Understanding Role Reverse Act Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages
Present your act to your classmates.
Please provide a basic overview of what you did, why you did it, and what you learned.
Be sure to refer directly to your supporting research or course materials somewhere in your discussion as part of your analysis. If you refer to texts not assigned for this class, be sure to include the full bibliographic citation.
*Do not cut and paste or attach your essay from Part 4 (Understanding Role Reversal) here.* Instead, present your act as you would if you were speaking in front of the class. Aim for 300-500 words.
What I did
I led fellow interns in a project that was supposed to come up with a solution to a problem that was affecting the organization. I played the role of the only female member in the group. Despite the fact that I was the only female in this act, I was the leader of the project team. The project team was supposed to investigate the reason why the sale of the organization had been dropping at an alarming rate. The role was unique and aligned to the assignment because it touches on uniqueness in gender. In the employment sector, people hold different beliefs and assumptions that affect the way they make decisions. For example, it is unexpected for an organization that has only one lady employee to choose the lady employee as the leader of the organization. The reason behind it is that there is a misguided notion that men are better than women when it comes to providing leadership.
Where I did it
The act took place in an organization that took me in for an internship. Organizations have changed the way they handle and deal with interns. In the modern world of the employment sector, interns are allocated real-world duties to test their ability to deliver in line with the expectation of the organization (National Center for Transgender Equality, 2016). The organization had given my team and me a task that was real and had an impact on the operations of the company.
How I prepared for it
Considering the fact that this was a unique role, I prepared for it in different ways. The first way was psychological. It is important to know that a sound mind is key to performing exemplary. I was working in an environment that could pose a challenge to my performance because of the assumptions that were held about females. Therefore, I had to be ready for any possible challenge that would be thrown to me because of my gender. The second way of preparation was associated with the delivery (National Center for Transgender Equality, 2016). In the employment sector, a woman is seen to be less productive when compared to a man. Therefore, when a woman is given a role to play, she must be careful and meticulous. Male counterparts are always on the look to try and identify a flaw that might prove their assumptions right (National Center for Transgender Equality, 2016).
Responses I got while performing the act
When performing the act, the responses were mixed. Some responses were positive and encouraging while others were demoralizing (National Center for Transgender Equality, 2016). Some of the members of the project team did not have respect for my gender(Science Plus, 2015). In some cases, some did not shy away from showing it and that ended up offending me.
How I felt while performing the act
I felt different and strong when performing the act. I knew that I was a representation of real-world females who are struggling in the employment sector. I felt proud of myself at this point and I was motivated to implement the act in real life.
What I would do differently
If I had to perform the act again, I would come up with a small team that I would manage. The reason for doing so is to prove that gender is not a barrier or limitation when it comes to discharging leadership mandates.
Would you perform the act in the same location and at the same time?
The location of the act was suitable as well as the time (TED Talks, 2014). Therefore, I would perform the act in the same location and at the same time.
Would you change your appearance during the act?
The role that I played in the act was appropriate and suitable for the theme. Therefore, I would not change my role.
Would you do anything else differently?
In the act, I was the only female. In another act, I would like to add another female to show the collaboration that can come out of two female employees.
Can you explain the range of reactions to your act?
The act attracted different reactions. Whereas some of the reactions were positive, other reactions were negative (TED Talks, 2014). Some of the people reacted by acknowledging the fact that a woman can be as responsible and effective as a man. However, others believed that a man in the same position could help to deliver better goals.
Did those reactions reflect any of the sociological scholarship found in the course readings or in your research?
The reactions were a reflection of sociological scholarship found in the course readings (Palfrey, 2017). The course readings helped to understand how the world perceives people of different genders. In the course readings, women were termed to be victims of gender victimization and discrimination.
Did any of the reactions challenge that research?
None of the reactions affected the research. The reactions were not new to me. In the case of the reactions that I might not have anticipated, I was ready for them. Most of the reactions that I encountered were in line with the beliefs that members of society hold about people of the female gender.
How do you think class, race, age, and sexuality came into play during the conception and performance of the act?
Class affected the perceptions and reactions of people. In the act, I fitted in the working class and this affected the way people saw me. The class came into play because it helped to show the vast majority of the people who are affected by discrimination and oppression. The race also had an impact on the audience and therefore it came to play an essential role. Age was also a factor for consideration. People perceive people of different ages in different ways. For example, younger members of society might not be taken seriously like their adults counterparts (National Center for Transgender Equality, 2016). It is therefore apparent that age came into play during the act.
Sexuality also played an essential role (National Center for Transgender Equality, 2016). Members of society embrace certain beliefs about different sexes. The beliefs that they hold affect them when it comes to making judgments and addressing people of different sexes. It, therefore, means that sexuality played a part in the play (Big Think, 2011). In the case of race, the sentiments are not any different. The race is one of the factors that affect people when they are making judgments about others. Society holds misinformed beliefs about people of different races and that means that people would easily identify my race and use it to make judgments (Dissels & Gallassi, 2019).
Was performing this act an act of feminism?
The performance of the act was an act of feminism. The act demonstrated the need to give females equal opportunities as males (Akhter &Naheed, 2014). It is therefore apparent that the act was feminist.
Was your act an act of activism?
The act was also an act of activism. I was an activist for women in society. I was championing the need to empower women and offer them fair opportunities and chances. The act proved that a woman can perform as better as a man (National Center for Transgender Equality, 2016). It is therefore apparent that the act can influence social change.
You will summarize and evaluate one (1) research article on intercultural communication. Articles must contain primary research (not theoretical pieces or reviews of literature). See attached articles
Evaluations should not exceed 2 pages double-spaced, typed, 12 point font. It should be written in third person point of view.
Submit a complete analysis with a cover page and reference page formatted in APA style. Cite the article within the paper to support your point.
- Hinchcliff-Pelias, M., & Greer, N. S. (2004). THE IMPORTANCE OF INTERCULTURAL COMMUNICATION IN INTERNATIONAL EDUCATION. International Education, 33(2), 5-18.
- Kerdchoochuen, J., PhD. (2011). Speaking with A stranger: Intercultural classrooms’ tensions and managing strategies. Journal of College Teaching and Learning, 8(9), 9-17.
DISCLAIMER: Originality of attachments will be verified.
Quality of Response No Response Poor/Unsatisfactory Satisfactory Good Excellent Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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