Assignment Prompt & Instructions
[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)
– 2 years ago
**files (6)**
– ## Fieldnotestemplate3.docx
– ## StrengthofWeakTies.pdf
– ## Module5FieldNotes.docx
– ANetworksGenderCompositionandCommunicationPatterPredictWomensLeadershipSuccess.pdf
– Howtoptalentusesnetworks.pdf
– Contaminatingeffectsofbuildinginstrumentalties.pdf
**## Fieldnotestemplate3.docx**
**Practicing with Field Notes and Critical Thinking**
**Module 3: Mentors, Advocates, and Advisors**
**Your Name:**
**Field Note 1:**
**Field Note 2:**
**Field Note 3:**
**Photographs**
**Photograph 1**
**Photograph 2**
**Photograph 3**
**Connecting Observations with Field Notes and Readings-remember to connect your thoughts to 3 readings from the module and use APA in text citation.**
**Critical Thinking Prompt 1:** How does mentorship affect women in the workplace?
**Application Prompt 1: REFLECT**- write about your experience. Self Assessment: What are your strengths? What challenges do you face? What kind of support could you use in your career? How might you be able to help someone else in her or his career? Purpose: What are some of your current goals and objectives? How might mentoring relationships – existing or potential – help you reach these?
**Application Prompt 2:** Share one key discovery or reflection from this education module. What resonated with you (or not) based on your personal background and identity?
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 with the class.
**## StrengthofWeakTies.pdf**
The Strength of Weak Ties
Mark S. Granovetter
The American Journal of Sociology, Vol. 78, No. 6. (May, 1973), pp. 1360-1380.
Stable URL:
http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E
The American Journal of Sociology is currently published by The University of Chicago Press.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/ucpress.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For
more information regarding JSTOR, please contact support@jstor.org.
http://www.jstor.org
Sat Jan 13 20:15:49 2007
[http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E](http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E)
[http://www.jstor.org/about/terms.html](http://www.jstor.org/about/terms.html)
[http://www.jstor.org/journals/ucpress.html](http://www.jstor.org/journals/ucpress.html)
**## Module5FieldNotes.docx**
Module 5: Practicing with Field Notes & Photography
·
**Due** Friday by 11:59pm
·
**Points** 20
·
**Submitting** a text entry box or a file upload
**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.
**Ogl-568 Women’s Gender Studies**
**Field Notes**
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_: What do your networks currently look like? Do you have mostly “just like me” convenience networks? Do you have valuable “weak ties” in your network? What challenges do you face when cultivating your networks? How might you address these challenges?**
**_Application Prompt 1: REFLECT-_ write about your experience. Self Assessment: What, if anything, holds you back from forming the kinds of networks you would like to have? Mention which strategies could help you navigate these challenges.**
**_Application Prompt 2:_ Share one key discovery or reflection from this education module. What resonated with you (or not) based on your background and identity?**
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 Networking have to do with leadership?**
**Use the template below and upload your completed paper here. This paper is worth 20 points**
**ANetworksGenderCompositionandCommunicationPatterPredictWomensLeadershipSuccess.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/anetworksgendercompositionandcommunicationpatterpredictwomensleadershipsuccess-pdf-10265947)
**Howtoptalentusesnetworks.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howtoptalentusesnetworks-pdf-10265951)
**Contaminatingeffectsofbuildinginstrumentalties.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contaminatingeffectsofbuildinginstrumentalties-pdf-10265945)
**Contaminatingeffectsofbuildinginstrumentalties.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contaminatingeffectsofbuildinginstrumentalties-pdf-10265945)
**## Fieldnotestemplate3.docx**
**Practicing with Field Notes and Critical Thinking**
**Module 3: Mentors, Advocates, and Advisors**
**Your Name:**
**Field Note 1:**
**Field Note 2:**
**Field Note 3:**
**Photographs**
**Photograph 1**
**Photograph 2**
**Photograph 3**
**Connecting Observations with Field Notes and Readings-remember to connect your thoughts to 3 readings from the module and use APA in text citation.**
**Critical Thinking Prompt 1:** How does mentorship affect women in the workplace?
**Application Prompt 1: REFLECT**- write about your experience. Self Assessment: What are your strengths? What challenges do you face? What kind of support could you use in your career? How might you be able to help someone else in her or his career? Purpose: What are some of your current goals and objectives? How might mentoring relationships – existing or potential – help you reach these?
**Application Prompt 2:** Share one key discovery or reflection from this education module. What resonated with you (or not) based on your personal background and identity?
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 with the class.
**## StrengthofWeakTies.pdf**
The Strength of Weak Ties
Mark S. Granovetter
The American Journal of Sociology, Vol. 78, No. 6. (May, 1973), pp. 1360-1380.
Stable URL:
http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E
The American Journal of Sociology is currently published by The University of Chicago Press.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/ucpress.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For
more information regarding JSTOR, please contact support@jstor.org.
http://www.jstor.org
Sat Jan 13 20:15:49 2007
[http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E](http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E)
[http://www.jstor.org/about/terms.html](http://www.jstor.org/about/terms.html)
[http://www.jstor.org/journals/ucpress.html](http://www.jstor.org/journals/ucpress.html)
**## Module5FieldNotes.docx**
Module 5: Practicing with Field Notes & Photography
·
**Due** Friday by 11:59pm
·
**Points** 20
·
**Submitting** a text entry box or a file upload
**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.
**Ogl-568 Women’s Gender Studies**
**Field Notes**
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_: What do your networks currently look like? Do you have mostly “just like me” convenience networks? Do you have valuable “weak ties” in your network? What challenges do you face when cultivating your networks? How might you address these challenges?**
**_Application Prompt 1: REFLECT-_ write about your experience. Self Assessment: What, if anything, holds you back from forming the kinds of networks you would like to have? Mention which strategies could help you navigate these challenges.**
**_Application Prompt 2:_ Share one key discovery or reflection from this education module. What resonated with you (or not) based on your background and identity?**
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 Networking have to do with leadership?**
**Use the template below and upload your completed paper here. This paper is worth 20 points**
**ANetworksGenderCompositionandCommunicationPatterPredictWomensLeadershipSuccess.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/anetworksgendercompositionandcommunicationpatterpredictwomensleadershipsuccess-pdf-10265947)
**Howtoptalentusesnetworks.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howtoptalentusesnetworks-pdf-10265951)
**Contaminatingeffectsofbuildinginstrumentalties.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contaminatingeffectsofbuildinginstrumentalties-pdf-10265945)
**## Fieldnotestemplate3.docx**
**Practicing with Field Notes and Critical Thinking**
**Module 3: Mentors, Advocates, and Advisors**
**Your Name:**
**Field Note 1:**
**Field Note 2:**
**Field Note 3:**
**Photographs**
**Photograph 1**
**Photograph 2**
**Photograph 3**
**Connecting Observations with Field Notes and Readings-remember to connect your thoughts to 3 readings from the module and use APA in text citation.**
**Critical Thinking Prompt 1:** How does mentorship affect women in the workplace?
**Application Prompt 1: REFLECT**- write about your experience. Self Assessment: What are your strengths? What challenges do you face? What kind of support could you use in your career? How might you be able to help someone else in her or his career? Purpose: What are some of your current goals and objectives? How might mentoring relationships – existing or potential – help you reach these?
**Application Prompt 2:** Share one key discovery or reflection from this education module. What resonated with you (or not) based on your personal background and identity?
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 with the class.
**## StrengthofWeakTies.pdf**
The Strength of Weak Ties
Mark S. Granovetter
The American Journal of Sociology, Vol. 78, No. 6. (May, 1973), pp. 1360-1380.
Stable URL:
http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E
The American Journal of Sociology is currently published by The University of Chicago Press.
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained
prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in
the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/journals/ucpress.html.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For
more information regarding JSTOR, please contact support@jstor.org.
http://www.jstor.org
Sat Jan 13 20:15:49 2007
[http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E](http://links.jstor.org/sici?sici=0002-9602%28197305%2978%3A6%3C1360%3ATSOWT%3E2.0.CO%3B2-E)
[http://www.jstor.org/about/terms.html](http://www.jstor.org/about/terms.html)
[http://www.jstor.org/journals/ucpress.html](http://www.jstor.org/journals/ucpress.html)
**## Module5FieldNotes.docx**
Module 5: Practicing with Field Notes & Photography
·
**Due** Friday by 11:59pm
·
**Points** 20
·
**Submitting** a text entry box or a file upload
**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.
**Ogl-568 Women’s Gender Studies**
**Field Notes**
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_: What do your networks currently look like? Do you have mostly “just like me” convenience networks? Do you have valuable “weak ties” in your network? What challenges do you face when cultivating your networks? How might you address these challenges?**
**_Application Prompt 1: REFLECT-_ write about your experience. Self Assessment: What, if anything, holds you back from forming the kinds of networks you would like to have? Mention which strategies could help you navigate these challenges.**
**_Application Prompt 2:_ Share one key discovery or reflection from this education module. What resonated with you (or not) based on your background and identity?**
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 Networking have to do with leadership?**
**Use the template below and upload your completed paper here. This paper is worth 20 points**
**ANetworksGenderCompositionandCommunicationPatterPredictWomensLeadershipSuccess.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/anetworksgendercompositionandcommunicationpatterpredictwomensleadershipsuccess-pdf-10265947)
**Howtoptalentusesnetworks.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/howtoptalentusesnetworks-pdf-10265951)
**Contaminatingeffectsofbuildinginstrumentalties.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contaminatingeffectsofbuildinginstrumentalties-pdf-10265945)