Saturday, November 27, 2010

3 words for rice

In Hahm Hanhee's article, "Rice and Koreans: Three Identities and Meanings", the author talks about how much Rice has effected Korean society. In English there is only one word but there are 3 words for rice in Korean.
They are "byeo," "ssal," and "bap." "Byeo" is the plant. This word instills harmony because people must work together with their community and nature in order to realize it. It is a peaceful word.
"Ssal" is a troubling word because it invokes memories of tension and conflict between the wealthy landlords and the poor tenant cultivators.
"Bap" has to do with the enjoyment of food and sharing it with one's family. Whereas people in China and Japan have started to consume less rice, it is still very much a staple in Korea. Many people eat it with every meal. It can be seen as the national dish.
However, since it is widespread, having it as a national dish does not make Korea distinctive. Therefore, Kimchi is looked upon as the national dish as it is unique amongst all countries. So Kimchi gets more attention but rice is more of a staple food.
Rice has a lot of meaning and significance to Korean Culture.

Sunday, November 7, 2010

The Publication Process

In the Publication Manual of the American Psychological Association, Chapter 8, p. 225 - p. 243, the authors discuss the publication process.
The Peer Review process is the typically the method used to choose an article for publication.
Four areas are discussed and they include the four things the author is responsible for, like preparing the manuscript for submission, attending to administrative and ethical responsibilities, complying with publisher policy requirements, and working with the publisher during the production process.
The authors go on to say the Editorial Process uses Peer Review to select articles. For an article to be used in a journal, it must pass the following criteria. The journal article must not have been previously published, it must contribute to the archive of scientific knowledge, and it must have been reviewed by a panel of peers.
The author say, the peer-reviewed literature in a field is built by individual contributions that together represent the accumulated knowledge of a field.
Journal editors look for manuscripts that contribute significantly to the content area covered by the journal, communicate with clarity and conciseness, and follow style guidelines.
A reviewer may be asked to help in the selection process. A reviewer can provide technical expertise, might have familiarity with a particular controversy, and the reviewer might have a balance of perspectives. The reviewer typically provides scholarly input into the editorial decision.
To insure impartiality a masked review is used so that the reviewers do not know the author and the author does not know the reviewers.
A manuscript will be accepted or rejected based upon the importance of the novel contribution that the work might provide, and the appropriateness of the work to the particular journal.
Sometimes an article is rejected with an invitation to revise and resubmit it. The editor may want more empirical data to be gathered, that entire new experiments may need to be added, or that analyses need to be modified.
The author should attempt to submit a paper that looks good, is well formatted, and follows all APA rules. An author should comply with all ethical, legal, and policy requirements. The author should closely follow all APA rules and comply with all the policies and procedures when submitting and preparing a paper for publication.
I hope you get to enjoy the publication process.

Tuesday, November 2, 2010

Example Paper to Edit

This paper was offered on the Moodle as a sample paper to edit. I am not sure where it is suppose to be uploaded so I will post it here.

April 18, 2006

Statement of Purpose

I knew since tenth grade that I wanted to make an impact in adolescent’s lives. My middle and high school years were the hardest time of my life – I was changing and growing in so many different ways. My teachers became the positive role models in my life and pushed me to grow into the woman I am today. I value those teachers immensely and hope that one day I can become a positive role model for my students. My motivation to teach was present at the beginning of my program at the University of Vermont. Through my experiences within the program, tutoring at Edmunds Middle School, interning at a Burlington High School, the interaction with students continued to increase my drive. As I was working in both of these schools I began to realize how complex it is to teach students. I was a tutor at Edmunds Middle School which helped me learn how to build one – on – one relationships with students and to match meaningful strategies with a student’s personal needs. In Burlington High School, I was placed in a Special Education Resource Room, an English college prep and honors class, and an ESL classroom. Working with students at various levels helped me to appreciate students’ differences and challenges which take on all shapes and sizes. I wanted to learn through my courses effective teaching methods and strategies that would help mold my personal teaching style and philosophy. I wanted to match my natural drive with knowledge of the content area as well as with effective teaching methods. Throughout my time at the University I have begun to build my own teaching knowledge base that I am excited to incorporate into any classroom I am involved with.

Since the track changes are not visible, the edits are hard to see. I am sorry about that.

Data Commentary

In Swales & Feak's article in Unit Four, the authors say that in many writing assignments, there comes a place where graduate students need to discuss data. The authors say that the data is displayed in a table, graph, figure, or some kind of nonverbal illustration. They have called these writing subtasks data commentaries.
When someone analyses data one danger is to just repeat what was said. Another danger is to read too much into the data and draw unjustified conclusions.
The authors suggest using the general-specific writing method when discussing data.
The authors offer expressions that can be used to make a commentary about data. The strongest sentence variation is "caused." From there they get weaker and go "was probably a major cause of", "was one of the causes of", "contributed to", "may have contributed to", and "might have been a small factor in."
The authors offer an article about computer viruses. They use it as a task to help the reader analyze data. Then the reader is asked to write a commentary on the data.
The authors go on to discuss the verbs in indicative and informative summaries.
The authors stress the point that highlighting statements are usually ordered from general to specific. Major claims should be followed by minor claims.
The authors discuss dealing with graphs. It is tricky to analyze data from graphs and there are a lot of pitfalls. But there is a lot of valuable information that can be discerned from graphs.
Later, the authors go on to discuss how to deal with chronological data. In cases of chronological data the general-specific rule may be substituted with chronological order. The writer can start with the earliest data and finish with the latest data.
The authors provide a lot of helpful information in regards to data commentary.