Saturday, December 3, 2011
Friday, November 25, 2011
Assignment for Monday, 11/28
11/28 Who owns the media?
DUE: Please be prepared to discuss the following two questions:
What problems are raised by the media ownership patterns described on this site?
http://www.freepress.net/resources/ownership
Are the criticisms raised in the following article valid?
http://abcnews.go.com/Politics/general-electric-paid-federal-taxes-2010/story?id=13224558#.TtCR5xzlJDQ
DUE: Please be prepared to discuss the following two questions:
What problems are raised by the media ownership patterns described on this site?
http://www.freepress.net/resources/ownership
Are the criticisms raised in the following article valid?
http://abcnews.go.com/Politics/general-electric-paid-federal-taxes-2010/story?id=13224558#.TtCR5xzlJDQ
Friday, November 4, 2011
Tuesday, November 1, 2011
Monday, October 31, 2011
Friday, October 28, 2011
Student available to help with video projects
The student I mentioned today in class who is available to help with your hate speech video / oral presentation projects, is Jeremy Winslow, email as below:
jwinslow@student.ndnu.edu
jeremywinslow93@yahoo.com
Please feel free to get in touch with him on this project!
PA
jwinslow@student.ndnu.edu
jeremywinslow93@yahoo.com
Please feel free to get in touch with him on this project!
PA
Monday, October 17, 2011
Midterm exam
[NOTE: IF YOU WERE NOT IN CLASS TODAY, I STRONGLY URGE YOU TO CHECK IN WITH A STUDENT WHO WAS IN CLASS TO GET NOTES ABOUT HOW TO BEST PREPARE FOR THE MIDTERM.]
The following three questions will appear on your midterm exam. You will have the choice of responding to one or all three of the questions.
If you choose to respond to only one question, you must write a detailed essay with a beginning, middle and end.
If you choose to write on all three questions, you will have 15 minutes per question to write your responses.
In all cases, it will be up to you to define the scope of the questions, depending on whether you are writing on only one question or all three.
1. Do media in 2011 still depict unhealthy body images?
It will be up to you to define a body of content to analyze with regard to this question, as well as a method of analysis that will help you come to an answer.
2. Do media in 2011 facilitate healthy political discourse?
It will be up to you to define the scope of this question, as well as a method of analysis that will help you come to an answer.
3. Do media depict realistic images of Arabs?
In responding to this question, please compare depictions of Arabs by the US media with depictions of Arabs by an Arabic media organization such as Al Jazeera (www.english.aljazeera.net). As with the other questions, it will be up to you to define the scope of the question, as well as a method of analysis that will help you come to an answer.
The following three questions will appear on your midterm exam. You will have the choice of responding to one or all three of the questions.
If you choose to respond to only one question, you must write a detailed essay with a beginning, middle and end.
If you choose to write on all three questions, you will have 15 minutes per question to write your responses.
In all cases, it will be up to you to define the scope of the questions, depending on whether you are writing on only one question or all three.
1. Do media in 2011 still depict unhealthy body images?
It will be up to you to define a body of content to analyze with regard to this question, as well as a method of analysis that will help you come to an answer.
2. Do media in 2011 facilitate healthy political discourse?
It will be up to you to define the scope of this question, as well as a method of analysis that will help you come to an answer.
3. Do media depict realistic images of Arabs?
In responding to this question, please compare depictions of Arabs by the US media with depictions of Arabs by an Arabic media organization such as Al Jazeera (www.english.aljazeera.net). As with the other questions, it will be up to you to define the scope of the question, as well as a method of analysis that will help you come to an answer.
Saturday, October 8, 2011
Thursday, October 6, 2011
Schedule & Assignments - rest of semester
WEEK SEVEN
10/10 Are people better informed in the “Information Society”?
DUE Unit 6, Issue 18, page 364, Linda Jackson, et al. & Mark Bauerlein; BLOG
10/12 Are people better informed in the Information Society?
DUE: Bring in 2-3 articles or abstracts on this subject from scholarly journals
10/14 Are people better informed in the Information Society?
DUE: TBD
WEEK EIGHT
10/17 Prep & review for midterm
10/19 Midterm exam
10/21 Midterm Break
WEEK NINE
10/24 Midterm reviews; Questions for class discussion: What is hate speech? What are fighting words? Are the examples in Reynolds’ and Mak’s articles examples of Constitutionally protected speech or hate speech? Students notebooks should reflect thoughtful discussion of these questions while I am out of the room. Students: take ownership of this class session… those who display the leadership to keep the class focused and productive while I am out of the room will be rewarded with participation points.
DUE READ and BLOG
#1) US Supreme Court case summary Chaplinsky v. New Hampshire 315 US 568 (1942) establishing meaning of “fighting words” at url below & linked on class blog: http://www.freedomforum.org/packages/first/fightingwords/casesummaries.htm
#2) Rob Reynolds “Dangerous Hatred in the US?” at url below, also linked on class blog: http://english.aljazeera.net/focus/2009/09/2009918102535246265.html
#3): Tim Mak’s “Email: ‘Time to kill the wealthy’” at url below, also linked on class blog: http://www.politico.com/news/stories/1011/65307.html
10/26 Is hate speech in the media directly affecting our culture?
DUE: Unit 4, Issue 12, page 256; BLOG
10/28 Is hate speech in the media directly affecting our culture? In-class workshop on Hate Speech ROP
DUE: Draft and/or notes for your ROP on Hate Speech.
WEEK TEN
10/31 Music, politics and society… how influential is political music?
DUE: Review the Political Studies Association’s 2010 list of greatest political songs at
http://www.newstatesman.com/blogs/cultural-capital/2010/03/greatest-political-songs
and listen to the podcast at: http://www.newstatesman.com/podcasts/index.php?id=35
Written explanations of the significance of the top 20, in the order they appear on the podcast, can be found at:
http://www.newstatesman.com/music/2010/03/top-20-political-songs
DUE: Choose one song you feel has an important political or social message… print and bring the lyrics (or bring an audio recording of the song to play in class). Your song does not need to come from the PSA’s list.
11/2 Music, politics and society.
11/4 Watch and evaluate ROPs
DUE: Recorded Oral Presentation: Is Hate Speech in the Media Affecting our Culture?
OPTION 1: In groups of 3 or 4, create a TV style talk show segment featuring one moderator and 2 or 3 guests. Each guest must have a distinctive point of view on the question and must cite examples in support of that point of view. 4-6 minutes.
OPTION 2: Solo or in a group of two, write, choreograph and perform a song in any musical style. The song must have a clear point of view on the question and must cite examples in support of that point of view. 2-3 minutes.
OPTION 3: Propose a different scenario for teacher approval.
WEEK ELEVEN
11/7 Is advertising good for society?
DUE: Unit 2, Issue 7, page 129; BLOG
11/9 Is advertising good for society?
DUE: TBD
11/11 Is advertising good for society?
DUE Paper #3: Proposal for Research Project. Write a 2-3 page proposal outlining which chapter of our textbook you will write or rewrite and why. What will the title of your chapter be (i.e. how will you define your “Issue”)? Note several articles you might consider for inclusion on both the “yes” and “no” sides. What are your resources for finding and including good articles relating to this issue?
WEEK TWELVE
11/14 Will evolving forms of journalism be an improvement?
DUE: Unit 3, Issue 10, page 204; BLOG
11/16 Role of evolving forms of journalism on the Arab Spring.
DUE TBD
11/18 Role of evolving forms of journalism on American politics.
DUE TBD
WEEK THIRTEEN
11/21 Role of evolving forms of media on senior citizens… on civil society.
DUE: TBD
11/23 In class study session for students who are missing assignments.
11/25 Thanksgiving break
WEEK FOURTEEN
11/28 TBD
DUE: Final Research Project: Write or rewrite one chapter of our textbook. You may use an existing chapter/Issue title or construct a new one. You may use articles already included in the textbook or select new ones; however, the “yes” and “no” articles you ultimately choose to include MUST clearly articulate “yes” and “no” positions on the issue as defined. Your Issue Summary, Introduction and Postscript must be completely original pieces of writing. Separately, include a paragraph for each article describing any permissions issues relating to using that article in a textbook.
11/30 Who owns the media?
DUE: TBD
12/2 Ethical issues.
DUE: TBD
WEEK FIFTEEN
12/5 Semester wrap-up
12/7 Final
12/9 Research Project Presentations
10/10 Are people better informed in the “Information Society”?
DUE Unit 6, Issue 18, page 364, Linda Jackson, et al. & Mark Bauerlein; BLOG
10/12 Are people better informed in the Information Society?
DUE: Bring in 2-3 articles or abstracts on this subject from scholarly journals
10/14 Are people better informed in the Information Society?
DUE: TBD
WEEK EIGHT
10/17 Prep & review for midterm
10/19 Midterm exam
10/21 Midterm Break
WEEK NINE
10/24 Midterm reviews; Questions for class discussion: What is hate speech? What are fighting words? Are the examples in Reynolds’ and Mak’s articles examples of Constitutionally protected speech or hate speech? Students notebooks should reflect thoughtful discussion of these questions while I am out of the room. Students: take ownership of this class session… those who display the leadership to keep the class focused and productive while I am out of the room will be rewarded with participation points.
DUE READ and BLOG
#1) US Supreme Court case summary Chaplinsky v. New Hampshire 315 US 568 (1942) establishing meaning of “fighting words” at url below & linked on class blog: http://www.freedomforum.org/packages/first/fightingwords/casesummaries.htm
#2) Rob Reynolds “Dangerous Hatred in the US?” at url below, also linked on class blog: http://english.aljazeera.net/focus/2009/09/2009918102535246265.html
#3): Tim Mak’s “Email: ‘Time to kill the wealthy’” at url below, also linked on class blog: http://www.politico.com/news/stories/1011/65307.html
10/26 Is hate speech in the media directly affecting our culture?
DUE: Unit 4, Issue 12, page 256; BLOG
10/28 Is hate speech in the media directly affecting our culture? In-class workshop on Hate Speech ROP
DUE: Draft and/or notes for your ROP on Hate Speech.
WEEK TEN
10/31 Music, politics and society… how influential is political music?
DUE: Review the Political Studies Association’s 2010 list of greatest political songs at
http://www.newstatesman.com/blogs/cultural-capital/2010/03/greatest-political-songs
and listen to the podcast at: http://www.newstatesman.com/podcasts/index.php?id=35
Written explanations of the significance of the top 20, in the order they appear on the podcast, can be found at:
http://www.newstatesman.com/music/2010/03/top-20-political-songs
DUE: Choose one song you feel has an important political or social message… print and bring the lyrics (or bring an audio recording of the song to play in class). Your song does not need to come from the PSA’s list.
11/2 Music, politics and society.
11/4 Watch and evaluate ROPs
DUE: Recorded Oral Presentation: Is Hate Speech in the Media Affecting our Culture?
OPTION 1: In groups of 3 or 4, create a TV style talk show segment featuring one moderator and 2 or 3 guests. Each guest must have a distinctive point of view on the question and must cite examples in support of that point of view. 4-6 minutes.
OPTION 2: Solo or in a group of two, write, choreograph and perform a song in any musical style. The song must have a clear point of view on the question and must cite examples in support of that point of view. 2-3 minutes.
OPTION 3: Propose a different scenario for teacher approval.
WEEK ELEVEN
11/7 Is advertising good for society?
DUE: Unit 2, Issue 7, page 129; BLOG
11/9 Is advertising good for society?
DUE: TBD
11/11 Is advertising good for society?
DUE Paper #3: Proposal for Research Project. Write a 2-3 page proposal outlining which chapter of our textbook you will write or rewrite and why. What will the title of your chapter be (i.e. how will you define your “Issue”)? Note several articles you might consider for inclusion on both the “yes” and “no” sides. What are your resources for finding and including good articles relating to this issue?
WEEK TWELVE
11/14 Will evolving forms of journalism be an improvement?
DUE: Unit 3, Issue 10, page 204; BLOG
11/16 Role of evolving forms of journalism on the Arab Spring.
DUE TBD
11/18 Role of evolving forms of journalism on American politics.
DUE TBD
WEEK THIRTEEN
11/21 Role of evolving forms of media on senior citizens… on civil society.
DUE: TBD
11/23 In class study session for students who are missing assignments.
11/25 Thanksgiving break
WEEK FOURTEEN
11/28 TBD
DUE: Final Research Project: Write or rewrite one chapter of our textbook. You may use an existing chapter/Issue title or construct a new one. You may use articles already included in the textbook or select new ones; however, the “yes” and “no” articles you ultimately choose to include MUST clearly articulate “yes” and “no” positions on the issue as defined. Your Issue Summary, Introduction and Postscript must be completely original pieces of writing. Separately, include a paragraph for each article describing any permissions issues relating to using that article in a textbook.
11/30 Who owns the media?
DUE: TBD
12/2 Ethical issues.
DUE: TBD
WEEK FIFTEEN
12/5 Semester wrap-up
12/7 Final
12/9 Research Project Presentations
Hate Speech reading: What are "fighting words"?
http://www.freedomforum.org/packages/first/fightingwords/casesummaries.htm#chaplinsky
Please read the case summary for Chaplinsky v. New Hampshire, 315 U.S. 568 (1942).
Please read the case summary for Chaplinsky v. New Hampshire, 315 U.S. 568 (1942).
Wednesday, October 5, 2011
Douglas Rushkoff on Occupy Wall Street
http://www.cnn.com/2011/10/05/opinion/rushkoff-occupy-wall-street/index.html?hpt=hp_t2
Monday, September 26, 2011
The Age Divide in Local News
http://www.politico.com/blogs/onmedia/0911/The_age_divide_in_local_news.html?showall
September 26, 2011
Categories: Polls
The age divide in local news
Polls have shown for years now that young people tend to hang out on the internet while older people are kicking back before the flat screen. But a new poll on local news consumption by the Pew Research Center’s Project for Excellence in Journalism and the Pew Internet & American Life Project fleshes out the contours of this divide.
For Americans polled under 40, the web ranked or tied for first as a source for local news in three quarters of the subjects asked about – 12 out of 16.
From Pew:
If someone is under age 40, she tends to get the following kinds of local news and information from the following places:
• Internet: weather, politics, crime, arts/cultural events, local businesses, schools, community events, restaurants, traffic, taxes, housing, local government, jobs, social services, and zoning/development
• Newspapers: crime, arts/cultural events, community events, taxes, local government, jobs, social services, zoning/development
• TV stations: weather, breaking news, politics, crime, traffic, local government, and social services
• Radio: traffic
• Word of mouth: Community events
If she is 40 or older, she tends to get the following kinds of news in the following places:
• Newspapers: politics, crime, arts/cultural events, local businesses, schools, community events, restaurants, taxes, housing and real estate, government activities, jobs, zoning/development, social services
• TV stations: weather, breaking news, politics, traffic, crime
• Internet: local businesses, restaurants
This puts news organizations – especially local TV stations wondering how much emphasis to put on their websites – in a tough spot. As Pew notes, the data suggests that people who look for local news online don’t do it by going to their local TV station’s website, so much as to a specialty website or a search engine.
September 26, 2011
Categories: Polls
The age divide in local news
Polls have shown for years now that young people tend to hang out on the internet while older people are kicking back before the flat screen. But a new poll on local news consumption by the Pew Research Center’s Project for Excellence in Journalism and the Pew Internet & American Life Project fleshes out the contours of this divide.
For Americans polled under 40, the web ranked or tied for first as a source for local news in three quarters of the subjects asked about – 12 out of 16.
From Pew:
If someone is under age 40, she tends to get the following kinds of local news and information from the following places:
• Internet: weather, politics, crime, arts/cultural events, local businesses, schools, community events, restaurants, traffic, taxes, housing, local government, jobs, social services, and zoning/development
• Newspapers: crime, arts/cultural events, community events, taxes, local government, jobs, social services, zoning/development
• TV stations: weather, breaking news, politics, crime, traffic, local government, and social services
• Radio: traffic
• Word of mouth: Community events
If she is 40 or older, she tends to get the following kinds of news in the following places:
• Newspapers: politics, crime, arts/cultural events, local businesses, schools, community events, restaurants, taxes, housing and real estate, government activities, jobs, zoning/development, social services
• TV stations: weather, breaking news, politics, traffic, crime
• Internet: local businesses, restaurants
This puts news organizations – especially local TV stations wondering how much emphasis to put on their websites – in a tough spot. As Pew notes, the data suggests that people who look for local news online don’t do it by going to their local TV station’s website, so much as to a specialty website or a search engine.
Saturday, September 24, 2011
Schedule - Weeks 5 and 6
WEEK FIVE
9/26 Small group sharing and critique of draft Intro, ROL and Method
DUE: CONSTRUCT your Survey - To what extent are voters' attitudes toward the legalization of marijuana influenced by the media? Bring the final version of your survey to turn in today.
DUE: CONDUCT research as needed to draft Introduction, Review of the Literature, and Method sections of your presentation
9/28 Do media represent realistic images of Arabs?
DUE: Unit 1, Issue 3, p.48
9/30 Do media represent realistic images of Arabs?
DUE: TBD
WEEK SIX
10/3 View and evaluate Recorded Oral Presentations
DUE: Recorded Oral Presentation
CONDUCT your survey, DRAFT a script, and RECORD an Oral Presentation of 3-5 minutes as if you were recording a TV or cable news media segment. Your final OP should contain all the elements of a good piece of analytical communication – Introduction, Review of the Literature, Method, Results, Analytical Discussion and References. The exact format is up to you – hype, humor or substantive coverage. POST your Recorded Oral Presentation to your blog.
10/5 View & evaluate Recorded Oral Presentations
10/7 View & evaluate Recorded Oral Presentations
9/26 Small group sharing and critique of draft Intro, ROL and Method
DUE: CONSTRUCT your Survey - To what extent are voters' attitudes toward the legalization of marijuana influenced by the media? Bring the final version of your survey to turn in today.
DUE: CONDUCT research as needed to draft Introduction, Review of the Literature, and Method sections of your presentation
9/28 Do media represent realistic images of Arabs?
DUE: Unit 1, Issue 3, p.48
9/30 Do media represent realistic images of Arabs?
DUE: TBD
WEEK SIX
10/3 View and evaluate Recorded Oral Presentations
DUE: Recorded Oral Presentation
CONDUCT your survey, DRAFT a script, and RECORD an Oral Presentation of 3-5 minutes as if you were recording a TV or cable news media segment. Your final OP should contain all the elements of a good piece of analytical communication – Introduction, Review of the Literature, Method, Results, Analytical Discussion and References. The exact format is up to you – hype, humor or substantive coverage. POST your Recorded Oral Presentation to your blog.
10/5 View & evaluate Recorded Oral Presentations
10/7 View & evaluate Recorded Oral Presentations
Schedule - Weeks 5 and 6
WEEK FIVE
9/26 Small group sharing and critique of draft Intro, ROL and Method
DUE: CONSTRUCT your Survey - To what extent are voters' attitudes toward the legalization of marijuana influenced by the media? Bring the final version of your survey to turn in today.
DUE: CONDUCT research as needed to draft Introduction, Review of the Literature, and Method sections of your presentation
9/28 Do media represent realistic images of Arabs?
DUE: Unit 1, Issue 3, p.48
9/30 Do media represent realistic images of Arabs?
DUE: TBD
WEEK SIX
10/3 View and evaluate Recorded Oral Presentations
DUE: Recorded Oral Presentation
CONDUCT your survey, DRAFT a script, and RECORD an Oral Presentation of 3-5 minutes as if you were recording a TV or cable news media segment. Your final OP should contain all the elements of a good piece of analytical communication – Introduction, Review of the Literature, Method, Results, Analytical Discussion and References. The exact format is up to you – hype, humor or substantive coverage. POST your Recorded Oral Presentation to your blog.
10/5 View & evaluate Recorded Oral Presentations
10/7 View & evaluate Recorded Oral Presentations
9/26 Small group sharing and critique of draft Intro, ROL and Method
DUE: CONSTRUCT your Survey - To what extent are voters' attitudes toward the legalization of marijuana influenced by the media? Bring the final version of your survey to turn in today.
DUE: CONDUCT research as needed to draft Introduction, Review of the Literature, and Method sections of your presentation
9/28 Do media represent realistic images of Arabs?
DUE: Unit 1, Issue 3, p.48
9/30 Do media represent realistic images of Arabs?
DUE: TBD
WEEK SIX
10/3 View and evaluate Recorded Oral Presentations
DUE: Recorded Oral Presentation
CONDUCT your survey, DRAFT a script, and RECORD an Oral Presentation of 3-5 minutes as if you were recording a TV or cable news media segment. Your final OP should contain all the elements of a good piece of analytical communication – Introduction, Review of the Literature, Method, Results, Analytical Discussion and References. The exact format is up to you – hype, humor or substantive coverage. POST your Recorded Oral Presentation to your blog.
10/5 View & evaluate Recorded Oral Presentations
10/7 View & evaluate Recorded Oral Presentations
Friday, September 9, 2011
Schedule - Week 3
WEEK THREE
9/12 Does fake news mislead the public?
DUE READ Unit 3, Issue 9, beginning page 173, Julia Fox, et al. & Barry Hollander
9/14 Are humor and substance at odds? Can human help in the transmission of substantive news coverage?
DUE WATCH fake news (Colbert Report www.colbertnation.com & The Daily Show www.thedailyshow.com). Choose a specific day’s broadcasts on September 7 or later. Watch the full episode as posted on the website. Use the coding scheme provided in Fox, et al. to ANALYZE each segment.
9/16 Gaga / Debate: Do media cause individuals to develop negative body images?
DUE Paper #1: Is fake news effective at filling the vital role of media within the context of a democracy? 4-5 pages. Paper should include Introduction, Review of the Literature, Method, Results (Tabulated Raw Data), Analytical Discussion, and List of References.
WEEK FOUR
9/19 Do media cause individuals to develop negative body images?
DUE READ Unit 1, Issue 4, beginning page 67, Dworkin, et al., and Levine, et al.
9/12 Does fake news mislead the public?
DUE READ Unit 3, Issue 9, beginning page 173, Julia Fox, et al. & Barry Hollander
9/14 Are humor and substance at odds? Can human help in the transmission of substantive news coverage?
DUE WATCH fake news (Colbert Report www.colbertnation.com & The Daily Show www.thedailyshow.com). Choose a specific day’s broadcasts on September 7 or later. Watch the full episode as posted on the website. Use the coding scheme provided in Fox, et al. to ANALYZE each segment.
9/16 Gaga / Debate: Do media cause individuals to develop negative body images?
DUE Paper #1: Is fake news effective at filling the vital role of media within the context of a democracy? 4-5 pages. Paper should include Introduction, Review of the Literature, Method, Results (Tabulated Raw Data), Analytical Discussion, and List of References.
WEEK FOUR
9/19 Do media cause individuals to develop negative body images?
DUE READ Unit 1, Issue 4, beginning page 67, Dworkin, et al., and Levine, et al.
Friday, September 2, 2011
Wednesday, August 31, 2011
Schedule - Weeks 1 and 2
WEEK ONE
8/31 Introductions to the course and to one another; definitions; historical longevity of political advertising; importance of media in the context of a democracy.
9/2 Are American values shaped by the mass media?
DUE READ Unit 1, Issue 1, page 2, Herbert Schiller & James Carey
WEEK TWO
9/5 Holiday, Labor Day
9/7 American media – ritual or transmission?
DUE WATCH CNN, MSNBC & FOX news broadcasts; RECORD elements of ritual and elements of transmission as described by Carey
9/9 First Paper assigned. Class will meet in Mac lab to set up blogs, post introductory message. Determine semester-long partnerships… students will work in teams of two throughout semester so that each individual has an assistant in producing segments for recorded OPs.
Syllabus
COURSE TITLE: COM 2408 Media, Politics & Society
SEMESTER: Fall 2011
COURSE START: August 31, 2011
CLASS HOURS: MWF 11:00 am
ROOM: Cuvilly 9
COURSE MATERIAL: Alexander & Hanson, Taking Sides: Clashing Views in Mass Media & Society
Additional readings as assigned in class
INSTRUCTOR: Patricia Andrews, M.A.
E MAIL: pandrews@ndnu.edu
OFFICE HOURS: by prearranged appointment.
COURSE DESCRIPTION: Our world is saturated with media in its various forms. Few Americans go a day without it. Since the founding of our democracy, our images, ideologies and even our identities have been shaped by the media that surround us. However, the media we engage with is constantly evolving and changing. Politicians and cultural leaders often have to struggle to keep up with the pace of change, which the young and less powerful may understand more naturally. The power of the media is pervasive in both electoral and cultural politics in the U.S. and its influence is growing, not shrinking. Its examination only becomes more crucial as time goes on. This course will explore its effects on us as individuals and on our evolving society.
ACADEMIC HONESTY: Academic honesty is a cornerstone of our values at NDNU. If any words or ideas used in an assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Consult the NDNU Student Handbook regarding consequences of misrepresenting your work.
PRIVACY and CONFIDENTIALITY: One of the highlights of the NDNU academic experience is that students often use real-world examples from their organizations in class discussions and in their written work. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature. Students must be mindful of any contracts they have agreed to with their companies.
LEARNING and OTHER DISABILITIES: If you have a learning disability or other circumstance that requires accommodations in this class, you must bring it to the attention of Program for Academic Support and Services (PASS) to arrange for possible accommodations (650-508-3670).
SYLLABUS UPDATES: Refer to the weekly schedule for course assignments. The course syllabus and schedule are subject to change in the event of extenuating circumstances. Your will be notified of any changes made to the syllabus. In all circumstances University policies will be strictly adhered to.
CLASS ATTENDANCE: Your attendance is very important to your studies at the University. Non-attendance or lack of participation in the class will be considered during the grading process.
WRITTEN ASSIGNMENTS: The School of Business and Management requires the use of the American Psychology Association (APA) publication guidelines as a standard for all papers.
LATE HOMEWORK: Assignments must be completed on time.
PARTICIPATION: Both lecture and classroom activities are organized to maximize student involvement in the learning process. You will be evaluated on your comprehension of the material as well as your ability to discuss its relevance.
EXTRA CREDIT: No extra credit will be offered for this class. However, you will have infinite opportunities to revise work with which you are dissatisfied.
LEARNING OBJECTIVES:
Students will…
• examine how the media presents political leaders and the national and international issues that shape our society and our world.
• learn to critically analyze both long-established and emerging new media for persuasive content and influence on us as individuals.
• develop analytical writing skills.
• learn oral communication skills in small group and formal settings.
• develop their ability to use technology for academic purposes.
• develop oral presentation skills, both in-person and online.
EVALUATION:
A total of 1200 points is possible, broken down into the categories below. Students are encouraged to keep track of their progress on a regular basis throughout the semester.
Written Papers & Oral Presentations 4 @ 100 points = 400
Class Blog/Reading Journal (weekly entries) 1 @ 200
Final Research Project 1 @ 200
Attendance 40 days @ 5 points = 200
Participation 40 days @ 5 points = 200
GRADE/POINT CONVERSION:
“A” = Excellent
“B” = Good
“C” = Average
“D” = Poor
“F” = Unacceptable
When numerical scores are converted to letter grades, and at the discretion of the instructor, a “+” or “-“ may be applied to scores ending in zero, one or nine.
COURSE ACTIVITIES:
See Course Schedule for weekly activities.
SEMESTER: Fall 2011
COURSE START: August 31, 2011
CLASS HOURS: MWF 11:00 am
ROOM: Cuvilly 9
COURSE MATERIAL: Alexander & Hanson, Taking Sides: Clashing Views in Mass Media & Society
Additional readings as assigned in class
INSTRUCTOR: Patricia Andrews, M.A.
E MAIL: pandrews@ndnu.edu
OFFICE HOURS: by prearranged appointment.
COURSE DESCRIPTION: Our world is saturated with media in its various forms. Few Americans go a day without it. Since the founding of our democracy, our images, ideologies and even our identities have been shaped by the media that surround us. However, the media we engage with is constantly evolving and changing. Politicians and cultural leaders often have to struggle to keep up with the pace of change, which the young and less powerful may understand more naturally. The power of the media is pervasive in both electoral and cultural politics in the U.S. and its influence is growing, not shrinking. Its examination only becomes more crucial as time goes on. This course will explore its effects on us as individuals and on our evolving society.
ACADEMIC HONESTY: Academic honesty is a cornerstone of our values at NDNU. If any words or ideas used in an assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Consult the NDNU Student Handbook regarding consequences of misrepresenting your work.
PRIVACY and CONFIDENTIALITY: One of the highlights of the NDNU academic experience is that students often use real-world examples from their organizations in class discussions and in their written work. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature. Students must be mindful of any contracts they have agreed to with their companies.
LEARNING and OTHER DISABILITIES: If you have a learning disability or other circumstance that requires accommodations in this class, you must bring it to the attention of Program for Academic Support and Services (PASS) to arrange for possible accommodations (650-508-3670).
SYLLABUS UPDATES: Refer to the weekly schedule for course assignments. The course syllabus and schedule are subject to change in the event of extenuating circumstances. Your will be notified of any changes made to the syllabus. In all circumstances University policies will be strictly adhered to.
CLASS ATTENDANCE: Your attendance is very important to your studies at the University. Non-attendance or lack of participation in the class will be considered during the grading process.
WRITTEN ASSIGNMENTS: The School of Business and Management requires the use of the American Psychology Association (APA) publication guidelines as a standard for all papers.
LATE HOMEWORK: Assignments must be completed on time.
PARTICIPATION: Both lecture and classroom activities are organized to maximize student involvement in the learning process. You will be evaluated on your comprehension of the material as well as your ability to discuss its relevance.
EXTRA CREDIT: No extra credit will be offered for this class. However, you will have infinite opportunities to revise work with which you are dissatisfied.
LEARNING OBJECTIVES:
Students will…
• examine how the media presents political leaders and the national and international issues that shape our society and our world.
• learn to critically analyze both long-established and emerging new media for persuasive content and influence on us as individuals.
• develop analytical writing skills.
• learn oral communication skills in small group and formal settings.
• develop their ability to use technology for academic purposes.
• develop oral presentation skills, both in-person and online.
EVALUATION:
A total of 1200 points is possible, broken down into the categories below. Students are encouraged to keep track of their progress on a regular basis throughout the semester.
Written Papers & Oral Presentations 4 @ 100 points = 400
Class Blog/Reading Journal (weekly entries) 1 @ 200
Final Research Project 1 @ 200
Attendance 40 days @ 5 points = 200
Participation 40 days @ 5 points = 200
GRADE/POINT CONVERSION:
“A” = Excellent
“B” = Good
“C” = Average
“D” = Poor
“F” = Unacceptable
When numerical scores are converted to letter grades, and at the discretion of the instructor, a “+” or “-“ may be applied to scores ending in zero, one or nine.
COURSE ACTIVITIES:
See Course Schedule for weekly activities.
Monday, August 29, 2011
Saturday, August 6, 2011
Friday, August 5, 2011
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