Women and their Machines|My essay solution

Posted: March 4th, 2023

In your initial response to the topic you have to answer all questions.

Review the attached presentations on exchange rates.

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Then go to the X-Rates Web site (http://x-rates.com) and find the current:

  1. Exchange rate for the US Dollar (USD) and any other country’s currency that you wish to study. Do NOT select the Chinese Yuan as your other currency because it is not a freely floating currency.
  2. Then, in the Monthly Average display, select the last 12 months from the drop down menus and click on “Go.”
  3. Based on the 12 months of data, which currency is appreciating (gaining value) and which is depreciating (losing value)? Remember it can do both in a year.

Report your findings to the class in your discussion post.

  • Exchange Rates Part 1
  • Exchange Rates Part 2
  • Exchange Rates Part 3

Q#2:

Choose one of the following options for your Post: (Please see attached for articles) 

Option #1: The Inner History of Devices

After reading the assigned chapters from Turkle’s The Inner History of Devices, please do the following:

  1. Identify three specific examples from these articles of personal experiences with technology that particularly struck you. For each of your three examples:
    • Compose a brief description that includes the technology and how it shaped the person’s experience of the world.
    • Connect the example to any of the other Required Learning Materials we have covered and discussed throughout the course. Be sure to refer to a specific reading.
  2. Describe one of your personal experiences with technology or an experience of someone you know that in some way resembles the examples in these two chapters.
  3. Use two quotes from any of your resources to support or explain your points. Make sure to provide in-text citations for both quotes in MLA format.
  4. Provide references for all sources in MLA format.

Option #2: Women and their Machines

After reading the two assigned chapters from Dyer’s From Curlers to Chainsaws, please do the following:

  1. For each chapter:
    • Identify and describe a specific incident in the author’s life and how it connects to technology. Do you think this incident reflects the concept of technological determinism or social constructivism? Explain.
    • Explain how this incident relates to the author’s gender, racial, religious, ethnic, familial, class or cultural identity.
  2. Assess your technological biography project and convey to the class anything from it that can relate to the idea of how technology can shape your self-conception and identity, or the self-conception and identity of the person you interviewed. How might technology enhance, expand or encompass your or your interviewee’s gender, racial, religious, ethnic, familial, class or cultural identity?
  3. Use two quotes from any of your resources to support or explain your points. Make sure to provide in-text citations for both quotes in MLA format.
  4. Provide references for all sources in MLA format.

Option #3: Virtually Me

After reading Smith and Watson’s chapter, “Virtually Me: A Toolbox about Online Self-Presentation,” please do the following:

  1. Select three terms you think are particularly interesting, and for each term, do the following:
  2. Define or explain the term in your own words by summarizing or paraphrasing from the resource.
  3. Use this term to talk about something you wrote, researched or learned while doing your technological biography. Make sure to justify your use of this term to talk about something from your technological biography project by referring to specifics from your work on the project and showing how the term applies.
  4. Use two quotes from any of your resources to support or explain your points. Make sure to provide in-text citations for both quotes in MLA format.
  5. Provide references for all sources in MLA format.

Follow the links below to the UMGC library and read the two assigned chapters from Dyer, Joyce et al. From Curlers to Chainsaws : Women and Their Machines. Michigan State University Press, 2016

  1. (20 min read) “If you can’t stand the heat: Ruminations on the Stove from an African-American Women” by Psyche Williams-Forson, pages 29-49
  2. (15 min read) “Lebanese Airwaves” by Diana Salman, pages 228-42Opportunities for composing, assembling, and networking lives have expanded exponentially since the advent of Web 2.0. The sites and software of digital media provide occasions for young people to narrate moments in coming of age; for families to track and narrate their genealogical histories; for people seeking friends and lovers or those with similar hobbies to make connections; for polit- ical activists to organize around movements and causes. These everyday sites of self-presentation appear to be categorically different from what is understood as traditional life writing, be it published autobiography, memoir, or confession. And yet, as Nancy Baym (2006) observes, “online spaces are constructed and the activities that people do online are intimately interwoven with the construc- tion of the offline world and the activities and structures in which we partici- pate, whether we are using the Internet or not” (86, qtd in Gray 2009, 1168). Thus, online lives exist in complicated relationship to offline lives and to what has been termed the “outernet” (Nakamura 2008, 1676). And “electronic per- sons” have multiple connections to “proximate individuals,” as J. Schmitz (1997) has observed (qtd in Kennedy 2006, 4). For these reasons, the analytical frames and theoretical positions of scholarship on life writing can provide helpful con- cepts and categories for thinking about the proliferation of online lives in var- ied media and across a wide range of sites.

    Our contribution to understanding subjectivity and identities online, as well as the modes and media mobilized to present and perform lives, is this toolkit, organized alphabetically through rubrics derived from the framework we devel- oped in Reading Autobiography (Smith and Watson 2010).1 Studying the pres- entation of online lives makes clear that both the self and its presentation are only apparently autonomous, as many life narrative theorists, as well as media theorists, argue. In fact, online lives are fundamentally relational or refracted

    70

    Virtually Me

    A Toolbox about Online Self-Presentation

    k S i d o n i e S m i t h and J u l i a Wa t s o n

    C o p y r i g h t 2 0 1 3 . U n i v e r s i t y o f W i s c o n s i n P r e s s .

    A l l r i g h t s r e s e r v e d . M a y n o t b e r e p r o d u c e d i n a n y f o r m w i t h o u t p e r m i s s i o n f r o m t h e p u b l i s h e r , e x c e p t f a i r u s e s p e r m i t t e d u n d e r U . S . o r a p p l i c a b l e c o p y r i g h t l a w .

    EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 3/3/2023 8:09 PM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS AN: 677350 ; Anna Poletti, Julie Rak.; Identity Technologies : Constructing the Self Online Account: s4264928.main.edsebook

    through engagement with the lives of their significant others: the lives presented are often interactive; they are co-constructed; they are linked to others—family, friends, employers, causes, and affiliations. Many online lives profess attach- ments not to flesh-and-blood others but to media personages, consumer prod- ucts, and works of art or music linked to online resources such as YouTube videos. As N. Katherine Hayles asserts for electronic literature, so for online relationships and subjectivities: they are re-described and re-presented “in terms of a networked environment in which individual selves blend into a col- lectivity, human boundaries blur as people merge with technological apparatus, and cultural formations are reconfigured to reflect and embody a cyborgian reality” (Hayles 2003).

    Here we offer two preliminary comments. The first clarifies the key terms “self,” “subject,” and “subject position” as used in this toolkit. Throughout, we use the term “self ” as a pronomial marker of reflexivity, the shorthand term for acts of self-reference. This sense of the term should not, however, be conflated with the liberal humanist concept of the self as a rational, autonomous, self- knowing, and coherent actor, which is a legacy of the Enlightenment. Indeed, this liberal humanist self, understood as essential, free, and agentic, has been a focus of critique for four decades. When constructing personal web pages or the like, users themselves often imagine that they are revealing their “real” or “true” essence, a person or “me” who is unique, singular, and outside social construc- tions and constraints.2 Theorists of media and autobiography, however, approach the constructed self not as an essence but as a subject, a moving target, which provisionally conjoins memory, identity, experience, relationality, embodiment, affect, and limited agency.

    In online self-presentation as in offline life narration, then, the “I” of refer- ence is constructed and situated, and not identical with its flesh-and-blood maker.3 Moreover, that “I” is constituted through discursive formations, which are heterogeneous, conflictual, and intersectional, and which allocate subject positions to those who are interpellated through their ideological frames, tropes, and language. Those subject positions in turn attach to salient cultural and his- torical identities. Both offline and online, the autobiographical subject can be approached as an ensemble or assemblage of subject positions through which self-understanding and self-positioning are negotiated.

    Our second comment clarifies what the term “online lives” encompasses in this chapter.4 Many media theorists invoke the term “digital storytelling” to refer to the transmission of personal stories in digital forms. Nick Couldry, for example, refers to “the whole range of personal stories now being told in potentially public

    Virtually Me 71

    EBSCOhost – printed on 3/3/2023

SOLUTION

  1. In the chapter “Always On/Always-On-You,” the author discusses the experience of a college student who uses her phone as a way to manage her anxiety. The student explains that she feels safer knowing that she can reach her phone in case of an emergency, but also admits that constantly checking her phone can be exhausting. She says, “I am so connected, and it’s a little bit too much” (Turkle, 2011, p. 138). This example reminds me of the concept of “technological determinism” that we discussed in the first module. Technological determinism is the belief that technology shapes our behavior and society, rather than the other way around. The student in the example seems to be relying on her phone to manage her anxiety, which suggests that technology is shaping her behavior.

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