2 AssignmentS due in 48 hours

combs

MC3003_WR_Template.docx

Home >Education homework help >2 AssignmentS due in 48 hours

MC3003: Access to Popular Culture – Explain factors that influence access to popular culture.

Written Response Submission Form

Your Name: First and last

Your E-Mail Address: Your email here

Instructions

Write your responses where it reads “Enter your response here.” Write as much, as needed, to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.

Item 1

Governments, regardless of political system, can exercise control over whether content is considered appropriate or inappropriate. Sometimes this decision is based on confirming and enforcing community standards. Governments can enforce standards that adhere to governmental policy instead of taking public opinion into account in establishing those standards.

Compare one example of the United States government’s role in regulating content with one example of governmental regulation in another area of the world. In describing each example, consider the role of free speech, whether regulation of popular culture content is an infringement on free speech, and why or why not. (300–350 words)

Your Response

Enter your response here.

Rubric

Not Present

Needs Improvement

Meets Expectations

Module 1: Government Policy and/or Censorship

Learning Objective 1.1 – Explain differences in government roles with regard to regulating content and the relationship of such regulation to freedom of speech.

Response is missing.

Response is a vague, inaccurate, and/or incomplete explanation of differences in government roles with regard to regulating content and the relationship of such regulation to freedom of speech.

Response is a clear, accurate, and complete explanation of differences in government roles with regard to regulating content and the relationship of such regulation to freedom of speech.

Item 2

In 2004, singer Janet Jackson’s nipple was broadcast on live television for a millisecond. Using this specific example, describe the circumstances of the incident, decide if the Federal Communication Commission’s (FCC) involvement with the incident was appropriate, or unnecessarily punitive, and if so, to whom. Conclude with explaining why you have chosen your position. (250–300 words).

Your Response

Enter your response here.

Rubric

Not Present

Needs Improvement

Meets Expectations

Module 1: Government Policy and/or Censorship

Using this specific example, describe the circumstances of the incident, decide if the FCC’s involvement with the incident was appropriate, or unnecessarily punitive, and if so, to whom. Conclude with explaining why you have chosen your position. (250–300 words)

Learning Objective 1.2 – Explain actions of the FCC related to a specific modern popular culture incident.

Response is missing.

Response is a vague, inaccurate, and/or incomplete explanation of FCC actions related to a specific modern popular culture incident.

Response is a clear, accurate, and complete explanation of FCC actions related to a specific modern popular culture incident.

Item 3

Popular culture artifacts/expressions have the power to cross borders and create bonds between different cultures. In order to fund the production of popular culture artifacts/expressions such as movies, production companies control the distribution and licensing of popular culture around the world through the use of technologies like geo-blocking as well as marketing and strategic business decisions.

Select either A or B (below) and write a brief persuasive argument demonstrating that the stance you have chosen is the correct approach to global distribution and licensing. Be sure to include a brief and basic description of geo-blocking in your response.

1. The business practice of controlling global distribution of popular culture prevents people from different nations and regions from a greater understanding of others and should cease.

1. The business practice of controlling global distribution of popular culture is a necessity as it provides profit and revenue for the continued production of cultural artifacts/expressions.

(250–300 words)

Your Response

Enter your response here.

Rubric

Not Present

Needs Improvement

Meets Expectations

Module 2: Global Distribution and Licensing

Learning Objective 2.1 – Explain and take a well thought-out stance on geo-blocking in the context of global distribution and licensing.

Response is missing.

Response is a vague, inaccurate, and/or incomplete explanation of a stance on geo-blocking in the context of global distribution and licensing.

Response is a clear, accurate, well thought-out, and complete explanation of a stance on geo-blocking in the context of global distribution and licensing.

Item 4

The European Union (EU) is a group of 28 countries (as of this writing) that have entered into agreements that include trade, currency, and economic issues. These agreements are intended to balance the needs of individual countries while creating a powerful global economic force. Discussions have just begun that focus on creating a single digital content market between the member countries. Explain whether you believe that ending copyrighting and geo-blocking within the EU is a good or bad idea and why. (200–250 words)

Your Response

Enter your response here.

Rubric

Not Present

Needs Improvement

Meets Expectations

Module 2: Global Distribution and Licensing

Explain whether you believe that ending copyrighting and geo-blocking within the EU is a good or bad idea and why? (200–250 words)

Learning Objective 2.2 – Explain a rationale for or against ending copyrighting and geo-blocking within a specific area of the world

Response is missing.

Response is a vague, inaccurate, and/or incomplete rationale for or against ending copyrighting and geo-blocking within a specific area of the world.

Response is a clear, accurate, and complete rationale for or against ending copyrighting and geo-blocking with in a specific area of the world.

Item 5

When considering accessing popular culture, people tend to think about whether they can stream a particular popular culture artifact on their device, be it a television, tablet, or smartphone. However, there are challenges to access that occur long before wondering if a streaming service has a favorite song or television show. Describe three infrastructure challenges to popular culture access and at least one solution to each that might be available to overcome these challenges. 250–300 words.

Your Response

Enter your response here.

Rubric

Not Present

Needs Improvement

Meets Expectations

Module 3: Infrastructure Challenges

Describe three infrastructure challenges to popular culture access and at least one solution to each that might be available to overcome these challenges. (250–300 words)

Learning Objective 3.1 – Describe infrastructure challenges and solutions related to accessing popular culture.

Response is missing.

Response is a vague, inaccurate, and/or incomplete description of infrastructure challenges and solutions related to accessing popular culture.

Response is a clear, accurate, and complete description of infrastructure challenges and solutions related to accessing popular culture.

Item 6

The term digital divide refers to the gap between those who have access to digital content and those who do not. There are several factors that create a digital divide. Explain two factors that contribute to the digital divide and suggest a solution for each. (250–300 words)

Your Response

Enter your response here.

Rubric

Not Present

Needs Improvement

Meets Expectations

Module 3: Infrastructure Challenges

Explain two factors that contribute to the digital divide and suggest a solution for each. (250–300 words)

Learning Objective 3.2 – Explain factors that contribute to the digital divide and solutions.

Response is missing.

Response is a vague, inaccurate, and/or incomplete explanation of factors that contribute to the digital divide and solutions.

Response is a clear, accurate, and complete explanation of factors that contribute to the digital divide and solutions.

Item 7

Reality television is a type of episodic storytelling but the story is intended to focus on the experiences of participants who are not professional performers. The idea of reality television is to create a situation and a series of challenges that place people in competition with each other. There are many different structures to reality shows. Some are more successful than others.

Describe the format or structure of one reality television show and then explain why it might or might not appeal to both global and local audiences. (200–250 words)

Your Response

Enter your response here.

Rubric

	0 Not Present	1 Needs Improvement	2 Meets Expectations
Module 4: Corporate Interests and the Distribution of Popular Culture
Describe the format or structure of one reality television show and then explain why it might or might not appeal to both global and local audiences. (200–250 words) Learning Objective 4.1 – Describe reality show formats/structures.	Response is missing.	Response is a vague, inaccurate, and/or incomplete description of a format or structure of a specific reality show.	Response is a clear, accurate, and complete description of a format or structure of a specific reality show.
Learning Objective 4.2 – Explain why reality show formats/structures may or may not appeal to both global and local audiences.	Response is missing.	Response is a vague, inaccurate, and/or incomplete explanation of why a specific reality show format of structure may or may not appeal to both global and local audiences.	Response is a clear, accurate, and complete explanation of why a specific reality show format of structure may or may not appeal to both global and local audiences.

Item 8

The Disney Company is a film production and distribution powerhouse. One of the most successful series of Disney movies falls into the Disney Princess genre. Even though the stories upon which these films are adapted are drawn from around the world, these films send messages on social issues like gender expectations and social and economic class that are uniquely American. The power of The Disney Company to distribute their princess films worldwide implies that the company advocates the position on gender and social and economic class that is portrayed in the films for a global audience.

Consider whether this messaging on a global basis is a good way to influence other regions of the world to adopt American gender expectations or if this is a form of cultural imperialism that is insensitive to long traditions of differing gender norms. State your position and develop a persuasive argument to explain your rationale. (200–250 words)

Your Response

Enter your response here.

Rubric

Not Present

Needs Improvement

Meets Expectations

Module 4: Corporate Interests and the Distribution of Popular Culture

State your position and develop a persuasive argument to explain your rationale.

(200–250 words)

Learning Objective 4.3 – Defend a stance on corporate global messaging related to gender expectations and social and economic class.

Response is missing.

Defense of a stance on corporate global messaging related to gender expectations and social and economic class is vague, inaccurate, and/or incomplete.

Defense of a stance on corporate global messaging related to gender expectations and social and economic class is clear, accurate, and complete.

References

Provide a citation for each resource you used to write your responses to this Assessment. The following citations have been provided as examples:

Magazine Article: Menard, L. (2015). Pulp’s big moment: How Emily Bronte met Mickey Spillane. The New Yorker, 90(42), 62–69.

TED Talk: TEDx Talks. (2013, July 15). Why pop culture?: Alexandre O. Philippe at TEDxMileHigh [Video file]. Retrieved from https://www.youtube.com/watch?v=u_3UYncNwz4

Web Resource: Federal Communications Commission Consumer Help Center. (n.d.). Obscene, indecent, and profane broadcasts. Retrieved July 5, 2018, from https://www.fcc.gov/consumers/guides/obscene-indecent-and-profanebroadcasts

Mastery Rubric

In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

Mastery Rubric

Yes

Exceeds Expectations: In-Depth Analysis

Learning Objective - Analyze and use examples from multiple, relevant, quality sources to explain factors that influence access to popular culture.

Responses to the items do not use a variety of quality sources and appropriate examples from multiple, relevant sources to demonstrate a thorough understanding of influences that impact access to popular culture.

Responses to the items use a variety of quality sources and appropriate examples from multiple, relevant sources to demonstrate a thorough understanding of influences that impact access to popular culture.

Professional Skills Building

The faculty Assessor will provide feedback based on the following Professional Skills: Written Communication and Information Literacy. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that your writing will not meet these expectations yet, reach out to your Faculty Subject Matter Expert (SME) so he or she can work with you to further develop this important professional skill.

It is highly recommended that you use this opportunity to practice these important skills in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.

Professional Skills Building	0 Not Present	1 Needs Improvement	2 Meets Expectations
Written Communication: Write with clarity, coherence, and purpose.
Written Communication (WC) 1.1: Construct complete and correct sentences	Sentences are incoherent and impede reader’s access to ideas.	Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.	Sentences structure effectively conveys meaning to the reader.
Written Communication (WC) 1.2: Demonstrate the effective use of grammar and mechanics.	Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.	Some inaccuracies in grammar and mechanics limit reader’s access to ideas.	Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
Written Communication (WC) 1.3: Create cohesive paragraphs with a clear central idea.	Paragraphs, or lack of paragraphs, impede reader’s access to ideas.	Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.	Main idea and/or supporting paragraphs effectively convey meaning to reader.
Written Communication (WC) 1.4: Use supporting material to support a claim.	Supporting materials are not present.	Supporting material is used inconsistently or inappropriately.	Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
Written Communication (WC) 1.5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion.	Ideas are disorganized with no/poor transitions.	Ideas are loosely organized with unclear paragraphing and transitions.	Ideas are organized with cohesive transitions.
Written Communication (WC) 1.6: Identify sources.	Sources are missing.	Writing inconsistently identifies or misrepresents sources.	Writing clearly identifies the source of nonoriginal material and/or ideas.
Professional Skills Building	0 Not Present	1 Needs Improvement	2 Meets Expectations
Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions.
Information Literacy (IC) 1.1: Identify and locate credible sources.	No sources or non-credible sources are present.	Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment.	Sources are mostly credible, appropriate, and relevant to the topic and/or assessment.
Information Literacy (IC) 1.2: Analyze information sources.	Analysis is not present.	Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear.	Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
Information Literacy (IC) 1.3: Synthesize information from multiple, credible sources.	Synthesis is not present.	Synthesis demonstrates a vague connection between multiple sources and/or the topic.	Synthesis demonstrates a clear and cohesive connection between multiple sources and/or ideas to support a given topic.