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❶Students must meet the required criteria for admission by passing the Virginia Board of Education prescribed assessments and earn the minimum required grade point averages GPA. Projects involve modifying existing scripting languages and HTML code as well as conducting a usability review.

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Digitisation Fundamentals and their Application. This course will focus on building community in collaborative digital learning environments and will interrogate notions of outcomes, best practices, and instructional design. Our work together will be productive, grounded in praxis, and driven by learner experiences.

Digital Humanities, with its deep reliance on technological tools, is replete with courses about those tools. This course offers an alternative: It is an exploration of pedagogy, challenging teachers to re-think how they approach their classes and interact with their students.

We will discuss critical pedagogy and the importance of letting students define, control, and take responsibility for, their learning environment. This course will also serve as a playground, letting participants experiment with critical digital pedagogy in a class-created open-access online course that we co-design, build, deploy, promote, and assess, all within the one-week seminar. Participants will leave with a better understanding of their approaches to teaching and how critical digital pedagogy applies to DH courses.

As DH spreads globally, necessity for comprehensive information of DH for each local culture has been increasing. To address the issue, this course provides core information of digital resources and methods on Japanese culture, which have been addressed since decades ago, with some hands-on training.

It will include lectures of characteristics of the culture in DH and methods for non-segmented texts, cursive glyphs, pictures, and so on, such as text analysis, crowd-sourcing tagging and transcription, image analysis, TEI and IIIF for the resources. Participants will not be required expertise on Japanese culture, but interest for a comprehensive knowledge of DH on a certain culture. This course will explore all aspects of conceptualizing, planning for, and creating a digital edition.

It provides a basic introduction to the various types of digital editions, the practice of editing in the digital age, and a survey of the many digital tools available to serve project goals. Approaching a digital edition means taking time to think about how end-users will want to work with a particular edition. Beginning with the research and analytical needs of end-users in mind, editors are better able to develop effective editorial strategies that will result in a dynamic, useful, and usable, digital edition.

In this course, participants will engage in hands-on learning and group discussions related to project conceptualization, editorial policies and processes, and the selection and use of digital tools that can serve the needs of researchers and other end-users. Participants will bring a few sample materials they are working with. We will use these in a class project - creating a digital edition over the course of the week using skills learned in each session.

Our goal is for participants to return to their home institutions ready and able to build upon, enhance, and transform these initial ideas into robust digital editions. This course takes an introductory approach to machine learning in digital humanities topics. Participants will learn essential concepts in machine learning and use machine learning tools including Mallet and Weka to collect and analyze literary, historical, and social media data sets using a number of machine learning approaches.

The course will include an optional introduction to the R programming language; knowledge of this language will provide students with an opportunity to develop their own machine learning algorithms. In addition to the technical dimension of machine learning, we will also discuss the hermeneutic challenges posed by machine learning to the digital humanities, particularly as technical decisions enable specific ways of engaging in humanities scholarship: Neither programming expertise nor a computer science background are required.

Students are encouraged to bring their own projects to the course in place of the provided data sets. This offering is co-sponsored by the Canadian Statistical Sciences Institute. This offering is co-sponsored by the Electronic Literature Organization.

Scholarscapes, Augmented Dissemination via Digital Methods. The course will be relevant to all humanities researchers who are interested in the geographies that their sources may hold, or whose research questions are geographical in nature. The course offers an introduction to the theory and practice of using Geographical Information Systems GIS in the digital humanities.

The types of sources that we will cover include maps, texts and tabular data. The potential for using images and multimedia material will also be discussed.

We do not assume any familiarity with GIS although a good level of general competence with computers is helpful. Some advance reading may help. Additionally, if you have your own data that you would like to use in GIS and use then please bring it along as the final sessions of the course will allow you to work with you own data if you so wish. An Introduction; Text Mapping as Modelling. Consider this offering in complement with: Computer-Assisted Analysis of Literary Texts; and more!

Access to image-based resources is fundamental to research, scholarship and the transmission of cultural knowledge. Digital images are a container for much of the information content in the Web-based delivery of images, books, newspapers, manuscripts, maps, scrolls, single sheet collections, and archival materials.

To give scholars an unprecedented level of uniform and rich access to image-based resources hosted around the world, To define a set of common application programming interfaces that support interoperability between image repositories, and To develop, cultivate and document shared technologies, such as image servers and web clients, that provide a world-class user experience in viewing, comparing, manipulating and annotating images.

This course will introduce students to the basic concepts and technologies that make IIIF possible, allowing for guided, hands-on experience in installing servers and clients that support IIIF, and utilizing the advanced functionality that IIIF provides for interactive image-based research, such as annotation. This course is aimed at humanities scholars interested in tapping into the data streams and functionality offered by platforms and content providers such as Twitter, Google, and the New York Times.

Introduction to APIs will open with the basics of Python, a scripting language widely used in industry and the academy because of its human readability.

We will proceed to the fundamentals of working with Application Programming Interfaces APIs , the most common way to programatically access webbased services and data.

The course will be useful for those interested in understanding programming concepts, developing applications, and working with data. Participants will use DH Box, a cloudbased digital humanities laboratory, for their development environment. This course teaches participants how to use ethical visualization principles and practices to visualize treacherous, or culturally problematic, data.

Such data includes racist historical documents, ideologically laden materials, culturally controversial texts, politically charged topics, gendered works, etc.

Aimed at people who work with culturally sensitive datasets, and those who are interested in critical reflection on visualization practice, the course will combine hands-on activities and discussion. Participants will create data visualizations using R and instructor-provided stock code, and then interrogate their visualizations, identifying the extent and severity of the ethical pitfalls they inevitably contain.

By the end of the week, participants will have produced several visualizations and prepared a position statement on ethical visualization appropriate for their own cultural and disciplinary contexts.

No previous knowledge in coding, R, or visualizations is required. Participants are welcome to bring their own treacherous data, or they may use sample projects provided by the instructors. If you are unsure as to whether your data will work in this class, please feel welcome to contact the instructors in advance. This course explores how how opening access to data changes the digital humanities project. We will cover the reasons for publishing open data, how we can create open data, and how we can work with open data.

We will see how linked open data allows us to share data and incorporate data from other projects. We will learn about data models, data formats, and software tools for working with linked open data. Consider this offering to in relation to the following. Applied Theories and Methods good for evaluating the vocabularies that we find ; Feminist Digital Humanities: Theoretical, Social, and Material Engagements good for evaluating vocabularies that we find ; Queer Digital Humanities: How to end and archive your digital project; Agile Project Management.

Wearable technology WT is moving closer to and even into the human body, effectively rendering it invisible. Therefore, this movement of technologies from our hands onto our skin should, but often does not account for our broader, felt experiences. In this seminar we will explore the central role of the palpability, of feeling of our active senses, in WT design.

This seminar will begin with readings and discussion followed by small movement explorations to bring awareness to the rich information provided through our active, seeking senses. The remainder of each session will be spent tinkering with existing wearable technologies and dreaming up designs for new WT through hands-on play.

Participants will be able to explore and create with existing wearable technologies as well as various wearable microcontrollers, sensors and feedback output devices.

No prior movement experience or experience with physical computing is assumed, but participants should come wearing comfortable clothing for movement explorations. Consider this offering to build on and be considered in complement with: This course will introduce students to modern frontend web development technologies, specifically using the programming language JavaScript. This class assumes students have some experience with a programming language Python , have used a text editor, and have encountered the command line.

In this class, students can expect to learn how to build these kinds of powerful, portable apps for their own datadriven projects. By the end of the class, students can expect to be familiar with current best-practices for developing cutting-edge JavaScript applications that can be deployed in minimal server environments, such as Heroku, GitHub Pages, and Amazon EC2.

Current technical developments offer many people the opportunity to have first Virtual Reality experiences. A wide selection of devices, specifically made for this purpose, have become more affordable. State of the art JavaScript libraries like Three. This course provides a practical introduction into the implementation of virtual reality environments by using classic web standards and state of the art WebVR frameworks.

After a practical introduction to the basic functionalities, the possible contents for presentation in VR will be examined theoretically. Not only virtual worlds but also existing 3D models can be explored and experienced anew by and in VR. In addition, the transfer of other media content into this environment is suitable, which currently implies few specifications for presentation. The partly still experimental use allows finding new ways of interaction and presentation.

In this course, we want to try out new ways of representation and give the participants the opportunity to use WebVR for their work. Having completed this course, participants will have a better understanding of the possibilities and restrictions web-based virtual reality provides and be able to implement their own web-based VR environments by using current standards in web development HTML, CSS, JavaScript and state of the art WebVR frameworks. Video games are encoded with historical memory and interpretation, and they often serve to confirm a popular historical narrative or offer simple solutions to complex social and political moments.

Students need the skills to challenge these common interpretations and be able to critically read these important cultural texts. Games allow students to employ traditional historical skills and learn about the interpretive nature of history. This class will explore the ways in which historically based video games can be used as a tool of historical inquiry and critical analysis, and as a means for helping students craft historical narratives.

Part one will explore existing examples of this pedagogical practice, discuss planning and curriculum development, and critically exam the theoretical and practical implications of the practice with students. Part two will be hands on with Twine and other light games engines to create our own games, which can be used as models for student work.

Here we take a disciplinary specific approach to video games and offer practical ways of implementing them in lower division survey courses and upper division research seminars. Participants will leave class with a model assignment, prototype Twine game, and practical advice for implementing the project in upper or lower division history curriculum.

The purpose of this course is to improve our digital security, and our understanding of the digital security challenges in our lives as researchers. This means ensuring best practices for our information security.

This involves keeping our software up-to-date, using encryption to secure our machines and their communications including, but not limited to, SSH, mail, messaging e.

Related to this is a matter of increasing importance in our current political and social climate: This will start with leveraging tools like Git or BitTorrent Sync and hopefully ipfs to mitigate the risks of simple deletion, and move to a discussion of encrypted backups.

Part of this discussion will focus on deploying infrastructure alternatives to institutional IT systems, using resources like the Internet Archive to capture our sites and data, and choosing a hosting provider that will defend your data and privacy. Ultimately, by the end of the course, you should have a much stronger sense of the things you can do in your day to day lives to ensure that your data is secure and long-lived.

This course provides fine arts experiential learning on location for independent observation, documenting writing, photography, poetry, filmmaking to refine our critical abilities as contemporary content creators, specifically as image-makers. In addition, it will provide a thoughtful analysis of pedagogy around creative, collaborative learning and teaching practices i.

Our pockets, hard drives, and web pages exceed our comprehension or management of imagery and text. This course will remove the screen between creativity and pedagogy and allow access to visual and textual approaches that can be applied in many number of disciplines or collaborative projects involving the digital humanities. To eliminate editing software platform discrepancies in experience and expense, this course harnesses the DIY, indie spirit and will only require laptop, freeware editing, and a smartphone as recording hardware.

This course includes informal writing and visual prompts that will be included in online videosketchbooks. They may take the form of response, research, verse, or assemblages, but are required to contain curated text and imagery. Indigenisation, Introduction to GraphPoem. This course is an introduction to the XML ecosystem and its uses in research on literary and historical documents.

Participants will begin with the fundamentals of XML. This will be done using XML database and text-editing applications, all of which are open source.

Intended for researchers in the humanities and humanistic social sciences who are newcomers to DH methods, the course assumes no familiarity with scripting or encoding, though beginners might find the pace to be challenging, given the range of material presented. Students who are already familiar with TEI and website design would still benefit from the units on analytic tools, advanced XML, and xQuery, which are central to the course.

Metadata for Digital Humanities; and more! For those new to the field, this is an introduction to the theory and practice of encoding electronic texts for the humanities. This workshop is designed for individuals who are contemplating embarking on a text-encoding project, or for those who would like to better understand the philosophy, theory, and practicalities of encoding in XML Extensible Markup Language using the Text Encoding Initiative TEI Guidelines.

No prior experience with XML is assumed, but the course will move quickly through the basics. By providing an overview of textual creation, transmission, and preservation, this course will offer digital humanists an introduction to the methodologies and reference tools historical, codicological, and contemporary necessary to understand a book in its original contexts and thus to make informed encoding decisions for the digital era.

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Customer reviews There are no customer reviews yet. Students will gain proficiency in particular, relevant tools, as well as add to their general fluency in the language of technology. The pervasiveness of social media, hour news coverage, and mobile communications has transformed the role of public relations specialists.

Protecting a brand and maintaining a consistent message in the maelstrom of broadcasted opinions is certainly more difficult than ever before. Developing and executing a public relations campaign requires the integration of skills, strategies, and tactics to create a cohesive, dynamic whole. Similarly, this course integrates components from previous coursework by addressing topics such as the life cycle of the campaign, campaign management strategies, effective tracking and measurement, and making modifications based on data analysis.

Students will evaluate past successful and unsuccessful campaigns in order to glean and substantiate best practices in campaign design and execution. Finally, students will create structured components of public relations campaigns in order to prepare for the critical task in the capstone course.

Southern New Hampshire University is a private, nonprofit institution accredited by the New England Association of Schools and Colleges as well as several other accrediting bodies. September 29 Classes Start: Request Info Apply Now.

Take advantage of some of the most affordable tuition rates in the nation Convenience. Complete your graduate degree in as few as 15 months, with two courses per week term Expert instruction. Learn from instructors with relevant, real-world experience Minimal requirements.

Tap into our nationwide network of alumni for internship and career opportunities Student support. Count on the ongoing support of dedicated academic and career advisors specialized in your area of study. Admission Requirements Acceptance decisions are made on a rolling basis throughout the year for our 5 graduate terms.

A Line in the Sand. COM Second Self: COM Communication for Leadership. COM More than Words: COM Communication Capstone. COM Reputation Management: COM Spread the Word: University Accreditation Southern New Hampshire University is a private, nonprofit institution accredited by the New England Association of Schools and Colleges as well as several other accrediting bodies.

MA in Communication - Public Relations.

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