Evaluate the accuracy, authority, currency, objectivity, and reliability of information sources.

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Content Analysis AssignmentThis assignment will satisfy the information literacy component of this course. To qualify in the skill area of information literacy a course must:

1.Designate that at least 15% of the student’s grade in the course is based on an evaluation of information literacy.

2.Require students to evaluate the accuracy, authority, currency, objectivity, and reliability of information sources.

3.Require students to address the ethical and legal uses of information.There are two major components to this assignment. First, you must write an annotated bibliography related to your topic. Second, you will conduct your own Content Analysis.Writing an Annotated Bibliography (2 pages total)Each student must find 2 peer-reviewed articles or conference papers through the CSU library. It is suggested you use a specific research database such as Communication and Mass Media Complete. Make sure you use “Content Analysis” as a key term in addition to your interest area. This interest areashould be related to media effects such as “Violence in Wrestling” or “Sex in Video Games.” After finding two APPROPRIATE articles, each student will then create an annotated bibliography. Basically, this is a brief summary of the key findings of each article with proper APA citation. For more details, see the handout on Annotated Bibliographies and the handout on APA Style (See examples 10-16 and 22). The key to this assignmentis your use of the library resources. Your first search may not be the best and the first“hit” may not work for this assignment. Make sure the two articles use a content analysis, and are somewhat related to pat two of this assignment.Information literacy requires students to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” The Association of College and Research Libraries (a division of the American Library Association) has written five standards for students to achieve this set of abilities. The information literate student should be able to do the following:

•Determine the type and extent of information needed

•Access the needed information effectively and efficiently

•Evaluate information and its sources critically and incorporate information into his or her knowledge base

•Use the information to accomplish a specific purpose

.•Understand the economic, legal, and social issues surrounding the use of information and use the information ethically and legally.

Conducting Your Own Content Analysis3pages& a completedcoding sheet (4 pages total).Each student is to complete a content analysis of a mass medium of their choice (newspaper, television, radio, Internet, etc.). The sample for content analyzed must be comparable to at least twohoursof programming (5 television ½ hour episodes, 40 songs, 20 web pages, etc.). The student should focus on manifest content and select at least 2 variables that will allow them to code a minimum of 5categories. In the write up of thispaper eachstudent should begin by stating aresearch question. This should reflect their interest in the content and be specific enough to their sample.Next, the student should describe the population they selected. Remember, your population will be much smaller than traditional content analyses.Special attention should be given to the reasoning for their population selection and any randomization used. Then, the student should identify the variablesthey will be coding in their analysis. A clear operational definition of the variablesmust be presented in this section. Only after the variableshave been operationalized can the student describe the coding sheet.The most important section for this assignment will be creating categories for the analysis. With each category, the student should provide a rich description so that his or herstudy could be replicated by the instructor. Give enough detail in your description so that it is obvious what will count in each category and what will not. Remember to follow the guidelines for creating categories

1.Reflect the purpose of the research

2.Be exhaustive

3.Be mutually exclusive

4.Allow for independence*This should be done before conducting the actual analysis. This may require you to pre-test your population to develop all relevant categories. Combined,both of the variables must have a minimum of 5 categories (but most likely you will have more).The student should then create a coding sheet and conduct his or her content analysis. Provide the results of your coding sheet as the final page of this assignment. The paper should end with a results section. The student should describe the frequenciesfor each oftheir categories for each of his or hervariables.The student should combine categories and report interesting findings from cross-examination (i.e.justifiedviolence occurs more in dramasthan sit-coms). Then, the studentshould make some comparisons and describe their findings(without implications beyond the study

Critically discuss and reflect on central issues and theories, not just summarising and regurgitating content.

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Research Portfolio –

Please use the readings provided to explore the topic – use the concepts and theories in the lecture slides as a guide for an analysis of algorithmic culture. Please address the topic in an angle of your choice and use a case study to further your argument. You are expected to draw on and effectively engage with the readings, and also draw from external readings and sources.
You are expected to work through a range of key issues, ideas, concepts, arguments, case studies and theoretical tools. You must critically discuss and reflect on central issues and theories, not just summarising and regurgitating content.
Please limit the introduction and conclusion, as there is a limited word limit.

Thank you!

What should you, as director of corporate communications, do to prepare for their visit?

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Business Week has decided to write a news feature about your company’s innovative approach to conserving energy and reducing greenhouse gases in its manufacturing plants. A reporter and a photographer will be visiting the company headquarters in 10 days.

What should you, as director of corporate communications, do to prepare for their visit? Include a summary paragraph and:

your internal preparations for your PR team, executive management, corporate experts on the issue, and facilities
advance information you will provide to the reporter
questions you will ask the reporter and photographer in advance
your anticipated follow-up

Provide an example of some form of misrepresentation in media over the years

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Ensure the class PDF files are used to supported to reasoning.

Topic 1 Media Effects and Gender

Respond to the following prompts by providing examples of each:

  1. A) Mass Communication sets or perpetuates some gender agendas. Provide links to examples.
  2. B) Mass Communication influences attitudes and opinions about gender, race and sexuality. After reading The SAGE Handbook of Gender and Communication: Chapter 16: “Gender, Race and Media Representation,” pose a question or statement in the group discussion that you now have after completing the readings. For example, this could be a statement about how we could start to combat the misrepresentations.

PDF Chapter to review to answer this question

Citation for chapter 16

Brooks, D. & Hébert, L. (2006). Gender, race, and media representation. In B. J. Dow & J. T. Wood The SAGE handbook of gender and communication (pp. 297-318). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412976053.n16

Citation for chapter 19

Consalvo, M. (2006). Gender and new media. In B. J. Dow & J. T. Wood The SAGE handbook of gender and communication (pp. 355-370). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412976053.n19

Citation for Encyclopedia of Sex and Gender (Media)

Roof, J. (2007). Media. In F. Malti-Douglas (Ed.), Encyclopedia of Sex and Gender (Vol. 3, pp. 979-982). Macmillan Reference USA. https://link.gale.com/apps/doc/CX2896200410/GVRL?u=umd_umuc&sid=GVRL&xid=b2ddf832

Topic 2 Media Policy

After reading this week Learning Resources, provide an example of one concept that you learned in the readings.

You may choose any concept or theory that you wish, but you must cite the source, explain how your example is connected to the concept, and finally explain why you feel the concept is important. Your answer should be in the form of a short answer, complete with an opening paragraph, thesis statement, source citation, and conclusion.

PDF Chapter to review to answer this question

Citation for chapter 56

Reinhard, C. & Dervin, B. (2009). Media uses and gratifications. In W. F. Eadie 21st century communication: A reference handbook (Vol. 2, pp. 506-515). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412964005.n56

Citation for chapter 94

Liu, F. & Albarran, A. (2009). Media economics and ownership. In W. F. Eadie 21st century communication: A reference handbook (Vol. 2, pp. 851-858). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412964005.n94

Citation for chapter 95

Hendricks, J. (2009). Media policy and regulation. In W. F. Eadie 21st century communication: A reference handbook (Vol. 2, pp. 859-867). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412964005.n95

Citation for chapter 97

Mello, B. (2009). Media convergence. In W. F. Eadie 21st century communication: A reference handbook (Vol. 2, pp. 877-884). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412964005.n97

Citation for Media Reform Movement

Gardner, T. (2007). Media reform movement. In G. L. Anderson & K. G. Herr (Eds.), Encyclopedia of activism and social justice (Vol. 1, pp. 933-934). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412956215.n547

 Citation for Press Freedom

Hendricks, J. (2008). Press freedom. In L. L. Kaid & C. Holtz-Bacha (Eds.), Encyclopedia of political communication (Vol. 1, pp. 645-645). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412953993.n534

Citation for freedom of expression

Barendt, E. (2008). freedom of expression. In The New Oxford Companion to Law. : Oxford University Press. Retrieved 13 Nov. 2020, from https://www-oxfordreference-com.ezproxy.umgc.edu/view/10.1093/acref/9780199290543.001.0001/acref-9780199290543-e-930.

Topic 3 Ethics, Misrepresentation, and Bias

Provide an example of some form of misrepresentation in media over the years (includes: staging news, re-creations, selective editing and fictional methods). Give some background for context and answer; why, in your opinion is this an example of misrepresentation and why is it egregious? Provide the link to the example.  Additionally, consider media bias.

Both conservative and liberal sides claim that there is media bias (to the other side of their beliefs) yet, it is evident that there is bias on both sides. It is no secret that the traditional views of the following 3 media outlets are as follows: Fox News–Conservative/Right, MSNBC–Liberal/Left, CNN–Moderate.

  1. A) Track a relatively current news story and report to the class the way the 3 media outlets presented the story. Were there surprises to you in your findings?
  2. B) Also pick one additional media outlet of your choice (perhaps NPR, or BBC) and look at their perspective of the same story.

PDF Chapter to review to answer this question

Citation for chapter 53

Cline, A. (2009). Bias. In W. F. Eadie 21st century communication: A reference handbook (Vol. 2, pp. 479-488). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412964005.n53

Citation for chapter 55

Robinson, J. (2009). Media portrayals and representations. In W. F. Eadie 21st century communication: A reference handbook (Vol. 2, pp. 497-505). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412964005.n55

Citation for chapter 57

Ghanem, S., McCombs, M. & Chernov, G. (2009). Agenda setting and framing. In W. F. Eadie 21st century communication: A reference handbook (Vol. 2, pp. 516-524). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412964005.n57

 

How does media create meanings about gender?

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Ensure the class PDF files are used to supported to reasoning.

Topic 1 Gender Performance

After studying the assigned reading, Sociology: The Social Construction of Gender, considering the concept of “gender as socially constructed,” answer the following questions and prompts.

Sociology – The Social Construction of Gender

  1. How does media create meanings about gender?
  2. Provide examples of how this is manifested in our everyday lives.
  3. Provide a link to a commercial/ad that stereotypes gender.
  4. How is the list being currently challenged?
  5. What traits do you have that are typically considered “on the list” of the other sex?
  6. What examples do you see in your daily life of people challenging the historic list?
  7. What about examples in media of characters or people challenging the list?
  8. Finally, do you agree or disagree that gender is socially constructed? Provide evidence that backs your opinion

Citation for chapter 16

Brooks, D. & Hébert, L. (2006). Gender, race, and media representation. In B. J. Dow & J. T. Wood The SAGE handbook of gender and communication (pp. 297-318). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412976053.n16

Citation for chapter 19

Consalvo, M. (2006). Gender and new media. In B. J. Dow & J. T. Wood The SAGE handbook of gender and communication (pp. 355-370). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412976053.n19

Citation for Encyclopedia of Sex and Gender (Media)

Roof, J. (2007). Media. In F. Malti-Douglas (Ed.), Encyclopedia of Sex and Gender (Vol. 3, pp. 979-982). Macmillan Reference USA. https://link.gale.com/apps/doc/CX2896200410/GVRL?u=umd_umuc&sid=GVRL&xid=b2ddf832

Explain the differences among the terms accommodation, divergence, convergence, and maintenance. Provide examples of each behavior.

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Please answer the fouteen questions in as much detail as possible, at least one paragraph or more. Be sure to refer to your textbook(A First Look at Communication Theory, Tenth Edition, by Em Griffin, Andrew Ledbetter, and Glenn Sparks) and use proper terminology. Don’t be vague with your answers and examples, be very detailed and specific.
1.How well do the qualities and language Deborah Tannen attributes to men and women equip each sex for the following roles: managers, parents, lawyers, physicians, teachers, friends? Specifically, is one sex better prepared for certain roles than the other sex? If so, is this a problem to be solved or a reality to be lived with?
2.Assess your standpoint. What social group memberships influence it? Which are most influential? How would Sandra Harding and Julia Wood measure your degree of strong objectivity? Do you agree or disagree with their assessment?
3.For many scientists, “objectivity” is an absolute and binary term—in other words, someone is either objective or not. Discuss, then, what Wood and Harding mean when they speak of “strong objectivity” and “weak objectivity.”
4.Some students react strongly to Cheris Kramarae’s criticism of men. In your essay, address the thorny question: Do men mean to mute women? How would Tannen, Wood, and Kramarae answer that question similarly or differently than you do? Whose explanation, if any, do you find most accurate?
5.Write a fictional dialogue putting Cheris Kramarae into conversation with Deborah Tannen. In the dialogue, explore both differences and common ground in the thinking of each theorist.
6.Reflect on your own self-construal. Do you think of yourself in a more individualistic or collectivistic fashion? Does this match the culture in which you were raised or not? Why?
7.Make a list of the three conflict management strategies you most prefer. Then, make a list of the three that you most dislike. Why do you have these preferences? Connect your answer to your cultural background and self-construal.
8.CAT claims that, as a general rule, people respond positively to convergence and negatively to divergence. Can you think of exceptions to this general rule? When might convergence produce negative outcomes? When might divergence produce positive outcomes?
9.Explain the differences among the terms accommodation, divergence, convergence, and maintenance. Provide examples of each behavior.
10.Howard Giles sees CAT as a theory about group identity. Identify three groups to which you belong. How does your membership in these groups influence your communication behavior? When you encounter them, what outside groups are especially likely to encourage you to communicate in ways that support your group identity?
11.Based on your knowledge of CAT, what suggestions would you offer to a person going on a job interview? What should the person do? What should they avoid doing?
12.Co-cultural theory serves as an interesting point of comparison with several other theories, including standpoint theory, muted group theory, communication accommodation theory, and face-negotiation theory. Pick two of these and compare/contrast with co-cultural theory. Where do these theories find common ground with co-cultural theory? Where do they differ?
13.Mark Orbe takes great care not to exalt or ridicule any preferred outcome, but he acknowledges that preferred outcomes have strengths and weaknesses. Analyze each preferred outcome, seeking to identify common benefits and costs associated with each. How might the context of an interaction influence which outcome a co-cultural group member might prefer?
14.Field of experience is a provocative term in co-cultural theory. What is your field of experience as a co-cultural group member, a dominant group member, or perhaps both at different times? Based on this field of experience, what communicative practices are you comfortable enacting? Which would be uncomfortable for you?

Identify key trends and patterns in the flow of audio-visual goods and services and evaluate the impact of attempts to regulate them.

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ESSAY QUESTION:
Choose a well-known celebrity or star from the Asia-Pacific region. Analyze the social
function and social meaning of this celebrity. Is the Asian star system different from the
West? If yes, how and why?

● Taking up the call to De-Westernise media studies, identify a relevant example of media
from the Asia-Pacific region which allows you to explore the issues or concepts
implicated by the question.
● Research the existing academic literature on your topic, concepts and example. Make
sure you connect to the issues we identified as being important for this topic in this
course!
● Offer a response to the question that critically analyses the trends and issues involved
with your topic.

Assessment Criteria:
● Demonstrate a deep understanding of the core arguments and concepts from
one of the topics in the course.
● Demonstrate an ability to apply academic theory and concepts in the critical
analysis of a specific example of media from the Asia-Pacific.
● Be able to express your ideas clearly in writing in a manner that engages the
reader and presents a rigorous argument in your response to the selected essay
question.
● Be able to reference your ideas using the Harvard in-text referencing style.

Student Learning Outcomes Assessed
1. Identify and apply key concepts and theories which explain the relationship between
media and globalisation.
2. Appreciate diversity among and within cultures, while recognising the role global media
plays in fostering new patterns of culture and identification, which are no longer solely
based on geography.
3. Discuss the balance between the ‘global’ and the ‘local’ in different forms of media in
relation to the context of their production and distribution.
4. Identify key trends and patterns in the flow of audio-visual goods and services and
evaluate the impact of attempts to regulate them.

Please reference the readings attached, as well as finding 5 other appropriate academic sources.

Create an outline or speaking notes in Microsoft Word.

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In this assignment you will outline a persuasive speech. The speech and self-review are due next week.

Instructions

Topic A: Should Children Under the Age of 10 Own Cell Phones?

Create an outline or speaking notes in Microsoft Word.
Download the Sample Outline [DOCX], which provides guidance for the structure of an outline.
Focus your speech on 2–3 main points so you’ll stay within the 4-minute time limit.
Submit the completed outline in a Microsoft Word document.
Requirements
Your assignment will be graded according to the following criteria:

The outline is complete and on topic.
The outline provides solid flow for the speech.
The outline is clear and free from spelling and grammar issues.
You must incorporate at least two quality resources.

Provide a description of the persuasive attempt, and then analyze the attempt in terms of a concept, theory, or strategy discussed in class/textbooks.

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Throughout the course, you have learned about various persuasive theories (elaborative likelihood model, cognitive dissonance, magic bullet, motivation, and needs, to name a few) and strategies (rule of reciprocity, scarcity sells, foot-in-the door, and fear appeals, to name a few). For your final project, you will demonstrate your understanding of these theories and strategies.

The final project requires you to collect and analyze different samples of persuasive messages that you’ve come across in your professional or personal life. Some examples include a store clerk’s sales pitch to buy a certain mattress, teenage daughter’s plea to go to a concert, pastor’s appeal to go on a missions’ trip, coworker’s advice on restructuring the report, print advertisement urging you to buy a specific car, television spot seeking support for a particular political candidate, and so on.

Your final project will be a five to six-page paper analyzing five different social influence attempts in terms of five different persuasive theories and/or strategies. For each of the five social influence attempts, provide a description of the persuasive attempt, and then analyze the attempt in terms of a concept, theory, or strategy discussed in class/textbooks. Be sure to first define the concept (or theory or persuasive strategy) and then analyze the example in terms of the concept (or theory or persuasive strategy). In defining the concept, be sure to cite the source in correct APA format. The final section of your paper will be a discussion on how to apply persuasion effectively and ethically/”Christianly” in your personal or professional lives. This section should begin with identifying Biblical and ethical principles of persuasion and how these principles can guide you in evaluating and crafting persuasive messages.
Guidelines:

Your paper should be five to six-pages and written using APA formatting.
The paper will have a minimum of eight paragraphs: introduction (describing persuasive message collection); five paragraphs of persuasive message identification and analysis (one or two paragraphs for each message); personal reflections on how to apply Biblical and ethical principles effectively and professionally in your personal and/or professional life; and a conclusion. Be sure to include a title page and reference page in correct APA formatting.
The Gass and Seiter (2018) and/or Cialdini text should be referenced in your paper, especially as you define/explain the different theories and strategies.

Critique how effectively they have been implemented in the last two years.

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Formal report – apply AIDA and above/below the line marketing theories ( it could be push and pull strategy instead of previously mentioned) to O2 mobile network industry and critique how effectively they have been implemented in the last two years.
An evaluation of the effectiveness of these tactics is required. This must include objective measurable data that reflects the impact of the applied theory on the company (financial or social media KPI outcomes) diagrams