The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria that will be used for marking, including demonstrating understanding of forms and conventions in productions, the role of new media, audience feedback, and use of digital technology. Students must choose one of four questions to answer relating to their media products and supporting illustrations. They are advised to take a multimedia approach using videos, diagrams, stills and other materials to analyze their work rather than just writing an essay. Examiners emphasize spending significant time on the evaluation as it carries a high percentage of the course marks.
For more classes visit
www.snaptutorial.com
CIS 348 Week 1 Discussion
"Characteristics of Failing Projects" Please respond to the following:
Read the computer world article titled, “Detecting Disaster Projects”. Next, defend three (3) of the twelve (12) characteristics of disaster projects offered by
This document outlines the assignments for weeks 1 through 5 of a course on visual literacy and communication. In week 1, students analyze a TED talk on visual literacy and address how visual literacy can impact communication. In week 2, students develop an outline for their final project communicating a message through visuals. Week 3 involves examining the benefits and challenges of using online visuals, including copyright issues. Week 4 has students select visuals to incorporate into their final project draft. For the final project in week 5, students will apply concepts learned to communicate a business-related message using appropriate visuals and platform, and explain their communication decisions in a paper.
This document provides information and tasks for students completing the BTEC Level One/Two Tech Award in Creative Media Production. It outlines 10 tasks for developing digital media production skills related to digital publishing. The tasks involve creating slideshows on digital texts and interactive elements, designing advertisements and tutorials, and developing a digital newsletter. Students are expected to apply skills in software like Photoshop and gather audience feedback to review and improve their work. The final task indicates that students will use feedback to refine their digital newsletter before submission. Completing the tasks helps students learn practical skills while gaining an understanding of digital publishing concepts and processes.
The engineering design process involves 7 key steps: 1) Identifying the challenge, 2) Researching the problem, 3) Developing possible solutions, 4) Selecting the best solution, 5) Constructing a prototype, 6) Testing and evaluating the solution, and 7) Redesigning if needed. The goal is to solve problems through creative problem solving rather than a single correct solution. Communication is important throughout the process.
This document provides an assignment brief for a BTEC Level 1/2 Tech Award in Creative Media Production. Students are asked to produce a report for a media production company researching how to engage teen audiences. The report involves two parts:
1) Analyzing examples of past and present media products from audio/visual, publishing, and interactive sectors in terms of their target audiences and how production, distribution, and marketing shaped the products.
2) Focusing on one media sector, students analyze how genre, narrative, representation, and production techniques create meaning and engage audiences. They also experiment with these elements and document their process. The findings will help the company develop new media products for teens.
Lessons in applying Web 2.0 to construction PR and marketingpwcom.co.uk Ltd
The document discusses applying Web 2.0 tools to construction public relations and marketing. It provides an overview of pre-web, Web 1.0 and Web 2.0 communications. It then discusses how to audit an organization's online presence, engage with audiences, influence conversations and measure the impact of Web 2.0 strategies. Key lessons include starting small, identifying clear goals and managing expectations of social media efforts.
This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria that will be used for marking, including demonstrating understanding of forms and conventions in productions, the role of new media, audience feedback, and use of digital technology. Students must choose one of four questions to answer relating to their media products and supporting illustrations. They are advised to take a multimedia approach using videos, diagrams, stills and other materials to analyze their work rather than just writing an essay. Examiners emphasize spending significant time on the evaluation as it carries a high percentage of the course marks.
For more classes visit
www.snaptutorial.com
CIS 348 Week 1 Discussion
"Characteristics of Failing Projects" Please respond to the following:
Read the computer world article titled, “Detecting Disaster Projects”. Next, defend three (3) of the twelve (12) characteristics of disaster projects offered by
This document outlines the assignments for weeks 1 through 5 of a course on visual literacy and communication. In week 1, students analyze a TED talk on visual literacy and address how visual literacy can impact communication. In week 2, students develop an outline for their final project communicating a message through visuals. Week 3 involves examining the benefits and challenges of using online visuals, including copyright issues. Week 4 has students select visuals to incorporate into their final project draft. For the final project in week 5, students will apply concepts learned to communicate a business-related message using appropriate visuals and platform, and explain their communication decisions in a paper.
This document provides information and tasks for students completing the BTEC Level One/Two Tech Award in Creative Media Production. It outlines 10 tasks for developing digital media production skills related to digital publishing. The tasks involve creating slideshows on digital texts and interactive elements, designing advertisements and tutorials, and developing a digital newsletter. Students are expected to apply skills in software like Photoshop and gather audience feedback to review and improve their work. The final task indicates that students will use feedback to refine their digital newsletter before submission. Completing the tasks helps students learn practical skills while gaining an understanding of digital publishing concepts and processes.
The engineering design process involves 7 key steps: 1) Identifying the challenge, 2) Researching the problem, 3) Developing possible solutions, 4) Selecting the best solution, 5) Constructing a prototype, 6) Testing and evaluating the solution, and 7) Redesigning if needed. The goal is to solve problems through creative problem solving rather than a single correct solution. Communication is important throughout the process.
This document provides an assignment brief for a BTEC Level 1/2 Tech Award in Creative Media Production. Students are asked to produce a report for a media production company researching how to engage teen audiences. The report involves two parts:
1) Analyzing examples of past and present media products from audio/visual, publishing, and interactive sectors in terms of their target audiences and how production, distribution, and marketing shaped the products.
2) Focusing on one media sector, students analyze how genre, narrative, representation, and production techniques create meaning and engage audiences. They also experiment with these elements and document their process. The findings will help the company develop new media products for teens.
Lessons in applying Web 2.0 to construction PR and marketingpwcom.co.uk Ltd
The document discusses applying Web 2.0 tools to construction public relations and marketing. It provides an overview of pre-web, Web 1.0 and Web 2.0 communications. It then discusses how to audit an organization's online presence, engage with audiences, influence conversations and measure the impact of Web 2.0 strategies. Key lessons include starting small, identifying clear goals and managing expectations of social media efforts.
This document provides guidance for answering Section A, Question 1a of the A2 Media exam, which requires students to evaluate their skills development over their AS and A2 production coursework. It breaks down the question and marking criteria. It then provides tips on how to address specific skills areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. For each skill, it suggests focusing on how skills developed over time with examples from coursework. The document emphasizes reflective practice and critical evaluation over just listing strengths and weaknesses.
Many SMEs are challenged to implement its business principles. Their success depends on sustaining viability and growth; therefore an innovative approach helps them to identify the core of its business. Osterwalder’s Business Model Canvas translates SME’s expectations into business processes providing a clear focus, and the Business Model Shafer helps enterprises to execute strategic choices.
The influence of these two business models on internationalization of SMEs should be displayed by the case of Create it REAL. Create it REAL is active in the 3D printing industry and focuses on developing new technology to improve 3D printers. It is believed that the different business models enables thinking through all the aspects of the company, thus finding the influence on its internationalisation strategy.
By merging the findings from Osterwalder’s Business Model Canvas and Business Model Shafer, the thesis underlines the potential way how Create it REAL’s business model influence its internationalisation's strategy.
This document is a dissertation written by Ashley Samways in 2015 exploring how digital technologies and the World Wide Web have impacted graphic design jobs and skills. It provides a history of the development of the Web from its origins in the early 1990s through advances in browsers, coding languages, and the growth of commercial websites. It examines how roles for graphic designers expanded with the rise of the digital economy and user expectations for engaging design online. Through interviews with designers, it also considers how workflows and skills have adapted to keep pace with new technologies and media.
The document outlines the three phases of multimedia development: planning, creating, and testing. The planning phase involves developing the concept, stating the purpose, identifying the target audience, determining treatment, and developing specifications. This includes creating goals, objectives, and storyboards. The creating phase is developing content and authoring the title. The testing phase tests the completed title. The planning phase establishes the vision and direction for the project through defining objectives, audience, and design approach.
Advertisements & Video Segment BU504 SUMMATIVE COURSE PROJE.docxcoubroughcosta
Advertisements & Video Segment: BU504 SUMMATIVE COURSE PROJECT
A. Utilizing your understanding of message strategies and advertising effectiveness, design and prepare
TWO advertisements for your selected product, which demonstrate a cohesive and integrated brand image,
personality, and identity. (Advertisements may be print media, broadcast media, digital media, public relations
platforms, trade promotions, etc…)
B. Prepare a 5-12 minute narrated video which introduces the class to your selected product, briefly
explains your research and analysis process (Part I: A, B, C), and showcases your TWO advertisements.
A. DESIGN 2 ADS FOR YOUR PRODUCT (must be two different types of advertisements):
Print Media ads: Magazine ad, Coupon-Book ad, Distributable Flyer, Window Sign, etc...
Broadcast Media ads: 30-45 second video broadcast ad (tv/cable spot) or audio ad (radio spot), etc…
Digital Media ads: Facebook scroll ad, 3x3photos fake “Instagram” spread (see photo #5 below),
User-generated content promo (photo #7), web-page ad, email “club” ad, etc…
B. PREPARE A VIDEO (PRESENTATION) FOR YOUR CLASSMATES (5-12 mins with the following):
1) Introduction— “Hook/Attention Getter”
Personal intro of yourself (name, etc…)
Intro to your project (product/service): Read your “product description” from Wksht 1
Share which two “types” of advertisements you selected to design
2) Body-- Explain your reasoning for selecting to design advertisement #1 for target market
SHOW ADVERTISEMENT #1
Explain your reasoning for selecting to design advertisement #2 for target market
SHOW ADVERTISEMENT #2
Share your “conceptualized” cohesive & integrated brand image/personality/identity-
(I recommend choosing to make a 3x3photos fake “Instagram” photo spread as ONE of
the ads in the project—Much easier to explain your idea on integrated brand image)
3) Conclusion-- Conclude your video presentation with your own advertising “words of wisdom”…
(This may be a reminder of the most important aspects of advertising/marketing, OR
a quote, OR a challenge, OR a vision of the future of advertising/marketing,
OR anything thought provoking.) AND Thank the audience for watching.
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BU 504 PROJECT COVER SHEET
STUDENT NAME: ________________________________________
Name of your selected product: _________________________
Real product / Fictional product (circle one)
WORKSHEET ONE: FULL PRODUCT WORKSHEET TWO: (2) TARGET MARKET WORKSHEET THREE: FULL
DESCRIPTION, MAIN COMPETITORS, PROFILES, CHOSEN ADVERTISING/MEDIA CREATIVE BRIEF, DESIGN
FORMER MKTG, FULL 4P ASSESSMENT PREFERENCES OF EACH GROUP & WHY .
Bus 330 Enhance teaching / snaptutorial.comHarrisGeorg49
BUS 330 Week 1 DQ 1 Role of the Marketing Function
BUS 330 Week 1 DQ 2 Products and Services
BUS 330 Week 2 DQ 1 Product Life Cycle
BUS 330 Week 2 DQ 2 Product Usage Categories
BUS 330 Week 3 DQ 1 Customer Relationship Management
BUS 330 Week 3 DQ 2 Demographics and Trends
BUS 330 Week 3 Written Assignment (Dramatic Youth Population)
BUS 330 Week 4 DQ 1 Functions of Marketing Management
BUS 330 Week 4 DQ 2 Marketing Plan
BUS 330 Week 5 DQ 1 Corporate Social Responsibility
The document provides information about a BTEC course in graphic design for digital media. It outlines the course structure, expectations for students, and details four tasks related to understanding and creating graphics for digital media. Students will analyze graphic design in existing media, compare styles and genres, explain how messages are conveyed, and design graphics for a poster and leaflet campaign promoting a new TV channel focused on music, architecture and fashion using digital tools. Deadlines are provided for submitting the tasks and portfolio.
This document provides instructions for implementing various elements in a multimedia project using authoring tools. It includes steps for adding images, audio, video, buttons, and other objects to the project. Students are instructed to use ToolBook Assistant 2004 to group different file formats, insert a flash movie, draw objects, and add buttons. Detailed steps are provided for each task to guide students through the implementation phase of multimedia development.
This document provides instructions for implementing various elements in a multimedia project using authoring tools. It includes steps for adding images, audio, video, buttons, and other objects to the project. Students are instructed to use ToolBook Assistant 2004 to insert graphics, flash movies, draw objects, and buttons. The implementation phase involves using authoring tools to develop the multimedia project based on the design from the previous phase.
This document provides instructions for implementing various elements in a multimedia project using authoring tools. It includes steps for adding images, audio, video, buttons, and other objects to the project. Students are instructed to use ToolBook Assistant 2004 to group different file formats, insert a flash movie, draw objects, and add buttons. The implementation phase involves using authoring tools to develop the multimedia project based on the design from the previous phase.
This document provides instructions for implementing various elements in a multimedia project using authoring tools. It includes steps for adding images, audio, video, buttons, and other objects to the project. Students are instructed to use ToolBook Assistant 2004 to group different file formats, insert a flash movie, draw objects, and add buttons. The implementation phase involves using authoring tools to develop the multimedia project based on the design from the previous phase.
Business communication today-_Bovée, Courtland L._ Thill, John V. -Pearson E...AakashBhalla2
The document discusses features of MyLab Business Communication including a reporting dashboard to track student performance, an interactive eText, pre-built quizzes and tests, engaging video exercises, and Learning Catalytics which allows instructors to engage students during class. It also describes how these tools can help instructors monitor student understanding, adjust instruction, and promote peer-to-peer learning. The document provides an overview of the resources in MyLab Business Communication that instructors can use to enhance their courses.
This document outlines an assignment for a student to design children's book pages for a publishing company. The assignment involves researching existing children's books, developing story and page ideas, creating sample pages using different techniques, and producing a full children's book digitally. It provides tasks for the student to complete, including developing characters, environments and narratives using various methods. It also requires the student to plan, produce, and critically evaluate their work. The assignment aims to demonstrate the student's graphic design and storytelling skills for a position at the publishing company.
This document discusses the distribution and marketing of films. It begins by asking how a Hollywood production company would have distributed films to a Bristol cinema before digital distribution. It then provides information about answering exam questions on how media products are produced and distributed. Key concepts of convergence and synergy are defined. Convergence refers to the combining of previously separate industries using similar technologies. Synergy describes corporations marketing media products across platforms to maximize profits. Examples of convergence and synergy in film distribution and marketing are requested.
This document outlines two units for a BTEC Level One/Two course in Creative Digital Media Production:
Unit 2 focuses on developing, pitching, and planning digital media product ideas. Students will learn communication skills to understand client needs, develop their own ideas, and create planning portfolios.
Unit 3 covers digital moving image production. Students will learn about different media formats and genres, technical elements like camerawork and editing, and will produce a short film or video. They will explore production stages from pre-planning to distribution.
The document provides learning aims, content, and assessment criteria for evaluating student work for each unit. It also outlines responsibilities and contact information for the course.
Intro to a2 course g325 critical perspectives in media - question aMr Smith
This document provides instructions for students to evaluate their AS coursework skills for their upcoming A2 exam. Over the next 3 weeks, students will create revision documents analyzing the skills they developed in areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are asked to use various digital tools like Slideshare, Prezi, and Jing to create and display their work. They should consider the software and hardware used in their AS coursework, and reflect on topics like their creative decisions, research methods, post-production process, and application of industry conventions. All documents must be saved and ready to upload to a new A2 blog by the deadline.
This document provides guidance for students on a skills evaluation exam question worth 50 marks. Students will evaluate their AS coursework in terms of the skills developed and theories covered. They are instructed to create revision documents using various digital technologies to describe and evaluate their skills development in areas like digital technology, research, post-production, using conventions, and creativity. Students are given examples of specific skills and software/hardware to discuss for each area. They are provided questions to consider for each skills area to fully evaluate their coursework.
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
This document provides instructions and guidance for a media studies assignment involving the production of a local newspaper, accompanying poster, and website pages. Students are asked to:
1) Produce the first two pages of a new local newspaper, along with a poster for the newspaper and two linked webpage articles.
2) Present their research, planning, and evaluation of the project electronically.
3) The newspaper, poster, and webpages will be produced using both print and digital media.
4) Students must also evaluate the creative process and their experience in a blog post, podcast, or presentation, answering specific questions about how their work uses or challenges media conventions.
The assignment is worth 100 total marks
The document provides an assignment brief for creating a 30-second viral video advertisement for a charity campaign targeting urban youth aged 16-25. The brief outlines three main tasks: 1) Create a pre-production portfolio including research, ideas, and a proposal. 2) Conduct a video shoot and edit an advertisement. 3) Gather feedback, evaluate the advertisement, and submit a report on fulfilling the brief and technical aspects. The goal is to demonstrate an understanding of video advertising conventions and techniques for appealing to and manipulating the target audience.
Many SMEs are challenged to implement its business principles. Their success depends on sustaining viability and growth; therefore an innovative approach helps them to identify the core of its business. Osterwalder’s Business Model Canvas translates SME’s expectations into business processes providing a clear focus, and the Business Model Shafer helps enterprises to execute strategic choices.
The influence of these two business models on internationalization of SMEs should be displayed by the case of Create it REAL. Create it REAL is active in the 3D printing industry and focuses on developing new technology to improve 3D printers. It is believed that the different business models enables thinking through all the aspects of the company, thus finding the influence on its internationalisation strategy.
By merging the findings from Osterwalder’s Business Model Canvas and Business Model Shafer, the thesis underlines the potential way how Create it REAL’s business model influence its internationalisation's strategy.
This document is a dissertation written by Ashley Samways in 2015 exploring how digital technologies and the World Wide Web have impacted graphic design jobs and skills. It provides a history of the development of the Web from its origins in the early 1990s through advances in browsers, coding languages, and the growth of commercial websites. It examines how roles for graphic designers expanded with the rise of the digital economy and user expectations for engaging design online. Through interviews with designers, it also considers how workflows and skills have adapted to keep pace with new technologies and media.
The document outlines the three phases of multimedia development: planning, creating, and testing. The planning phase involves developing the concept, stating the purpose, identifying the target audience, determining treatment, and developing specifications. This includes creating goals, objectives, and storyboards. The creating phase is developing content and authoring the title. The testing phase tests the completed title. The planning phase establishes the vision and direction for the project through defining objectives, audience, and design approach.
Advertisements & Video Segment BU504 SUMMATIVE COURSE PROJE.docxcoubroughcosta
Advertisements & Video Segment: BU504 SUMMATIVE COURSE PROJECT
A. Utilizing your understanding of message strategies and advertising effectiveness, design and prepare
TWO advertisements for your selected product, which demonstrate a cohesive and integrated brand image,
personality, and identity. (Advertisements may be print media, broadcast media, digital media, public relations
platforms, trade promotions, etc…)
B. Prepare a 5-12 minute narrated video which introduces the class to your selected product, briefly
explains your research and analysis process (Part I: A, B, C), and showcases your TWO advertisements.
A. DESIGN 2 ADS FOR YOUR PRODUCT (must be two different types of advertisements):
Print Media ads: Magazine ad, Coupon-Book ad, Distributable Flyer, Window Sign, etc...
Broadcast Media ads: 30-45 second video broadcast ad (tv/cable spot) or audio ad (radio spot), etc…
Digital Media ads: Facebook scroll ad, 3x3photos fake “Instagram” spread (see photo #5 below),
User-generated content promo (photo #7), web-page ad, email “club” ad, etc…
B. PREPARE A VIDEO (PRESENTATION) FOR YOUR CLASSMATES (5-12 mins with the following):
1) Introduction— “Hook/Attention Getter”
Personal intro of yourself (name, etc…)
Intro to your project (product/service): Read your “product description” from Wksht 1
Share which two “types” of advertisements you selected to design
2) Body-- Explain your reasoning for selecting to design advertisement #1 for target market
SHOW ADVERTISEMENT #1
Explain your reasoning for selecting to design advertisement #2 for target market
SHOW ADVERTISEMENT #2
Share your “conceptualized” cohesive & integrated brand image/personality/identity-
(I recommend choosing to make a 3x3photos fake “Instagram” photo spread as ONE of
the ads in the project—Much easier to explain your idea on integrated brand image)
3) Conclusion-- Conclude your video presentation with your own advertising “words of wisdom”…
(This may be a reminder of the most important aspects of advertising/marketing, OR
a quote, OR a challenge, OR a vision of the future of advertising/marketing,
OR anything thought provoking.) AND Thank the audience for watching.
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BU 504 PROJECT COVER SHEET
STUDENT NAME: ________________________________________
Name of your selected product: _________________________
Real product / Fictional product (circle one)
WORKSHEET ONE: FULL PRODUCT WORKSHEET TWO: (2) TARGET MARKET WORKSHEET THREE: FULL
DESCRIPTION, MAIN COMPETITORS, PROFILES, CHOSEN ADVERTISING/MEDIA CREATIVE BRIEF, DESIGN
FORMER MKTG, FULL 4P ASSESSMENT PREFERENCES OF EACH GROUP & WHY .
Bus 330 Enhance teaching / snaptutorial.comHarrisGeorg49
BUS 330 Week 1 DQ 1 Role of the Marketing Function
BUS 330 Week 1 DQ 2 Products and Services
BUS 330 Week 2 DQ 1 Product Life Cycle
BUS 330 Week 2 DQ 2 Product Usage Categories
BUS 330 Week 3 DQ 1 Customer Relationship Management
BUS 330 Week 3 DQ 2 Demographics and Trends
BUS 330 Week 3 Written Assignment (Dramatic Youth Population)
BUS 330 Week 4 DQ 1 Functions of Marketing Management
BUS 330 Week 4 DQ 2 Marketing Plan
BUS 330 Week 5 DQ 1 Corporate Social Responsibility
The document provides information about a BTEC course in graphic design for digital media. It outlines the course structure, expectations for students, and details four tasks related to understanding and creating graphics for digital media. Students will analyze graphic design in existing media, compare styles and genres, explain how messages are conveyed, and design graphics for a poster and leaflet campaign promoting a new TV channel focused on music, architecture and fashion using digital tools. Deadlines are provided for submitting the tasks and portfolio.
This document provides instructions for implementing various elements in a multimedia project using authoring tools. It includes steps for adding images, audio, video, buttons, and other objects to the project. Students are instructed to use ToolBook Assistant 2004 to group different file formats, insert a flash movie, draw objects, and add buttons. Detailed steps are provided for each task to guide students through the implementation phase of multimedia development.
This document provides instructions for implementing various elements in a multimedia project using authoring tools. It includes steps for adding images, audio, video, buttons, and other objects to the project. Students are instructed to use ToolBook Assistant 2004 to insert graphics, flash movies, draw objects, and buttons. The implementation phase involves using authoring tools to develop the multimedia project based on the design from the previous phase.
This document provides instructions for implementing various elements in a multimedia project using authoring tools. It includes steps for adding images, audio, video, buttons, and other objects to the project. Students are instructed to use ToolBook Assistant 2004 to group different file formats, insert a flash movie, draw objects, and add buttons. The implementation phase involves using authoring tools to develop the multimedia project based on the design from the previous phase.
This document provides instructions for implementing various elements in a multimedia project using authoring tools. It includes steps for adding images, audio, video, buttons, and other objects to the project. Students are instructed to use ToolBook Assistant 2004 to group different file formats, insert a flash movie, draw objects, and add buttons. The implementation phase involves using authoring tools to develop the multimedia project based on the design from the previous phase.
Business communication today-_Bovée, Courtland L._ Thill, John V. -Pearson E...AakashBhalla2
The document discusses features of MyLab Business Communication including a reporting dashboard to track student performance, an interactive eText, pre-built quizzes and tests, engaging video exercises, and Learning Catalytics which allows instructors to engage students during class. It also describes how these tools can help instructors monitor student understanding, adjust instruction, and promote peer-to-peer learning. The document provides an overview of the resources in MyLab Business Communication that instructors can use to enhance their courses.
This document outlines an assignment for a student to design children's book pages for a publishing company. The assignment involves researching existing children's books, developing story and page ideas, creating sample pages using different techniques, and producing a full children's book digitally. It provides tasks for the student to complete, including developing characters, environments and narratives using various methods. It also requires the student to plan, produce, and critically evaluate their work. The assignment aims to demonstrate the student's graphic design and storytelling skills for a position at the publishing company.
This document discusses the distribution and marketing of films. It begins by asking how a Hollywood production company would have distributed films to a Bristol cinema before digital distribution. It then provides information about answering exam questions on how media products are produced and distributed. Key concepts of convergence and synergy are defined. Convergence refers to the combining of previously separate industries using similar technologies. Synergy describes corporations marketing media products across platforms to maximize profits. Examples of convergence and synergy in film distribution and marketing are requested.
This document outlines two units for a BTEC Level One/Two course in Creative Digital Media Production:
Unit 2 focuses on developing, pitching, and planning digital media product ideas. Students will learn communication skills to understand client needs, develop their own ideas, and create planning portfolios.
Unit 3 covers digital moving image production. Students will learn about different media formats and genres, technical elements like camerawork and editing, and will produce a short film or video. They will explore production stages from pre-planning to distribution.
The document provides learning aims, content, and assessment criteria for evaluating student work for each unit. It also outlines responsibilities and contact information for the course.
Intro to a2 course g325 critical perspectives in media - question aMr Smith
This document provides instructions for students to evaluate their AS coursework skills for their upcoming A2 exam. Over the next 3 weeks, students will create revision documents analyzing the skills they developed in areas such as digital technology, creativity, research and planning, post-production, and using conventions from real media texts. Students are asked to use various digital tools like Slideshare, Prezi, and Jing to create and display their work. They should consider the software and hardware used in their AS coursework, and reflect on topics like their creative decisions, research methods, post-production process, and application of industry conventions. All documents must be saved and ready to upload to a new A2 blog by the deadline.
This document provides guidance for students on a skills evaluation exam question worth 50 marks. Students will evaluate their AS coursework in terms of the skills developed and theories covered. They are instructed to create revision documents using various digital technologies to describe and evaluate their skills development in areas like digital technology, research, post-production, using conventions, and creativity. Students are given examples of specific skills and software/hardware to discuss for each area. They are provided questions to consider for each skills area to fully evaluate their coursework.
The document provides guidance for answering a skills evaluation question worth 25 marks on an A2 media exam. It will require evaluating the skills developed over the 2-year A2 media course across areas like digital technology, creativity, research and planning, post-production, and using conventions from real media texts. The document provides examples of questions that could be asked about each area and advises referring to specific examples from coursework to show how skills have improved over time.
This document provides instructions and guidance for a media studies assignment involving the production of a local newspaper, accompanying poster, and website pages. Students are asked to:
1) Produce the first two pages of a new local newspaper, along with a poster for the newspaper and two linked webpage articles.
2) Present their research, planning, and evaluation of the project electronically.
3) The newspaper, poster, and webpages will be produced using both print and digital media.
4) Students must also evaluate the creative process and their experience in a blog post, podcast, or presentation, answering specific questions about how their work uses or challenges media conventions.
The assignment is worth 100 total marks
The document provides an assignment brief for creating a 30-second viral video advertisement for a charity campaign targeting urban youth aged 16-25. The brief outlines three main tasks: 1) Create a pre-production portfolio including research, ideas, and a proposal. 2) Conduct a video shoot and edit an advertisement. 3) Gather feedback, evaluate the advertisement, and submit a report on fulfilling the brief and technical aspects. The goal is to demonstrate an understanding of video advertising conventions and techniques for appealing to and manipulating the target audience.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. CGD 218 Entire Course (2 set)
For more classes visit
www.snaptutorial.com
CGD 218 Week 1 Assignment Why is Visual Literacy Important
CGD 218 Week 1 Journal The Evolution of Media
CGD 218 Week 1 DQ 1 Using Visuals to Communicate
CGD 218 Week 2 Assignment Final Project - Step Two
CGD 218 Week 2 DQ 1 Typography in Business
CGD 218 Week 2 DQ 2 Bauhaus Manifesto
CGD 218 Week 3 Assignment Using Photographs from the Web
CGD 218 Week 3 Journal Visual Communication Today
CGD 218 Week 3 DQ 1 Photography and Composition
CGD 218 Week 3 DQ 2 Motion Pictures
CGD 218 Week 4 Assignment Final Project - Step Three
CGD 218 Week 4 DQ 1 Brand Identity
2. CGD 218 Week 4 DQ 2 Advertising
CGD 218 Week 5 Assignment Final Project Using Visuals to
Communicate a Message
CGD 218 Week 5 Journal Packaging Visual Communication
CGD 218 Week 5 DQ 1 Social Media
CGD 218 Week 5 DQ 2 Reflecting on Visual Literacy in Business
**************************************************
CGD 218 Week 1 Assignment Why is Visual
Literacy Important (2 papers)
For more classes visit
www.snaptutorial.com
Why is Visual Literacy Important
Watch Brian Kennedy’s TedTalk: Brian Kennedy: Visual Literacy and
Why We Need It (http://www.youtube.com/watch?v=OefLEpds5Is),
and address the following questions:
3. Compare and contrast Kennedy’s definition of visual literacy with the
textbook’s definition. Explain how visual literacy can be considered a
universal language. Examine how visual literacy can impact
communication and global understanding.
Your paper should be 1-2 pages in length, excluding title and reference
page, and formatted to APA style.
**************************************************
CGD 218 Week 1 DQ 1 Using Visuals to
Communicate
For more classes visit
www.snaptutorial.com
Using Visuals to Communicate
Regardless of where you work or what your career is, learning how to
communicate effectively and professionally is important if you want to
succeed. Further, learning how to successfully utilize visual media in
your communication can dramatically enhance the effectiveness of your
message.
4. **************************************************
CGD 218 Week 1 Journal The Evolution of Media
(2 set)
For more classes visit
www.snaptutorial.com
The Evolution of Media
Over the past several decades, communication media have evolved
significantly. In addition to communicating messages through books,
newspapers, and magazines, we now have the ability to communicate
through blogs, websites, and social media like Facebook, Twitter, and
YouTube. Now, more than ever, the average person is capable of
creating and distributing professional-looking visual communication.
This supports what your textbook identifies as perhaps the most
significant change; these “new technologies are forcing journalists,
advertisers, PR professionals, and entertainment executives to relinquish
their role as ‘gatekeepers’ of information (P.21-22).
Taking a look at one of the professions listed in this quote, or even your
own profession, reflect on how the role of “gatekeeper” is being
redefined, given these new technologies. What are the benefits and
challenges associated with this change, both from a business perspective
5. and a social perspective? Are there any ethical concerns associated with
this shift?
This journal entry should allow you to thoroughly reflect upon what you
have learned thus far in class, and provides you an opportunity to relate
this learning to your professional and/or personal experiences. Your
journal entry may be written in a more informal style, with a focus on
clearly conveying your ideas. APA formatting elements are not required
for your journal entry, but you are expected to adhere to conventional
rules of grammar, sentence structure, spelling, and punctuation.
**************************************************
CGD 218 Week 2 Assignment Final Project - Step
Two (2 papers)
For more classes visit
www.snaptutorial.com
Final Project- Step Two
Last week, you discussed a possible message to communicate in your
final project. For this assignment, you will develop an outline that
clarifies your message and expands upon it, filling in any gaps that either
6. your classmates identified in the discussion forum, or you identified over
the past week.
Your outline should include the following elements:
A description of your message, and the desired results A description of
the intended audience for your message A description of the typography
you plan to use in your message (e.g., this might include the font or
typeface you plan to use, the tone you want the type to achieve, etc.) An
explanation of how you plan to utilize visuals to support your message
The platform/medium you plan to use to communicate your message
(e.g., Word document, PowerPoint presentation, Web application, etc.)
An explanation for why you selected the platform/medium you did
**************************************************
CGD 218 Week 2 DQ 1 Typography in Business
For more classes visit
www.snaptutorial.com
Typography in Business
Oftentimes, we can’t avoid using words to communicate messages. And
sometimes, we’re even limited with the visuals we can include. So, how
can we make our messages as clear and aesthetically pleasing as
7. possible? Incorporating typography can assist us in this… especially in
the business setting. Take a look at the following documents and
examine how strategic use of typography and white space has affected
the second document.
**************************************************
CGD 218 Week 2 DQ 2 Bauhaus Manifesto
For more classes visit
www.snaptutorial.com
Bauhaus Manifesto
Your textbook describes design in light of the Bauhaus manifesto.
According to the Bauhaus Design History
(http://designhistory.org/Bauhaus3.html), what was so new about the
Bauhaus modern art school “was its attempt to integrate the artist and
the craftsman, to bridge the gap between art and industry.” It goes on to
explain that “mass production was the god, and the machine aesthetic
demanded reduction to essentials, an excision of the sentimental choices
and visual distractions that cluttered human lives.”
8. Keeping this in mind, explain the concept of design in your own words.
Compare and contrast it with art, and explain how “cluttering” a design
with unnecessary elements can have a potentially negative impact on the
message it bears. Finally, depending on the first letter of your last name,
use the Web to find at least one visual communication piece (e.g., a
website, an advertisement, a logo, etc.) that either exemplifies Bauhaus’
concept of design or does not. Then, describe why.
Last Name:
A-L: Find a visual communication piece that exemplifies Bauhaus’
concept of design
M-Z: Find a visual communication piece that does not exemplify
Bauhaus’ concept of design
**************************************************
CGD 218 Week 3 Assignment Using Photographs
from the Web (2 papers)
For more classes visit
www.snaptutorial.com
Using Photographs from the Web
9. Today more than ever, photographs and other visual media are at our
fingertips. Whether it’s through Google Images or Flickr, we have
endless visual media available for us to use. Or, do we?
Watch the video Copyright Basics (http://youtu.be/Uiq42O6rhW4).
Then, in a 2- to 3-page paper, examine the benefits and challenges
associated with having so many visuals available to us today. Describe
the possible ethical and legal implications of using these photos, and
explain how these issues can be avoided.
**************************************************
CGD 218 Week 3 DQ 1 Photography and
Composition
For more classes visit
www.snaptutorial.com
Photography and Composition
When considering magazines like National Geographic, or social media
like Pinterest, it becomes evident that photography plays an instrumental
role in visual communication. However, creating an impactful
photograph is not always easy.
10. Your textbook explains the importance of design and composition in
successful photography. For this discussion, locate a photograph (either
on the Web or in print) that strategically uses at least three elements of
design (e.g., balance, color, asymmetry, etc.). Then, paste a link to the
photograph (or, if it is in print, upload a scanned copy to the discussion
forum or the web), and explain which elements are utilized, and how
they affect the overall impact and message of the photograph.
Possible Resources
13 Photographs That Changed the World
(http://www.neatorama.com/2007/01/02/13-photographs-that-changed-
the-world/) Breaking News, Analysis, Politics, Blogs, News Photos,
Video, Tech Reviews - TIME.com
(http://www.time.com/time/photogallery/0,29307,1631993,00.html)
National Geographic Photo of the Day
(http://photography.nationalgeographic.com/photography/photo-of-the-
day/?source=NavPhoPOD) * Example:
Link to Photo:
http://photography.nationalgeographic.com/photography/photo-of-the-
day/svartifoss-waterfall-iceland/
I chose photograph of Svartifoss, Iceland, taken by Giacomo
Ciangottini, and displayed on the Photo of the Day section of the
National Geographic website.
This photograph utilizes asymmetry (particularly, the rule of thirds) with
the waterfall on the left. This asymmetry is balanced by the dark section
of rock in the upper right corner of the image. The photograph also
utilizes line, in that the waterfall, the lines in the cliff, and the slope of
the area around the lake all work together to guide the eye from the
upper left, directly down the photograph, and toward the bottom right.
Finally, its use of color conveys an overall impression of a natural,
albeit, majestic scene.
11. **************************************************
CGD 218 Week 3 DQ 2 Motion Pictures
For more classes visit
www.snaptutorial.com
Motion Pictures
Like photographs, motion pictures are a significant medium for visual
communication.
Watch at least three of the documentary trailers, below:
Documentary Trailers
Food, Inc. (Trailer) (http://www.imdb.com/title/tt1286537/) Inside Job
(Trailer) (http://www.imdb.com/title/tt1645089/) Marley (Trailer)
(http://www.imdb.com/title/tt1183919/) Planet Earth (Trailer)
(http://www.imdb.com/title/tt1645089/) Waste Land (Trailer)
(http://www.imdb.com/title/tt1268204/) Based on the trailer, what do
you think the intended message of the documentary is? What are motion
pictures able to do that photos and still images cannot, and how does that
impact the message being communicated? Can you think of any ethical
concerns or controversial issues related to the use of motion pictures as a
communication medium? Explain.
12. **************************************************
CGD 218 Week 3 Journal Visual Communication
Today (2 set)
For more classes visit
www.snaptutorial.com
Visual Communication Today
Visual communication is just about everywhere we look. Reflect on the
visuals you’ve seen in your daily life over the past couple weeks, and the
messages they’ve communicated (e.g., TV commercials, billboards,
magazine ads, web ads, websites, product packaging, photographs, etc.).
Do any stand out in your mind? If so, why do you think they were so
effective in getting your attention? Are there any trends you are noticing
specifically in today’s media?
This journal entry should allow you to thoroughly reflect upon what you
have learned thus far in class, and provides you an opportunity to relate
this learning to your professional and/or personal experiences. Your
journal entry may be written in a more informal style, with a focus on
clearly conveying your ideas. APA formatting elements are not required
13. for your journal entry, but you are expected to adhere to conventional
rules of grammar, sentence structure, spelling, and punctuation.
**************************************************
CGD 218 Week 4 Assignment Final Project - Step
Three (2 papers)
For more classes visit
www.snaptutorial.com
Final Project- Step Three
You should now have a strong outline for the message you plan to
communicate in your final project, as well as a good idea of how you
want to incorporate visuals. This week, locate at least five possible
visuals that you might utilize for your final project (e.g., photographs,
drawings, video clips, screenshots, etc.), and add them to your existing
project draft. Be sure to reference any visuals that you did not create.
Then, 1-2 pages, explain why you selected the visuals you did, how they
support your intended message, and what reaction or results you hope to
gain from the use of these visuals.
14. **************************************************
CGD 218 Week 4 DQ 1 Brand Identity
For more classes visit
www.snaptutorial.com
Brand Identity
As stated in your textbook, “branding is equated with everything from
creative strategy to logotype design. It is said to exist through
sophisticated color palettes, product packaging and service trademarks.
Some marketers insist that branding is corporate image. Others align it
with cohesive marketing communications, positioning, slogans or
taglines.”
For this discussion, select a company and create a mood board that
visually conveys its brand identity. Your mood board should include
images of at least four of the elements (e.g., logo, color palettes, product
packaging, slogans or taglines) described in the quote above.
Your mood board can be created through Microsoft Word, PowerPoint,
Glogster (http://www.glogster.com/), or Adobe Photoshop (converted to
PDF). Once it is created, post it to the discussion forum as an attached
file or a link. Describe the elements you included in your mood board,
15. and explain how each one contributes to the overall brand identity for
the company you’ve selected.
Guided Response: Respond to at least two of your peers with an
evaluation of their selected company’s brand identity, as conveyed
through the mood board. Do you agree with your peer’s interpretation of
the company’s brand identity? Why or why not? Can you think of any
elements that they might have missed in their mood board?
**************************************************
CGD 218 Week 4 DQ 2 Advertising
For more classes visit
www.snaptutorial.com
Advertising
The textbook explains that, although counterintuitive, advertising should
not focus on the product or service being sold, but should rather focus on
the needs and desires of its target market. It quotes Michael Newman
(2003) stating:
“Don’t tell me about your manure, tell me about my flowers”
16. View the advertisements, below. Then, select three and explain if and
how you see the above concept in action. Describe what product or
service each of the three ads is trying to sell (e.g., manure). Then,
explain what you think each ad is actually selling (e.g., a beautiful
flower garden). Finally, describe whether you can think of any ethical
concerns related to this approach of communication.
Nike: My better is better
(http://www.youtube.com/watch?v=rHHMaiNyztk) Obama: “Hope”
(Political Campaign Poster)
(http://en.wikipedia.org/wiki/File:Barack_Ob) “We Can Do It!”
(Propaganda Poster) (http://en.wikipedia.org/wiki/File:We_Can_Do_It!)
Old Spice: The Man Your Man Could Smell Like
(http://www.youtube.com/watch?v=owGykVbfgUE) 1984 Apple's
Macintosh Commercial
(http://www.youtube.com/watch?v=OYecfV3ubP8) Volkswagen:
“Think Small” (Print Ad)
(http://en.wikipedia.org/wiki/File:Think_Small.jpg)
Guided Response: Respond to at least two of your peers. How did your
interpretation of the advertisements differ from theirs? How was it
similar? Finally, looking at the possible differences in interpretation,
what does this tell you about communicating a message in advertising?
**************************************************
CGD 218 Week 5 Assignment Final Project Using
Visuals to Communicate a Message (2 papers)
17. For more classes visit
www.snaptutorial.com
Final Project: Using Visuals to Communicate a Message
Assignment Instructions: Visual media can have significant impact on
how effectively a message is communicated. Appropriate and strategic
visuals can inspire the audience, lend clarity to a message, and, in
general, say things that words alone cannot.
For this project, use the concepts you’ve learned in this course to
effectively apply visuals to a business-related message. Below, you will
find just a few examples of how visuals can be utilized to communicate
a message in the business setting. Feel free to choose one of these
examples, or select one that is not listed.
Examples of Business Communication
How Each Example Might Look for Your Assignment
Presentation on department achievements
PowerPoint slides with visuals, and associated speech in the Speaker’s
Notes section at the bottom.
Print advertisement for your own business
Word document or PDF version of an advertisement, complete with
appropriate image(s), composition, typography, and company logo.
Training materials on your job responsibilities
Word document or PDF version of job instructions, using typography,
composition, and relevant images to promote clarity.
Company website
Word document, PowerPoint, or PDF “mock-up” that illustrates what
you would want your website to look like. Complete with appropriate
images, effective composition and color usage, company logo, and
shapes representing where the buttons would be.
Informational brochure for a corporate event
18. Word document or PDF version of the brochure, containing appropriate
visuals; typography; effective design, composition, and color scheme; as
well as with relevant information on the event.
Throughout each of the five weeks of this course, you will decide on a
message to communicate, determine the most effective platform or
medium for that message, and select the most appropriate visuals to
support the message. Note that each visual should be referenced.
Then, in week 5, you will finalize your communication piece and submit
it along with a 3- to 5-page paper explaining the rationale behind your
communication decisions.
**************************************************
CGD 218 Week 5 DQ 1 Social Media
For more classes visit
www.snaptutorial.com
Social Media
Social media can have a significant impact on a company’s success
(both positive and negative). What are the pros of social media, and how
do you think they can be harnessed to promote effective
communication? What are the cons, and how do you think they can be
19. avoided, to prevent a communication disaster? Identify one example that
illustrates effective use of social media, and one example that illustrates
ineffective use of social media.
Guided Response: Respond to at least two of your peers. How does their
analysis compare to yours? Do you agree that the examples they
identified appropriate represent the effective and ineffective uses of
social media? Explain.
**************************************************
CGD 218 Week 5 DQ 2 Reflecting on Visual
Literacy in Business
For more classes visit
www.snaptutorial.com
Reflecting on Visual Literacy in Business
Review the concepts we’ve covered in the past few weeks of this course,
and list five take-away’s. Explain why the five take-away’s are relevant
to you. Then, describe at least one concept that is either still unclear to
you, or one you’d like to explore further.
20. Guided Response: Respond to at least two of your peers. How are their
take-away’s different from yours? With regards to the one concept they
identified as unclear or would like to explore further, can you offer any
additional insight, resources, and/or clarification?
**************************************************
CGD 218 Week 5 Journal Packaging Visual
Communication (2 set)
For more classes visit
www.snaptutorial.com
Packaging Visual Communication
Over the past few weeks, you’ve worked to put together a
communication piece through the use of visuals. Describe the steps you
took to get to your finished communication product, and explain how
these steps were helpful. Finally, describe how failing to put as much
effort into the preparation stage could be detrimental to the ultimate
communication of your message, and describe how this concept can be
applied to the messages you communicate in your work environment.
This journal entry should allow you to thoroughly reflect upon what you
21. have learned thus far in class, and provides you an opportunity to relate
this learning to your professional and/or personal experiences. Your
journal entry may be written in a more informal style, with a focus on
clearly conveying your ideas. APA formatting elements are not required
for your journal entry, but you are expected to adhere to conventional
rules of grammar, sentence structure, spelling, and punctuation.
**************************************************