004 - Impact of digital hub

Debatable Question

Compare and contrast the impact that a telecommunications hub has on an area within India.

Key Terminology

  • Compare
  • Contrast
  • Telecommunications
  • Hub
  • Outsourcing
  • Impact 
  • SPEED
Define the key terms above using the command term posters in the classroom and the useful links provided below:

Useful Links:




Activity One - Case Study

You are charged with writing a newspaper report on the impact that increased levels of telecommunications in India is having on their society and others. You will focus on the area of Bangalore which is the heart of the call centre industry. The key question is:


Compare and contrast the impact that a telecommunications hub has on an area within India.


By using a specific location to investigate we call that a case study, but what is a case study? 
  • Write down a list of things you think you should include in a case study.

Taken From: http://3.bp.blogspot.com/-NuSZ52Y0xyw/U75DBUiurAI/AAAAAAAAUig/jy32r0wsIaI/s1600/Geography_Case_Studies.png




Activity Two - Newspaper

You will be using LucidPress to present your newspaper report on the impact of telecommunications within Bangalore, India. For this newspaper you need to include the following specifics:


Newspaper Report Specifics

You need to include the following aspects in your newspaper report:
      1. What is a hub?
      2. Why hubs are important in economics and development.
      3. What are telecommunications?
      4. Why telecommunications are important.
      5. How Bangalore developed as a telecommunication hub.
      6. The benefits the hub brings to Bangalore - SPEED.
      7. The problems that a hub brings to Bangalore - SPEED.

Extension

  • What impact is this growth having on how India is perceived globally?


Presentation Format

Taken From: http://www.pinkjooz.com/wp-content/uploads/2013/06/newspapers_industry_booming_india.jpg

You will be using LucidPress to present this newspaper report. Sign in to LucidPress using google and your school account. No need to pay for an account!
      • Choose a layout that is appropriate for a newspaper.
      • Name of newspaper
      • Heading - bold, eye catching
      • Sub-headings to help structure your report
      • Images/maps
      • Bibliography
      • Approximately 1200-1500 words
If you are struggling with how to write a newspaper have a look at the advice given from the BBC:


Useful Resources on how to Search

To help you get started with this process there are a series of resources provided for you in this section. Some are youtube clips (remember to use your headphones), newspaper articles and journals. They are not exhaustive so you can search for other forms of information. Do remember when you search think about the words you are using, do you want it to include an exact phrase to search or even a timespan. To help with this use the help sheet below on how to search more effectively:


Useful Resources for the Investigation

Telecommunications Hubs
Postive Impacts
Negative Impacts

Call Centres create Little Britain

Global Perception

India Rising - India's Destiny As A Great Power On The Global Stage




How will I be assessed?

You will be assessed on Criteria A - Knowing and Understanding, Criteria B - Investigating, Criteria C - Communication and Criteria D - Thinking Critically. For the specific strands look in the text box below:

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

i.   uses limited relevant terminology

ii.  demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples.




3–4

i.   uses some terminology accurately and appropriately

ii.  demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.




5–6

i.   uses a range of terminology accurately and appropriately

ii.  demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.




7–8

i.   consistently uses a wide range of terminology effectively

ii.  demonstrates detailed knowledge and understanding of content and concepts through thorough, accurate descriptions, explanations and examples.




Criterion B: Investigating

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.



1-2

iii. collects and records limited information, not always consistent with the research question



3–4

iii. uses a method(s) to collect and records mostly relevant information



5-6

iii. uses methods to collect and record appropriate, relevant information



7–8

iii. uses research methods to collect and record appropriate, varied and relevant information





Criterion C: Communicating

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

i.   communicates information and ideas in a limited way, using a style that is limited  in its appropriateness to the audience and purpose

ii.  structures information and ideas according to the specific format in a limited way

iii. documents sources of information in a limited way.




3–4

i.   communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose

ii.  structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention




5–6

i.   communicates information and ideas accurately by using a style that is mostly appropriate to the audience and purpose

ii.  structures information and ideas in a way that is mostly appropriate to the specified format

iii. often documents sources of information using a recognized convention




7–8

i.   communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.




Criterion D: Thinking Critically

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

ii.  summarises information to a limited extent to make arguments

iv.  identifies different perspectives and minimal implications



3-4

ii.  summarises information to make arguments

iv.  identifies different perspectives and minimal implications



5-6

ii.  synthesizes information to make valid arguments

iv.  interprets different perspectives and their limitations.




7-8

ii.   synthesizes information to make valid, well-supported arguments

iv. thoroughly interprets a range of different perspectives and their implications.