Create A Brochure using Adobe program In Design

Create A Brochure using Adobe program In Design Create A Brochure using Adobe program In Design
Product: An interpretive brochure for a self-guided walk, hike, biking, equestrian, or auto tour.

Options:
1. Brochure Redesign. Find an example of a poorly developed brochure (poor in both interpretive & conceptual design techniques). Redesign that brochure using better interpretive & conceptual design techniques.

Create A Brochure using Adobe program In Design Submission Requirements

i. Submit (a) an image of the original brochure pasted into a word document (scan
a paper copy if needed, save it as an .jpg, then insert into word document) that
also has (b) the theme you developed to plan the redesign.
ii. Submit a pdf file of your redesigned brochure.
2. New Brochure. Identify a location that is need of a self-guided tour. Design a brochure for use in this location using interpretive and conceptual design techniques.
a. Submission Requirements:
i. Submit (a) a description of why you thought there was a need for an interpretive
tour in that location that also has (b) the theme you developed to design the
brochure.
ii. Submit a pdf file of your brochure.
Content: The subject matter of your brochure must be an environmental or cultural resource (wide latitude for this project; e.g., a tour of the best front porches in Raleigh). The subject can be the same as that of your podcast.
Software: Adobe In-Design, Illustrator & Photoshop
Preparation Work:
1. Write the theme (i.e., the “so what” you want your audience to
walk away with after participating in your self-guided tour) and write your title (Level I; can be your theme if very short but needs to be a thematic title).
2. Identify your stops (include “intro” and “concluding” stops). Develop 4 or fewer main ideas.
3. Write your Level II titles (better if they are thematic subtitles) and write the Level III text for each stop.

Create A Brochure using Adobe program In Design Grading Rubric: Total Points

Theme statement Organized Relevant Enjoyable Attractive
Brief Clear
100
10
15
15
15
15
15
15
4. Write your concluding stop Level II title & Level III text.
5. Write your introductory stop Level II title & Level III text.
6. Create a map.
7. Find, save & download relevant pictures & images (e.g., pictures, diagrams, maps) for your
brochure that pertains to your theme and main idea(s). Write captions (Level IV).
8. Add relevant logos and “for more information” text.
Brochure Development Requirements:
Use Adobe InDesign to create your brochure & Illustrator to develop graphics for your brochure. Set-up your file to be a three-fold, two-sided brochure on letter-sized paper. Your brochure must include a map (if one is not available or it is of poor quality, maps can be made from Google Maps and edited in Photoshop or Illustrator, or can be made using ArcView GIS). Your brochure should include: Title, Theme, Map, Introduction, Description of each stop (main idea/connection to theme), Photos/Illustrations, & a Credit to your work (consider adding NCSU & PRTM logos). Remember to use interpretive principles & strategies, including those relating to conceptual & artistic design. Create A Brochure using Adobe program In Design The brochures must be in black & white or grayscale. Be sure to save all images to your InDesign Project Folder to ensure proper packaging. Save as a pdf (“Export”, “Format” “Adobe PDF (Print)”) to submit via Moodle.

Classroom Handout Project Design

Classroom Handout Project Design Please design a handout that can be shared with classroom teachers as a resource for effective ELL strategies. You need to choose at least three strategies and create a tool for teachers to use as a resource. Classroom Handout Project Design

This tool should include:
• Strategy name
• Description in your own words
• Target skills/ and or age level
• How/why it supports ELLs
• Reasons you recommend (strengths)
You are welcome to make present this in any way that you feel would be helpful and easily accessible for teachers. Classroom Handout Project Design

Classroom Handout Project Design Sample

This could be a pamphlet, a handout, a table, a chart, etc. A sample is attached as a resource.
Strategies to encourage active involvement:
Learning centers: extending learning through hands-on practice
Multiple intelligences strategies: teaching and testing to student-preferred learning modes
Strategies for language development:
Leveled questions: adjusting questioning strategies to the language levels of students
Collecting and processing words: making vocabulary your own
Language framework planning: supporting academic language and content acquisition. Classroom Handout Project Design Please design a handout that can be shared with classroom teachers as a resource for effective ELL strategies. You need to choose at least three strategies and create a tool for teachers to use as a resource. You are welcome to make present this in any way that you feel would be helpful and easily accessible for teachers. This could be a pamphlet, a handout, a table, a chart, etc. A sample is attached as a resource. Classroom Handout Project Design

Classroom Handout Project Design Learning Centers

Learning centers: extending learning through hands-on practice Multiple intelligences strategies: teaching and testing to student-preferred learning modes
Strategies for language development:
Leveled questions: adjusting questioning strategies to the language levels of students Collecting and processing words: making vocabulary your own Language framework planning: supporting academic language and content acquisition.

Home the Architects of the Modern Movement

Home the Architects of the Modern Movement The home, as a place to which we are all intended to have a right, was a particularly potent topic for the architects of the modern movement . Take either an individual house, weather real or experimental, or a housing project, to explore how and why.

Home the Architects of the Modern Movement The home, as a place to which we are all intended to have a right, was a particularly potent topic for the architects of the modern movement .

Home the Architects of the Modern Movement Essay Assignment

Take either an individual house, weather real or experimental, or a housing project, to explore how and why. Home the Architects of the Modern Movement The home, as a place to which we are all intended to have a right, was a particularly potent topic for the architects of the modern movement . Take either an individual house, weather real or experimental, or a housing project, to explore how and why. Home the Architects of the Modern Movement The home, as a place to which we are all intended to have a right, was a particularly potent topic for the architects of the modern movement . Take either an individual house, weather real or experimental, or a housing project, to explore how and why.

Home the Architects of the Modern Movement Essay Experimental Guidelines

The home, as a place to which we are all intended to have a right, was a particularly potent topic for the architects of the modern movement . Take either an individual house, weather real or experimental, or a housing project, to explore how and why. Home the Architects of the Modern Movement The home, as a place to which we are all intended to have a right, was a particularly potent topic for the architects of the modern movement . Take either an individual house, weather real or experimental, or a housing project, to explore how and why.

Creating a 3D Package with Full Color Graphics

Creating a 3D Package with Full Color Graphics The goal is to create a 3D package covered with full-color graphics. This package will be used to package your product.

Creating a 3D Package with Full Color Graphics Guidelines

Graphics for the package must match your label designs closely (if not exactly).
1. Look at templates on Artios CAD, or draw your own.
2. Template shape can be customized to suit your graphic design approach, or used “as is”.
3. Use layout software (CAD) to position your graphics on the template.
4. Include necessary items: ingredients, a bar code, nutrition information, product blurb, contents volume, etc. as needed.
5. Print your graphics/template page on high quality paper. You may use permanent spray to draw your graphic print.
6. Cut out template, score all fold lines, and glue holder together (carefully).
Ideas:
Consider the shape of the package other than the basic ‘straight-edge’ model. The generic templates can be customized with die-cut edges, windows, or an
interesting handle shape to enliven your design.

Creating a 3D Package with Full Color Graphics Requirement for the Final Report

1. Product overview.
2. Picture of the three labels.
3. The design brief document. Pg. 152. Fig. 4.2
4. Picture of a three dimensional block layout. (Hand drawing)
5. Picture of the die cut layout. (Hand and CAD drawing)
6. Pictures of the first prototype.
7. Define the weaknesses of the first prototype.
8. Explain the process of improving your prototype. How did you improve the prototype?
9. Picture of the final package with printed graphics adhered to or stenciled on package.
10. Conclusion: explain how this package could be improved.
Student should email the final report as a word file

Image Analysis of Photographs Oral Presentation

Image Analysis of Photographs Oral Presentation You need to choose one of the photographs oral presentation and write about it in terms of its historical context, its formal content, its institutional context, and criticism.

Your analysis should be critical and you should use appropriate references to back it up. We are very visual creatures. A large percentage of the human brain dedicates itself to visual processing. Our love of images lies with our cognition and ability to pay attention. The images are able to grab our attention easily, we are immediately drawn to them.

Professional Training Design on Cross Cultural Issues

Professional Training Design on Cross Cultural Issues Training Design
Design a detailed training course that addresses a specific population and a problem related to cross-cultural issues.

Your training course can be for
individuals in a corporation, school, government agency, or professional training program. Regardless of who you choose, you must demonstrate cross-cultural concepts.

Professional Training Design on Cross Cultural Issues Project Components

Goals: In this section, list three to six goals for your training program. You might begin by saying, " The purpose of this training program is to. . .
" and then list the goals. Useful terms include introducing, investigate, discover, reveal, teach, facilitate, and lead (one page).
Training question: For this project, you must have a question that you are trying to discover the answer to. You might explore, for example, whether your
trainees can change their attitudes about race relations during an eight-week seminar. In this section, state the question you are trying to answer. Your
question must be detailed and specific.
Target population: To what group are you offering a training program? Why?
Abstracts: Locate four to six abstracts on the Web relating to cross-cultural psychology. Attach the abstracts to your paper and explain how the research
therein forms the foundation for your proposal.
Introduction (the problem): In this section, discuss the problem your training program will help solve. Incorporate quotes from cross-cultural psychologists
from your text as well as online sites. Tell the reader why you think this problem is important and why you are conducting the training (two to four pages).
Literature briefs: In this section, list three to six articles you have read that are relevant to your topic. You might also include book chapters. Write the
full reference of your source. Under each reference, briefly describe the main point of the article, chapter, or book. Each brief should be two to four
sentences. If you quote the author, don’t forget to include the page number of the quote. Don’t use the same quotes you used in your introduction. Your
references should be written in APA style. Examine annotated bibliographies to get ideas for this section (one to two pages).
Course sessions: In this section, detail the sessions of your program. You should have six to ten sessions. Each session should have a topic and an exercise
to help participants learn the topic.
Results: In this section, state the results you hope to see. Explain why you expect these results. Include theories from cross-cultural psychology that point
to these hoped-for results. Discuss the influence of your own experiences on your course design and hoped-for results.
References: In this section, list the references you quoted in your paper. Add a bibliography of books, articles, and Web sites that you recommend we read on your topic.
Points awarded
Behaviors demonstrated
30
The paper contains no errors in this area.
26
The paper contains limited errors in this area; however, the overall presentation of the material is readable and appropriate.
22
The paper contains multiple errors in this area; however, the overall presentation of the material is acceptable.
18
The paper contains a number of errors in this area and the overall presentation is difficult to read.
14
The paper contains numerous errors in this area, which detracts from the presentation.
0
Not present

Opinion about the Benefits of Images of Beauty

Opinion about the Benefits of Images of Beauty Below is the instructor requirement:

(Images of beauty– both male and female — are promoted in magazines, in movies, on billboards, and on television. Explain the extent to which you think these images can be beneficial or harmful).
I made an outline for it, so please try your best to be close from my outline, or at least take a general idea and some thought from my outline. With the proper camera and vision, photography can make your life much better. Below are just a few of the many benefits of developing a love of photography.

Conducting Qualitative Data Analysis

Conducting Qualitative Data Analysis Order Instructions: Conducting qualitative analysis
This week you will discuss the different qualitative data analysis techniques recognizing potential weaknesses as well as the main validity and reliability concerns.

•Review the Required Learning Resources.

•Discussing critically the purposes and key issues when conducting qualitative data analyses

•Exploring the main data quality issues related to validity, reliability, and generalisability.

•Proposing ways to overcome data quality issues

•Highlighting possible ethical issues and feasibility constraints with the collection of primary qualitative data

Conducting Qualitative Data Analysis Sample Answer

Qualitative Data Analysis

The qualitative data analysis is the system in that we transform the inputs data that have been gathered as the element of the research purpose and employ it to offer the interpretation, understanding, and explanation of the situations, people and the phenomena that are studied. The fundamental role of examining the qualitative data is to investigate the symbolic and meaningful content of which is found inside. That is the purpose of trying to understand and identify such ideas, situations, and concepts. It is of greater significance that was before deciding upon the techniques of data analysis; the researcher should be familiar and confident with the selected discipline.

When analyzing data, it’s vital for the researcher to have background information on the chosen field so as to make a lot of decisions relating to the findings and the analysis. According to the Miles and Huberman (1994 cited in Collis and Hussey, 2013), they explain that systematic ways to the qualitative examination which can generally be employed for the investigation of the qualitative data vary across a range of the techniques used to collect data.

Normally, the quality analyses have three parts. That is the data reduction, data display, and lastly drawing the conclusion. That data reduction entails the condensing of the relevant quantitative data that is collected to something which is more controllable for the analysis by coding the data. Coding entails recognizing keywords, ideas, themes and phrases and additionally, it is influenced by the language the researcher uses.

There exist two types of qualitative data analysis. That is the content analysis and the thematic analysis, (Vaismoradi, Turunen and Bondas, 2013). Content analysis is used to analyze data that have been collected using primary and secondary methods across a wider range of different sources. In the content analysis, the process of coding is recognized that they entail ideas, themes, phrases and words that come into view in the data. Afterward, the data is analyzed to find out the recurrences of the sets, and they are recorded regarding numeric, (Schreier, 2012). The numerically processed data is created from this analysis and can be examined for the number of outcomes occurring by using statistical techniques. It could entail the utilization of the evocative statistics and images representing the data. The method is limited by the fact that is very time-consuming and needs very close concentration to details.

The thematic analysis is explained as the technique for recognizing, report and analysis sequences inside the data, (Braun, Clarke, and Terry, 2014). It is broadly used in the qualitative research because it is straight forward technique and it provides the researchers with essential tactics for the acceptance of other ways and more complicated methods of examining the quality data.

The uses of computer packages have helped to handle a larger number of data. The data is then represented in various formats. It entails researcher’s ideas, interviews, and documents to mention but a few. To make it efficient, as a researcher, you must do transcription so as to deal with the issue of time consumption, (Clarke, and Braun, 2013)

Conclusively, it is vital for the researcher to adhere to the ethical issue. When collecting data, the researcher should know what is right or wrong to the respondents or what is termed as morally correct or incorrect by the society. The researcher should not force people to participate but those are willing and able and qualify for the investigation should be used for analysis, (Silverman, 2016)

Conducting Qualitative Data Analysis Bibliography

Vaismoradi, M., Turunen, H. and Bondas, T., 2013. Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), pp.398-405.

Schreier, M., 2012. Qualitative content analysis in practice. Sage Publications.

Collis, J. and Hussey, R., 2013. Business research: A practical guide for undergraduate and postgraduate students. Palgrave Macmillan.

Braun, V., Clarke, V. and Terry, G., 2014. Thematic analysis. Qual Res Clin Health Psychol, pp.95-114.

Clarke, V. and Braun, V., 2013. Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The psychologist, 26(2), pp.120-123.

Silverman, D. ed., 2016. Qualitative research. Sage.

Grant Proposal on Program Design Methods

Grant Proposal on Program Design Methods You will be using the same agency and topic you have already identified and you have been working on for the last three weeks.

Which is the Every Woman’s organization, in this paper you will focus on Program design methods and timeline? Once the goals and objectives of your grant proposal are in place, you need to walk your grant proposal reader through the methods you will use to achieve those goals and objectives. There could be an infinite variety of ways to achieve your objectives, so how do you choose just the right approach and, furthermore, justify why you chose those methods?

Design and Delivery of Organisational Learning

Design and Delivery of Organisational Learning Order Instructions: Learning theory and its application in the context of design and delivery of organizational learning

•Reflect on how learning theory can be applied in the context of the design and delivery of organizational learning.

Design and Delivery of Organisational Learning Sample Answer

TM.COLL.W5

Learning takes place in our lives in different ways. It is through this learning that people get to acquire new skills and knowledge that translates to improved performance in the organization. Various theories of learning provide insights into the process of learning. These theories categorized in different paradigms such as cognitivism, behaviorism, humanism, constructivism, design-based and 21^st century skills provides insights on the learning process. The discussion is about how learning theory can be applied in the context of the design and delivery of organizational learning.

Design and delivery of organizational learning is better understood through different learning theories. Different organizations designs and deliver their organizational learning differently to enable them to achieve their goals and aims. One of the theories classified, as humanism paradigm is the Kolb’s learning style. According to Kolb’s learning style, the design and delivery of organizational learning should have four areas of preferences (James Cook University, (JCU), 2015). This theory helps the organization to understand individual learning styles and provide an explanation of a cycle of experiential leaning applicable to all learners.

Therefore, in the design of a learning plan, it is important to consider various learning styles of individuals. Employees level of understanding vary as well as there preferred the style of learning. Some learn through observing, reading or through feeling among other ways. Understanding this will help an organization to design appropriate learning styles to meet the needs of learners. According to Kolb’s learning theory, the four stages in experiential learning are concrete reflective observation, abstract conceptualization, and active experimentation (JCU, 2015). People learning takes time as they move through immediate experiences that make them to observe and reflect on the experiences. The reflections are absorbed as individual’s links them with the previous knowledge translating the same into abstract concepts or theories that make them to adjust to experiences that can easily be tested and explored further (Clark & White, 2010).

Kolb’s concept can therefore, be applied in the design and delivery of organizational learning context if the focus is to foster internal growth and discovery. Employees require exploring their capabilities to help come up with innovations and creativity to impact positively on the organization. Therefore, in the event that the organization wants to explore the potential and capabilities of employees, then applying Kolb’s learning theory in the design is very important (Hirsh, 2005). This kind of learning requires the focus to be on the learner to open possibilities. It is also important to help employees gain experience on-the-job. Organizations can therefore provide on-the-job training to ensure that individual develop knowledge, emotions, skills through performing various tasks. This kind of training or learning is also cost effective hence; appropriate if the organization is aiming at reducing the cost of training.

In a setting where there is a need to achieve flexible outcomes, it is prudent for such an organization to adopt this learning approach. Experiential learning is individually directed and is not time bound hence, giving learners a wide opportunity to explore and come up with appropriate solutions to various problems that organizations experience (Harrison, 2009).

In conclusion, it is evident that various learning theory are important in the design and delivery of organization learning. Learning theories such as Kolb’s experiential leaning styles clearly indicates how the theory acts as a framework and a guide when designing an organization learning strategy. It is important to understand the reason for instituting learning, the learning styles of the individual, and the overall process or cycles that leads to the effective learning process. This ensures that suitable learning methods and strategies are adopted and delivered using appropriate methods.

Design and Delivery of Organisational Learning Reference list

Clark, J, & White, G 2010, ‘Experiential Learning: A Definitive Edge In The Job Market’, American Journal Of Business Education, vol. 3 no. 2, pp. 115-118.

Harrison, R. (2009). Chapter 4: Understanding Learning and the Learners. Retrieved from: http://www.cipd.co.uk/NR/rdonlyres/8A740623-5C60-424C-B86C- EE6AD43D504C/0/9781843982166_sc.pdf

Hirsh, W. (2005). Developing and Delivering a Learning Strategy. Retrieved from: http://www.niace.org.uk/lifelonglearninginquiry/docs/wpl0003.pdf

James Cook University, (JCU), 2015, ‘Kolb’s Experiential Learning Theory and learning styles model, Retrieved from: http://www.jcu.edu.au/wiledpack/modules/fsl/JCU_090344.html