This document outlines the syllabus for a 16-week course on consumer psychology. It includes:
- Topics to be covered each week such as consumer behavior approaches, shopping experiences, perception, and more.
- Teaching methods like lectures, discussions and assignments.
- References and materials to be used including textbooks and journal articles.
- Details of exams, assignments, and guest lectures.
- Scheduled deadlines for tasks like drafts and final project submissions.
The syllabus provides students an overview of what will be learned each week and the assessment activities for the semester-long course on understanding consumer behavior and psychology.
Leon G. Schiffman & Leslie Lazar Kanuk 9thEditionfelycia huang
This document discusses consumer behavior and decision making processes. It begins by outlining three levels of consumer decision making: extensive problem solving, limited problem solving, and routine response behavior. It then presents four models of consumer decision making: the economic view, passive view, cognitive view, and emotional view. The main stages of consumer decision making are identified as need recognition, prepurchase search, and evaluation of alternatives. Factors that influence each stage are also discussed. The document outlines different types of consumer decision rules and presents models for consumption choice, postpurchase evaluation, and relationship marketing. It concludes by discussing concepts like consumer loyalty, gifting behavior, and different types of gifting relationships.
This document outlines the syllabus for a consumer psychology course taught by Drs. Harry Susianto and Martina Dwi Mustika. The goals of the course are for students to understand key theories, methods, and research findings in consumer psychology and apply them to analyze consumer behavior in Indonesia. The syllabus schedules weekly topics such as consumer perception, learning, motivation, and the influence of others. It also includes assignments like an essay and designed consumer experience task. Readings are drawn from consumer behavior textbooks as well as relevant journal articles.
This document contains a list of references (daftar pustaka) cited in a publication. It includes over 50 different references ranging from books to journal articles published between 1983-2011. The references cover topics in various fields including marketing, consumer behavior, management, research methods, and services. Most of the references are in Indonesian but some are also in English.
Building On The Evidence Of Reflective Practice Lilly 2010tjcarter
The document discusses strategies for using digital media like blogging and digital storytelling to enhance reflective learning. It defines reflective practice as critically reflecting on experiences as described by theorists like Brookfield and Schön. Blogging can be an effective reflective learning journal when students are provided structure and models. Digital storytelling engages students by having them write a short story and create a multimedia project by combining their narrative with photos, music and video. Both tools encourage deeper learning through reflection when used iteratively and as part of a supportive learning community.
This document provides a bibliography of 54 books on display at an exhibition on digital spaces and social media from February 20 to March 2, 2012. The books cover various topics related to using social media for business, marketing, communication, and politics. They address how social networking, blogs, and new media are changing industries and societies. Call numbers and locations are provided for each book listed.
This document provides a list of 41 references used in research. The references are books and dissertations published between 1992 and 2011 on topics such as research methods, group dynamics, leadership, consumerism, teams, coaching, and social psychology. The references are cited in APA format and include the author, year, title, edition if applicable and publisher for each source.
Week 3 - Assignment 2Significant Contributions to Public Hea.docxendawalling
Week 3 - Assignment 2
Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
ACTION:
Select one of the historical figures and their associated public health topic
Margaret Higgins Sanger/Reproductive health
Rachel Carson/Environmental health
Franklin D. Roosevelt/Health care administration
John Snow/Communicable and infectious disease
Luther T. Terry/Smoking
W. E. B. DuBois/Social determinants of health
Larry Kramer/Health activism
An individual of your own choice:
YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allie ...
Leon G. Schiffman & Leslie Lazar Kanuk 9thEditionfelycia huang
This document discusses consumer behavior and decision making processes. It begins by outlining three levels of consumer decision making: extensive problem solving, limited problem solving, and routine response behavior. It then presents four models of consumer decision making: the economic view, passive view, cognitive view, and emotional view. The main stages of consumer decision making are identified as need recognition, prepurchase search, and evaluation of alternatives. Factors that influence each stage are also discussed. The document outlines different types of consumer decision rules and presents models for consumption choice, postpurchase evaluation, and relationship marketing. It concludes by discussing concepts like consumer loyalty, gifting behavior, and different types of gifting relationships.
This document outlines the syllabus for a consumer psychology course taught by Drs. Harry Susianto and Martina Dwi Mustika. The goals of the course are for students to understand key theories, methods, and research findings in consumer psychology and apply them to analyze consumer behavior in Indonesia. The syllabus schedules weekly topics such as consumer perception, learning, motivation, and the influence of others. It also includes assignments like an essay and designed consumer experience task. Readings are drawn from consumer behavior textbooks as well as relevant journal articles.
This document contains a list of references (daftar pustaka) cited in a publication. It includes over 50 different references ranging from books to journal articles published between 1983-2011. The references cover topics in various fields including marketing, consumer behavior, management, research methods, and services. Most of the references are in Indonesian but some are also in English.
Building On The Evidence Of Reflective Practice Lilly 2010tjcarter
The document discusses strategies for using digital media like blogging and digital storytelling to enhance reflective learning. It defines reflective practice as critically reflecting on experiences as described by theorists like Brookfield and Schön. Blogging can be an effective reflective learning journal when students are provided structure and models. Digital storytelling engages students by having them write a short story and create a multimedia project by combining their narrative with photos, music and video. Both tools encourage deeper learning through reflection when used iteratively and as part of a supportive learning community.
This document provides a bibliography of 54 books on display at an exhibition on digital spaces and social media from February 20 to March 2, 2012. The books cover various topics related to using social media for business, marketing, communication, and politics. They address how social networking, blogs, and new media are changing industries and societies. Call numbers and locations are provided for each book listed.
This document provides a list of 41 references used in research. The references are books and dissertations published between 1992 and 2011 on topics such as research methods, group dynamics, leadership, consumerism, teams, coaching, and social psychology. The references are cited in APA format and include the author, year, title, edition if applicable and publisher for each source.
Week 3 - Assignment 2Significant Contributions to Public Hea.docxendawalling
Week 3 - Assignment 2
Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
ACTION:
Select one of the historical figures and their associated public health topic
Margaret Higgins Sanger/Reproductive health
Rachel Carson/Environmental health
Franklin D. Roosevelt/Health care administration
John Snow/Communicable and infectious disease
Luther T. Terry/Smoking
W. E. B. DuBois/Social determinants of health
Larry Kramer/Health activism
An individual of your own choice:
YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allie ...
This document provides an agenda and notes for an English 202 class on March 15th, 2010. It discusses completing chapters in The Tipping Point book, book reviews being due, and announcing a nutrition event. Students are asked to consider what type of social change they would like to bring and how they could help spread social epidemics. The next steps in student research projects are outlined, including deciding on methods of inquiry, finding a research site, and looking for participants. Qualitative and quantitative research methods are briefly discussed. The class is assigned to submit literature reviews and continue discussing methodology.
The document provides a summary of Marni Allen's professional experience and qualifications. She currently serves as the Director of Political Parity at Hunt Alternatives, where she leads a program to increase women's political representation. Previously she held several other leadership roles in politics and nonprofit organizations focused on education policy. She has authored and presented on topics related to women in politics and public education facilities.
Significant Contributions to Public Health - Part I For your final.docxlashandaotley
Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
ACTION:
Select one of the historical figures and their associated public health topic
Margaret Higgins Sanger/Reproductive health
Rachel Carson/Environmental health
Franklin D. Roosevelt/Health care administration
John Snow/Communicable and infectious disease
Luther T. Terry/Smoking
W. E. B. DuBois/Social determinants of health
Larry Kramer/Health activism
An individual of your own choice:
YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allies? How did their actions succeed/fail?
ACTION:
Think about the importance of t.
This document summarizes and discusses approaches to improving legal education pedagogy. It discusses how traditional law school approaches can negatively impact students and proposes alternative experiential and problem-based learning methods. As an example, it describes a personal injury negotiation project used at Northumbria Law School that incorporates collaborative learning, reflection, and assessment of negotiation skills. The document advocates open educational resources and simulation projects to help reform legal education pedagogy.
This document lists recommended reading materials for a course on creativity and management, including books on creative industries, flow and discovery, managing creativity, the creative economy, capturing creative potential, managing change and innovation, the design experience, and managing strategic innovation. It notes that while no single textbook is required, the listed books provide an academic and practical base for the course, and further reading will be directed from the full reading list.
Developed and presented a professional workshop titled Rejuvenate Your Personal Brand: How to Polish Your Online Image at the PKP national convention on August 11, 2012 in St. Louis, MO.
I went to department of public social services as a legal-helper,.docxwilcockiris
I went to department of public social services as a legal-helper, so I have to meet Clients over there , and help them in their cases , such as tell them what do , where to go , and at the end there is a Form (Allowance Form) which is give us the right to do what the clients want on their behalf and they need to sing it , so I did on interview with client , and I got her signature from here , the name of Clint was Alex , she had a problem with her medical care it’s been canceled , so all what you have to do is to go the website or use google and answer the fallowing questions , you can add all the information’s you need to answer these questions , also there other questions you can find them answer in googlw .
1. Choose one client situation and answer the following questions:
A. Summary of Problems/Concerns and Fact Exploration - Include client's objectives, both legal and non-legal. If client did not expressly mention non-legal concerns, take an educated guess as to the likely non-legal concerns such a person with such a legal problem would have.
B. What Actions and Options were presented to the client? And what, if any, actions or options did the client suggest? Were there actions or options that should have been suggested, but were not? Explain.
And, related to this, what Consequences, both legal and non-legal, which would be connected with the discussed actions and options, were presented to the client? Are there consequences that should have been presented, but were not? Explain.
C. Did you use any active listening techniques? Which ones? Give a specific example.
Did you use any passive listening techniques? Which ones? Give a specific example.
D. What remarks, if any, did you use to close your session with your client? Be specific.
2. Discuss how well you handled interviewing/counseling the live clients you met by answering the following question with specificity. (NOTE:This question is worth the bulk of the points for this graded assignment. Be as self-reflective and detailed as you can be in order to get the most amount of points. Specificity AND explanation of why is key for most points here.)
A. Again, referring back to the Client Interview discussed above, how well do you feel you handled this interview?
Make sure to include mention of at least:
· one (1) specific skill which you felt you employed well and why, and at least
- one (1) specific skill which you felt you failed to employ or to use as well as you would and, again, explain why AND describe specific examples for BOTH skills.
B. What would you do in the future to improve your performance?
4. Other comments about the advocacy session? (Overall impression of the experience, likes/dislikes, suggestions, etc.)
APA Format
PROFESSIONAL WRITING - SEMINAR TOPIC LIST
An exploration of potential topic and article use from prevous rhetoric files.
Jensen, Rolf “The New Renaissance Is In Our Hands,” The Futurist, September/October 2013, Pp. 51-55.
The .
This document provides a summary of Valerie J. Andrews' qualifications, including her education, teaching experience, research, grants, and professional activities. It lists her Master's and Bachelor's degrees in Journalism from Louisiana State University and Northwestern State University. It also details her experience teaching at various universities, her areas of research and publications, and her work as a communications consultant.
Michigan Mentoring Month and National Mentoring Month are designed to generate a concentrated burst of national, statewide, and local media activity. Combine this with community-based activities and you have the recipe to successfully recruit new mentors.
Silver Medals: Helping Student Adjust to a Second-Choice MajorAshley Ransom
This was presented at the Texas Academic Advising Network (TEXAAN) State Conference - College Station, TX February 25, 2011; National Academic Advising Association (NACADA) South Central Region 7 Conference - Oklahoma City, OK March 7th, 2011; NACADA National Conference - Denver, CO October 4th, 2011.
This daily lesson plan covers a multi-day unit on Understanding Culture, Society and Politics for 11th grade students. Over the course of the unit, students will learn about key concepts in culture, society, politics, and the social sciences. Activities include group discussions, analysis of cultural phenomena, and reflection on social and cultural identities. The goal is for students to understand social and cultural diversity, recognize how social forces influence identity, and appreciate the role of social change.
This document provides guidance on developing an effective social media strategy for nonprofits. It stresses the importance of the assessment phase to [1] understand target audiences and how they receive information before planning outreach. Key steps in assessment include focus groups, surveys, and analyzing existing web and social media analytics. With information gathered, nonprofits can then [2] prioritize goals and tasks in the planning phase based on available resources and what needs changing. Implementation requires assigning roles and timelines to carry out the strategic plan. Ongoing evaluation is also critical to measure success and make refinements. The overall process emphasizes listening to audiences as a foundation for developing relevant and impactful social media outreach.
This document discusses audience analysis for public speaking. It identifies 5 key factors to consider about the audience: 1) whether the audience will find the subject useful or interesting, 2) the audience's existing knowledge of the subject, 3) relevant demographic characteristics of the audience like age, education, beliefs, 4) whether the audience's attitude is favorable, indifferent, or opposed, and 5) how to best approach different types of audiences based on their attitude. The document stresses tailoring the presentation based on understanding the audience to effectively gain and maintain their attention.
This document summarizes key points about analyzing audiences for public speaking. It discusses factors like whether the audience will find the subject useful or interesting, their existing knowledge of the topic, relevant demographic characteristics, and whether their attitude is favorable, indifferent, or opposed. Specifically, it notes that people pay attention if a subject is useful or interesting to them. It also emphasizes matching your vocabulary and level of explanation to the audience's education level and existing familiarity with the topic. Finally, it provides tips for addressing different audience attitudes, like reinforcing positive views for favorable crowds or finding common ground and providing information to opposed groups.
The document provides tips for building relationships with media and getting coverage for an organization. It stresses the importance of understanding media outlets and reporters, being a consistent source of information, having a strategic outreach plan, following up after meetings, and being flexible to cover unplanned stories. The key is investing time in media relationships, having a calendar of planned outreach that provides newsworthy information and story ideas, and following through to maintain credibility.
Format penyusunan kerangka kurikulum perguruan tinggi memberikan panduan untuk merumuskan kompetensi utama, khusus, dan elemen kompetensi berdasarkan profil program studi dan lembaga. Kemudian menyusun matriks hubungan antara kompetensi, bahan ajar, dan penyebaran mata kuliah.
Ringkasan dokumen tersebut adalah tentang berbagai program kerja sama KKN-PPM UGM dengan berbagai instansi pemerintah dan swasta untuk memberdayakan masyarakat melalui tema-tema KKN yang dilaksanakan. Beberapa contoh program tersebut adalah pemberantasan buta aksara, kecakapan hidup bagi remaja putus sekolah, program wajib belajar 9 tahun, pembangunan rumah semi permanen, pembinaan UKM, dan eksploit
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This document provides an agenda and notes for an English 202 class on March 15th, 2010. It discusses completing chapters in The Tipping Point book, book reviews being due, and announcing a nutrition event. Students are asked to consider what type of social change they would like to bring and how they could help spread social epidemics. The next steps in student research projects are outlined, including deciding on methods of inquiry, finding a research site, and looking for participants. Qualitative and quantitative research methods are briefly discussed. The class is assigned to submit literature reviews and continue discussing methodology.
The document provides a summary of Marni Allen's professional experience and qualifications. She currently serves as the Director of Political Parity at Hunt Alternatives, where she leads a program to increase women's political representation. Previously she held several other leadership roles in politics and nonprofit organizations focused on education policy. She has authored and presented on topics related to women in politics and public education facilities.
Significant Contributions to Public Health - Part I For your final.docxlashandaotley
Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.
Follow this outline to help formulate your paper or presentation:
ACTION:
Select one of the historical figures and their associated public health topic
Margaret Higgins Sanger/Reproductive health
Rachel Carson/Environmental health
Franklin D. Roosevelt/Health care administration
John Snow/Communicable and infectious disease
Luther T. Terry/Smoking
W. E. B. DuBois/Social determinants of health
Larry Kramer/Health activism
An individual of your own choice:
YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE
ACTION:
Research the individual’s background
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e. experience).
HELP:
This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
GRADED ELEMENT:
Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
HELP:
Think about whether this person was up against resistance or was their work welcomed.
[For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
GRADED ELEMENT:
Examine the personal beliefs of your person that prompted this work.
HELP:
You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].
ACTION:
Think about how this person overcame the barriers and issues
GRADED ELEMENT:
Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
HELP:
Questions to consider: What did the person specifically do? Did they have any allies? How did their actions succeed/fail?
ACTION:
Think about the importance of t.
This document summarizes and discusses approaches to improving legal education pedagogy. It discusses how traditional law school approaches can negatively impact students and proposes alternative experiential and problem-based learning methods. As an example, it describes a personal injury negotiation project used at Northumbria Law School that incorporates collaborative learning, reflection, and assessment of negotiation skills. The document advocates open educational resources and simulation projects to help reform legal education pedagogy.
This document lists recommended reading materials for a course on creativity and management, including books on creative industries, flow and discovery, managing creativity, the creative economy, capturing creative potential, managing change and innovation, the design experience, and managing strategic innovation. It notes that while no single textbook is required, the listed books provide an academic and practical base for the course, and further reading will be directed from the full reading list.
Developed and presented a professional workshop titled Rejuvenate Your Personal Brand: How to Polish Your Online Image at the PKP national convention on August 11, 2012 in St. Louis, MO.
I went to department of public social services as a legal-helper,.docxwilcockiris
I went to department of public social services as a legal-helper, so I have to meet Clients over there , and help them in their cases , such as tell them what do , where to go , and at the end there is a Form (Allowance Form) which is give us the right to do what the clients want on their behalf and they need to sing it , so I did on interview with client , and I got her signature from here , the name of Clint was Alex , she had a problem with her medical care it’s been canceled , so all what you have to do is to go the website or use google and answer the fallowing questions , you can add all the information’s you need to answer these questions , also there other questions you can find them answer in googlw .
1. Choose one client situation and answer the following questions:
A. Summary of Problems/Concerns and Fact Exploration - Include client's objectives, both legal and non-legal. If client did not expressly mention non-legal concerns, take an educated guess as to the likely non-legal concerns such a person with such a legal problem would have.
B. What Actions and Options were presented to the client? And what, if any, actions or options did the client suggest? Were there actions or options that should have been suggested, but were not? Explain.
And, related to this, what Consequences, both legal and non-legal, which would be connected with the discussed actions and options, were presented to the client? Are there consequences that should have been presented, but were not? Explain.
C. Did you use any active listening techniques? Which ones? Give a specific example.
Did you use any passive listening techniques? Which ones? Give a specific example.
D. What remarks, if any, did you use to close your session with your client? Be specific.
2. Discuss how well you handled interviewing/counseling the live clients you met by answering the following question with specificity. (NOTE:This question is worth the bulk of the points for this graded assignment. Be as self-reflective and detailed as you can be in order to get the most amount of points. Specificity AND explanation of why is key for most points here.)
A. Again, referring back to the Client Interview discussed above, how well do you feel you handled this interview?
Make sure to include mention of at least:
· one (1) specific skill which you felt you employed well and why, and at least
- one (1) specific skill which you felt you failed to employ or to use as well as you would and, again, explain why AND describe specific examples for BOTH skills.
B. What would you do in the future to improve your performance?
4. Other comments about the advocacy session? (Overall impression of the experience, likes/dislikes, suggestions, etc.)
APA Format
PROFESSIONAL WRITING - SEMINAR TOPIC LIST
An exploration of potential topic and article use from prevous rhetoric files.
Jensen, Rolf “The New Renaissance Is In Our Hands,” The Futurist, September/October 2013, Pp. 51-55.
The .
This document provides a summary of Valerie J. Andrews' qualifications, including her education, teaching experience, research, grants, and professional activities. It lists her Master's and Bachelor's degrees in Journalism from Louisiana State University and Northwestern State University. It also details her experience teaching at various universities, her areas of research and publications, and her work as a communications consultant.
Michigan Mentoring Month and National Mentoring Month are designed to generate a concentrated burst of national, statewide, and local media activity. Combine this with community-based activities and you have the recipe to successfully recruit new mentors.
Silver Medals: Helping Student Adjust to a Second-Choice MajorAshley Ransom
This was presented at the Texas Academic Advising Network (TEXAAN) State Conference - College Station, TX February 25, 2011; National Academic Advising Association (NACADA) South Central Region 7 Conference - Oklahoma City, OK March 7th, 2011; NACADA National Conference - Denver, CO October 4th, 2011.
This daily lesson plan covers a multi-day unit on Understanding Culture, Society and Politics for 11th grade students. Over the course of the unit, students will learn about key concepts in culture, society, politics, and the social sciences. Activities include group discussions, analysis of cultural phenomena, and reflection on social and cultural identities. The goal is for students to understand social and cultural diversity, recognize how social forces influence identity, and appreciate the role of social change.
This document provides guidance on developing an effective social media strategy for nonprofits. It stresses the importance of the assessment phase to [1] understand target audiences and how they receive information before planning outreach. Key steps in assessment include focus groups, surveys, and analyzing existing web and social media analytics. With information gathered, nonprofits can then [2] prioritize goals and tasks in the planning phase based on available resources and what needs changing. Implementation requires assigning roles and timelines to carry out the strategic plan. Ongoing evaluation is also critical to measure success and make refinements. The overall process emphasizes listening to audiences as a foundation for developing relevant and impactful social media outreach.
This document discusses audience analysis for public speaking. It identifies 5 key factors to consider about the audience: 1) whether the audience will find the subject useful or interesting, 2) the audience's existing knowledge of the subject, 3) relevant demographic characteristics of the audience like age, education, beliefs, 4) whether the audience's attitude is favorable, indifferent, or opposed, and 5) how to best approach different types of audiences based on their attitude. The document stresses tailoring the presentation based on understanding the audience to effectively gain and maintain their attention.
This document summarizes key points about analyzing audiences for public speaking. It discusses factors like whether the audience will find the subject useful or interesting, their existing knowledge of the topic, relevant demographic characteristics, and whether their attitude is favorable, indifferent, or opposed. Specifically, it notes that people pay attention if a subject is useful or interesting to them. It also emphasizes matching your vocabulary and level of explanation to the audience's education level and existing familiarity with the topic. Finally, it provides tips for addressing different audience attitudes, like reinforcing positive views for favorable crowds or finding common ground and providing information to opposed groups.
The document provides tips for building relationships with media and getting coverage for an organization. It stresses the importance of understanding media outlets and reporters, being a consistent source of information, having a strategic outreach plan, following up after meetings, and being flexible to cover unplanned stories. The key is investing time in media relationships, having a calendar of planned outreach that provides newsworthy information and story ideas, and following through to maintain credibility.
Similar to Sap psikologi umum dan kesehatan masyarakat (7) (16)
Format penyusunan kerangka kurikulum perguruan tinggi memberikan panduan untuk merumuskan kompetensi utama, khusus, dan elemen kompetensi berdasarkan profil program studi dan lembaga. Kemudian menyusun matriks hubungan antara kompetensi, bahan ajar, dan penyebaran mata kuliah.
Ringkasan dokumen tersebut adalah tentang berbagai program kerja sama KKN-PPM UGM dengan berbagai instansi pemerintah dan swasta untuk memberdayakan masyarakat melalui tema-tema KKN yang dilaksanakan. Beberapa contoh program tersebut adalah pemberantasan buta aksara, kecakapan hidup bagi remaja putus sekolah, program wajib belajar 9 tahun, pembangunan rumah semi permanen, pembinaan UKM, dan eksploit
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Dokumen tersebut berisi ringkasan kurikulum dan pengalaman mengajar Joni Rasmanto dari STIKES Merangin. Terdapat informasi tentang perbaikan media ajar, bahan ajar, lingkungan belajar, pengalaman mengikuti pelatihan, kelebihan dan kekurangan, serta proses perencanaan dan evaluasi pembelajaran.
Dokumen tersebut membahas tentang bioteknologi pertanian, meliputi berita terkini tentang tanaman transgenik, definisi bioteknologi, contoh hasil produksi bioteknologi, perkembangan bioteknologi dari masa ke masa, dan penggunaan bioteknologi modern dalam bidang pertanian."
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This document discusses mathematics and numbers, and their relationship to what we must do. It shows patterns using addition and multiplication with numbers 1-9, as well as representations of the Arabic alphabet using numbers. It also discusses binary numbers and the ASCII standard for computer encoding. The conclusion is that knowledge alone is not enough, skills are better, working is better still, and devotion to God is above all.
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13062024_First India Newspaper Jaipur.pdfFIRST INDIA
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Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
Youngest c m in India- Pema Khandu BiographyVoterMood
Pema Khandu, born on August 21, 1979, is an Indian politician and the Chief Minister of Arunachal Pradesh. He is the son of former Chief Minister of Arunachal Pradesh, Dorjee Khandu. Pema Khandu assumed office as the Chief Minister in July 2016, making him one of the youngest Chief Ministers in India at that time.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
1. Satuan Acara Pengajaran
PSI31401 - Psikologi Konsumen
Pengajar
Dra. Alice Salendu MBA., M.Psi.
Dra. Bertina Sjabadhyni M.Si.
Minggu 1
Materi Pendekatan psikologi tentang perilaku konsumen [1] 1-3
Segmentation-targeting-positioning
Penjelasan perkuliahan dan asesmen
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan.
Aktivitas Kuliah & Diskusi
Minggu 2
Materi Shopping experience [2] [3]
Mendisain pengalaman konsumen
Penjelasan Tugas Esai dan Tugas DCE
Media LCD
2. Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan.
Aktivitas Kuliah & Diskusi
Minggu 3
Materi Persepsi [1] 6
Pembelajaran Konsumen [1] 7
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan.
Aktivitas Kuliah & Diskusi
Minggu 4
Materi Libur Idul Fitri
Media -
3. Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan.
Aktivitas -
Minggu 5
Materi Self, kepribadian dan motivasi [1] 4-5
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan.
Aktivitas Kuliah & Diskusi
Minggu 6
Materi Emosi, sikap dan komunikasi pemasaran [1] 8
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan.
4. Aktivitas Kuliah & Diskusi
Minggu 7
Materi Harga, uang dan point rewards
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas Kuliah & Diskusi
Minggu 8
Materi UTS
Media -
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan.
Aktivitas Ujian tertulis
Minggu 9
Materi Periode UTS
Media -
5. Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas -
Minggu 10
Materi Dosen Tamu (waktu tentatif)
Q&A Tugas Esai
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas Kuliah & Diskusi
Minggu 11
Materi Pengaruh orang lain pada konsumen [1] 10 & 16
Q&A Tugas DCE
Media LCD
6. Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas Kuliah & Diskusi
Minggu 12
Materi Segmen khusus konsumen
DEADLINE Draft Tugas DCE
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas Kuliah & Diskusi
Minggu 13
Materi Presentasi Tugas DCE
Media LCD
7. Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas Kuliah & Diskusi
Minggu 14
Materi Presentasi Tugas DCE
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas Kuliah & Diskusi
Minggu 15
Materi Mewujudkan kesejahteraan konsumen [1] 1
Media LCD
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
8. Aktivitas Kuliah & Diskusi
Minggu 16
Materi DEADLINE Tugas Esai dan DCE Revisi
Media
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas Penyerahan Tugas
Diskusi & Tanya Jawab
Minggu 17
Materi Periode UAS
Media -
Referensi 1. Schiffman, L. G., & Kanuk, L. L. (2007). Consumer Behavior (9th Ed.).
New Jersey: Pearson-Prentice Hall.
2. Schmitt, B. H. (1999). Experiential Marketing: How to Get Customers to
Sense, Feel, Think, Act, Relate. New York: The Free Press.
3. Schmitt, B. H. (2003). Customer Experiential Management: Revolutionary
approach to connecting with your customer. New Jersey: John Wiley &
Sons, Inc.
4. Holzner, S. (2009). Facebook Marketing. Indiana: QUE
5. Artikel jurnal dan resources lainnya yang relevan
Aktivitas -