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Anthropology News / BBC News > Europe

Canvas
TR HomePage
TR Courses

Anthropology of Europe
fka Peoples and Cultures of Europe)


ANTH 3635: Calendar Spring 2024

Due Dates s2024

Canvas Modules for Class Participants s2024
Canvas Simple Syllabus (.pdf) s2024



Society for the Anthropology of Europe

Countries, Cultures, Regions, and Territories of Europe

 topics and resources

 European Studies

  language dictionaries

  BBC News: Europe EurostatEuropa (EU)

Tuesday, 05-Mar-2024 01:06:17 GMT
 

Europa and the Bull, Moreay.

Europa and the Bull

Enlèvement d'Europe
  Nöel-Nicolas Coypel, c. 1726


Anthropology of Europe Course Information


Search the site
(all TR courses and web pages)
to top of page / A/Z index   to top of page / A-Z index
 

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 as a 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.

Please ask questions of and offer comments to
e-mail
troufs@d.umn.edu

USEFUL LINKS FOR MORE INFORMATION:

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

Current information from the UMN Senate Committee on Educational Policy Resources

<https://provost.umn.edu/chatgpt-syllabus-statements>

See Also Using Wikipedia and other Standard Reference Works
 

 
Anthropology of Europe
Term Paper
and
Class Presentation

using Wikipedia

Term Papers Rubrics

tba

Charles Dickens (1842)
Francis Alexander (1800-1880)
Wikipedia


+
Your Term Paper
=
Your Class Project
tba
 
Charles Dickens, 1842, Francis Alexander.
   
     

 

 

AVISO

As far as the assignments go, the Presentation and the Term Paper are not repititions or duplications.

They are different ways to present the results of your research to different audiences for different purposes.

It is the goal of this pair of assignments combined to give you experience presenting (a) your information to (b) two different audiences for (c) two different purposes.

If you are one who thinks the Term Paper and the formal audience should be first, and the Presentation and the informal audience second, that is a legitimate point of view. But since both can not be first, the model used here is the real-life situation one where a student presents a paper (or poster or whatever) to a student session of a regional meeting of their major (the informal audience), gets feedback from their regional peers, and then develops the project into a formal print version submitted to the regional organization (the formal project to a formal audience).

If you happen to have a major that doesn't have a regional organiztion or a student section, or have not declared a major, then your idea of having the the Term Paper first and Presentation last makes a lot more sense. If that is the case, pretend you have a major-related student section of a regional organization.

Unfortunately, with a class this size, it is not feasible to offer you the option to switch the order of the two.

Your Presentation
Demosthenes

(1) Presentation

Audience:

Classmates

(draft)

 
Your Term Paper
Charles Dickens, 1842, Francis Alexander.

(2) Term Paper

Audience:

Student Colleagues in a Regional Professional Organization
(i.e., a student paper presented at a regional meeting)

(finished version)

Purpose:

To inform classmates what you have been working on and what you have found interesting, and possibly what you would like to find out more about in the future.
  Purpose:

To present the results of personal research to members in a professional forum.

(i.e., or, if you prefer, your audience can be the members of a task force of which you are a member, in a company or organization like you would like to work for in the future.)
Style:

Informal
  Style:

Formal, following the specific syle and content guidelines of the organization.


(The default guidelines are those commonly accepted for academic college-level term papers in the style format most commonly used by people in your major.)
For further information see your respective
Presentation and Term Paper WebPages.

 

 

 

 

Class Project = Term Paper & Presentation

Format and Style Information

  • Length of Term Paper

    • 10 - 12 well-written pages, including one title page and one Works Cited (or References) page

      • 10-12 pages are including one title page (see sample title page) and

      • and at least one separate "Works Cited" (or "References") page (see sample)

      • that leaves 08-10 pages of text

      • NOTE: Folks who look mostly at web sites and/or sources like Wikipedia sometimes find it difficult to write 8-10 pages of quality text. If you find that you are in that position, try researching the topic in a book focusing on your topic. Many are recommended in the class WebPages.

    • double-spaced

    • 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

    • Details of Term Paper

    • Should I Include an Abstract?


  • Length of Presentation

  • Audience

    • Classmates

      or

    • Monthly On-line newsletter of the Central States Anthropological Society, or the monthly newsletter of the professional society of your major(s) [for example, Sociologists of Minnesota]


  • Purpose (Rhetorical)

    • To let them know what you were working on, and what you found out, and what might be interesting to look at in the future


  • Style

    • for the Presentation, it may be informal

    • for the Paper, formal academic

      • It is permissible, even desirable, for you to include your own well-informed personal opinions in a formal academic term paper

        • Be sure to back up personal opinions and interpretations with well-reasoned and supported arguments

      • Generally formal term papers are not written in the first person, but if you have a topic-related reason to do so, it is perfectly acceptable

    • NOTE: Try to work an analytical section into your Presentation and Paper, and at least think about approaching your Anth of Europe term Project from the traditional "four-fold" approach of American Anthropology. If the "four-fold" approach does not work as a major appoach, consider at least addressing in summary form the relationship of your chosen topic(s) to traditional American Anthropology.

    • When relevant to your topic be sure to work in what is happening now; that is, where appropriate, relate it to current affairs


  • Term Paper Format

    • 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


  • Term Paper Citation Conventions

  • Useful Resources



  • NOTE: Try to work an analytical section into your paper, and at least think about approaching your Anth of Europe term paper and project from the traditional "four-fold" approach of American Anthropology. If the "four-fold" approach does not work as a major appoach, consider at least addressing in summary form the relationship of your chosen topic(s) to traditional American Anthropology.

    • Audience: Classmmates
    • Purpose: To let them know what you were working on, and what you found out, and what might be interesting to look at in the future
    • Style: For the Paper, academic; for the Presentation, informal

     

  • When relevant to your topic be sure to work in what is happening now; that is, where appropriate, relate it to current affairs.


    And with both your Presentation and your Term Paper be sure to relate your Project materials to the materials considered in class.

    For e.g., if you are doing a comparision/contrast between Italy and America and Finland include relevant items from Understanding Global Cultures, 6th Edition from . . .

    Chapter 19: The Italian Opera
    Chapter 8: The Finnish Sauna
    Chapter 15: American Football

    and the class slides from Italy
    slides: (.pptx)


     

    • REM: make sure your paper--whatever else it may focus on--
      relates to (and includes discussion of the relavance of the topic to)
      the Anthropology of Europe

  • Length: 10 - 12 well-written pages

    • including one title page (see sample title page) and
    • and at least one separate "Works Cited" (or "References") page (see sample)
    • that leaves 08-10 pages of text
      • 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-Class Presentations start Week 13 -- Day 25

  • Wk 14 Your AE Term Paper is due by Sunday, 21 April 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? ,
    to WebDrop at<https://webdrop.d.umn.edu>


 Writers' Workship

Writers’ Workshop

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!


 
  website

Research Help

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


Doing Research and Drafting Your Paper

  1. It is fine for you to begin a project by consulting with Wikipedia (and similar on-line sources of encyclopaedic-type information) but you should be aware that the Wikipedia entries are open-source and are not checked and verified in the same manner as other reference materials.

    And sometimes the entries are confusing (have a look at "Macedonia," for example).

    And Wikipedia, should you use it, should only be a starting point.

    Wikipedia



    It is also OK to start out your research by consulting reference works such as encyclopedias, dictionaries and lexica, glosaries, other general reference works, and the like, but this stage should only be a preliminary preparation for more focused and in-depth research work.

    For a college research paper you should also have a look at other references, either traditional materials from the library, or on-line materials from sources like UMD E-Journal Locator, JSTOR, etc., or books and manuscripts On-Line. That is to say Wikipedia and the other reference-type sources listed should not be your only source of information. And you must add your own evaluations, comparisons, development, criticisms, critiques, and the like to any reference materials used. Simply cutting and pasting information from sources is not sufficient to satisfy the requirements of either a required or extra-credit research paper.

    Your paper should reflect a synthesis and evaluation of materials researched.

    Selecting a Topic

    Your "Class Project" consists of a focused term paper and a presentation on what you discovered / learned while working on the paper. It is recommended that you do your term paper and your class presentation on the same subject.

    As mentioned the first week, one of the "Major Characteristics of American Anthropology" is its fourfold approach.

    For your Class Project select a topic that you are interested in and that relates to the Anthropology of Europe.

NOTE: Weeks 2 and 3 there will be a "Live Chat" to help you pick a topic for your class Project. Try to make those if you can, but if you can not, the "live Chats" are transcribed so that you can review the transcriptions after the "Live Chats" are over.

Please feel free also to stop by Cina 215 if you are in the neighborhood, or to email troufs@d.umn.edu with your questions and/or observations.

 

Try getting more information by looking at sites on the web:

Try surfing the web by searching with the search engines found by clicking on the Web "Search" button found on the upper righthand corner of the course WebPages. This will take you to the course Search Engines Page.

    Hint: When you do a search on an item that has more than one word, like "stone tools," use the "Advanced Search" option and enter the words in the "exact phrase" box -- otherwise it will search out everything with "stone" and everything with "tools," and the list of "hits" could get quite large.

Also try getting more information from JSTORE, elelctronically stored journals, and look for other items from the UMD Library Catalogue.

For your paper you should also use traditional library materials, and, where appropriate, interviews and videotapes.

On-line Resources which might be helpful include:

    European Countries and other materials indexed in the course A-Z index:



    Infotrac®

    JSTORE©

    LEXIS-NEXIS®

    Sociology-Anthropology Search Engines and Reference Works

    General Reference Works

    Books and Manuscripts On-Line

    UMD Library Catalogue

    Other Library Catalogues

    have a look at one or more of the daily newspapers to see what they're reporting


Length: 10 - 12 well-written pages

Style: For the Paper, academic

Format: Any standard format and citation convention (APA, MLA, Turabian-Chicago . . . )

    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

Criteria for Grading College Writing

When you write anything you should consider audience, purpose, and your personal style. For your case studies, your audience should be your classmates in this class. (Do not write your college papers to the professor as audience.

Information about Handing in Your Paper to WebDrop
<https://webdrop.d.umn.edu>


Basically, your formal Proposal should look like the paper which follows.

top of page A-Z index
 Canvas 
TR HomePage

Informal Problem Statement / Proposal

REM: make sure your paper--whatever else it may focus on--
relates to (and includes discussion of the relevance of the topic to)
Anthropology of Europe

s2024 Wk 5 Informal Project Statement, or Project Proposal (up to 20 points)
due by Sunday, 11 February 2024

s2024 Wk 5 Informal Project Statement, or Project Proposal (up to 20 points)
due by Sunday, 11 February 2024


Preparing Your "Informal Proposal"

  • Your topic/subject should be something that you, personally, are interested in

    • Your topic/subject can be almost anything you like, but it must be related to the Anthropology of Europe course

    • Use materials from the textbook, class slides, and class videoss--as a starting point to integrate class materials into your Project.

    • But the main focus of your project should be on materials that are not required for the class.

  • The informal "proposal" itself can be very straightforward:

The Informal Proposal is a simple statement
(preferably in a Word document) of . . .

  1. "Here's what I'm interested in doing. . . ."

  2. "Here's why I'm interested in that. . . ."

  3. "Here's what I think will be useful for that project. . . ."

  4. "What do you think?"

Or . . .

Your Informal Proposal can be something like . . .

  1. "I'm thinking about doing a project on X or Y, but can't make up my mind."

  2. "Here's what I'm interested in, and why. . . ."

  3. Here are some things that look like they might be useful for the project. . . ."

  4. "What do you think?"


  • "What I think will be useful" means that you should include 3 or 4 items like references to materials and activities (such as interviewing someone . . .) that you think would be helpful to your in working on your project. (No, you do not have to do an interview; that's just one possibility.)

  • "Items" can be articles, short videos, photographs, books, interviews, personal experience. . . .

  • If you include a reference to a source on the web, be sure to give its full reference (not just the URL). For a web page your full reference should look something like the one below (include as much of this material as is available for the site[s] you are looking at):

 

Upload your file—one file—to your Canvas folder)

  • In order to upload your file please make sure that you save your Word file as a .docx or a .doc or a .rtf file.*

  • *Details on "Type of Files" are available in the "File Type Information" if you need more information on how to save your files on your computer.

  • Click on "upload assignment" button at the end of the Canvas assignment page.

    Once you have uploaded the file you can not re-upload the file unless you first remove the one you first uploaded.

    For more information regarding how to use the assignment tools, please view the Canvas Student User Guides

 

A more formal statement (a "Promissory Abstract") of what you eventually decide upon isn't due for another two weeks

Between now and then I will have a look at your informal proposal and give you some feedback on it, including instructions on how to proceed with your Promissory Abstract two weeks hence.)

For the "Promissory Abstract" and "Working Bibliography" (that are due in two weeks) and for the Term Paper itself (due at the end of the semester) you need to use APA or MLA or Chicago/Turabian style or a standard scientific method.  Which of those you use is up to you.

Additional information that might be helpful:

 http://www.d.umn.edu/cla/faculty/troufs/images/owl_purdue.gif
"Understanding Writing Assignments" 
 

"Problem / Project Statement / Proposal"

s2024 Wk 5 Informal Project Statement, or Project Proposal (up to 20 points)
due by Sunday, 11 February 2024



Anthropology of Europe

additional information for Informal Proposal

See rubrics details with individual Canvas assignments.


  to Term Paper Information


  to Term Presentation Information

see Choosing a Topic OWL logo, Online Writing Lab at Purdue.

This particular proposal statement is intended just to get you started thinking about and working on your Project

Your next statement will be formal,
it will be a Promissory Abstract

[an error occurred while processing this directive]

This proposal can be fairly simple, and informal, including . . .

  • a basic informal statement of one or more topics that you are interested in writing about . . .

  • there is no minimum length, but most people submit two or three paragraphs

    • one paragraph should include including basic information the topic itself

    • one paragraph should include information about why you are interested in the topic(s)

    • and a third paragraph, or section, of your informal proposal should include three or four sources (or more), and statements about why you think those sources might be helpful in researching the topic(s)

  • It may be more elaborate if you wish. But this proposal may also be simple and informal

  • do try to work an analytical section into your final paper that reflects the four-fold nature of anthropology (see Week 1)

  • REM: make sure your paper—whatever else it may focus on—relates to (and includes discussion of the relevance of the topic to) the Anthropology of Food

  • Audience: Classmates

  • Purpose (Rhetorical): To get started thinking about . . .

    • the person(s) you might want to look at for your Anthropology of Food Project

    • how you might want to go about doing that

    • what sources you might use

  • Style:

    • for the Proposal Statement, informal

    • for the Promissory Abstract and the Term Paper itself, academic

  • Format: This proposal statement can be in informal format, but if you use a formal format, use any standard format and citation convention (APA, MLA, Turabian-Chicago . . . ). Don't make up one of your own. and citation convention (APA, MLA, Turabian-Chicago . . . )
    • 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
[an error occurred while processing this directive]

Abstract, Outline,
and List of References ("Working Bibliography")

"Abstracts," Maxine C. Hairston. Successful Writing (2nd ed., 1986). New York: W.W. Norton, pp. 223 - 227.

Writing the Outline and Headings for Your Paper, "UMD Sociology-Anthropology Writing Guide"

References, "UMD Sociology-Anthropology Writing Guide"


List of References
("Working Bibliography")

The "working bibliography" for your project is a simple list of references—sources that you think will be helpful to in putting together your paper and your presentation.

And your sources may include any or all of the following kind of items . . .

  • traditional library printed materials (books, journals, magazines, government reports, microformat materials . . .)
  • library AV materials (videos, films, DVDs, audio recordings . . .)
  • library and on-online special collections (maps, images, oral history materials . . .)
  • materials from special conferences and events
  • materials from cultural myths and legends . . .
  • personal interviews (including relevant YouTube materials . . .)
  • questionnaires
  • personal journals and diaries . . .
  • personal interviews (you might even want to do something creative, like interview yourself . . .)
  • relevant WebSite materials

At the start of your project it is probably a good idea to have 6-10 sources that "look pretty good" and as if they might be useful to your project.

At the beginning, and for the list you turn in during Week 6, you do not have to do anything more than list the resources that you think will be helpful to your project and that you expect to use for your paper and/or your report.

Once you begin looking at these materials, you may want to start annotating them—that is, beginning to make notes about how they might actually be used in your paper and/or presentation.

And you might start noting additional references from your original list of items.

For details on evaluating the items on your initial "working bibliogaphy",
and on the process of annotating your working bibliography (your simple list),
see the resources available from . . .



see theOWL logo, Online Writing Lab, Purdue University.for . .

Where do I begin?

Sources

Searching the World Wide Web: Overview

The Internet and Search Engines


Search Engines and Directories

Searching with a Search Engine

Searching with a Web Directory

Search Engines

Search the Invisible Web

Other Useful Sites

Other Search Strategies

Internet References



see theOWL logo, Online Writing Lab, Purdue University.for . .

Outline Components

How to Outline

Types of Outlines

Reverse Outlining



Before the Exam, have a look at . . .

fromOWL logo, Online Writing Lab, Purdue University.
Writing Essays for Exams
 <http://owl.english.purdue.edu/owl/resource/737/01/>


You might find the
 UM Library’s Assignment Calculator
helpful to you
(especially with scheduling your work). It’s easy to use.

 UMD Library Assignment Calculator

see also
Suggested Writing Strategies

 OWL logo, Online Writing Lab, Purdue University.

 The Purdue Online Writing Lab

Conducting Research

General Research Papers
 Argument Papers
 Exploratory Papers
 Types of APA Papers

APA General Format
(7th Ed.)
 APA Sample Paper

MLA General Format

MLA Sample Paper

Chicago-Turabian Manual of Style
(CMOS 17th Ed.)

General Format
 CMOS Author Date Sample Paper
 CMOS NB Sample Paper

 


what students in class are thinking about for a topic

This paper may be an oral history of an individual who grew up in Europe or a European colony.

resources

topics

understanding cultural metaphors

length

Wk 14 Your AE Term Paper is due by Sunday, 21 April 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?

Google Search: Society > Ethnicity >

Wikipedia
using Wikipedia

search for your term paper topic on JSTOR

Paper Due to WebDrop
<https://webdrop.d.umn.edu>

to top of page / A/Z index   to top of page / A-Z index

to top of page / A/Z index   to top of page / A-Z index

Format Information

For more help see Paradigm On-line Writing Assistant and / or
The Soc-Anth Department Writing Guide

 

[more information on your title]



Basque Personality through the Ages:

The Prehistoric Roots

of Independence and Separatism






by George Bush, Jr.




Anthropology 3635

Anthropology of Europe

Professor Roufs

04 March 2024

to top of page / A/Z index   to top of page / A-Z index

Basque Personality  1

[more information on an Introduction]

Put your paragraph(s) summarizing your paper here.

Put a transitional statement here.

Body
[Give this section an interesting subtitle, something other than "Body"]

Describe and discuss your chosen topic(s) here. Use some form of organizational structure. The "Journalist's Questions," Who,What, When, Where, How and Why are often helpful. A time sequence is also useful.

Use the Paradigm Online Writing Assistant if you do not have much experience writing college papers.

Conclusions

Put your conclusions here.

 

to top of page / A/Z index   to top of page / A-Z index

Basque Personality  Nn 

Works Cited

Your "References" or "Works Cited" information should go on a separate page.

See "Citing Electronic or Internet Resources" for information on how to cite items from the web.


This course is governed by the . . .

University of Minnesota Duluth Student Academic Integrity Policy
<http://d.umn.edu/academic-affairs/academic-policies/classroom-policies/student-academic-integrity>

UMD Office of Student and Community Standards
<http://www.d.umn.edu/conduct/>
.

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 as a 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.

Please ask questions of and offer comments to
e-mail
troufs@d.umn.edu

USEFUL LINKS FOR MORE INFORMATION:

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

Current information from the UMN Senate Committee on Educational Policy Resources

<https://provost.umn.edu/chatgpt-syllabus-statements>

See Also Using Wikipedia and other Standard Reference Works
 

.
"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)

and the UMD Student Conduct Code
<http://www.d.umn.edu/conduct/code/>

and the

Student Conduct Code Statement (students' rights)
<http://www.d.umn.edu/conduct/conduct/conduct-statement.html>

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)

Instructor and Student Responsibilities Policy

AVISO!

A Note on Extra Credit Papers

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.


AE Index of Major Items
AE 1.0 "Sunday Memos"   AE 2.0 Video Schedule
AE 3.0 Slides Schedule   AE 4.0 Text Assignments Schedule
AE Main Due Dates   AE Spring 2024 Calendar
     
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