James Catherine has over 20 years of experience in graphic design, marketing communications, and education. He has worked as an adjunct professor, team lead, art director, and graphic designer for various companies. He holds a Master's degree in Communications and a Bachelor's degree in Interdisciplinary Studies. His philosophy focuses on a cyclical creative process of discovering, developing, designing, and defining to continually improve performance. He provides references and samples of his design work.
Presentation skills brochure 20 feb 2013Adriaan Gie
The document describes a two-day High Impact Presentation Skills Training workshop. The workshop teaches delegates how to reduce anxiety when presenting, develop purposeful presentations focused on inspiring action, and conduct audience analysis. Through exercises and peer feedback, delegates prepare and deliver presentations on real work themes while learning to deliver messages with supportive body language. The goal is for delegates to leave with improved skills in designing high-impact presentations and delivering them in a confident manner.
The document summarizes a two-day workshop on high impact presentation skills training. The workshop teaches delegates how to reduce anxiety, develop purposeful presentations focused on inspiring action, and conduct audience analysis. Through exercises and peer feedback, delegates prepare and deliver presentations on real work themes to learn how to design high impact presentations and deliver them in a confident manner. The goal is to provide delegates with skills to present ideas clearly and persuasively in order to influence outcomes.
Through strategic planning workshops, Dr. Tramel helped the NASA Metal Engineering Division develop a strategic plan from the bottom up. She engaged technicians, engineers, and managers to identify their organization's vision, mission, values, goals, and action steps. By applying servant leadership principles and an inclusive process, the workshops addressed the needs of employees experiencing uncertainty from changes at NASA. The bottom-up approach built ownership of the strategic plan.
This document provides an overview of the Levin-Ward Competency Model for program management. It defines complexity and discusses key concepts related to complexity such as nonlinear dynamics and self-organization. It then outlines the basic structure of the competency model, including its purpose to identify important competencies. It describes the six performance competencies and eight personal competencies that make up the model. Examples are given of elements, performance criteria, and types of evidence for both performance and personal competencies. The document concludes by discussing how the model can be used to assess competency at the organizational, program manager, and prospective program manager levels and provides a five step process for implementing the model.
IDBM x Slush – Service Leadership Minor HandbookIDBMAalto
This document introduces a new blended minor program called the IDBM Service Minor that is designed to seamlessly integrate into students' lives and support their passions. The program aims to provide an inspiring and engaging learning experience outside of the traditional university bubble. It will involve collaborative project work with industry partners over 6 months to gain hands-on experience. The program structure incorporates sessions on topics like high performing teams, diversity, project planning and more to provide learning outcomes focused on skills like design thinking, storytelling and developing a learning framework. Students will document their work in a Service Design Handbook that is intended to guide future cohorts.
The document discusses growing people in organizations. It notes that informal learning accounts for 80% of job knowledge but is not well supported by training functions. It also emphasizes that planting the seed of learning through training does not guarantee the fruit of changed performance, as learning is a three phase process involving needs assessment, the learning event, and reinforcement. The best growth occurs when organizations support informal learning, conversations, decision making, and individual development plans.
This document provides information about a three-day leadership training program titled "Building the 21st Century Leader". The program will focus on refining communication skills, engaging employees, and using innovation and creativity. It will take place November 16-18, 2009 in Arlington, VA and cover topics such as communicating vision, active listening, managing conflict, and fostering a creative environment. The document includes an agenda, speaker biographies, sponsorship and registration information.
The document describes a three-day leadership training program focused on communication, employee engagement, and innovation. The program consists of three courses that teach skills like communicating vision, active listening, managing conflict, leading change, and driving engagement. The goal is to help leaders develop 21st century skills to inspire and harness the talents of their employees to achieve organizational goals.
Presentation skills brochure 20 feb 2013Adriaan Gie
The document describes a two-day High Impact Presentation Skills Training workshop. The workshop teaches delegates how to reduce anxiety when presenting, develop purposeful presentations focused on inspiring action, and conduct audience analysis. Through exercises and peer feedback, delegates prepare and deliver presentations on real work themes while learning to deliver messages with supportive body language. The goal is for delegates to leave with improved skills in designing high-impact presentations and delivering them in a confident manner.
The document summarizes a two-day workshop on high impact presentation skills training. The workshop teaches delegates how to reduce anxiety, develop purposeful presentations focused on inspiring action, and conduct audience analysis. Through exercises and peer feedback, delegates prepare and deliver presentations on real work themes to learn how to design high impact presentations and deliver them in a confident manner. The goal is to provide delegates with skills to present ideas clearly and persuasively in order to influence outcomes.
Through strategic planning workshops, Dr. Tramel helped the NASA Metal Engineering Division develop a strategic plan from the bottom up. She engaged technicians, engineers, and managers to identify their organization's vision, mission, values, goals, and action steps. By applying servant leadership principles and an inclusive process, the workshops addressed the needs of employees experiencing uncertainty from changes at NASA. The bottom-up approach built ownership of the strategic plan.
This document provides an overview of the Levin-Ward Competency Model for program management. It defines complexity and discusses key concepts related to complexity such as nonlinear dynamics and self-organization. It then outlines the basic structure of the competency model, including its purpose to identify important competencies. It describes the six performance competencies and eight personal competencies that make up the model. Examples are given of elements, performance criteria, and types of evidence for both performance and personal competencies. The document concludes by discussing how the model can be used to assess competency at the organizational, program manager, and prospective program manager levels and provides a five step process for implementing the model.
IDBM x Slush – Service Leadership Minor HandbookIDBMAalto
This document introduces a new blended minor program called the IDBM Service Minor that is designed to seamlessly integrate into students' lives and support their passions. The program aims to provide an inspiring and engaging learning experience outside of the traditional university bubble. It will involve collaborative project work with industry partners over 6 months to gain hands-on experience. The program structure incorporates sessions on topics like high performing teams, diversity, project planning and more to provide learning outcomes focused on skills like design thinking, storytelling and developing a learning framework. Students will document their work in a Service Design Handbook that is intended to guide future cohorts.
The document discusses growing people in organizations. It notes that informal learning accounts for 80% of job knowledge but is not well supported by training functions. It also emphasizes that planting the seed of learning through training does not guarantee the fruit of changed performance, as learning is a three phase process involving needs assessment, the learning event, and reinforcement. The best growth occurs when organizations support informal learning, conversations, decision making, and individual development plans.
This document provides information about a three-day leadership training program titled "Building the 21st Century Leader". The program will focus on refining communication skills, engaging employees, and using innovation and creativity. It will take place November 16-18, 2009 in Arlington, VA and cover topics such as communicating vision, active listening, managing conflict, and fostering a creative environment. The document includes an agenda, speaker biographies, sponsorship and registration information.
The document describes a three-day leadership training program focused on communication, employee engagement, and innovation. The program consists of three courses that teach skills like communicating vision, active listening, managing conflict, leading change, and driving engagement. The goal is to help leaders develop 21st century skills to inspire and harness the talents of their employees to achieve organizational goals.
Mortimer Adler Middle School/Perennialism School of ThoughtLisa Clark
The document discusses Mortimer Adler Middle School, which is based on the philosophy of perennialism. Perennialism believes that students should be educated in ideas that have lasted for a long time by reading great works and discussing them with teachers as knowledge holders. The school focuses on developing critical thinking through didactic teaching, Socratic discussions, and coaching. It has a traditional curriculum including subjects like languages, history, and philosophy with an emphasis on Western classics. The school uses structured classrooms, strict discipline policies, and a traditional dress code to create an orderly learning environment.
The document outlines a decision tree for exploring business trends, security, delivery channels, branch transformation, and operational topics within a financial institution. It provides multiple levels of increasing specificity on topics including teller productivity, back-office operations, facilities management, data risk management, endpoint security, customer experience, and transaction migration. Click the back to chart links to navigate up and down the decision tree.
James Catherine has over 20 years of experience in graphic design, marketing communications, and education. He has worked as an adjunct professor, team lead, art director, and graphic designer for various companies. He holds a Master's degree in Communications and a Bachelor's degree in Interdisciplinary Studies. His philosophy focuses on a cyclical creative process of discovering, developing, designing, and defining to continually improve performance. He provides references and samples of his design work.
Ich möchte die Erfahrung aus verschiedenen Projekten zum Thema Migration zusammenfassen und in Form einer Checkliste für die Administratoren veröffentlichen. Dabei möchte ich verschiedenste mögliche Anpassungen erläutern, die in SharePoint möglich sind. Darunter z.B.:
- Site Templates (supported / non supported ID’s)
- Solutions
- Webparts
- Sprache
- IIS Einstellungen
- SQL Transactions Logs / Festplattenspeicher
Diese und weitere sollen den Administratoren helfen Anpassungen zu identifizieren und schließlich zu migrieren. Als Referenzprojekt die Migration von 1 TB von SharePoint 2007 nach 2013 über 2010. Details, Tücken und warum es mit SharePoint 2013 einfacherer geworden ist.
Live Demo zur Migration von SharePoint 2010 auf 2013
Migration von SharePoint mit Hilfe von AvePoint auf Version 2013 oder in die ...Dennis Hobmaier
The document discusses the key steps in a successful migration project: 1) analysis of the source and target environments, 2) defining requirements based on stakeholder input, 3) preparing metadata and structures according to requirements, and 4) thorough preparation and testing using test data and performance tests on a sample of content. Following these steps systematically and involving all users can help ensure a smooth migration.
Migration und ihre Tücken – Welche Anpassungen gibt es?Dennis Hobmaier
Ich möchte die Erfahrung aus verschiedenen Projekten zum Thema Migration zusammenfassen und in Form einer Checkliste für die Administratoren veröffentlichen. Dabei möchte ich verschiedenste mögliche Anpassungen erläutern, die in SharePoint möglich sind. Darunter z.B.:
• Site Templates (supported / non supported ID’s)
• Solutions
• Webparts
• Sprache
• IIS Einstellungen
• SQL Transactions Logs / Festplattenspeicher
Diese und weitere sollen den Administratoren helfen Anpassungen zu identifizieren und schließlich zu migrieren. Als Referenzprojekt die Migration von 1 TB von SharePoint 2003 nach 2010 über 2007. Details und Tücken.
Referentenprofil: Dennis Hobmaier ist Technical Solutions Professional bei AvePoint mit langjähriger Erfahrung im Microsoft Umfeld mit dem Fokus auf Infrastrukturthemen wie Active Directory, Exchange, SharePoint, Deployment und Security.
1. Gus enlists in the army after graduating, against his father's wishes. His father is angry and worried that Gus will be killed like his brother was in the war.
2. In a letter, Mr. Kilmer tells Richard that many poets are fighting in the war and several have already died, including the American poet Alan Seegar. He encourages Richard to continue writing poetry to carry on their legacy, since poets are important to the world.
3. Richard is saddened to learn from Hannah that Mr. Kilmer has died, though he had told Richard that poets were too important to die in battle.
1. Richard shares Mr. Kilmer's latest letter and his poem about a thunderstorm with his class. He then reads the poem aloud on the troop train that he plans to send to Mr. Kilmer. Some students now look at Richard with newfound respect.
2. That night, Richard writes a letter sending his poems about the troop train to Mr. Kilmer. He also tells him that the last line in the poem was suggested by his friend Hannah.
3. A few weeks later, Mr. Kilmer writes back to Richard that he volunteered to fight in the war so that young people wouldn't have to, and that he likes Hannah's suggested last line for Richard's poem.
Infinite Bike - Bike Studio - mtb mountain road sports bike Bike Studio
This document provides information on Infinite's 2015 bike range, including road bikes, fitness bikes, hybrid bikes, mountain bikes, junior mountain bikes, and BMX bikes. It discusses the company's focus on innovation, technology, quality, and design. It provides messages from the managing director and pro riders on the team. It also provides details on the various bike models, including specifications and technical features. The goal is to offer bicycles suitable for novices to enthusiasts across different categories.
Técnicas de investigação de personalidade RorschachPatricia Ruiz
O teste de Rorschach é um teste projetivo de personalidade no qual o paciente vê o que quiser em 10 placas de tinta manchada e descreve o que vê. A análise dessas respostas fornece ao psicólogo insights sobre os processos inconscientes e a personalidade do paciente. A interpretação das placas só deve ser feita por profissionais qualificados e experientes.
1. Vandals painted hurtful words on the walls of Hannah's family tavern. Mrs. Hansen asks the class to sign a card expressing regret, but the bullies Abner, Harry, Blanche, and Peggy warn the others not to sign.
2. Only Richard defies the bullies and signs the card. He takes the card from Mrs. Hansen to deliver to Hannah. On the way, Abner and Harry fight Richard, but he is able to get away.
3. Richard writes a message in the card for Hannah. When he sees the painted words "DIRTY HUNS" on the wall, he gives Hannah the card, though she takes it reluctantly
Minimanual registro sistema cl@ve permanente con certificado digitalAgneta Gallardo
Este documento explica el Sistema de Cl@ve Permanente, un sistema de autenticación diseñado para acceder a los servicios electrónicos de la Administración utilizando un código de usuario, el DNI o NIE y una contraseña. Detalla los pasos para registrarse a través de Internet con certificado digital o DNIe, incluyendo activar la contraseña Cl@ve y establecer una contraseña personal. Finalmente, ofrece un ejemplo práctico de cómo utilizar el sistema Cl@ve Permanente para solicitar un informe de vida laboral en lí
This document discusses the educational philosophy of perennialism. Perennialism believes that education should focus on teaching ideas and truths that are enduring and do not change, rather than contemporary ideas that may be fleeting. Key figures in perennialism discussed are Mortimer Adler, who advocated studying classics, and Robert Hutchins, who believed in a liberal education focusing on timeless truths through subjects like logic, math, language, science and history.
The document discusses the philosophy of perennialism in education. It advocates for developing students' rational and moral powers through a universal, humanities-focused curriculum drawn from great books of history. Perennialism aims to cultivate students' higher thinking abilities and help them gain control over passions through reason. In the classroom, teachers take a central role in disciplining students' minds through techniques like Socratic dialogue that focus on timeless concepts from history.
Perennialism focuses on teaching principles rather than facts, and believes education should develop students' rational and moral powers. It recommends teaching liberal topics like humanities, arts, theology and history by having students read the great books of influential thinkers from the past. Perennialists believe this approach cultivates a sound personality and prepares students for lifelong learning and understanding universal truths. They stress teaching subjects like philosophy, languages, sciences and more that provide a well-rounded liberal arts education.
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
Sweat Equity Enterprises (SEE) is a youth development program that engages teens in hands-on design projects in collaboration with corporate partners. Through SEE's 5-step design process, teens gain skills in areas like design, technology, professionalism, and life skills. Step 1 involves understanding the design challenge through research, client meetings, and developing knowledge of the partner company and its products, market, and competitors. The goal is for teens to fully comprehend the project demands and constraints before concept development.
Mortimer Adler Middle School/Perennialism School of ThoughtLisa Clark
The document discusses Mortimer Adler Middle School, which is based on the philosophy of perennialism. Perennialism believes that students should be educated in ideas that have lasted for a long time by reading great works and discussing them with teachers as knowledge holders. The school focuses on developing critical thinking through didactic teaching, Socratic discussions, and coaching. It has a traditional curriculum including subjects like languages, history, and philosophy with an emphasis on Western classics. The school uses structured classrooms, strict discipline policies, and a traditional dress code to create an orderly learning environment.
The document outlines a decision tree for exploring business trends, security, delivery channels, branch transformation, and operational topics within a financial institution. It provides multiple levels of increasing specificity on topics including teller productivity, back-office operations, facilities management, data risk management, endpoint security, customer experience, and transaction migration. Click the back to chart links to navigate up and down the decision tree.
James Catherine has over 20 years of experience in graphic design, marketing communications, and education. He has worked as an adjunct professor, team lead, art director, and graphic designer for various companies. He holds a Master's degree in Communications and a Bachelor's degree in Interdisciplinary Studies. His philosophy focuses on a cyclical creative process of discovering, developing, designing, and defining to continually improve performance. He provides references and samples of his design work.
Ich möchte die Erfahrung aus verschiedenen Projekten zum Thema Migration zusammenfassen und in Form einer Checkliste für die Administratoren veröffentlichen. Dabei möchte ich verschiedenste mögliche Anpassungen erläutern, die in SharePoint möglich sind. Darunter z.B.:
- Site Templates (supported / non supported ID’s)
- Solutions
- Webparts
- Sprache
- IIS Einstellungen
- SQL Transactions Logs / Festplattenspeicher
Diese und weitere sollen den Administratoren helfen Anpassungen zu identifizieren und schließlich zu migrieren. Als Referenzprojekt die Migration von 1 TB von SharePoint 2007 nach 2013 über 2010. Details, Tücken und warum es mit SharePoint 2013 einfacherer geworden ist.
Live Demo zur Migration von SharePoint 2010 auf 2013
Migration von SharePoint mit Hilfe von AvePoint auf Version 2013 oder in die ...Dennis Hobmaier
The document discusses the key steps in a successful migration project: 1) analysis of the source and target environments, 2) defining requirements based on stakeholder input, 3) preparing metadata and structures according to requirements, and 4) thorough preparation and testing using test data and performance tests on a sample of content. Following these steps systematically and involving all users can help ensure a smooth migration.
Migration und ihre Tücken – Welche Anpassungen gibt es?Dennis Hobmaier
Ich möchte die Erfahrung aus verschiedenen Projekten zum Thema Migration zusammenfassen und in Form einer Checkliste für die Administratoren veröffentlichen. Dabei möchte ich verschiedenste mögliche Anpassungen erläutern, die in SharePoint möglich sind. Darunter z.B.:
• Site Templates (supported / non supported ID’s)
• Solutions
• Webparts
• Sprache
• IIS Einstellungen
• SQL Transactions Logs / Festplattenspeicher
Diese und weitere sollen den Administratoren helfen Anpassungen zu identifizieren und schließlich zu migrieren. Als Referenzprojekt die Migration von 1 TB von SharePoint 2003 nach 2010 über 2007. Details und Tücken.
Referentenprofil: Dennis Hobmaier ist Technical Solutions Professional bei AvePoint mit langjähriger Erfahrung im Microsoft Umfeld mit dem Fokus auf Infrastrukturthemen wie Active Directory, Exchange, SharePoint, Deployment und Security.
1. Gus enlists in the army after graduating, against his father's wishes. His father is angry and worried that Gus will be killed like his brother was in the war.
2. In a letter, Mr. Kilmer tells Richard that many poets are fighting in the war and several have already died, including the American poet Alan Seegar. He encourages Richard to continue writing poetry to carry on their legacy, since poets are important to the world.
3. Richard is saddened to learn from Hannah that Mr. Kilmer has died, though he had told Richard that poets were too important to die in battle.
1. Richard shares Mr. Kilmer's latest letter and his poem about a thunderstorm with his class. He then reads the poem aloud on the troop train that he plans to send to Mr. Kilmer. Some students now look at Richard with newfound respect.
2. That night, Richard writes a letter sending his poems about the troop train to Mr. Kilmer. He also tells him that the last line in the poem was suggested by his friend Hannah.
3. A few weeks later, Mr. Kilmer writes back to Richard that he volunteered to fight in the war so that young people wouldn't have to, and that he likes Hannah's suggested last line for Richard's poem.
Infinite Bike - Bike Studio - mtb mountain road sports bike Bike Studio
This document provides information on Infinite's 2015 bike range, including road bikes, fitness bikes, hybrid bikes, mountain bikes, junior mountain bikes, and BMX bikes. It discusses the company's focus on innovation, technology, quality, and design. It provides messages from the managing director and pro riders on the team. It also provides details on the various bike models, including specifications and technical features. The goal is to offer bicycles suitable for novices to enthusiasts across different categories.
Técnicas de investigação de personalidade RorschachPatricia Ruiz
O teste de Rorschach é um teste projetivo de personalidade no qual o paciente vê o que quiser em 10 placas de tinta manchada e descreve o que vê. A análise dessas respostas fornece ao psicólogo insights sobre os processos inconscientes e a personalidade do paciente. A interpretação das placas só deve ser feita por profissionais qualificados e experientes.
1. Vandals painted hurtful words on the walls of Hannah's family tavern. Mrs. Hansen asks the class to sign a card expressing regret, but the bullies Abner, Harry, Blanche, and Peggy warn the others not to sign.
2. Only Richard defies the bullies and signs the card. He takes the card from Mrs. Hansen to deliver to Hannah. On the way, Abner and Harry fight Richard, but he is able to get away.
3. Richard writes a message in the card for Hannah. When he sees the painted words "DIRTY HUNS" on the wall, he gives Hannah the card, though she takes it reluctantly
Minimanual registro sistema cl@ve permanente con certificado digitalAgneta Gallardo
Este documento explica el Sistema de Cl@ve Permanente, un sistema de autenticación diseñado para acceder a los servicios electrónicos de la Administración utilizando un código de usuario, el DNI o NIE y una contraseña. Detalla los pasos para registrarse a través de Internet con certificado digital o DNIe, incluyendo activar la contraseña Cl@ve y establecer una contraseña personal. Finalmente, ofrece un ejemplo práctico de cómo utilizar el sistema Cl@ve Permanente para solicitar un informe de vida laboral en lí
This document discusses the educational philosophy of perennialism. Perennialism believes that education should focus on teaching ideas and truths that are enduring and do not change, rather than contemporary ideas that may be fleeting. Key figures in perennialism discussed are Mortimer Adler, who advocated studying classics, and Robert Hutchins, who believed in a liberal education focusing on timeless truths through subjects like logic, math, language, science and history.
The document discusses the philosophy of perennialism in education. It advocates for developing students' rational and moral powers through a universal, humanities-focused curriculum drawn from great books of history. Perennialism aims to cultivate students' higher thinking abilities and help them gain control over passions through reason. In the classroom, teachers take a central role in disciplining students' minds through techniques like Socratic dialogue that focus on timeless concepts from history.
Perennialism focuses on teaching principles rather than facts, and believes education should develop students' rational and moral powers. It recommends teaching liberal topics like humanities, arts, theology and history by having students read the great books of influential thinkers from the past. Perennialists believe this approach cultivates a sound personality and prepares students for lifelong learning and understanding universal truths. They stress teaching subjects like philosophy, languages, sciences and more that provide a well-rounded liberal arts education.
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
Sweat Equity Enterprises (SEE) is a youth development program that engages teens in hands-on design projects in collaboration with corporate partners. Through SEE's 5-step design process, teens gain skills in areas like design, technology, professionalism, and life skills. Step 1 involves understanding the design challenge through research, client meetings, and developing knowledge of the partner company and its products, market, and competitors. The goal is for teens to fully comprehend the project demands and constraints before concept development.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
The document provides an overview of the Creative Circus, a 2-year certificate program that aims to graduate highly skilled and sought-after creatives. It details the school's mission, life on campus, what makes it unique, and its programs of study. The programs - Art Direction, Copywriting, Design, and Image - are outlined through 8 quarters of coursework focusing on strategy, design, creative teams, and portfolio development to bridge the gap from education to industry.
This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.
The Value of Critique and Integrating it into Your Design ProcessAdam Connor
Slides from my presentation with Alla Zollers at Boston UPA's 2010 Conference
Foe an updated version of this presentation please see: http://www.slideshare.net/adamconnor/ready-set-critique
The document discusses critique as a way to provide structured feedback on designs. It defines critique as feedback focused on what works and doesn't work in a design and why, from the perspective of users and goals. Critique is valuable for designers as it helps them examine designs objectively and get new ideas. When incorporated into the design process, critique allows for collaboration and helps establish frameworks for discussion. The document provides tips for planning and running effective critique sessions, such as setting clear goals and time limits. It also discusses incorporating critique into both traditional and agile project lifecycles.
This document provides information about the Master's-Level Certificate program offered by Domus Academy. The 8-week program allows students to experience one full module of a Domus Academy master's program. It combines courses in design theory with a hands-on project working with an Italian or international company. Students spend 2 weeks in class and then work on a simulated design studio project. At the end, students present their work to company representatives. The certificate program is offered in design and fashion topics. It aims to give students a taste of the Domus Academy approach and opportunities to network with peers, faculty, and industry professionals.
This document summarizes three common instructional design models: the ADDIE model, the ARCS model, and the spiral model. The ADDIE model provides a step-by-step process of analysis, design, development, implementation, and evaluation. The ARCS model focuses on gaining and sustaining learner motivation through gaining attention, demonstrating relevance, building confidence, and providing satisfaction. Finally, the spiral model combines prototyping and the ADDIE process through the iterative steps of defining requirements, designing, demonstrating, developing, and delivering instruction.
Craig Brown was invited to speak at Swinburne University about project management. He wanted to discuss how business models can help with successful project outcomes. In his talk, Brown covered several topics:
In part 1, he discussed various business modeling techniques like the Business Model Canvas, Cynevin framework, Porter's five forces and value chain models, and the Strategy Map. These models help define goals and strategies.
In part 2, he talked about performance measurement models like the Balanced Scorecard and Quadruple Constraint. Models help define what "done" looks like.
In part 3, Brown discussed how to apply the models through various steps and frameworks like lean startup and agile delivery. Planning
This document summarizes a presentation on product discovery. It introduces concepts like design thinking, lean UX, design sprints, and how they relate to agile product development and discovery. It discusses tools like the lean canvas that can help structure product discovery work. It also notes some potential pitfalls to avoid, like being too focused on tools/practices over organizational culture. The presentation concludes by discussing next steps like organizing a grand challenge event and forming interest groups.
Joel Constantino has over 5 years of experience in marketing and advertising design. He has worked as a senior interactive designer and art director for companies like Deadline Advertising and Stauffer New Media Development. Some of his major clients include Walt Disney Pictures, Microsoft, and Electronic Arts. He leads teams to create effective design solutions and proposals. Constantino is skilled in design, communication, creative concept development, and using software like Flash, AfterEffects, HTML and CSS. He received a bachelor's degree in advertising from The Art Institute of California.
Susan Straub-Martin is an experienced instructional designer and training professional with a background in graphic design. She has extensive experience developing engaging learning content across various formats for clients in industries like education, technology, and retail. Her strengths include assessing client needs, designing comprehensive learning solutions, and ensuring optimal learning outcomes through team-based projects.
The document discusses a plan to promote and engage participants in the Creating Space 2013 conference on leadership development for social innovation and impact. The goals are to drive awareness and registration for the event through various promotional campaigns and engage participants before, during and after the event through social media. Key aspects of the promotional plan include championing by thought leaders, webinars, surveys, and documenting learnings. Metrics such as registrations, social media engagement, and surveys will evaluate the success of driving awareness and engagement. The budget for the promotional strategy is estimated at $16,059.
This presentation discusses the practice of using a public forum in both online and in face-to-face classes and having students publically reflect on their learning experiences. Requiring students to document their work in public immediately changes student ownership of their work. This type of documentation makes learning visible, rather than the private 1:1 relationship that assessment and evaluation often has between a student and instructor. The presentation explains the documentation and process reflection methodology and shows student examples.
The document discusses a 4 step creative to innovative business formula. Step 1 focuses on understanding creativity and how to use it for business. Step 2 builds on this with practical creative problem solving methods. Step 3 explores innovative environments and audiences. Step 4 guides clients through the innovation process and tools to bring ideas to life. It also summarizes the services of Creative Energy Inc., which helps companies identify, develop and communicate their unique value through brand integration, research, communication, design science and a collaborative process.
This document discusses the challenges faced in applying an instructional design model to develop two online industry training courses. It summarizes the process used, including tight timelines that prevented thorough analysis and creation of storyboards. Major issues included last-minute changes from clients, limited cooperation from subject matter experts, and lack of budgets for evaluation. The document reflects on balancing behavioral and constructivist approaches to meet client needs while facilitating learning.
The document discusses design thinking workshops and innovation. It describes design thinking as a human-centered approach to innovation that integrates user needs, technology possibilities, and business requirements. The design thinking process involves learning about users, defining problems from their perspective, brainstorming solutions, testing ideas with users, and building representations to show others. Workshops bring together multi-disciplinary teams to generate ideas through techniques like user flows, post-its, dot voting, and prototyping. The document provides tips for effective workshops and follow-ups like documenting solutions and testing concepts. It also discusses conducting design thinking outside of workshops through smaller sessions, remote collaboration, and individual processes.
The document discusses using a cause-effect diagram to analyze the root causes of poor student placement. It presents a cause-effect diagram with main causes like quality of education, corporate culture, self, and environment. Specific sub-causes are identified under each main cause like lack of quality faculty, theoretical education, poor college reputation, and lack of soft skills. Recommended solutions are provided to overcome the root causes by improving education quality, increasing job opportunities, attracting major recruiters, developing job aspirants, and aligning college and corporate culture. The team learned how cause-effect diagrams can identify relationships between problems and causes to take corrective actions.
2. EXPERIENCE Adjunct Professor, Walsh University
• Facilitate various marketing communication courses in the
School of Professional Studies
• Develop syllabus and overall course structure
Adjunct Professor • Meet with students upon request, and graded all written work,
School of Business: Professional Studies exam papers, and oral presentations
Walsh University
Team Lead, Creative Services/Design Services, Diebold Incorporated
North Canton, Ohio
June 2006 - Present • Strategic/tactical planning and creation of campaign-based marketing
communications for various cross-functional solutions
Team Lead, • Advocate and manage corporate brand through creative direction,
art direction, project management, vendor relations, etc.
Creative Services/Design Services
Diebold Incorporated
North Canton, Ohio Art Director, Summit Racing Equipment
July 2006 - Present • Lead an in-house creative staff and freelance contributors in all phases
of marketing communications development from conception and photo
Art Director direction to pre-press and final proofing
Summit Racing Equipment • Re-designed/refreshed corporate logo, and directed transitional implementations
Tallmadge, Ohio • Created and maintained all procedures and visual guidelines.
November 1993 - July 2006
Graphic Designer/Art Production Coordinator, Myers Industries
Graphic Designer/ • Oversaw pre-press organization and mediated communication
Art Production Coordinator with various corporate departments
Myers Industries • Formalized overall style and design of 40-page monthly
Akron, Ohio business-to-business sales circular
February 1990 - November 1993 • Created consistency between branch locations through training videos,
instructions sheets, etc.
Internship • Organize, design, construct, set-up, break down, and work in trade show
Bayer Wellness Program exhibit booth
(Hill & Knowlton, Inc.)
Wellsburg, West Virginia
Internship, Bayer Wellness Program
Spring 1989
• Assisted in all aspects of promotional campaign from concept to final product
Internship
Internship, Grewe Advertising
Grewe Advertising
Wheeling West Virginia • Gained valuable hands-on experience in many diverse mediums
Summer 1988 • Developed brainstorming for a variety of project concepts
James Catherine I 330.630.9126 I jimcatherine@hotmail.com
3. EDUCATION Graduate Project: Consistency in Visual Communication
This graduate project reflects the notion that identity standards need to be established
for consistency in visual communication. To prove the hypothesis that identity standards
The University of Akron establish consistency in visual communication, a simple test was conducted using the
Akron, Ohio staff of graphic designers in the in-house advertising department at Summit Racing.
Master of Arts. 1999
Communications A comprehensive brand manual was prepared to assist in implementing and managing
Thesis: Corporate Identity: the new identity of the Summit Racing Sport Compact Division. This manual included a
Consistency in Visual Communications general checklist of guidelines to provide an overview of basic design elements for quick
reference, as well as act as a measure for visual consistency.
Bethany College To test the hypothesis a simple group comparison was conducted using members the
Bethany, West Virginia
graphic design staff at Summit Racing. One group of participants, exposed to the
Bachelor of Arts. 1989
manual (stimulus), was compared to a group that was not.
Major: Interdisciplinary Studies
(Communication Design)
The designers were randomly divided into two groups, and given the same written
Areas of Concentration: instructions and specifications for a space ad. The first group of three designers was
- Fine & Applied Arts, also given the manual to assist in implementing the visual elements, and the second
- Communications,
group of three designers were not exposed to the manual.
- Marketing/Economics
Honors: Bethany College Senior Fellowship Upon completion of the assignment, the data presented by the sample groups support-
ed the hypothesis. Judging the criteria established using the design checklist in the
Charles A. Manion Award
identity manual exposed to the first group derived this conclusion. The group using the
(Fine & Applied Arts)
manual presents a finished product achieving most or all of the design goals appearing
Proctor: Various Fine & Applied Arts courses: on the list, while the group with no exposure to the style manual achieved very few or
Instructed lab portion of 2-dimensinal, none of the design goals appearing on the list.
graphics, and typography courses,
assisted professor during lectures, Members of the first group commented that the manual, along with the checklist, worked
and participated in critiques well as a reference. The work of the second group tends to reflect the corporate identity
1986-1989 of the parent company of Summit Racing Equipment, but shows very little evidence of
responding to the standards for the Sport Compact Car Division of Summit Racing
Equipment. The members of second group suggested the instructions were vague.
James Catherine I 330.630.9126 I jimcatherine@hotmail.com
4. PHILOSOPHY Philosophy: Discover • Develop • Design • Define
I believe creativity is a cyclical-process that starts with a base of knowledge and expands
one's level of performance through the processes of discovering, developing, designing,
and defining (see figure 1, next page).
DESIGN
Discovery is the foundation of creativity. As with any foundation, the more fundamentally
Level of Performance
sound it is, the better it will endure pressure over time. Discovery, or exploring, can be
achieved through research, discussion, and analysis. The more one explores, the deeper
their knowledge foundation becomes to draw on in future discovery opportunities.
DEFINE DEVELOP
Once a foundation of fundamentals and theory are discovered, creativity is developed
by planning and programming, or by making strategic decisions about what will be done
DISCOVER
Base Of Knowledge in what order in response to achieving a specific goal or capitalize on an opportunity.
The effectiveness of the tactics used in the next step of this process—designing—
depends on the sound planning done in the development stage of creating.
The third phase of this cycle advances the creativity process from the strategic
(conceptual) stage—development—to putting knowledge into operation by designing.
Design is the tactical action(s) of executing a strategic plan as described above. Through
experienced design, one's level of performance can be elevated.
No topic dominates creativity as does defining or evaluating performance—the fourth
phase in this cycle. Defining is the process of measuring comprehended discovery,
conceptualized development, and impact and efficiency of design. This summative
evaluation assesses progress, as well as documents impact.
As creativity migrates to an extended cycle, defining and evaluating take on a formative
function conducted before, or in conjunction with the discovery phase, to inform
designing and action adjustments.
James Catherine I 330.630.9126 I jimcatherine@hotmail.com
5. PHILOSOPHY
D I S C O V E R DESIGN
Level of Performance
advanced
D E V E L O P
DESIGN
D E S I G N Level of Performance
intermediate
D E F I N E
DESIGN
Level of Performance
introductory
DEFINE DEFINE DEFINE DEVELOP DEVELOP DEVELOP
DISCOVER
Base Of Knowledge
figure 1
James Catherine I 330.630.9126 I jimcatherine@hotmail.com
6. REFERENCES
Sandra K. Hampton
Marketing Operations Manager
Channel Marketing
Diebold, Incorporated
Channel Marketing
330.899.5617 “James brings more to the table than just graphic design
hamptos1@diebold.com
skills. He has a well-rounded vision of all facets of marketing
Gary Tschantz and communications, and leverages his high-level skills to
Assistant Dean
School of Professional Studies
assist the various work teams he interacts with through highly
Walsh University
creative customer-facing visual communications. It was a
2020 East Maple Street NW
North Canton, OH 44720 pleasure to serve as James' manager at Diebold. He is
330.490.7294
gtschantz@walsh.edu a tremendous asset to any corporation that has the good
fortune to have him as part of their associate pool.”
Nan Gelhard
Advertising Manager
Summit Racing Equipment — Sandra K. Hampton
1200 Southeast Avenue
Tallmadge, OH 44278
330.630.5343
ngelhard@summitracing.com
James Catherine I 330.630.9126 I jimcatherine@hotmail.com
7. SAMPLES
annual report
logos
print advertisements
identity
James Catherine I 330.630.9126 I jimcatherine@hotmail.com
8. SAMPLES
book covers
email campaign
billboards catalog covers
James Catherine I 330.630.9126 I jimcatherine@hotmail.com