookstore is back in operation there should be a local market for used copies.)
Sárkány, Mihály. (2002). “Cultural and Social Anthropology in Central and Eastern Europe”. In M. Kaase, V. Sparschuh, & A.Wenninger (Eds.), Three Social Science Disciplines in Central and Eastern Europe: Handbook on Economics, Political Science and Sociology (1989-2001) (pp. 558-566). Berlin: Informationszentrum Sozialwissenschaften. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-281260.
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.
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)
~
2f024 Wk 2 Your "fieldnotes" version of KypseliCase Study is due by Sunday, 8 September 2024
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
An "etic" ethnological visit to Kypseli, Santorini, Greece
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.
An "etic" ethnological visit to Kypseli, Santorini, Greece
video:
Kypseli: Women and Men apart, a Divided Reality (41 min., 1973 / 2006, UM DULUTH Martin Library DVD DF951.K97 K97 2006)
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 importance to the men is . . . while women. . . ."
"The least important 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)
The Writers' Workshop offers free one-to-one writing support to all members of UMD's campus community. Sessions are held synchronously online or in-person with a graduate student or faculty consultant. Feel free to bring any writing project at any stage in the writing process. To make an appointment, visit d.umn.edu/writwork or stop by the Workshop’s front desk located on the second floor of Martin Library and visit with Jill Jenson and her staff.
Students in this class have permission to see a Writers’ Workshop consultant for assistance on exams, and all written projects.
Tutoring Center
The Tutoring Center on the second floor of Martin Library offers free tutoring sessions for this course. Your tutor will be a high-achieving student trained to assist you. To learn more about the Tutoring Center, find the tutor(s) qualified for this subject area, or reserve a time with a tutor, please visit the Tutoring Center website. The tutors look forward to working with you!
Research Help is a service where librarians provide guidance, support, and instruction on how to find and use information. You can meet with a librarian when you’re not sure how to get started with a research project, when you’ve hit a wall in your research, or your usual process isn’t working. You can chat with a librarian 24/7, schedule an appointment with a subject librarian, email, or drop-in during the day.
When you are finished with your paper it should look something like this . . .
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 Strategies"
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 . . .
Tim Roufs will talk about Inis Óirr (aka Inis Beag) when we cover the Aran Islands, Ireland
Time permitting, Tim Roufs will talk about Gyönk, a village in Hungary
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: (.pptx)
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
One of the five main characteristics of American Anthropology is fieldwork, "a primary research technique, involving “participant observation," which usually means living among the people one is interested in learning from and about. And fieldwork, almost above everything else, requires attentive observation and recording of information.
Much of what we are going to do for the rest of the semester is "fieldwork" via video materials from around the world. Before we get into the video-intensive part of the course (towards the middle and end), take the Selective Attention Test (below) developed by Daniel Simons and Christopher Chabris. This should give you a little insight into the nature of observing—which lies at the very heart of anthropological fieldwork.
(And as with THe Selective Attention Test, be sure to also count the bounce passes.)
(4)After you have taken Simon and Chabris' tests, think about how what you learned from them about perception might be applied as you view the videos for the rest of the semester as well as the cultural behaviors in real life as you roam the world thereafter
The main purpose of this exercise is to sensitize you to the fact that everyone views things selectively—”quite naturally, and maybe even by necessity. And one's culture plays a huge role in what one "sees" and focuses on (and what one doesn't see and focus on). American men, for e.g., most often do not "see" many details of clothing, color, and personal stylistic adornment (read hair styles, nail treatment, cosmetic adornments and the like).
To view things as a trained observer as anthropologists must do when they're in the field "doing" anthropology one must almost constantly be aware of this natural / cultural tendency to perceive things selectively, and try to compensate for it by paying attention to items not otherwise selected for, while at the same time being careful "not to miss anything".
Hopefully, this exercise will make you just a little more critical in the way you look at things—”and especially the class videos—”for the rest of the semester (and maybe even for the rest of your life, for that matter).
You are not expected anything to submit anything—no reaction, or report, or forum posting. This is a "re-vision" activity, and it should benefit you in performing well in the exams and overall for the course. And hopefully it will also help on your way to having a genuine anthropological perspective on life in general.
Other Materials from Christopher Chabris and Daniel Simons . . .
"Demonstrations, videos from our research, videos of us speaking, etc. Dan's YouTube Channel includes most of these videos as well as favorites from around the web that are related to or mentioned in our book. You can view more videos on his personal website."
Kahneman, Daniel. Thinking Fast and Slow. NY: Farrar, Straus and Giroux, 2011.
Macknik, Stephen L., Susana Martinez-Conde, and Sandra Blakeslee. Sleights of Mind: What the Neuroscience of Magic Reveals about Our Everyday Deceptions. NY: Henry Holt and Company, 2010.
Nassim Nicholas Taleb
Incerto -- an investigation of luck, uncertainty, probability, opacity, human error, risk, disorder, and decision-making in a world we don’t understand
Fooled by Randomness: The Hidden Role of Chance in Life and in the Markets. 2nd Ed. NY: Random House, 2008.
The Black Swan: Second Edition: The Impact of the Highly Improbable: With a new section: "On Robustness and Fragility". NY: Random House, 2010.
Antifragile: Things That Gain from Disorder. NY: Random House, 2014.
The Bed of Procrustes: Philosophical and Practical Aphorisms. NY: Random House, 2016.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
Today’s a big day in PUNXSUTAWNEY, Pennsylvania. About 7:30 this morning (ET) Punxsutawney Phil emerged from his winter’s nap at a place called Gobbler’s Knob and—communicating in his native language, groundhogese, a language understood only by the local Groundhog Club president—Phil reported that he couldn’t find his shadow, heralding an early spring. (In fact, he was looking for a mate.)
For the latest up-to-date coverage and reports see . . .
The Groundhog Day celebration is rooted in a German superstition that says if a hibernating animal casts a shadow on February 2nd, winter will last another six weeks.
If no shadow is seen, legend says, spring will come early.” Thousands show up for the event each year in Punxsutawney, Pennsylvania (and other places around the country).
Others point out that the February 2nd tradition predicting the arrival of spring actually predates any groundhog link, stretching back to the ancient Christian holiday of Candlemas. According to an old English rhyme:
“If Candlemas Day be fair and bright,
Winter will have another flight;
But if it be dark with clouds and rain,
Winter is gone, and will not come again.”
People of German heritage in Western Pennsylvania (“Pennsylvania Dutch”—who are actually German—celebrate with Fersommling, festive gatherings at which only German is spoken (people speaking English at the events must pay a modest fine).
Phil's official forecast is officially predicted
on February 2nd at sunrise at Gobbler's Knob
In 2013 Ohio prosecutors ‘indicted’ Punxsutawney Phil over early spring forecast, seek death penalty
"In 2013, Phil issued a forecast for an early spring, but bitter cold and snow gripped the eastern U.S. into March that year. The prosecuting attorney in Butler County, Ohio went as far as to seek the death penalty for Phil for “misrepresentation of early spring” before a Pennsylvania law firm came to Phil’s defense, claiming the Ohio attorney had no jurisdiction to prosecute the Groundhog." -- The Washing Post, 02 February 2015
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
The Wk 7 LIVE CHAT for the Midterm Exam will be Tuesday, 8 October 2024, from 7:00-8:00.
[an error occurred while processing this directive]
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
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
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.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
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 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?
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
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?
REM:
Wk 14 Questions for the Final Exam are due by Sunday, 21 November 2024 (that's including the one day grace period)
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
The friendly folks from the UM Office of Measurement Services have sent you an Invitation and Reminder to Participate in an online Course Evaluation.
Evaluations are important to me, the Department Head, and the Dean, as well as everyone in our Department.
Please fill out the online Student Rating of Teaching (SRT) carefully.
Evaluations are anonymous and will not be seen by the instructor until final grades for this course have been recorded, and then only
aggregate information from the entire class will be passed onto the
faculty member.
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)
~
REM:
Discussion final semester evaluations are due by Saturday, 4 December 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.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
These include items like Discussion (Forum) postings on timely issues, video evaluation feedback, Live Chats (for exam prep and project information), making up exam questions, Project information (on term Presentation and Term Paper), and (from time to time) other activities.
~
Week 16 For Fun: Trivia
tba
Answer
~
Today is
Tuesday, 05 November 2024, 00:26 (12:26 AM) CST, day 310 of 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
