Career opportunities- Sports information director and Media relations Essay

Career opportunities- Sports information director and Media relations coordinator - Essay Example should possess good verbal and written communications, interpersonal relations, good presentation skills, and ability to work a flexible schedule (Gresham, 2015). According to Gresham (2015), to become a sports information director, one needs to pursue a degree in marketing, communication or sports. Further, one needs to get certification from the College Sports Information Directors of America to show that one has knowledge and acumen to succeed. The media relations coordinator acts as the principal point of contact for all public and media relations efforts. They engage in shaping and propagating the broad communication strategies that will influence the audiences (Loughborough University, 2010). The entry level of a media relations officer includes a bachelor’s degree in communication, public relations or any other related field. One also needs knowledge and experience with media monitoring software, online media databases, excellent attention to details, and proficiency in computer skills, ability to work independently, excellent written, verbal and interpersonal communication skills and good networking skills (Marketing Schools.org., 2012). To become a public relations coordinator, one needs to go through the general education. The person should have the ability to communicate fluently both in writing and in speech. One should also get training in marketing, communications and writing. Additionally one should be networked by joining the Public Relations Student Society of America. One should also get to go for internships while in school to gain the hands-on knowledge (Marketing Schools.org.,

Language Development Research Paper Example | Topics and Well Written Essays - 2250 words

Language Development - Research Paper Example At the age of four, a child’s speech should be 100% intelligible with minimal absence or exchange of consonants or sounds (Sax & Weston, 2007). Ella’s language is fully comprehensible; she uses phonological assimilation and elision as evidenced in her pronunciation of ‘want to’ [wÉ’nt tu] as ‘wanna’ [wÉ’nÃ"â„¢], and ‘going to’ [gÃ"™ÊŠÉ ªÃ…‹ tu] as ‘gonna’ [gÉ’nÃ"â„¢]; she also pronounces ‘because’ [bikÉ’z] as ‘cuz’ [kÊÅ'z], and fails to pronounce the final consonant of ‘yes’ [jÉ›s] and says [yÉ›Ã"â„¢]. It also seems that Ella is not aware of the difference in pronunciation of ‘know’ [noÊŠ] and ‘now’ [naÊŠ] because when meaning ‘know’ she said ‘now’. She is also able to use contractions as evidenced when she says ‘I’m’ [aim] rather than â€Å"I am’ and ‘that’sà ¢â‚¬â„¢ [É µÃƒ ¦ts] instead of ‘that is’.2.2   Morphology  Morphology, together with syntax make up the grammar of a language. Morphology is concerned with how words are made up of smaller morphemes; a morpheme is the â€Å"minimal linguistic unit of a language that carries meaning (Silzer, 2005, p.101) and can be used to change the meanings of words. Prefixes, suffixes and affixes can be used and fall within two categories – derivational   (changes word class) and grammatical (changes grammatical meaning) (Pence & Justice, 2008). In Ella’s language for example she proves to have acquired correct usage of the plural morpheme ‘s’ as in ‘cousins’, ‘friends’ and ‘millions’; she also shows good usage of the inflectional grammatical   morphemes ‘ing’ for present continuous as in ‘flying’, ‘finding’ and ‘going sailing’ and past tense ‘edâ€℠¢ as in ‘picked’. All such morphemes are usually acquired before the age of four (Pence & Justice, 2008) and are in accordance with Brown’s (1973) syntactic stages III and IV.