Log in
HomeClass Notes1,200,000US530,000

JOUR 651 Lecture Notes - Lecture 10: Content Strategy, Institute For Operations Research And The Management Sciences

6 views3 pages
School
Ball State University
Department
Journalism
Course
JOUR 651
Professor
Robin Blom

For unlimited access to Class Notes, a Class+ subscription is required.

Document Summary

Content strategy: this guides your plans for the creation, delivery, and governance of content. This is a comprehensive process, which builds a framework to create, manage, deliver, share, and archive or renew content in reliable ways. This is a way of managing content throughout the entire lifecycle. There is an emphasis of strategy in the beginning of this process. You need to think about what kind of content and audiences you are presenting it for. Most likely, there"s multiple people that has the final say over whether something gets published. Then we get to the most often overlooked step- maintaining. This is often overlooked because it"s great to get your content after, but no one really thinks a lot about what"s happening with the company after. The last step in this process is the auditing stage. Here you need to measure how you are doing and how your content is performing.

Get access

Grade+20% off
$8 USD/m$10 USD/m
Billed $96 USD annually
Grade+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
40 Verified Answers
Class+
$8 USD/m
Billed $96 USD annually
Class+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
30 Verified Answers

Related Documents

JOUR 651 Lecture Notes - Lecture 50: Management System
periwinklemammoth360
JOUR 651 Lecture Notes - Lecture 11: Content Strategy
periwinklemammoth360
JOUR 651 Lecture Notes - Lecture 32: Google News, Google Search
periwinklemammoth360

Related Questions


In the discussion board this week we will examine the issue of howscience is presented to the public. It might seem a bit unrelatedto the content of the course this week, but I would like you tothink about your exposure to science before you enrolled in thisclass. Particularly the role the media plays in the understandingof science, be it the health issues, bioterrorism, or globalwarming. We will discuss these issues in the final few weeks of theclass. A past episode of ER highlighted a suspected case ofsmallpox. ER is one of many shows that the U.S. government used toget issues out to the American people. Consider a former CBS showcalled "The Agency" which portrayed CIA agents combating terroristplots or a current show “The Unit” which has a similar plot. Thegovernment provided enormous financial incentives to networks toinsert certain messages into the content of TV shows. Thisincentive program was somewhat hidden from the American public. Ourgovernment believed that messages inserted into television programsreached a broader audience than public service commercials.Meanwhile, the networks enjoy having more profit. Seems like awin-win situation. However, the program was dropped after it wasmade public in a Salon.com article a few years ago. Is theresomething disingenuous about government messages imbedded into TVscripts? Or do the ends justify the means? However, all incentivesare not gone. The Center for Disease Control offers annual $300,000grants available to nonprofit or government agencies to "fosterHollywood leadership support for national public health prioritieswhich include ... promoting accurate depictions of healthy livingat all stages of life." Some of you might have seen the ABC movieFatal Contact: Bird Flu in America, a couple of years ago. Clearly,television shows continue to portray real health threats in adramatic fashion. The question I would like you to consider iswhether these dramatic representations are the best way to educatethe public about health risks? Some sources to check out are:Primetime Propaganda:http://www.salon.com/news/feature/2000/01/13/drugs/ "The Quietdeath of Primetime Propaganda":http://www.mapinc.org/drugnews/v01/n1161/a01.html Use these sourcesas well as your own research to comment on this issue. What do youthink of this method of getting information to the public? Compareit to the information you can access from the CDC web(http://www.cdc.gov/) site concerning the flu and bio-terrorism.Which is the most effective way of informing the public? Which isthe most accurate? Can you think of a better method to inform thepublic about important health issues such as the flu vaccine orbio-terrorism? Another aspect of this topic that you might want toconsider is how the media shapes our view of health risks. We areexposed to hundreds of natural carcinogens every day yet thesewon't get near the news or media coverage that dumping of toxicchemicals Puget Sound by the paper industry or shipyards willreceive. You could even make the claim that the problem ofover-eating is the single greatest health risk today, yet McDonaldsis not viewed as an evil company the way industrial polluters ofPuget Sound might be portrayed in the media. Is this fair or moreimportantly is the media misleading us about the greatest healththreats in our society? Can you help me? I need in text citation aswell. Thank you!

Chapters 1-3: Select a question from the list below. Cite the question number (please refrain from restating the question, as we already know what it is), then give a good answer. Explain your reasoning or provide examples. If you answer the same as a prior respondent, give a unique rationale. Use original wording. Avoid copying any material from other sources in lieu of a unique answer, as that effort merely demonstrates that you know how to copy information. (Instead, we need evidence of thought.) The minimum length is a measly 125 words, which is probably attainable almost by accident, so try not to sneeze as you write.

No replies are necessary in concept challenges, but feel free to reply to others anyway, as often as you like.

1. Joseph Schumpeter described entrepreneurship as creative destruction. People have argued about what this means. Some people think it means that the entrepreneurial process is dangerous. What do you think Schumpeter actually meant by this?

2. Richard Cantillon coined the term entrepreneur in 1755. It means “one who undertakes [something].” How is this an apt description of the entrepreneurial function? Why do you suppose he chose “undertake,” rather than some other word?

3. Note how closely in time entrepreneurship and free-market economics (Adam Smith, 1776) emerged as concepts. Indeed, both Cantillon and Smith were economists (before there even were economists). What does this say about entrepreneurship?

4. How is the entrepreneur an inventor? How is the entrepreneur more than an inventor? What does an inventor need to become an entrepreneur? What kinds of innovations can an entrepreneur contrive, which simply never occur to an inventor?

5. Gifford and Elizabeth Pinchot coined the term intrapreneurship in 1978 to describe a person with entrepreneurial talent who was content to work for someone else. What quality does an entrepreneur have, which an intrapreneur is lacking?