This document provides the syllabus for a Digital Media Production course taught in Fall 2013. The course meets on Thursdays from 8-10:45pm in room SO #2032. It focuses on digital media technology and its impact on production. Students will gain experience with video and audio equipment, learn team-based production, and integrate skills for writing, producing and directing media. The course involves field production and assignments include individual and group video projects. Students must reserve and check out equipment in advance. The grading breakdown and policies on attendance, late work, and academic honesty are also outlined.
This document provides information about a Media I course including the course description, procedures, grading procedures, materials needed, and honor code. Key details include:
- Students will learn basic to intermediate skills relating to photography and video using Adobe CS5 Creative Suite.
- Seats will be assigned to computers and bags/food must be stored away. No web surfing, audio needs headphones. Media passes required outside class.
- Grading includes classwork, proficiencies, projects, discussions, and a final exam. Points are awarded for each.
- Students must sign up for Remind text alerts. A parental consent form and media honor code must also be signed.
Health & Safety in Construction - Induction info Oct 2020mwalsh2015
This document provides an overview and schedule for a three-day health and safety training programme for construction. Day 1 will focus on introducing participants to the course objectives, which include completing online qualifications in construction skills and health and safety. Participants will learn through online modules, tests, and feedback. Expectations are that all participants will complete the construction skills qualification and some will begin the health and safety qualification. Breaks, lunch, and end-of-day reviews are included.
This document provides a class syllabus for keyboarding and computer applications courses at Johnson Middle School. It outlines the course information, teacher details, class resources, course descriptions, rules and procedures, grading policy, homework policy, and state standards covered in the courses. The courses aim to develop keyboarding skills, reinforce word processing and computer skills, and expose students to real-world applications through a variety of projects and activities using programs like Word, Excel, Access, and PowerPoint.
The document provides guidance for managing a classroom with laptops, including arranging the classroom so the teacher can monitor screens, setting clear expectations for appropriate laptop use, having procedures for dealing with technical issues, getting to know students' technology skills, and practicing efficient setup and cleanup routines. It emphasizes communicating expectations clearly, collaborating with support staff, and using logical consequences for students who don't meet technology use expectations while still allowing access to instructional tools.
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
This document provides information about a 3D Design with CAD course offered in 2016-2017. The course will meet in room 103 during block B and teach fundamental 3D drawing techniques using SketchUp CAD software. Students will learn to design objects that can be 3D printed or laser cut. Over the semester students will develop their skills in CAD, fabrication, design process, and communication through various assignments, exercises and a final independent design project.
This one-credit course provides an introduction to spreadsheets using Microsoft Excel. The course will focus on basic spreadsheet skills like performing calculations, formatting cells, using functions, creating charts, filtering and sorting data, and conditional formatting. Students will complete assignments, projects, and assessments in SimNet to demonstrate proficiency in spreadsheet applications. A passing grade requires a score of at least 70% on each assessment and an average score of at least 70% on all assignments and projects.
This document provides information about an online introduction to spreadsheets course taught by instructor Jen Lund in spring 2014. The course will provide hands-on training in spreadsheet software like Excel to create, save, and print spreadsheets using formulas and formatting. Students will need to demonstrate proficiency in spreadsheet skills to pass CWI's computer literacy requirement. The course will focus on basic computer and spreadsheet skills, and students will complete skills assessments to test their proficiency.
This document provides information about a Media I course including the course description, procedures, grading procedures, materials needed, and honor code. Key details include:
- Students will learn basic to intermediate skills relating to photography and video using Adobe CS5 Creative Suite.
- Seats will be assigned to computers and bags/food must be stored away. No web surfing, audio needs headphones. Media passes required outside class.
- Grading includes classwork, proficiencies, projects, discussions, and a final exam. Points are awarded for each.
- Students must sign up for Remind text alerts. A parental consent form and media honor code must also be signed.
Health & Safety in Construction - Induction info Oct 2020mwalsh2015
This document provides an overview and schedule for a three-day health and safety training programme for construction. Day 1 will focus on introducing participants to the course objectives, which include completing online qualifications in construction skills and health and safety. Participants will learn through online modules, tests, and feedback. Expectations are that all participants will complete the construction skills qualification and some will begin the health and safety qualification. Breaks, lunch, and end-of-day reviews are included.
This document provides a class syllabus for keyboarding and computer applications courses at Johnson Middle School. It outlines the course information, teacher details, class resources, course descriptions, rules and procedures, grading policy, homework policy, and state standards covered in the courses. The courses aim to develop keyboarding skills, reinforce word processing and computer skills, and expose students to real-world applications through a variety of projects and activities using programs like Word, Excel, Access, and PowerPoint.
The document provides guidance for managing a classroom with laptops, including arranging the classroom so the teacher can monitor screens, setting clear expectations for appropriate laptop use, having procedures for dealing with technical issues, getting to know students' technology skills, and practicing efficient setup and cleanup routines. It emphasizes communicating expectations clearly, collaborating with support staff, and using logical consequences for students who don't meet technology use expectations while still allowing access to instructional tools.
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
This document provides information about a 3D Design with CAD course offered in 2016-2017. The course will meet in room 103 during block B and teach fundamental 3D drawing techniques using SketchUp CAD software. Students will learn to design objects that can be 3D printed or laser cut. Over the semester students will develop their skills in CAD, fabrication, design process, and communication through various assignments, exercises and a final independent design project.
This one-credit course provides an introduction to spreadsheets using Microsoft Excel. The course will focus on basic spreadsheet skills like performing calculations, formatting cells, using functions, creating charts, filtering and sorting data, and conditional formatting. Students will complete assignments, projects, and assessments in SimNet to demonstrate proficiency in spreadsheet applications. A passing grade requires a score of at least 70% on each assessment and an average score of at least 70% on all assignments and projects.
This document provides information about an online introduction to spreadsheets course taught by instructor Jen Lund in spring 2014. The course will provide hands-on training in spreadsheet software like Excel to create, save, and print spreadsheets using formulas and formatting. Students will need to demonstrate proficiency in spreadsheet skills to pass CWI's computer literacy requirement. The course will focus on basic computer and spreadsheet skills, and students will complete skills assessments to test their proficiency.
K-12 Teacher's Guide on Computer Hardware ServicingRenz Cuaresma
This document provides a teacher's guide for a Computer Hardware Servicing exploratory course. The guide outlines 4 lessons that teach students to: 1) identify computer components and their functions, 2) use hardware tools properly, 3) understand occupational health and safety procedures, and 4) assemble and disassemble a personal computer. The lessons include learning activities, tasks for students to practice skills, and assessments. The overall goal is for students to gain basic knowledge and skills in computer hardware servicing as a foundation for higher-level troubleshooting and repair work.
The document provides templates and examples for assessing trainees' characteristics to plan computer hardware and servicing training sessions. It includes a template for trainees to complete that collects information on their language skills, education level, learning style, and other needs. It then provides 3 samples of completed trainee characteristic assessments to demonstrate how the template would be filled out in practice. The samples collect information on the trainees' grades in English and math, ethnicity, age, health conditions, previous training, and whether they learn best through visual, auditory or kinesthetic methods.
Workshop delivered by Lyndsay McInnes from Ajenta covering the use of video conferencing to deliver the curriculum. Workshop hosted by CDN (College Development Network) on 4th February, 2019.
The document provides tips for succeeding in an online class, such as making sure you have reliable internet access, familiarizing yourself with the course site before classes start, communicating regularly with instructors and classmates, developing good organizational habits like keeping all course materials in a binder, and being aware of and meeting all assignment deadlines. Students are also advised to take advantage of technology tutorials if needed and to contact the SPS Help Desk with any technical issues.
Here are the answers to Self-Check 1.1:
A.
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
B.
1. Philips head screwdriver
2. Hex driver
3. Torx screwdriver
4. Wire cutter
5. Part retriever
6. Lint-free cloth
7. Cable ties
8. Flat head screwdriver
9. Compressed air
3.
7.
4.
5.
6.
Here are the key points in my responses:
MASONRY
K to 12 – Technology and Livelihood Education
12
A. Masonry is the structural construction of component parts laid in and bound together by a
material called mortar. It involves assembling individual materials like brick, stone, concrete
block using mortar to form walls and structures.
B. Common masonry materials include:
- Bricks - made of clay and used for walls
- Concrete hollow blocks (CHB) - hollow blocks used for walls, partitions
- Stones - natural rocks used for walls, foundations
- Mortar - paste used to bind the masonry units
Common masonry tools include
This document provides information about an instructional design workshop for faculty at Moraine Valley Community College. The workshop will consist of a design component lasting 8 weeks and a development component lasting 9 weeks. Participants will receive $1000 upon completing workshop requirements. The workshop will help faculty develop skills for teaching online or in blended courses. It outlines policies, requirements, and a schedule for the design modules that participants will complete during the workshop as they design their own online course.
This document outlines a session plan for a module on pre and post beauty care services. The module covers three learning outcomes: 1) preparing tools, equipment, supplies and materials; 2) preparing the client; and 3) storing tools, equipment, supplies and materials. For each learning outcome, it lists the learning content, methods of instruction, resources needed and time allotted. The goal is to teach students the knowledge, skills and attitudes for performing pre and post beauty care services according to standard salon practices.
The document outlines a training program for the CHS NC II Competency Standard for installing, diagnosing, configuring, and maintaining computer systems and networks. The training consists of modules ranging from 2 to 3 days each. Assessment involves written examinations, demonstrations, computer-based exams, and interviews. The daily schedule runs from 7:30am to 5:30pm with breaks. The CBT (Competency-Based Training) process flows from trainee enrollment through independent practice, assessment, and program completion or additional competency achievement. The roles of the trainer are to support trainees' self-paced learning, and the roles of trainees are to take responsibility for their own learning.
This document provides instructions for a module on performing mensuration and calculations. It includes an introduction explaining mensuration, units of measurement, and estimating areas. Examples are provided to illustrate measuring lengths and converting between units. Instructions are given for constructing three-dimensional solids using nets. The document concludes with examples of converting between metric and imperial units.
7 Things You Need to Know About Recorded LecturesRichard Berg
1. Camtasia is software used to record screen actions and narrate presentations. Instructors at UW-Stout use Camtasia to create video lectures and tutorials. A quiet room is available for recording.
2. Several instructors from different departments like Education, Chemistry, Physics, and Biology use Camtasia to create video content for their online and face-to-face courses.
3. Recorded lectures can be broken into smaller chunks and include captions for accessibility. Student surveys showed positive responses to the use of recorded lectures.
This document provides information on planning and conducting a training session on setting up computer networks. It includes:
1. An introduction to the unit of competency and module on setting up computer networks.
2. A session plan with learning objectives, outcomes, activities and assessment plan for the module. Learning activities include reading information sheets, self-checks, simulations, group discussions and demonstrations.
3. Module content which describes the unit of competency, module title, descriptor, duration, learning outcomes and assessment criteria for setting up computer networks.
Summarized notes for use with Computer Hardware Servicing NC 2. Please note that this is a compilation of the many works of the different authors including mine. Copyright remains to the original owner of the included document. This is not a complete guide, but I am hoping this will be able to help CHS Instructors/Trainers.
The document is a learning module on computer hardware servicing for grades 7 and 8 in the Philippines. It contains 4 lessons that cover key competencies: 1) using hand tools, 2) performing calculations and measurements, 3) preparing and interpreting technical drawings, and 4) practicing occupational health and safety. The first lesson focuses on selecting, using, and maintaining appropriate hand tools for computer repair tasks. It provides definitions of common tools and groups them into categories for electrostatic discharge protection, hand tools, cleaning tools, and diagnostic tools. The lesson emphasizes safe tool use, maintenance, and selecting the right tool for each job.
This document is a learning module that covers computer hardware servicing for grades 7 and 8. It contains 4 lessons: 1) Use Hand Tools, 2) Perform Mensuration and Calculation, 3) Prepare and Interpret Technical Drawing, and 4) Practice Occupational Safety and Health. Each lesson contains learning outcomes, performance standards, materials needed, definitions, and activities. The module is designed to teach students the skills needed for an entry-level certification in computer hardware servicing.
This document outlines the module WT4603 - Wood Processing Safety & Practice. It details the module aims to develop safe wood processing procedures and a safety culture. It describes the lecturers, labs, assessment components which include a table project, lab booklet, risk assessments, and information poster. Labs involve using machinery like planers, saws, and routers. Students must attend lectures, labs, and adhere to safety regulations to pass the module, which assesses lab work, exams, assignments, and a practical machines exam.
This document provides a learning module on computer hardware servicing for grades 7 and 8 in the Philippines. It covers four key lessons: (1) using hand tools, (2) performing calculations and measurements, (3) preparing and interpreting technical drawings, and (4) practicing occupational health and safety procedures. Each lesson aims to achieve several learning outcomes and includes information sheets, self-check questions, activities, and scoring rubrics to help students apply and assess what they have learned. The overall goal is for students to gain basic competencies in computer hardware servicing through exploratory, hands-on learning experiences.
This document provides an overview and syllabus for the Digital Media 2 course (ATLS 3020) taught in Spring 2015. The key points are:
- The course introduces basic programming concepts and methodologies that will be applied to creating digital media applications.
- Students will complete projects to gain proficiency in developing interactive web applications, culminating in a team project.
- Topics covered include HTML5, CSS3, JavaScript, jQuery, PHP, and responsive web design.
- Grading will be based on attendance, quizzes, labs, individual projects, and a team project. Students are expected to complete readings, assignments on time, and adhere to academic honesty and computing policies.
This document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
This document provides the syllabus for a COM 110 Introduction to Video Production course taught at Delaware Technical & Community College. The course is a 3-credit, 2 hour lecture/3 hour lab course that explores the principles, techniques, and aesthetics of video production. Students will learn to use video cameras, microphones, and Adobe editing software to produce several short video projects over the course of the semester, including a video postcard, continuity exercise, and instructional video. The syllabus outlines the course objectives, assignments, grading criteria, production policies, and tentative weekly schedule.
This document outlines the syllabus for the course "B BUS 446: Strategic Retail Promotion" taught Winter Quarter 2015. The course examines key strategies and methods for using promotion to achieve competitive advantage in retail. It meets Monday and Wednesday from 1:15-3:15pm in room UW1 020. The course objectives include developing knowledge of retail profitability, marketing concepts, metrics, traditional and emerging promotional strategies. Grading will be based on assignments, exams, a group project, and participation. The professor is Mary Ann Odegaard and the textbook is "The Fusion Marketing Bible."
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.
K-12 Teacher's Guide on Computer Hardware ServicingRenz Cuaresma
This document provides a teacher's guide for a Computer Hardware Servicing exploratory course. The guide outlines 4 lessons that teach students to: 1) identify computer components and their functions, 2) use hardware tools properly, 3) understand occupational health and safety procedures, and 4) assemble and disassemble a personal computer. The lessons include learning activities, tasks for students to practice skills, and assessments. The overall goal is for students to gain basic knowledge and skills in computer hardware servicing as a foundation for higher-level troubleshooting and repair work.
The document provides templates and examples for assessing trainees' characteristics to plan computer hardware and servicing training sessions. It includes a template for trainees to complete that collects information on their language skills, education level, learning style, and other needs. It then provides 3 samples of completed trainee characteristic assessments to demonstrate how the template would be filled out in practice. The samples collect information on the trainees' grades in English and math, ethnicity, age, health conditions, previous training, and whether they learn best through visual, auditory or kinesthetic methods.
Workshop delivered by Lyndsay McInnes from Ajenta covering the use of video conferencing to deliver the curriculum. Workshop hosted by CDN (College Development Network) on 4th February, 2019.
The document provides tips for succeeding in an online class, such as making sure you have reliable internet access, familiarizing yourself with the course site before classes start, communicating regularly with instructors and classmates, developing good organizational habits like keeping all course materials in a binder, and being aware of and meeting all assignment deadlines. Students are also advised to take advantage of technology tutorials if needed and to contact the SPS Help Desk with any technical issues.
Here are the answers to Self-Check 1.1:
A.
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
B.
1. Philips head screwdriver
2. Hex driver
3. Torx screwdriver
4. Wire cutter
5. Part retriever
6. Lint-free cloth
7. Cable ties
8. Flat head screwdriver
9. Compressed air
3.
7.
4.
5.
6.
Here are the key points in my responses:
MASONRY
K to 12 – Technology and Livelihood Education
12
A. Masonry is the structural construction of component parts laid in and bound together by a
material called mortar. It involves assembling individual materials like brick, stone, concrete
block using mortar to form walls and structures.
B. Common masonry materials include:
- Bricks - made of clay and used for walls
- Concrete hollow blocks (CHB) - hollow blocks used for walls, partitions
- Stones - natural rocks used for walls, foundations
- Mortar - paste used to bind the masonry units
Common masonry tools include
This document provides information about an instructional design workshop for faculty at Moraine Valley Community College. The workshop will consist of a design component lasting 8 weeks and a development component lasting 9 weeks. Participants will receive $1000 upon completing workshop requirements. The workshop will help faculty develop skills for teaching online or in blended courses. It outlines policies, requirements, and a schedule for the design modules that participants will complete during the workshop as they design their own online course.
This document outlines a session plan for a module on pre and post beauty care services. The module covers three learning outcomes: 1) preparing tools, equipment, supplies and materials; 2) preparing the client; and 3) storing tools, equipment, supplies and materials. For each learning outcome, it lists the learning content, methods of instruction, resources needed and time allotted. The goal is to teach students the knowledge, skills and attitudes for performing pre and post beauty care services according to standard salon practices.
The document outlines a training program for the CHS NC II Competency Standard for installing, diagnosing, configuring, and maintaining computer systems and networks. The training consists of modules ranging from 2 to 3 days each. Assessment involves written examinations, demonstrations, computer-based exams, and interviews. The daily schedule runs from 7:30am to 5:30pm with breaks. The CBT (Competency-Based Training) process flows from trainee enrollment through independent practice, assessment, and program completion or additional competency achievement. The roles of the trainer are to support trainees' self-paced learning, and the roles of trainees are to take responsibility for their own learning.
This document provides instructions for a module on performing mensuration and calculations. It includes an introduction explaining mensuration, units of measurement, and estimating areas. Examples are provided to illustrate measuring lengths and converting between units. Instructions are given for constructing three-dimensional solids using nets. The document concludes with examples of converting between metric and imperial units.
7 Things You Need to Know About Recorded LecturesRichard Berg
1. Camtasia is software used to record screen actions and narrate presentations. Instructors at UW-Stout use Camtasia to create video lectures and tutorials. A quiet room is available for recording.
2. Several instructors from different departments like Education, Chemistry, Physics, and Biology use Camtasia to create video content for their online and face-to-face courses.
3. Recorded lectures can be broken into smaller chunks and include captions for accessibility. Student surveys showed positive responses to the use of recorded lectures.
This document provides information on planning and conducting a training session on setting up computer networks. It includes:
1. An introduction to the unit of competency and module on setting up computer networks.
2. A session plan with learning objectives, outcomes, activities and assessment plan for the module. Learning activities include reading information sheets, self-checks, simulations, group discussions and demonstrations.
3. Module content which describes the unit of competency, module title, descriptor, duration, learning outcomes and assessment criteria for setting up computer networks.
Summarized notes for use with Computer Hardware Servicing NC 2. Please note that this is a compilation of the many works of the different authors including mine. Copyright remains to the original owner of the included document. This is not a complete guide, but I am hoping this will be able to help CHS Instructors/Trainers.
The document is a learning module on computer hardware servicing for grades 7 and 8 in the Philippines. It contains 4 lessons that cover key competencies: 1) using hand tools, 2) performing calculations and measurements, 3) preparing and interpreting technical drawings, and 4) practicing occupational health and safety. The first lesson focuses on selecting, using, and maintaining appropriate hand tools for computer repair tasks. It provides definitions of common tools and groups them into categories for electrostatic discharge protection, hand tools, cleaning tools, and diagnostic tools. The lesson emphasizes safe tool use, maintenance, and selecting the right tool for each job.
This document is a learning module that covers computer hardware servicing for grades 7 and 8. It contains 4 lessons: 1) Use Hand Tools, 2) Perform Mensuration and Calculation, 3) Prepare and Interpret Technical Drawing, and 4) Practice Occupational Safety and Health. Each lesson contains learning outcomes, performance standards, materials needed, definitions, and activities. The module is designed to teach students the skills needed for an entry-level certification in computer hardware servicing.
This document outlines the module WT4603 - Wood Processing Safety & Practice. It details the module aims to develop safe wood processing procedures and a safety culture. It describes the lecturers, labs, assessment components which include a table project, lab booklet, risk assessments, and information poster. Labs involve using machinery like planers, saws, and routers. Students must attend lectures, labs, and adhere to safety regulations to pass the module, which assesses lab work, exams, assignments, and a practical machines exam.
This document provides a learning module on computer hardware servicing for grades 7 and 8 in the Philippines. It covers four key lessons: (1) using hand tools, (2) performing calculations and measurements, (3) preparing and interpreting technical drawings, and (4) practicing occupational health and safety procedures. Each lesson aims to achieve several learning outcomes and includes information sheets, self-check questions, activities, and scoring rubrics to help students apply and assess what they have learned. The overall goal is for students to gain basic competencies in computer hardware servicing through exploratory, hands-on learning experiences.
This document provides an overview and syllabus for the Digital Media 2 course (ATLS 3020) taught in Spring 2015. The key points are:
- The course introduces basic programming concepts and methodologies that will be applied to creating digital media applications.
- Students will complete projects to gain proficiency in developing interactive web applications, culminating in a team project.
- Topics covered include HTML5, CSS3, JavaScript, jQuery, PHP, and responsive web design.
- Grading will be based on attendance, quizzes, labs, individual projects, and a team project. Students are expected to complete readings, assignments on time, and adhere to academic honesty and computing policies.
This document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
This document provides the syllabus for a COM 110 Introduction to Video Production course taught at Delaware Technical & Community College. The course is a 3-credit, 2 hour lecture/3 hour lab course that explores the principles, techniques, and aesthetics of video production. Students will learn to use video cameras, microphones, and Adobe editing software to produce several short video projects over the course of the semester, including a video postcard, continuity exercise, and instructional video. The syllabus outlines the course objectives, assignments, grading criteria, production policies, and tentative weekly schedule.
This document outlines the syllabus for the course "B BUS 446: Strategic Retail Promotion" taught Winter Quarter 2015. The course examines key strategies and methods for using promotion to achieve competitive advantage in retail. It meets Monday and Wednesday from 1:15-3:15pm in room UW1 020. The course objectives include developing knowledge of retail profitability, marketing concepts, metrics, traditional and emerging promotional strategies. Grading will be based on assignments, exams, a group project, and participation. The professor is Mary Ann Odegaard and the textbook is "The Fusion Marketing Bible."
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 information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
This document outlines the syllabus for CIS 170-01: Introduction to Computer Information Systems, a course offered in the spring 2015 semester. The course will introduce students to Microsoft Office programs, operating systems, and basic programming concepts. It will be taught on Mondays, Wednesdays, and Fridays from 11:00-11:50am in room McF-124. Grading will be based on assignments, quizzes, and a final exam. The goal is for students to learn responsible technology use and increase productivity.
This is our introduction PowerPoint for our very first course, 'Fundamentals of Machine Tools.' It presents an overview of our course content, guidelines, requirements, and grading.
This course provides an overview of professional development for business students. It will be a combination of online and in-person sessions held once per week. The course objectives are for students to discuss competencies in a business ecosystem, research current business issues, create a professional brand and portfolio, collaborate to provide feedback, and develop a professional development plan. Assignments include discussions, informational interviews, resumes and cover letters, LinkedIn profiles, and presentations. The final project is a brag book and portfolio of professional materials for students' career development.
This document provides information about a computer literacy course offered at the College of Western Idaho during summer 2012. The course is designed to help students develop basic computer skills and covers topics like hardware, operating systems, applications, and computer literacy requirements for graduation. It meets on Tuesdays and Thursdays in two sections and focuses on software like Windows, Internet Explorer, Word, Excel and PowerPoint. Students will complete exams in these areas, and the course uses a combination of assignments, projects and exams for grading.
This document provides information for COSC 4302-01 Introduction to Operating Systems taught in the fall 2015 semester. The course will cover fundamental concepts of operating systems including process management, memory management, file management, and more. Students will learn to analyze and design software solutions and implement them using C language. The class meets on Tuesdays and Thursdays from 12:45-2:05pm in Maes 107. The instructor is Dr. Bo Sun and his office is Maes 70. The grading policy and required textbooks are also outlined.
PHAR719 Poisons and Toxins Syllabus Spring21payecat828
In this course we will discuss
many different types of substances, including common household poisons, poisonous plants and
mushrooms, toxic gases/metals, shellfish toxins, and other natural toxins. Aspects of the chemistry and
pharmacology of the poisons, antidotes/treatments, and occasional case studies will be covered. Historical
examples and current events will also be incorporated into the course materials.
This document provides the syllabus for an Advanced Practicum course at WoodsEdge Learning Center/KRESA. It outlines the roles and responsibilities of practicum students, grading criteria, expectations at WoodsEdge, assignments and deadlines. Students are expected to administer Discrete Trial training to children with autism or developmental delays. They will complete assignments such as a task analysis, preference assessment, writing instructional procedures, functional assessments, and presenting client data. The syllabus emphasizes attendance, professionalism, and following WoodsEdge expectations to provide consistency for clients.
This document provides the syllabus for an Advanced Practicum course at WoodsEdge Learning Center/KRESA. It outlines the roles and responsibilities of practicum students, grading criteria, expectations at WoodsEdge, assignments and deadlines. Students are expected to administer Discrete-Trial Therapy to children with autism or developmental delays. The syllabus describes participation requirements, a dress code, and consequences for absences, tardiness or inappropriate behavior. Assignments include task analyses, procedures, presentations and weekly meetings.
This document outlines the syllabus for the course "Human Perspective in Artificial Intelligence" taught during the second semester of 2019-2020 at the University of Puerto Rico, Mayagüez Campus. The course is an introduction to AI systems from a human perspective, covering topics like human cognition, emotion, decision-making, and incorporating human aspects into AI system design. It will be administered through the online platform Moodle, use Piazza for discussions, and include exams, homework assignments, and a semester project analyzing approaches to human perspective in AI.
This document provides information for students taking the Computer Applications - MIS 213 course at Alabama A&M University in Fall 2013. It outlines the course prerequisites, schedule, instructor contact information, technical support contacts, required and recommended course materials, teaching methods, expectations, policies, grading breakdown, and course outline/schedule. The course covers Microsoft Office 2010 applications including Word, PowerPoint, Excel, Access, and Outlook as well as the open-source LibreOffice suite. Students will complete weekly assignments, quizzes, a midterm exam, and a final exam.
This document outlines the syllabus for a Computer Solutions class at Thoreau Middle School. The class will introduce students to using computers as problem-solving tools through projects in word processing, databases, presentations, and spreadsheets. Students will learn keyboarding skills, internet safety, computer maintenance, and how to use various software programs. The syllabus details the class policies, grading scale, and standards students will be assessed on, including demonstrating keyboarding skills, using application software, responsible computer use, and solving technical problems.
The document provides an overview of policies and procedures for a class orientation at an educational institution. It includes information on grading, attendance, labs, tests, typing requirements, evaluations, student services, classroom rules, the program schedule, and instructor advice for success. Key details are grading on a 4.0 scale, a minimum 80% attendance requirement, a typing speed of 35 WPM to graduate, and various student resources like career advising and a resource center.
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Com 3340 Fall 13 Syllabus
1. SyllabusFall 2013
COM 3340/81438/Digital Media Production
Kennesaw State University
Department of Communication
Instructor: Amani Channel
Meeting Time: Thursdays, 8p-10:45p
Location: SO #2032, Digital Media Classroom (2
nd
floor)
Office Hours: TBD
Office Location: TBD
Phone: (404) 213-2121
Email (best way to reach me): achanne2@kennesaw.edu or amani.channel@gmail.com
Please do not email me through WebCT.
COURSE/CATALOG DESCRIPTION:
This course focuses on the impact of digital media technology and how it has changed the
production experience. It addresses the principles of shooting, sound characteristics, ergonomics,
and basic techniques for field recording (timecode, audio techniques, videography techniqes, and
mixing). Audio and video formats are examined in the context of non-linear post-production.
PREREQUISITES:
COM 2230 or COM 2205 and IS 2101
COURSE OBJECTIVES:
1. A basic knowledge of video and audio production equipment will be gained by utilizing
cameras, microphones, lighting and editing applications.
2. By working in a full range of crew positions, students will learn the team-based nature of video
production. There will be students acting as producers, reporters, sound operators, etc for the
video project, for instance.
3. Students will learn how to deal with real-world production deadlines by operating in a time-
limited environment.
4. An understanding of terminology, techniques, disciplines and processes related to audio/video
production will be obtained.
5. The student will learn how to integrate the skills necessary to write, produce and direct a media
production.
6. Broadcast delivery will be explored.
7. This course will be field production intensive.
TEXTBOOK:
Roberts-Breslin, Jan: Making Media, Second Edition: Foundations in Sound and Image
Production (Paperback). ISBN: 0240809076
Additional materials for required reading will be made available to students as handouts.
University Provides: camera kits, microphones & non-linear editing facilities.
Student Provides: Mini DV tapes plus blank CDs and DVD-Rs and batteries. External Hard
Drives are strongly recommended (with Firewire and USB connections, 7200rpm). Students will
also need to supply his/her own digital camera (4 megapixel minimum). Certain laptops on
campus will have USB 2.0 connections, but adapters are available.
*This class will also cover mobile videography techniques. If you have a smartphone, there will
be opportunities to use it for certain productions, however additional equipment is required and
will need to be purchased by the student if you wish to use your mobile device.
2. Special Considerations:
1) Students will be required to work on projects outside of class time.
2) No drink of food is ever allowed in any University Lab.
3) You must reserve any equipment/facilities from AVTS at least 24 hours in advance
(http://avts.kennesaw.edu/). You will be reserving “COM GL Camera Kits”. Normally, you can
keep checked out equipment for 3 days. Students are responsible for checked out equipment.
Overdue equipment may result in your loss of privileges and/or hold on your credits. It is
important that the student check that all equipment is in working order BEFORE leaving MDG. It
is also the student’s responsibility (the same student who originally checked out the equipment) to
ensure that ALL equipment is returned in neat and tidy order.
4) Critiques. We will be creating, exhibiting and analyzing our work together as a class. This is
important to grow as a media producer and you shouldn’t take it personally!
5) This is a Learn by Doing environment. Some students have never taken a production/lab
class before. Please note that studying for these classes are mostly based on field work. While
students will have orientations to equipment, the student will be ultimately responsible for using
and learning the equipment in a “hands on” experience in the field. This facilitation is extremely
useful to familiarize yourself before working on graded productions. You will have lab exercises
during class time that you will complete after software/hardware demos or orientation.
6) This class is 80% problem solving. Problems will arise in the field. Ensure you have a
contingency plan and proper time management.
EMAIL COMMUNICATION AND NETIQUETTE
You are expected to use your assigned Kennesaw State email account at all times, because
university-related information will only go to that address.
Please be respectful, courteous and professional in your email communication. Never write an
email in anger or when upset. Take a deep breath or, even better, sleep over it first. I will ignore
emotionally written emails that show disrespect.
To get my attention, make sure to include specific information in the subject line. Be clear in your
writing to make it easy for me to respond. Always sign off with your full name. If this information is
missing you risk that your email will be deleted because it may mimic a virus or Spam.
Usually, I will respond to your email within 48 business hours. Sometimes, I may my hold my
response until the next class meeting if I think that the answer can wait and will benefit everybody
in the class.
ATTENDANCE:
Due to the pace of a Semester, 10 points may be deducted from his/her final grade for each
absence or chronic tardiness. If you are not in class when roll is taken, I have no record of your
attendance, so it is your responsibility to communicate with the instructor. Tardiness is defined as
attending class after roll has been taken and class has started. Chronic tardiness is defined as
two tardy arrivals. ON-TIME Attendance is very important for this course as we often are shooting
in the field and your team will not wait for you and some in-class labs will have a “set” start time.
Your late arrival will disturb your fellow classmates and instructor. Missing more than 15 minutes
of any class counts as an absence. Missing 25% of your classes overall will constitute a final
grade of “F”. Course dates indicating lectures, production demonstrations, and in-class labs are
mandatory. During open lab dates, your production supervisor will set the team’s schedule.
Tardy or absenteeism on project due dates will negatively impact your grade and could result in a
score of “0”.
If you are absent or tardy, you will miss important information you need to know. If you're
absent from a team (group) project shooting or editing session, you put extra work on
your team members. Each group will be graded by each individual group member in addition to
being graded by the instructor. Individual roles in each production team will be assigned.
3. CLASS POLICIES:
1) Instructor may change syllabus and course summary at any time, if so, students will be
notified.
2)Students are expected to attend ALL class meetings and be prepared to work for the entire
class period.
3)Students should always bring to class videotapes, syllabus, textbooks and all handouts to every
class period.
4) If you intend to use our laptops, you will be required to have something to save it (external hard
drive) and headphones (if editing). “Out Loud” is not an option.
5) Students must familiarize themselves with the Digital Media Lab Manual and policies.
PROJECTS:
You are required to use school equipment outside of class time to complete individual and group
projects. You must plan ahead. Time management is key for this course. No one will bail
you out. You can reserve your equipment & facilities (2) weeks in advance. ALL Projects must
be approved by Instructor before you begin shooting. You will be evaluated for shot composition,
production standards (scripts, raw footage, and other production materials), editing, audio and
other elements based on project needs and instructor discretion. Details will be presented in
class.
POLICY ON LATE PROJECTS AND EXAMS:
Meeting deadlines is central to broadcasting if you want to keep your job. For some, this amounts
to a rude awakening when they get into the field. Therefore, in this course, deadlines on
homework and projects will be absolute. Without explicit exemption from the instructor, failure to
take an exam or turn in a project may result in a score of “0”. If you miss a deadline because of a
DOCUMENTED illness or emergency, you must make it up within one week. It is your
responsibility to contact the instructor to arrange this within 24 hours of incident. Otherwise, a
late project will not be accepted and will warrant a score of “0”. Tardy arrival on exam dates will
result in an automatic letter grade deduction if another student leaves before you arrive. An exam
starts at the beginning of class and ends when the last student in attendance turns in their
finished exam or when the class time has ended, whichever is sooner. Predetermined events
of this nature need to be communicated and documentation should be produced as soon
as possible, which would require work to be completed ahead of the deadline (if a non-
emergency).
Late work is defined as assignments not turned in before or at the BEGINNING of the class
period in which they are due.
GRADING/ EVALUATION AND MINIMUM STANDARDS
(Students are responsible for keeping returned assignments, tests, and exams)
The following is how the final grade will be averaged:
Class Participation 50 points
Quizzes 25 points
Project #1 (Photo, PR) 75 points
Midterm Exam 100 points
Project #2 (News, Video) 75 points
Project #3 (Audio, Advertising) 75 points
Final 100 points
500 points total
(5% deduction in grades may occur if students consistently receives poor peer evaluations).
4. LETTER GRADE ASSIGNMENT
Numerical grades will translate into letter grades as follows:
A = 90-100%; B = 80-89% C = 70-79% D = 60-69% F = 59% and below.
Academic Honesty
Kennesaw State University and the Department of Communication are
committed to the highest standards of academic and professional ethics. We
expect our students to adhere to those standards. Academic honesty is
fundamental to the activities and principles of a university. All members of the
academic community must be confident that each person's work has been
responsibly and honorably acquired, developed, and presented. Any effort to
gain an advantage not given to all students is dishonest independent of whether
or not the effort is successful. Please see the Student Handbook for details on
academic honesty.
STUDENTS WITH DISABILITIES
Kennesaw State University does not discriminate on the basis of disability in the
admission or access to, or treatment or employment in, its programs or activities. The
Americans with Disabilities Act (ADA), Public Law 101-336, gives civil rights
protections to individuals with disabilities. This statute guarantees equal
opportunity for this protected group in the areas of public accommodations,
employment, transportation, state and local government services and
telecommunications.
If you have a visible or invisible disability and will require academic
accommodations in this course, I would be happy to discuss your needs.
Accommodations are coordinated through Disabled Student Support Services. If
you have a documentable disability is your responsibility to contact Carol Pope at
cpope@kennesaw.edu or call 770-423-6443. This must be documented through
DisAbled Services before your first graded assignment and cannot be
retroactively initiated.
FERPA
The Family Educational Rights and Privacy Act (FERPA) is a Federal law that
protects the privacy of student education records once the student has reached
18 years of age (20 U.S.C. § 1232g; 34 CFR Part 99). Under that law we cannot
release your student ID number, grades, performance evaluations, or any other
personal or academic information to anyone but you, unless you provide written
permission to do so. Also, I cannot discuss grades with you or anyone else over
unsecured lines such as email or phone.
Children on Campus
According to the KSU Staff Handbook (504.3c Children in the Workplace), the
University cannot acccommodate children of employees and students on campus
during normal operating hours. Children are welcome to make brief visits and to
attend scheduled events.
5. Special thanks to Dr. Stephen Neil for providing assistance with this syllabus.
COURSE OUTLINE AND SCHEDULE
Subject to change
Aug 22
First day attendance is mandatory for this course.Overview of the course
including issue of syllabus along with introduction of students.Chapters 1 &
2.Assignment: Post Photo displaying proper framing on WebCT.
Aug 29
Chapter 2 continued, Chapter 3. Shot composition, aesthetic, and outdoor/indoor
lighting will be discussed. Assignment: Bring Digital Camera (or smartphone
with acceptable camera) for Photo Assignment. Photo Assignment is given and
teams are formed. The rest of the class is Open Lab for Photo Assignment.
NOTE: Video production groups will be assigned on this date and a camera
pack must be checked out before September 6 class.
Sept 5
Open Lab – Digital Photography. Photo Assignment due next week. Bring
MiniDV tapes and AA batteries to future classes.
Sep 12
Students will present their Photo Assignment at the beginning of class.Post all
assignments to the class blog http://www.ksudigital.blogspot.combefore this
deadline. The video camera’s manual functionality will be discussed (Zoom, Pan,
Focus, Tilt). Soundbites, Voiceover, b-roll and standups are all discussed. In-
Class Camera Quiz.
Students will review Camera Quiz with instructor. Chapters 5 & 6, including
types of microphones and sound conditions (indoor and outdoor). Assignment:
Groups will be assigned to write a short news piece that will be shot in the
following class session.
Sep 26
Groups will go out to shoot and record indoor/outdoor dialogue and Nat. sound
along with DV cameras and mics. Scenes should feature three key shots and all
components of news package. Class discussion of chapter 6 including the
correct way to use a boom and lavaliere microphones. Time code will be
discussed. Project 2 is assigned with Scripts due next class period.
Oct 3
Open Lab – Project 2
Oct 10
Midterm Examination on chapters 1-6 and in-class notes.
Optional Meeting time with Instructor (Project 2). Students use additional class
6. time for continued production on Project 2.
Oct 17
Mandatory Editing Demo – Final Cut Pro. Students will begin optional in-
class Project II editing. To accomplish this, student must bring camera
pack and firewire, necessary firewire external hard drive with at least 7200
rpm, AND HEADPHONES. Students may also use outside editing or
computer facilities.
Oct 24
Chapter 9 and 10, Editing Project II. Open Lab
Oct 31
Open Lab – Exporting Project II.
Nov 7
Project II due with optional in-class screening. Non-linear audio editing is
introduced along with audio recording configuration. Project III is assigned.
Assignment: Students must interview clients and compose a script BEFORE
next week's class.
Nov 14
SFX, vocal effects and audio mixing are explored, using Audition.
Students will begin editing Project III. Students will record voiceovers in the
recording booth, followed by sweetening Assignment: Add music and sfx to
commercial before mixing down. Project III due December 6.
Nov 21
No class, fall break
Nov 28
Project III due. Students will receive review for Final.
December 5
Final Exam: Chapters 7-11, in class notes and handouts.