This document is a syllabus for Communication 375 C01 - Mass Communication, Advertising and Promotion taught in the summer of 2012. The syllabus outlines the course objectives, requirements, schedule and assignments. The course will introduce students to core concepts of marketing, advertising and promotion. Students will gain experience planning an advertising campaign through group projects. Requirements include exams, analyses, papers and developing an ethical advertising campaign for a human rights or environmental cause. The syllabus provides details on topics, readings, assignments and due dates to guide students through the summer course.
This document provides an overview of the course "HT-391 Principles of Social Media Marketing Management". It outlines the instructor's contact information, course objectives, required materials, assignments and evaluation criteria. The main assignments are active participation in class discussions, a social media marketing plan developed by student teams, a presentation by each team on a social media channel, and optional opportunities to earn extra points. Key policies outlined include expectations for attendance, participation and timely submission of assignments.
This instructional plan outlines a six-week online course for new employees of Dash Line Public Relations Group titled "Professional Business Social Media Marketing & Management". The course aims to teach employees how to properly use social media for business purposes including marketing, sales, and communication. It will include lectures, discussions, modules and require participants to create and maintain social media accounts. The course will be assessed through exams, discussion board participation, and surveys to evaluate the course and instructor. Employees must complete all coursework and score 85% or higher on assessments to meet the goals of gaining extensive social media knowledge and skills for professional use.
The Ultimate guide to the Public Relations certification course(NIPR)PR-Academy
Thinking about building a career in Public Relations? This guidebook will provide you with all the information you will need to make a decision regarding the Public Relations certification course of the Nigerian Institute of Public Relations.
This document provides information about a Master's level course on strategic communications taught by Craig Rothenberg at New York University. The course aims to enhance students' communication skills and strategic thinking abilities. It will cover topics like aligning communication strategies to stakeholders, media relations, reputation management, and integrating partners. The class meets weekly and will include guest lectures, assignments, classroom discussion, and a midterm and final exam. Students will be graded based on their exam performance, assignments, and class participation. Academic integrity and timely submission of work are expected.
This document provides the syllabus for a 3-week social media course for employee onboarding. The course will be delivered online through a learning management system and require students to create social media accounts using guidelines. Students will learn how to generate business pages, develop marketing campaigns, create engaging posts, and analyze demographics. Assessment includes participation, a social media calendar, discussion posts, and a group project. Students must complete all work with an 85% or higher to pass, and employment will be terminated if the retest is not passed. The course aims to teach social media use for business communication, marketing, sales, and navigating today's business environment using key platforms. Academic integrity policies are also outlined.
This document is a syllabus for a Public Relations Campaigns course taught during winter term of 2010. The syllabus outlines the course description, goals, prerequisites, assignments, grading criteria, and schedule. Students will work in teams on a campaign for an actual client, conducting research, developing a strategic plan, making presentations to the client, and implementing part of the plan. Assignments include client reports, a final strategic plan packet, weekly updates, and a portfolio presentation for undergraduates. The course aims to apply PR skills and knowledge to real-world client work.
Complete communication skill training and enter the field preparedjasonw93
The document describes Centennial College's Corporate Communications and Public Relations program, which provides communication skills training over one year. Students take courses in areas like public relations writing, media relations, and strategic communications planning. They also complete a client project and eight-week field placement to gain hands-on experience. Graduates will be prepared for entry-level communications specialist roles in public relations and related fields.
In this session, you’ll explore the unique role of evaluation in informal learning. You’ll learn evaluation techniques for informal learning, and a framework for determining its effectiveness.
This document provides an overview of the course "HT-391 Principles of Social Media Marketing Management". It outlines the instructor's contact information, course objectives, required materials, assignments and evaluation criteria. The main assignments are active participation in class discussions, a social media marketing plan developed by student teams, a presentation by each team on a social media channel, and optional opportunities to earn extra points. Key policies outlined include expectations for attendance, participation and timely submission of assignments.
This instructional plan outlines a six-week online course for new employees of Dash Line Public Relations Group titled "Professional Business Social Media Marketing & Management". The course aims to teach employees how to properly use social media for business purposes including marketing, sales, and communication. It will include lectures, discussions, modules and require participants to create and maintain social media accounts. The course will be assessed through exams, discussion board participation, and surveys to evaluate the course and instructor. Employees must complete all coursework and score 85% or higher on assessments to meet the goals of gaining extensive social media knowledge and skills for professional use.
The Ultimate guide to the Public Relations certification course(NIPR)PR-Academy
Thinking about building a career in Public Relations? This guidebook will provide you with all the information you will need to make a decision regarding the Public Relations certification course of the Nigerian Institute of Public Relations.
This document provides information about a Master's level course on strategic communications taught by Craig Rothenberg at New York University. The course aims to enhance students' communication skills and strategic thinking abilities. It will cover topics like aligning communication strategies to stakeholders, media relations, reputation management, and integrating partners. The class meets weekly and will include guest lectures, assignments, classroom discussion, and a midterm and final exam. Students will be graded based on their exam performance, assignments, and class participation. Academic integrity and timely submission of work are expected.
This document provides the syllabus for a 3-week social media course for employee onboarding. The course will be delivered online through a learning management system and require students to create social media accounts using guidelines. Students will learn how to generate business pages, develop marketing campaigns, create engaging posts, and analyze demographics. Assessment includes participation, a social media calendar, discussion posts, and a group project. Students must complete all work with an 85% or higher to pass, and employment will be terminated if the retest is not passed. The course aims to teach social media use for business communication, marketing, sales, and navigating today's business environment using key platforms. Academic integrity policies are also outlined.
This document is a syllabus for a Public Relations Campaigns course taught during winter term of 2010. The syllabus outlines the course description, goals, prerequisites, assignments, grading criteria, and schedule. Students will work in teams on a campaign for an actual client, conducting research, developing a strategic plan, making presentations to the client, and implementing part of the plan. Assignments include client reports, a final strategic plan packet, weekly updates, and a portfolio presentation for undergraduates. The course aims to apply PR skills and knowledge to real-world client work.
Complete communication skill training and enter the field preparedjasonw93
The document describes Centennial College's Corporate Communications and Public Relations program, which provides communication skills training over one year. Students take courses in areas like public relations writing, media relations, and strategic communications planning. They also complete a client project and eight-week field placement to gain hands-on experience. Graduates will be prepared for entry-level communications specialist roles in public relations and related fields.
In this session, you’ll explore the unique role of evaluation in informal learning. You’ll learn evaluation techniques for informal learning, and a framework for determining its effectiveness.
This document provides information about the Media Planning Project module taken at Leeds Business School. It outlines the module aims, learning outcomes, schedule, resources, and assessments. The main assessment is a 4,000 word Advertising Research and Media Planning Portfolio, which includes evaluating media channel options, a 9 square storyboard, a media plan proposal for a client, a budget breakdown, and schedule. It is worth 70% of the module grade. A 10 minute presentation submitted with the portfolio is also required. The module uses lectures, seminars, directed reading, and online resources to teach media planning concepts and have students apply the learning to a real client brief.
This document outlines the objectives and structure of the Digital Arts Technology Academy's 2013-14 Mentor Program. The program aims to connect students with role models from the community to help improve students' self-esteem, career preparation, and ability to contribute to society. Mentors will meet with small groups of students monthly to focus on skills for success, academics, and building professional relationships. The orientation provides mentors with training, materials, and sample meeting agendas to guide their interactions with students throughout the school year.
The document discusses effective training design for adult learners. It outlines conditions for adult learning, including that adults need to understand why they are learning something, learn best through hands-on experience, and see the immediate value of what they are learning. The document then presents three training module designs that incorporate these principles, with each module including a rationale, objectives, activities, and evaluation components. Design #1 on video story forms is proposed as an example that asks learners to assess an poorly designed video and provide feedback.
Mgt427 final report and presentation instructionsAfsary Priyanka
This document provides instructions for a group project assignment requiring students to plan, design, deliver, and evaluate an original training program. Students will be assigned to groups of 4-5 to complete the project. Each group must conduct a needs assessment, develop training objectives and a proposal, and present their program to the class. Final reports are due on April 1st and must follow a specific format. Presentations will take place on April 5th and groups will be evaluated on the quality of their written reports and in-class presentations. The assignment guidelines emphasize completing all tasks thoroughly and on time.
This instructional plan allowed me to fully understand the proper steps to set up a course. It gave me the outline necessary to create an effective plan to train others. It gave me the opportunity to create and to foresee any problems that come.
This document outlines a 5-day training on preparing bankable project proposals. The training, organized by SME Foundation and facilitated by Joha Jamilur Rahman, aims to help 20-25 potential entrepreneurs develop entrepreneurial skills and create authentic project proposals. Over the course of interactive sessions, participants will learn about identifying business opportunities, conducting SWOT and risk analyses, developing marketing and production strategies, determining costs and profits, and approaching banks with finalized proposals. The training will employ participatory learning methods like group work, discussions, and presentations to provide hands-on experience in developing fundable business plans.
The document discusses different levels and types of mentorship programs that provide students career guidance, hands-on experience, and skills development through collaboration with experts in fields of interest. A level 1 skill-producing mentorship involves a short-term project over 4 weeks, level 2 academic study is 1-2 quarters and involves a research project, and level 3 advanced academic mentorship requires in-depth study and a substantial contribution to the mentor's work. Mentors provide guidance, feedback, and connections to help mentees explore careers and take steps toward goals through activities like job shadowing, internships, and skill-building projects. The mentorship process involves identifying mentors and goals, required training, and written agreements between the student
This 3-page document outlines a course on advertising management. It includes the course description, objectives, learning outcomes, and a 13-week learning plan. The course aims to provide students with an understanding of advertising concepts, integrated marketing communications, message strategies, media planning, and campaign development. It will cover topics such as consumer behavior, market segmentation, positioning, budgeting, creative strategies, and media selection. Students will learn about the advertising industry and agencies. They will also complete projects, assignments, and an advertising plan. Assessment methods include quizzes, recitation, projects, and exams.
This syllabus outlines an online employee onboarding course covering social media use for business. Students will learn to create social media accounts, develop marketing campaigns, write engaging posts, and analyze audiences. To pass, students must complete all work with 85% accuracy or face probation and possible termination. Key learning outcomes include using social media for marketing, sales, and communication in business.
Creating Effective Video-Based Live Training SessionsGrace Meiners
The document outlines an effective methodology for facilitating live video-based training sessions. It recommends structuring sessions around a lesson plan with three key elements: being student-centric by basing the training on attendee needs, having a tested structure including presentation, quiz, and practice components, and being led by a detailed lesson plan. It then provides examples of how to implement each part of the structure, including polls, games, presentations, and activities to engage attendees and help them practice and retain the material. The overall goal is to make online training as effective as in-person by incorporating interaction and ways for attendees to apply the lessons.
Personal & Professional Development. Unit SpecificationEHWLC
This document provides information on a unit related to personal and professional development. It includes the unit aims, abstract, learning outcomes and assessment criteria. The unit aims to help learners become effective self-directed employees by developing personal and professional skills to achieve career goals. It focuses on self-managed learning, developing learning plans, and demonstrating interpersonal skills. Learners will assess their skills, create development plans, implement learning activities, and reflect on their progress.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
This presentation discusses the development of the Training Attribute Model to judge the effectiveness of your training programs. The tools was an output of our Six Sigma Black Belt project.
This document outlines the 8 stages of the Dick and Carey Instructional Design Model for converting face-to-face training modules to a blended learning environment. The stages include: identifying instructional goals; conducting an instructional analysis; analyzing learners and contexts; writing performance objectives; developing assessment instruments; developing an instructional strategy; developing and selecting instructional materials; and designing a formative evaluation. Following this systematic process will help ensure a successful blended learning system by considering the key components of learners, objectives, content, delivery methods, and the learning environment.
This document summarizes the agenda for a staff meeting. The learning focuses include using the Recipe for Learning framework, applying digital technology effectively in the classroom, and using three-step differentiation. Ideas are shared for using digital tools like Kahoot and AnswerGarden. Differentiation strategies are discussed, including scaffolding learning. Examples are provided of applying three-step differentiation to support, stretch, and challenge learners based on their abilities. Staff will plan differentiation activities and assess opportunities for lessons they will teach.
This chapter discusses the importance of evaluating training programs and the process of planning and implementing effective training evaluations. There are several reasons to evaluate training, including demonstrating the measurable benefits of training investments and identifying ways to improve programs. Effective evaluations assess outcomes related to learning, transfer of skills to the job, and business results. Different evaluation designs have strengths and weaknesses depending on factors like whether comparisons are made to untreated groups. Calculating return on investment and conducting utility analysis can help determine the financial benefits of training programs.
The document provides an overview of the author's philosophy on teaching and learning based on their experience in a CTE marketing education program. It covers several topics including lesson planning, integrating CTSOs (such as DECA), addressing state standards, facilitating higher-order thinking, classroom management, program design/management, student leadership development through CTSOs, community partnerships, experiential learning approaches, the importance of professional development, and curriculum planning. Examples are provided for many of these topics.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
El documento habla sobre el mantenimiento correctivo y preventivo de computadoras. Describe varias tareas de mantenimiento como respaldar la base de datos y archivos, eliminar virus, desfragmentar discos, actualizar el antivirus, formatear el disco duro y reinstalar programas para prevenir errores y asegurar el buen funcionamiento del sistema. El objetivo es detectar y corregir fallas de manera temprana a través de estas medidas de software y hardware.
This document discusses different types of land resources including soil, natural vegetation, wildlife, and how land is used for cultivation, grazing, buildings, mining, and manufacturing. It also discusses physical factors like topography, soil, climate, water availability, and minerals that influence land use as well as economic and human factors like population, industrialization, and development level. The document also summarizes the three stages of soil formation and causes and methods of soil erosion. It provides key facts about water resources and their importance for irrigation, industry, drinking, power, and recreation as well as factors responsible for water scarcity. The document also discusses the role of natural vegetation in supporting ecosystems and providing resources and the importance of wildlife for food, pol
This document provides information about the Media Planning Project module taken at Leeds Business School. It outlines the module aims, learning outcomes, schedule, resources, and assessments. The main assessment is a 4,000 word Advertising Research and Media Planning Portfolio, which includes evaluating media channel options, a 9 square storyboard, a media plan proposal for a client, a budget breakdown, and schedule. It is worth 70% of the module grade. A 10 minute presentation submitted with the portfolio is also required. The module uses lectures, seminars, directed reading, and online resources to teach media planning concepts and have students apply the learning to a real client brief.
This document outlines the objectives and structure of the Digital Arts Technology Academy's 2013-14 Mentor Program. The program aims to connect students with role models from the community to help improve students' self-esteem, career preparation, and ability to contribute to society. Mentors will meet with small groups of students monthly to focus on skills for success, academics, and building professional relationships. The orientation provides mentors with training, materials, and sample meeting agendas to guide their interactions with students throughout the school year.
The document discusses effective training design for adult learners. It outlines conditions for adult learning, including that adults need to understand why they are learning something, learn best through hands-on experience, and see the immediate value of what they are learning. The document then presents three training module designs that incorporate these principles, with each module including a rationale, objectives, activities, and evaluation components. Design #1 on video story forms is proposed as an example that asks learners to assess an poorly designed video and provide feedback.
Mgt427 final report and presentation instructionsAfsary Priyanka
This document provides instructions for a group project assignment requiring students to plan, design, deliver, and evaluate an original training program. Students will be assigned to groups of 4-5 to complete the project. Each group must conduct a needs assessment, develop training objectives and a proposal, and present their program to the class. Final reports are due on April 1st and must follow a specific format. Presentations will take place on April 5th and groups will be evaluated on the quality of their written reports and in-class presentations. The assignment guidelines emphasize completing all tasks thoroughly and on time.
This instructional plan allowed me to fully understand the proper steps to set up a course. It gave me the outline necessary to create an effective plan to train others. It gave me the opportunity to create and to foresee any problems that come.
This document outlines a 5-day training on preparing bankable project proposals. The training, organized by SME Foundation and facilitated by Joha Jamilur Rahman, aims to help 20-25 potential entrepreneurs develop entrepreneurial skills and create authentic project proposals. Over the course of interactive sessions, participants will learn about identifying business opportunities, conducting SWOT and risk analyses, developing marketing and production strategies, determining costs and profits, and approaching banks with finalized proposals. The training will employ participatory learning methods like group work, discussions, and presentations to provide hands-on experience in developing fundable business plans.
The document discusses different levels and types of mentorship programs that provide students career guidance, hands-on experience, and skills development through collaboration with experts in fields of interest. A level 1 skill-producing mentorship involves a short-term project over 4 weeks, level 2 academic study is 1-2 quarters and involves a research project, and level 3 advanced academic mentorship requires in-depth study and a substantial contribution to the mentor's work. Mentors provide guidance, feedback, and connections to help mentees explore careers and take steps toward goals through activities like job shadowing, internships, and skill-building projects. The mentorship process involves identifying mentors and goals, required training, and written agreements between the student
This 3-page document outlines a course on advertising management. It includes the course description, objectives, learning outcomes, and a 13-week learning plan. The course aims to provide students with an understanding of advertising concepts, integrated marketing communications, message strategies, media planning, and campaign development. It will cover topics such as consumer behavior, market segmentation, positioning, budgeting, creative strategies, and media selection. Students will learn about the advertising industry and agencies. They will also complete projects, assignments, and an advertising plan. Assessment methods include quizzes, recitation, projects, and exams.
This syllabus outlines an online employee onboarding course covering social media use for business. Students will learn to create social media accounts, develop marketing campaigns, write engaging posts, and analyze audiences. To pass, students must complete all work with 85% accuracy or face probation and possible termination. Key learning outcomes include using social media for marketing, sales, and communication in business.
Creating Effective Video-Based Live Training SessionsGrace Meiners
The document outlines an effective methodology for facilitating live video-based training sessions. It recommends structuring sessions around a lesson plan with three key elements: being student-centric by basing the training on attendee needs, having a tested structure including presentation, quiz, and practice components, and being led by a detailed lesson plan. It then provides examples of how to implement each part of the structure, including polls, games, presentations, and activities to engage attendees and help them practice and retain the material. The overall goal is to make online training as effective as in-person by incorporating interaction and ways for attendees to apply the lessons.
Personal & Professional Development. Unit SpecificationEHWLC
This document provides information on a unit related to personal and professional development. It includes the unit aims, abstract, learning outcomes and assessment criteria. The unit aims to help learners become effective self-directed employees by developing personal and professional skills to achieve career goals. It focuses on self-managed learning, developing learning plans, and demonstrating interpersonal skills. Learners will assess their skills, create development plans, implement learning activities, and reflect on their progress.
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
This presentation discusses the development of the Training Attribute Model to judge the effectiveness of your training programs. The tools was an output of our Six Sigma Black Belt project.
This document outlines the 8 stages of the Dick and Carey Instructional Design Model for converting face-to-face training modules to a blended learning environment. The stages include: identifying instructional goals; conducting an instructional analysis; analyzing learners and contexts; writing performance objectives; developing assessment instruments; developing an instructional strategy; developing and selecting instructional materials; and designing a formative evaluation. Following this systematic process will help ensure a successful blended learning system by considering the key components of learners, objectives, content, delivery methods, and the learning environment.
This document summarizes the agenda for a staff meeting. The learning focuses include using the Recipe for Learning framework, applying digital technology effectively in the classroom, and using three-step differentiation. Ideas are shared for using digital tools like Kahoot and AnswerGarden. Differentiation strategies are discussed, including scaffolding learning. Examples are provided of applying three-step differentiation to support, stretch, and challenge learners based on their abilities. Staff will plan differentiation activities and assess opportunities for lessons they will teach.
This chapter discusses the importance of evaluating training programs and the process of planning and implementing effective training evaluations. There are several reasons to evaluate training, including demonstrating the measurable benefits of training investments and identifying ways to improve programs. Effective evaluations assess outcomes related to learning, transfer of skills to the job, and business results. Different evaluation designs have strengths and weaknesses depending on factors like whether comparisons are made to untreated groups. Calculating return on investment and conducting utility analysis can help determine the financial benefits of training programs.
The document provides an overview of the author's philosophy on teaching and learning based on their experience in a CTE marketing education program. It covers several topics including lesson planning, integrating CTSOs (such as DECA), addressing state standards, facilitating higher-order thinking, classroom management, program design/management, student leadership development through CTSOs, community partnerships, experiential learning approaches, the importance of professional development, and curriculum planning. Examples are provided for many of these topics.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
El documento habla sobre el mantenimiento correctivo y preventivo de computadoras. Describe varias tareas de mantenimiento como respaldar la base de datos y archivos, eliminar virus, desfragmentar discos, actualizar el antivirus, formatear el disco duro y reinstalar programas para prevenir errores y asegurar el buen funcionamiento del sistema. El objetivo es detectar y corregir fallas de manera temprana a través de estas medidas de software y hardware.
This document discusses different types of land resources including soil, natural vegetation, wildlife, and how land is used for cultivation, grazing, buildings, mining, and manufacturing. It also discusses physical factors like topography, soil, climate, water availability, and minerals that influence land use as well as economic and human factors like population, industrialization, and development level. The document also summarizes the three stages of soil formation and causes and methods of soil erosion. It provides key facts about water resources and their importance for irrigation, industry, drinking, power, and recreation as well as factors responsible for water scarcity. The document also discusses the role of natural vegetation in supporting ecosystems and providing resources and the importance of wildlife for food, pol
Necto allows users to save workboards privately or publicly. Workboards saved privately under a user's private folder are only accessible to that user and not shared with all users by default. Users can later choose to share a privately saved workboard with other specified users or move it to a public folder to share more broadly. The software is structured with both public folders that are accessible by everyone and private folders unique to each user to organize workboards.
This document provides tips for creating effective PowerPoint slides by avoiding common pitfalls. It addresses how to structure slides with outlines and bullet points, use fonts and colors that are easy to read, include graphs and charts that clearly display data, and proofread for spelling and grammar errors. The key recommendations are to keep slides concise with 1-2 slides per minute; use point form, large font sizes and high contrast colors; include labels and titles on graphs; and conclude slides with a strong summary and invitation for questions.
La gimnasia rítmica es un deporte que combina elementos de ballet, gimnasia y danza, y utiliza aparatos como la cuerda, el aro, la pelota, las mazas y la cinta. Se practica de forma individual o en conjuntos de entre 3 y 5 gimnastas, y los ejercicios de conjunto duran 2 minutos y medio, más que los individuales que duran 1 minuto y medio.
The document discusses how measurement can help overcome blind spots in risk management. It presents ways to measure the risk management process, identify risk indicators using existing measures, quantify risk mitigation activities, and capitalize on past risk data through causal analysis. By integrating measurement into risk management, organizations can better monitor risks, evaluate the effectiveness of their processes, and continuously improve over time.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Physical and psycho motor development of children of different age groupsAjaindu Shrivastava
This document discusses physical and psycho-motor development in children of different age groups. It covers indicators of physical development from birth through adolescence, including average measurements for body mass, length, head circumference, and chest circumference. Objective laws for how these measurements normally increase with age are provided. Methods for assessing physical development, including oriented calculations and anthropometric standards, are explained. Common causes of disturbances to physical development are also outlined.
Este documento describe a los niños de la calle, incluyendo las razones por las que existen y cómo sobreviven. Los niños de la calle provienen de familias pobres y trabajan largas horas vendiendo artículos o mendigando. A menudo se drogan para olvidar sus problemas o tener valor para robar. Las causas comunes de los niños de la calle incluyen la pobreza, desempleo, abuso, migraciones a las ciudades y catástrofes sociales o políticas.
Este documento describe una práctica de configuración de una red usando el protocolo RIP. Se conectaron tres routers y dos computadoras a través de dos switches. Se configuraron las IPs de los dispositivos, puertos troncales en los switches, e interfaces de los routers. Luego se aplicó RIP en cada router para compartir información de rutas. Al probar la configuración con ping, se observó que los paquetes fluían efectivamente entre las redes a través de los routers.
A brand is more than just the colour of your logo or the catchy strapline under your name. With the rise of social media, the way that brands are owned and interacted with have changed forever.
This document contains the resume of Romeo Idris Hutabarat. It includes his personal details such as age, address, education history and qualifications. It also lists his professional experience in various roles such as Commissioning Technician, E&I Inspector, Engineer and Technician for companies in the oil and gas industry. His experiences include tasks such as inspection, testing, commissioning and troubleshooting of electrical systems. The document also outlines his skills, languages and references.
Challenges and Opportunities posed by the Llangollen SafeguardJozsef Vass
This document discusses challenges and opportunities related to the Llangollen Safeguard Zone in the Dee River catchment area of Wales. It outlines the main challenges as reducing pollution from rural sources to improve water quality. Potential opportunities include making sustainable farming practices more competitive and providing farmers support to meet standards and adapt to innovations. Specific examples discussed include using precision agriculture technologies like hyperspectral imaging for early disease detection and self-driving tractors to increase productivity.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
Fall 2013 Syllabus: Social Media in Public RelationsVinita Agarwal
Senior Seminar in Public Relations applying strategic communication principles effectively to use of PR tools and techniques in the domain of social media. Students gain a hands-on insight into how social media is shaping public relations practice and build a professional portfolio. Engages students as social media consultants to achieve their community non profit client's objectives and in personal branding.
(c) Vinita Agarwal. All Rights Reserved.
This document outlines the grading policy for an online graduation project seminar class. It details the grading scale and criteria such as class participation, in-class activities, journals, a culminating project, and quizzes/tests. Standards for written work are also provided, along with information on getting help, computer access, deadlines, absenteeism, and cheating. Grades are determined by total points earned divided by total possible points using the A-F grading scale.
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
This document provides an overview of an introduction to entrepreneurship course. The course will explore entrepreneurship from three perspectives: creating, establishing, and maintaining new business ventures; viewing entrepreneurship as a key employment skill; and exploring the relationship between sustainability and entrepreneurship. Students will learn about the entrepreneurial process and key concepts, develop their propensity for entrepreneurship, practice innovation and creativity, understand how to identify and analyze business opportunities, and present a venture concept plan and elevator pitch. The course will use cases, discussions, interviews, research, and other activities. Students will complete blog entries, quizzes/activities, and an elevator pitch presentation.
This document provides information about a Strategic Management course taught at East West University in Dhaka, Bangladesh. The course is taught on Mondays and Wednesdays from 3:10-4:40pm in classroom 354. It is taught during the spring 2015 semester by instructor Leo V. Dewri. The document outlines the course objectives, required texts, student obligations, study and examination patterns, topics to be covered each week, and the grading scale.
Syllabus for Fall 2014 version of Social Media Practices, a course I developed in 2012.
Some course materials now available here: http://teachsocialbusiness.com
I'm teaching Social Media Practices for the 4th time this Fall. It's a work-in-progress because of the ever-evolving world of social and mobile media technology. I don't include a course calendar in the syllabus itself, although I do provide readings for each topic distribute those through a shared Google doc and and post the readings on the students' course website: http://socialmediapractices.wordpress.com. I use that site to help each students how to use the basics of WordPress.
If you're interested in connecting on LinkedIn, hit me up: /shereem but please include a reference to how you found me, so I don't think you're a random stranger.
This document provides the syllabus for CMAT 240 - Introduction to Journalism and Public Relations. The course will be taught on Tuesdays and Thursdays from 12:30-1:45pm in TETC 116B. The instructor is Vinita Agarwal and their contact information is provided.
The major learning objectives of the course are to understand the principles and practices of journalism and public relations historically and today, and to learn how to write news stories and analyze events from a journalistic perspective. Assignments will include writing news articles, creating a mini-media kit, and developing a nonprofit project proposal and presentation to be completed in groups. The grading breakdown and course schedule are outlined at the end
This student handbook provides information to students about their OCR Level 3 Cambridge Technicals in Media course over the next two years. It outlines the course structure including the units of study, some of which are externally assessed and some internally assessed. It details expectations around commitment, attendance, submitting assignments, grading criteria, and contacts for support. Useful resources are also listed to support students' learning.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: Varda.sa[email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, wh.
Acc30205 new course outline september 2015 semesterCarol Tang
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts, financial reporting, bookkeeping, and analyzing business performance. It will be taught through lectures, tutorials, and self-study. Students will learn key accounting principles, prepare financial statements, and assess businesses using financial ratio analysis to meet the learning outcomes. Assessment will include coursework, presentations, and a final exam.
This document provides information about a 5-credit hour Basic Accounting module taught over 18 weeks. The module aims to develop students' understanding of accounting concepts and their role in decision making. It will cover topics such as balance sheets, income statements, bookkeeping, and financial analysis. The module will be delivered through lectures, tutorials, and self-study. Students will be assessed through their performance on assignments and a final exam. Participation is required and plagiarism is strictly prohibited. The module uses a student-centered learning approach to facilitate an active learning process.
Acc30205 new course outline september 2015 semestergjj97
This document provides information about a 5-credit hour Basic Accounting module taught over 18 weeks. The module aims to develop students' understanding of accounting concepts and their role in decision making. It will cover topics such as balance sheets, income statements, bookkeeping, and financial analysis. The module will be delivered through lectures, tutorials, and self-study. Students will be assessed through their performance on assignments and a final exam. Participation is required and plagiarism is strictly prohibited. The module uses a student-centered learning approach to facilitate an active, self-directed learning process.
ACC30205 New Course Outline - September 2015 SemesterChengFern
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule outlines weekly topics covering introduction to accounting, bookkeeping, balance adjustments, and business forms over the semester.
Acc30205 new course outline september 2015 semesterArissa Loh
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule outlines weekly topics covering introduction to accounting, bookkeeping, balance adjustments, and business forms over the semester.
Acc30205 new course outline september 2015 semesterkellyxc
This document provides information about a 5-credit hour Basic Accounting module taught over 18 weeks. The module aims to develop students' understanding of accounting concepts and their role in decision making. It will cover topics such as balance sheets, income statements, bookkeeping, and financial analysis. The module will be delivered through lectures, tutorials, and self-study. Students will be assessed through their performance on assignments and a final exam. Participation is required and plagiarism is strictly prohibited. The module uses a student-centered learning approach to facilitate an active, self-directed learning process.
ACC30205 New Course Outline - September 2015 Semester.docJia San Oljs
This document provides information about a 5-credit hour module on Basic Accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts and their role in decision making. It will cover topics such as balance sheets, income statements, bookkeeping, and financial analysis. Students will learn through lectures, tutorials, and self-study. Assessment will include coursework completed throughout the semester. The instructor is Tay Shir Men and the module uses a student-centered learning approach.
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule outlines weekly topics covering introduction to accounting, bookkeeping, balance adjustments, and business forms over the semester.
1. Communication 375 C01 - Mass Communication, Advertising and Promotion
Syllabus
Summer 2012 Page 1 of 5 Instructor Email: hgwaltne@gmu.edu
Instructor: Heather Gwaltney.
E-mail: hgwaltne@gmu.edu (Please note: the best way to contact the instructor is by e-mail.).
Schedule: Classes will be held MWF from 7:00PM - 10:05PM.
Duration: July 2 – August 3, 2012 (including final exam day).
Location: Nguyen Engineering Building 1109.
Credit: 3 hours (Note: Prerequisite for this class is COMM 302.).
Adjunct Professor Office: Robinson A: Room 339A/B.
Office hours: Office hours are MWF by appointment. Feel free to contact the instructor regarding any questions
pertaining to the schedule or class materials.
Communications Department: Robinson A: Room 307 and 703-993-1090.
Required Textbook: Kenneth E. Clow and Donald Baack’s Integrated Advertising, Promotion, and Marketing
Communications, Fifth Edition.
Add and Drop Deadlines:
• Last Day to Add and Drop (without penalty): Jul 09, 2012.
• Last Day to Drop (with penalty): Jul 16, 2012.
Note: All students are advised to make sure they are signed up for the class prior to Jul 09, 2012. The Department
will not be able to add any students after the Last Day to Add.
Course Objectives: The objective of this course is to introduce the students to core marketing, advertising and
promotion concepts, as well as link the concepts to concrete experiences. A strong emphasis is placed on both
how the students can see themselves applying the concepts to their own present and future professions, and on the
broader implications of mass communications on society. Through lectures, group projects and guest speakers,
students will gain an understanding of the planning, design and implementation of marketing and advertising
campaigns. Working together as members of an “advertising team”, students will be rewarded for their participation
and creativity, and will gain first-hand experience in the interrelationships and challenges of marketing and
advertising projects – similar to what they may experience in the real world!
Course Description: Communication 375 is an overview of the basic principles and practices of marketing,
advertising and promotions. The course provides an introduction to the following key subject areas:
Basics of Integrated Marketing Communications Advertising Design
Corporate Image and Brand Management Traditional Media Channels
Buyer Behaviors Social and Online Marketing: E-active Marketing
Marketing-Communications Planning Process Ethics, Regulation, and Evaluation
Advertising Management Metrics: Evaluating an Integrated Marketing Program
Public Relations & Sponsorship Programs
Course Requirements: The course requirements include: Two exams, a group ad campaign and report, a group
advertisement analysis, a field trip paper, one individual reflection/application paper, team member evaluations and
class participation. In the groups, each student will be assigned a specific responsibility and will serve as an active
member of the team, however, positions will often overlap. Each group will lead a discussion on a self-selected
advertisement, and design and present an “ethical ad campaign” selling a human rights or environmental cause,
product or service. While some time will be provided for work on the group projects during class, group members
should plan to meet frequently outside of class. Meetings can be in-person, via e-mail, or through other appropriate
venues. The key to success is good teamwork and personal accountability. It is strongly recommended that each
student copy and maintain a backup of all materials turned in, or used as part of the group presentations.
2. Communication 375 C01 - Mass Communication, Advertising and Promotion
Syllabus
Summer 2012 Page 2 of 5 Instructor Email: hgwaltne@gmu.edu
Course Expectations: Students are expected to attend all classes, study the assigned chapters and actively
participate in a group projects. Each student is required to have a Mason e-mail account. Non-Mason e-mail
systems are not accepted. We will be treating this course as if you are an employee in a professional environment.
As such, your assignments will need to be delivered on time, typed; presented professionally, and meet a level of
quality aesthetics – as if you were being paid for your work. Group assignments will be graded together and
individually through student team evaluations (the most you can receive on the evaluation is 25 points). You must fill
out an evaluation for each team member or you will receive a 0 on your own evaluation. Attendance for the entire
class period is essential. A sign-in sheet will be handed out at the end of each class. If you’re name is not on the
list, you will lose 10 points (out of the 150) each time you miss a class. If you are later than five (5) minutes to
class, five (5) points will be deducted from the full 10 points for that day’s attendance. If you miss a class or
portion of a class, contact another student, get the information and be prepared for the next class. If you are not
present for your team’s presentation, 20 points will be deducted from your assignment grade, and you will
have one week to make up your portion of the presentation. Otherwise, you will receive a 0 for the
assignment. No exceptions. If an assignment is turned in late, you will automatically receive 10 points off.
Class Policy: The University requires that the Professor and one student leave their cell phone on and be on call for
emergencies. For all other students, the use of pagers and cell phones during class time is prohibited. No
electronic devices may be used when taking examinations. If you use a laptop, you must sit in the front rows
of the classroom. Laptops are used only for note taking or contributing to classroom dialogue; not for
completing other assignments or work. If you have an illness or family death and miss a class or assignment, you
will need to provide documentation, so a fair assessment can be made. If there is no clear documentation, you will
receive 0 credit for the class and/or assignment. Exceptions are made for previously arranged religious
observances or other GMU-specific activities at the request of GMU staff or faculty.
Grading Scale: (Please note- anything below a 730 cannot be counted towards a Communications Major.
Therefore, try to get at least a 730.)
970-1000 A+
930-969 A
900-929 A-
870-899 B+
830-869 B
800-829 B-
770-799 C+
730-769 C
700-729 C-
600-699 D
0-599 F
Final Group Project Details: Each member of the class will participate in a group project involving the design of an
“ethical ad campaign” for a human rights or environmental cause, product or service. Emphasis should be given
to the “creative” portion of the project. Certain assumptions will need to be made regarding product/service source
and production issues. Each member of the group will have a specific assignment throughout the semester and be
responsible for his/her individual area. Each group is responsible for developing its own working style and schedule,
and for delegating appropriate duties and responsibilities to its team members. All students should contribute and
participate in the campaign development, both for the learning experience and to share the workload. Contact the
instructor if there are any issues within the team that cannot be addressed by the team alone.
3. Communication 375 C01 - Mass Communication, Advertising and Promotion
Syllabus
Summer 2012 Page 3 of 5 Instructor Email: hgwaltne@gmu.edu
Recommended Team Roles for Ethical Ad Campaigns:
1. Brand Planning Manager: Working with the other team members, determines and monitors the
campaign’s over all success. Works closely with Media Manager to decide on highest impact strategies
and communication channels/tactics (refer to Media Manager description). Responsible for the
campaign’s strategic plan, including identifying strategic partners and promotions opportunities.
2. Creative Director: Responsible for developing, monitoring and implementing the “creative” aspects of
the campaign (i.e., developing the PowerPoint presentation, including message propositions,
copywriting, ad layout sketches, story boards, etc.). Serves as back up for the Account Executive/Client
Manager.
3. Account Executive/Client Manager: Responsible for team effort to include developing appropriate
schedules, encouraging teamwork, coordinating work among the team members and overseeing
budget.
4. Media Manager: Develops the appropriate mix of media and communication channels for the
campaign. Identifies the communication and promotions delivery vehicles best suited for the campaign
and target market(s); determines the appropriate frequency; and develops an appropriate “model”. Must
work with the Brand Manager and team to select at least three strategies reflected in the divisions of the
Propaganda Exhibit’s “The Ministry of Public Enlightenment and Propaganda” (e.g. music, broadcast
television, etc.) and at least three communication channels or tactics, also displayed in the Exhibit.
5. Production and Digital Manager: Responsible for assimilating and synthesizing all teamwork materials
and articulating it in the written materials, and the final group report presented to “the client” (i.e. your
classmates).
6. (IF EXTRA PERSON) Research Manager: Responsible for developing and conducting research to
support the campaign. This team member will plan and undertake any number of formal/informal
research efforts on such topics as consumer behavior, pre-testing ads or selling propositions and
campaign evaluation strategies, etc.
Evaluation: Grades will take into consideration class participation and the quality of work produced. Evaluations will be
based on 1000 points. The grade range is A through F (please note: cheating on any test or assignment is an
automatic F). The table below contains a summary of each assignment and their respective points.
Description of Activity Points Assignment/Deliverable
Class attendance and participation 150 points 13 classes (two classes free points)
Field Trip Paper 100 points Answer questions, typed, 1.5-spaced and printed
Group Advertising Analysis 100 points 30 mins. each uncluding class discussion and presentation
outline
Student Rating of Advertising
Analysis
25 points Completed student rating forms (students who do not turn
in a rating form receive “0” points)
Exam One 100 points In class test, multiple choice and true/false. Bring scantron
and #2 pencil, and allow for 1 hour 15 mins.
Reflection/Application Paper 100 points 2-3 pages, typed, 1.5-spaced and printed
Exam Two 100 points Take home, answer questions, typed, 1.5-spaced and
printed
Group Ethical Ad Campaign 150 points 30 mins. each group
Group Ethical Ad Campaign Report 150 points 10-12 pages total (5-6 pages printed double sided), typed,
1.5-spaced
Team Evaluation 25 points Fill out the form for each team member
GRAND TOTAL 1000 POINTS
4. Communication 375 C01 - Mass Communication, Advertising and Promotion
Syllabus
Summer 2012 Page 4 of 5 Instructor Email: hgwaltne@gmu.edu
Schedule & Assignments:
*Represents chapter numbers in Integrated Advertising, Promotion, and Marketing Communications 5th Edition
Date Lesson/Topic Readings
for class*
Group/Individual Assignment
July 2 Ice Breaker, Instructor Introduction,
Course Overview, Integrated
Marketing Communications (IMC)
Chapter 1
July 4 Field Trip Exercise, NO CLASS Individual visits to The Holocaust
Museum to see the exhibit “State of
Deception: The Power of Nazi
Propaganda”
July 6 Field Trip discussion, Regulations and
Ethical Concerns, Stereotyping
exercise, Get into teams
Chapter 14 Field Trip Paper Due
July 9 Corp. Image and Brand Management,
Mad Men exercise, Work in Groups
Chapter 2
July 11 Buyer Behaviors, Scare Tactics vs.
Inspiration exercise, Work in Groups
Chapter 3
July 13 Groups 1, 2, 3 and 4 Ad Analysis Groups 1, 2, 3 and 4 Ad Analysis and
Outlines Due. Student Rating Forms Due.
Attendance by all class members is
required.
July 16 IMC Planning Process and Advertising
Management, Work in Groups
Chapter 4 & 5 Group Ethical Ad Campaign Selections
Due
July 18 Exam One: Covers Chapters
1, 2, 3, 4, 5 & 14
Bring a Scantron, number 2 pencil, and
eraser. Attendance by all class
members is required.
July 20 Advertising Design, Work in Groups Chapters 6 & 7
July 23 Public Relations and Sponsorship
Programs, Advertising Panel
Chapter 13 Reflection/Application Papers Due
July 25 Traditional Media Channels, Work in
Groups
Chapter 8
July 27 NO CLASS
July 30 E-active Marketing: Social and Online
Marketing, Group 1 and 2 Ethical Ad
Campaigns
Chapter 9 Groups 1 and 2 Ethical Ad Campaign
Presentations and Reports Due. Team
Evaluations Due. Attendance by all class
members is required.
Aug 1 Metrics: Evaluating an IMC Program,
Metrics exercise, Groups 3 and 4
Ethical Ad Campaigns, Hand out take
home Exam Two: Covers Chapters 6,
7, 8, 9, 13 & 15
Chapter 15 Groups 3 and 4 Ethical Ad Campaigns and
Reports Due. ALL Team Evaluations Due.
Attendance by all class members is
required.
Aug 3 Turn in Exam Two, Closing exercise,
Student/teacher evaluations
Exam Two Due at 7:00P. Attendance by
all class members is required.
Special dates on GMU website: http://summer.gmu.edu/dates.
Final exam times on GMU website: http://summer.gmu.edu/finalexams.
5. Communication 375 C01 - Mass Communication, Advertising and Promotion
Syllabus
Summer 2012 Page 5 of 5 Instructor Email: hgwaltne@gmu.edu
University Guidance: The instructor subscribes to all university policies vis-à-vis honor code, sexual harassment
and accommodations for disabilities. (Guidelines are available at: http://jiju.gmu.edu/catalog/acadpol.html#honorsys
and http://www.gmu.edu/catalog/genpolic.html#Harass If you are a student with a disability and you need academic
accommodations, please see me at the beginning of the term and contact the Office of Disability Resources at (703)
993-2474. In order to receive accommodations, a student must be registered with the Office of Disability Resources.
George Mason University is dedicated to preparing staff and students in the event of an emergency. All students in
this class are encouraged to register for Mason Alert, a system that allows university officials to contact the
community during an emergency by sending a text message to cell phones, e-mails, or Pads. In addition, we all need
to take a minute to view the emergency procedures poster in our classroom. This poster explains what to do in the
event of a fire, tornado, sniper, power outage or other bad event. Please let me know if you would like to discuss
these procedures or any information on emergencies. If you are not currently registered for Mason Alert, please text
MASON at 411911, visit the website: www.alert.gmu.edu, or call them at 877-423-3789. If you would like more
information about emergency procedures visit http://www.ready.gov/ or http://www.gmu.edu/service/cert/.