Anthropology of Food--University of Minnesota Duluth

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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

troufs@d.umn.edu

USEFUL LINKS FOR MORE INFORMATION:

From Jill Jenson, Director of the Academic Writing & Learning Center

Some citation methods:

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

When is it?

f2023 Wk 16 The LIVE CHAT for the Anthropology of Food Final Exam will be Tuesday, 12 December 2023, 7:00-8:00 p.m.

s2024 Wk 16 The LIVE CHAT for the Anthropology of Food Final Exam will be Tuesday, 30 April 2024, 7:00-8:00 p.m.

f2023 Wk 16 The Anthropology of Food Final Exam will be available from 12:01 a.m. Monday, 11 December 2023, until 11:59 p.m., Friday, 15 December 2023.

NOTE: There will be at least one question in the pool from each of the assigned videos from Weeks 5-15, so be sure not to miss watching them.

Video Listings: <https://www.d.umn.edu/cla/faculty/troufs/anthfood/afvideo_schedule.html#week06>

s2024 Wk 16 The Anthropology of Food Final Exam will be available from 12:01 a.m. Monday, 29 April 2024, until 11:59 p.m., Friday, 3 May 2024.

When is it?
f2f

f2023 Wk 16 The LIVE CHAT for the Anthropology of Food Final Exam will be Tuesday, 12 December 2023, 7:00-8:00 p.m.

s2024 Wk 16 The LIVE CHAT for the Anthropology of Food Final Exam will be Tuesday, 30 April 2024, 7:00-8:00 p.m.

f2023 Wk 16 The Anthropology of Food Final Exam will be available from 12:01 a.m. Monday, 11 December 2023, until 11:59 p.m., Friday, 15 December 2023.

s2024 Wk 16 The Anthropology of Food Final Exam will be available from 12:01 a.m. Monday, 29 April 2024, until 11:59 p.m., Friday, 3 May 2024.

What will be covered?

The Final Exam will be on all class materials from the Midterm Exam (Week 6) to the end of the Semester (Week 15)

This includes . . .

Eating Culture


Part Three: Cooking
Ch. 5	Recipes and Dishes

Part Four: Eating
Ch. 6	Eating-In: Commensality and Gastro-politics
Ch. 7	Eating-Out: Eating-Out and Gastronomy

Part Five: Digesting
Ch. 8	Gastro-anomie: Global Indigestion?
Ch. 9	Local Digestion: Making the Global at Home

	"Epilogue: Leftovers to Takeaway"

Omnivore's Dilemma

"Introduction: our national eating disorder"
Ch. 1 "The plant: corn's conquest"
Ch. 2 "The farm"
Ch. 3 "The elevator"
Ch. 4 "The feedlot: making meat"
Ch. 5 "The processing plant : making complex foods"

Ch. 6 "The consumer: a republic of fat"

Ch. 7 "The meal: fast food"
Ch. 8 "All flesh is grass"
Ch. 9 "Big Organic"
Ch. 10 "Grass: thirteen ways of looking at a pasture"
Ch. 11 "The animals: practicing complexity"
Ch. 12 "Slaughter: in a glass abattoir"
Ch. 13 "The market: 'greetings from non-barcode people'"
Ch. 14 "The meal: grass-fed"

Ch. 15 "The forager"
Ch. 16 "The omnivore's dilemma"
Ch. 17 "The ethics of eating animals"
Ch. 18 "Hunting: the meat"
Ch. 19 "Gathering: the fungi"
Ch. 20 "The perfect meal"

The Language of Food

"Introduction"
Ch. 4 "Ketchup, Cocktails, and Pirates"
Ch. 5 "A Toast to Toast"
Ch. 6 "Who Are You Calling a Turkey?"
Ch. 7 "Sex, Drugs, and Sushi Rolls"
Ch. 8 "Potato Chips and the Nature of the Self"
Ch. 9 "Salad, Salsa, and the Flour of Chivalry"
Ch. 10 "Macaroon, Macaron, Macaroni"
Ch. 11 "Sherbet, Fireworks, and Mint Juleps"
Ch. 12 "Does This Name Make Me Sound Fat? Why Ice Cream and Crackers Have Different Names"
Ch. 13 "Why the Chinese Don't Have Dessert"
"Epilogue"

The Language of Food, Dan Jurafsky

Videos

All videos through the end of Week 5
- List of Videos

Slide Materials

All slide materials since the end of Week 5
- List of Slide Sets

Will I be able to see all of the questions at once?

Yes.

In this class you can see all of the questions at one time. With the Canvas system exams can be set so that you can only see one question at a time, so it is a good idea to check.

Will I be able to return to a question during the exam?

Yes.

In this class you can actually move back and forth among questions, if you want to. With the Canvas system exams can be set so that you can move around from question to question, or not, so it is a good idea to check.

Whenever you move—to the next question, or back and forth among the questions—be sure to save your work before leaving the question you are on.

How long should your answers be?

Answer: About three-fourths the length of Lincoln's Gettysburg Address

The question of length is a good one. It's also a difficult one to answer as it depends on the question itself, your style of writing, the detail which you give to your examples, and—since this is an open-book exam where you basically could prepare questions in advance and then cut and paste from other sources (with proper credit given to those sources)—a good answer can vary quite a bit in length.

At a minimum you should have a beginning, a middle, and an end (sometimes also known as introduction, body, conclusion).

You should also be sure to answer the question(s) asked, and if there are two, three or more parts to a question, be sure to answer all of them.

Be sure to give examples when you make a statement.

I think it is a good thing to have a look at the OWL's advice before every exam:

Writing Essays for Exams

To use their recommendations, a well focused, well organized, well supported, well packaged essay answer could be done (for most of the questions) in the equivalent of about a page and a half to two "normal" pages (double-spaced, one-inch margins, #11 or #12 font)—which is about 375-500 words.

How long was the Gettysburg Address?

263 or 268 or 270 words depending on which printed version you check

A standard "letter size" 8-1/2 X 11 sheet of paper has about 255 words, with a size 12 font

So your answer should be about one page long, two if you use the Owl's recommendations

REM: Be Sure to Discuss items . . .

When an essay question asks you to discuss one or more items or features, that first of all does not mean to simply listing things.

It is OK to begin your answer essentially with a list of what you intend to discuss, but listing is only the beginning.

There are many ways to discuss an item or feature. Some time-honored recommended strategies include using/following . . . :

The 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)

N number of items

"Ten itms define the importance of. . . .

First, . . . .
Second, . . . ."
Third, . . . ."
Finally, . . . ."

Most Important ---> Least Important:

"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.

Women

Men

Item # 1
similar

different

similar

different

Item # 2
similar

different

similar

different

Item # 3
similar

different

similar

different

Item # 4
similar

different

similar

different

Item # N
similar

different

similar

different

Emic (the "insider's" view) / Etic (the "outsider's" view)
Ethnography (description) / Ethnology (analysis)

Be sure to give to your examples, and—since this is an open-book exam where you basically could prepare questions in advance and then cut and paste from other sources (with proper credit given to those sources)—a good answer can vary quite a bit in length.

At a minimum you should have a beginning, a middle, and an end (sometimes also known as introduction, body, conclusion).

You should also be sure to answer the question(s) asked, and if there are two, three or more parts to a question, be sure to answer all of them.

Be sure to give examples when you make a statement.

I think it is a good thing to have a look at the OWL's advice before every exam:

Purdue University Online Writing Lab

Writing Essays for Exams

How many questions will there be?

Your exam will have four questions. They will be selected from the questions that appear on the annotated Midterm Exam Discussion Study Page.

will give you four of those questions at random after you sign on to the exam.

Pay attention to the annotations as the original questions are quite often modified to make them a bit clearer, or a little easier to answer in 15 minutes (about the amount of time you will have per question), or to ask for your personal opinion and / evaluation . . .

Will all of the questions on the annotated Final Exam Discussion Study Page be included?

No.

Not all of the questions on the annotated Final Exam Discussion Study Page will be in the pool for the exam. Duplicate questions, or questions that are essentially duplicate questions, will not be included; that is to say that there will be only one question in the pool on any given central topic.

Also, some questions submitted were better questions for the Midterm Exam. If in my annotations it says something like, "this would have been better question for the Midterm Exam" that means that it will not be in the question pool for the Final Exam.

Useful Information

Writing Essays for Exams

General Information

Final Exam

Check your grade in your Gradebook

Sample Exam Format

Use "The Curve" to figure out your letter grade

~ "The Strike Zone"

~ Information on Standard Deviation (sometimes useful for interpreting your grade)

Criteria for Grading College Papers

Academic Integrity Policies

Incompletes

This course is governed by the . . .

UMD Student Academic Integrity Policy

Office of Student Behavior > UMD Student Academic Integrity Office

<www.d.umn.edu/assl/conduct/integrity>

"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 www.d.umn.edu/assl/conduct/integrity. 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 Conduct Code:

<http://www.d.umn.edu/catalogs/current/umd/gen/conduct.html>

<http://www.d.umn.edu/assl/conduct/code/>

"The instructor will enforce and students are expected to follow the University's Student Conduct Code (http://www.d.umn.edu/assl/conduct/code). 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)

If I were preparing for the exam (an open-book/open notes exam) I would focus on the questions on the annotated Midterm Exam Discussion Study Page, paying special attention to the annotations.

I would also read over the Weekly Memos (in this case the Memos for Weeks 1-6).

And I would review the text materials (see above) and the materials from the in-class videos and slides.

Videos

All videos through the end of Week 15
- List of Videos

Slide Materials

All slide materials through the end of Week 15
- List of Slide Sets

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A-Z index

TR HomePage


AF Index of Major Items
AF 1.0 "Sunday Memos"		AF 2.0 Video Schedule
AF 3.0 Slides Schedule		AF 4.0 Text Assignments Schedule
AF 5.0 Other (check Canvas)		AF 6.0 Exams . . . (wk-6 and wk-16)
AF 7.0 REM: Work on Project		AF 8.0 Discussion(s)
AF Main Due Dates		AF Fall 2023 Calendar
		AF Spring 2024 Calendar

Page URL: http:// www.d.umn.edu /cla/faculty/troufs/anthfood/afexams_final.html
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