Part One: Identifications. 10 pts. x 3 IDs = 30 pts.For each of the three concepts below, please provide a brief definition explaining the meaning of the concept. For each concept, please provide an example from our course materials that helps to illustrate what the term means/why it is significant. Readings, lectures, slides, clips/documentaries are all fair game for use as examples.1.) Genetic Fallacy2.) Reflexivity3.) ‘Medicine as Social Science’ (Hint: this third ID is not a discrete term so much as a broader concept/theme we’ve been exploring across various course materials – a brief explanation works as a definition)Part Two: Short Answer. 45 pts.After taking time to reflect upon our course materials and discussions so far, please compose a critical response to the following prompt. Please be sure to address all portions of the prompt. Approximate Length: 2-3 Paragraphs In-text citations/quotations are not required, but are you are welcome to use them.If direct quotes or paraphrases are included, please include brief citation information(e.g. last name, page number). A separate works cited page is not required. 2Payne WMSNT 382 Summer 2021 Assignment #4 – Due Friday August 6th(75 pts total)Short Answer Prompt In Complaints and Disorders: The Sexual Politics of Sickness, Ehrenreich and English explore aspects of the U.S. medical professional landscape circa 1865-1920 (and beyond). Their central ‘big picture’ punchline is that gender has/does intersect with class/socioeconomic status (SES) and race. These intersections are patterned such that particular groups of women are conceptualized, understood, valued, and (mis)treated in particular ways vis-à-vis other women and others in society.? By way of our Complaints and Disorders reading, please identify and elaborate upon some of the assumptions and actions of historically held and/or taken by U.S. medical professionals with respect to:1.) upper and upper-middle classwomen (3 examples) and2.) lower-class and poorwomen (3 examples)In other words, please elaborate upon three ways that U.S. medical professionals have historically conceptualized, explained and/or treated upper-class women and three ways that U.S. medical professionals have historically conceptualized, explained and/or treated lower-class women. (Total of six examples)
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