Assignment Prompt & Instructions
[>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)
This is a women's gender course
– 2 years ago
**files (3)**
– ## Readingsmodule2.docx
– ## Fieldnotestemplate.docx
– ## fieldnotesmodule2.docx
**## Readingsmodule2.docx**
Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.
Module 2: Likeability and Success
• Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
[https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)
• MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
Journal 100 (March): 1281-328.
• McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
800-228, January 2000. (Revised April 2010.)
• Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
Agentic Women." Journal of Social Issues, 57: 743–762
**## Fieldnotestemplate.docx**
**Practicing with Field Notes and Critical Thinking**
**Module 1: Level Playing Field**
**Your Name:**
**Field Note 1:**
**Field Note 2:**
**Field Note 3:**
**Connecting Observations with Field Notes and Readings**
_Critical Thinking Prompt 1:_ What does it mean to have a level playing field?
_Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?
**Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?
Reflection Prompt: How do you see yourself? How do others see you? What do people most frequently get wrong about you?
**## fieldnotesmodule2.docx**
Module 2: Practicing with Field Notes & Photographs
**This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**
Field Notes
Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.
Observations
**First: Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
**and should be included with your critical thinking and application prompts submission.** As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class. Additionally, ask yourself what this observation has to do with women and leadership.
Telling a Story with a Photograph
Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.
For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take. You might consider the topics we are already discussing in this class. As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.
**NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**. Include the images with your Field Notes along with an explanation of how the images relate to the course material.
Think about what themes stand out to you and look at the world around you for examples of these themes.
Critical Thinking Prompts
Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course. These questions will steer the focus of the field notes you will take throughout the course. Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.
Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response. Connect with
**_(and cite in-text)_** the applicable readings/videos from the module's learning materials.
**_A note on in-text citing and connecting with the learning materials:_** As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
_NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof. For example, one might write,
_"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.
**FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**
**_Critical Thinking Prompt 1_: How does likeability affect success for women in the workplace?**
**_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**
Pick One Action you will do after this module. Imagine who, what, where, and when it will happen. Document your Plan in this prompt and plan to share it with the class.
**Reflection Prompt: What does being likable have to do with leadership?**
Use the template below and upload your completed paper here. This paper is worth 20 points.
[Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)
**## fieldnotesmodule2.docx**
Module 2: Practicing with Field Notes & Photographs
**This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**
Field Notes
Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.
Observations
**First: Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
**and should be included with your critical thinking and application prompts submission.** As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class. Additionally, ask yourself what this observation has to do with women and leadership.
Telling a Story with a Photograph
Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.
For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take. You might consider the topics we are already discussing in this class. As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.
**NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**. Include the images with your Field Notes along with an explanation of how the images relate to the course material.
Think about what themes stand out to you and look at the world around you for examples of these themes.
Critical Thinking Prompts
Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course. These questions will steer the focus of the field notes you will take throughout the course. Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.
Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response. Connect with
**_(and cite in-text)_** the applicable readings/videos from the module's learning materials.
**_A note on in-text citing and connecting with the learning materials:_** As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
_NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof. For example, one might write,
_"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.
**FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**
**_Critical Thinking Prompt 1_: How does likeability affect success for women in the workplace?**
**_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**
Pick One Action you will do after this module. Imagine who, what, where, and when it will happen. Document your Plan in this prompt and plan to share it with the class.
**Reflection Prompt: What does being likable have to do with leadership?**
Use the template below and upload your completed paper here. This paper is worth 20 points.
[Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)
**## Readingsmodule2.docx**
Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.
Module 2: Likeability and Success
• Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
[https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)
• MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
Journal 100 (March): 1281-328.
• McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
800-228, January 2000. (Revised April 2010.)
• Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
Agentic Women." Journal of Social Issues, 57: 743–762
**## Fieldnotestemplate.docx**
**Practicing with Field Notes and Critical Thinking**
**Module 1: Level Playing Field**
**Your Name:**
**Field Note 1:**
**Field Note 2:**
**Field Note 3:**
**Connecting Observations with Field Notes and Readings**
_Critical Thinking Prompt 1:_ What does it mean to have a level playing field?
_Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?
**Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?
Reflection Prompt: How do you see yourself? How do others see you? What do people most frequently get wrong about you?
**## fieldnotesmodule2.docx**
Module 2: Practicing with Field Notes & Photographs
**This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**
Field Notes
Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.
Observations
**First: Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
**and should be included with your critical thinking and application prompts submission.** As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class. Additionally, ask yourself what this observation has to do with women and leadership.
Telling a Story with a Photograph
Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.
For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take. You might consider the topics we are already discussing in this class. As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.
**NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**. Include the images with your Field Notes along with an explanation of how the images relate to the course material.
Think about what themes stand out to you and look at the world around you for examples of these themes.
Critical Thinking Prompts
Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course. These questions will steer the focus of the field notes you will take throughout the course. Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.
Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response. Connect with
**_(and cite in-text)_** the applicable readings/videos from the module's learning materials.
**_A note on in-text citing and connecting with the learning materials:_** As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
_NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof. For example, one might write,
_"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.
**FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**
**_Critical Thinking Prompt 1_: How does likeability affect success for women in the workplace?**
**_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**
Pick One Action you will do after this module. Imagine who, what, where, and when it will happen. Document your Plan in this prompt and plan to share it with the class.
**Reflection Prompt: What does being likable have to do with leadership?**
Use the template below and upload your completed paper here. This paper is worth 20 points.
[Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)
**## Readingsmodule2.docx**
Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.
Module 2: Likeability and Success
• Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
[https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)
• MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
Journal 100 (March): 1281-328.
• McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
800-228, January 2000. (Revised April 2010.)
• Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
Agentic Women." Journal of Social Issues, 57: 743–762
**## Fieldnotestemplate.docx**
**Practicing with Field Notes and Critical Thinking**
**Module 1: Level Playing Field**
**Your Name:**
**Field Note 1:**
**Field Note 2:**
**Field Note 3:**
**Connecting Observations with Field Notes and Readings**
_Critical Thinking Prompt 1:_ What does it mean to have a level playing field?
_Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?
**Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?
Reflection Prompt: How do you see yourself? How do others see you? What do people most frequently get wrong about you?
**## fieldnotesmodule2.docx**
Module 2: Practicing with Field Notes & Photographs
**This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**
Field Notes
Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.
Observations
**First: Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
**and should be included with your critical thinking and application prompts submission.** As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class. Additionally, ask yourself what this observation has to do with women and leadership.
Telling a Story with a Photograph
Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.
For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take. You might consider the topics we are already discussing in this class. As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.
**NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**. Include the images with your Field Notes along with an explanation of how the images relate to the course material.
Think about what themes stand out to you and look at the world around you for examples of these themes.
Critical Thinking Prompts
Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course. These questions will steer the focus of the field notes you will take throughout the course. Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.
Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response. Connect with
**_(and cite in-text)_** the applicable readings/videos from the module's learning materials.
**_A note on in-text citing and connecting with the learning materials:_** As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
_NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof. For example, one might write,
_"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.
**FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**
**_Critical Thinking Prompt 1_: How does likeability affect success for women in the workplace?**
**_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**
Pick One Action you will do after this module. Imagine who, what, where, and when it will happen. Document your Plan in this prompt and plan to share it with the class.
**Reflection Prompt: What does being likable have to do with leadership?**
Use the template below and upload your completed paper here. This paper is worth 20 points.
[Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)