The document analyzes university media in Ecuador, including their models, types, functions, and self-determination. It identifies the most common models as institutional media managed by communication departments or faculties for student participation. The primary functions of Ecuadorian university media are to provide practical learning, promote the university brand, disseminate knowledge, support education, and address social issues. Results found the majority consider themselves public or mixed community-public/private, with self-determination being an important aspect.
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Metropolitan State University's vision to serve underserved populations, particularly working adults and students of color, employ student-centered strategies to recruit, retain and graduate students at highest levels of success in the MNSCU (Minnesota State Colleges and Universities) system.
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Policy paper written for fellowship application which questions California's largest expenditure (education) based on the statistics of college-ready high school graduates.
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This brief reviews the market landscape for graduate science journalism programs through analysis of the websites used to represent those programs and recruit applicants.
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including Research and Economic Activity, meaning the research activity and resulting economic impact by the five campuses of the state's public research university, the University of Massachusetts. This presentation gives a preview of data showing where Massachusetts stands in these outcomes at the outset of the Vision Project. More information at www.mass.edu/visionproject. Original presentation date: May 3, 2011
Introduction to UNESCO Chairs at the University of Guadalajara presented by Carlos Ivan Moreno Arellano during the UNESCO Chair Working Group Meeting held in Barcelona last 29 of September.
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analysis.
Therefore, this paper proposed the communication model of interactive advertising and drawn two related
important conclusions, interactivity has brought positive effect to advertising communication, different type
of consumers tend to use different interactive options in different ways. Furthermore, this paper also
presented three related optimization strategies to improving the communication of interactive advertising,
namely, 1.changing communication model from one-way to two-way, 2.renovating new communication
process and effect-generated path, 3.renovating new strategy portfolio to improving the communication
effect of interactive advertising.
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Lok Samvad Sansthan & ML Sukhadia University is all set to host "4th All India Media Conference-2019 (International)" On
“Digital Communication & Empowerment: Emerging opportunities & Key Challenges” For Media Educators, Academicians, Media Professionals, Corporate Communicators & Social Media Activists
Organised By:
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September 27-28-29, 2019, Udaipur
Last teacher did not send a complete paper and I need it to be com.docxjesseniasaddler
Last teacher did not send a complete paper and I need it to be completed in about 4 hours and turned in by 0400 EST. IF YOU CANNOT COMPLETE THIS IN TIME, PLEASE DO NOT RESPOND.
Paper needs to be 5 pages single spaced (not including the cover page/works cited) and right now it is only 3 pages single spaced with no conclusion.
NO PLAIGARISM!
Transnational Media Practice Summer 2015
Media & Development Assignment: The U.S.-Middle East Partnership Initiative (MEPI)
DUE: Sunday, June 14 by 0800 EST
PARAMETERS: 5 single-spaced pages in Times New Roman 12-point font, excluding the works cited page, NO PLAIGARISM
Each student will choose an existing international development project and analyze the roles media/communication technologies currently serve in its implementation/realization, situating their analysis within existing literature on development and communication paradigms.
The U.S.-Middle East Partnership Initiative (MEPI)
http://mepi.state.gov/index.html
Students will also assess the potential blind spots and pitfalls in the DevComm strategies being employed and propose a means of achieving development objectives through media/communication technologies that addresses and aims to correct said pitfalls.
In particular, students are asked to analyze how the organization understands and/or communicates the value of media as part of the development strategy (alternately, students might analyze how the organization uses media to communicate its mission to different audiences). Students should not take the claims made by the organization at face value, but should critically engage with the assumptions driving the media strategy as well as with the “story” being told through the media.
Students should also consider how development discourses are being articulated through the organization’s media strategies (i.e., how are those helping and those being helped presented? Whose voices are foreground? What relationships are enabled or curtailed through the media program? How are selective solutions presented as obvious?). Similarly, students should consider the political economic dimensions of the campaign (i.e., whose interests are being served? How is it funded? Regulated?).
Each student will choose an existing international development project and analyze the roles media/communication technologies currently serve (or could potentially serve) in its implementation/realization, situating their analysis within existing literature on development and communication paradigms. Using readings assigned, students will also assess the potential blind spots and pitfalls in the DevComm strategies being employed and propose a means of achieving development objectives through media/communication technologies that addresses and aims to correct said pitfalls.
Focus on
-
Media for development
-
Media development itself
Identify a development initiative that uses media as a tool
-
Critically analyze the underlying roles that the media plays in this .
Journal of Public Relations Education, Vol. 2 Issue 1
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Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica†Smith, Abilene Christian University
Abstract
Student-led advertising and/or public relations agencies have increasingly become an educational component of university ad/PR programs. Previous research has established the value that advisers see in the agencies, and this study reports student perceptions of agency involvement. The survey (N = 210) found that participants rated the opportunity to work with real clients, the importance of their universities having agencies, and the increase in their own job marketability as the most positive aspects of the agency experience. Participants said that the most highly rated skills that agency participation built were the ability to work with clients, working in a team structure, and interpersonal skills.
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Transnational Media Practice Summer 2015Media & Development Assi.docxnanamonkton
Transnational Media Practice Summer 2015
Media & Development Assignment: The U.S.-Middle East Partnership Initiative (MEPI)
DUE: Sunday, June 14 by 0800 EST
PARAMETERS: 5 single-spaced pages in Times New Roman 12-point font, excluding the works cited page, NO PLAIGARISM
Each student will choose an existing international development project and analyze the roles media/communication technologies currently serve in its implementation/realization, situating their analysis within existing literature on development and communication paradigms.
The U.S.-Middle East Partnership Initiative (MEPI)
http://mepi.state.gov/index.html
Students will also assess the potential blind spots and pitfalls in the DevComm strategies being employed and propose a means of achieving development objectives through media/communication technologies that addresses and aims to correct said pitfalls.
In particular, students are asked to analyze how the organization understands and/or communicates the value of media as part of the development strategy (alternately, students might analyze how the organization uses media to communicate its mission to different audiences). Students should not take the claims made by the organization at face value, but should critically engage with the assumptions driving the media strategy as well as with the “story” being told through the media.
Students should also consider how development discourses are being articulated through the organization’s media strategies (i.e., how are those helping and those being helped presented? Whose voices are foreground? What relationships are enabled or curtailed through the media program? How are selective solutions presented as obvious?). Similarly, students should consider the political economic dimensions of the campaign (i.e., whose interests are being served? How is it funded? Regulated?).
Each student will choose an existing international development project and analyze the roles media/communication technologies currently serve (or could potentially serve) in its implementation/realization, situating their analysis within existing literature on development and communication paradigms. Using readings assigned, students will also assess the potential blind spots and pitfalls in the DevComm strategies being employed and propose a means of achieving development objectives through media/communication technologies that addresses and aims to correct said pitfalls.
Focus on
-
Media for development
-
Media development itself
Identify a development initiative that uses media as a tool
-
Critically analyze the underlying roles that the media plays in this perspective
-
Critically think about the medium and any edits, music, etc. think about the medium having specific attributes
-
Think about the way that they claim, track articles about that organization and their mission
o
Read the assumptions that are underlying the initiative’s objective
Look at and critically analyze development discours.
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Authors: Antonio Jose Rodrigues Neto, Maria Manuel Borges and Licinio Roque
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Authors: Rafael Galán-Arribas, Francisco-Javier Herrero-Gutiérrez, Cruz-Alberto Martínez-Arcos and Sonia Casillas-Martín
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Last teacher did not send a complete paper and I need it to be com.docxjesseniasaddler
Last teacher did not send a complete paper and I need it to be completed in about 4 hours and turned in by 0400 EST. IF YOU CANNOT COMPLETE THIS IN TIME, PLEASE DO NOT RESPOND.
Paper needs to be 5 pages single spaced (not including the cover page/works cited) and right now it is only 3 pages single spaced with no conclusion.
NO PLAIGARISM!
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Media & Development Assignment: The U.S.-Middle East Partnership Initiative (MEPI)
DUE: Sunday, June 14 by 0800 EST
PARAMETERS: 5 single-spaced pages in Times New Roman 12-point font, excluding the works cited page, NO PLAIGARISM
Each student will choose an existing international development project and analyze the roles media/communication technologies currently serve in its implementation/realization, situating their analysis within existing literature on development and communication paradigms.
The U.S.-Middle East Partnership Initiative (MEPI)
http://mepi.state.gov/index.html
Students will also assess the potential blind spots and pitfalls in the DevComm strategies being employed and propose a means of achieving development objectives through media/communication technologies that addresses and aims to correct said pitfalls.
In particular, students are asked to analyze how the organization understands and/or communicates the value of media as part of the development strategy (alternately, students might analyze how the organization uses media to communicate its mission to different audiences). Students should not take the claims made by the organization at face value, but should critically engage with the assumptions driving the media strategy as well as with the “story” being told through the media.
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Focus on
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Identify a development initiative that uses media as a tool
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Critically analyze the underlying roles that the media plays in this .
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Each student will choose an existing international development project and analyze the roles media/communication technologies currently serve in its implementation/realization, situating their analysis within existing literature on development and communication paradigms.
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Media for development
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Read the assumptions that are underlying the initiative’s objective
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University Media in Ecuador: Types, Functions and Self-determination
1. University Media in
Ecuador:Types, Functions
andSelf-Determination
Juan PabloTrámpuz, Universidad de Málaga y ULEAM
Daniel Barredo, Universidad del Rosario
Carlos Arcila Calderón, Universidad de Salamanca
Eduar Barbosa, Universodad de Salamanca
2. Introduction
The university media are actors that, being attached to
Higher Education Institutions (HEI), try to find a balance
between media and education. This situation generates
a series of peculiarities that differentiate them from their
commercial counterparts.
3. Introduction
The following research questions are asked: RQ1: What
are the models, types, functions and self-determination
of the university media in Ecuador? RQ2: Do the models
and types of media condition the functions and self-
determination manifested by those who direct these
spaces communicational?
4. Methodology
and
description of
the sample
The present work is presented as a descriptive, mixed-
approach or quali-quantitative and empirical-
documentary research. Through the development of a
review of the existing literature, which allowed to
identify mainly the functions of the university media in
Ecuador, and the structured interview, centered on the
models, types and self-determination of the media.
5. Methodology
and
description of
the sample
12 texts published between 2013 and 2018, with a greater
presence in 2016 and 2017. The textual corpus focuses on 75% in
the radio medium and 25% in television, none of them analyzed in
a general way.
The participating institutions, through interviews with the
directors of their university media, are: Catholic University of
Cuenca (3 media); Santiago de Guayaquil Catholic University (2);
Central University of Ecuador (2); Eloy Alfaro de Manabí (2);
Técnica del Norte (2); University of the Hemispheres (2); Latin
American Faculty of Social Sciences - Headquarters Ecuador;
Pontificia Universidad Católica del Ecuador - Ibarra Headquarters;
San Francisco University of Quito; University of Cuenca; University
of Azuay; National University of Loja; Salesian Polytechnic
University; Technical University of Ambato; Private Technical
University of Loja; Technical University of Manabí; University of
the Americas; Agricultural Polytechnic School of Manabi; San
Gregorio University of Portoviejo;Technical University of Cotopaxi.
6. Results:
Models and
types of
Ecuadorian
MCUs
Principals models and types:
Model: Institutional
Type: Media managed by a department or by a Communication
faculty, in which students can participate.
This type of media is the most numerous and, in turn, is subdivided
into two groups: those that are directly assigned to the race, which
occupy 55.6% of the total MCU.
Type: Media managed by the Press Office or the Rector, with the
aim of making the work carried out by the academic institution
reach society.
The HEI has an undergraduate degree in Journalism or
Communication: this is the largest group within this type, since it
reaches 22.2%
7. Results:
Functions
Table I: Priority functions of university media in Ecuador
• Be a practice-learning scenario for future professionals, common
in universities with careers in Communication
• Promote the image and institutional brand, acting as a public
relations tool
• Disseminate university thinking and scientific knowledge, in
relation to issues of collective interest
• Promote culture, opening up to actors who do not have space in
private media
• Produce and / or distribute educommunicational contents oriented
to deal with social problems, through their own channels or other
means
• Provide support to the training processes of the university itself,
through the creation and dissemination of support material for
subjects and courses
Source: Own from [15] [8] [11] [5] [12] [6] [10] [14]
8. Results: self-
determination
The results show that 40.7% are considered public,
26% community-mixed, 18.5% private, and 14.8%
community.
“The law defines universities as academic communities,
being the television channel and the radio owned by a
university ..., means by drag or legal consequence should
be considered community media, when the television
network was made the Law did not exist yet of
Communication, there were only private media or public
media, virtue of that they gave us a public frequency,
what is maintained until today and which we hope to
change in the next contest of frequencies, to
community”. Interviewee N. 20.
9. Conclusions
Each university environment meets the requirements of each HEI,
which conditions aspects such as orientation and functions.
It is expected that the proposed classification by model, type and
subdivision adapted to the Ecuadorian context will become an
input for future studies related to university media in Ecuador.
Community self-determination in the university media of Ecuador
is relevant. At this point, it should be considered that a good part,
prefer to speak of a mixture between the community and the
public, or the community and the private, which could put into
debate the need to establish a typology of the university media,
based on a meeting point between the Organic Law of
Communication and the Organic Law of Higher Education.
The university media in Ecuador are constituted as differentiated
actors in the national media scene.