This course will cover a varied range of mathematical principles and discuss how techniques of effective thinking and creativity can be taught and learned through mathematics. Such mathematical techniques allow students to create new insights, new ideas, and new solutions, as well as develop critical thinking over a wide range of problems and real-life situations that they may face both on their professional and personal lives.

"This module focuses on the concepts, theories and methods of design thinking as a process to foster creativity and innovation.
The module addresses Design Thinking as:
A way of improving the existing products or conditions_a solution based problem-solving tool
A human centered enterprise
A mean of dealing with complex social and cultural problems_a tool to address a wide range of issues, ranging from graphic design, to sustainability, at both a micro and macro level."

This Digital Image Processing course is intended to challenge students by providing a theoretical and hands on approach to graphic design. Ultimately, the goal of the course is for students to develop critical and creative approaches to graphic design as a tool for cultural expression and public communication. Thematically speaking particular emphasis will be placed on the ideas formulated by the students during the previous photography course as well as social issues and the diverse cultural identity of the city of Macau.

The goal of this first-year module is to introduce students to the origins and historical development of art. Emphasis is placed on the relationship of design principles to various art forms, including but not limited to fine arts, design, photography, and film. Upon completion, students should be able to identify and analyze a variety of artistic styles, periods, and media. By providing measurable standards for understanding artistic intent and expression through the basic elements of art, students may increase their appreciation of the role of the arts in today’s society. Students are required to visit different museums in Macao as part of course learning activities.

"The purpose of this course is to offer students an introduction to Journalism and Public Relations, and an opportunity to practice it.
Journalists today have a variety of story-telling tools but this course will focus on the written word and on the news world, special on TV and press.
The professors will assess students to media language skills and familiarity with the basic tenets of Journalism and Public Relations.
This will be followed by a detailed exploration of journalistic articles written by journalists and professors, looking both at its impact and how it works.
The students have to report journalistic stories. Each story will be comprised of multimedia elements, such as a combination of text, photos, maps, graphics, video and audio. Topics can range from politics to business to human interest to arts and cultural issues.
The projects will require identifying a story idea, researching the topic, arranging and conducting interviews, identifying and collecting the multi-media elements, and writing/editing/assembling the story.
Students will write several journalistic articles on selected themes, and for these works the critical importance of clearly defining the purpose and audience for a work and the need for revision and rewriting is emphasized.
The second part of this course will focused on the Public Relations world. The primary objective of this course is to familiarize students with the basic concepts and principles of Public Relations. It is the foundation course for other courses in Public Relations and a supplemental course for students majoring in communications studies."

"This program means to introduce the potential of being creative through writing.
The main objective is train students to free their imagination and explore self- expression and creativity through narrative forms. Thus, the program, through practice and experience, intends to consolidate specific techniques and practices for exploring the creative possibilities and potential of writing as a means for communicating emotions or thoughts, describing memories, developing ideas, creating characters and telling stories.
Therefore, we will focus on learning how to experiment freely with the written word stimulating the imagination to communicate, research and express so that students can develop a personal style of creative writing and materialize their own original ideas with a free creative mind. "

Art Digital Photography & Video module provides an introduction to the principles and practices of single-camera field production. Students will work in small production teams and gain hands-on experience in planning and producing a short video documentary project. The main goal of this module is to provide students with both applied skills and critical knowledge about the field of video production. Art Digital Photography & Video module lectures challenge the students to think about different storytelling conventions in documentary filmmaking.

The development of thinking skills is fundamental to learning. Students will learn how to develop higher order thinking skills, especially through an appreciation of different philosophic and logic systems and an understanding of important research results from the analysis of human thought processes. In addition, students will learn to reason ethically and morally through readings, discussion of moral dilemmas, and other suitable exercises. They will also learn principled and conceptual thinking and reasoning skills.

Integrated learning activities involving all skill areas help students practice and apply the fundamentals of English in a more varied setting and develop more accuracy and control of their spoken and written English. Reading activities promote vocabulary expansion and model accurate structure. Students participate in discussion forums and are introduced to presentation skills for groups and individuals. Logical thinking in both oral and written formats is guided. As well, students are introduced to the five-paragraph essay format and practice writing summative, descriptive and comparative compositions.

Students will concentrate on gaining grammatical control of their communication (subject and verb agreement, modal auxiliaries, singular and plural nouns, pronouns, articles, sentence structure, statements, questions, simple and compound sentences, prepositions, gerunds and infinitives, adverbs and adjectives, punctuation, and some complex sentence patterns). At the end of the module, students should be able to write a paragraph without making major grammatical errors. Development of the five-paragraph essay format will continue and students will practice writing compositions that are opinion-based, persuasive and begin to compare literature from different sources. Development will continue in regard to presentation skills and discussion forums.

This module provides practice integrating those reading skills necessary for academic success at university. These skills include reading for detail, inferring vocabulary in context, finding main ideas, critical reading, understanding sequence, summarizing, recognizing organization, and outlining. In addition, it emphasizes academic vocabulary. Students are introduced to language skills for research and are expected to apply previously taught presentation skills to give more analytical presentations. In this course students are also introduced to basic components of the research paper: abstract, data analysis and interpretation.

This module teaches advanced grammar necessary for academic writing. It includes a review of basic grammar and a detailed study of noun, adjective, and adverb clauses, as well as prepositional, participial, gerund, and infinitive phrases. It will also provide written composition practice. Students will be introduced to the argumentative essay structure including the refutation of counter arguments. Students will engage in more complex discussion forums, debates and participate in organizing public presentations.

Video Practice (LCM 208) course provides an introduction to the principles and practices of single-camera field production. In other words, students will work in small production teams gainning hands-on experience in planning and producing two in-class assignments and a final video short-fiction project. The main goal of this course is to provide students with both applied skills and critical knowledge about the field of video production.

Radio Practice is a module dedicated to explore the concepts and techniques used in radio broadcasting, ranging from conceptualization of a radio show (where the content and form should be adequate to the listening target and medium of diffusion) to the audio mastering of the final product (a primarily technical skill). A practice-based approached is preferred during classes, with hands-on exercises setting the stage for the introduction of theoretical concepts. The three stages of a radio production - pre-production, production and post-production – are presented as the paradigm for all projects.

Music and Audio module introduces students to the science and art of music theory, audio technology, acoustics and film sound.

"Digital Video Recording and Production Systems (LAT 212) has to do with post-production and delivery systems. From broadcast to webcast, delivery systems are simply and only technologies providing students both applied skills and critical knowledge through the essential of editing process and visual media post-production. Media are also cultural systems as well. Delivery technologies come and go all the time, but communication and media persist as layers. The key concepts covered during this course are:
- Digital video recording;
- Editing vs montage;
- Color grading concepts;
- Post-production and delivery systems. "

Programming is the action or process of writing computer programs. In this course, we introduce the fundamental aspects of this practice, oriented towards multimedia applications. Scratch software (MIT) will be used to present the underlying grammar for “talking to a computer”. A practice-based approach will be followed.

This module introduces the basic topics of probability, descriptive and inference statistics. It covers techniques for counting and probability theory but not forgetting inferential statistics (parametric and non-parametric models).

Issues of life and science permeate our days. We are constantly challenged by questions about the nature and meaning of life, as well as by the complex implications of scientific advances in areas such as cloning, stem cell research, quantum mechanics, or fractals. Through readings, discussions, reflection and theorizing students will explore these and similar issues and will try to come to a fuller understanding of this interdependence of life and science.

Students will learn and apply a variety of public presentation techniques useful for both individual presentations as well as participation in group discussions. An important aspect of the module is that it uses an active learning process whereby students learn a new skill and put it into practice. By the end of the module students are expected to possess a number of public speaking strategies that will help them to prepare any range of public presentations, including proposals, as well as have the opportunity to participate in seminar organization and implementation.

The primary aim of this module is to assist students in preparing themselves for the type of writing required for themes, essay examinations, term papers, and lengthy reports. The principles of rhetorical organization and development are thoroughly presented within the context of each student's language and cultural background. Students will engage in problem solving and idea development through the combination of independent investigation, and consultation with peers.

Students will practice the process, purposes, and strategies of persuasive and explanatory writing. Students read and discuss works by both professional and student writers and explore techniques of argument and persuasion in writing a series of 5-6 essays. The module stresses revision, relies on frequent workshops of student writing, and aims finally to sharpen the students’ ability to use evidence in a reasonable, convincing way.

This is an advanced interdisciplinary writing course module emphasizing critical reading and thinking, argumentative writing, library research, and documentation of sources in an academic setting. Practice and study of selected rhetorics of inquiry (for example, historical, cultural, empirical, and ethnographic) employed in academic disciplines, preparing students for different systems of writing in their academic lives. Throughout this course, students will: significantly improve their academic writing; develop an understanding of how members of a particular discipline conceive of and engage in the rhetorical practices of that discipline; demonstrate understanding of the key conversations, the forms, and the conventions of writing in a particular discipline; gain experience in the construction of knowledge within a discipline and practice using its discourse; read critically and analyze rhetorically writings from a particular discipline and use those lenses to frame their own discourses; write in the different forms and styles of a particular discipline; and develop techniques for conducting research on the Internet and with other electronic databases.

This interdisciplinary course discusses the consumer as the focus of the marketing system. Course stresses the use of knowledge about consumer behavior in marketing decisions. It examines the contributions of anthropology, sociology, psychology, strategy, and economics to the understanding of consumer buying behavior. Explores individual behavioral variables (needs, motives, perceptions, attitudes, personality, and learning) and group influences (family, social groups, culture, and business) as they affect the consumer decision-making process. Analyzes how marketing programs, especially the communications mix, can be developed to reflect a commitment to providing consumer satisfaction.

LBA204 Consumer Behavior (2cr) / LBA240 Consumer Behavior (3cr)

"LCM 203 module is the first of a series of three modules that combined lead to the development of a graduation project in the field of Journalism/ PR, Photography, and Video Production. By the end of this module, students will be able to plan and develop a final written proposal.
The present module corresponds to the Pre-Production stage, providing students with the fundamentals of writing a treatment or a proposal, from concept to final script format, relating to the principles and practices oriented towards journalistic / documentary media project, as well as photography media project.
The students will work in small production teams (4 people) gaining hands-on experience in planning and writing a final script version for short documentary project (approximately 15 minutes length) or a photography project relying on the central theme of social responsibility and social awareness, and depending on the field of study chosen. The writing process follows a quasi-tutorial approach, where students meet at least on Tuesdays and Wednesdays weekly basis to further discuss the development of their written proposals or treatments. In parallel to the writing process of the above-mentioned proposal or treatment, students will engage in video production exercises, following a hands-on-approach, in order to recall and improve their knowledge in the fields of lighting, shooting and conducting an interview, as well as location sound recording.
The second stage of the project (Production) will take place in Directed Reading (LCO 108) module, where students will produce and shoot their visual media projects based on the treatments/scripts previously created.
The final stage of the process (Post-Production) will take place in the 2nd semester of the next academic year, namely in the module Communications and Media Management and Professional Practice (LCM 217). "

"This module aims at providing students the theoretical communication foundational basis. Therefore, the module will review the main concepts, theories and conceptual frameworks within Mass Communication Science. The module is threefold: origins, processes and effects. In the first phase, it will cover the following subjects:
1) Firstly, the concept of mass communication and the distinction between process school and semiotic school. Students will be defining communication as a social significant act, including the major concepts, hypothesis and implications of both schools;
2) Secondly, will be focused on the media message and its analysis, from a semiotics and structuralist approach;
3) Finally, the focus will move to the receiver/user/consumer, covering different theoretical assumptions and approaches (direct, indirect and cognitive effects; uses and gratifications; and audience ethnography).
In the second phase, in the second part of the module, students will be confronted with processes and effects:
• 1) Mass Communication Effects: Models, Public Opinion and the General Aggression Model;
• 2) The Normative Theory of Media: The Process, Media Structures & Organizations, Public Interest & Social Responsibility;
• 3) Influence on Content: Genres, Gratification Theory and Content Analysis;
• 4) The audiences.
Finally, a prospective approach of the future of mass communication will be presented and criticised by all students."

"This module introduces students to music and audio, the spoken word and other sounds as an art form applied to diverse audio-visual media. Different musical styles and approaches are discussed both through a historical and systematic ethno-musicological perspective comparing Chinese and Western approaches to sonic arts.
As a base for the study of the audio and music perception this module also focuses on the importance of Sound in Cinema, which is now well recognized by creators and audiences. The sound component of a film transcends simple attempt to replicate a psycho-acoustic experience of the real world, transporting the viewer into an immersive environment and contributing decisively to the interpretation of the scene according to the intention of a director. As a form of artistic expression, the study of different sound languages in audio-visual media is well systematized and the basic understanding of its syntax and semantics provides a powerful tool that is available for a creator to compose his work for a viewer to interpret."

"Students will be asked to develop their projects under the theme “Video-mapping: Imagine the Invisible”. The theme encompasses video projects that relate with the idea of developing video-mapping strategies to produce motion graphics and interactive video contents.
By having a firm grasp on the visual, creative and technological components of interactive media and motion graphics, the student will be ready to apply this expertise to a design job in the graphic/motion design, advertising and marketing professions. Furthermore, this program aims to develop learners, knowledge, understanding and skills in graphic communication and multimedia through studio-based assignments. The contemporary context of graphic and motion design will be investigated.
From start to finish, students will learn the core elements of motion graphic design and interactive video-mapping media. This course will explore several areas of graphic design and interactive media, including:
● Elements of design
● Principles of design
● Visual communication
● Digital typography
● Motion graphics
● Interaction design
● Principles of projection
● Fundamental of Augmented Reality
● Video Mapping

Students will study and explore the history, the social, cultural, artistic, architectural and urban development of Macau, through lectures, field work, projects of oral history, and readings of local writers and of others who have written about Macau and its peoples. Special emphasis will be placed on relations with surrounding regions, the reach and influence of the Padroado of Macau, as well as the rises and falls of its fortunes given its strategic location at the mouth of the Pearl River.

"The Infographics and Multimedia Design course provides students with in-depth, hands-on experience in the design and authoring of original multimedia works. Students will have the opportunity to study graphic design and interactive design, emphasizing both technological proficiency and visual literacy. By having a firm grasp on the visual, creative and technological components of multimedia and information graphics, the student will be ready to apply this expertise to a design job in the graphic design, advertising and marketing professions. Furthermore, this programme aims to develop learners in knowledge understanding and skills in graphic communication and multimedia through studio-based assignments. The contemporary context of Graphic Design will be investigated. As Graphic design moves from the creation of closed, static objects to the development of open, interactive frameworks, designers seek to understand their own rapidly shifting profession.
This subject, “Infographics for New Media” is going to be the students final design projects and they should use it as an opportunity to develop a communication graph that summarizes the best of their design knowledge and skills. Students should look for their design assets and where they see themselves working in the future, and use this knowledge to help in the development of their design concept and production of their design project. In the course of this module, students will be required to thoughtfully research, ideate, plan, prepare, produce and present their infographics, making the decisions – regarding the concepts, materials, technologies, strategies, etc. – that best translate their ideas.
Students will be asked to develop their Final Project under the theme “Infographics for new media”. The theme encompasses design projects that relate with the idea of developing emerging visual displays strategies within the scope of new media (web/mobile).
From start to finish, students will learn the core elements of info graphics and multimedia design. The module is divided in two parts: a first one that will explore and produce an offline infographic (5 sessions) and prepare it for the second part, that leads to the development of the infographic for the web (7 sessions). This course will explore several areas:
• Infographics concept and definitions
• History of Infographics
• Visual communication
• Digital tools for Infographics
• Multimedia design
• HTML, CSS, JavaScript
• jQuery
• SVG and SVG Manipulation from JavaScript
• Patterns for interactive Web Infographics"

"The objective of this module is to able the student to be a creator..
In Design-Lab Animation the students are also given the knowledge of the most advanced tools today in digital animation creation, and are taught on the most efficient way to use them according to a real life production pipeline. "

"In the theatre, we say that people will only care to listen to you if you have pleasure to be on stage.
Our capacity to effective communicators is built upon this foundation: Play, Playfulness, Pleasure.
This class is designed as an introduction to acting and the interplay of human communication in the Dramatic arts. We will use the techniques or principles used in dance and theatre as a basis for developing your creativity, self-expression, collaborative skills and public speaking skills.
There are many ways to communicate. The performing arts are a great tool for problem solving, innovating, and working within constraints. You will learn to think creatively “on your feet”. There are no right or wrong answers in the process of creation, only choices that become more appropriate within the given circumstances. We all see that the world is both becoming more and more removed from social interaction, yet at the same time the same technology, has created a need for sharing ideas. Artistic self-expression has become increasingly democratic. At the heart of this dichotomy is the ability to communicate together. This class is part of that essential ingredient. To be comfortable with your own capacity to share your imagination, vision, point of view with others."

Introduction to basic Portuguese with stress on oral drill and pronunciation. This course will focus on personal information.

Continuation of Portuguese I, introduction to basic Portuguese in context, and will focus on people and objects.

This course is the continuation of Portuguese II and will focus on public services and immediate needs, such as ordering food in a restaurant or complaining to the doctor.

This course will be a continuation of Portuguese III and an introduction to level A2 of CEFR with the introduction to the past forms.

"This module covers a variety of modern Chinese literary genres including essays, short stories, biographies, and criticisms. Emphasis will be on reading comprehension and expansion of vocabulary. Class discussions are on some substantive issues related to the readings.
普通話IV的講授主要包括三個內容：一是將繼續幫助學生提昇普通話水平，主要選用一些中國現代文學作品，包括散文、故事、人物傳記、評論等，作為補充材料，幫助學生理解、擴展詞彙的同時，瞭解中國社會及文化，並對一些相關問題進行討論，從而讓學生達到普通話的高級水平；二是普通話水平測試介紹及應試訓練；三是講授普通話教學法，幫助學生在教与學兩方面，於更高層次上瞭解和掌握普通話。"

This module focuses on the process of writing and presenting business plans for new ventures by student teams. The emphasis of this intensively interactive and uniquely structured module is on applying concepts and techniques studied in various functional areas to the new venture development environment. In preparing the business plan, issues that are addressed include how to screen for effective venture ideas, how to identify and define the fundamental issues relevant to the new venture, how to identify the venture's market niche and define its business strategy and what type of financing should be raised – how, when, by whom and how much. A solid understanding of business basics is required. Actual business plans will be used to address these issues. All of the businesses considered by students will be media and arts related, from theatrical productions, to launching print and new media publications and advertising and public relations businesses.

Entrepreneurship (3cr) - LBT407 / LIS407 / LBA241 / LAR240 || LBA210 Entrepreneurship (2cr) / LBA241 Entrepreneurship (3cr)

This module focus on the importance of telling stories with photo essays and prepares students on photojournalism pre-production having in focus their final project. This module has a strong practical component.

This module focus on the importance of telling stories with photo essays and prepares students on photojournalism pre-production having in focus their final project. This module has a strong practical component.

"The purpose of this course is to offer students an introduction to Journalism and Photojournalism, and an opportunity to practice it.
Journalists today have a variety of story-telling tools but this course will focus on the written word and on the news world, special on press.
The professors will assess students to media language skills and familiarity with the basic tenets of Journalism and Photojournalism.
This will be followed by a detailed exploration of journalistic articles written by journalists and professors, looking both at its impact and how it works.
The students have to report journalistic and photojournalistic stories. Each story will be comprised of multimedia elements, such as a combination of text, photos, maps, graphics, video and audio. Topics can range from politics to business to human interest to arts and cultural issues.
The projects will require identifying a story idea, researching the topic, arranging and conducting interviews, identifying and collecting the multi-media elements, and writing/editing/assembling the story. "

" The course organized in two complementary phases. On the first phase, it is expected to provide an outline to moral philosophy (or ethics) related to personal and professional choices within the context of Public Policy and Communication & Media decision-making processes. Firstly, we will begin by examining certain problems that arise when we try to make moral judgments: problems such as cultural relativism (“What’s right for us is not necessarily right for them”), subjectivism (“What’s right for me is not necessarily right for you”), and the role of religion in morality (e.g., “What’s right is just what God says is right”). Ethical pluralism will be the dominant discourse.
Secondly, we will depart from the study of personal and public values to understand how it is possible to learn from tradition, from each other, and from ourselves to ground free moral choices leading to the inner “well-being”. This area explores in particular parity between the personal inner “well-being” and “public common-good/public interest”. Moreover, we will consider several prominent theoretical approaches to ethics holding the ability to invite students to discover a systematic procedure for answering questions about right, wrong, dignity, ignominy, justice, injustice, good, and evil.
Thirdly, the course we will consider more concretely a variety of important moral issues in modern media affairs such as civic journalism, communitarianism, public service, freedom of speech, pluralism, institutional responsibility, and media responsibility. Nevertheless, media self-regulation will be presented as the most obvious way to ensure both the freedom and responsibility of the mass media in society. Alongside, media passive, conservative, hyperactive, and naïve attitude will be discussed within the framework of media as the “four State power”. Furthermore, the course will address the following ethical media issues: Truthfulness in gathering and reporting information; freedom of expression and comment; defence of individual rights; equality by not discriminating against anyone on the basis of his/her race, ethnicity or religion, sex, social class, profession, handicap or other personal characteristics; fairness by using only straightforward means in gathering information; respect for the sources and referents and their integrity for copyright and quoting; independence/integrity by refusing bribes or any other outside influence on the work by demanding the conscience clause.
In addition, throughout the course, the ability to elaborate and consider different moral perspectives will be encouraged, likewise the considerations that may count as reasons for and against the individual moral stands. The main objective is not to inspire students to deliver crystal clear judgements but to understand, to discover, to clarify and to explore possible solutions for current moral dilemmas in areas such as: War & Violence, Fairness & Corruption, Obedience & Disobedience, Deception & Secrecy, Development & Environment Protection, Individual Rights & Institutions Prestige, Gambling & Drugs, Investment & Public Health, Crime & Punishment (death penalty), and Private Well-being & Public Interest.
Finally, Ethics will be addressed as a study of values theory and therefore of what is more or less important, of the “good,” of behavioural guidelines and norms of ethical conscience. Ethics will be studied as a framework and as a tool for recognizing and assessing available options and for differentiating between more or less morally justified pathways in any given situation. Ethics is not taught a catalogue of final answers but a permanent invitation to discover and confront personal positions against values and moral dilemmas.
On the second phase, the subject introduces students to ethical issues that arise in the Media on the basis of ethical principles and values justified in turn, on the basis of contemporary ethical theories. Students will identify and critically examine and evaluate specific ethical issues that arise in practice by reference to real case studies, professional codes of ethics and ethical principles.
This course will explore the origins of ethical behaviour and actions within the media, will review both classical and contemporary approaches to ethical decision making and apply them to modern media practices. At the same time, reviewing whether the media today are acting appropriately as regards ethical practice, and if not, why not? You will critique media practices, and also search for suggestions that will most positively affect both the media institutions and the publics with which they interact and upon which they rely for their livelihood. Do the media have a special obligation to ethical behaviour? Do they have a special waiver of the basic moral tenets?
The traditional object of ethics, the Good, needs to be articulated with the Truth and Justice in the private domain of information, which seems to be of extreme importance. It is a privilege to the ethics of journalism. A job which should be done with liberty and begging the central question of Truth and Respect for the human being, factors which show us the responsibilities of a journalist. Let us then propose a reflection of the attempt to reach the objectivity of the information without letting through in any subjectivity of the journalist.
It is the right of men to orientate the ethical reflection; a reflection, which before being built up as normative, is interrogative, critical, and questioning.
Knowing that the ethics of communications has a strong place in the domain of journalistic information, it is then up to us, despite the difficulties and obstacles and easy access to information, not to ignore that the media does give us a space to see the meaning of life. That is the reason why Aurelius said: “Reason and reasoning are sufficient for themselves and for their own works. They move then from a first principle which is their own, and they make their way to the end which is proposed to them; and this is the reason why such acts are named catorthoseis or right acts, which word signifies that they proceed by the right road”. Every class will have assignments applying to the individual ability to solve moral dilemmas."

This module explores the history and practice of journalism and the roles and ethics of reporters and journalists. The economic structures of media organizations are also considered. The relationships between public and private individuals and organizations are considered along with the notions of newsworthiness, the right to privacy and legitimate public interest. Strategies and approaches that might be adopted by private individuals and organizations to manage critical and newsworthy situations are also examined. Crises and disasters are also discussed and strategies and approaches for reporting on them and for managing them are considered.

Video Practice (LCM 208) course provides an introduction to the principles and practices of single-camera field production. In other words, students will work in small production teams gainning hands-on experience in planning and producing two in-class assignments and a final video short-fiction project. The main goal of this course is to provide students with both applied skills and critical knowledge about the field of video production.

Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.

"All students must complete at least eight weeks of internship at an approved design department office. During the internship, the students must keep a log of all their work, and examples of their outputs.
This module will run as a studio with no fixed sessions where the lecturer will assist the students with their final assignments. The lecturer will also be seeing how the students are doing in the respective organisation and assist the students if any issues arise."

Student will have the opportunity to develop projects that focus on Integrated Marketing Communication approaches, facilitate theoretical models and hands-°©‐on practice. Students will learn to prepare communication plan, as they attempt to communicate their advertising and promotion ideas associated with both local and global brands.

"This accelerated course module is designed for students of Chinese heritage and advanced beginners with good speaking and listening skills. The focus is on reading, writing, and grammar, along with continuing improvement of oral communication skills. The purpose of instruction is to utilize previous language background to lay a solid foundation for further Chinese language study.
本課程為母語為粵語或具有較高漢語水平的人士開設，旨在通過對學習者普通話听、説、讀、寫的訓練，提高語言水平，瞭解普通話的基本知識，為更高層次的普通話學習打下基礎。"

"This accelerated course module is designed for students of Chinese heritage and advanced beginners with good speaking and listening skills. The focus is on reading, writing, and grammar, along with continuing improvement of oral communication skills. The purpose of instruction is to consolidate the foundation which students have built in their first level Chinese courses, to expand their vocabulary, and to introduce them to more complex grammatical structures.
本课程为母语是粵語或具有较高汉语水平的人士开设。在进一步提高学习者听、说能力，改善交际技巧的同时，重点对学习者进行阅读、写作和语法的训练。"

"Students read and discuss material from such sources as newspapers, journals, contemporary literature, media broadcasts and films. Students complete assignments in areas which focus on a practical application of Mandarin including in business, trade, tourism, education or linguistics.
本課程在學生完成普通話I、普通話II課程的基礎上，通過報紙、期刊、廣播、電影等大量現實語料的學習，幫助進一步讓學生進行提高語言水平，並能在商務、貿易等日程生活實際中正確運用。"