Media lang. terminology test
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This document contains a terminology test on key media concepts related to media language and deconstruction. It asks questions about media texts, theoretical tools for deconstruction, semiotics, signs, denotation, connotations, narrative theorists who applied semiotics, polysemic meanings, anchorage, and technical codes. The questions are testing understanding of fundamental terms in semiotics and how they are used to analyze and understand media texts and culture.
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การสอบป้องกันวิทยานิพนธ์ ดร.ภูดิท กรรณิการ์
การสอบป้องกันวิทยานิพนธ์นักศึกษาปริญญาเอก SDICT5
ดร.ภูดิท กรรณิการ์
สาขาวิชาเทคโนโลยีสารสนเทศและการสื่อสารเพื่อการศึกษา
ภาควิชาครุศาสตร์เทคโนโลยีและสารสนเทศ คณะครุศาสตร์อุตสาหกรรม
มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าพระนครเหนือ
วันที่ 29 กรกฎาคม ๒๕๖๔
คณะกรรมการสอบ
ศาสตราจารย์ ดร.เนาวนิตย์ สงคราม
รองศาสตราจารย์ ดร.พัลลภ พิริยะสุรวงศ์
ศาสตราจารย์ ดร.ปรัชญนันท์ นิลสุข
รองศาสตราจารย์ ดร.ปณิตา วรรณพิรุณ
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#SDICT5
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#มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าพระนครเหนือ #มจพ.
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The use of Information and Communication Technology (ICT) in Singapore public schools is guided by the Ministry of Education (MOE), whose ICT Masterplan (MP) outlines the vision and goals for ICT-in-education. The latest initiative, ICT MP4, has been uploaded onto the internet for public consumption. Through an examination of MP4, I am interested to know how MOE uses language to communicate policy initiatives, and how the usage reflects the ideologies and world-views pertaining to Singapore’s education landscape and society. Hence, my research question:
“What ideologies and realities can be identified through a discourse analysis of the education ministry’s masterplan for ICT in Singapore?”
Using discourse analysis, I examined the linguistic and functional aspects of MP4 at the micro level to uncover strategies used by the authors to persuade readers of their policy. These helped to anchor my macro-analysis of discourse as a social practice, involving the identification of problematisation, power relations, recontextualisation and unquestionable truths. While the MP4 was crafted in a concise and straightforward manner through the use of simple sentence structures and infographics, it seemed to portray a neo-liberal view of the world as a market with unlimited opportunities. It also seemed to promote the ideology that to benefit from the ICT-driven world, the public should continue to support MOE’s initiative and students should equip themselves with the prescribed ICT knowledge and skills which suggested an essentialist philosophy of education. Furthermore, it seemed that the different discourses of policymaking, education, technology and future economy were mixed together to apparently construct a certain identity of MOE with particular values and authority – it was visionary and capable of delivering what it promised, it was the authority in ICT-in-education and it always had the best interests of students at heart.Activity WorksheetCOMPA530 Version 11University of Phoe.docx
Activity Worksheet
COMPA/530 Version 1
1
University of Phoenix Material
Activity Worksheet (Week #1)
Name: COMPA/530
Instructions: Complete this worksheet using the information you read in the assigned readings for this week, including Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of Writing for the Government.
1) Define the term cultural context. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term rhetoric. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term stakeholders. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms expert audience and nonexpert audience. What are some of the implications for communications for these two different audiences?
5) Define the term purpose as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms discourse conventions and discourse community. What information helps in determining the appropriate communication standard?
7) Define the term style as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term ethos as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define diversity consciousness. Why should diversity consciousness be considered during the development of written and verbal communications?
10) Define diversity skills. What are some examples of diversityskills?
.
Activity WorksheetCOMPA530 Version 11University of Phoe.docx
Activity Worksheet
COMPA/530 Version 1
1
University of Phoenix Material
Activity Worksheet (Week #1)
Name: COMPA/530
Instructions: Complete this worksheet using the information you read in the assigned readings for this week, including Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of Writing for the Government.
1) Define the term cultural context. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term rhetoric. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term stakeholders. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms expert audience and nonexpert audience. What are some of the implications for communications for these two different audiences?
5) Define the term purpose as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms discourse conventions and discourse community. What information helps in determining the appropriate communication standard?
7) Define the term style as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term ethos as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define diversity consciousness. Why should diversity consciousness be considered during the development of written and verbal communications?
10) Define diversity skills. What are some examples of diversityskills?
.
University of Phoenix MaterialActivity Worksheet (Week #1) N.docx
University of Phoenix Material
Activity Worksheet (Week #1)
Name
:
COMPA/530
Instructions:
Complete this worksheet using the information you read in the assigned readings for this week, including
Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of
Writing for the Government
.
1) Define the term
cultural context
. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term
rhetoric
. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term
stakeholders
. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms
expert audience
and
nonexpert audience
. What are some of the implications for communications for these two different audiences?
5) Define the term
purpose
as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms
discourse conventions
and
discourse community.
What information helps in determining the appropriate communication standard?
7) Define the term
style
as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term
ethos
as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define
diversity consciousness
. Why should diversity
consciousness be considered
during the development of written and verbal communications?
10) Define
diversity skills.
What are some examples of
diversity
skills?
.
IDSP19C#D - B2 - Mingjun Lan - What does a discourse analysis of the Singapor...
IDSP19C#D - B2 - Mingjun Lan - What does a discourse analysis of the Singapor...IDSP - IE Dissertation Support Project
The use of Information and Communication Technology (ICT) in Singapore public schools is guided by the Ministry of Education (MOE), whose ICT Masterplan (MP) outlines the vision and goals for ICT-in-education. The latest initiative, ICT MP4, has been uploaded onto the internet for public consumption. Through an examination of MP4, I am interested to know how MOE uses language to communicate policy initiatives, and how the usage reflects the ideologies and world-views pertaining to Singapore’s education landscape and society. Hence, my research question:
“What ideologies and realities can be identified through a discourse analysis of the education ministry’s masterplan for ICT in Singapore?”
Using discourse analysis, I examined the linguistic and functional aspects of MP4 at the micro level to uncover strategies used by the authors to persuade readers of their policy. These helped to anchor my macro-analysis of discourse as a social practice, involving the identification of problematisation, power relations, recontextualisation and unquestionable truths. While the MP4 was crafted in a concise and straightforward manner through the use of simple sentence structures and infographics, it seemed to portray a neo-liberal view of the world as a market with unlimited opportunities. It also seemed to promote the ideology that to benefit from the ICT-driven world, the public should continue to support MOE’s initiative and students should equip themselves with the prescribed ICT knowledge and skills which suggested an essentialist philosophy of education. Furthermore, it seemed that the different discourses of policymaking, education, technology and future economy were mixed together to apparently construct a certain identity of MOE with particular values and authority – it was visionary and capable of delivering what it promised, it was the authority in ICT-in-education and it always had the best interests of students at heart.More Related Content
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Ideas on how to structure answers and apply media theories to the G325 exam section 1 - following the Music coursework brief.
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The use of Information and Communication Technology (ICT) in Singapore public schools is guided by the Ministry of Education (MOE), whose ICT Masterplan (MP) outlines the vision and goals for ICT-in-education. The latest initiative, ICT MP4, has been uploaded onto the internet for public consumption. Through an examination of MP4, I am interested to know how MOE uses language to communicate policy initiatives, and how the usage reflects the ideologies and world-views pertaining to Singapore’s education landscape and society. Hence, my research question:
“What ideologies and realities can be identified through a discourse analysis of the education ministry’s masterplan for ICT in Singapore?”
Using discourse analysis, I examined the linguistic and functional aspects of MP4 at the micro level to uncover strategies used by the authors to persuade readers of their policy. These helped to anchor my macro-analysis of discourse as a social practice, involving the identification of problematisation, power relations, recontextualisation and unquestionable truths. While the MP4 was crafted in a concise and straightforward manner through the use of simple sentence structures and infographics, it seemed to portray a neo-liberal view of the world as a market with unlimited opportunities. It also seemed to promote the ideology that to benefit from the ICT-driven world, the public should continue to support MOE’s initiative and students should equip themselves with the prescribed ICT knowledge and skills which suggested an essentialist philosophy of education. Furthermore, it seemed that the different discourses of policymaking, education, technology and future economy were mixed together to apparently construct a certain identity of MOE with particular values and authority – it was visionary and capable of delivering what it promised, it was the authority in ICT-in-education and it always had the best interests of students at heart.Activity WorksheetCOMPA530 Version 11University of Phoe.docx
Activity Worksheet
COMPA/530 Version 1
1
University of Phoenix Material
Activity Worksheet (Week #1)
Name: COMPA/530
Instructions: Complete this worksheet using the information you read in the assigned readings for this week, including Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of Writing for the Government.
1) Define the term cultural context. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term rhetoric. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term stakeholders. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms expert audience and nonexpert audience. What are some of the implications for communications for these two different audiences?
5) Define the term purpose as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms discourse conventions and discourse community. What information helps in determining the appropriate communication standard?
7) Define the term style as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term ethos as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define diversity consciousness. Why should diversity consciousness be considered during the development of written and verbal communications?
10) Define diversity skills. What are some examples of diversityskills?
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Activity WorksheetCOMPA530 Version 11University of Phoe.docx
Activity Worksheet
COMPA/530 Version 1
1
University of Phoenix Material
Activity Worksheet (Week #1)
Name: COMPA/530
Instructions: Complete this worksheet using the information you read in the assigned readings for this week, including Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of Writing for the Government.
1) Define the term cultural context. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term rhetoric. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term stakeholders. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms expert audience and nonexpert audience. What are some of the implications for communications for these two different audiences?
5) Define the term purpose as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms discourse conventions and discourse community. What information helps in determining the appropriate communication standard?
7) Define the term style as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term ethos as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define diversity consciousness. Why should diversity consciousness be considered during the development of written and verbal communications?
10) Define diversity skills. What are some examples of diversityskills?
.
University of Phoenix MaterialActivity Worksheet (Week #1) N.docx
University of Phoenix Material
Activity Worksheet (Week #1)
Name
:
COMPA/530
Instructions:
Complete this worksheet using the information you read in the assigned readings for this week, including
Figure 1.1 in Ch. 1 and Hurricane Katrina Case Study of
Writing for the Government
.
1) Define the term
cultural context
. Why it is important to understand thecultural context of communications intended for a particular audience?
2) Define the term
rhetoric
. What rhetorical elements should be considered when developing persuasive communications?
3) Define the term
stakeholders
. What are some examples of questions that may be asked as a means to identify stakeholders?
4) Define the terms
expert audience
and
nonexpert audience
. What are some of the implications for communications for these two different audiences?
5) Define the term
purpose
as it relates to written and verbal communications. What information helps in determining the purpose?
6) Define the terms
discourse conventions
and
discourse community.
What information helps in determining the appropriate communication standard?
7) Define the term
style
as it relates to written and verbal communications. How might organizations maintain consistency in their communications written by different authors? Why is it important to maintain consistency?
8) Define the term
ethos
as it relates to an author of written and verbal communications. Why is it important to consider the author’s ethos in consensus building and when developing communications that seek public input?
9) Define
diversity consciousness
. Why should diversity
consciousness be considered
during the development of written and verbal communications?
10) Define
diversity skills.
What are some examples of
diversity
skills?
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IDSP19C#D - B2 - Mingjun Lan - What does a discourse analysis of the Singapor...
IDSP19C#D - B2 - Mingjun Lan - What does a discourse analysis of the Singapor...IDSP - IE Dissertation Support Project
The use of Information and Communication Technology (ICT) in Singapore public schools is guided by the Ministry of Education (MOE), whose ICT Masterplan (MP) outlines the vision and goals for ICT-in-education. The latest initiative, ICT MP4, has been uploaded onto the internet for public consumption. Through an examination of MP4, I am interested to know how MOE uses language to communicate policy initiatives, and how the usage reflects the ideologies and world-views pertaining to Singapore’s education landscape and society. Hence, my research question:
“What ideologies and realities can be identified through a discourse analysis of the education ministry’s masterplan for ICT in Singapore?”
Using discourse analysis, I examined the linguistic and functional aspects of MP4 at the micro level to uncover strategies used by the authors to persuade readers of their policy. These helped to anchor my macro-analysis of discourse as a social practice, involving the identification of problematisation, power relations, recontextualisation and unquestionable truths. While the MP4 was crafted in a concise and straightforward manner through the use of simple sentence structures and infographics, it seemed to portray a neo-liberal view of the world as a market with unlimited opportunities. It also seemed to promote the ideology that to benefit from the ICT-driven world, the public should continue to support MOE’s initiative and students should equip themselves with the prescribed ICT knowledge and skills which suggested an essentialist philosophy of education. Furthermore, it seemed that the different discourses of policymaking, education, technology and future economy were mixed together to apparently construct a certain identity of MOE with particular values and authority – it was visionary and capable of delivering what it promised, it was the authority in ICT-in-education and it always had the best interests of students at heart.Similar to Media lang. terminology test (20)
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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