INTERNATIONAL FOUNDATION

PROGRAMME

(IFP)

BLOCK 5

LEARNING MATERIALS

2010 – 2011

Student Name : …………………………

ID Number: …………………………

IFP Block 5 Learning Materials 1 ©Centre of International Education

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

IFP Block 5 Learning Materials 2 ©Centre of International Education

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 tutor
and 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 – how
crime 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

IFP Block 5 Learning Materials 3 ©Centre of International Education

Overview of Block 5

IFP Block 5 – Media and Communications

BLOCK 5A BLOCK 5B BLOCK 5C

IFP 0100 Lecture : Critical Thinking and Writing Lecture : Critical Thinking and Writing Lecture : Critical Thinking and Writing
Academic Writing :General :Academic :Reflection
Seminar : Critical Thinking and Writing Seminar : Critical Thinking and Writing Seminar : Critical Thinking and Writing
:General :Academic :Reflection
Lab : Critical Thinking and Writing Lab : Critical Thinking and Writing Lab : Critical Thinking and Writing
:General :Academic :Reflection

IFP 0200 Lecture : Negotiation as Oral Discourse Lecture : Negotiation techniques Lecture : Multicultural negotiations
Researching and Seminar : Negotiation as Oral Discourse Seminar : Negotiation techniques Seminar : Multicultural negotiations
Presenting
Lab : Negotiation as Oral Discourse Lab : Negotiation techniques Lab : Multicultural negotiations

IFP 0400 Lecture : Questionnaire Design and Lecture : Summarising Data using Lecture: Designing your own Website
Analysis Graphs and Charts
Independent Learning Seminar: Questionnaire Design and Seminar: Scatter plots and function in Seminar: Designing your own Website
Analysis Excel

Lab : Questionnaire Design and Analysis Lab : Summarising Data using Graphs Lab : Developing your own Website
and Charts

IFP 0500 Lecture : Audience Lecture : Lecture :

Integrated subject Seminar: Audience Theory Seminar: Seminar:
projects
Lab : Audience Lab : Lab :

Personal Consider adverts you like and dislike. Do Consider your negotiation skills, have Reflect on your website design – what
Development you think this is related to audience you been in a situation where these were changes would you make to improve this?
theory and how? really required? How did you perform?
Portfolio What would you do differently and why?

IFP Block 5 Learning Materials 4 ©Centre of International Education

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 throughout
the task. Discussions with the tutor with draft versions and progress can be recorded here.

Draft 1 – Feedback from Tutor

Criteria Below pass level Pass level Merit Level Distinction level
(0– 39%) (40 – 59%) (60 – 69%) (70 – 100%)
20 point scale ( 17-19) 20 point scale (9-16) 20 point scale (5-8) 20 point scale (1-4)
Research, time  No real attempt to research  Limited attempt to research  Good attempt to research topic  Excellent research of topic
topic topic  Good attempt at relevant data  Excellent relevant data
management and use of
 Poor attempt at relevant data  Limited attempt at relevant collection collection
IT – 10 % collection data collection  Good time management  Excellent time management
 Poor time management  Some evidence of time  Good use of appropriate IT  Excellent use of appropriate
 Poor use of appropriate IT management applications IT applications
applications  Limited use of appropriate
IT applications
Data analysis and  No real analysis of the data  Limited analysis of data.  A good attempt at data analysis  An excellent attempt at data
 Poor or missing interpretation  Limited interpretation of  A good attempt at interpretation analysis
communication of results
of results. basis statistics. of basis statistics.  An excellent attempt at
- 40%  Poor communication of  Limited or confused  Good clear communication of interpretation of basis
results. communication of results. results. statistics.
 Excellent communication of
results.
Discussion and  Poor or no use of relevant  Limited use of relevant  Good use of relevant source  Excellent use of relevant
source material. source material. material. source material.
development of strategy
 Poor attempt at designing a  Some attempt at designing  Good attempt at designing a  Excellent use of underpinning
– 40% strategy / solution a strategy / solution strategy / solution theory/ context.
 Poor use of underpinning  Limited use of underpinning  Good use of underpinning

IFP Block 5 Learning Materials 5 ©Centre of International Education

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

Report structure and  Report poorly structured with  Report has some structure  Report has good structure and  Excellent report structure.
poor grammar and or missing but sections missing or poor grammar with use of tables and  Excellent citation /
referencing – 10%
sections. grammar. diagrams. referencing.
 Poor citation / referencing.  Use of citation / referencing  Good use of citation /
– could be improved. referencing.

Tutor Name:

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

Mark

Tutor Name: Mark: /100

IFP Block 5 Learning Materials 6 ©Centre of International Education

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 -

Self-Study – Description if applicable

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 -

Self-Study – Description if applicable

Bibliography IFP0100 Block 5

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

IFP Block 5 Learning Materials 7 ©Centre of International Education

IFP0200

IFP200 Block 5a

IFP 0200 (5a) Lecture: Negotiation as Oral Discourse

IFP 0200 (5a) Seminar 1: Negotiation as Oral Discourse

Task 1 - Role play negotiations in different situations

 Business
 Education
 Fashion
 Financial

Critically analyze the implications of the negotiations for the parties involved
Feedback to the whole class –include sheet

IFP 0100 (5a) Lab: Negotiation as Oral Discourse

Task 1 - Watch negotiations on You Tube
Discuss the agreements that were arrived at in terms of slide 14 in the lecture
Suggest alternative outcomes

IFP200 Block 5b

IFP 0200 (5b) Lecture: Negotiation techniques

IFP 0200 (5b) Seminar 1: Negotiation techniques

Task 1 - Dramatize negotiation between municipality and theme park developer
Reflect on your own negotiation technique and style.
How does it compare with the techniques discussed in the lecture?
Examine the success of your personal style, ways of improving and identify best
practices in negotiation.

IFP 0200 (5b) Lab: Negotiation techniques

Task 1 - Watch a video of a UN negotiation session.
Discus and critique the techniques.
Whole class discussion feedback

IFP200 Block 5c

IFP 0200 (5c) Lecture: Multicultural negotiations

IFP 0200 (5c) Seminar 1: Multicultural negotiations

Task 1 - Discuss in groups and report responses to the following questions:
 Some people believe that culture is inconsequential to cross cultural
negotiation. They maintain that as long as a proposal is financially attractive it
will succeed. What are your ideas on this statement?
 What cultural differences do you find the most challenging in negotiating in the
UAE?

IFP Block 5 Learning Materials 8 ©Centre of International Education

  Are you aware of your own cultural differences and how they can be perceived
in negotiations?
 What tactics do you use to help you manage cross-cultural differences in the
negotiations?

IFP 0200 (5c) Lab: Multicultural negotiations

Task 1 - Using the guidelines outlined in the cross cultural communication lecture and
reading, 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 cross
cultural negotiation training believing the proposal will speak for itself. The other
undertakes 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.

Bibliography IFP0200 Block 5

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

IFP Block 5 Learning Materials 9 ©Centre of International Education

IFP0400

IFP400 Block 5a

IFP 0400 (5a) Lecture: Questionnaire Analysis and Design

Self-Study – Preparation for Lab Work on Questionnaire Design and Analysis

Pre-Lab Task 1
As specified in your lecture on Questionnaire Design and Analysis, you will have prepared
for today’s lab by completing the online ‘Survey on Humour’ at
http://FreeOnlineSurveys.com/rendersurvey.asp?sid=d6tn3f6o5cipbez851188 .
What were two strengths and two weaknesses of this survey?
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 to organise it. In order to help
you, you decide to carry out a survey to find out more about student preferences. Produce a
draft 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 a
population 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 company’s payroll records, explain how you would obtain
a stratified sample of 60 employees clearly stating how many male and female employees
would be sampled.

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

Very Satisfied Satisfied Not Satisfied

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

Education
ii) State three reasons why you may choose to take a sample rather than census in a
given 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 many
students of each type would be sampled.

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

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

Criticise the questionnaire and outline a more appropriate design.

Describe any problems with your colleague’s method of questionnaire distribution, and give
details of a more appropriate method of distribution.

Questionnaire for CakeULike Bakers

Winners of the 1998 Luxury Cream Cake awards.
We at CakeULike bakers are considering introducing a healthy snack bar into our existing
luxury 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

IFP Block 5 Learning Materials 11 ©Centre of International

Education
IFP 0400 (5a) Lab 1: Questionnaire Design and analysis
Task 1
Create 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 to
organise it. In order to help you, you decide to carry out a survey to find out more
about student preferences. Produce a draft of the survey. During today’s lab create
this survey online.
.
Creating Your Own Survey Online

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

Getting Started
Type 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.

IFP Block 5 Learning Materials 12 ©Centre of International

Education
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:

IFP Block 5 Learning Materials 13 ©Centre of International

Education
And/or start adding questions:

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

For example, open-ended questions:

Or closed-questions that lead you to other screens:

IFP Block 5 Learning Materials 14 ©Centre of International

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

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

IFP Block 5 Learning Materials 15 ©Centre of International

Education
You will receive a unique link to your survey but don’t forget that if you have free
subscription, 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 your
results:

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

IFP Block 5 Learning Materials 16 ©Centre of International

Education
You can also see an overview of all your surveys:

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

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

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

IFP Block 5 Learning Materials 17 ©Centre of International

Education
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 unit
63 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

47 54 58 58 58 59 60 61 62 62
Monday
62 62 63 64 64 65 65 76 82 87
50 52 54 56 58 59 59 60 61 61
Tuesday
62 63 65 65 65 66 68 74 80 80
51 53 58 58 59 59 60 61 62 62
Wednesday
62 63 64 65 70 72 73 80 81 81
48 52 55 58 60 60 62 62 63 64
Thursday
64 66 67 67 67 69 70 72 77 78
15 61 62 63 65 66 66 66 69 71
Friday
72 72 74 79 84 85 86 86 95 107

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

IFP Block 5 Learning Materials 18 ©Centre of International

Education
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 employee’s opinions on their attitudes to
their working experience with the company. The company managers know that their
employees 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 it’s 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 Number of employees selecting

environment the feature.
Air conditioning 35
Open plan working space 7
Well equipped, pleasant staff room 21
Refectory with wide choice and value for 10
money
No smoking policy 18

Results of some further investigations by the company.

Draw a bar chart for each distribution.

IFP Block 5 Learning Materials 19 ©Centre of International
Education
 Write a brief summary to management explaining what actions could be taken to improve
staff morale.
Task 3 - A company is considering changing its policy on flexible working times. The bar
chart in figure below shows the number of staff who are in favour of the new proposals,
and the number who are against them. The visual presentation of the graph could lead
you to conclude that three times as many staff are in favour of the proposal than against
it, as the ‘in favour’ bar is 3 times higher than the ‘against’ bar. Look at how many staff
are actually in favour or against the proposals. Is the visual impression of the graph
correct? If not, what has gone wrong?

85

80
Number of workers

75

70

65

60

55

50
Against In favour

Bar chart comparing the number of staff for and against new policies on flexible
working
Task 4 – The boss of the accounts department of a large company was concerned that
people in the office were taking too long for their lunch break, so she timed everyone, every
day for a week.
Everybody in the office is entitled to a one hour lunch break, but these are the times she
noted for the 20 workers in minutes.

47 54 58 58 58 59 60 61 62 62
Monday
62 62 63 64 64 65 65 76 82 87
50 52 54 56 58 59 59 60 61 61
Tuesday
62 63 65 65 65 66 68 74 80 80
51 53 58 58 59 59 60 61 62 62
Wednesday
62 63 64 65 70 72 73 80 81 81
48 52 55 58 60 60 62 62 63 64
Thursday
64 66 67 67 67 69 70 72 77 78
15 61 62 63 65 66 66 66 69 71
Friday
72 72 74 79 84 85 86 86 95 107

Data Set 4 – Time taken for lunch breaks (in minutes)

The data has already been sorted into order to help you.

IFP Block 5 Learning Materials 20 ©Centre of International

Education
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 50
Find 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. It’s 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 haven’t already done so) and find the median of
the complete data set.
Make sure you keep a note of these results. We’ll 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, and
for the whole week, and add these to the median and mode in a table. (You should be able
to use the individual means to work out the weekly mean.)
Compare the means and medians. What do they suggest about the length of time people
took for their lunch breaks?

IFP Block 5 Learning Materials 21 ©Centre of International

Education
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 the
can be analysed by doing some simple analyses. This week’s lab introduces you to some of
the features available in Excel to help you with this.

Make sure you keep a copy of this week’s 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 your
coursework that would produce similar plots?
IFP Block 5 Learning Materials 22 ©Centre of International
Education
 Task 2 –Use Excel’s 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 Excel’s Sort facility. Check that you can
control 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 doesn’t 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 Excel’s 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 own Website

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 the
major 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 product

Outlet ideas
Product ideas

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

IFP Block 5 Learning Materials 23 ©Centre of International

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

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

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

The planning stage

Now you should design a website map. This is nothing but a list of basic topics and
subtopics 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 good
user experience is essential; you want visitors to your website to come back. During this
planning 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 stage

You should now decide on the feel of the web site. ALWAYS keep the target audience in
mind when planning the design.

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

The development stage

This is the start of making the web pages of the site. Usually, a designer would first work on
the 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 stage

This 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 last
minute compatibility issues on different browsers.

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

The maintenance stage

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

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

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

IFP Block 5 Learning Materials 24 ©Centre of International

Education
IFP 0400 (5c) Lab 1: Developing your own Website
Task 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 food
outlet. This will give you the chance to put into practice all the material covered in the
Lecture (and Seminar).

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

Decide what your food outlet is going to sell. Research your product – What is special about
it? How will you market the product? What information do you want to share about it on the
website? 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 and
further 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 check
copyright), videos, etc. Decide on your colour scheme and font styles. Think about a name
for your website – this will form part of the URL for the website and also the title of the
website.

Create an account on http://www.moonfruit.com/. This is a service that allows you to build a

free website. Choose your template, experiment with making pages. (If you have a Google
account you can explore the options for building with Google sites and compare the
functionality 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 a
fellow classmate to look at your site and suggest possible improvements/corrections
required.

Present your website to your tutor and fellow classmates. As well as displaying and talking
through 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.

Bibliography IFP0500 Block 5

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

IFP Block 5 Learning Materials 25 ©Centre of International

Education
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 media
institution and the (passive) audience.

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

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

RECEPTION THEORY - Everybody responds differently to messages depending on such

things as their SITUATED CULTURE and their individual circumstances.

Task 1 -
Following the following links and view the Watch Ad Clips and answer the following
questions for each:
http://www.youtube.com/watch?v=XcLzF1bMng8
http://www.youtube.com/watch?v=474Ay0C-u-U
http://www.youtube.com/watch?v=zff9hVH3ptY
http://www.youtube.com/watch?v=GURvHJNmGrc
http://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?

IFP Block 5 Learning Materials 26 ©Centre of International

Education
 • 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, newspaper
headlines, news reports, print ad campaigns or any other media form
Decide and note which category they would fall -
Information
Integration and Social Interaction
Personal 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 -

Self-Study – Description if applicable

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 -

Self-Study – Description if applicable

Bibliography IFP0500 Block 5

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

IFP Block 5 Learning Materials 27 ©Centre of International

Education