The document is an assignment assessment report for a mass communication student. It includes the assignment details, expected learning outcomes, assessment criteria, feedback sections, and tasks for students. The tasks involve conducting surveys of different age groups on their media usage patterns and the impact of films and TV on their decision making. Students are expected to prepare questionnaires, interview 10 people in each age group, analyze trends, and submit their findings and conclusions. The assignment will be graded based on clarity, analytical thinking, research quality, and presentation.
BUS 1010 Civic Learning ProjectThink about who you will be iVannaSchrader3
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 ...
Media Literacy & Adolescent DevelopmentRenee Hobbs
Renee Hobbs shares results of 3 research studies exploring how school-based media literacy programs advance critical analysis skills, promote intellectual curiosity and contribute to civic engagement.
Media Literacy and the Emergence of Adolescent Civic EngagementRenee Hobbs
Overview of three studies on media literacy in K-12 education and impact on civic engagement, plus an introduction to Mind Over Media, a new resource designed to teach about contemporary propaganda.
PR Measurement Summit 2016: Jim Macnamara's Keynote Speech Presentation CARMA
Jim Macnamara presents latest international developments in standards and models for evaluation as part of the PR Measurement Summit which was held last October 12th-13th in the Address Dubai Marina, Dubai, UAE.
BUS 1010 Civic Learning ProjectThink about who you will be iVannaSchrader3
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 ...
Media Literacy & Adolescent DevelopmentRenee Hobbs
Renee Hobbs shares results of 3 research studies exploring how school-based media literacy programs advance critical analysis skills, promote intellectual curiosity and contribute to civic engagement.
Media Literacy and the Emergence of Adolescent Civic EngagementRenee Hobbs
Overview of three studies on media literacy in K-12 education and impact on civic engagement, plus an introduction to Mind Over Media, a new resource designed to teach about contemporary propaganda.
PR Measurement Summit 2016: Jim Macnamara's Keynote Speech Presentation CARMA
Jim Macnamara presents latest international developments in standards and models for evaluation as part of the PR Measurement Summit which was held last October 12th-13th in the Address Dubai Marina, Dubai, UAE.
PART 1Please follow the guidelines below to link paragraphs in.docxdewhirstichabod
PART 1
Please follow the guidelines below to link paragraphs in the paper with an introduction and a conclusion.
This assignment is part three of the global health issue paper assignment. After students write about their selected issue, they are required to develop a plan or an intervention to address the issue. Students, for this part of the paper, must assume the role of a consultant who with the data and information identified regarding the country of interest & the selected health issue, must then develop a culturally & systematically appropriate intervention to address the issue. Students should utilize the content covered in the course and conduct additional research to develop a sound plan. This paper should be a maximum of 2 pages. Papers should be thorough, complete, and thoughtful to indicate that you have read, examined, and can apply the concepts in the readings.
1) Description of the plan
a) Discuss existing interventions
b) Relation of MDGs to the formulation of interventions
c) Discuss your intervention and rational for the intervention, why is it appropriate for the country and topic chosen? (Infrastructure issues, availability of healthcare providers and equipment, language considerations, etc.)
d) Social/Cultural issues – How is this plan culturally appropriate? What issue(s) did you consider?
(example: getting input and approval from community elders before proceeding)
e) Note: The intervention can be one already implemented in the country and proven to be effective.
2) Implementation of the plan
a) How will the proposed intervention be implemented/structured?
b) Estimated timeline, which health care professional will be utilized to provide services?
c) Possible funding sources
d) Which stakeholders will be involved (would you involve international agencies, if so which ones?)?
3) Evaluation of the plan
a) How would you structure your evaluation of the intervention, who will conduct the evaluation?
b) Possible evaluation methods – surveys, group discussions/focus groups, etc.
c) Dissemination of the evaluation results – how would you share your results?
PART 2 OF THE ASSIGNMENT
This is part of the assignment but it should be done separately.
After completion of the three parts of the paper, students should merge and submit the full paper. In addition, students will then summarize their papers into presentation formats. These presentations will be posted for everyone to view and respond. The purpose of this assignment is for the student to present a summary of their paper and share with the class their knowledge and expertise on the topic and country selected.
Presentation formats include power points or handouts with/without audio/video aids. Power point presentation should be a maximum of 12 slides.
Assignment 2 Outline
1) Country and Systems
Briefly describe the country selected and list some of the health indicators within the country. P.
InstructorDateGradeSubjectSize of Class or ArrangementDirTatianaMajor22
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
1. Assignment Assessment Report
Assignment title: Is mass media controlling our decision making?
Campus: Pune, Delhi, Kolkata Year/semester 1st Year, Semester- I, 2015
Level: FCL I Assignment Type Summative B
Module Name: MEDIA COMMUNICATION Assessor’s Name
Student’s Name: Given on Wednesday- 17September 2015
e-mail id & Mob No Actual Submission Date 30th September 2015
Stream Mass Communication Submitted to :
Certificate by the Student:
Plagiarism is a serious College offence.
I certify that this is my own work. I have referenced all relevant materials.
(Student’s Name/Signatures)
Expected Outcomes Assessment Criteria Grade based
on D,M,P,R
system
Feedback
General Parameters
Clarity Clear understanding
of the concept
Analytical Thinking- Ability to analyze
the problem
realistically
Research Done- Research carried out
to solve the problem
Formatting &
Presentation-
Concise & clear
thinking along with
presentation
Subject Specific Parameters
Students will be able
to understand the
applications of mass
media
The role (& effect)
of mass
communication:
surveillance
(news),
interpretation
(analysis),
entertainment,
social utility -
advantages &
disadvantages
Synopsis
and brief
about
research
Student will develop
understanding about
the critical aspects of
communication
Contemporary
issues in mass
communication
“
Radio , Television,
Cinema , Print and
Student will
practice and
“
2. Multimedia Effect of
internet on Media
Industries
functioning and
communication
research about
strengths obtained
by mass media
Assignment Grading Summary (To be filled by the Assessor)
OVERALL ASSESSMENT GRADE:
TUTOR’S COMMENTS ON
ASSIGNMENT:
SUGGESTED MAKE UP PLAN
(applicable in case the student is asked
to re-do the assignment)
REVISED ASSESSMENT GRADE
TUTOR’S COMMENT ON REVISED
WORK (IF ANY)
Date:
YOUR TASKS 1: To study and analyze the use of Media devices by people of different age groups :
Q1. You have to visit specific residential areas nearby and gather the information on the following:
- People betweenage groupof 9- 15 -
- People betweenage groupof 15-21
- People betweenage groupof 21- 30
- People betweenage groupof 30- 50
You have to make a questionnaire and conduct a survey –and file it on a case to case basis. Altogether you
should have 10 people of each age group.
Q2. Students are expected to visit the market place and observe the Media trends within the common
groups :
YOU HAVE TO QUOTE THE IMPACT OF :
- FILMS
- TV
You have to make a questionnaire and conduct a survey –and file it on a case to case basis. Altogether you
should have 10 people of each age group.
- Finally you have to monitor the trends and place it in comparative charts
Grades Grade Descriptors Achieved Yes/No (Y / N)
P A Pass grade is achieved by meeting all the requirements defined.
M Identify & apply strategies/techniques to find appropriate solutions
D Demonstrate convergent,lateral and creative thinking.
3. References:
Students are expectedtoreferthe studymaterial availableinthe library
Studentsare expectedtoreferthe onlinematerial
Studentsare expectedtodiscusstheirobservationsalongwiththe fellowclassmembersandthe faculty
memberstodevelopacertainconclusion.
4. Is massmedia controlling ourdecision making?
Questionnaire
Q. How much time do you spend on Recreation?
A. Less Than 1 hour | 1 to 2 hour | 2 to 4 hours | More than 4 hours.
Q. Which device you like the most?
A. T.V. | Mobile | Radio | Internet | Newspaper | Computer
Q. How much time do you spend on the specified media?
A. Less Than 1 hour | 1 to 2 hour | 2 to 4 hours | More than 4 hours.
Q. Which segment of the specified device you like?
A. Infotainment | Advertisement | Entertainment | News
Q. Does the specified segment affect your lifestyle?
A. Yes | No
Q. How much effect do a specified media do when you buy a product?
A. 0 to 25% | 25% to 50% | 50% to 75% | 75% to 100%
Q. How much does media affects and influences you?
A. Less than 30% | less than 50% | less than 70% | less than 100% | more than
100%
Q. Do you follow the trends going?
A. Yes | No
Q. How much do you spend on the trends specified through media?
A. Less Than Rs. 1000 | Rs. 1000 to Rs. 2000 | Rs. 2000 to Rs. 5000 |
Rs. 5000 to Rs. 10000 | Morer than Rs. 10000.
Q. Does media affects your day-to-day life decision making?
A. Yes | No
How?
.