Cheek dimples
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more on anthropology in this IMS blog
https://blog.stcloudstate.edu/ims?s=anthropology
Digital Literacy for St. Cloud State University
View this post on Instagram
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more on anthropology in this IMS blog
https://blog.stcloudstate.edu/ims?s=anthropology
Aruká
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more on anthropology in this IMS blog
https://blog.stcloudstate.edu/ims?s=anthropology
Honor Among Men: The Killing of Women in Pakistan (2001) A documentary produced by National Geographic about the religious forces that drive the scourge of honor killing in Pakistan, as well as the state of women’s rights and social conditions faced by women in Pakistan. [00:49:45] from r/Documentaries
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more on honor killings in this IMS blog
https://blog.stcloudstate.edu/ims?s=honor
http://blog.stcloudstate.edu/refugeesandmigrants/2020/08/26/europes-war-on-migration/
https://mondediplo.com/outsidein/mapping-europe-s-war-on-immigration
Monday, November 20, 2017 by: Rita Winters
One of the founders of Facebook, Sean Parker, explains that these social media devices exploit the vulnerability of the human essence. The dopamine that is social media only creates a narcissistic, self-validating loops that consume valuable time and conscious attention. “Liking”, “commenting”, and “sharing” (which are virtually useless in reality) causes us to run around an endless cycle of insignificant information documentation in hopes of acknowledgment, which later on propels us to create more of the same.
Social media platform owners and creators are aware of this weakness in human psychology, and are taking advantage of it. Parker is just one of the many individuals who regret having a hand in creating these life-stagnating technologies. The mental health of the global population is deteriorating and is mostly due to anxieties produced by social media.
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more on contemplative computing in this IMS blog
https://blog.stcloudstate.edu/ims?s=contemplative+computing
short link to this presentation: http://bit.ly/lib4anthr
Plamen Miltenoff: I give you the intersection of technology + library and information science = digital literacy + doctoral studies in education and psychology = educational technology. http://web.stcloudstate.edu/pmiltenoff/faculty/ relevant classes I teach and might be of interest for you: http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/ and http://web.stcloudstate.edu/pmiltenoff/lib490/ |
the topic is Social Media and research; research in the digital age
#FakeNews
Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/
Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): #FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope
Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.” https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
Need more info? https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
Need even more info? https://blog.stcloudstate.edu/ims?s=fake+news
http://www.stcloudstate.edu/library/:
the online dbases, the subject guides,
https://scholar.google.com/
Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): Research a topic in your class (keyword) using “heavy duty” (peer-reviewed) literature – 2-3 min.
Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/
Academic research: https://play.kahoot.it/#/k/e2d6a15f-6361-4e21-96f9-d054f1d8e49b
https://play.kahoot.it/#/k/5e09bb66-4d87-44a5-af21-c8f3d7ce23de
what is social media (examples). why is called SM? why is so popular? what makes it so popular?
use SM tools for your research and education:
– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)
Academia.com (https://www.academia.edu/) Academia.edu, a paper-sharing social network that has been informally dubbed “Facebook for academics,” https://www.academia.edu/31942069_Facebook_for_Academics_The_Convergence_of_Self-Branding_and_Social_Media_Logic_on_Academia.edu
ResearchGate: https://www.researchgate.net/
– collecting and managing your resources:
Delicious https://del.icio.us/
Diigo: https://www.diigo.com/
Evernote: evernote.com OneNote (Microsoft)
blogs and wikis for collecting data and collaborating
– Managing and sharing your information:
Refworks,
Zotero https://www.zotero.org/,
Mendeley, https://www.mendeley.com/
– Testing your work against your peers (globally):
Wikipedia:
First step:Using Wikipedia.Second step: Contributing to Wikipedia (editing a page). Third step: Contributing to Wikipedia (creating a page) https://www.evernote.com/shard/s101/sh/ef743d1a-4516-47fe-bc5b-408f29a9dcb9/52d79bfa20ee087900764eb6a407ec86
– presenting your information
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more on digital literacy for Anthropology classes in this IMS blog
https://blog.stcloudstate.edu/ims?s=anthropology
Plamen Miltenoff: http://web.stcloudstate.edu/pmiltenoff/faculty/ relevant classes I teach and might be of interest for you: http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/ and http://web.stcloudstate.edu/pmiltenoff/lib490/ |
short link to this presentation: http://bit.ly/lib4anth
Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/
what is social media from anthropological point of view?
a study, the “Why We Post” project, has just been published by nine anthropologists, led by Daniel Miller of University College, London. worked independently for 15 months at locations in Brazil, Britain, Chile, China (one rural and one industrial site), India, Italy, Trinidad and Tobago, and Turkey.
In rural China and Turkey social media were viewed as a distraction from education. But in industrial China and Brazil they were seen to be an educational resource. Such a divide was evident in India, too. There, high-income families regarded them with suspicion but low-income families advocated them as a supplementary source of schooling. In Britain, meanwhile, they were valued not directly as a means of education, but as a way for pupils, parents and teachers to communicate.
How would you answer if addressed by this study? How do you see social media? Do you see it differently then before?
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221 HONORS.
The Honor System:
A Comparison Between the U.S. South and the Mediterranean World
Plamen Miltenoff, MLIS, Ph.D.
5:00 pm – 7:30 pm Wednesdays Miller Center 206
Contact Information |
Back to Top |
The best way to contact me is through email, but you can use any of the options below.
Email: | pmiltenoff@stcloudstate.edu |
Phone: | 320-308-3072 |
Web Site: | http://web.stcloudstate.edu/pmiltenoff/faculty |
Office Location: | Miller Center, 204-J |
The Honor system is a phenomenon well known in many cultures across the globe and strongly presented in cultures since Ancient Greece and Rome. The concepts of honor and shame have long been associated with cultures in the Mediterranean region mostly because the first scholars to study the social impact of these concepts did so in Southern Europe. Honor has two fundamental components: birth and morality. People could gain or lose their honor by the morality of their conduct. Despite the scholarly emphasis on the Mediterranean, the concept of honor influenced social systems all over the world, and historians are beginning to detect its traces in places as different as China and Africa. The Southern Honor system can firmly be traced back in the European roots and determined to a great degree the American history of the 19th century.
This course will study the geography, history, sociology and religions, cultural and political systems of two worlds and learn to compare the findings. Based on those comparisons, lessons in gender, culture and politics will be drawn.
Students in this course will
Attendance/Discussion Requirements
Course Policies |
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Late Assignment Policy |
All assignments should be submitted by midnight of the date on which they are due. Ten percent of an assignment’s point value will be removed for each day an assignment is late. This policy will be adjusted on a case-by-case basis if emergencies prevent you from submitting an assignment on time. In these situations, contact me as soon as is reasonable to determine how this policy can be adjusted in a way that meets your needs and is still fair to other students.
Grading |
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The grade book in D2L will be used to show detailed information about grades in this course. The table below shows the value of each assignment and the total number of points available.
Overall Grade | |
94% – 100% = A | |
90 % – 93.99% = A- | |
86% – 89.99% = B+ | |
83% – 85.99% = B | |
80% – 82.99% = B- | |
70% – 79.99% = C | |
60% – 69.99% = D | |
59.99% or lower = F |
Assignments Schedule
WEEK 1. August 28 Reading[s]: Peruse through all articles in the D2L content area. Choose one article to your liking and be ready to reflect on it.Assignment[s]: 1. complete entry survey. 2. Prepare to present in coherent and concise manner your understanding of Honors and Shame and discuss the goals for this course. 3. Enter a short essay in the D2L discussion on how do you see applying the knowledge from this course in your future studies, research and work |
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Introduction. Orientation, class parameters and familiarizing with the syllabus. Questions and issues. Course goals | What is an/the Honor System? Entry Interview (D2L survey is completed and analyzed). Why explore this topic and these vastly different geographic entities (US South and the Mediterranean). Define interest in this class and interest for a project; how this class can help your studies? Your career? All over as a human being? | |
WEEK 2.Sept 4
Reading[s]: Assignment[s]: 1. Find an article on Honor and Shame. 2. Outline in two paragraphs the content of one of the three articles and in a third paragraph compare to your findings; use academic style to log your responses. If you have hesitation about your style, please check with the Write Place, your peers and me. |
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Why research? Work on the reading material for class
Find articles for the course. |
What is academic research? What is a peer-review article? When and how research the Internet. How do I access and keep track of resources. RefWorks versus Zotero and Mendeley What is an academic paper. How do I write an academic paper. The Write place. Making plans: final project |
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WEEK 3. Sept 11
Reading[s]: Assignment[s]: |
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Honors and Shame from a historical perspective | Do we have a robust theory/notion about the Honor/Shame system through the centuries? Do you think tracking that model through centuries helps in the 21st century? If yes, how and if no, why? | |
WEEK 4. Sept 18
Reading[s]: Fernand Braudel (http://en.wikipedia.org/wiki/Fernand_Braudel) and the Annales School Assignment[s]: |
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Honors and Shame from a geographic perspective | Is there a “southern” connection (Mediterranean is the European South)? Can be Annale School be right (geography and relief determines history)? To what degree geography and geographical conditions determine such models (Honor/Shame)? | |
WEEK 5. Sept 25
Reading[s]: Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611. Assignment[s]: |
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Honors and Shame from a cultural perspective. Gender roles, Masculinity | Does the Honor/Shame model help understand gender roles, social status, masculinity etc.? | |
WEEK 6. Oct 2
Reading[s]: Assignment[s]: |
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Honors and Shame from a political and social perspective | Can Honor/Shame be connected with the current political situation in Egypt, Syria, Turkey? Did Honor/Shame system influence decision in American history? | |
WEEK 7. Wednesday Oct 9
Assignment[s]: final project details |
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Start working on the final project | Present and discuss your final project: 1. Finalized title 2. Outline 3. Plan 4. Clear work distribution among group members 5. Clear way for peer assessment. | |
WEEK 8. Wednesday Oct 16 Assignment[s]: details on final project |
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Final brainstorming and start working on the project | Meeting as a whole: 1. Present group’s plan to class. 2. Share group’s ideas with class. 3. Share technology 4. Share sources 5. Share means for peer assessment | |
WEEK 9. Wednesday Oct 23
Assignment[s]: draft of bibliography |
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Class as a whole: peer review and brainstorming | Meeting as a whole: 1. Are sources reliable? 2. Are sources of academic origin (peer-reviewed)? 3. Is the bibliography adhering correctly to the formats (APA, Chicago, ALA) | |
WEEK 10. Wednesday Oct 30
Assignment[s]: details on presentation |
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Work on the final project | Meeting as a whole: 1. Presentation format 2. Share technology 3. Share ideas | |
WEEK 11. Wednesday Nov 6 Assignment[s]: paper draft due in D2L dropbox |
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Work on final project | Meeting as a whole: share group’s progress and seek other group’s feedback | |
WEEK 12. Wednesday Nov 13 Assignment[s]: paper draft and presentation |
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Work on project | Meeting as a whole: share group’s progress and seek other group’s feedback | |
WEEK 13. Wednesday Nov 20 Assignment[s]: paper draft due in D2L dropbox |
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Work on project | Meeting as a whole: share group’s progress and seek other group’s feedback | |
WEEK 13. Wednesday Nov 27 | ||
Work on project | Meeting as a whole: share group’s progress and seek other group’s feedback | |
WEEK 13. Wednesday Dec 4 Assignment[s]: paper final draft due in D2L dropbox |
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presentations | Class presentations of the final projects | |
WEEK 13. Wednesday Dec 11 | ||
presentations | Class presentations of the final projects |
BIBLIOGRAPHY:
Bertram Wyatt-Brown. (n.d.). Retrieved from http://personal.tcu.edu/swoodworth/Wyatt-Brown.htm
Brayford, S. A. (1999). TO SHAME OR NOT TO SHAME: SEXUALITY IN THE MEDITERRANEAN DIASPORA. Semeia, (87), 163.
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Culture of honor (Southern United States). (n.d.). Retrieved from http://en.wikipedia.org/wiki/Culture_of_honor_(Southern_United_States)
Dussere, E. (2001). The Debts of History: Southern Honor, Affirmative Action, and Faulkner’s Intruder in the Dust. Faulkner Journal, 17(1), 37–57.
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551
Family, Patronage, and Social Contests.pdf. (n.d.).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Hellerman. (n.d.). Reconstructing Honor in Roman Philippi. Cambridge University Press.
Herzfeld, M. (1980). Honour and Shame: Problems in the Comparative Analysis of Moral Systems. Man, 15(2), 339–351. doi:10.2307/2801675
Honor, Shame, and Social Status.pdf. (n.d.).
honor-04-Antrocom_Honour and Shame in the Mediterranean_S.pdf. (n.d.).
Honors and Shame and the Unity of the Mediterranean. (n.d.). Retrieved from http://www.jstor.org/stable/3317790
Honour and shame (Anthropology). (n.d.). Retrieved from http://what-when-how.com/social-and-cultural-anthropology/honour-and-shame-anthropology/
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305
Manly Honor Part V: Honor in the American South. (n.d.). The Art of Manliness. Retrieved August 15, 2013, from http://www.artofmanliness.com/2012/11/26/manly-honor-part-v-honor-in-the-american-south/
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499
Murder in Jerba_ Honour, Shame and.pdf. (n.d.).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Peoples and Cultures of the Mediterranean. (n.d.). Retrieved March 19, 2013, from http://www.academia.edu/2437701/Peoples_and_Cultures_of_the_Mediterranean
Rabichev, R. (n.d.). The Mediterranean concepts of honour and shame as seen in the depiction of the biblical women. Retrieved from http://prophetess.lstc.edu/~rklein/Doc6/renata.htm
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2).
Slavery and Southern Honor. (n.d.). StudyMode. Education. Retrieved from http://www.studymode.com/essays/Slavery-Southern-Honor-72644.html
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Stewart,, Y. (n.d.). Mursi: A Study in Honor-Shame dynamics. CATEGORY ARCHIVES: HONOR-SHAME CULTURE. Retrieved from http://www.theaugeanstables.com/category/honor-shame-culture/
TO SHAME OR NOT TO SHAME_ SEXUALITY IN THE MEDITERRANEAN DIASPORA..pdf. (n.d.).
Weir, D. (n.d.). Honour and Shame. Islam Watch. Retrieved from http://www.islam-watch.org/Others/Honour-and-Shame-in-Islam.htm
Women, honor, and context in Mediterranean antiquity.pdf. (n.d.).
Wyatt-Brown, B. & Milbauer, Richard J. (2004). Honor, Shame, and Iraq in American Foreign Policy. In Note prepared for the Workshop on Humiliation and Violent Conflict, Columbia University, New York, November 18-19, 2004. Presented at the Workshop on Humiliation and Violent Conflict, Columbia University, New York,. Retrieved from http://www.humiliationstudies.org/documents/WyattBrownNY04meeting.pdf
SOCIO-INT15- 2nd INTERNATIONAL CONFERENCE ON EDUCATION SOCIAL SCIENCES AND HUMANITIES will be held in Istanbul (Turkey), on the 8th, 9th and 10th of June 2015 is an interdisciplinary international conference that invites academics, independent scholars and researchers from around the world to meet and exchange the latest ideas and discuss issues concerning all fields of Education, Social Sciences and Humanities.
Socioint15_Accepted_Abstracts1
SOCIO-INT15 provides the ideal opportunity to bring together professors, researchers and high education students of different disciplines, discuss new issues, and discover the most recent developments, new trends and researches in education, social sciences and humanities.
Academics making efforts in education, subfields of which might include higher education, early childhood education, adult education, special education, e-learning, language education, etc. are highly welcomed. People without papers can also participate in this conference as audience so long as they find it interesting and meaningful.
Due to the nature of the conference with its focus on innovative ideas and developments, papers also related to all areas of social sciences including communication, accounting, finance, economics, management, business, marketing, education, sociology, psychology, political science, law and other areas of social sciences; also all areas of humanities including anthropology, archaelogy, architecture, art, ethics, folklore studies, history, language studies, literature, methodological studies, music, philosophy, poetry and theater are invited for the international conference.
Submitted papers will be subject to peer review and evaluated based on originality and clarity of exposition.