SOLUTION: Reading Contemporary Society | My Assignment Tutor

BSc (Hons) in Health and Social Care (with Foundation Year) February 2021 Cohort 6 Module Code: FND3005 Module Title: Reading Contemporary Society MODULE GUIDE 2020/2021 Semester 2 Level HE3 Contents 1. Module Overview……………………………………………………………………………………………………….. 2 2. Learning and Teaching Strategy……………………………………………………………………………………. 2 3. Graduate Attributes……………………………………………………………………………………………………….. 3 4.Module Communications………………………………………………………………………………………………… 3 1. Module Description…………………………………………………………………………………………………….. 3 6. Learning Outcomes and Assessments………………………………………………………………………………. 5 7. Assessment Deadlines……………………………………………………………………………………………………. 5 8. Assessment Feedback…………………………………………………………………………………………………….. 6 9. Module Calendar…………………………………………………………………………………………………………… 6 10. Formative Assessment………………………………………………………………………………………………… 10 11. Indicative Reading………………………………………………………………………………………………………. 10 12. Guidelines for the Preparation and Submission of Written Assessments…………………………… 10 13. Academic Misconduct………………………………………………………………………………………………… 13 14. Assessments……………………………………………………………………………………………………………… 14 15.General Assessment Criteria for Written Assignments…………………………………………………….. 16 1. Module Overview Module TutorsBella Wheeler (Day) Pindurai Makufa (Evening)Emailbella.wheeler@rcl.ac.uk pindurai.makufa@rcl.ac.ukAvailability and contact method(s)Make an appointment via MS teamsWeblink to Moodle Classhttps://moodle.bolton.ac.uk/course/view.php?id=16687Weblink to Module Specificationhttps://modules.bolton.ac.uk/FND3005 2. Learning and Teaching Strategy This module is delivered using a blended learning approach with scheduled online and face-to-face sessions over 15 weeks. Most sessions comprise an online lecture and a workshop activity or activities. If you are unable to attend a live session due to factors outside your control, you are expected to inform your tutor and engage in this, where possible, before the next scheduled session. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice. In weeks 10 – 15 tutorials will take place which will provide you with the opportunity to discuss your progress on the module and receive feedback on assessments. To complete the module successfully you must allocate a substantial amount of independent study time, which will include undertaking set activities and carrying out assessment activities. Academic skills development will be embedded within the modules, with the inclusion of study skills appropriate to the stage of study. This module is delivered via one three-hour lecture and one three-hour seminar session per week over 15 weeks. To complete the module successfully you must also allocate a substantial amount of independent study time. The timetable will include tutorials (group and individual) in which you have the opportunity to discuss your progress on the module with your Module Tutor. Revision/ practice sessions are scheduled before submission of assessment. Graduate attributes are the personal qualities and skills which the Regent College London/University of Bolton community values, and which a student is expected develop during their time at the College/University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills. In total there are 10 graduate attributes. This module seeks to support the development of: Global CitizenshipProblem-solving 4. Module Communications The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media. Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However, responses will be longer in holiday periods. 5. Module Description The aim of this module is to consider ways in which academic study requires the use of trusted sources of information. You will examine how mass media sources are distinct or similar to academic information, through the examination of a variety of materials. You will develop an awareness of different forms of mass media in society and the impact they have on individual understanding and perception. You will be asked to consider ways in which everyday thinking is influenced by mass media, in terms of how accurate / factual or opinionated / biased information might be. You consider language use, which will help with the development of academic skills. Hence this module will enable you to consider different sources of information, through an examination of contents. You will also consider ways in which mass media are influenced by political opinion. Look at ownership of mass media and how this influences coverage and opinion. Also looking at newer media types, including social networking and classic persuasion techniques. Issues of gender, race, social class, age, disability and mental health will be examined in terms of representation and language used. Presentation of Gender, Race, Social Class, Age, Disability and Mental Health will be considered in terms how this might be seen to inform the public and ways in which this might be seen to give a particular view Bolton Values and Employability Skills. This module also serves to develop employability skills with particular emphasis on the following: (D= Developed, T= Taught, a = Assessed) PDP: T, A, D Communication Skills: T, A, D Team Working: T, A Organisation & Planning: T, A, D Problem Solving: T, A, D Self Awareness: T, A, D Personal Impact and Confidence: D Internationalisation T,A,D Social, public and ethical responsibility: T,A Taught (T), Developed (D) and Assessed (A). Description Different sources of information will be examinedTypes of mass media will be consideredIssues around ways in which mass media presents news stories, informs the publicSome theory related to impact of mass media, including ways in which this looks at issues and how this influences perception and behavior amongst individuals and within societyOwnership of mass media / control of forums and the social networks and classic persuasion techniquePresentation of Gender, Race, Social Class, Age, Disability and Mental Health will be considered in terms how this might be seen to inform the public and ways in which this might be seen to give a particular view 6. Learning Outcomes and Assessments Learning Outcomes AssessmentLO1: Consider different sources of information, examining their suitability for academic study.Assessment 001: EssayLO2: Examine different types of mass media output, with consideration of views and opinions presentedAssessment 001: Essay LO3: Consider the ownership and structure of the mass mediaAssessment 001: Essay LO4: Examine how people and their situation is presented and how this influences public perception and views within societyAssessment 001: EssayLO5: Develop understanding of the differences between opinion and academic sourcesAssessment 001: Essay 7. Assessment Deadlines Assessment item Due Date Weight1 2,500 words essay24th May 2021 (Before 23:59)100% 8. Assessment Feedback Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade, or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change. Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development and can therefore help you improve on future grades. 9. Module Calendar Session No.Weeks Commencing Topic Covered 11st February 2021Introduction to the CourseIntroduction to Module and Assignment 28th February 2021Theories of the mediaDocumentary evidence on the NHS, education or social housing for discussion 315th February 2021Power, control and ownership of the media – What does this mean for society? 422nd February 2021Politics, the media and bias – a tool for democracy?Documentary evidence on political groups for discussion 51st March 2021Representation in the media: How are people portrayed?Benefits Street debate Documentary evidence on class, unemployment or benefit claimants for discussion 68th March 2021Language and persuasion techniques/ Moral panics and mass hysteriaDocumentary evidence on crime, drugs or youth violence for discussion 715th March 2021Self-representation: The rise of social media and alternative mediaOpinion based vs. Research based Documentary evidence on disability or mental health for discussion822nd March 2021Audience theories/Media as opinion former or opinion projector?29th March 2021 – 11th April 2021 – Easter Break 912th April 2021#Me-too: Challenging broken systems or undermining legal process?1019th April 2021Documentary evidence on gender, sex or sexuality for discussion 1126th April 2021Media in the age of ‘fake news’: Trump, Brexit, and the ‘echo chamber’ effect 123rd May 2021Documentary evidence on race or immigration for discussion1310th May 2021Assignment Workshop and Tutorial Module Evaluation1417th May 2021Assignment Workshop and TutorialFormative Feedback1524th May 2021Progression Workshop Assignment 001 Submission Deadline: 24th May 2021 (Before 23:59) 10. Formative Assessment There are opportunities within this module for guidance on meeting the learning outcomes and learning from the taught components, which will be linked into the assessment strategy. There will be facilitated discussions around the key areas, with individual tutorial sessions to support this. You will have an individual tutorial enabling you to gain advice, support and feedback on your academic abilities and assist the module tutor to plan future sessions and support. You will be required to submit an outline plan of your assignment, which will form the basis for your individual tutorial; you will also be given an opportunity to consider your reflection at the end of the module. This should be viewed as a formative assessment, aimed at helping you meet the needs of the summative assessment. 11. Indicative Reading Cottrell, S. (2008), The Study Skills Handbook. London: PalgraveGiddens, A. (2006), Sociology. Cambridge: Polity PressGiles, D. (2010), Psychology of the Media. London: PalgraveMacmillan Northedge, A. (2005,) The Good Study Guide. Milton Keynes: Open University PressHaralambos and Holborn (2013) Sociology Themes and Perspectives, 8th ED . London: Collins Useful Website www.simplypsychology.orgwww.sociologyonline.co.ukwww.sociology.org.uk 12. Guidelines for the Preparation and Submission of Written Assessments Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing, and each page should be numbered.There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices). Where a word limit is specified, the following penalty systems applies:Up to 10% over the specified word length = no penalty10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will be capped at the pass mark for the assessment.All written work should be referenced using the standard University of Bolton referencing style– see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspx Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).Late work will be subject to the penalties:Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded.Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below.In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Director of Studies, following a discussion with the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline. Requests for extensions over 14 calendar days should be made using the Mitigating Circumstances procedure, with the exception of extensions for individual projects and artefacts which, at the discretion of the Programme Leader may be longer than 14 days. Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures. Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork. Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it. 13. Academic Misconduct Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin. Please note that penalties apply if academic misconduct is proven. See the following link for further details: https://www.bolton.ac.uk/about/governance/policies/student-policies/ 14. Assessments Assessment Number 001Assessment Type (and weighting)Essay (100%)Assessment NameDocumentary Evidence of Reading Contemporary SocietyAssessment Length2500 wordsAssessment Submission Date24th May 2021 (Before 23.59) Learning Outcomes Assessed: LO1: Consider different sources of information, examining their suitability for academic study. LO2: Examine different types of mass media output, with consideration of views and opinions presented LO3: Consider the ownership and structure of the mass media LO4: Examine how people and their situation is presented and how this influences public perception and views within society LO5: Develop understanding of the differences between opinion and academic sources Assessment Brief Produce an essay of 2500 word choosing one of the five questions as the title. Please ensure your essay meets the learning outcomes above. Brexit and immigrationThe movement of #METOOMoral panic and media: Corona Virus (COVID19), Ebola Virus disease (EVD)The state of NHS. Is it in crisis?How social media impact your health? Using documentary analysis from different sources around a chosen area/s to consider how particular views are presented and how this might shape public opinion on the subject, consider: Do different sources agree/disagree?Are they the same quality? Are they academic? Based on opinion or research?Why is information on your chosen area presented in this way? Why do different forms of media present issues in this way? (Consider this in reference to questions of ownership, bias, political allegiance, power etc.)How might this shape public opinion on the issue/s? Considering which sources are useful and academic – Are any more academic than others? Do we have criteria for assessing this?Considering which varieties of media, we get news information from – Which do you think is the most reliable? Most trustworthy? Most honest?Understanding the way mass media shapes understanding, perception and everyday thinking – to what degree do you think you the general population is influenced by media? To what degree do you think media influences you?Are there any news sources which are not opinion based? Which ones do you think are more or less opinion based?Use of language and persuasive writing techniques – what techniques do you think are used? Do any sources not use persuasion techniques to present a certain viewpoint?Considering the representation of different groups in the media – can you think of any groups who tend to be portrayed positively in the media? Are there any groups who tend to be portrayed negatively? 15. General Assessment Criteria for Written Assignments (Please note that the General Assessment Criteria will also apply. Please see section 15) First class (70% and above): This piece of work shows evidence of wider research with reference to a number of differing academic viewpoints. The essay has recognised relevantly and discussed in detail, all the required factors. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Presentation is of a high standard, and the appropriate essay style. The high number of appropriate sources has been referenced accurately to a high standard. Second class (50-69%): A clear and informative piece of work with evidence of wider research and discussion. The essay has correctly recognised and discussed, all the required factors. Some reasoned arguments have been developed and supported by a good number of sources. Presentation is of a good standard, in the appropriate research report style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style. Third class (40-49%): A reasonable attempt has been made at researching the essay, but greater in-depth discussion and academic debate is required. The research report has recognised some factors, however mostly the discussion is superficial and lacking in any depth. Presentation of the essay is limited, and only the minimum of 5 sources have been provided, with at least one academic text and two academic journals included. Fail (39% and below): Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity. Minimum Secondary Research Source Requirements: Level HE3 – It is expected that the Reference List will contain at least five sources. As a MINIMUM the Reference List should include three academic books. 16. General Assessment Criteria for Written Assessments Level HE3 %RelevanceKnowledgeArgument/AnalysisStructurePresentationWritten EnglishResearch/ReferencingClass I(Exceptional Quality)85-100% Directly relevant to title. Expertly addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an exceptional knowledge/understanding of theory and practice for HE3 level through the identification and summary of key themes.Makes exceptional use of appropriate arguments and/or theoretical models. Presents a comprehensive discussion of material resulting in clear, logical and original conclusions.Coherently articulated and logically structured. An appropriate format is used. The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A very well written answer with standard spelling and grammar. Style is clear, resourceful and academic. A wide range of sources drawn upon. Sources are cited accurately in the text and in the reference list. Class I(Excellent Quality)70-84% Directly relevant to title. Addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an excellent knowledge/understanding of theory and practice for HE3 level through the identification and summary of key themes.Makes excellent use of appropriate arguments and/or theoretical models. Presents a comprehensive summary of material resulting in clear, logical conclusions.Coherently articulated and logically structured. An appropriate format is used. The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate. A well writtenanswer with standard spelling and grammar. Style is clear, and academic. A wide range of sources drawn upon. Sources well cited in the text and in the reference list – with only minor errors.Class II/i(Very Good Quality)60-69%Generally, addresses the title/brief and covers some key issues in sufficiently meaningful detail.Demonstrates a very good knowledge/understanding of theory and practice for HE3 level through the identification and summary of key themes.Uses appropriate arguments or theoretical models. Clear and valid summary of the material. Presents clear, logical conclusions.Logically constructed in the main. An appropriate format is used. The presentational style & layout is correct for the type of assignment. Inclusion of FTP, where appropriate.A clearly written answer with standard spelling and grammar. Style is clear, and academic.A range of sources drawn upon. Most sources cited accurately in the text and in the reference list. Class II/ii(Good Quality)50-59%Generally, addresses the title/brief but sometimes considers irrelevant issues.Demonstrates a good knowledge/understanding of theory and practice for HE3 level through the identification and summary of some key issues.Presents largely coherent arguments. Valid summary of the material although focus lacking in places. Presents conclusions which are fairly clear and logical.For the most part coherently articulated and logically structured. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inclusion of FTP lacks selectivity.Competently written with minor lapses in spelling and grammar. Style is readable, and generally academic.Relevant sources drawn upon. Some weaknesses in referencing technique.Class III(Satisfactory Quality)40-49%Some degree of irrelevance to the title/brief. Superficial consideration of the issues.Demonstrates an adequate knowledge/understanding of theory and practice for HE3 level. An attempt is made to identify and summarise key themes.Presents basic arguments but focus and consistency lacking in places. Some issues may lack clarity. Presents conclusions which are not always clear or logical.Some attempt at articulation and logical structure but gaps in coherence and progression. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding.Generally, competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in places.Some academic sources but overreliance on non-academic sources. A number of errors in referencing technique.Borderline Fail35-39% Significant degree of irrelevance to the title/brief. Onlythe most obvious issues are addressed at a superficial level and in unclear terms. Demonstrates weaknesses in knowledge of theory and practice for HE3 level, with poor understanding of key themes.Limited arguments, which lack clarity in places. Presents conclusions which are neither clear nor logical.Poorly structured. Lack of articulation. Format deficient.For the type of assignment, the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity. Style is not academic.Limited sources and poor referencing. Fail