block 5 learning materialsv3

8/7/2019 Block 5 Learning Materialsv3

1/27

INTERNATIONAL FOUNDATION

PROGRAMME

(IFP)

BLOCK 5

LEARNING MATERIALS

2010 2011

Student Name : ID Number:

IFP Block 5 Learning Materials 1 Centre of International Education


2/27

Contents

INTRODUCTION TO BLOCK 5 ......................................................................3

BLOCK 5 ASSESSMENT ...........................................................................................3

Summative assessment S5 Individual Report ................................................................................3

OVERVIEW OF BLOCK 5 ............................................................................................4

MODULE LEARNING MATERIALS ...........................................................................7

IFP0100 .................................................................................................................................................7

IFP100 Block 5a ....................................................................................................................................7

IFP100 Block 5b ..................................................................................................................................7

IFP100 Block 5c ....................................................................................................................................7

IFP0200 .................................................................................................................................................8

IFP200 Block 5a ....................................................................................................................................8

IFP200 Block 5b ..................................................................................................................................8

IFP200 Block 5c ....................................................................................................................................8

IFP0400 ...............................................................................................................................................10

IFP400 Block 5a ..................................................................................................................................10

IFP400 Block 5b .................................................................................................................................18

IFP400 Block 5c ..................................................................................................................................23

IFP0500 ...............................................................................................................................................26

IFP0500 Block 5a ................................................................................................................................26

IFP500 Block 5b ................................................................................................................................27

IFP500 Block 5c ..................................................................................................................................27



3/27

Introduction to Block 5

This Block aims to provide a further insight into Media and Communications.

Block 5 Assessment

Formative assessment will be conducted within each module, details provided by the tutorand within the learning materials.

Summative assessment S5 Individual Report

Task Outline:

Report Title: Managing crime and deviance at public events and public venues.

You need to produce an individual report.

Your report should include research and analysis of the potential effects of crime and deviance on public events

and venues e.g theme park. You may also include some personal stories howcrime has affected the life of an individual.

statistics and analysis of crime and deviance data from public events or venues. an outline of a draft crime prevention / security strategy for your theme park



4/27

Overview of Block 5

IFP Block 5 Media and Communications

BLOCK 5A BLOCK 5B BLOCK 5C

IFP 0100Academic Writing

Lecture : Critical Thinking and Writing:General

Lecture : Critical Thinking and Writing:Academic

Lecture : Critical Thinking and Writing:Reflection

Seminar : Critical Thinking and Writing:General

Seminar : Critical Thinking and Writing:Academic

Seminar : Critical Thinking and Writing:Reflection

Lab : Critical Thinking and Writing:General

Lab : Critical Thinking and Writing:Academic

Lab : Critical Thinking and Writing:Reflection

IFP 0200 Lecture : Negotiation as Oral Discourse Lecture : Negotiation techniques Lecture : Multicultural negotiations

Researching andPresenting

Seminar : Negotiation as Oral Discourse Seminar : Negotiation techniques Seminar : Multicultural negotiations

Lab : Negotiation as Oral Discourse Lab : Negotiation techniques Lab : Multicultural negotiations

IFP 0400 Lecture : Questionnaire Design andAnalysis

Lecture : Summarising Data usingGraphs and Charts

Lecture: Designing your own Website

Independent Learning Seminar: Questionnaire Design andAnalysis

Seminar: Scatter plots and function inExcel

Seminar: Designing your own Website

Lab : Questionnaire Design and Analysis Lab : Summarising Data using Graphsand Charts

Lab : Developing your own Website

IFP 0500 Lecture : Audience Lecture : Lecture :

Integrated subjectprojects

Seminar: Audience Theory Seminar: Seminar:

Lab : Audience Lab : Lab :

PersonalDevelopmentPortfolio

Consider adverts you like and dislike. Doyou think this is related to audiencetheory and how?

Consider your negotiation skills, haveyou been in a situation where these werereally required? How did you perform?What would you do differently and why?

Reflect on your website design whatchanges would you make to improve this?



5/27

IFP Individual Report marking Sheet S5 - IFP0400

Learning Outcomes:

Apply effective strategies for independent learning.

Analyse, interpret and communicate basic statistical information and results of basic statistical analysis.

Use appropriate mathematical techniques for problem solving and decision making.

Identify and use appropriate simple IT applications for given communication and learning tasks.

Student Name: Student No:

This sheet is designed for marking but should inform discussions between the student and the tutor to assess progress throughoutthe task. Discussions with the tutor with draft versions and progress can be recorded here.

Draft 1 Feedback from Tutor

Criteria Below pass level(0 39%)

20 point scale ( 17-19)

Pass level(40 59%)

20 point scale (9-16)

Merit Level(60 69%)


Distinction level(70 100%)


Research, time

management and use of

IT 10 %

No real attempt to researchtopic

Poor attempt at relevant datacollection

Poor time management Poor use of appropriate IT

applications

Limited attempt to researchtopic

Limited attempt at relevantdata collection

Some evidence of timemanagement

Limited use of appropriateIT applications

Good attempt to research topic Good attempt at relevant data

collection Good time management Good use of appropriate IT

applications

Excellent research of topic Excellent relevant data

collection Excellent time management Excellent use of appropriate

IT applications

Data analysis and

communication of results- 40%

No real analysis of the data Poor or missing interpretation

of results. Poor communication of

results.

Limited analysis of data. Limited interpretation of

basis statistics. Limited or confused

communication of results.

A good attempt at data analysis A good attempt at interpretation

of basis statistics. Good clear communication of

results.

An excellent attempt at dataanalysis

An excellent attempt atinterpretation of basisstatistics.

Excellent communication ofresults.

Discussion and

development of strategy

40%

Poor or no use of relevantsource material.

Poor attempt at designing astrategy / solution

Poor use of underpinning

Limited use of relevantsource material.

Some attempt at designinga strategy / solution

Limited use of underpinning

Good use of relevant sourcematerial.

Good attempt at designing astrategy / solution

Good use of underpinning

Excellent use of relevantsource material.

Excellent use of underpinningtheory/ context.



6/27

theory/ context. theory/ context. theory/ context.

Report structure and

referencing 10%

Report poorly structured withpoor grammar and or missingsections.

Poor citation / referencing.

Report has some structurebut sections missing or poorgrammar.

Use of citation / referencing could be improved.

Report has good structure andgrammar with use of tables anddiagrams.

Good use of citation /referencing.

Excellent report structure. Excellent citation /

referencing.

Tutor Name:

Please add your name, suggested marks and additional feedback for the student:

Mark

Tutor Name: Mark: /100



7/27

Module learning materials

IFP0100

IFP100 Block 5a

IFP 0100 (5a) Lecture: Critical Thinking and Writing: General

IFP 0100 (5a) Seminar 1: Critical Thinking and Writing: General

Task 1 -Task 2 -

IFP 0100 (5a) Lab: Critical Thinking and Writing: General

Task 1 -Task 2 -

Self-Study Description if applicable

IFP100 Block 5b

IFP 0100 (5b) Lecture: Critical Thinking and Writing: Academic

IFP 0100 (5b) Seminar 1: Critical Thinking and Writing: Academic

Task 1 -Task 2 -

IFP 0100 (2b) Lab: Critical Thinking and Writing: Academic

Task 1 -

Task 2 -


IFP100 Block 5c

IFP 0100 (5c) Lecture: Critical Thinking and Writing: Reflection

IFP 0100 (5c) Seminar 1: Critical Thinking and Writing: Reflection

Task 1 -Task 2 -

IFP 0100 (2c) Lab: Critical Thinking and Writing: Reflection

Task 1 -Task 2 -


Bibliography IFP0100 Block 5Cottrell, S., Study Skills: The study skills handbook, 3rd edition, Palgrave Macmillian 2008.



8/27


9/27

Are you aware of your own cultural differences and how they can be perceivedin negotiations?

What tactics do you use to help you manage cross-cultural differences in thenegotiations?

IFP 0200 (5c) Lab: Multicultural negotiations

Task 1 - Using the guidelines outlined in the cross cultural communication lecture andreading, discuss the following scenario and follow up questions:

There are two negotiators dealing with the same potential client in the Middle East.Both have identical proposals and packages. One ignores the importance of crosscultural negotiation training believing the proposal will speak for itself. The otherundertakes some cross cultural training. He/she learns about the culture, values,beliefs, etiquette and approaches to business, meetings and negotiations.

Which negotiator will be more successful? Why

Which negotiator will be received better by the client? Explain . Which negotiator will develop a relationship with the clients? Explain.




10/27

IFP0400

IFP400 Block 5a

IFP 0400 (5a) Lecture: Questionnaire Analysis and DesignSelf-Study Preparation for Lab Work on Questionnaire Design and Analysis

Pre-Lab Task 1As specified in your lecture on Questionnaire Design and Analysis, you will have preparedfor todays lab by completing the online Survey on Humour athttp://FreeOnlineSurveys.com/rendersurvey.asp?sid=d6tn3f6o5cipbez851188 .

What were two strengths and two weaknesses of this survey?

Pre-Lab Task 2You have been asked by the university to organise a social event for the students. Thiscould take the form of an Outward Bound Course or an International Evening, etc. It is up to

you what event you would like to host and how you would like to organise it. In order to helpyou, you decide to carry out a survey to find out more about student preferences. Produce adraft of the survey. During Block 5a lab create this survey online.

IFP 0400 (5a) Seminar 1: Summarising Data using Graphs and Charts

Task 1 - Questionnaire Design and Analysis

1. a)i) Explain what is meant by a simple random sample selected from a population.

ii) Explain why in some situations you may choose to take a stratified sample from apopulation rather than a simple random sample.

iii) A financial company employs the following numbers of male and female personnel;

Male Female

163 84

Assuming you have access to the companys payroll records, explain how you would obtaina stratified sample of 60 employees clearly stating how many male and female employeeswould be sampled.

b) The staff at this company were asked to specify their level of job satisfaction on thefollowing scale;

Very Satisfied Satisfied Not Satisfied

Of the 84 females, 12 said they were very satisfied, 50 said that they were satisfied, and 22said they were not satisfied. Of the 163 males, 73 said they were very satisfied, 50 said thatthey were satisfied, and 40 said they were not satisfied.

Present this information in suitable tabular form.

2 a) i) Briefly explain the difference between a census and a sample.

IFP Block 5 Learning Materials 10 Centre of InternationalEducation
https://owa.mdx.ac.uk/owa/redir.aspx?C=1af6f651befa40d1bb1c85f57d604901&URL=http%3A%2F%2FFreeOnlineSurveys.com%2Frendersurvey.asp%3Fsid%3Dd6tn3f6o5cipbez851188https://owa.mdx.ac.uk/owa/redir.aspx?C=1af6f651befa40d1bb1c85f57d604901&URL=http%3A%2F%2FFreeOnlineSurveys.com%2Frendersurvey.asp%3Fsid%3Dd6tn3f6o5cipbez851188


11/27

ii) State three reasons why you may choose to take a sample rather than census in agiven situation.

iii) State an advantage and a disadvantage of systematic sampling.

iv) What is the main disadvantage of conducting a postal survey?

b) A lecture group consists of joint honours students with the following subject majors,

Marketing Business Studies Human Resource Management Accountancy

60 102 38 10

Explain how you would obtain a stratified sample of 65 students clearly stating how manystudents of each type would be sampled.

3) You have been hired by CakeULike Bakers, a producer of bread and cakes, as amarketing representative to investigate the possibility of them introducing a new healthysnack bar into their existing bakery range.

A colleague has designed the questionnaire below, and has decided to distribute them witha pre-addressed envelope to customers at the till with every CakeULike purchase, in a majorCovent Garden supermarket.

Criticise the questionnaire and outline a more appropriate design.Describe any problems with your colleagues method of questionnaire distribution, and givedetails of a more appropriate method of distribution.

Questionnaire for CakeULike BakersWinners of the 1998 Luxury Cream Cake awards.

We at CakeULike bakers are considering introducing a healthy snack bar into our existingluxury cake range. We would like to your opinion.

What is your name?

Are you male or female?

Do you like our cream cakes?

How much do you spend on cakes?

Do you buy health food?

Would you buy our healthy snack bars?

How much do you spend on health food?

Why do you buy health food?

Please give any helpful comments



12/27

IFP 0400 (5a) Lab 1: Questionnaire Design and analysis

Task 1Create the survey online that you have drafted as outlined in pre-lab task 2

You have been asked by the university to organise a social event for the students.This could take the form of an Outward Bound Course or an International Evening,

etc. It is up to you what event you would like to host and how you would like toorganise it. In order to help you, you decide to carry out a survey to find out moreabout student preferences. Produce a draft of the survey. During todays lab createthis survey online.

.Creating Your Own Survey Online

There are many sites that allow you to create your own surveys online. In this lab we showyou how to get you started with one of these sites.

Getting StartedType the following web address: http://freeonlinesurveys.com/

Fill in the Instant Sign-up section with your name, password and email address to sign-up

for a free account. Then click on Members login to login and access your account.

http://freeonlinesurveys.com/http://freeonlinesurveys.com/


13/27

The above screen will allow you to Create a new Survey.

Follow the on-screen instructions to create a new survey:

You can add introductory text:



14/27

And/or start adding questions:

As you can see below, you can insert images and videos. You can also ask several types ofquestions:

For example, open-ended questions:

Or closed-questions that lead you to other screens:



15/27

Each time you complete the writing-up of a question, you will be taken back to the work youhave done so far on your survey:

When you have completed typing up your survey, you can launch your survey in either of the3 following ways:



16/27

You will receive a unique link to your survey but dont forget that if you have freesubscription, the survey will only be available for a total of 10 days!Once your respondents have responded to your survey, you will be able to access yourresults:

You can also export your results to a spreadsheet. This will allow you to analyse yourresults using graphs and charts. Once you have downloaded your results, you will not needto worry about your survey results disappearing.



17/27

You can also see an overview of all your surveys:

Give it a try and learn more than we have here! Enjoy Surveying!

Task 2Decide how you will select a representative sample of 20 to 25 students to complete thesurvey. Before you ask your sample to complete the survey, run a pilot test to pick up anyshortcomings in your questionnaire.

Task 3Following your pilot study, make any amendments necessary and ask a representativesample of 20 to 25 students to complete the questionnaire online. You will be asked toanalyse the results of these questionnaires in your next lab.



18/27

IFP400 Block 5b

IFP 0400 (5b) Lecture: Summarising Data using Graphs and Charts

IFP 0400 (5b) Seminar 1: Summarising Data Using Graphs and Charts

Data sets for this unit63 27 46 47 22 64 30 19 69 36 65 60 40

66 55 33 47 42 49 23 22 46 62 30 20

Data set 1 Ages of part-time employees (hypothetical data)

18 22 18 19 25 20 19 18 20 22

21 19 18 20 20 36 19 21 20 18

19 18 18 21 23 18 21 18 20 19

Data set 2 Ages of students in a class (hypothetical data)

2 37 41 2 18 2 14 7

2 36 11 43 26 37 17 27

24 17 44 20 18 6 35 13

17 18 47 21 0 10 45 11

Data Set 3a Multiple choice test marks (set A) out of 50

3 28 3 3 50 1 42 1

14 5 48 12 33 21 43 50

24 50 3 39 19 44 43 21

47 21 49 49 47 28 26 15

Data Set 3b Hypothetical multiple choice test marks (set B) out of 50

Monday47 54 58 58 58 59 60 61 62 62

62 62 63 64 64 65 65 76 82 87

Tuesday50 52 54 56 58 59 59 60 61 61

62 63 65 65 65 66 68 74 80 80

Wednesday51 53 58 58 59 59 60 61 62 62

62 63 64 65 70 72 73 80 81 81

Thursday48 52 55 58 60 60 62 62 63 64

64 66 67 67 67 69 70 72 77 78

Friday15 61 62 63 65 66 66 66 69 71

72 72 74 79 84 85 86 86 95 107

Data Set 6 Time taken for lunch breaks (in minutes)



19/27

Task 1 - Consider the following variables. Decide whether the type of data for each one is

category, discrete numerical or continuous numerical. If you decide it is a category variable

explain whether it is nominal or ordinal data.

1. The time athletes recorded for running the final of the 100m in the last Olympic games

2. The country the athletes represented.

3. The number of times the athlete had represented their country in the 100m at the

Olympic Games.

4. The athletes impression of how fast they ran, faster than expected, as fast as they

expected, or slower than they expected.

Task 2 A company has completed a survey of its employees opinions on their attitudes to

their working experience with the company. The company managers know that theiremployees will be more productive and likely to stay with the company long term if staff

morale is high and staff have a positive view of what its like to work for the company. The

following frequency distributions provide the following information.

Important factors in job satisfaction Frequency

Flexible working 32

Pleasant working environment 37

Higher salary 8

Career development opportunities 14

The answers of employees when asked what was important to them in terms of job

satisfaction.

Desirable features of the working

environment

Number of employees selecting

the feature.

Air conditioning 35

Open plan working space 7

Well equipped, pleasant staff room 21

Refectory with wide choice and value for

money

10

No smoking policy 18

Results of some further investigations by the company.

Draw a bar chart for each distribution.



20/27


21/27

a. Find the modal time taken for lunch break for each day of the week.

b. Does it seem like people are taking too long for their break? Does the mode tell you this?

c. Does the data suggest that the day of the week affects the length of time people take?

d. What is the mode for the entire week? Is it what you expected?

Task 5 Here are the test scores for another class of students taking the same test in

3 28 3 3 50 1 42 1

14 5 48 12 33 21 43 50

24 50 3 39 19 44 43 21

47 21 49 49 47 28 26 15

Data Set 3b Hypothetical multiple choice test marks (set B) out of 50Find the modal score for this class. Try using groups of 5 and 10. Are the modal classes

using the two different methods the same?

N.B. Before you start working out the groups, look at the values within the data. Should you

use the same groups you used in Exercise 4?

Task 6

a) In seminar exercise 4 you were given data for lunch break times in data Set 4. Its easy to

find the median for the individual days, because of the way they have been presented,

already ranked.Make a note of theses medians.

Is there anything that suggests that the day of the week affects how long people take for

their lunch break?

Now rank the complete data set (if you havent already done so) and find the median of

the complete data set.

Make sure you keep a note of these results. Well be coming back to them later.

b) In seminar exercise 5 you used data Set 3b to find the modal class of a second set of

students, set B, taking a multiple choice test. Use the stem and leaf plot from that exercise

to help you find the median for this data.

Compare this with the median for set A who took the test in example 3a.

Do the medians suggest any differences between how well the two sets did in the test?

Did the mode or modal class suggest the same thing?

Task 7 Using the data for lunch break times (data set 4) find the means for each day, andfor the whole week, and add these to the median and mode in a table. (You should be ableto use the individual means to work out the weekly mean.)Compare the means and medians. What do they suggest about the length of time peopletook for their lunch breaks?



22/27

Task 8 -Find the means for the two sets of students who took the multiple choice test.

Add these to the median and mode.

What do the three measures of location tell you about the two classes?

Task 9 -

a) Find the data for students taking the multiple choice test (data sets 3a and 3b).

Using ordered data, find the minimum, maximum and range for the two sets.

Are the results very different from each other?

Do these results give any indication of what you found in the last unit?

Can you think of a way of modifying this technique so that it is more representative of

most of the data?

b) Now do the same for each day of the lunch break times data (data set 4).

Do any of the days stand out?

Try to describe what is happening.

Task 10

a) Go back to the data for students taking the multiple choice test (data sets 3a and

3b).

Using the formulas, find the positions and values of the 1st and 3rd quartiles, and

interquartile range for the two sets.

Compare the results with each other and the results for the range.

b)Now find the interquartile range for each day of the lunch break times data (data set

4).

Compare these results with those for the range.

Comment on what you find.

Task 11 - Analyse the results from your questionnaires in the light of this seminar.

IFP 0400 (5b) Lab 1: Scatterplots and function in Excel

The results of the questionnaire that you have designed (or will be designing) based on thecan be analysed by doing some simple analyses. This weeks lab introduces you to some ofthe features available in Excel to help you with this.

Make sure you keep a copy of this weeks work.

Task 1 Use the chart wizard to produce scatterplots of the pairs of data in the Lab 5b

file (available on Oasis). How would you describe the relationships apparent from the

different plots? Can you think of pairs of variables that you might use in yourcoursework that would produce similar plots?



23/27

Task 2 Use Excels MODE( ) function to find the mode for each set of data. Does the

mode tell you anything useful about these data sets? If not, why not?

Task 3 Use the MEDIAN( ) function to find the median of each data set. If you

needed to find the median by without using this function, you would need to rank, or

sort, the data. Make sure you know how to use Excels Sort facility. Check that you cancontrol which areas of the spreadsheet are included in the sort.

Task 4 Use the AVERAGE( ) function to find the mean for the data sets. You

can also find the mean in stages by using the SUM( ) and COUNT( ) functions.

Task 5 Use the MIN( ) and MAX( ) functions to find the highest and lowest values in

each data set.

Task 6 Find the quartiles for the data sets using the QUARTILE( ) function. This

function takes two arguments (input variables), the data range you want, and the

quartile, usually 1 for the lower quartile or 3 for the upper quartile.

Task 7 What do you get if you ask for quartiles 0, 2 and 4?

Task 8 Does Excel find the same values for the upper and lower quartiles as you

would by sorting the data?

Task 9 Excel doesnt have a function for finding the range or inter-quartile range of a

data set. But you should be able to calculate these for yourself from the information you

already have.

Task 10 Use Excels VAR( ) and STDEV( ) functions to find the variance and standard

deviation for the data sets.

Task 11 Now generate interesting charts and graphs relating to the results from the

online questionnaire that you set up.

IFP400 Block 5c

IFP 0400 (5c) Lecture: Designing your ownWebsite

IFP 0400 (5c) Seminar 1: Designing your own Website

Task 1 Designing your own Website : Preparation for the Lab exercise:

Develop your own site (individually or in pairs) for a new brand of food outlet that fits with themajor development you have been working on eg a theme park.

What are your favourite online shops and why?Discuss this with the person next to you

Choice of outlet and productOutlet ideasProduct ideas

Across the programme you have been working on developing a design for a majordevelopment eg a theme park. The lab exercise will draw on a number of skills e.g.

marketing and design.



24/27

What food outlet will you choose to open at your development and why?

Information gatheringThe initial step to making a successful web site is gathering relevant information. You needto keep certain things in mind to help define the look and feel of the site. The first thing youshould do (and it is also the most important) is to get a good understanding of the productthat the site is going to promote.

Not only is your choice of product/outlet important but what you want your website to sayabout the product/outlet.

The planning stageNow you should design a website map. This is nothing but a list of basic topics andsubtopics that need to go on the site, but it serves as a blueprint to help you design the site.You need to keep the target audience in mind when actually designing the pages. A gooduser experience is essential; you want visitors to your website to come back. During thisplanning stage, you also need to decide what technologies could be incorporated into the

site e.g. images, video, audio.What will be the stand-out features of your website that will make visitors return?

The design stageYou should now decide on the feel of the web site. ALWAYS keep the target audience inmind when planning the design.

Have you thought about designing a logo for your food outlet?

The development stageThis is the start of making the web pages of the site. Usually, a designer would first work onthe home page of the site, after which a basic shell is created for the additional pages. This

shell is nothing but the template, though does layout the navigational structure of the site.Once this shell is ready, you can add the relevant information on the pages text, video,audio, images, etc.

The delivery stageThis is the final stage of the development process.You need to quality check the site end to end. Test every page on your site, as well as lastminute compatibility issues on different browsers.

Now is not the time to sit back and relax, once you have checked for bugs, you will need tomake sure the site stays current.

The maintenance stageOne strategy to ensure that users return to the site at periodic intervals is to offer them freshinformation from time to time. Apart from just updating information on the site, you may wantto seasonally add or remove entire pages. Maintenance is less of an ordeal when comparedto creating a site from scratch.

When thinking about the design of you site it is a good idea to document it. One thing tomake a note of are the pages that will require most maintenance/edits, etc

Next stepsYou should now have done all the groundwork required to complete the lab exercise



25/27

IFP 0400 (5c) Lab 1: Developing your own WebsiteTask 1 - The purpose of this activity is to give you website design practice.Your task is to start developing your own site (individually or in pairs) for a new brand of foodoutlet. This will give you the chance to put into practice all the material covered in theLecture (and Seminar).

You should complete all the steps. If your lab is before your seminar you will need to workthrough the seminar exercises first.

Decide what your food outlet is going to sell. Research your product What is special aboutit? How will you market the product? What information do you want to share about it on thewebsite? Make notes (these will form the basis of your website content).

Think about the structure of your website. How many pages will you need? (SUGGESTION:homepage, product information, including images, prices, nutritional details, contact andfurther information, special offers.) Sketch out the content for each page to give you an idea

of the layout.

What will your website look like? Search for appropriate images (remember to checkcopyright), videos, etc. Decide on your colour scheme and font styles. Think about a namefor your website this will form part of the URL for the website and also the title of thewebsite.

Create an account on http://www.moonfruit.com/. This is a service that allows you to build afree website. Choose your template, experiment with making pages. (If you have a Googleaccount you can explore the options for building with Google sites and compare thefunctionality of the two services http://sites.google.com/support/bin/topic.py?hl=en-GB&topic=15797.)

http://www.moonfruit.com/support.html

Put the elements of your site together and apply your customisation to colours, fonts, etc.Insert relevant images, video clips, etc.

Test your website look at it in different browsers, proof read all text, ask your partner or afellow classmate to look at your site and suggest possible improvements/correctionsrequired.

Present your website to your tutor and fellow classmates. As well as displaying and talkingthrough your website, ensure you explain the rationale for choosing that specific product(Theme Park food outlet) in addition to the website design choices you have made. Ensure

you ask for feedback.


http://www.moonfruit.com/http://sites.google.com/support/bin/topic.py?hl=en-GB&topic=15797http://sites.google.com/support/bin/topic.py?hl=en-GB&topic=15797http://www.moonfruit.com/support.htmlhttp://www.moonfruit.com/http://sites.google.com/support/bin/topic.py?hl=en-GB&topic=15797http://sites.google.com/support/bin/topic.py?hl=en-GB&topic=15797http://www.moonfruit.com/support.html


26/27

IFP0500

IFP0500 Block 5a

IFP 0500 (5a) Lecture: Audience

IFP 0500 (5a) Seminar 1: Audience Theory

HYPODERMIC NEEDLE THEORY - There is a direct flow of information between the mediainstitution and the (passive) audience.

TWO STEP FLOW - Media messages are targeted at OPINION FORMERS. The generalpopulation follow their lead.

USES AND GRATIFICATIONS - The audience receive pleasures from the text or use it forsome purpose. The usual purposes are DIVERSION, SURVEILLANCE, PERSONALRELATIONSHIPS and PERSONAL IDENTITY.

RECEPTION THEORY - Everybody responds differently to messages depending on suchthings as their SITUATED CULTURE and their individual circumstances.

Task 1 -Following the following links and view the Watch Ad Clips and answer the followingquestions for each:http://www.youtube.com/watch?v=XcLzF1bMng8http://www.youtube.com/watch?v=474Ay0C-u-Uhttp://www.youtube.com/watch?v=zff9hVH3ptYhttp://www.youtube.com/watch?v=GURvHJNmGrchttp://www.youtube.com/watch?v=KlbGz1vyIK4

http://www.youtube.com/watch?v=eQK6ODxDfDY

1. Audience Profiles Who are the audience?

2. Audience uses and gratifications Why do the audiences watch?

3. Audience Targeting How does the advert create appeal?

4. Audience Effects What effect does the advert have on the audience?

Task 2 -1. Briefly sketch out an idea for a print based advert for diamond jewellery

Discuss your idea who is your audience

What colours, ideas, design styles are likely to appeal to your audience?

2. Sketch your idea

3. Annotate your idea explaining who the audience is and how you have attempted to

appeal to them

4. Once you have finished, explain your idea to another group

Are the ideas similar?

http://www.youtube.com/watch?v=XcLzF1bMng8http://www.youtube.com/watch?v=474Ay0C-u-Uhttp://www.youtube.com/watch?v=zff9hVH3ptYhttp://www.youtube.com/watch?v=GURvHJNmGrchttp://www.youtube.com/watch?v=KlbGz1vyIK4http://www.youtube.com/watch?v=eQK6ODxDfDYhttp://www.youtube.com/watch?v=XcLzF1bMng8http://www.youtube.com/watch?v=474Ay0C-u-Uhttp://www.youtube.com/watch?v=zff9hVH3ptYhttp://www.youtube.com/watch?v=GURvHJNmGrchttp://www.youtube.com/watch?v=KlbGz1vyIK4http://www.youtube.com/watch?v=eQK6ODxDfDY


27/27

Are there common obvious ways to market and sell diamonds? What are they?

IFP 0500 (5a) Lab 1: Audience

Task 1 -

Watch several different media clips they can be film clips, television clips, newspaperheadlines, news reports, print ad campaigns or any other media formDecide and note which category they would fall -InformationIntegration and Social InteractionPersonal Identity

IFP500 Block 5b

IFP 0500 (5b) Lecture: Title

IFP 0500 (5b) Seminar 1: Title

Task 1 -Task 2 -

IFP 0500 (5b) Lab 1: Title

Task 1 -Task 2 -


IFP500 Block 5c

IFP 0500 (5c) Lecture: Title

IFP 0500 (5c) Seminar 1: Title

Task 1 -Task 2 -

IFP 0500 (5c) Lab 1: Title

Task 1 -Task 2 -



IFP Block 5 Learning Materials 27 Centre of International

block 5 learning materialsv3

Documents