For level 1 (year 1) and Level 2 (year 3) this is a rubric that you can use to grade, give feedback the teach students and teachers alike the Design Cycle material that can support student and teacher growth and understanding.
Design Cycle Level 3 and Diploma programAngela DeHart
This rubric is for level 3 students (year 5) and those who want to prepare their students for their MYP program in 10th grade. This rubric gives them a glimpse of what is to come, how they can prepare themselves for what is coming up in high school and what skills they will need to master so that their journey is smooth. This rubric, along with the level/level 2 rubric is a vertical articulation of the skills needed to be successful as an IB student.
For level 1 (year 1) and Level 2 (year 3) this is a rubric that you can use to grade, give feedback the teach students and teachers alike the Design Cycle material that can support student and teacher growth and understanding.
Design Cycle Level 3 and Diploma programAngela DeHart
This rubric is for level 3 students (year 5) and those who want to prepare their students for their MYP program in 10th grade. This rubric gives them a glimpse of what is to come, how they can prepare themselves for what is coming up in high school and what skills they will need to master so that their journey is smooth. This rubric, along with the level/level 2 rubric is a vertical articulation of the skills needed to be successful as an IB student.
Learning c - An extensive guide to learn the C LanguageAbhishek Dwivedi
This document covers entire C language thoroughly. Its for all the students or professionals who would like to learn C or would like to brush up their knowledge with a quick recap.
Unit8: Engineering Design
Module Brief
Grading Criteria
Pass
Assessed in Coursework
Merit
Assessed in Coursework
Distinction
Assessed in Coursework
1.1
1
M1
1
D1
2
1.2
1
M2
1 or 2
D2
1 or 2
1.3
1
M3a
1
D3
1 or 2
1.4
2
M3b
2
2.1
1
2.2
2
2.3
2
2.4
2
2.5
2
3.1
Unit 069 - 1
3.2
Unit 069 - 1
3.3
Unit 069 - 1
Module Leader
Author
IV Signature
Pass criteria thatmust be achieved:
Outcomes
Learner has demonstrated the ability to:
Source of evidence
Outcome 1
Be able to prepare a design specification to meet customer requirements
LO1.1: establish customer requirements
Coursework 1
Questions1, 2 and 3
LO1.2: present the major design parameters
Coursework 1
Questions 6 and 7
LO1.3: obtain design information from appropriate sources and prepare a design specification
Coursework 1
Questions 4 and 5
LO1.4: demonstrate that the design specification meets requirements
Coursework 2
Question 13
Outcome 2
Be able to analyse and evaluate possible design solutions and prepare a final design report
LO2.1: produce an analysis of possible design solutions
Coursework 1
Questions 8 and 9
LO2.2: produce and evaluate conceptual designs
Coursework 2
Question 10
LO2.3: select the optimum design solution
Coursework 2
Questions11 and 12
LO2.4: carry out a compliance check
Coursework 2
Questions 11 and 12
LO2.5: produce a final design report
Coursework 2
Question 14
Outcome 3:
Understand how computer based technology is used in the engineering design process
LO 3.1: explain the key features of a computer-aided design system
Unit 69
Coursework 1 Question 3
LO 3.2: use computer-aided design software to produce a design drawing or scheme
Unit 69
Coursework 1 Question 1
LO 3.3: evaluate software that can assist the design process
Unit 69
Coursework 1 Question 4
Meritcriteria that may be achieved:
Merit Grade Descriptors
Indicative Characteristics
Contextualisation
Source of evidence
M1
Identify and apply strategies to find appropriate solutions
An effective approach to study and research has been applied
A brief literature review on similar products and technologies.
Understanding customer requirements and transforming into technical requirements, reflected in PDF.
Coursework 1
Questions 1 through to 5
M2
Select and/or design and apply appropriate methods and/or techniques
A range of methods and techniques have been applied
Identifying and using appropriate tools in evaluation and selection process of a most suitable solution.
Coursework 1
Questions6 through to 9
Coursework 2
Questions 10to through 12
M3
Present and communicate appropriate findings
A range of methods of presentation have been used and technical language has been accurately used
Professional presentation in report and oral and on time submission.
All questions
Distinction criteria that may be achieved:
Distinction Grade Descriptors
Indicative Characteristics
C ...
Learning c - An extensive guide to learn the C LanguageAbhishek Dwivedi
This document covers entire C language thoroughly. Its for all the students or professionals who would like to learn C or would like to brush up their knowledge with a quick recap.
Unit8: Engineering Design
Module Brief
Grading Criteria
Pass
Assessed in Coursework
Merit
Assessed in Coursework
Distinction
Assessed in Coursework
1.1
1
M1
1
D1
2
1.2
1
M2
1 or 2
D2
1 or 2
1.3
1
M3a
1
D3
1 or 2
1.4
2
M3b
2
2.1
1
2.2
2
2.3
2
2.4
2
2.5
2
3.1
Unit 069 - 1
3.2
Unit 069 - 1
3.3
Unit 069 - 1
Module Leader
Author
IV Signature
Pass criteria thatmust be achieved:
Outcomes
Learner has demonstrated the ability to:
Source of evidence
Outcome 1
Be able to prepare a design specification to meet customer requirements
LO1.1: establish customer requirements
Coursework 1
Questions1, 2 and 3
LO1.2: present the major design parameters
Coursework 1
Questions 6 and 7
LO1.3: obtain design information from appropriate sources and prepare a design specification
Coursework 1
Questions 4 and 5
LO1.4: demonstrate that the design specification meets requirements
Coursework 2
Question 13
Outcome 2
Be able to analyse and evaluate possible design solutions and prepare a final design report
LO2.1: produce an analysis of possible design solutions
Coursework 1
Questions 8 and 9
LO2.2: produce and evaluate conceptual designs
Coursework 2
Question 10
LO2.3: select the optimum design solution
Coursework 2
Questions11 and 12
LO2.4: carry out a compliance check
Coursework 2
Questions 11 and 12
LO2.5: produce a final design report
Coursework 2
Question 14
Outcome 3:
Understand how computer based technology is used in the engineering design process
LO 3.1: explain the key features of a computer-aided design system
Unit 69
Coursework 1 Question 3
LO 3.2: use computer-aided design software to produce a design drawing or scheme
Unit 69
Coursework 1 Question 1
LO 3.3: evaluate software that can assist the design process
Unit 69
Coursework 1 Question 4
Meritcriteria that may be achieved:
Merit Grade Descriptors
Indicative Characteristics
Contextualisation
Source of evidence
M1
Identify and apply strategies to find appropriate solutions
An effective approach to study and research has been applied
A brief literature review on similar products and technologies.
Understanding customer requirements and transforming into technical requirements, reflected in PDF.
Coursework 1
Questions 1 through to 5
M2
Select and/or design and apply appropriate methods and/or techniques
A range of methods and techniques have been applied
Identifying and using appropriate tools in evaluation and selection process of a most suitable solution.
Coursework 1
Questions6 through to 9
Coursework 2
Questions 10to through 12
M3
Present and communicate appropriate findings
A range of methods of presentation have been used and technical language has been accurately used
Professional presentation in report and oral and on time submission.
All questions
Distinction criteria that may be achieved:
Distinction Grade Descriptors
Indicative Characteristics
C ...
Jubail University CollegeDepartment of Business Ad.docxtawnyataylor528
Jubail University College
Department of Business Administration
Semester 381
Assignment No.: 1
Section No.:
Course Code:
BUS 344
Course Name:
Project Management
Student Name
Student ID
1.
2.
3.
4.
PROJECT PROPOSAL PRESENTATION
You are a company offering project-related services to a potential client. The client expresses an interest in your company and requests a proposal from you. The idea of the proposal is based on your choice. Your objective is to convince the client getting the deal.
This activity will take action in two parts: proposal and planning.
The first assignment is embracing the first one, i.e. proposal submitted to outsider client. Hence, assignment 2 is covering the second part, i.e. planning submitted to the company’s top management.
TASK:
As a professional company provide a proposal that includes the following elements:
1. Project Overview: What is the project? What is the aim/objective? Briefly.
2. Company profile: Who you are? Products/services? Company name? Company’s logo, mission and values? What do you offer special to your customers?
3. Project description and features. And how is going to address the client’s issue?
4. List of project’s deliverables.
5. Time: Project phases and timeline
6. Price: how much the client would pay for your service
7. Conclusion
INSTRUCTIONS:
· As group of 4 to 5 to students, a Power Point Presentation is only required.
· Deadline: Week 6.
· Submit a hard copy of the PPT with cover page that includes all the above points.
· Be creative!
GRADING RUBRICS:
Item
Mark
Project Proposal:Course Learning Outcome 2.1: Prepare project proposal.
Teamwork: Course Learning Outcome 3.1: Demonstrate ability to work in team in project management.
Group Mark
· Comprehensiveness: required elements of the proposal are included
· Creativity
· Content is clear and free from spelling and grammatical mistakes
· Concepts must be stated clearly
· Key terms and jargons are defined
· PPTs are well organized and free from unnecessary details
· Graphics and other visuals enhances the presentations
· Conclusions are stated clearly
Total: 10 Marks
Individual Mark
Presentation will be also assessed individually based on parameters, such as:
· Enthusiasm and convincing client/audience about the bid
· Student’s comprehension and knowledge about the presented materials
· Use of appropriate verbal communication (flow of information, comprehensible, & linking)
· Use of appropriate nonverbal communication (confidence, body language, eye contact, voice tone)
· Concise and clear in presentation
· Answer to the question asked
· Time management. All team members must be equally involved.
· Professionalism in presentation and conduct ex. Attire
Total: 10 Marks
Total (Group Mark + Individual Mark) /2
10 %
...
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
Brushstrokes of Inspiration: Four Major Influences in Victor Gilbert’s Artist...KendraJohnson54
Throughout his career, Victor Gilbert was influenced heavily by various factors, the most notable being his upbringing and the artistic movements of his time. A rich tapestry of inspirations appears in Gilbert’s work, ranging from their own experiences to the art movements of that period.
This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
This tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
Hadj Ounis's most notable work is his sculpture titled "Metamorphosis." This piece showcases Ounis's mastery of form and texture, as he seamlessly combines metal and wood to create a dynamic and visually striking composition. The juxtaposition of the two materials creates a sense of tension and harmony, inviting viewers to contemplate the relationship between nature and industry.
1. Subject:
ICT
Year:
10, 2014
Unit:
Digital
Still Image Editing
Task ID:
Item 1
ASSESSMENT CONDITIONS:
Task Type:
Assignment
Time:
Individual student work
All work to be student’s own (please sign Statement of Authorship below)
Please complete all aspects of assignment
Please maintain a current backup of all work completed
Loss of work due to failure to maintain current backup will not result in
assignment extension
Consult teacher and Head of Department one week prior to due date if
extension is required, only approved reasons will result in extension (see
school assignment extension policy)
5 Weeks
STANDARD AWARDED:
(see attached criteria Sheets)
Student
Name:
Teacher
Name:
CRITERIA:
_______________
STANDARD:
Product
Process
Mr Miles
Communication
Issue Date:
Friday
21/02/14(Wk4)
Draft Date: Friday 14/03/14
(Wk7)
Due Date:
(Wk 9)
Friday 28/04/14
STATEMENT OF AUTHORSHIP:
I, _______________________________ declare that:
I completed this assessment without any direct assistance from any other
source, other than those listed in my bibliography or that accepted by the
teacher.
I completed this assessment with the following assistance: (add details if
required)
________________________
Student Signature
________________________
Teacher Signature
EMBEDDED COMPETENCIES:
Version 1: Assessment Item C
3. CONTEXT:
Your task is to complete a promotional poster (optionally – as an additional credit you can also create
an accompanying flyer) around a topic/event for which YOU have a passion or are incredibly
enthusiastic about!
It’s all about giving you, the designer, flexibility with the ideas you can potentially design for, so that
you are able to choose one you will actually enjoy However, the final concept for your poster/flyer
must have the Teacher’s approval first before commencing design. You must respond on CANVAS
discussions in the appropriate thread to have your design idea approved.
Topics can be fictional, but more impressive designs will draw from ‘real life’!
Your client is Mr Miles/Mr Van Bruggen, as they will be reviewing all of the submissions to select
those that best demonstrate the level of graphic design skill held by 10ICT students in 2014’s Term 1
Unit. The look and feel of your product is of utmost importance, as it is to be informative and eyecatching as possible to both draw the viewer’s attention and get them involved in some way with the
promotion.
When designing think about functional elements such as:
•
•
•
•
•
•
•
Choice of photo objects for inclusion
Placement of objects (Including text) in relation to one another
Division of the document (Head, Body, Frames etc.)
Colour / Contrast / Light intensity of elements
Intended audience and the “Message being sent”
Use and variety of Effects
Demonstrate the use of a number of manipulation tools and a range of editing skills
To complete this task, you must design/create your own unique “Logo/Mascot” relevant to the topic,
which is to be embedded within poster (& flyer if you choose so). Finally, you must complete an oral
presentation ‘selling’ your design to the client. Follow the steps below to assist you in completing the
task.
DESIGN SPECIFICATIONS:
Poster Size:
Flyer/Pamphlet:
Logo:
Photographs:
Poster Title:
42cm x 30 cm
13 cm x 18.5 cm
Must be an original graphic
Access online (reference)
Up To You
DESIGN THE SOLUTION
IMPLEMENT THE
SOLUTION
TEST THE SOLUTION
View websites for ideas / view available photos
Create design a logo/mascot in Adobe Photoshop CS6
Access websites for photos/logo required (keep a list for reference)
Create Poster/Flyer using a range of Adobe Photoshop skills developed
throughout term’s coursework (folio); showcase as many of your skills as
possible! – USE THE TICK AND FLICK SHEET
Show a draft product for comment by client prior to the draft due date (see
assignment cover Sheet for details)
Make any adjustments as required/advised
Present your design to the client (and in front of class)
Version 1: ITS Assessment Item A
4. SUBMIT A PRODUCT
Submit all required materials (see attached checklist) to teacher via myPLS
assignment dropbox prior to or on due date (see assignment cover Sheet
for details)
Version 1: ITS Assessment Item A
5. SUBMISSION CHECKLIST:
When submitting assignment, please ensure that all items below are included:
1. Poster.psd, Flyer.psd & Poster.jpg, Flyer.jpg files are uploaded to the ‘Assessment Dropbox’ of our
Course Site – 10ICT on Canvas Online.
2. Oral presentation transcript with Reference List (Be prepared to present your design as an oral
presentation during block in submission week)
CRITERIA SSHEET:
Product
Details
Presentation
Functionality
Presentation
Design Thought
Use of Photo
Editing/Vector
Drawing
Software
Oral
Presentation
Content
RESULT
A
B
C
D
E
Student has
thought
consistently and
accurately about
design principles
prior to
implementation.
Student uses an
extensive range of
techniques
appropriately,
including (all):
Use of
colour
Selectio
n tools
Layers
Maskin
g
Origina
l graphics
Applica
tion of design
concepts
Student has
thought
accurately about
design principles
prior to
implementation.
Student has
thought about
design principles
prior to
implementation.
Student has
thought
minimally about
design principles
prior to
implementation.
Little or no
attempt made to
think about
design
principles.
Student uses an
good range of
techniques
appropriately,
including (most):
Use of
colour
Selecti
on tools
Layers
Maskin
g
Origin
al graphics
Applic
ation of design
concepts
Student uses
some techniques
including (two):
Use of
colour
Selecti
on tools
Layers
Maskin
g
Origin
al graphics
Applic
ation of design
concepts
Student
required
extensive
assistance to
use photo
editing /vector
drawing
software
appropriately.
Student
effectively
incorporates all
aspects of their
design into the
presentation.
Student
incorporates all
aspects of their
design into the
presentation.
Student uses a
range of
techniques
appropriately,
including (at least
three):
Use of
colour
Selecti
on tools
Layers
Maskin
g
Origin
al graphics
Applic
ation of design
concepts.
Student
incorporates most
aspects of their
design into the
presentation.
Student
incorporates some
aspects of their
design into the
presentation.
Student
incorporates
few to no
aspects of their
design into the
presentation.
B+
C+
D+
E+
A+
A
A-
B
B-
C
C-
D
D-
E
E-
6. CRITERIA SSHEET:
Process
MANAGING
Details
Design Thought
WORKING
Overall
Effectiveness of
Final Design
REFLECTION
Interpreting and
Implementing
Client Advice
Testing Phase
RESULT
A
B
C
Student has created
a design that shows
a complete
interpretation of
the client’s
requirements.
Student has created
a design that shows
a comprehensive
interpretation of the
client’s
requirements.
Student has created
a design that shows
a valid
interpretation of
the client’s
requirements.
Student has
created a design
that shows some
interpretation of
the client’s
requirements.
Little or no
attempt made to
analyse client
needs.
Student has
provided an
effective,
appealing, design
that conforms to
client requirements
and desktop
publishing
standards, showing
originality and
flair.
Student has
effectively
interpreted and
applied all
feedback given
from client at
drafting stage to
improve final
design.
The student judges
and justifies with
clear and specific
understanding of
client’s needs, the
suitability of their
product.
Student has
provided a
somewhat effective,
appealing, design
that conforms to
client requirements
and desktop
publishing
standards, showing
some originality
and flair.
Student has mostly
interpreted and
applied most
feedback given
from client at
drafting stage to
improve final
design.
Student has
provided a design
that conforms to
some client
requirements and
desktop publishing
standards.
Student has
provided an
attempt at a
design, vary rarely
conforming to
client requirements
and desktop
publishing
standards.
Little or no
attempt made to
produce a final
design which
conforms to client
requirements and
desktop publishing
standards.
Student has applied
some feedback
given from client
at drafting stage to
improve final
design.
Student has seeked
feedback given
from client at
drafting stage.
Student has made
little or no attempt
to gain and
interpret feedback
from client.
The student judges
and justifies with
clear understanding
of client’s needs,
the suitability of
their product.
The student judges
with understanding
of client’s needs,
the suitability of
their product.
The student judges
at least two
client’s needs in
their product.
The student judges
at least one of the
client’s needs in
their product.
A+
A
A-
B+
B
B-
C+
C
D
C-
D+
D
E
D-
E+
E
E-
7. CRITERIA SSHEET:
Communication (ORAL)
Details
Representing
Information
Using Language
Oral Presentation
RESULT
A
B
The student uses
appropriate contexts
to construct and
effectively
communicate
intended meaning of
information in
design sketches.
The student has
selected appropriate
genre, context and
sequences to
represent
information and
ideas.
The student uses
appropriate contexts
to construct and
communicate
intended meaning of
information in
design sketches.
The student uses
mostly appropriate
contexts to deliver
meaning in design
sketches.
The student has
considered the
context, but has
applied in the basic
fashion to deliver
meaning in design
sketches.
The student has
applied some
language
conventions at
times in the design
sketches.
The student has
usually selected
appropriate genre,
context and
sequences to
represent
information and
ideas.
The student has used
a wide vocabulary
and consistently
applies conventions
of language
(spelling, grammar,
punctuation and
logical expression).
The student has
provided evidence
that genre has been
considered and
applied consistently.
The student has
provided evidence
that sometimes
genre has been
considered and
applied.
The student has
provided little to
no evidence that
genre has been
considered and
applied.
The student has used
an appropriate
vocabulary and most
conventions of
language (spelling,
grammar,
punctuation and
logical expression).
The student has used
a limited vocabulary
and few conventions
of language have
been applied
(spelling, grammar,
punctuation and
logical expression).
Student
communicates to
audience
incorporating most
of the following
aspects:
Eye contact
with audience
Voice
projection
Voice
dynamics
Visual
props
Appropriat
e length
Organisatio
n
Incorporate
s question time
Student
communicates to
audience
incorporating the
majority of the
following aspects:
Eye contact
with audience
Voice
projection
Voice
dynamics
Visual
props
Appropriat
e length
Organisatio
n
Incorporate
s question time
Student effectively
communicates to
audience
incorporating a few
of the following
aspects:
Eye contact
with audience
Voice
projection
Voice
dynamics
Visual
props
Appropriat
e length
Organisatio
n
Incorporate
s question time
The student has
used inappropriate
vocabulary and
many conventions
of language have
not been applied
(spelling,
grammar,
punctuation and
logical
expression).
Student makes
little to no attempt
to communicate
with audience.
The student has used
a wide vocabulary
with discrimination
and consistently
applies conventions
of language
(spelling, grammar,
punctuation and
logical expression).
Student effectively
communicates to
audience
incorporating all the
following aspects:
Eye contact
with audience
Voice
projection
Voice
dynamics
Visual
props
Appropriat
e length
Organisatio
n
Incorporate
s question time
A+
A
A-
B+
B
C
B-
C+
C
D
C-
D+
D
E
D-
E+
E
E-
8. 10ICT, Term 1: Poster / Flyer
'Tick and Flick', Evidence of Photoshop Skills
Textbook
Chapter
1. 'Getting
Started'
2. 'Image
Processing'
3. Using Layers
4. Selections
5. Painting and
Drawing
Concept
p. 10; Screen Resolution and scaling settings
p. 16; Correct colour mode (RGB, CMYK)
p.16; Rotating and flipping images
p.16; Cropping and straightening images
p.18; Optimising images size/resolution
p.20; Content aware scaling
p. 21; Sharpening
p.23; Tonal correction, Brightness/Contrast, Shadow/
highlight/Colour correction
p.24; Variations
p.26; Naming layers appropriately
p.26; Background layer
p.26; Locking layers
p.27; Transforming layers; Moving, Resizing,
Distorting,Rotating,
p.29; Layer transperency
p.31; Duplicating, Linking, Aligning
p.32; Layer Style
p.34; Merging and Flattening
p. 36; Marquee Tools
p.37; Feathering
p.38; Lasso Tool
P.38; Polygonal Lasso Tool
p.39; Magnetic Lasso
p.39; Magic Wand
P.40; Quick Selection
p. 40; Refine Edge
p. 41; Transforming selection
p.43; Paste into
p.44; Used the colour picker/Swatch
p.45; Eyedropper tool
p.46; Different Brushes (sizes/styles)
p.47; opacity / flow
p.47; Pencil tool
Included?
✔
✔
9. 6. Photo
retouching
7. Effects
8. Working with
type
p.47; Eraser tool
p.49; Art History Brush
p. 49; Smudge tool
p.50; Stroking and filling
p.50; Paint Bucket
p.51; Gradient tool
p.52; Shape tools
p. 53; Pen tool
p.53; Freeform Pen
p.54; Drawing with Paths
p.57; Clipping paths
p.58; Transperency
p.59; Background and Magic eraser
p.61; Spot healing
p.61; Healing brush
p.62; Patch tool
p.62; Clone stamp
p.63; Dodge
p.63; Burn
p.63; Sponge
p.63; Blur and Sharpen
p.64; Red eye
p.64; Color replacement
p.65; Panoramas
p.66; Filter gallery
p.69; Warp
p.70; Create and format Text
p. 71; Warp text
p. 71; Transform text
p.72; Flowing Text along a path
p.72; Rasterise text
p.72; Type mask on text
10. 6. Photo
retouching
7. Effects
8. Working with
type
p.47; Eraser tool
p.49; Art History Brush
p. 49; Smudge tool
p.50; Stroking and filling
p.50; Paint Bucket
p.51; Gradient tool
p.52; Shape tools
p. 53; Pen tool
p.53; Freeform Pen
p.54; Drawing with Paths
p.57; Clipping paths
p.58; Transperency
p.59; Background and Magic eraser
p.61; Spot healing
p.61; Healing brush
p.62; Patch tool
p.62; Clone stamp
p.63; Dodge
p.63; Burn
p.63; Sponge
p.63; Blur and Sharpen
p.64; Red eye
p.64; Color replacement
p.65; Panoramas
p.66; Filter gallery
p.69; Warp
p.70; Create and format Text
p. 71; Warp text
p. 71; Transform text
p.72; Flowing Text along a path
p.72; Rasterise text
p.72; Type mask on text