Demonstrates application of organization and presentation of content.

Assessment Portfolio

Focus of the Final Project:

As you have learned throughout this course, assessments are used for many purposes. As professionals working with children, we must look at assessment as a driving force behind planning instruction, maximizing growth and development, and developing goals for children in our care. We must begin to understand the relationship between how children are assessed and how assessment data is used. This is a multistep process of gathering data, determining goals for instruction, and then implementing those goals into our work with children. For this Final Project, you will develop a partial portfolio for the child you observed, and, with that information, you will develop instructional goals for that child. This assignment has three parts:

Step 1 (5 points): The first part of this assignment requires you to develop a cohesive statement of purpose, which will serve as the introduction to this assignment. Using information gained from all five weeks of this course you will provide an overview of assessment and state how it applies specifically to your future work with children.

Your statement of purpose must include the following:

The purpose of assessment.

How you will utilize assessment when working with children. Make sure to include how this plan for utilizing assessment aligns with your future work.

How you can use assessment to document children’s work.

How will you use children’s interests and ideas when assessing.

How you will use assessment to differentiate instruction and intervention for children who may have a special need. Refer back to your Week Three Assignment to assist with this.

Step 2 (5 points): The second part of this assignment requires you to create an assessment portfolio for the child you have been working with. It is imperative to maintain the confidentiality of the child you are working with, so make sure to only include the child’s first name. For this assessment portfolio:

Describe the child that you are creating this portfolio for. Include, in paragraph form, the information you provided to your instructor in the week 1 learning activity (remember not to include any identifying information about the child (e.g. last name).

Observe the child you have been working with using the screening document “Developmental Checklists Birth to FivePreview the document” from The Early Childhood Direction Center. Make sure to use the appropriate age range for the child.

After completing the Developmental Checklists Birth to FivePreview the document, create a diagnostic activity for the developmental area where the child scored the lowest. Make sure to include a statement explaining the purpose of the assessment.

You will also need the information you compiled on this child from the Week Two Observation Assignment. (Be sure to make any changes recommended by your instructor.) This includes both observation forms: Running Record or Anecdotal Record and Time Sampling or Event Sampling forms.

Step 3 (15 points): The final part of this assignment requires you to create developmentally appropriate instructional goals for this child (based on the age of the child you are working with and all of the data you have gathered).

5 points: Create at least three objectives (goals) for each developmental domain: cognitive, physical, social and emotional, and language for a total 12 objectives. If you need assistance with how to create effective learning objectives, please view the Objectives section of the ECE/CD Lesson Planning Handbook that is available with your Constellation materials for the course or review section 7.1 of the course text.

Along with each objective, provide a corresponding classroom activity that will be used to help this child reach this objective.

5 points: You will also create a recommendation plan, which you will share with the child’s family, for helping this child to continue with his or her growth and development at home.

Summarize how you will communicate with families about the assessments and the information gained from them. Your summary should include how you will connect with the family as well as the type of information you will share with the family. Refer back to your Week One Discussion Two, Week Three Discussion One, Week 4 Discussion One and Week 5 Discussion 2 for ideas to use in your summary.

Identify three activities that the families of this child can work on at home. Include instructions for completing each of the activities.

5 points: Discuss the next steps (intervention plans, referral for further evaluation, etc.) that you would take after connecting with the child’s family about their strengths and areas of need. Make sure to explain how these next steps align with the instructional objectives you created.

This part of the assignment should be at least a page in length.

Written Expectations

Content Development (.5 points): Use appropriate and pertinent content to address ideas within the context of the discipline, shaping the work as a whole.

Context and Purpose for Writing (.5 points):Demonstrates application of organization and presentation of content. The writing is should be clear and easy to understand.

Assignment Length (.5 points): Your written paper must be at least ten pages (not including title and reference pages); Along with your paper, you must include both observation forms and your title and reference page as one document. Make sure to include a table of contents so that each component of the assignment is easy to locate.

Title Page: Inclusion of a separate title page with the following:

Title of presentation

Student’s name

Course name and number

Instructor’s name

Date submitted

Source Requirement (.5 Points): Reference three scholarly sources in addition to the text. All sources included in the reference list must be cited in the portfolio.

APA Formatting (.5 Points): Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment, the title page, and references list as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Syntax and Mechanics (.5 Points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

The post Demonstrates application of organization and presentation of content. appeared first on graduatepaperhelp.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Develop a thorough understanding of the entire advertising campaign process

PRAD 336 Spring 2019 Syllabus

Required Course Textbook: (Available at the Loop bookstore or on Amazon.com)

ADVERTISING CAMPAIGN PLANNING | Edition: 5TH 16
Author: AVERY

ISBN:9780978663834

Used rental at Barnes and Noble approx. $23

Costs:

Each student should be prepared to participate in the financing of their team’s group project. Estimate $25-$50 per student.

Course Description:

This course is designed to help you pull everything you’ve learned in previous PRAD courses together to solve real world marketing communication problems. It’s less about learning new material, and more about putting the knowledge you already have to use as you develop a real advertising campaign for a real client. Working as a team, you will approach the communication problem you are given the same way an advertising agency would when working for a new client. Lectures and in-class discussions throughout the quarter will help facilitate this process, but your ability to work together as a team (both inside and outside of class) will be critical in developing a successful campaign.

Course Objectives:

· Review advertising basics from previous courses e.g. market research, targeting, creative brief writing.

· Develop a thorough understanding of the entire advertising campaign process and how it is put together to help solve client needs.

· Analyze a client’s advertising/marketing problems and opportunities based on a thorough background research and situation analysis.

· Understand how to develop a marketing communication strategy, set realistic advertising objectives, and conduct relevant research.

· Write a creative brief encompassing all of the above.

· Develop strategic advertising messages for the intended target based off of brief.

· Develop creative and relevant media planning and buying recommendations

· Make realistic evaluation and budget recommendations

· Sharpen the skills necessary to be an advertising professional

· Understand how to work collaboratively as part of a team.

· Gain experience presenting to a real client (some teams)

· Develop a campaign book that will showcase your work to future employers

Week

Day / Date

Topic

Reading

Avery

Project Work

Assignment

Due

1

Mon 4/1

Intro to Class, Syllabus Review

Agency Departments

Secondary Research, Primary Research, Speed Dating

Wed 4/3

Agency Departments

Secondary Research, Primary Research, Speed Dating

p. 1-77

Form Teams

2

Mon 4/8

Client Briefing via Zoom

p.78-131

Teams begin their secondary research, competitive overview and situation analysis. Teams prepare the first status report/schedule. Status report updated each week.

Group Teams (5 members) Finalized by 11:59pm. Please use Google doc, link on D2L

Wed 4/10

Guest Speaker: Ass’t Professor Maria deMoyaTaveras

Faculty advisor for the Latino Media and Communication program

Topic: Advertising to Latinx Communities

p. 132-159

Online quiz on D2L closes Sunday 4/14 at 11:59pm

3

Mon 4/15

Creative Brief Review

p.160-187

Teams should complete secondary research, competitive overview and situation analysis and begin primary research this week.

Status Report #1 due (one per team, Submissions Folder)

Wed 4/17

Creative Brief Review

p.188-225

4

Mon 4/22

Creative Brief Exercise

p. 226-235

Teams should complete their primary research this week.

Status Report #2 due (one per team, Submissions Folder)

PC#1 due

Competitive Overview, Secondary Research, Situation Analysis, Backgrounding

(one per team), 1 copy printed bring to class and 1 copy to Submissions Folder.

Creative brief due Tuesday 4/23 at 11:59pm. Submissions Folder and printed copy to class Wednesday.

This is an individual assignment

Wed 4/24

Creative Brief Exercise Presentations

5

Mon 4/29

Guest Speaker: Susan Viti, VP Strategy Director of Spark Foundry

Media Review

Teams should finalize their creative brief and hand off to the creative members of the team and the media members of the team.

Status Report #3 due (one per team, Submissions Folder)

PC#2 due

Primary Research

Findings and Analysis

(one per team) 1 copy printed bring to class and 1 copy to Submissions Folder.

Wed 5/1

No Class, Team Meetings

Online quiz on D2L closes Sunday 5/6 at 11:59pm

6

Mon 5/6

1:1 Team Meetings

Review of PC #2 and #3

Creative and Media

Teams should continue with creative work and media plan should be finalized this week. Teams will construct a media plan and budget this week. Creative work for all media choices should be developed.

Status Report #4 due

(one per team, Submissions Folder)

PC#3 due

Creative Brief

Wed 5/8

No Class, Team Meetings

7

Mon 5/13

Guest Speaker:

Paula Kroening

Creative Agency Lead

Google

Teams will pull all elements of the project together this week, create a final presentation to hand in and begin rehearsal of their verbal presentations.

Status Report #5 due

(one per team, Submissions Folder)

PC #4 due Media Plan and Budget (one per team) 1 copy printed bring to class and 1 copy to Submissions Folder.

Wed 5/15

No Class

Online quiz on D2L closes Sunday 5/19 at 11:59pm

8

Mon 5/20

Final Project Presentations

Apx. 20 mins per team plus 10 mins Q&A

3 Teams will present in each section

attendance mandatory

ALL Projects Due – regardless of presentation date

professionally printed(one per team)

Note: Attendance is Mandatory at presentations

Failure to attend will result in a 0 for class participation.

Wed 5/22

Final Project Presentations

Apx. 20 mins per team plus Q&A

3 Teams will present in each section

attendance mandatory

9

Mon 5/27

Memorial Day – NO Class

Wed 5/29

Final Project Presentations (if needed)

Team Prep for Finalist Team

10

Mon 6/3

Presentation will be 5-7:30pm

Attendance Mandatory

Location tbd

Note: Attendance is Mandatory at presentations

Failure to attend will result in a 0 for class participation.

Wed6/12

Final Quiz due

8:30-10:45am on D2L, must be complete by 10:45am

Note: The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary. Due to client considerations and guest speakers, the schedule is may change.

EVALUATION The coursework will be evaluated according to the following weights:

Course Requirements

% of final grade

Points Allocated

GROUP WORK

Group Project

40%

40

Project Component PC-4

20%

5 each, 20total

Status Reports

5%

1 each, 5 total

Total Group Work

65%

65 pts

INDIVIDUAL WORK

Creative Brief

10%

10

Online Quizzes – 3

15%

5 each, 15 total

Final Quiz

10%

10

Total Individual Work

35%

35 pts

Class Total

100%

100

Grading Scale

FINAL LETTER GRADE

%

A

93-100%

A-

90-92%

B+

87-89%

B

83-86%

B-

80-82%

C+

77-79%

C

73-76%

C-

70-72%

D

60-69%

F

<59%

Group Work – 65% of total grade

Project Components, Status Reports and Group Project Presentation

To be successful in advertising, public relations, or any marketing communication discipline, each person must bring their own area of expertise to a group situation and work together toward a common goal. In an advertising agency, the account team, researchers and planners, creative teams, and media planning and buying groups must all focus their energy on solving their client’s needs. Unlike an advertising agency, you will have the luxury of picking your teams. This is to ensure that scheduling etc. does not become the focus of the group’s activities. You should be prepared to schedule 1-2 weekly meetings outside class with your team

Students will form an “agency team” with a total of 5 students per team to work on a group project. Teams will be formed by the end of the 2nd week of class. There is a Google doc link on D2L, please enter your team in the doc. In class presentations of 30 minutes will take place in the final class sessions. All projects are due on May 20 regardless of presentation date. You must submit your project to the Submissions Folder and submit a professional hard copy in class. Professional means printed in color, bound, in a folder or some other similar presentation that is worthy of a real ad agency. One copy per team.

The purpose of this project is to provide you with the opportunity to write a comprehensive campaign plan utilizing the important concepts and knowledge learned throughout your career at DePaul University. To ensure you have ample time and energy to complete a thorough campaign plan there are some interim due dates. Each week a status report will be due (one per team).

Additionally, there are three due dates for Project Components. These are worth 5 points each. I will review and discuss your progress at each stage. The goal is to give you feedback along the way so the content in the PCs can be improved before the final project is completed. The specific assignments for the PCs as noted in the calendar are:

PC #1- Competitive Overview, Secondary Research, Situation Analysis

PC # 2 – Primary Research Results and Analysis

PC #3 – Creative Brief

PC #3 – Media Plan and Budget

These are NOT essays but meant to be completed components that you can slot into your final campaign book. Consider creating ppt slides that you will then use in your final presentation. Tip – choose the format, style, look of the final presentation before you do PC #1. Create all your PCs in this final format/style and you will have less to pull together at the end of the project.

Final Campaign:

The final campaign will be turned in on the first day of presentations for all groups, regardless of presentation date. It should be printed in color and bound. It should also be submitted digitally to the Submissions Folder. The pages and layout should be well designed and include both written text and images to help communicate your recommendations. Plans books are typically 20 – 40 pages long (however there is no length requirement, nor format requirement, please see the assignment sheet for more details) and will include (but not be limited to):

· A thorough situation analysis and competitive overview

· Primary and secondary research findings

· Marketing Problem Definition

· A clearly detailed defined target audience(s)

· Consumer Insight

· Campaign objectives

· Brand Imperatives

· Creative Direction

· Creative advertising concepts and executions (video, audio, printed, social media)- the client will be MOST interested in this section, use your creativity in both coming up with and presenting your ideas

· Media strategy/media plan

· Realistic budget recommendations

· Recommendations on how to evaluate the success of your plan

Final Campaign Presentation:

The in-class verbal presentation should look professional and utilize high quality graphics. Wear professional attire and come well- rehearsed. Each team will have a maximum of 30 minutes to present including Q&A. The best team will present to the client. Approximately 60 students are competing for this opportunity. Everyone will attend the client presentation whether presenting or not. Attendance is mandatory at the in-class presentation dates and the final client presentation. If you must miss a presentation date, I will require a formal excused absence which you can obtain from the Dean of Students. Conversely, missed presentations result in a 0 for the final quiz.

Student will be responsible for contacting the Dean of Students office and securing this verification.

Group Dynamics:

Each group has the right to fire a non-participating member. Any member fired from their group automatically loses the points for this quarter long group project (60% of your total grade) or must complete the project as an individual. The group should exercise EVERY means possible for getting the group member to do his/her part. A conference with the entire group and me must occur before a member can be fired. A group member cannot be fired after the end of week 6.

Individual Work – 35% of total grade

ONLINE QUIZZES 15% of total grade

There will be32 online quizzes. Each will be on the material presented by our guest speakers. They are worth 5 points each. Missed quizzes cannot be made up. If you miss a guest speaker you cannot take the quiz.

Creative Brief 10% of total grade

Each student will submit a creative brief for their product. Brief will be started during class and is due on Tuesday April 23 at 11:59 pm to the submissions folder. A printed copy is due at class time on Wed 4/24.

Final Quiz

There will be an online quiz during finals week. Students who do not attend the final presentations in class or with the client will receive a 0.

CLASSROOM POLICIES

· To facilitate an effective learning environment, mobile phones must be switched off before you enter the classroom. Computer/tablets/phones may not be used during class.

· Students are responsible for checking D2L before each class for updates.

· Please make sure your email address is current with DePaul University so that you can receive e-mails sent through D2L.

· Disagreements with grades must be submitted in writing within 5 days of grade posting.

The post Develop a thorough understanding of the entire advertising campaign process appeared first on graduatepaperhelp.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Leadership Processes

GUIDELINES FOR CASE 2 (individual and team assignment)

Purpose The purpose of Case 2 is to critically examine and apply collective identity concepts as a form of organization and group leadership. Note from our discussion of Chapter 11 that strong group identity can enhance desirable outcomes such as group cohesion, trust among group members, retention, cooperation, collective efficacy, greater motivation and effort for group goals, a lower likelihood of free-riders, and a willingness to place the group’s goals above self-interests.

An additional purpose of the assignment is to address the UML essential learning outcome of information literacy. Specifically, students will hone their competence in the use of digital technologies to effectively search for, identify and evaluate sources of information pertaining to empirical-based evidence, and apply this information to address the problem at hand. Individual Assignment Search and identify two research studies (empirical-based evidence) that demonstrate ways to increase collective (group or organization) identity. Go beyond the research cited in the textbook. We will discuss in class how to search and access digital versions of research articles through the UML library and Google Scholar.

Complete a one-page, single-spaced, summary report that includes the following: • For each of the two studies, summarize in your own words a general way to increase

collective identity based on the respective study’s findings. The end result must be two separately headed sections that identify two distinct ways to enhance collective identity.

• Head each section with the full citation of the study using APA format (https://owl.english.purdue.edu/owl/resource/560/07/).

• Upload the completed, single-page individual assignment to the appropriate Blackboard folder by midnight on Tuesday 4/16, the due date listed in the syllabus.

Team Assignment As a team, choose a specific company and take on the role of external consultants hired to advise the company on how to increase their collective identity. I must approve the company. Complete an 8-minute, live or recorded team presentation in which all team members participate. All team slides or recorded presentations must be uploaded to Blackboard by class start time on Thursday 4/25, the due date listed in the syllabus. Live presentations (teams that did not choose the recorded option) will take place during class on Tuesday 4/30 and Thursday 5/2. Presentations must include the following: • Describe the relevant features of the specific organization or group context chosen for your

team analysis. • Describe three distinct ways to increase collective identity for the specific organization or

context described. Choose these methods from the ones identified in the team members’ individual assignments, but now customize the approach to fit your specific chosen context. Be certain to cite each research study used and provide the full references.https://owl.english.purdue.edu/owl/resource/560/07/

The post Leadership Processes appeared first on graduatepaperhelp.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Which Level of Identity is Salient?

1

Chapter 11 Identity Processes

(individual, collective & organizational) Dr. Kimberly Merriman

Email: Kimberly_Merriman@uml.edu Phone: 215.237.6686 Web: www.kkmerriman.com

Identity Defined

• Our “core identity” comprises how we define ourselves, our deepest values and our feelings about our self (our self‐concept)

• Viewed broadly, our identity consists of the typical behaviors we put forth as appropriate within a given “role”

• We all hold multiple identities or “selves,” and our social context influences which self is most salient (in our “working memory”) at a given time

4/2/2019

2

Levels of Identity • Individual identity: our perception of ourselves in contrast to others

• Interpersonal and Relational identity: our self‐ concept derived from relationship with another individual

• Collective and Social identity: our self‐concept derived from group membership

• Organizational identity: properties of the organization that are central, enduring and distinct from other organizations

Which Level of Identity is Salient? We all have individual, interpersonal and collective identities, but one will be more salient at any given time. • When our individual identity is activated (made salient), we care about our own welfare (self‐ interest)

• When our relational identify is activated we care about our partner

• When our collective identity is activated, we care about the group/organization

Activating Collective Identity Practices that build collective identity (you will research and apply more ways in Case 2):

• Have members wear a common “uniform” • Facilitate member interaction • Encourage socializing and time together beyond work hours • Emphasize competition with outsiders (us vs. them) • Minimize member status differences within the group • Label or name your group • Adopt symbols, rituals, mascots, jargon, etc. that are

unique to your group • Frame your group as high in status

4/2/2019

3

Organizational ID Pros/Cons • Positive: A strong organizational identity facilitates collective identity for the members of the organization!

• Negative: A strong organizational identity also creates potential risks and difficulties: – Strong organizational ID tied to the founder relies on public perceptions of founder (e.g., Martha Stewart, Paula Deen, Elon Musk, Elizabeth Holmes)

– Changing the organization’s strategy is difficult if it contradicts established strong organizational ID (e.g., GoDaddy)

Over‐Identification • A strong collective identity—or when people identify deeply with their leaders or organizations—has clear organization benefits: – People are less concerned with self‐interest and more concerned with group or organization interests

– Their role in the group or organization is performed more volitionally and authentically since it is consistent with their identity

• However, over‐identification leads to undue conformance and failure to question poor decisions – E.g., cults are the epitome of over‐identification

Study Example: Activating Collective ID • Experimental study took place on online movie rating site • Researchers “manipulated” conditions to increase group

identity. Some members received a group profile page, some received individual profile pages, some received no profile page. The group profile page provided: – Group “category”: group name, icon, and statement about

group – Group homogeneity: assigned people with similar movie

preferences to the same group and listed movies the group rated highly on the group profile page

– Inter‐group competition: ranked one group against the other – Intra‐group communication: online chat only accessible to group

members versus open to all

The post Which Level of Identity is Salient? appeared first on graduatepaperhelp.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"