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.
This document provides an instructor's resource manual for a textbook on contemporary linguistics, including answers to end-of-chapter questions and suggestions for teaching the course effectively. It discusses factors to consider in planning the course, such as time allowed and student profile, and provides sample syllabus components like course objectives, assessment methods, and sample timetables for organizing course content.
This document provides a 4-week curriculum for teaching argumentative essays to middle school students. It includes 5 main steps: 1) introducing academic vocabulary, 2) exploring sample essays, 3) pre-writing activities like choosing a topic and outlining arguments, 4) writing a rough draft, and 5) providing revisions, editing and publishing the final essay. Each step includes detailed instructions and supplemental materials. The goal is to scaffold the writing process and incorporate companion English language arts standards to improve students' critical thinking and argumentative writing skills.
This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
Spring 2015 - INTL 260 - Wolf - Intl Careers Syllabus finalChristine Wolf
This document provides information about an introductory course on international careers taught at the University of Wisconsin-Milwaukee in Spring 2015. The course will introduce students to various international career paths through guest speaker presentations. Students will complete career assessments, informational interviews, and develop a personal career action plan. The course aims to help students understand their interests, research international careers, and apply what they learn to their future job searches. It will be taught on Tuesdays from 1:00-2:40pm in room MER G16. Students' grades will be based on career assessments, assignments, online posts, resume development, and participation.
This lesson plan is for a group of 20 high school students in Argentina. The lesson focuses on finding information about smoking habits from online sources and magazines. Students will be divided into groups to search for statistical, medical, marketing and legal data on smoking. Each group will present their findings to the class. The teacher will evaluate students using rubrics to assess their group work, contributions, and English proficiency. The information collected will then be used in subsequent lessons for analysis and student surveys.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
This document provides the syllabus for an English Composition I course. It outlines the course objectives, which include developing writing skills across different modes and genres. It lists the required textbooks and describes major assignments like 4 essays, journals, and a final portfolio. The syllabus also details policies on attendance, late work, academic integrity, and accommodating disabilities. A tentative schedule is provided that outlines the sequence of topics, readings and due dates for the semester.
Fall 2016 Syllabus-Smith-ENGL 1101-8am_updated 11-1Tiffany Smith
The document provides an overview of an English Composition I course, including information about the instructor Tiffany Smith, course goals and materials, assignments, grading, expectations for students, and resources available for support. Students will complete 3 essays of varying lengths, participate in peer reviews, and have access to an online classroom component to supplement the face-to-face meetings. Academic honesty is strictly enforced, and the instructor expects students to attend all classes, turn assignments in on time, and communicate respectfully.
This document provides an instructor's resource manual for a textbook on contemporary linguistics, including answers to end-of-chapter questions and suggestions for teaching the course effectively. It discusses factors to consider in planning the course, such as time allowed and student profile, and provides sample syllabus components like course objectives, assessment methods, and sample timetables for organizing course content.
This document provides a 4-week curriculum for teaching argumentative essays to middle school students. It includes 5 main steps: 1) introducing academic vocabulary, 2) exploring sample essays, 3) pre-writing activities like choosing a topic and outlining arguments, 4) writing a rough draft, and 5) providing revisions, editing and publishing the final essay. Each step includes detailed instructions and supplemental materials. The goal is to scaffold the writing process and incorporate companion English language arts standards to improve students' critical thinking and argumentative writing skills.
This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
Spring 2015 - INTL 260 - Wolf - Intl Careers Syllabus finalChristine Wolf
This document provides information about an introductory course on international careers taught at the University of Wisconsin-Milwaukee in Spring 2015. The course will introduce students to various international career paths through guest speaker presentations. Students will complete career assessments, informational interviews, and develop a personal career action plan. The course aims to help students understand their interests, research international careers, and apply what they learn to their future job searches. It will be taught on Tuesdays from 1:00-2:40pm in room MER G16. Students' grades will be based on career assessments, assignments, online posts, resume development, and participation.
This lesson plan is for a group of 20 high school students in Argentina. The lesson focuses on finding information about smoking habits from online sources and magazines. Students will be divided into groups to search for statistical, medical, marketing and legal data on smoking. Each group will present their findings to the class. The teacher will evaluate students using rubrics to assess their group work, contributions, and English proficiency. The information collected will then be used in subsequent lessons for analysis and student surveys.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
This document provides the syllabus for an English Composition I course. It outlines the course objectives, which include developing writing skills across different modes and genres. It lists the required textbooks and describes major assignments like 4 essays, journals, and a final portfolio. The syllabus also details policies on attendance, late work, academic integrity, and accommodating disabilities. A tentative schedule is provided that outlines the sequence of topics, readings and due dates for the semester.
Fall 2016 Syllabus-Smith-ENGL 1101-8am_updated 11-1Tiffany Smith
The document provides an overview of an English Composition I course, including information about the instructor Tiffany Smith, course goals and materials, assignments, grading, expectations for students, and resources available for support. Students will complete 3 essays of varying lengths, participate in peer reviews, and have access to an online classroom component to supplement the face-to-face meetings. Academic honesty is strictly enforced, and the instructor expects students to attend all classes, turn assignments in on time, and communicate respectfully.
This document provides information about an English Composition I course including the course details, required textbooks, instructor information, course objectives, writing requirements, policies, and schedule. The key points are:
1) The course meets Monday, Wednesday, and Friday in room HUM 301 from 4:30-5:45 PM. Required textbooks include A Good Fall by Ha Jin and Writing: A Manual for the Digital Age.
2) The instructor is Prof. Rigolino and their contact information is provided. The course objectives are to develop students' writing, critical thinking, research, and presentation skills.
3) Students will write 4 essays, complete in-class writings, journals, and homework. Class participation
Composition ii syllabus dallas college north lake campusARIV4
This document is a syllabus for a Composition II course at Dallas College North Lake Campus. It provides information about contacting the instructor, Jared Westover, and his contact details. The course is ENGL 1302 in the fall 2020 semester. It meets online and has a last day to withdraw of April 15, 2021. The course focuses on developing research-based expository and persuasive essays with emphasis on research methods, critical reading and thinking, and documentation. Graded assignments include several essays, a research unit, and a final exam essay. The grading scale and policies on attendance, late work, and academic integrity are also outlined.
English 101-syllabus sec50-56-final_fall 2019Jamie Flathers
This document is a syllabus for an English 101 college composition course taught by Jaime Flathers in the fall of 2019. The syllabus outlines the course goals, assignments, grading policies, and communication guidelines. The major assignments include a personal narrative, research project on a problem, research on solutions to the problem, and an auto rhetorical analysis. The course uses a portfolio assessment where students submit revised drafts and receive feedback, but are not graded until the end of the semester. Regular attendance is required, and the course is part of a first-year living-learning community program.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
This document provides information about the HUM/SBS 3970-001 course offered in Spring 2016, including instructors, course description, materials, goals, accommodations, additional guidelines, grading rubric and schedule. The career preparation course is designed to help majors in humanities and social/behavioral sciences develop practical job search skills like personal branding, networking, resume/cover letter writing and interviewing. Students will complete assignments such as journal reflections, creating a LinkedIn profile, conducting informational interviews and doing a final career pitch presentation and mock interview. The course aims to help students transition from university to professional plans or post-graduate programs.
English 101 syllabus -online spring 2017Barbara Ann
This document provides an overview and syllabus for an introductory college writing course. The course focuses on strategies for critical reading, writing, revising, and incorporating sources. It will cover four major writing assignments, discussion boards, and invention work. Students must complete all assignments, earn a passing score on their final portfolio, and receive a passing grade from the instructor to pass the course. The syllabus outlines course objectives, requirements, policies, grading, and a tentative schedule.
Dr. Emad A. Rahim Entrepreneurship and Small Business Management ...butest
This document outlines the syllabus for a Human Resource Management course taught by Dr. Emad Rahim at Morrisville State College during the Fall 2009 semester. The course objectives are to help students develop an understanding of HR principles, policies, and practices related to recruitment, development, utilization and evaluation of human resources. Specific topics to be covered include foundations of HRM, diversity, ethics, labor laws, planning, recruitment, training, performance management, compensation, and benefits. The class will involve lectures, discussions, exercises, presentations, and assignments. Students are expected to actively participate, complete weekly readings and assignments, and will be evaluated based on individual and group work, exams, and class participation.
Day 3_Session II_Using the Reach for College curriculum in your classroomReach for College!
This document provides information about a College Readiness Institute session on using the Reach for College curriculum. It outlines objectives of the session, including learning how the curriculum can supplement standards, understanding how it can be infused into classroom work, and learning strategies to help students set goals. Several classroom-tested strategies are then described, such as using the curriculum to supplement reading standards, implementing goal-setting activities, and building vocabulary and note-taking skills. Sample topics, activities, and lessons from the Reach for College textbooks are also summarized.
This 3 sentence summary provides the essential information from the English 101 syllabus document:
The document is the syllabus for English 101 being taught in the spring 2020 semester by instructor Johanna Tollefson. It outlines the course goals, learning outcomes, required textbook, policies on attendance, late work, plagiarism, and campus resources available to students. The course focuses on developing skills in critical reading, writing, revising, and incorporating sources to meet college-level writing expectations.
This document provides an orientation for an online English course. It outlines the course objectives, which focus on improving writing skills through assignments and feedback. Students must be independent learners who can meet deadlines and follow instructions. The estimated weekly time commitment is 8-10 hours. Key dates and assignment requirements are reviewed, including writing assignments, discussion boards, and working with a writing group. Grading criteria and policies on late work and incompletes are also summarized.
This document outlines the syllabus for a Beginning Spanish II course at the University of Notre Dame. It provides information about the instructor, required materials, course description, learning goals, and course components and policies. The course focuses on developing skills in listening, reading, speaking and writing Spanish through cultural contexts. Key assessments include tests, quizzes, compositions, online homework, pronunciation and conversation assessments. The syllabus also outlines attendance policies, grading scale, expectations for respectful behavior and adherence to the honor code.
Sei 301 sei301 sei 301 education for service uopstudy.comUOPCourseHelp
This document provides an overview of course materials for an online SEI 301 Advanced Structured English Immersion Methods course. It outlines the weekly assignments, which include creating lesson plans targeting different English language proficiency levels, critiquing example lesson plans, conducting an interview with an EL teacher, and building an online binder of English learner resources. The assignments focus on integrating reading, writing, listening, speaking, language and UDL principles into lesson planning for elementary English learners. Students are provided with example activities, assessment tools and instructional strategies to support English learners at various proficiency levels.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
This document outlines the course details for Mechanical Engineering 5680 at Ohio State University for Autumn 2015. The course will be taught by Dr. Sandra Metzler on Tuesdays and Thursdays from 11:10 am to 12:30 pm in Scott Lab E200. It will cover topics such as solid modeling, motion simulation, geometric dimensioning and tolerancing, and computer-aided manufacturing. Students will use software like SolidWorks and complete labs involving CNC machining, robotics, and injection molding. The grading will be based on homework, labs, quizzes, projects, and exams. Safety protocols are outlined for the labs.
This document provides an orientation for an online English course. It outlines the course objectives, which focus on improving writing skills through assignments and feedback. It emphasizes that students need independence, discipline, and ability to follow directions to succeed in an online format. The document details assignment requirements, grading policies, technical requirements, instructor contact information, and important dates. It provides instructions for posting assignments, participating in discussion boards, and getting started on the first unit's work.
A lifelong learning plan is a written, well-thought of strategy to continuously gain, absorb, and build skills and knowledge and apply these throughout the life of an individual.
This document contains a sample of PLLP which you can get inspiration from when making your own PLLP.
This document provides the syllabus and policies for a composition course at Michigan Technological University. It outlines the course details including meeting times, instructor information, course description and objectives. It also details the assignments and their point values, which include responses, essays, and projects. Additionally, it outlines policies regarding attendance, late work, grading scale and professionalism. The course aims to help students improve their written, oral and visual communication skills through various drafting assignments.
This course summary outlines an introductory English composition course at Kennesaw State University. The course focuses on developing research, expository, and argumentative writing skills. Students will complete a variety of writing assignments including a literacy narrative, interview project, comparison essay, persuasive essay, and formal letters. Emphasis is placed on the practical applications of writing for academics, workplaces, and beyond. The course utilizes peer workshops and emphasizes communication skills. Requirements include class participation, discussion boards, and multiple drafts and revisions of assignments. Grades are based on assignment completion and quality. The course aims to prepare students for academic writing at the university level.
This document provides information about a Persuasion Analysis course taught at Morehead State University in Spring 2016. It outlines the course description, objectives, assignments, grading scale, policies, and tentative schedule. The instructor is Mr. Randy Manis and the course will examine foundations of persuasion through theory and practice in multiple contexts. Assignments include outlines, quizzes, papers, an exam, research paper, and presentation. The document provides details on attendance, electronics, academic honesty, disabilities, and inclement weather policies.
La Biblioteca Escolar Hijitus se encuentra en la Escuela Primaria No20 Remedios de San Martín en la ciudad de Pehuajó, Buenos Aires. Abre de lunes a viernes de 8 a 12 horas. Fue creada en 1985 y su dirección de correo electrónico es escp20@gmail.com y su número de teléfono es (02396) 472616. El documento fue realizado por alumnos de tercer año de la carrera de Tecnicatura Superior en Bibliotecología.
Los documentos describen varios paquetes de ofimática libres como OpenOffice/LibreOffice, KOffice/Calligra Suite y StarOffice. Incluyen aplicaciones para procesamiento de texto, hojas de cálculo, presentaciones y bases de datos. También describen programas de mensajería instantánea, antivirus, compresores de archivos y lectores PDF.
1) The document discusses the history and evolution of extending the 'E' in Adult Community Education (ACE) through e-learning, highlighting key moments from the 1990s to present.
2) It explores how e-learning has redefined concepts in ACE like connectedness, community, and lifelong learning and discusses attributes of 21st century education like new literacies and technologies.
3) The document calls for a continued extension of the 'E' in ACE to change ideas, participation, and practices through e-learning.
This document provides information about an English Composition I course including the course details, required textbooks, instructor information, course objectives, writing requirements, policies, and schedule. The key points are:
1) The course meets Monday, Wednesday, and Friday in room HUM 301 from 4:30-5:45 PM. Required textbooks include A Good Fall by Ha Jin and Writing: A Manual for the Digital Age.
2) The instructor is Prof. Rigolino and their contact information is provided. The course objectives are to develop students' writing, critical thinking, research, and presentation skills.
3) Students will write 4 essays, complete in-class writings, journals, and homework. Class participation
Composition ii syllabus dallas college north lake campusARIV4
This document is a syllabus for a Composition II course at Dallas College North Lake Campus. It provides information about contacting the instructor, Jared Westover, and his contact details. The course is ENGL 1302 in the fall 2020 semester. It meets online and has a last day to withdraw of April 15, 2021. The course focuses on developing research-based expository and persuasive essays with emphasis on research methods, critical reading and thinking, and documentation. Graded assignments include several essays, a research unit, and a final exam essay. The grading scale and policies on attendance, late work, and academic integrity are also outlined.
English 101-syllabus sec50-56-final_fall 2019Jamie Flathers
This document is a syllabus for an English 101 college composition course taught by Jaime Flathers in the fall of 2019. The syllabus outlines the course goals, assignments, grading policies, and communication guidelines. The major assignments include a personal narrative, research project on a problem, research on solutions to the problem, and an auto rhetorical analysis. The course uses a portfolio assessment where students submit revised drafts and receive feedback, but are not graded until the end of the semester. Regular attendance is required, and the course is part of a first-year living-learning community program.
English 102 online syllabus spring 2021 dorsch_updated 4-9ScottDorsch
This 3-sentence summary covers the key information from the English 102 syllabus document:
The syllabus outlines the goals, requirements, and policies for an online English 102 course, including improving persuasive writing skills, completing 4 modules focused on reading, writing and rhetoric, submitting assignments in Microsoft Word format, and being graded on a point system for modules and assignments with over 500 total points needed to receive a passing grade of A, B, or C. The document provides contact information for the instructor, lists the required textbook, and provides resources and policies for students in the online course.
This document provides information about the HUM/SBS 3970-001 course offered in Spring 2016, including instructors, course description, materials, goals, accommodations, additional guidelines, grading rubric and schedule. The career preparation course is designed to help majors in humanities and social/behavioral sciences develop practical job search skills like personal branding, networking, resume/cover letter writing and interviewing. Students will complete assignments such as journal reflections, creating a LinkedIn profile, conducting informational interviews and doing a final career pitch presentation and mock interview. The course aims to help students transition from university to professional plans or post-graduate programs.
English 101 syllabus -online spring 2017Barbara Ann
This document provides an overview and syllabus for an introductory college writing course. The course focuses on strategies for critical reading, writing, revising, and incorporating sources. It will cover four major writing assignments, discussion boards, and invention work. Students must complete all assignments, earn a passing score on their final portfolio, and receive a passing grade from the instructor to pass the course. The syllabus outlines course objectives, requirements, policies, grading, and a tentative schedule.
Dr. Emad A. Rahim Entrepreneurship and Small Business Management ...butest
This document outlines the syllabus for a Human Resource Management course taught by Dr. Emad Rahim at Morrisville State College during the Fall 2009 semester. The course objectives are to help students develop an understanding of HR principles, policies, and practices related to recruitment, development, utilization and evaluation of human resources. Specific topics to be covered include foundations of HRM, diversity, ethics, labor laws, planning, recruitment, training, performance management, compensation, and benefits. The class will involve lectures, discussions, exercises, presentations, and assignments. Students are expected to actively participate, complete weekly readings and assignments, and will be evaluated based on individual and group work, exams, and class participation.
Day 3_Session II_Using the Reach for College curriculum in your classroomReach for College!
This document provides information about a College Readiness Institute session on using the Reach for College curriculum. It outlines objectives of the session, including learning how the curriculum can supplement standards, understanding how it can be infused into classroom work, and learning strategies to help students set goals. Several classroom-tested strategies are then described, such as using the curriculum to supplement reading standards, implementing goal-setting activities, and building vocabulary and note-taking skills. Sample topics, activities, and lessons from the Reach for College textbooks are also summarized.
This 3 sentence summary provides the essential information from the English 101 syllabus document:
The document is the syllabus for English 101 being taught in the spring 2020 semester by instructor Johanna Tollefson. It outlines the course goals, learning outcomes, required textbook, policies on attendance, late work, plagiarism, and campus resources available to students. The course focuses on developing skills in critical reading, writing, revising, and incorporating sources to meet college-level writing expectations.
This document provides an orientation for an online English course. It outlines the course objectives, which focus on improving writing skills through assignments and feedback. Students must be independent learners who can meet deadlines and follow instructions. The estimated weekly time commitment is 8-10 hours. Key dates and assignment requirements are reviewed, including writing assignments, discussion boards, and working with a writing group. Grading criteria and policies on late work and incompletes are also summarized.
This document outlines the syllabus for a Beginning Spanish II course at the University of Notre Dame. It provides information about the instructor, required materials, course description, learning goals, and course components and policies. The course focuses on developing skills in listening, reading, speaking and writing Spanish through cultural contexts. Key assessments include tests, quizzes, compositions, online homework, pronunciation and conversation assessments. The syllabus also outlines attendance policies, grading scale, expectations for respectful behavior and adherence to the honor code.
Sei 301 sei301 sei 301 education for service uopstudy.comUOPCourseHelp
This document provides an overview of course materials for an online SEI 301 Advanced Structured English Immersion Methods course. It outlines the weekly assignments, which include creating lesson plans targeting different English language proficiency levels, critiquing example lesson plans, conducting an interview with an EL teacher, and building an online binder of English learner resources. The assignments focus on integrating reading, writing, listening, speaking, language and UDL principles into lesson planning for elementary English learners. Students are provided with example activities, assessment tools and instructional strategies to support English learners at various proficiency levels.
This document is a syllabus for an English 102 college writing and rhetoric course. It outlines the course goals, which include improving skills in persuasive and expository writing, analyzing texts, developing central ideas, and conducting research. The course will focus on how environments affect identity through assignments analyzing place and identity, research on place and crisis, and a multi-genre project on a University of Idaho space. Requirements include major writing assignments, daily homework, class participation including Socratic discussions on Fridays, and journals. The syllabus provides policies on attendance, late work, technology use, and email communication with the instructor.
This document outlines the course details for Mechanical Engineering 5680 at Ohio State University for Autumn 2015. The course will be taught by Dr. Sandra Metzler on Tuesdays and Thursdays from 11:10 am to 12:30 pm in Scott Lab E200. It will cover topics such as solid modeling, motion simulation, geometric dimensioning and tolerancing, and computer-aided manufacturing. Students will use software like SolidWorks and complete labs involving CNC machining, robotics, and injection molding. The grading will be based on homework, labs, quizzes, projects, and exams. Safety protocols are outlined for the labs.
This document provides an orientation for an online English course. It outlines the course objectives, which focus on improving writing skills through assignments and feedback. It emphasizes that students need independence, discipline, and ability to follow directions to succeed in an online format. The document details assignment requirements, grading policies, technical requirements, instructor contact information, and important dates. It provides instructions for posting assignments, participating in discussion boards, and getting started on the first unit's work.
A lifelong learning plan is a written, well-thought of strategy to continuously gain, absorb, and build skills and knowledge and apply these throughout the life of an individual.
This document contains a sample of PLLP which you can get inspiration from when making your own PLLP.
This document provides the syllabus and policies for a composition course at Michigan Technological University. It outlines the course details including meeting times, instructor information, course description and objectives. It also details the assignments and their point values, which include responses, essays, and projects. Additionally, it outlines policies regarding attendance, late work, grading scale and professionalism. The course aims to help students improve their written, oral and visual communication skills through various drafting assignments.
This course summary outlines an introductory English composition course at Kennesaw State University. The course focuses on developing research, expository, and argumentative writing skills. Students will complete a variety of writing assignments including a literacy narrative, interview project, comparison essay, persuasive essay, and formal letters. Emphasis is placed on the practical applications of writing for academics, workplaces, and beyond. The course utilizes peer workshops and emphasizes communication skills. Requirements include class participation, discussion boards, and multiple drafts and revisions of assignments. Grades are based on assignment completion and quality. The course aims to prepare students for academic writing at the university level.
This document provides information about a Persuasion Analysis course taught at Morehead State University in Spring 2016. It outlines the course description, objectives, assignments, grading scale, policies, and tentative schedule. The instructor is Mr. Randy Manis and the course will examine foundations of persuasion through theory and practice in multiple contexts. Assignments include outlines, quizzes, papers, an exam, research paper, and presentation. The document provides details on attendance, electronics, academic honesty, disabilities, and inclement weather policies.
La Biblioteca Escolar Hijitus se encuentra en la Escuela Primaria No20 Remedios de San Martín en la ciudad de Pehuajó, Buenos Aires. Abre de lunes a viernes de 8 a 12 horas. Fue creada en 1985 y su dirección de correo electrónico es escp20@gmail.com y su número de teléfono es (02396) 472616. El documento fue realizado por alumnos de tercer año de la carrera de Tecnicatura Superior en Bibliotecología.
Los documentos describen varios paquetes de ofimática libres como OpenOffice/LibreOffice, KOffice/Calligra Suite y StarOffice. Incluyen aplicaciones para procesamiento de texto, hojas de cálculo, presentaciones y bases de datos. También describen programas de mensajería instantánea, antivirus, compresores de archivos y lectores PDF.
1) The document discusses the history and evolution of extending the 'E' in Adult Community Education (ACE) through e-learning, highlighting key moments from the 1990s to present.
2) It explores how e-learning has redefined concepts in ACE like connectedness, community, and lifelong learning and discusses attributes of 21st century education like new literacies and technologies.
3) The document calls for a continued extension of the 'E' in ACE to change ideas, participation, and practices through e-learning.
2015 2016.announcement.01.va.2015-10-14JENNY K. OH
Protégé Orientation
The GIT Mentoring Program is designed to inform and inspire high school girls about the many opportunities available to women in the fields of Science, Technology, Engineering, and Math, recognized as STEM. We demonstrate and explain the opportunities and career paths young women might not otherwise discover or feel inspired to pursue.
O documento discute problemas de comunicação enfrentados pelo Teatro da Universidade Tecnológica Federal do Paraná e possíveis soluções como um calendário online, e-mail do grupo, blog, Flickr e Twitter para melhorar a comunicação interna e ampliar a divulgação externa. Ele propõe iniciar com ferramentas para comunicação interna e treinar membros para gerenciar as novas mídias sociais.
Apresentação realizada no I Seminário Internacional de Atenção às Condições Crônicas, pelo diretor do Instituto Vasco de Inovação Sanitária, Roberto Nuño Solinis.
Belo Horizonte, 11 de novembro de 2014
This document summarizes the services of a small creative development studio called New Black. They specialize in user interface and social integration projects. They have 3 years of experience in social media development. Their team includes a curator, lead developer, UI designer, and backend developers. They develop websites, mobile sites, social media applications and more using technologies like HTML, CSS, JavaScript, and custom content management systems. They work with brands, agencies, music companies and more on both web and mobile projects.
Human: Thank you for the summary. Can you summarize the document in 2 sentences or less?
Winning at Social - 4 Steps to Enhance Your Social Media StrategyEvgeny Tsarkov
Winning at Social - 4 Steps to Enhance Your Social Media Strategy (by MarketingCloud)
Победить в социальных медиа - 4 шага к расширению вашей стратегии работы в социальных медиа
El documento presenta información sobre un proyecto de casa estudio ubicado en la Ciudad Autónoma de Buenos Aires. Incluye detalles sobre la zonificación, normativas de diseño sustentable aplicables, programa arquitectónico, materialidad propuesta y un sistema de energía solar térmica para calefacción y agua caliente.
DataLyzer OEE software provides a 3-step approach to implement Overall Equipment Effectiveness (OEE) measurement and improvement in manufacturing organizations. The steps include: 1) Manual OEE data entry at the end of each shift, 2) Adding real-time OEE data collection, and 3) Automating real-time OEE data collection directly from machines. The software integrates OEE and statistical process control data collection and analysis to help optimize manufacturing processes with one system. Key features include real-time downtime tracking, configurable reporting, and automated data storage.
Este documento presenta los servicios de consultoría de una empresa de profesionales liberales con 20 años de experiencia en puestos ejecutivos. La empresa ofrece consultoría ejecutiva, funcional, planes estratégicos, operaciones corporativas, comunicación, finanzas y organización. También gestiona procesos de compraventa de empresas, fusiones y reestructuraciones.
Este documento trata sobre el campo magnético y la inducción electromagnética. Explica que el campo magnético es un campo vectorial generado por cargas en movimiento o materiales magnéticos como imanes. Describe experimentos con imanes y limaduras de hierro que muestran las líneas del campo magnético y la atracción y repulsión entre polos. También explica que cualquier conductor por el que pase una corriente genera un campo magnético debido al movimiento de electrones. Presenta las leyes de Ampere, Faraday y Lenz, que relacionan
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Slides to accompany Barbara Nixon's presentation at the Concordia University Wisconsin's Step One to Getting It Done workshop. Notes accompany each slide.
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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.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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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
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
PRCA 3339 PR Publications Syllabus
1. PUBLIC RELATIONS PUBLICATIONS · PRCA 3339 · 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 3339 is an upper-division public relations course designed to introduce you to visual
communication and publication design. Students will learn basic principles of layout and design
and apply them in projects for both print and the Web. Students also will be expected to
complete writing assignments—text for the publications, as well as written
proposals/justifications to ensure that projects meet the client’s objectives. Some of the topics
we will cover include: art, illustrations, photography, layout, design principles, typography,
color, inks, cropping & scaling, paper, printing, binding, scanning, preparing specs and proofs.
PREREQUISITIES: JOUR 2330 and PRCA 3330
REQUIRED RESOURCES
Morton, L. P. (2006). Strategic publications: Designing for target publics. Greenwood, AR: Best
Books Plus.
Morton, L. P. (2007). Desktop publishing lessons: Your professor in a book. [Available in
GeorgiaVIEW; no cost]
At least one USB drive (minimum 1G), IBM format
RECOMMENDED RESOURCES
Botello, C., & Reding, E. E. (2007). Design collection revealed: Adobe InDesign CS3, Photoshop
CS3 & Illustrator CS3. Clifton Park, NY: Delmar Cengage Learning.
Williams, R. (2007). The Non-designer's design and type books (Deluxe ed.). Berkeley, CA:
Peachpit Press. [Available from Amazon.com for $29.70]
PRCA 3339 Spring 2009, p. 1
2. OBJECTIVES
Each student will use basic desktop publishing skills and graphic design principles to complete
the design and production for a logo/letterhead, a business card, a flyer, a brochure and a
newsletter.
For many of the above publications, the student will respond to research questions. Answers to
these questions should be based upon:
an analysis of the target public(s)
the purpose of the publication
the publication’s key message
COURSE ASSIGNMENTS
Readings: Readings are designed to provide you with basic knowledge regarding design,
publication type, research, and desktop publishing. For the most part, the readings replace my
lectures and will not be repeated in class. From time to time, I may summarize and present
supplemental information and samples for graphic design, publication types, and research as
noted on the course outline.
Readiness Assessment Tests (RATS): Readiness assessment tests will be given over each
reading assignment from the Strategic Publications 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.
Publications: You will create a
1. logo/letterhead (for yourself)
2. business card (for yourself)
3. blog (for yourself)
4. brochure (for a client)
5. newsletter (for a client)
For a publication to be acceptable, it must develop under your professor's supervision. This
means that a majority of the work will be completed during class lab time. You will use Adobe
InDesign for your printed publications and WordPress for your blog.
Each publication applies textbook information and builds from prior assignments and
publications. In class, you will turn in one hard copy of your assignment, and you will also
submit the assignment electronically via GeorgiaVIEW.
Group Work: You will be assigned to a group at the beginning of the semester and will remain
in that group throughout the semester. Publications are individual assignments.
PRCA 3339 Spring 2009, p. 2
3. 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. If you earn a percentage of
a point on any assignment, your grade will be rounded to the nearest whole number.
Design Exercises 15%
Will include but are not limited to your logo/letterhead, business card and blog design
Segmenting Publics Group Presentation 10%
InDesign Best Practices Presentation 5%
Major Publication: Brochure OR Blog 15%
Major Publication: Newsletter 25%
RATS/Quizzes 10%
Final Exam 10%
Participation 10%
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.
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
PRCA 3339 Spring 2009, p. 3
4. 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
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.
PRCA 3339 Spring 2009, p. 4
5. 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.
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.
PRCA 3339 Spring 2009, p. 5
6. 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, beepers, alarms, etc. turned off
upon entering the classroom.
Though our class is meeting in a computer lab, we will not be using the computers
during most classes. Leave the PC monitors turned off unless directed to turn them on.
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: For PRCA 3339, the Final Exam is due in GeorgiaVIEW no later than Friday,
May 8, at 5:00 pm.
PRCA 3339 Spring 2009, p. 6
7. 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 3339 Spring 2009, p. 7
8. 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 3339 Spring 2009, p. 8
9. PUBLIC RELATIONS PUBLICATIONS · PRCA 3339 · SPRING 2009
TENTATIVE DAILY SCHEDULE (as of 6 January 2009)
DATE TOPICS READINGS
WEEK 1 (Jan. 12 & 14) Course Overview, Introductions Desktop Lessons E-
Book, Lessons 1-3
InDesign Basics
WEEK 2 (Jan. 21 only)) InDesign Basics, cont’d Desktop Lessons E-
Book, Lessons 4-5
WEEK 3 (Jan. 28 & 28) Social Media
WEEK 4 (Feb. 2 & 4) Introduction: Publication Types & Graphic Ch. 1 Morton
Design
WEEK 5 (Feb. 9 & 11) Segmenting Publics Ch. 2 Morton
WEEK 6 (Feb. 16 & 18) Logotypes & Fonts Ch. 3 Morton
Group Presentations
WEEK 7 (Feb. 23 & 25)
WEEK 8 (Mar. 2 & 4) Letterheads Ch. 4 Morton
Lab
WEEK 9 (Mar. 9 & 11) Flyers, Posters & Ads Ch. 5 Morton
Letterhead & Business Card Due Mar. 11
WEEK 10 SPRING BREAK
WEEK 11 (Mar. 23 & 25) Newsletters Ch. 6 Morton
InDesign Best Practices Presentations
WEEK 12 (Mar. 30 & Apr. 1) Photography Online @ NewsU:
“Language of the
InDesign Best Practices Presentations, cont’d
Image”
Blog Due April 3
WEEK 13 (Apr. 6 & 8) Brochures & Pamphlets Ch. 7 Morton
InDesign Best Practices Presentations, cont’d
WEEK 14 (Apr. 13 & 15) Lab
WEEK 15 (Apr. 20 & 22) Ink, Printing & Bindings Ch. 8 Morton
Brochure Due Apr. 22
WEEK 16 (Apr. 27 & 29) Lab
Week 17 (May 4) Lab
Newsletter Due May 4
FINAL EXAM The Final Exam is due in GeorgiaVIEW no later than Friday, May 9, @
5:00 pm.
Circled dates are for RATS (Readiness Assessment Tests); these must be completed in Vista by noon on that day, and cover the
materials in the Readings column for that week. Caveat: The above schedule and procedures are subject to change in the
event of extenuating circumstances. When possible, you will be provided at least two (2) class days of advance notice of any
changes.
PRCA 3339 Spring 2009, p. 9