Monday, February 27, 2006

Evidence in an Ethnography Assignment


Read/watch/listen to the ethnographies assigned below. In your blog, write a short summary of the ethnography and reflect on how the author's came to their conclusions. What evidence did they gather to support them? Do you think their results solid? Why or why not?

Spend about 45 minutes writing. You will use this assignment again in class on Wednesday to create a presentation for the class on your assigned ethnography.


Super Llamas

Consumers and Consumption by Zukin and Smith Macguire

Globo Purple Cobras

Wheels Across Africa (Part 1) ca.1936

Square Headed Spouse

"The Seeds of Sustenance" by WUNC Radio (You'll need to click on "Seeds of Sustenance" to listen)

Teacher's Pet

A 'Manual on Masculinity'? The consumption and use of mediated images of masculinity among teenage boys in Ireland by Ging

Draft Workshop for 2.1

In this draft workshop, you will read a group member 2.1 essay twice, posting comments on strengths of the essay, opportunities for improvements, and questions. Follow the steps below to complete the assignment:

  1. Make sure the group member has his/her essay posted in his/her blog. If not, help him/her get it posted. You should respond to a different group member than in the 2.2 workshop.
  2. Have a Word doc open to take notes in positive, negative and question columns, or a piece of paper handy to do the same.
  3. Read the essay all the way through quickly.
  4. Make notes on your initial impression in a couple of sentences.
  5. Read the essay again, making notes on things that work well (in the positive column), things that need to be revised (in the negative column), and things about which you have questions.
  6. Post these reflections as a comment to writer's blog post.

Friday, February 24, 2006

Discussion of "Are you Popular?"

Before we watch:

What does "popularity" connote to you? What are your expectations or prejudices about the 1950s, instructional films, or popularity?
____________________________________________________________________
Group activity:

Take ten minutes to discuss the following questions with your group.
  1. What are the implicit and explicit differences between boys and girls? How do boys and girls act differently?
  2. What are "good" and "bad" behaviors? Are they gendered?
  3. How are penalties and rewards handed out for behaviors?
  4. What conclusions can you draw?

Spend the last two minutes of your ten minutes summarizing your answers. A group spokesperson will brief the class.

____________________________________________________________________

In-class blogging assignment:

Please spend 10 minutes reflecting on the question below after the group discussion.

Based on our discussion, what conclusions can you make aabout gender expectations for white middle class teens in the 1950s?

2.1 prewriting

Complete a 5 minute free-writing exercise after viewing your choosen film. During this free-writing, think about your pre-concieved notions of gender, the fifties, and/or "social guidance." When you think of the 1950s in America do you assume that we are more "liberated" than "they" were then? What does liberated mean? Who do you think the audience of these films are supposed to be? What prejudices or expectations do you bring to the table?

Station Assignments in MRC

Each group has been assigned a computer station in the MRC lab on which to save your work (if you choose to work in the MRC.) Remember, we will have a class for revision on March 8 in the MRC.

The assignments are as follows:

Squareheaded Spouse
Computer A
username: morgangroup1
password: group1

Globo Gym Purple Cobras
Computer B
username: morgangroup2
password: group2

Super Llamas
Computer C
username: morgangroup3
password: group3

Teacher's Pet (BADAB)
Computer F
username: morgangroup4
password:group4

Thursday, February 23, 2006

Unit 2 Conference Dates

Monday, Feb. 27

10:00 Justin
10:15 Book
10:30 Leanne


Monday, Mar. 6

10:00 Jeff
10:15 Johnna
10:30 Brittany
10:45 Paul
11:00 Arden
11:15 Ashelyn

Thursday, Mar. 9

9:30 Josh
11:00 Taylor
12:20 Brianna

Monday, Mar. 13 Spring Break

Monday, Mar. 20

10:00 John
10:15 Jessica
10:30 Brian
11:15 Andy

Wednesday, February 22, 2006

Social Guidance Films

The Internet Archive sorts its Moving Images by key word tags. Therefore, to get to the social guidance films in the Archive (there are about 145), you need only follow these steps:

  1. Go to www.archive.org
  2. Click on the Moving Images link at the top of the page.
  3. Enter social guidance in the search box and click the Go! button

This will bring up the results of every film with the key word "social guidance" tagged to it. You may scroll through the results, clicking on the titles to download, stream, or read comments about each film.

Unit 2 Extra Credit Opportunity

In Unit 1, I asked you to add the Class Blog to your external links section. In Unit 2, I would like you to add your group members' blogs to the external links section of your blog. You will receive one point on your Unit 2 participation (added in at the end of the semester) for successfully completing this.

You will also recieve one point on your unit 2 participation grade if you attend the Feb 28th iMovie workshop at the MRC. Keep in mind you may need to register.

Monday, February 20, 2006

Ethnography Assignment

After reviewing the definition of ethnography we discussed in class, spend 1 hour observing a group of people on or around for clues about how gender plays out. For example, you might observe a group or groups of diners at Lenior from 6-7 on Monday night. Is there a difference between the food that men and women choose? The way they talk to one another? How they arrange themselves at tables? How long they stay? If you'd like, talk to some of the people you are observing.

Write up your observations in a blog entry of 200-300 words. (Digital photos would be a nice addition as well!)

Sunday, February 19, 2006

Getting Help When you Need It

Finding a Camera:

The Media Resource Center (MRC)
Brief overview of loan policies: 2 day loan, no renewal, $30 for every hour over due (Yikes!), must reserve camera before borrowing

The Beasley Multimedia Lab at the Johnston Center for Undergraduate Excellent
Brief overview of loan policies: loan period from 1pm to 1pm each day, no reservations allowed, loans limited to students in authorized classes.

Editing:

MRC
See the policies (about reservations and saving your data) here. It would be helpful to check out their hours, too.

The Beasley
Read the Beasley page for information about available equipment and hours. Just a note: The Beas is not open mornings or weekends.

FYI: iMovie is available on any Mac computer. (If you have original digital, once you have converted it, you may take those files and use them on any Mac.)

Tutorials:

iMovie from the MRC
iDVD from the MRC
iMovie from Apple
iMovie from the University of Vermont (This is dated but has nice screen shots and explanations.)


Extra Credit Workshop:

February 28 at the MRC


Buying a Mini DV Digital Video cassette:

Outlet in MRC (about $10)
Best Buy (about $8)
Most electronic, computer or video stores

Gender Studies Unit Assignments

Unit 2 Project: Video Ethnography
In this group-authored digital ethnography (powered by iMovie), discuss the construction of gender roles in a 1950s social guidance film such as “Are You Popular?” (See http://www.archive.org/ for other examples.) Targeting an audience of fellow gender studies scholars, include original material and video clips from the film in a digital ethnography of 5 to 8 minutes in length. A successful ethnography will engage with the historical context of the film and gender theory vis a vis cited scholarly sources (such as book chapters or journal articles) and original analysis. Of course, all video enthographies should end with “Credits” citing all material that did not originate with the authors.

Rough edit due: Monday, March 20
Final cut: Wednesday, March 22

2.2 Digital Annotated Bibliography
In this group-authored digital video of unspecified length, capture and/or edit video to serve as an annotated bibliography of three scholarly sources. These sources may be books, book articles, or peer reviewed journal articles that aid your reading of gender in social guidance films. Examples of disciplines that might aid you in this endeavor are women’s studies, sociology, psychology, cultural anthropology, and history. Part of each bibliographic clip should include written citations for all material (and ideas) that did not originate with the authors (i.e. you and your group). Successful digital annotated bibliographies will treat each source as a separate entity. Further, these clips will demonstrate mastery and distillation of the source material for use in the video ethnography.

Rough edit due: Friday, March 10
Final cut due: Monday, March 20

2.1 Analysis of Social Guidance Films
In a three- to four-page individually- authored essay, critically analyze the operation of gender in a 1950s social guidance film (available from the Internet Archive) using the ethnographic techniques of observation discussed in class. A successful essay will discuss explicit and covert expectations, regulations, and expressions of gender in the films. Further, each essay should include thumbnails from the film that act as persuasive and/or mechanical devices.

Draft workshop: Monday, February 27
Final Draft due: Wednesday, March 1

Gender Studies Unit Syllabus (REVISED)

Mon. Feb. 20 Introduction to Gender Studies
word association exercise
What is an ethnography? (Part 1)
HW: Complete ethnography assignment, fill out Group Evaluation

Wed. Feb. 22 Split Session: Video Capture Orientation at MRC/ What is an Ethnography? (Part 2)
HW: Explore the Internet Archive's “social guidance” films from the 1950s for film you will use for Unit 2 assignments. Select a film- anything but “Are You Popular?” –and link to your choice from your blog.

Frid. Feb. 24 2.1 Prewriting, Discussion of "Are You Popular?"
HW: Draft 2.1.

Mon. Feb. 27 Draft workshop of 2.1
HW: Revise 2.1, Information Ethics Tutorial, Evidence in Ethnography Assignment

Feb. 28 Cameras reserved for students at MRC (Pick up today and return on Thursday, Mar. 2 or the wrath of the librarians will rain down upon you!)

Wed. Mar. 1 What counts as evidence in an ethnography? An iMovie?
U2P Rubric
2.1 due
HW: APA Exercise, Copyright and New Media Assignment

Frid. Mar. 3 Copyright and New Media
HW: Complete 2.2 prewriting, U2P Prewriting #1

Mon. Mar. 6 Library Research Session in UL 124 with Suchi Mohanty
HW: iMovie/iDVD tutorial

Wed. Mar. 8 Class held in MRC
HW: Complete rough edit of 2.2

Fri. Mar. 10 2.2 Draft workshop
HW: Revise 2.2, Complete rough edit of U2P

Spring Break Mon. Mar 13- Fri Mar 17

Mon. Mar. 20 Work Day- Class will not meet, 2.2 due
HW: Complete rough edit of U2P

Wed. Mar. 22 U2P Draft Workshop
HW: Complete rough edit of U2P

Fri. Mar. 24 Debut and Debrief U2P /Archeology Assignments
HW: Reading a Web Page Critically Assignment

Unit 1 Project Grades are Posted


You may view your U1P grades on Blackboard now. I have not posted any comments on your blog entries on these projects, as the grades act as comments themselves. Of course, I am always happy to discuss strengths and opportunities to revise these projects for the portfolio during office hours.

Thursday, February 16, 2006

Reflecting on the Podcasting, Unit 1

For about five minutes, write in your blog or as a comment to this post about your experience in this unit creating a podcast about health information as a "reporter." Think critically about the conventions of medicine, the writing and work that you did, what you liked and what you didn't, and other issues. What stands out to you? What do you think of your 'cast? The others in the class? What help did you need but didn't have? What are you proud of? What would you do over?

Wednesday, February 15, 2006

In-class Revision

Your goal is to complete revisions on your U1P assignment. What you do not finish today in class, you will need to finish for homework.

Do to this, you will need to accomplish several things:
  1. Listening to and digesting the all of feedback from the responding group.
  2. Discussing the feedback with your group.
  3. Think about the rubric for grading.
  4. Making a plan of action for revision.
  5. Revising through editing and adding content.

Monday, February 13, 2006

U1P Draft Workshop

In this workshop, you will leave approximately 4 minutes of verbal feedback for the assigned group (see below) as a comment on one of the group member's blog posting.

Before you begin, make sure you have the following things set up:
  1. You have figured out to whom in the assigned group you are responding.
  2. The podcast is linked in the individual's blog in an entry.
  3. You have a USB mic connected and "juiced."
  4. The volume settings on your machine are turned on.
  5. You have MS Word open and ready to write and insert objects.

During this draft workshop, you will listen to the assigned group's podcast individually at your desktop station. You will not take any notes during this first listening. When you are done listening, record one minute or less of your initial impressions and insert this recording into a Word document. (Go to Insert > Objects > Wave Sound.)

Listen to the podcast a second time, making brief notes if need be on a sheet of paper on a strength, one thing to improve, and any questions you have for the authoring group. Record and insert one minute segments for each of these sections: "strengths," "a thing to improve", and "questions."

Save the Word document you have created to your public_html folder. Comment on the blog post and leave the link to your U1P Draft Workshop Word doc in the comment field. (See the comment field of this entry for an example.)

Assigned Groups:

Super Llamas (Leanne, Johnna, Brianna, John) will give feedback to / receive feedback from Globo Purple Cobras (Arden, Jessica, Justin, Jeff)


Square Headed Spouse (Josh, Taylor, Paul, Book) will give feedback to/ receive feedback
from Teacher's Pet (Denise, Andy, Ashelyn, Brian, Brittany)

Friday, February 10, 2006

Unit 1 Project Rubric

Use this as your guide as you edit and revise your group podcast.

Audacity Help, Part Deux

How to save as an MP3:

http://www.edhsonline.org/other/audacity/audacity_lame_install.html

A Place to grab free sound effects:

http://freesound.iua.upf.edu/index.php

(To review how to import midi, wav, and other audio files, see the Audacity Documentation.)

Wednesday, February 08, 2006

U1P Group Prewriting

This prewriting is open-ended. Your group may decide the format and technique. Some examples of technique: clustering, dialoguing, inverted pyramid, free-writing, and looping. You may combine techniques if you choose.

You should spend fifteen minutes performing the prewriting with your group during which at least one member takes notes.

The notes for this brainstorming session need only appear in one member's blog. However, the other members should link to it from a U1P Prewriting entry in their own blogs.

Audacity Tutorials and Help

In class on Friday we will talk about some slightly more advanced skills than simply how to record sound. However, these tutorials will cover more interesting and advanced stuff.

These tutorials are not required for homework, but I highly recommend them. They will save you time and make your finished product more professional.

The Audacity Documentation and the cool Audacity Wiki page (which ranges from basic info to very technical) will also make useful tools as you develop your podcast.

Shareware is your friend

Load Audacity on your laptop from SourceForge.

Tuesday, February 07, 2006

Ms. Morgan Sick, 2/7

I am sick at home today and won't be able to come to UNC today, 2/7. I have sent emails to those students with whom I had scheduled engagements.

I will answer email as I am able today. See you on Wednesday,
Ms. Morgan

Monday, February 06, 2006

1.2 Draft Workshop

In this workshop, we will perform a workshop not unlike the workshop we observed in the cheesy video we watch Friday.

To begin, make sure that your 1.2 draft is saved in your public_html folder and linked in a post in your blog. To refresh yourself on the assignment, read through it quickly if necessary.

In your groups, find a partner. You will respond to his/ her draft as comment to the draft posting. Read your partner's draft one time through quickly without taking notes. When you are finished, write a quick, informal reflection. (This should be about two sentences.) Read the draft again quickly. As you read, make note of positive things, negative things, and things you have questions about. When you are finished, comment on these positives, negatives, and questions.

The reflection and comments should all be posted in the comment field. The draft workshop should take you about 40 minutes to complete.

General Comments on 1.1 Presentations

The Assignment:

1.1 Presentation of FindingsIn this group authored 7- minute PowerPoint presentation, explain recent research in the field of medicine for our class. A successful presentation will engage with at least one scholarly article from a medical, nursing, or public health journal. (You may use additional general sources for reference.) The presentation should also include graphics, a CBE citation, and the speaking participation of each group member.

  1. The presentations showed an excellent command of the material. You all clearly understood the material, no small feet.
  2. As a whole, you played these presentations very safe. You basically followed the articles' organization and tone. The consequence of this was that your audience, our class, was often wondering "why do we care?" If you revise, you may want to inject more of your own "voice" into the presentation. Feel free to be critical of the material, "engage" with it, and edit/omit/step outside of what is in the scholarly article to meet the needs of your audience.

Thursday, February 02, 2006

Draft Workshops, Revision, and Wasting Time

In class we have briefly discussed how feedback from peers can be helpful in preparing an assignment or it can be an exercise in futility.

In a 30 minute informal reflection blog, think about your writing process, how the draft workshop we completed in the class developed, and the movie clips we watched during class on Friday. What is your opinion of peer feedback? Do you rely on it? Why or why not? Do you dread it? How much revision do you generally do? Do you privilege feedback from instructors over that of peers? Your own "second look" at a draft over peer feedback? Why or why not?
Specifically discuss the quality of the feedback you got this time. How useful was it?

If you don't do much revision after your first draft, why not? Do you do more revision with papers than presentations? Why is that? More with individual assignments that group assignments?

Further, think about the feedback you give. Do you think you are helpful/harsh/invested in the draft of the individual's (or group's) work? Spend some of your time talking about what makes good feedback. You can engage with the film clips we watched if you like.

Wednesday, February 01, 2006

Using Pictures and Charts in a Word Document (Something to Help You)


1.2 asks you to use graphics as well as text to convey your message to a popular audience. You have had some practice using images with words in your blog. The links below give you practical advice on things like inserting a picture into Word, and making a table or chart. How you use those visual rhetorical items in your article is up to you.

Using Images in Word Processors (Video that requires a Flash plug-in which you can download here if you have trouble viewing.)

Finding Images (Also requires Flash plug-in; get it here if you can't watch the video.)

Insert an image into Word: From Microsoft Office Assistant Online

How to align a picture once it is inserted in your text: From Microsoft Office Assistant Online

Create a Chart in Word: From Microsoft Office Assistant Online

Chatty Tutorial on Using Tables in MS Word (Make sure you have your sound on): From Microsoft Office Assistant

Need different/more help? Try these places:

MS Office Assistant Online

St. Martin's Handbook, Chapter 12: "Considering Visual Arguments"