FACULTY OF BUSINESS AND LAW BM6603 Marketing CommunicationsMODULE HANDBOOKSeptember 2013 | | Contents Introduction 2 Staff details 2 Learning Outcomes 3 Approach to Teaching and Learning 3 Teaching Programme 4 Assessment 6 Reading 11 Introduction This module concentrates on the core features of the marketing communications function within the wider context of marketing planning, with a specific focus on the advertising, sales promotion, public relations and interactive marketing communications elements of the mix. The module incorporates theoretical and conceptual considerations with the operational aspects of marketing communications planning to ensure that you develop the skills that are essential for a career in marketing communications, whether on the agency or client side. A combination of lectures, workshops, case study analysis and student presentations support the learning experience. Staff details Module tutor: Hilary Wason h.wason@kingston.ac.uk . Hilary will be your main point of contact for academic matters.
ACADEMIC WRITING: REPORT 4.1 Overview 4.2 Reactions 4.3 Transferring 5. CONCLUSION REFERENCE LIST APPENDICES EXECUTIVE SUMMARY This report is a self- reflection about the Continuing Development Studies module. It aims to demonstrate the student’s understanding of the conventions of a “classical” report writing and provide an opportunity to reflect on the extent to which this process developed the student’s readiness to undertake. The findings reveal that, through this module, students are able to be aware of the transferability of select aspects of “Good Scholarship” beyond the academic world, increase their techniques, and improve their techniques associated to a scholarly study. 1.
Project managers Student’s name Professor’s name, Course title, 3/9/2015 1. Describe the different organizational structures as it relates to project management (i.e., functional, project-based, matrix). The three different project management organizational structures are: Functional organization, Project based teams and the matrix structure. Organization Structure & Culture. (n.d.) The functional organizational takes in to consideration the implementation and coordination of the various structures to give one functional area a dominant role to make the project a success, even though it will be managed by the existing hierarchy.
(ASSIGNMENT 2: ESSAY 2) Write a structured essay that discusses three (3) interpersonal skills that you consider critical to effective conflict resolution. Include examples to illustrate your answer. Student: Andrew Hotschilt Student ID: 111307 Lecturer: Hilary Haugstetter Subject: International Communication in Business Course: Bachelor of Business (Maritime and Logistics Management) Due Date: 19 April 2010 Word Count: 1898 Abstract Throughout this essay three primary skills: Empathy, Active Listening and Reframing are explored to develop their importance in relation to effective Conflict Resolution. Examples are provided to reveal how the application of these skills can be used to quell emotionally volatile negotiations. This study determines the significant roles of each skill as a founding function for resolving conflict.
It follows that “challenge-based learning experiences” are being included already in bachelor and master-level education. Challenge-based learning is also addressed on the program level, where it is argued that a program that addresses grand challenges should include research experience, have an integrated curriculum, train entrepreneurship, provide a global dimension and offer service learning. According to Apple Inc. 2010, challenge-based learning mirrors the 21st century place so the teacher’s task is to work with students to take multidisciplinary standard-based content, connect it to what is happening in the world today, and translate it into an experience in which students make a difference in their community. People need to begin to educate themselves on information management skills such as producing, collecting, evaluating, searching and presenting data by creating information systems and on how to spread information effectively both in and outside of organizations. Student work in collaborative groups and use technology to tackle real-world issues in the context of their school, family, or local
Armando nunez | College Readiness | What Is College Readiness | | Armando Nunez | 10/1/2011 | :) | Armando Nunez 10 - 1 – 11 Cristo Rey Brooklyn SB College Readiness The Purpose of this paper is to show Armando goals in the four facets of college readiness: contextual skills and awareness, academic behavior, and key content, and key cognitive strategies. College readiness can be described as how ready you are to start and succeed in college and if you have the thinking skills and the academic behavior needed for college. Key cognitive strategy is a term used to describe the intelligent behavior a student needs to be successful in college like David T. Conley said “Understanding and mastering key content knowledge is achieved through the exercise of broader cognitive skills embodied within the key cognitive strategies”. Academic behavior is one of the facets that pay more attention on self-monitoring and things you can to do make yourself better and another great quote to better describe academic behavior from David T. Conley is “Key academic behaviors consist largely of self-monitoring and study skills “. Key Content is separated into different sections including Intellectual openness, inquisitiveness, reasoning, argumentation and proof, interpretation, precision and accuracy, and problem solving.
In conclusion, the paper discusses a future student-centred initiative and considers how the development of a culture of critical reflection depends not just on awareness but also has curriculum and resource implications. Keywords: Reflection, Assessment, Higher Education 1. Background In the UK, the Qualifications and Curriculum Authority (QCA) has been responsible for setting National Standards for Key Skills for all university students. Level 4 key skills have been specified (QCA, 2001) for all undergraduates in the six areas of: • communications, • information technology, • application of number, • working with others, • problem solving • and, improving
How to Write a Masters Degree Objective An objective is a written statement often required for admission to a Master's degree program. Often, an objective statement is the best way for admissions counselors to assess a student's potential, and a well-written objective can make the difference between acceptance and rejection. In preparing your objective, be sure to take the following steps. Step 1 Begin with a paragraph about yourself and your background. Be sure to explain why your background has prepared you for the degree program to which you're applying, and why you're interested in this program in general.
Be able to conduct the basic analyses (e.g., Competitive profile matrix, External factor evaluation matrix, SWOT matrix, etc.,) that are critical to a company’s strategic decisions. INSTRUCTIONS: Individual writing assignment (20%): Briefly summarize the Porter's Five Generic Strategies and give 6 specific examples for each generic strategy. Provide a short explanation for each example to answer the question why that example is attributed a specific generic strategy. Group writing assignment (40%): Each group consisting of a maximum 6 students will select a case in the textbook (Strategic Management, Concept and Case - Fred R. David - 13th Edition) to develop a written case analysis. The group writing must follow the outline described in the section "Step in Preparing a Comprehensive Written Analysis," page 383.
Yolanda Bushwana Student Number: 44631634 PYC 4807 ASSIGNMENT 1 Unique number 581822 TABLE OF CONTENTS SECTION A: Introduction…………………………………………………………………………………………………………………..2 The Planning Phase………………………………………………………………………………………………………..3-4 The Item Writing Phase………………………………………………………………………………………………….4-5 Assembling and Pre-Testing…………………………………………………………………………………………..5-6 Item Analysis………………………………………………………………………………………………………………….6-7 Evaluation and Establishing Norms………………………………………………………………………………..7-11 Establishment of Norms…………………………………………………………………………………………………11-12 Publishing and Ongoing Refinement………………………………………………………………………………12-13 Conclusion (Section A)…………………………………………………………………………………………………….13 SECTION B: Introduction……….…………………………………………………………………………………………………………….14 Steps to be followed in Adaptation…………………………………………………………………………………..14-15 Translation of Source Instrument……………………………………………………………………………………..15-16 Deciding on Experimental Design………………………………………………………………………………………16 Conclusion…………………………………………………………………………………………………………………………16 Refernces…………………………………………………………………………………………………………………………..16 In this assignment we have been asked to write an essay on the process that would be followed in developing a psychological assessment measure. In discussing the