2015 choice project overview
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The document outlines a three-part 2015 choice project. Part I involves researching a topic and providing background information. Part II requires formulating a research question and answering it by comparing and contrasting two studies. Part III involves creatively applying the understanding of the topic. Students will present their project posters at a symposium where they will answer questions about their work.
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1
Paper Structure & Other Tips
Philosophy papers almost always have two parts: exposition and critical analysis. ‘To exposit’ means to
explain or describe something. You always want to begin by explaining the issue or topic that is the
focus of your paper. The expository part of your paper can also involve explaining what other
influential people have said about the topic of your paper. After you’ve sufficiently explained your
topic, and what others have said about it, you then want to provide a critical analysis. ‘Critical
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structuring your paper [the numbers in the brackets are roughly how long each section should be]:
------------------------------------
I. Introduction [0.5 page]
A. Set up the topic. Describe the university’s proposed policy. You can add some details to the
policy as you see fit—just make sure not to stray too far from the proposal in the prompt.
B. Thesis statement. Be sure to include a thesis statement in the Introduction. A thesis
statement is the main point you’ll be arguing in your paper. For example, you might say: “In this
paper, I will argue that the university’s proposed policy is completely unacceptable,” or “In this
paper, I’ll argue in support of the university’s proposal.” You shouldn’t start discussing the details
of your view in your thesis statement—save that for later in your essay. Just state what position
you will be taking on the proposed policy.
II. Peter Singer’s View [.75 page]
A. Explain Singer’s view on helping those in need (using his article “The Singer
Solution
to
World Poverty”).
B. Then state explicitly whether Singer would agree with the university’s proposed policy.
III. Garrett Hardin’s View [.75 page]
A. Explain Hardin’s view on helping those in need (using his article “Lifeboat Ethics”).
B. Then state explicitly whether Hardin would agree with the university’s proposed
policy.
2
IV. Your Own View [1 page]
A. Explain your own view on helping those need. Here, speak more generally about whether
you believe that affluent people have a moral obligation to help the less fortunate. In other
words, put aside the university’s proposed policy for a moment; just talk about your beliefs about
helping people in need. If you think people that are well-to-do have an obligation to help, why
and to what extent (how much)? Should the well-to-do help because it’s necessary for a smooth,
well-functioning society? Or because wealth is often the result of luck (such as which socio-
economic class you’re born into)? Or because helping the less fortunate is God’s will? And
should the a.
BUS 1010 Civic Learning ProjectThink about who you will be i
BUS 1010 Civic Learning Project
Think about who you will be in 2030, what problem you will be solving to contribute to the public
good, describe the significance of the problem, How you will resolve this problem, what data you will
be collecting, How you will collect the data, etc.
The project in Bus 1010 is meant to give you the understanding and an opportunity to apply
business concepts to solving a problem in your community. The project consists of three major
parts: research, evidence gathering and presentation. A paper assignment and a class presentation
are required to complete the project. Students who successfully complete this assignment will be able
to demonstrate the following civic learning objectives (CLO):
● CLO 1: Identify problems in a community that would benefit from statistical analysis. (Civic
knowledge)
● CLO 2: Identify statistics from published research that show causes or degree of a real-world
problem. (Civic skills)
● CLO 3: Conduct a basic statistical study (survey) in the workplace or community. (Civic
skills)
● CLO 4: Effectively communicate statistical data through charts and graphs(infographic) in a
manner that a member of the general public could understand. (Civic skills)
Please note the following steps to complete the assignment:
1. Define a problem in the community
It might be useful to look for articles in business journals/publications to define a problem in the
community. Consider the following questions when you find the problem and be prepared to discuss
in class:
a) Explain the problem's significance to you? Why do you consider it a problem?
b) What are the consequences of the problem if it is not addressed?
c) Why do you see this problem interfering with public good?
Please use your definition of civic engagement when answering these questions.
2. Evidence Gathering
Part 1: Academic and Statistical Research
Find 1-2 academic sources (e.g., journal articles) and at least 2 articles in business journals or
magazines that provide insight into why this problem is important in your community. For each
article:
a) Summarize the findings.
b) State any statistics that are important to your problem.
c) Explain how this article relates to your problem.
Be prepared to discuss your findings in class, in a group setting or with the whole class.
BUS 1010 Civic Learning Project
Part 2: Determine what additional information you should compile. through a survey
Conduct a survey of at least 10 members of your community that helps provide insight into the
problem. You could ask friends and family to complete your survey. When designing your survey keep
in mind that the following elements will be required for your presentation: at least 1 question that
requires qualitative or a quantitative answer, and at least 1 graph displaying the results. Therefore:
Ask at least one question with an answer that is a qualitative or a quantitative variable. We will
discuss more in class.
Most importantly, you mu ...
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- State the genre of your production (e.g. horror, comedy, thriller etc.)
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- Explain how these codes and conventions are established in your production through specific examples from it
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This document provides guidance for students taking Section A of the A2 Media Studies exam. Section A focuses on theoretical evaluation of the student's own media production work. It consists of two questions worth 50 marks total. Question 1(a) asks students to describe and evaluate their skills development over their AS and A2 coursework. Question 1(b) requires students to analyze one of their coursework pieces in relation to a key media concept. The document outlines the requirements and marking schemes for each question, and provides sample exam questions and an exemplar response to help prepare students.
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This document provides an overview of a lesson on social media and globalization. The lesson introduces the unit's key topics and objectives, which are to understand common misconceptions about censorship and globalization and how different social media platforms are used by producers and consumers. It outlines the unit's assessment as a timed exam with short answer and long answer questions. It advises students on how to answer questions by focusing on social media platforms' core uses and how producers and audiences utilize social media. The lesson models answering exam questions and provides feedback to help students retain knowledge and prepare for the assessment.
G325 introduction to critical perspectives.
The document outlines the assessment requirements for Section A of the G325 exam for Critical Perspectives in Media. It discusses two compulsory questions for this section that focus on evaluating candidates' skills development and production work. For question 1(a), candidates must describe and evaluate their skills progression from their foundation to advanced portfolios. For question 1(b), candidates must select one of their productions and evaluate it in relation to a provided media concept such as genre or narrative. Guidance is given on preparing for these questions by regularly auditing skills development and preparing evaluations of multiple productions that cover different concepts.
Critical perspectives exam
The document provides guidance for students preparing for exam questions about reflecting on their production work for media studies. It discusses focusing responses on creative decisions informed by institutional and theoretical knowledge. It also provides tips for writing reflectively, including choosing relevant examples, avoiding binary opinions, and discussing the broader media culture. Students are advised to plan thoroughly and consider how they have developed skills like digital technology use, creativity, research, and conventions over their coursework.
Final 18.4.13 cs3 m3
This document provides an overview and review of the requirements and structure for the Critical Review assignment for the BAPP WBS3760 Module 3 course. It discusses the four main sections that should be included: Introduction, Evaluation of the Inquiry Process, Analysis of Findings, and Critical Reflection. Guidelines and considerations are provided for each section, including evaluating the analysis tools used, analyzing different types of data collected, relating findings to literature, and critically reflecting on the learning journey. The document also addresses formatting requirements, use of evidence and appendices, citation styles, and upcoming deadlines.
Pr2 audience responses assignment brief
This assignment brief outlines a project for a creative media production qualification. Students are asked to research and write a feature article about how film audiences respond to different media products. The article must explain a range of audience theories, present the results of primary research conducted after screening one film, and refer to BBFC case studies. Students must complete the feature article and publish supporting research on their blog. The assignment aims to demonstrate understanding of how audiences respond to media and will provide evidence for several assessment criteria.
1 Paper Structure & Other Tips Philosophy papers.docx
1
Paper Structure & Other Tips
Philosophy papers almost always have two parts: exposition and critical analysis. ‘To exposit’ means to
explain or describe something. You always want to begin by explaining the issue or topic that is the
focus of your paper. The expository part of your paper can also involve explaining what other
influential people have said about the topic of your paper. After you’ve sufficiently explained your
topic, and what others have said about it, you then want to provide a critical analysis. ‘Critical
analysis’ here just means providing your own critical perspective on the topic. This critical part of
your paper will involve developing your own argument(s). In the structure just below, sections I-III
are expository; sections IV-V involve critical analysis.
There is no single, correct way to write a philosophy paper. Here’s how I would recommend
structuring your paper [the numbers in the brackets are roughly how long each section should be]:
------------------------------------
I. Introduction [0.5 page]
A. Set up the topic. Describe the university’s proposed policy. You can add some details to the
policy as you see fit—just make sure not to stray too far from the proposal in the prompt.
B. Thesis statement. Be sure to include a thesis statement in the Introduction. A thesis
statement is the main point you’ll be arguing in your paper. For example, you might say: “In this
paper, I will argue that the university’s proposed policy is completely unacceptable,” or “In this
paper, I’ll argue in support of the university’s proposal.” You shouldn’t start discussing the details
of your view in your thesis statement—save that for later in your essay. Just state what position
you will be taking on the proposed policy.
II. Peter Singer’s View [.75 page]
A. Explain Singer’s view on helping those in need (using his article “The Singer
Solution
to
World Poverty”).
B. Then state explicitly whether Singer would agree with the university’s proposed policy.
III. Garrett Hardin’s View [.75 page]
A. Explain Hardin’s view on helping those in need (using his article “Lifeboat Ethics”).
B. Then state explicitly whether Hardin would agree with the university’s proposed
policy.
2
IV. Your Own View [1 page]
A. Explain your own view on helping those need. Here, speak more generally about whether
you believe that affluent people have a moral obligation to help the less fortunate. In other
words, put aside the university’s proposed policy for a moment; just talk about your beliefs about
helping people in need. If you think people that are well-to-do have an obligation to help, why
and to what extent (how much)? Should the well-to-do help because it’s necessary for a smooth,
well-functioning society? Or because wealth is often the result of luck (such as which socio-
economic class you’re born into)? Or because helping the less fortunate is God’s will? And
should the a.
BUS 1010 Civic Learning ProjectThink about who you will be i
BUS 1010 Civic Learning Project
Think about who you will be in 2030, what problem you will be solving to contribute to the public
good, describe the significance of the problem, How you will resolve this problem, what data you will
be collecting, How you will collect the data, etc.
The project in Bus 1010 is meant to give you the understanding and an opportunity to apply
business concepts to solving a problem in your community. The project consists of three major
parts: research, evidence gathering and presentation. A paper assignment and a class presentation
are required to complete the project. Students who successfully complete this assignment will be able
to demonstrate the following civic learning objectives (CLO):
● CLO 1: Identify problems in a community that would benefit from statistical analysis. (Civic
knowledge)
● CLO 2: Identify statistics from published research that show causes or degree of a real-world
problem. (Civic skills)
● CLO 3: Conduct a basic statistical study (survey) in the workplace or community. (Civic
skills)
● CLO 4: Effectively communicate statistical data through charts and graphs(infographic) in a
manner that a member of the general public could understand. (Civic skills)
Please note the following steps to complete the assignment:
1. Define a problem in the community
It might be useful to look for articles in business journals/publications to define a problem in the
community. Consider the following questions when you find the problem and be prepared to discuss
in class:
a) Explain the problem's significance to you? Why do you consider it a problem?
b) What are the consequences of the problem if it is not addressed?
c) Why do you see this problem interfering with public good?
Please use your definition of civic engagement when answering these questions.
2. Evidence Gathering
Part 1: Academic and Statistical Research
Find 1-2 academic sources (e.g., journal articles) and at least 2 articles in business journals or
magazines that provide insight into why this problem is important in your community. For each
article:
a) Summarize the findings.
b) State any statistics that are important to your problem.
c) Explain how this article relates to your problem.
Be prepared to discuss your findings in class, in a group setting or with the whole class.
BUS 1010 Civic Learning Project
Part 2: Determine what additional information you should compile. through a survey
Conduct a survey of at least 10 members of your community that helps provide insight into the
problem. You could ask friends and family to complete your survey. When designing your survey keep
in mind that the following elements will be required for your presentation: at least 1 question that
requires qualitative or a quantitative answer, and at least 1 graph displaying the results. Therefore:
Ask at least one question with an answer that is a qualitative or a quantitative variable. We will
discuss more in class.
Most importantly, you mu ...
F.A.T. City Video Analysis Content Define and Explain Fairness .docx
F.A.T. City Video Analysis Content: Define and Explain Fairness
20.0
Analysis comprehensively summarizes how Lavoie defines and explains fairness in the classroom.
F.A.T. City Video Analysis Content: Advice to Parents on Fairness
20.0
Analysis thoroughly describes Lavoie's advice to parents regarding fairness.
F.A.T. City Video Analysis Content: Assumptions
20.0
Analysis insightfully explains what Lavoie says about assumptions and why he discusses them.
F.A.T. City Video Analysis Content: Three Key Concepts
20.0
Analysis substantially summarizes three key concepts and includes realistic, thoughtful application to future professional practice.
Organization
10.0
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Percentage
100
English 2367 Detailed Outline Assignment:
A Detailed Outline for the Persuasive Research Essay
For this assignment, you are asked to start thinking about The Persuasive Research Essay you must write. To complete this assignment, please see the blank outline template below and submit it filled out with your own information/planning for your own persuasive research essay. This outline has a specific format, which is listed below with details, examples and a blank template for you to use/fill out with your topic. Your detailed outline submission must include all 3 sections listed: Topic Overview, Body Paragraphs and Conclusion. The final draft of your outline must be 2-3 pages.
1. Topic Overview: In this section, you should write up your introduction paragraph. This introduction paragraph should include:
· General information about the topic
· Background/context to help the reader understand both sides of the argument (list both sides of the argument as you see them)
· An overview of issues/points of view/ideas surrounding the topic
· Your thesis statement
A note on your thesis: Your thesis should make a statement that is supported by reasons: I believe this because of x, y and z reasons.
Example Thesis: Technology has positively influenced the business field because it has enhanced marketing, improved user interaction through advanced software programs, such as Microsoft Office, and it has helped make the work day more productive because of the invention of computers.
2. Body paragraphs/Sections: In this section, list at minimum 3 body paragraphs or sections. For each body paragraph, write up the topic sentence, and provide at least 1-2 things you’ll want to discuss in that paragraph. Then under each of the two things you’ll want to discuss, pick a source from your Annotat ...
OCR Revision 1a & 1 b
This document provides guidance for students preparing to answer questions in an OCR Media exam. It discusses previous exam questions and the key areas they assess, including digital technology, research and planning, conventions of real media, post-production, and creativity. It advises students to describe their work and skills development, then reflect on and analyze their learning. It also outlines the types of questions that may be asked about analyzing a student's coursework in relation to representation, genre, narrative, audience, or media language. Suggested theorists are provided for each concept to support student responses.
Pr2 audience responses assignment brief
This assignment brief outlines tasks for a feature article on how film audiences respond to different media products. The tasks include:
1) Researching audience theories and how different audiences respond to films.
2) Applying these theories by conducting primary research after screenings of one film.
3) Reporting findings and conclusions in the article with references to BBFC case study materials.
4) Completing the feature article with illustrations and publishing supporting research on a blog.
The purpose is to understand audience responses for a new film magazine aimed at 16-25 year olds.
A2 G325: Critical Perspectives in the Media (Section A)
This document provides guidance for students preparing for Section A of the A2 G325 Critical Perspectives in Media exam. Section A consists of two compulsory questions assessing students' theoretical evaluation of their practical production work. Question 1a requires students to reflect on the development of their skills over all their production work from AS to A2 levels. Question 1b requires analysis of one selected production in relation to a key theoretical concept. The document offers advice on preparing responses, including creating a timeline of all work and focusing answers on areas of the mark scheme. It also provides prompts for students to reflect on their creativity and use of digital technology in their practical work.
Quest 1
The document provides guidance for Section A, Question 1 of the G325 Critical Perspectives in Media exam. Question 1 requires candidates to analyze their skill development over the two-year course through two questions: 1a addresses skill development and 1b evaluates one production in relation to a media concept. The document outlines the timing, focus, and previous questions for each part. It also provides examples of concepts and skills candidates may be asked about, and advises preparing detailed answers using specific examples from their coursework productions.
Crit perspectives exam 1
This document provides guidance for students on reflecting on their production work for a media studies exam. It includes 10 tips for reflective writing that emphasize focusing on creative decisions, theoretical understanding, process evaluation, using examples, and adopting a metadiscourse. It also gives specific guidance on preparing responses for questions about skills development, creativity, research/planning, post-production, and using conventions from real media texts. Students are advised to thoroughly plan and prepare examples from their work across all tasks and topics.
Planning and research
This document discusses the importance of research and planning for media productions. It provides examples of different types of research, including primary and secondary research, and qualitative and quantitative research. Various planning methods are outlined such as storyboarding, shotlisting, and flat planning. Students are instructed to explain the research and planning they conducted for their productions, and to analyze how it helped improve their understanding. They are asked to post their answers on their blog in 5 paragraphs addressing their research methods, planning activities, and insights gained.
Summer 2016 WR39C Week1
This document provides an overview of the major assignments for a course on animal studies: a Historical Conversations Project, an Advocacy Project, and a Portfolio and Reflection Essay. The Historical Conversations Project involves writing a literature review on a topic in animal science research. The Advocacy Project consists of a social media campaign, infographic, and multimodal essay defining an animal-related problem and recommending solutions. Minor weekly assignments build skills to complete the major projects. Completing all assignments ensures a minimum grade of B.
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Overview In Final Project Part Two, you will develop a multimedia p.docx
Overview In Final Project Part Two, you will develop a multimedia p.docx
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1 Paper Structure & Other Tips Philosophy papers.docx
BUS 1010 Civic Learning ProjectThink about who you will be i
BUS 1010 Civic Learning ProjectThink about who you will be i
F.A.T. City Video Analysis Content Define and Explain Fairness .docx
F.A.T. City Video Analysis Content Define and Explain Fairness .docx
A2 G325: Critical Perspectives in the Media (Section A)
A2 G325: Critical Perspectives in the Media (Section A)
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Flashbulb Memories
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Stereotypes 2018
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3. Additional research shows how knowing stereotypes exist about one's own group can negatively impact performance through "stereotype threat."
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Genetics & Antisocial Behavior
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 2. Part I: Background Information Perform research on your topic and provide an overview that includes… Definitions of Key terms/concepts Statistics Symptoms Key figures Applications Demographics
- 3. Part I: Background Rubric
- 4. Part II: Synthesis and Evaluation Formulate an essential research question and answer it using at least two research studies. Questions must begin with a Level III Command Prompt. Use Link on the website to find these command terms. Compare and Contrast, Discuss, Evaluate, Examine, To what extent. This section must include… Two study summaries (including critical thinking) A brief paragraph that answers your question with reference to the studies.
- 6. Part III: Creative Application Apply your understanding in a creative/original manner that helps others better understand your topic. Artwork Short story Connections to a movie/song Connections to a real world example
- 8. Presentation You are not standing in front of the class and giving a presentation by yourself. You will present your information as part of a poster symposium. You will put your poster up and stand next to it as others will walk around and read your poster and ask you questions. Poster should be self-guided and be sufficient in providing all information. Your role will be to answer questions and to provide additional information. Again, you are not standing in front of the class and giving a presentation by yourself.
- 9. Due Date I will assign you to a symposium next week Symposium #1: May 27, 2015 Symposium #2: May 29, 2015