This document provides an overview of an introduction to public relations course at Georgia Southern University. It includes information about the professor, course description, prerequisites, required materials, learning objectives, grading policy, assignments including blog posts and exams, and course policies on attendance, late work, plagiarism, and classroom behavior. The main assignments are blog posts, an interview of a PR professional, online quizzes, and a final exam. Attendance is required and more than 6 absences will result in failing the course. Late work is not accepted and academic dishonesty is taken seriously.
This course syllabus outlines the key details of an introductory sociology course taught at Montgomery College during the spring 2015 semester. The course will be taught on Tuesdays and Thursdays from 8-9:15AM in room HU205. Students will learn fundamental sociological concepts through lecture and discussion. They will complete writing assignments applying these concepts to current issues and an analytic paper on social inequality. Evaluation will be based on class participation, five writing assignments, a midterm exam, and a final exam. Topics covered include culture, socialization, social structure, research methods, social networks, organizations, deviance, stratification, social class, gender, race, and the economy. Required readings accompany each
This document provides information for a 3 credit course called Foundations of American Education at Hawaii Pacific University in Spring 2016. The course will be held on Wednesdays from 5:15-8:10PM from January 18 to May 8. The instructor is Professor Alexander Insel and required textbooks are listed. Important dates are provided including registration deadlines, holidays, and the last day to drop the course. The attendance policy, late work policy, and academic honesty policy are outlined. The document also includes information on disabilities, field experiences, appearance standards, and illness or injury procedures for field settings.
This syllabus outlines the course details for HP 400: Culture, Lifestyle, and Health at USC for Spring 2013. The course will examine how cultural differences influence health behaviors and outcomes. It will be taught by Dr. Parvin Shahlapour on Tuesdays and Thursdays from 12:30-1:50pm. Students will learn about major health issues in different populations and countries. The syllabus provides information on assignments including class participation, a class project and presentation, a midterm exam, and a final exam. Grades will be based on these assessments. The course aims to help students understand and apply knowledge of cultural perspectives related to health.
Expirementing on a presentation noneof htese slides are mine..if owner wants ...Abai Yilma
This document discusses strategies for shaping curriculum at London Metropolitan University through curricular, co-curricular, and extracurricular activities to improve student engagement and outcomes. It outlines efforts to encourage participation through peer learning, map skills development, provide varied assessments and feedback, and develop a team approach among faculty. Data shows BABM students had higher attendance and confidence than non-BABM students. Co-curricular and extracurricular programs like entrepreneurship training and leadership projects further supported students. Initial analysis found improved pass rates, especially for BME students.
This 3 sentence summary provides the key details about the college course "College Study Methods - Online":
The course is designed to help students develop effective study techniques for college through online lessons, assignments, exams and a final project. Students will learn organized study methods, note-taking, reading comprehension, time management, and research skills. Assessment includes discussion posts, homework, quizzes, a midterm, final exam, and final project.
This document provides the syllabus for an introductory sociology course. It outlines key details such as course meeting times, required textbook and materials, learning objectives, assignments and evaluations. The instructor's contact information and office hours are listed. Course policies on attendance, technology use, note-taking and grading are specified. Students are expected to actively participate in both in-class and online activities through a Google+ community. Exams will constitute 90% of the final grade, while a Q-course assignment will make up the remaining 10%. The schedule lists weekly topics that will be covered over the semester.
This document outlines the syllabus and course details for an ethics course. It includes:
1. An evaluation breakdown showing the points and weight of assignments, activities, exams and projects.
2. A course outline with main topics and competencies covered each week over 4 weeks.
3. Homework assignments and estimated time required for each week.
4. An instructor biography and policies on student conduct, cell phone use, dress code, food/drink, assignments and accommodations for students with disabilities.
5. A student acknowledgement form to be signed and kept on file.
This document outlines the grading structure, course schedule, instructor biography, and policies for a psychology course. It includes:
- The grading breakdown showing the weighting of exams, assignments, discussions and activities totaling 1,000 points.
- A 4-week course schedule detailing the chapters covered each week and associated assignments.
- A brief biography of the instructor highlighting his education and experience in teaching and various careers.
- Various student conduct policies regarding cell phone use, attire, food/drink, assignment submissions and appropriate classroom behavior.
This course syllabus outlines the key details of an introductory sociology course taught at Montgomery College during the spring 2015 semester. The course will be taught on Tuesdays and Thursdays from 8-9:15AM in room HU205. Students will learn fundamental sociological concepts through lecture and discussion. They will complete writing assignments applying these concepts to current issues and an analytic paper on social inequality. Evaluation will be based on class participation, five writing assignments, a midterm exam, and a final exam. Topics covered include culture, socialization, social structure, research methods, social networks, organizations, deviance, stratification, social class, gender, race, and the economy. Required readings accompany each
This document provides information for a 3 credit course called Foundations of American Education at Hawaii Pacific University in Spring 2016. The course will be held on Wednesdays from 5:15-8:10PM from January 18 to May 8. The instructor is Professor Alexander Insel and required textbooks are listed. Important dates are provided including registration deadlines, holidays, and the last day to drop the course. The attendance policy, late work policy, and academic honesty policy are outlined. The document also includes information on disabilities, field experiences, appearance standards, and illness or injury procedures for field settings.
This syllabus outlines the course details for HP 400: Culture, Lifestyle, and Health at USC for Spring 2013. The course will examine how cultural differences influence health behaviors and outcomes. It will be taught by Dr. Parvin Shahlapour on Tuesdays and Thursdays from 12:30-1:50pm. Students will learn about major health issues in different populations and countries. The syllabus provides information on assignments including class participation, a class project and presentation, a midterm exam, and a final exam. Grades will be based on these assessments. The course aims to help students understand and apply knowledge of cultural perspectives related to health.
Expirementing on a presentation noneof htese slides are mine..if owner wants ...Abai Yilma
This document discusses strategies for shaping curriculum at London Metropolitan University through curricular, co-curricular, and extracurricular activities to improve student engagement and outcomes. It outlines efforts to encourage participation through peer learning, map skills development, provide varied assessments and feedback, and develop a team approach among faculty. Data shows BABM students had higher attendance and confidence than non-BABM students. Co-curricular and extracurricular programs like entrepreneurship training and leadership projects further supported students. Initial analysis found improved pass rates, especially for BME students.
This 3 sentence summary provides the key details about the college course "College Study Methods - Online":
The course is designed to help students develop effective study techniques for college through online lessons, assignments, exams and a final project. Students will learn organized study methods, note-taking, reading comprehension, time management, and research skills. Assessment includes discussion posts, homework, quizzes, a midterm, final exam, and final project.
This document provides the syllabus for an introductory sociology course. It outlines key details such as course meeting times, required textbook and materials, learning objectives, assignments and evaluations. The instructor's contact information and office hours are listed. Course policies on attendance, technology use, note-taking and grading are specified. Students are expected to actively participate in both in-class and online activities through a Google+ community. Exams will constitute 90% of the final grade, while a Q-course assignment will make up the remaining 10%. The schedule lists weekly topics that will be covered over the semester.
This document outlines the syllabus and course details for an ethics course. It includes:
1. An evaluation breakdown showing the points and weight of assignments, activities, exams and projects.
2. A course outline with main topics and competencies covered each week over 4 weeks.
3. Homework assignments and estimated time required for each week.
4. An instructor biography and policies on student conduct, cell phone use, dress code, food/drink, assignments and accommodations for students with disabilities.
5. A student acknowledgement form to be signed and kept on file.
This document outlines the grading structure, course schedule, instructor biography, and policies for a psychology course. It includes:
- The grading breakdown showing the weighting of exams, assignments, discussions and activities totaling 1,000 points.
- A 4-week course schedule detailing the chapters covered each week and associated assignments.
- A brief biography of the instructor highlighting his education and experience in teaching and various careers.
- Various student conduct policies regarding cell phone use, attire, food/drink, assignment submissions and appropriate classroom behavior.
This document provides the syllabus for an Art Appreciation course at Kellogg Community College. The course is a survey of contemporary and traditional visual art themes with an emphasis on communication through various art forms. Students will examine the role of visual art in cultures through history and today. The syllabus outlines the required materials, course content including lectures and activities, attendance policy, grading scale and expectations for participation, assignments, and policies regarding plagiarism and conduct.
This document provides a course syllabus for a social psychology course taught at Philander Smith College in the fall of 2010. The syllabus outlines the following key information:
1. Instructor contact information and a brief course description focusing on interactions between individuals and society.
2. Required textbook and reference materials for the course.
3. Seven learning objectives for students completing the course focusing on social psychology concepts and skills.
4. Grading criteria including assignments, projects, presentations and participation worth a total of 500 points for the semester.
5. Attendance policy stating that absences cannot exceed credit hours for the course without impacting grades.
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 document provides information about an early childhood education course on health, safety and nutrition. The course is offered at Middlesex Community College and will be held on Tuesdays and Thursdays from 12:30-1:45pm in room HH 310. The required textbook is Health, Safety and Nutrition for the Young Child by Lynn R. Marotz. Students will learn about creating safe environments, preventing and identifying infectious diseases, and first aid techniques. Class activities will include discussions, demonstrations, group work and presentations. Students are expected to attend all classes, participate actively, and complete all assignments by the due dates.
This document provides information about a World Religions course taught by instructor Julie DeMarchi Heiland at Atlantic Cape Community College. The course introduces students to major world religions through studying their origins, essential ideas, and patterns. The syllabus outlines college prerequisites and learning goals, as well as the instructor's course objectives, policies, assignments, and grading breakdown. Students will develop an understanding of religious experiences and belief systems through exams, papers, discussions, and a required attendance at a religious event for a reflection paper.
This document outlines the grading structure, course schedule, instructor information, and policies for a business course. It includes:
1) An overview of the grading structure which is based on discussions, activities, assignments, and exams worth a total of 1,000 points.
2) A 4-week course schedule that covers topics like business environment, marketing, management, and includes assigned readings and homework.
3) A brief biography of the instructor and their qualifications.
4) Various student policies on conduct, cell phone use, dress code, assignments, and appropriate classroom language.
This document provides an overview of a physical geography lab course. It outlines the following key points:
- The course covers topics related to physical geography including earth-sun relationships, weather, climate, landforms, and how these phenomena interact.
- Labs will investigate these topics using worksheets, maps, and other materials. Students must submit completed worksheets on Blackboard for grading.
- Assessment will include exams on Blackboard consisting of problems similar to the lab worksheets. Students must earn at least 60% to pass.
This document provides information about an Elementary Education Exit Seminar course at the College of Western Idaho. The course is designed to help students complete their elementary education degree requirements and prepare for transfer to a university program. Key goals of the course include ensuring computer literacy, identifying transfer needs and institutions, and supporting students to compile their completed Teacher Education Exit Portfolio. The portfolio must include assignments from previous education courses to demonstrate proficiency. Students are expected to conduct themselves professionally and submit all assignments on time to successfully pass the course.
This document provides the syllabus and schedule for an introductory ancient art history course. It outlines requirements including three exams of varying formats and a short paper assignment. Students will learn about ancient art from prehistoric to medieval times, examining artifacts from cultures in their original contexts. The course will utilize a textbook and additional readings available online.
This document provides an overview of the syllabus for an introductory mass communication course held in fall 2009. It outlines the required textbook, use of the online platform Blackboard, weekly course structure, assignments including chapter tests, discussions, presentations and a media-free blog. Grading is based on tests, study plans, assignments, discussions and attendance. The course aims to provide foundational knowledge of the mass media field and promote critical thinking skills through interactive lessons and technology.
This document provides an overview and instructions for completing an online 8-week women's health course. It outlines the course structure including sections, links, and required assignments like reader's journals, wiki entries, and a synthesis paper. It emphasizes exploring all parts of the course website and notifies students to read the syllabus which details policies and due dates. The document advises students to do work daily and contact the instructor if help is needed. It also outlines expectations for instructor feedback and support through office hours and email response times.
The document provides an orientation packet for the Teaching Assistant Development Program (TADP) at UCR, including schedules, instructor information, and sections on rights and responsibilities, organization and teaching strategies, diversity issues, and evaluations. It offers guidance to teaching assistants on communicating effectively, managing their classroom, understanding their rights and responsibilities, and utilizing campus resources. The packet aims to prepare new teaching assistants for their roles and responsibilities through seminars and information on relevant policies.
This document provides the syllabus for an English 1312 course titled "Research and Critical Writing" which aims to develop students' critical thinking and communication skills. The course will focus on discourse communities, genres, rhetorical strategies, and the writing process. Students will complete various writing assignments including creating an e-portfolio website, analyzing discourse communities and genres, conducting research, and creating a documentary film.
This document provides information about an English 1311 course titled "Expository English Composition - Special Topic: Discourse, Morality, and Authority" taught at UTEP. The course aims to develop students' critical thinking and communication skills. It will cover various types of writing including writing to explore, explain, analyze, and convince/solve problems. Major assignments include a discourse community map, homepage, agency report, annotated bibliography, community problem report, rhetorical analysis, opinion piece, visual argument, presentations, blog, and e-portfolio. The course will utilize Blackboard and require computer/Internet access for technology-based work.
This document provides information about an Elementary Education course titled Foundations of Education (EDU 201) being taught in spring 2012. It outlines the course description, schedule, focus, objectives, required textbook, assignments, grading policy, and other policies. The course introduces social, philosophical, and historical perspectives in education and examines teaching as a field and profession. It is taught in traditional, hybrid, and online formats from January 17 to May 10, 2012.
This document provides guidelines for writing news release documents, including contact information, headlines, formatting, style, and content. Key points include: include name, phone number, and email at the top; write the lead paragraph summarizing important facts in an inverted pyramid style; use additional pages if needed but one page has a better chance; include "-MORE-" or "-END-" at the bottom of pages; never divide paragraphs between pages; and include boilerplate information as the last paragraphs while ensuring the content meets newsworthiness criteria.
What Thanksgiving Dinner Has Taught Me About Being a Better CommunicatorBarbara Nixon
As I sat there in the pre-dawn hours at my in-laws' home in Biloxi, sipping my coffee in the dark, listening to nearly a dozen relatives snoring (mostly) quietly, I began to reflect on Thanksgiving and what it means to me. And inevitably, I started making connections between this traditional large family meal and my college classes. Why? I don't know. But it popped into my head, so I went with it. I started thinking . . . what has Thanksgiving dinner taught me that has made me a better communicator? And this is what I came up with.
Why would this 50-year-old woman get a neck tattoo?Barbara Nixon
Watch as 50-year-old Barbara Nixon gets a NECK TATTOO to show her devotion to Genghis Grill and being part of its 2014 Health Kwest khantest. #GenghisGrill #HealthKwest
COMM 4633 Personal Learning Network PresentationBarbara Nixon
This document provides guidelines for a Personal Learning Network presentation. It instructs students to upload their presentation to Slideshare and embed it on their blog before presenting. The presentation should have one slide each dedicated to Twitter, social bookmarking, and blogs - listing 5 accounts followed for each and discussing one account and something specific learned. It notes the next milestone is an April 15 deadline to submit a Personal Learning Network project through Blackboard.
7 Things Small Businesses Need to Know About Social Media NOWBarbara Nixon
This document provides a summary of key points about using social media for small businesses. It begins with an introduction to the presenter and their credentials. It then lists 7 tips for using social media: 1) Learn what social media is, 2) Discover where your customers are online, 3) Listen first, 4) Then chime in, 5) Social media isn't free, 6) Be a little paranoid, and 7) Stay curious. Additional details and recommendations are provided for each tip. Contact information for the presenter is listed at the end.
The document is the June 2015 issue of Treasure Tourism Corporation Limited magazine. It includes articles about IATA proposing smaller carry-on bags, airfares falling in 2015, Umang Narula being appointed Chairman and Managing Director of ITDC, and an enhanced virtual tour of Expo Milano 2015 that allows interactive 360-degree navigation of the site's pavilions, roads, and parks. It also briefly mentions an Air India aircraft's tyre bursting on landing in Srinagar and travelers relying most on websites for travel information, with smartphones also becoming more common for travel planning.
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Syllabus ViewPrintFilesInfoCV
Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
This document provides the syllabus for an Art Appreciation course at Kellogg Community College. The course is a survey of contemporary and traditional visual art themes with an emphasis on communication through various art forms. Students will examine the role of visual art in cultures through history and today. The syllabus outlines the required materials, course content including lectures and activities, attendance policy, grading scale and expectations for participation, assignments, and policies regarding plagiarism and conduct.
This document provides a course syllabus for a social psychology course taught at Philander Smith College in the fall of 2010. The syllabus outlines the following key information:
1. Instructor contact information and a brief course description focusing on interactions between individuals and society.
2. Required textbook and reference materials for the course.
3. Seven learning objectives for students completing the course focusing on social psychology concepts and skills.
4. Grading criteria including assignments, projects, presentations and participation worth a total of 500 points for the semester.
5. Attendance policy stating that absences cannot exceed credit hours for the course without impacting grades.
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 document provides information about an early childhood education course on health, safety and nutrition. The course is offered at Middlesex Community College and will be held on Tuesdays and Thursdays from 12:30-1:45pm in room HH 310. The required textbook is Health, Safety and Nutrition for the Young Child by Lynn R. Marotz. Students will learn about creating safe environments, preventing and identifying infectious diseases, and first aid techniques. Class activities will include discussions, demonstrations, group work and presentations. Students are expected to attend all classes, participate actively, and complete all assignments by the due dates.
This document provides information about a World Religions course taught by instructor Julie DeMarchi Heiland at Atlantic Cape Community College. The course introduces students to major world religions through studying their origins, essential ideas, and patterns. The syllabus outlines college prerequisites and learning goals, as well as the instructor's course objectives, policies, assignments, and grading breakdown. Students will develop an understanding of religious experiences and belief systems through exams, papers, discussions, and a required attendance at a religious event for a reflection paper.
This document outlines the grading structure, course schedule, instructor information, and policies for a business course. It includes:
1) An overview of the grading structure which is based on discussions, activities, assignments, and exams worth a total of 1,000 points.
2) A 4-week course schedule that covers topics like business environment, marketing, management, and includes assigned readings and homework.
3) A brief biography of the instructor and their qualifications.
4) Various student policies on conduct, cell phone use, dress code, assignments, and appropriate classroom language.
This document provides an overview of a physical geography lab course. It outlines the following key points:
- The course covers topics related to physical geography including earth-sun relationships, weather, climate, landforms, and how these phenomena interact.
- Labs will investigate these topics using worksheets, maps, and other materials. Students must submit completed worksheets on Blackboard for grading.
- Assessment will include exams on Blackboard consisting of problems similar to the lab worksheets. Students must earn at least 60% to pass.
This document provides information about an Elementary Education Exit Seminar course at the College of Western Idaho. The course is designed to help students complete their elementary education degree requirements and prepare for transfer to a university program. Key goals of the course include ensuring computer literacy, identifying transfer needs and institutions, and supporting students to compile their completed Teacher Education Exit Portfolio. The portfolio must include assignments from previous education courses to demonstrate proficiency. Students are expected to conduct themselves professionally and submit all assignments on time to successfully pass the course.
This document provides the syllabus and schedule for an introductory ancient art history course. It outlines requirements including three exams of varying formats and a short paper assignment. Students will learn about ancient art from prehistoric to medieval times, examining artifacts from cultures in their original contexts. The course will utilize a textbook and additional readings available online.
This document provides an overview of the syllabus for an introductory mass communication course held in fall 2009. It outlines the required textbook, use of the online platform Blackboard, weekly course structure, assignments including chapter tests, discussions, presentations and a media-free blog. Grading is based on tests, study plans, assignments, discussions and attendance. The course aims to provide foundational knowledge of the mass media field and promote critical thinking skills through interactive lessons and technology.
This document provides an overview and instructions for completing an online 8-week women's health course. It outlines the course structure including sections, links, and required assignments like reader's journals, wiki entries, and a synthesis paper. It emphasizes exploring all parts of the course website and notifies students to read the syllabus which details policies and due dates. The document advises students to do work daily and contact the instructor if help is needed. It also outlines expectations for instructor feedback and support through office hours and email response times.
The document provides an orientation packet for the Teaching Assistant Development Program (TADP) at UCR, including schedules, instructor information, and sections on rights and responsibilities, organization and teaching strategies, diversity issues, and evaluations. It offers guidance to teaching assistants on communicating effectively, managing their classroom, understanding their rights and responsibilities, and utilizing campus resources. The packet aims to prepare new teaching assistants for their roles and responsibilities through seminars and information on relevant policies.
This document provides the syllabus for an English 1312 course titled "Research and Critical Writing" which aims to develop students' critical thinking and communication skills. The course will focus on discourse communities, genres, rhetorical strategies, and the writing process. Students will complete various writing assignments including creating an e-portfolio website, analyzing discourse communities and genres, conducting research, and creating a documentary film.
This document provides information about an English 1311 course titled "Expository English Composition - Special Topic: Discourse, Morality, and Authority" taught at UTEP. The course aims to develop students' critical thinking and communication skills. It will cover various types of writing including writing to explore, explain, analyze, and convince/solve problems. Major assignments include a discourse community map, homepage, agency report, annotated bibliography, community problem report, rhetorical analysis, opinion piece, visual argument, presentations, blog, and e-portfolio. The course will utilize Blackboard and require computer/Internet access for technology-based work.
This document provides information about an Elementary Education course titled Foundations of Education (EDU 201) being taught in spring 2012. It outlines the course description, schedule, focus, objectives, required textbook, assignments, grading policy, and other policies. The course introduces social, philosophical, and historical perspectives in education and examines teaching as a field and profession. It is taught in traditional, hybrid, and online formats from January 17 to May 10, 2012.
This document provides guidelines for writing news release documents, including contact information, headlines, formatting, style, and content. Key points include: include name, phone number, and email at the top; write the lead paragraph summarizing important facts in an inverted pyramid style; use additional pages if needed but one page has a better chance; include "-MORE-" or "-END-" at the bottom of pages; never divide paragraphs between pages; and include boilerplate information as the last paragraphs while ensuring the content meets newsworthiness criteria.
What Thanksgiving Dinner Has Taught Me About Being a Better CommunicatorBarbara Nixon
As I sat there in the pre-dawn hours at my in-laws' home in Biloxi, sipping my coffee in the dark, listening to nearly a dozen relatives snoring (mostly) quietly, I began to reflect on Thanksgiving and what it means to me. And inevitably, I started making connections between this traditional large family meal and my college classes. Why? I don't know. But it popped into my head, so I went with it. I started thinking . . . what has Thanksgiving dinner taught me that has made me a better communicator? And this is what I came up with.
Why would this 50-year-old woman get a neck tattoo?Barbara Nixon
Watch as 50-year-old Barbara Nixon gets a NECK TATTOO to show her devotion to Genghis Grill and being part of its 2014 Health Kwest khantest. #GenghisGrill #HealthKwest
COMM 4633 Personal Learning Network PresentationBarbara Nixon
This document provides guidelines for a Personal Learning Network presentation. It instructs students to upload their presentation to Slideshare and embed it on their blog before presenting. The presentation should have one slide each dedicated to Twitter, social bookmarking, and blogs - listing 5 accounts followed for each and discussing one account and something specific learned. It notes the next milestone is an April 15 deadline to submit a Personal Learning Network project through Blackboard.
7 Things Small Businesses Need to Know About Social Media NOWBarbara Nixon
This document provides a summary of key points about using social media for small businesses. It begins with an introduction to the presenter and their credentials. It then lists 7 tips for using social media: 1) Learn what social media is, 2) Discover where your customers are online, 3) Listen first, 4) Then chime in, 5) Social media isn't free, 6) Be a little paranoid, and 7) Stay curious. Additional details and recommendations are provided for each tip. Contact information for the presenter is listed at the end.
The document is the June 2015 issue of Treasure Tourism Corporation Limited magazine. It includes articles about IATA proposing smaller carry-on bags, airfares falling in 2015, Umang Narula being appointed Chairman and Managing Director of ITDC, and an enhanced virtual tour of Expo Milano 2015 that allows interactive 360-degree navigation of the site's pavilions, roads, and parks. It also briefly mentions an Air India aircraft's tyre bursting on landing in Srinagar and travelers relying most on websites for travel information, with smartphones also becoming more common for travel planning.
Skip to main contentInternet Explorer 6 is no longer supported. .docxwhitneyleman54422
Skip to main content
Internet Explorer 6 is no longer supported. Please use a newer browser.
Internet Explorer 7 is no longer supported. Please use a newer browser.
Concourse works best with JavaScript enabled.
Cookies are not enabled on your browser. Please enable cookies if you wish to log in.
Toggle navigation
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Keyword Search
Perform Search
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Syllabus ViewPrintFilesInfoCV
Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
This document provides information about a public relations publications course taught at Georgia Southern University in spring 2009. It includes the course description, prerequisites, objectives, assignments, policies, and contact information for the professor. The main assignments for the course are the creation of publications like a logo, business card, brochure and newsletter using desktop publishing software. Students will work individually and in groups throughout the semester on various design projects and presentations. The grading criteria and attendance policy are also outlined.
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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
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Mosaic 851 10
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 – 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 – 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Plato, The Trials of Socrates 9780872205895
Genesis
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
Mosaic 851 11
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 – 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 – 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Genesis
Plato, The Trials of Socrates 9780872205895
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
Course SyllabusHSV400 – Ethical and Leal Issues in Human Servi.docxvanesaburnand
Course Syllabus
HSV400 – Ethical and Leal Issues in Human Services
Course Description:
This course will evaluate ethical and legal standards as related to critical professional issues. Students will gain an understanding of the relationship and integration of values for the counselor's role in practice, training, supervision, and consultation.
Course Outcomes:
After completing HSV 400, the student should be able to:
· The student will be able to respond to ethical dilemmas by a decision-making process.
· The student will be able to communicate his or her value system, with emphasis on how these values are likely to impact counseling practice.
· The student will be able to identify the different major components of ethical codes for professional counselors.
· The student will be able to communicate an understanding of the laws for counselors and therapists in the state in which he/she intends to practice.
· The student will be able to communicate how her/his personal values influence her/his ethical posture.
· The student will be able to identify the professional organizations for counselors.
Course Materials:
· Corey, G., Corey, M. S., & Callanan, P. (2015). Issues and ethics in the helping professions (9th ed.). Pacific Grove, CA: Brooks/Cole Pub Co.
· Additional reading, listening, viewing materials available on Blackboard.
Course Evaluation:
Assignment
Weight Towards Final Grade
Discussion Boards
40%
Introduction & Background Information Assignment
20%
Final Written Assignment
30%
Self-Assessment Reflection Paper
10%
Student Survey*
--
TOTAL
100%
*To ensure that we continue to meet our academic standards and your learning expectations, we routinely assess our programs, courses, and instructors. Completion of the end-of-course Student Survey is a required component of this course.
Official University Grading Scale:
The following grades are used on academic records and carry the quality points indicated:
Grade
Numerical Equivalent
A
95-100
A-
90-94
B+
87-89
B
83-86
B-
80-82
C+
77-79
C
73-76
C-
70-72
D+
67-69
D
63-66
D-
60-62
F
Below 60
Late Work:
Assignments, including discussion board postings, should be submitted on time per assignment rubric guidelines. If there is an emergency situation, a request for an extension on assignments may be requested of the instructor before the assignment deadline. If no extension request has been made, late assignments will be penalized with a 20 point deduction for each day it is submitted late. Furthermore, discussion boards
Academic Dishonesty:
“Academic dishonesty consists of plagiarism, cheating, unauthorized copying of computer discs, willful introduction of viruses, willful interruption of systems, and may also include unintentional complicity in others’ academic dishonesty. Confirmed dishonesty may result in the assignment of a failing grade of other penalties.” (Post University Student Handbook).
All papers .
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
This document provides an overview of the Social Psychology module. The 3-credit, 18-week module introduces students to the field of social psychology through lectures and tutorials. It examines social behavior, interactions, and the influence of culture. Assessment includes formative feedback through tutorials and summative assessments to evaluate students' understanding. The module aims to increase students' awareness of human behavior and empower them to address contemporary issues.
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 information about Communication Studies 100, an introductory communication course. It outlines the course objectives to help students explore communication dynamics, recognize how communication impacts identity and relationships, and advocate for themselves and others. The course is taught through a combination of lectures and recitation sections. Students will complete speeches, written reflections, group discussions and quizzes which will be graded and contribute to their overall course grade. Course policies on attendance, academic conduct, special needs and grade disputes are also reviewed.
June 12, 2019 Developed Page 1 of 22 .docxcroysierkathey
This document provides information about an online course titled "Organizational Economics". The 3 credit course will be offered in the fall term from August 26, 2019 to January 12, 2020. It will include online instruction via Blackboard as well as a 3-day residency from December 20-22, 2019. Required materials include a textbook and optional supplemental materials provided on Blackboard. Upon completing the course, students will be able to analyze economic environments, apply economic reasoning to decision making, and examine issues like demand, forecasting, production costs and pricing policies. The document outlines grading policies, technical skills required, attendance policies, academic integrity policies and the weekly course schedule.
This document provides information about an Industrial/Organizational Psychology course taught at Loyola University Maryland in Spring 2012. It outlines the instructor's contact information, class times and format, required texts, communication policies, course description and objectives aligned with the university's educational aims, evaluation criteria including exams and assignments, policies on attendance, conduct, and makeup work, and a tentative schedule of topics to be covered over the semester.
This document is the syllabus for an English course titled "Advanced Strategies in Rhetoric and Research" that will focus on rhetoric, research, and developing advanced composition strategies. The course will involve students working in different media formats and choosing the presentation format best suited to the rhetorical task. Students will develop the ability to analyze rhetorical situations, explain composition decisions, and gain familiarity with oral presentations, video production, and written papers. They will also gain an understanding of basic research methods. The goal is for students to become more eloquent. The syllabus outlines course objectives, texts, assignments, policies on attendance, academic integrity, and resources for writing assistance.
This document provides tips for public speaking preparation and delivery. It recommends choosing a central theme, main points, and preparing note cards. Speakers should practice their speech several times, time it, and practice with any visual aids. For beginnings and endings, it discusses getting the audience's attention and establishing eye contact. It also provides "do's" and "don'ts" for introductions, conclusions, and finishing the speech, such as summarizing main points but not introducing new material at the end.
What Thanksgiving Dinner Has Taught Me About Being a Better CommunicatorBarbara Nixon
As I sat there in the pre-dawn hours at my in-laws' home in Biloxi a few years back, sipping my coffee in the dark, listening to nearly a dozen relatives snoring (mostly) quietly, I began to reflect on Thanksgiving and what it means to me. And inevitably, I started making connections between this traditional large family meal and my college classes. Why? I don't know. But it popped into my head, so I went with it. I started thinking . . . what has Thanksgiving dinner taught me that has made me a better communicator? And this is what I came up with.
The document discusses the changing adult learner population and how to engage them effectively. It provides demographics of adult learners at Concordia University Wisconsin, including a majority being over age 30 and working full or part-time. It reviews key principles of andragogy, such as relating learning to learner needs and making it experiential. Tips are offered for engaging learners through incorporating technology, feedback, and storytelling while avoiding death by PowerPoint. The future of adult learning is discussed in the context of millennial learners who have always had technology and changing references over time. The presentation emphasizes understanding generational differences and learners' environments to guide their learning.
Explaining Complex Stuff So People Understand ItBarbara Nixon
This document provides tips for explaining complex information to make it understandable. It discusses explaining jargon, considering the end goal, allowing for initial failures in learning, breaking content into digestible chunks, understanding the audience's learning styles, and checking progress along the way. The overall message is to make information as accessible as possible by anticipating barriers to understanding and addressing them through clear communication techniques.
The only secret you need to know about making viral contentBarbara Nixon
You cannot force content to go viral but you can increase the chances of it doing so by promoting it in multiple online places and at different times of day, using relevant keywords, directly asking others to share it, linking from existing popular content, making it funny, having an internet-famous person share it, and hoping to get lucky.
7 Tips for Cultivating Your Personal BrandBarbara Nixon
Slides to accompany Barbara Nixon's presentation at the Concordia University Wisconsin's Step One to Getting It Done workshop. Notes accompany each slide.
If you are ever asked to be a guest speaker for an organization, these 13 tips by Prof. Barbara Nixon from Southeastern University will help you prepare.
7 Things Professors Need to Know About Social Media NOWBarbara Nixon
The document provides professors with advice on understanding and using social media. It recommends professors learn where their students and colleagues engage on social media, listen to understand their experiences, and then collaborate by tweeting to promote learning. Professors are advised to stay curious about social media while maintaining a little paranoia for safety. Three key challenges mentioned are to read the book "Groundswell" by Charlene Li and Josh Bernoff, join relevant social media platforms, and develop a social media policy. Contact information is provided for the author to discuss further.
Twitter can be a useful tool for public relations students to learn about their field, network with professionals, and promote themselves or their work. The document provides tips on using hashtags, retweets, direct messages, and applications like TweetDeck and Seesmic to engage with others on Twitter and gain a following. It also includes contact information for the author, Barbara Nixon, an assistant professor of public relations available to answer questions about using Twitter for professional purposes.
Southeastern University COMM Majors & Minors Meeting, Fall 2011Barbara Nixon
The document provides information for communication majors and minors at Southeastern University, including details about the department's mission and people to know within the department. It lists the names and roles of administrative assistants and professors within different areas of communication such as film, broadcasting, theatre, and journalism. It also provides information about media services, rules, involvement opportunities, auditions, and upcoming events for students.
7 Things You Need to Know About Social Media NOWBarbara Nixon
This document provides tips for understanding and using social media effectively. It recommends understanding what social media is, learning how your customers use it, listening first before sharing, and remembering that social media is always on. It also suggests being cautiously aware of risks, keeping learning, and developing a social media policy. The document highlights key books and challenges people to understand social media's importance for connecting with customers.
Social Media: Strategies That Fell ShortBarbara Nixon
Slides to accompany Barbara Nixon's talk on Strategies That Fell Short (& What The Taught Us) at Poynter Institute's Building a Successful Social Media Strategy, April 2011
PR People & Journalists Can Drive Each Other NutsBarbara Nixon
How do PR people and journalists sometimes drive each other nuts? Prof. Barbara Nixon's Spring 2011 Writing for PR & Advertising class came up with more than 15 ways.
The Most Inspiring Entrepreneurs to Follow in 2024.pdfthesiliconleaders
In a world where the potential of youth innovation remains vastly untouched, there emerges a guiding light in the form of Norm Goldstein, the Founder and CEO of EduNetwork Partners. His dedication to this cause has earned him recognition as a Congressional Leadership Award recipient.
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Prescriptive analytics BA4206 Anna University PPTFreelance
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During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?
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Cover Story - China's Investment Leader - Dr. Alyce SUmsthrill
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
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Cover Story - China's Investment Leader - Dr. Alyce SU
PRCA 2330 Spring 2009 Syllabus
1. INTRODUCTION TO PUBLIC RELATIONS · PRCA 2330 · SPRING 2009
Georgia Southern University ▪ College of Liberal Arts and Social Sciences ▪ Communication Arts
Professor: Barbara B. Nixon, Ph.D. (ABD)
Office: Veazey Hall 3005
Office Hours: MW 12:30-1:30 pm and by appointment
Phone: 478-5665 (office); 478-5138 (main office); 478-0822 (fax)
Blog: http://publicrelationsmatters.com
Twitter: http://twitter.com/barbaranixon
E-mail: bnixon@georgiasouthern.edu
COURSE DESCRIPTION
PRCA 2330 is designed to introduce you to the theories, practices, principles, and the history of
public relations. You will also gain knowledge of tasks commonly associated with the practice of
public relations and its role and purpose in various organizations. Analysis and examination of
how to apply principles and theories will also be provided in this course.
PREREQUISITIES: COMM 2332
REQUIRED RESOURCES
Wilcox, D.L., & Cameron, G.T. (2009). Public relations: Strategies and tactics (9th Ed.). Boston:
Allyn & Bacon.
At least one USB drive (minimum 1G)
Occasional use of a notebook computer in class
RECOMMENDED RESOURCE
Li, C., & Bernoff, J. (2008). Groundswell: Winning in a world transformed by social technologies.
Boston, MA: Forrester Research, Inc.
LEARNING OBJECTIVES
Students who complete this course will be able to:
1. Define public relations and identify instances of public relations in multiple contexts
2. Apply theories and principles of public relations to solve PR challenges
3. Use theory & strategy to choose appropriate and ethical PR tactics
4. Use theory and strategy to create and implement some basic PR techniques
PRCA 2330 Spring 2009, p. 1
2. GRADING
Course Grading: Your grade for this course will be based on the activities listed in the table
below. Points by assignments for each activity are listed to the right.
Blog Posts 30% or 300 points
Interview of a PR Professional 5% or 50 points
In-Class Exercises/Instructor Discretion 15% or 150 points
RATS (Online Quizzes) 25% or 250 points
Final Exam 15% or 150 points
Engagement & Participation 10% or 100 points
COURSE ASSIGNMENTS
Blog Posts: Each student will create and maintain a blog at Wordpress.com. Detailed
instructions about the content and layout of your blog will be available at
http://publicrelationsmatters.com by the end of Week 2.
Readings: Readings are designed to provide you with knowledge regarding public relations
basics. For the most part, the readings replace my lectures and will not be repeated in class.
Readiness Assessment Tests (RATS): Readiness assessment tests will be given over each
reading assignment from the Public Relations: Strategies and Tactics textbook. The open-book,
multiple-choice RATS will be administered via GeorgiaVIEW prior to you coming to class, so that
our class time can be more focused on discussion and application, rather than lectures. You
may take each of the RATS twice, and the higher of the two scores will count. RATS grades will
be averaged and will comprise 25% of your grade in the class. Students missing no more than
one day of class (for any reason) may drop their lowest individual RATS grade.
More details on the remaining assignments will be provided by the end of Week 2.
COURSE POLICIES:
1. Attendance: Your attendance in class is expected and necessary for your success in this
course. Because every speaker needs an audience, you need to be an active class
participant, even on days when you are not speaking. In addition, to achieve the objectives
of this course, your involvement and participation are necessary.
Six (6) or more total absences (on any course day, lecture or speech) will automatically
result in a failing grade for the course. THERE ARE NO EXCUSED ABSENCES; AN
ABSENCE IS AN ABSENCE, for whatever reason. Additionally, to insure that each of you
has an audience, NO MORE THAN TWO (2) ABSENCES WILL BE PERMITTED ON SPEECH
OR GUEST SPEAKER DAYS. Each subsequent absence on a speech day will result in the
loss of half a letter grade (5 percentage points) off your final grade for the course.
PRCA 2330 Spring 2009, p. 2
3. The current Georgia Southern University catalog states the following in regard to class
attendance: “The student is responsible for all material presented in class and for all
announcements and assignments whether or not the student is in attendance. The
University does not issue an excuse to students for class absences. In case of absences as a
result of illness, representation of the University in athletic and other activities or special
situations, instructors may be informed of reasons for absences, but these are not excuses.”
Think of your schoolwork as your job; just as you would not miss work, you should not miss
class. Schedule doctor’s appointments, advising appointments, etc. for times that do not
conflict with this class. It is your job to keep track of your total absences; I am not
responsible for reminding you about your total absences.
2. Tardiness: You are expected to be in class on time for every class meeting. Coming into
class late is disruptive, not only for the other students, but for me. Tardiness in excess of 15
minutes will be considered an absence. At my discretion, excessive tardiness (less than 15
minutes on multiple occasions) may be converted to an absence. Similarly, you are expected
to remain in class for the entire class period; early departures will be treated in the same
manner as tardy arrivals. Thus, you should schedule appointments (such as advising, doctor,
etc.) in such a manner that they do not overlap with class time.
3. Late Work and Make-Ups: No late work for speeches will be accepted. You will be
expected to speak, prepared or unprepared, on the day you are scheduled. Excuses such as
forgetting your note cards or your visual aid or not being prepared are unacceptable.
Deadlines are a fact of real life. If an unexpected occurrence (car accident, hospitalization,
family death, etc.) keeps you from class, you must consult the professor prior to class or as
soon as possible. If you know in advance that you will not be in class on a speech day, then
you should sign-up for one of the other speech days for that set of speeches.
4. Plagiarism and Academic Dishonesty: The Georgia Southern University Honor Code
states: “I will be academically honest in all of my course work and will not tolerate the
academic dishonesty of others.” As members of the campus community, students are
encouraged to actively support academic honesty and integrity in the classroom. The
Communication Arts Department and I take the issue of academic dishonesty very seriously
and will pursue instances of alleged dishonesty to the fullest extent. Therefore, you should
familiarize yourself with the provisions for academic dishonesty in the Georgia Southern
University Code of Student Conduct found in the current Student Guide. This policy applies
to all course work, oral and written. In this course, academic dishonesty includes, but is not
limited to, receiving or giving aid on any quiz or examination, submitting a speech outline
written by another, and delivering a speech developed or written by another. All suspected
cases of academic dishonesty shall be subjected to the procedures for adjudicating
academic dishonesty outlined in the current Student Guide. For findings of a first offense
within this course, the penalty shall be a zero on the assignment. For findings of a second
PRCA 2330 Spring 2009, p. 3
4. offense within this course, the penalty shall be a final grade of “F.” These penalties are in
addition to any penalties imposed by the University per the above referenced procedures.
5. Classroom Decorum & Behavior: The Preamble to the current Student Guide states, “A
student-centered University is characterized by civility, respect, cooperation, responsibility,
and understanding among all its members. A student-centered University conveys high
expectations for appropriate behavior and is designed to assist students in the development
of an informed set of values, ethics, and beliefs. It fosters a climate that promotes civility
and respect. Georgia Southern University students are expected to engage in behaviors that
are consistent with the attainment of academic integrity and moral values. As members of
the campus community, students, faculty, and staff are encouraged to actively support . . .
civil discourse among all members of the campus community, treating each student with
dignity and respect regardless of personal differences.” Likewise, Section IV.6.C of the
Student Conduct Code defines “any classroom behavior that interferes with the instructor’s
ability to conduct class or the ability of other students to learn” as “disorderly conduct” and
in violation of the Student Conduct Code.
You are expected to behave in class in accordance with these provisions of the Student
Conduct Code. Violations will be dealt with on a case-by-case basis.
6. Speech Day Behavior: You are expected to show respect for speakers by being attentive
and non-disruptive. This means that you should not be sleeping, reading, text messaging,
engaging in conversation or any other potentially distracting behavior while others are
delivering their speeches. Any inappropriate behavior observed by me will adversely affect
your speech grade.
7. Cell Phones and Electronic Devices: Because your friends and family may not know your
class schedule, turn off your cell phones in class. Ringing cell phones are annoying and
disruptive, especially during speeches. Furthermore, because of the advance technology of
text messaging and digital imaging, the use of any personal electronic devices (cell phones,
PDAs, iPods, headphones, etc) is prohibited during examinations. The use of any such item
during an examination will result in immediate dismissal from the classroom and the
examination.
8. Disability Accommodations: This class complies with the Americans with Disabilities
(ADA). Students with disabilities needing academic accommodations must: (1) register with
and provide documentation to the Student Disability Resource Center (SDRC); and, (2)
provide a letter to the instructor from the SDRC indicating what your need may be for
academic accommodation. The SDRC can be reached at 871-1566.
9. Religious Holiday Policy: In accordance with University Policy, students observing
religious holidays will NOT be disadvantaged when advance arrangements are made with
the professor to make-up course work.
PRCA 2330 Spring 2009, p. 4
5. 10. Group Work: You will be assigned to a group at the beginning of the semester and will
remain in that group throughout the semester. The groups are primarily for in-class
discussions and activities, but may also be used for additional purposes. Grades will be
individual grades.
10. Agreement with Syllabus Content: This syllabus is an agreement between the professor
and the student, between me and you, to respectively provide and complete a worthy
learning experience. By remaining a registered student in this course, you have identified
your understanding of and agreement to the obligations set forth in this syllabus for
satisfactory completion of this course, including the course policies as well as the
assignments. The professor reserves the right to modify this syllabus during the term.
OTHER ESSENTIAL INFORMATION:
To do well in this course, you need to attend class regularly, read the material, complete
assignments, study and prepare to adequately discuss the information and issues in the
course.
Materials for exams will come from lectures, textbooks, guest speakers, handouts,
websites and occasional DVDs and podcasts.
All written assignments must be typed, double-spaced, using 12-point font, with one-
inch margins all around, unless otherwise specified. Give attention to AP Style, spelling,
grammar, punctuation, and general appearance.
Deadlines are given to provide each student adequate and equal time for completion.
Hence, NO LATE ASSIGNMENTS WILL BE ACCEPTED.
Assignments are due at the beginning of the class period or as noted in GeorgiaVIEW.
You are responsible for all materials, deadlines, and assignments presented in class,
whether you attend class or not. If you are absent, obtain material from a classmate or
the professor as soon as possible.
Disruptive behavior will not be tolerated. Be considerate of others in the classroom.
NO CAPS: Caps, hats, etc. are not allowed on exam or presentation days.
NO CELL PHONES: Be certain to have all cell phones, etc., turned to silent upon entering
the classroom.
Failing to not attend class without officially withdrawing will result in an F for the
course: Last day to withdraw without penalty March 9, 2009.
Attendance will be taken at the beginning of each class. Contact me as soon as possible
in the case of serious personal or medical circumstances via phone or e-mail.
FINAL EXAM: The Final Exam is due in GeorgiaVIEW no later than Wednesday, May 6,
2009, at 5:00 pm.
PRCA 2330 Spring 2009, p. 5
6. BARBARA B. NIXON’S TEACHING & LEARNING PHILOSOPHY
Several years ago, a colleague shared with me this quotation by longshoreman and philosopher Eric Hoffer:
“In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to
deal with a world that no longer exists.”
This quotation struck a chord with me. Put simply, my overarching goal in teaching is to ensure that our world has
more learners than learned. I am fortunate to be in a role in life where I can have an impact on our future world
leaders.
What do I expect from my students?
Students should be fully read on all of the chapters (or other reading assignments) and to be ready to
discuss any part of the readings.
Students should raise questions when they are uncertain of the material we are discussing, including
questions that I will have no easy (“pat”) answer for.
Students should make every effort to gain the most value that they can from the class. They should want to
become independent learners.
Students should become aware of not only how what happens in the world (current events) impacts them,
but also how what they do impacts the world. Campus is not a cocoon.
And what can my students expect from me?
Because I am aware that students learn in many different ways, I will not lecture at my students daily from
behind a raised podium. Instead, I will provide instruction to them in an interactive manner. In a typical
week, students will experience partner discussions, small group discussions, Internet scavenger hunts, and
even crossword puzzles, in addition to short (less than 20 minute) lecturettes. “Death by PowerPoint” will
not happen in my class.
I will provide them with the most current information I have available. I stay current on topics and trends in
the industry.
I will stay abreast of current technology and apply it in the classroom whenever it adds to the learning
experience. (Examples include current software, Vista, podcasts and blogging, to name a few.)
I will make every effort to help guide students through the issues that they raise, and we will seek
resolution together.
I will make every effort I can to make sure that students understand the issues and concepts my courses
present.
When I have positive feedback to share, I will share it openly in the classroom and call attention to
students by name in the process. My goal in this is to enhance or maintain the students’ self-esteem, not to
break it down. There are plenty of other places in the world where their self-esteem may be diminished.
Constructive criticism will still be provided to students, but not by name in front of a whole class.
I expect for us to have fun in class. Laughter and learning go hand in hand in my book. If we are not
enjoying ourselves in class, there’s something amiss.
And perhaps most importantly, I will listen to my students so that I can learn from them, too.
PRCA 2330 Spring 2009, p. 6
7. Department of Communication Arts – Academic Policies Statement
Responsibility and Accountability
The Department considers students to be individuals who are responsible for their own behaviors. Students are
expected to make decisions with an awareness of the consequences which will most likely result from these decisions.
Decision-making without considering the resulting consequences is not justifiable behavior if the consequences put
the student’s academic efforts at risk. In other words, if you enroll in a class, you are obligated to meet the
responsibilities of this class, regardless of other commitments, including work, family, and other class obligations.
Civility
Students are expected to communicate in a civil manner in their academic interaction at all times, both in and out of
the classroom. This means that interactions are to be carried out in a polite, courteous, and dignified manner, which
are respectful and understanding toward both peers and professors. Failure to behave in a civil manner may result in
disciplinary actions as described by the Student Conduct Code.
Plagiarism
Cheating, in its multitude of forms, is a serious offense to the University and compromises the learning process of the
violators and their classmates. Ultimately, the reputation of the institution is at risk. For these reasons, the
Department expects students to understand the provision of the Student Conduct Code that addresses academic
dishonesty and the penalties for it, and to conduct themselves with integrity in their academic efforts. To that end,
students are expected to follow both the letter and the spirit of academic honesty and to consult beforehand with
their instructors whenever those ethical standards are even remotely at risk.
Attendance
It is the Department’s policy that any student who misses twenty-five percent (25%) or more of the scheduled class
days, for any reason, will receive a failing grade for the course. All days when a student is not present will be counted
as an absence. Individual instructors may impose stricter attendance policies. Instructors are not responsible for
reminding students about their total absences.
Definition of Grades
The Department adheres to the following definitions as found in the Undergraduate & Graduate Catalog (p. 38):
The ‘A’ grade may be interpreted to mean that the instructor recognized exceptional capacities and exceptional
performance.
The grade of ‘B’ signifies that the student has, for any combination of reasons, demonstrated a significantly more
effective command of the material than is generally expected.
The ‘C’ grade is the instructor’s certification that the student has demonstrated the required mastery of the
material.
The student is graded ‘D’ when his/her grasp of the course is minimal.
The ‘F’ grade indicates failure to master the essentials and the necessity for repeating before credit is allowed.”
Posting of Grades
It is the Department’s policy NOT to post any student grades at any time during, or at the conclusion of, the semester.
Georgia Southern University General Education Outcomes
Georgia Southern University has identified ten categories of general education outcomes comprising knowledge, skills, and
perspectives which it seeks to instill in its graduates. Please see
http://academics.georgiasouthern.edu/provost/instruction/gened_outcomes.html
PRCA 2330 Spring 2009, p. 7