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COM4809 Assignment 5 Examination portfolio (ANSWERS 2024)

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COM4809 Assignment 5 Examination portfolio (ANSWERS 2024) Assignment 05 ASSIGNMENT 05: PORTFOLIO EXAMINATION Quick facts for Assignment 05 Extensions Extensions are not possible for this assignment/examination portfolio, under any circumstances. Technical presentation This assignment has to adhere to all technical presentation guidelines given in Tutorial Letter CMNHONE/301. Turnitin submission This assignment, in its entirety, has to be submitted to Turnitin. The Turnitin report is submitted to myUnisa for marking. Please do not worry about Turnitin “picking up”/flagging previous assignments for the module. The program does not consider previous assignments from the same year and for the same module when it compiles its report. Word count The maximum word count for this assignment is 23 500 words. Please see 9.1 above for an explanation as to what this word count includes and excludes. Marking rubric The marking rubric that we will use to grade your portfolio will be made available to you a few weeks before the portfolio due date (via myUnisa). Do not concentrate too much on the categories in these rubrics. The categories in the rubric are competencies (outcomes) that we want you to achieve – they are not the same as the content that you need to include in your portfolio. Below, we outline the content that you should include in your portfolio. Extra material With your portfolio, you must submit your final ethics clearance form and your final data gathering instruments. You can also submit further appropriate content (e.g., raw data as addenda), but please discuss this with your supervisor. Compulsory reading for Assignment 05 It is your responsibility to ensure that you have read the following material. These resources have been carefully selected to assist you as you work towards finalising your examination portfolio. Assignment 05: Preparing your examination portfolio Beaudry, JS. 2016. Research literacy: a primer for understanding and using research. New York: The Guilford Press. (eBook collection AN1180050) Chodorow, S. 2011. Writing a successful research paper: a simple approach. Indianapolis: Hackett. (eBook collection AN408156) 34 Dubicki, E. 2015. Writing a research paper: students explain their process. Reference Services Review, 43(4):673–688. McMillan, K & Weyers, J.B. 2014. How to complete a successful research project. Harlow, England: Pearson. (eBook collection: AN 1418694) Mewburn, I, Firth, K & Lehmann, S. 2019. How to fix your academic writing trouble: a practical guide. London: Open University Press. (808.066378 MEWB) Monippally, MM & Pawar, BS. 2010. Academic writing: a guide for management students and researchers. India: Sage. (808.0420711 MONI) Polonsky, MJ & Waller, DS. 2015. Designing and managing a research project: a business student’s guide. 3rd ed. Thousand Oaks, CA: Sage. (650.072 POLO) Samuels, B & Garbati, J. 2019. Mastering academic writing. Thousand Oaks, CA: Sage. (808.066378 SAMU) The assignment Consult Study @ Unisa for general examination guidelines. The examination for COM4809 is non-venue linked. This means that you are examined on the content of Assignment 05, which is your completed research project. Examination admission is not automatic – you must have achieved a minimum year mark of 30% in order to be allowed to submit Assignment 05. Your research project is not complete until you have written the report, in which you make your findings known. Please note the following: • As you are submitting your final research report as Assignment 05 for the examination, we cannot grant you any extension on the due date. Your Assignment 05 must reach Unisa by 5 January 2023 at the latest. • Assignment 05 will not be returned to you; we need to retain it, as it is your examination for this module. Please be sure to keep a copy for future reference. • Subminimum in the portfolio examination: In order to pass a module at honours level, you have to obtain a final mark of at least 50%. However, because we have made provision for the assignments you submit to contribute a maximum of 40% towards the final mark, a subminimum applies to your examination mark. This subminimum is 40%. Therefore, in order to pass the examination for this module, you must obtain a subminimum of 40% in the portfolio examination. If you fail to obtain the required subminimum of 40% in the portfolio examination, your year mark will not count towards your final mark (rule 4.13 of the Unisa Assessment Policy). You still need to obtain a final mark of 50% for the module as a whole, in order to pass. COM4809/101/0/2023 35 • In terms of supervision and your portfolio: You will need to show that you can, independently, execute your research report. It is one of the competencies that an honours student needs to demonstrate. For this reason, we cannot “coach” you on what to do in your portfolio. At this point in the research process, our work as supervisors is done. Our next task is to become the examiners of your portfolio (actually one of the examiners of your portfolio – with a process of moderation followed by an external examination/moderation). We cannot systematically go through your portfolio and ensure that it is “correct” or “acceptable”. If we did that, we would be “coaching”, which is considered unethical in terms of Unisa policy. Over and above this, it would also mean that we would in a way be examining ourselves. Your portfolio should be a testament to your competencies as a student, not our competencies as lecturers and supervisors. There are sufficient resources and inputs offered throughout the year. These will allow you to finalise your portfolio with confidence, without your supervisor’s confirmation on everything. Your supervisor (and the module coordinators) will be available to answer specific questions that you may have up until 1 December 2023. After that, you should have the confidence – based on your work, inputs and efforts throughout the year – to complete your portfolio yourself. Please make sure that you have asked all your questions and engaged in all of your discussions by this date. We will not be able to interact with you concerning these issues after this date. GUIDELINES FOR ASSIGNMENT 05 (examination portfolio) This is where you combine Assignments 01, 02, 03 and 04 in order to create a complete research report, consisting of several chapters. You need to work through the assignments you have submitted and take note of your project supervisor’s comments, and then incorporate these amendments and/or additions into your final draft. As we have already explained, each assignment that you complete throughout the year will become a separate chapter in your research report, and the chapters must follow one another logically to present a coherent argument. Each chapter (previously an assignment) must ultimately be rewritten, corrected and adapted to form your final research report. Structure of Assignment 05 The basic structure of Assignment 05 (your final research report and examination portfolio) should be similar to the following: Title page Table of contents Chapter 1: Introduction Chapter 2: Literature review Chapter 3: Research design Chapter 4: Findings and analysis/interpretation Chapter 5: Conclusion List of sources consulted Addenda (including any questionnaires or research instruments you have used) 36 Do not resubmit Assignments 01 to 04 with Assignment 05. Your final research report (examination portfolio) must include a table of contents, an introduction and a list of sources consulted, which must be technically correct. Draw up one table of contents and one consolidated list of sources consulted for the whole report. Each individual chapter (previously Assignments 01 to 04) must have its own, individualised introduction and conclusion. For a visual representation of what this would look like, watch the video by clicking on this link: 9.7 Other assessment methods There are no other forms of assessment. 9.8 The examination Examination information and details on the format of the examination will be made available to you online via the myUnisa site. Look out for information that will be shared with you by your lecturer and e-tutors (where relevant) and for communication from the university. 10 ACADEMIC DISHONESTY 10.1 Plagiarism Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty: • copying and pasting from any source without acknowledging the source • not including references or deliberately inserting incorrect bibliographic information • paraphrasing without acknowledging the original source of the information More information about plagiarism can be downloaded via the link below: 10.2 Cheating Cheating includes, but is not limited to, the following: • completing assessments on behalf of another student, copying the work of another student during an assessment, or allowing another student to copy your work • using social media (e.g., , Telegram) or other platforms to disseminate assessment information • submitting corrupt or irrelevant files as per examination guidelines • buying completed answers from so-called “tutors” or internet sites (contract cheating) COM4809/101/0/2023 37 11 STUDENTS LIVING WITH DISABILITIES The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an opportunity for staff to interact with first-time and returning students with disabilities. If you are a student with a disability and would like additional support or need additional time for assessments, you are invited to contact the module coordinators so that you can be assisted. 12 FREQUENTLY ASKED QUESTIONS Study @ Unisa contains an A–Z guide of the most relevant study information. Most of the frequently asked questions for this module have already been answered in this tutorial letter. We also have an FAQ (Frequently Asked Questions) section on myUnisa. Please consult the list of questions before directing enquiries to your lecturers. Having said this, you are always welcome to contact us should you have any other content- or module-related questions. 13 IN CLOSING Please visit myUnisa regularly, as important announcements will be made on the site, and discussions will be held that could benefit you generally and in the completion of your assignments. We hope that you will find this module informative and that you will be able to draw on what you have learnt in other modules – in terms of theory, practice and research – to apply here. This module is very challenging but can be extremely rewarding if you put in all that you need to. We wish you a successful year! The COM4809 team

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,Chapter 1: Introduction
1.1 Background
The introduction provides a comprehensive overview of the research topic, setting the
stage for the subsequent chapters. In this section, the background of the study is
presented, highlighting the context and significance of the research problem.
The COVID-19 pandemic has not only posed significant challenges to global health but
has also brought attention to the rampant spread of misinformation, creating what is
commonly referred to as an "infodemic." The infodemic, characterized by the rapid
proliferation of both accurate and misleading information, has emerged as a parallel crisis
during the pandemic.
1.2 Research Problem
Within this backdrop, the research problem is identified and defined. This section clarifies
the specific issues the research aims to address and the gaps in existing knowledge that
the study seeks to fill.
The infodemic surrounding COVID-19 has raised concerns about its impact on public
perceptions, behaviors, and decision-making processes. Understanding the dynamics of
misinformation spread is crucial for devising effective strategies to mitigate its adverse
effects.
1.3 Objectives of the Study
The objectives of the research are outlined to guide the study and provide a clear direction
for the research process.
1. To analyze the sources and drivers of misinformation related to COVID-19.
2. To assess the impact of misinformation on public perceptions, behaviors, and
health outcomes.
3. To identify effective strategies for countering and addressing the spread of
COVID-19 misinformation.
4. To provide recommendations for enhancing communication and information
dissemination during public health crises.
1.4 Significance of the Study
This section highlights the importance of the research and its potential contributions to the
academic field, policy-making, and practical implications for addressing misinformation in
public health crises.
As societies navigate the challenges posed by the infodemic, this study aims to unravel
the complexities of misinformation during the COVID-19 pandemic. By shedding light on
the mechanisms of misinformation spread, its impact on public decision-making, and
effective strategies for mitigation, the research contributes valuable insights for
policymakers, healthcare professionals, and communication practitioners.
1.5 Research Methodology

, A brief overview of the research methodology is provided, offering insights into the
approach, data collection methods, and analysis techniques employed in the study. A
more detailed explanation will be presented in Chapter 2.
Chapter 1: Introduction
1.1 Background
The onset of the COVID-19 pandemic has ushered in an era fraught with unprecedented
challenges for global health systems. Beyond the immediate threat posed by the virus
itself, an intricate and pervasive crisis has unfolded—the infodemic. As societies grapple
with the complexities of managing a novel and highly contagious virus, a simultaneous
surge in the dissemination of information, both accurate and misleading, has captured the
world's attention.
The term "infodemic" encapsulates the phenomenon characterized by the rapid and
widespread proliferation of information, creating a complex tapestry where facts and
falsehoods coexist. This surge of information, fueled by the interconnected nature of the
digital age, has become a parallel crisis during the COVID-19 pandemic. The infodemic
not only amplifies the challenges of responding to a global health emergency but also
poses a formidable barrier to effective communication, public understanding, and the
implementation of cohesive public health measures.
In the context of the COVID-19 infodemic, the distinction between accurate information
and misinformation has become increasingly blurred. The consequence is a landscape
where facts are entangled with fallacies, and public discourse is influenced by a myriad of
competing narratives. As misinformation permeates various channels, from traditional
media to social networks, its impact extends beyond the realm of communication—it
influences public perceptions, shapes behaviors, and affects decision-making processes.
Understanding the intricacies of the infodemic is not only crucial for navigating the current
pandemic but is essential for developing strategies to confront similar challenges in the
future. This research endeavors to unravel the layers of the COVID-19 infodemic,
exploring its origins, dynamics, and implications. By delving into the complexities of
misinformation during a global health crisis, this study aims to contribute to the broader
understanding of information dissemination in the digital age and offer insights that can
inform more effective crisis management and communication strategies.
As we embark on this exploration, the subsequent chapters will delve into specific aspects
of the infodemic, examining its impact on public perceptions, the sources and drivers of
misinformation, and strategies to counter its detrimental effects. Through this endeavor,
we seek to contribute not only to the academic discourse but also to the development of
practical solutions for addressing misinformation in the context of public health
emergencies.
Chapter 1: Introduction
1.2 The Significance of the Infodemic
1.2.1 Navigating the Infodemic Landscape
The COVID-19 infodemic, characterized by the overwhelming volume and rapid
dissemination of information, has created a challenging landscape for individuals,
communities, and policymakers. The ubiquity of social media platforms, coupled with the
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