DOCSLIB.ORG

CTE/ROP Computer Graphic Arts San Diego County Office of Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CTE/ROP Computer Graphic Arts San Diego County Office of Education CTE/ROP Computer Graphic Arts San Diego County Office of Education - Sweetwater Union High School District Pacing Guide/Course Description Course Length: 2 Semesters Classroom Instruction: 180 hours SUHSD Course Number: Grade Level: 10, 11, 12 SDCOE Course Number: SDCOE Total Hours: CBEDS Number/Title: Year of Implementation: Course Pre-requisites: None Articulation (school/credits): None CTE Industry Sector: Arts, Media, and Entertainment Industry Sector CTE Pathway(s): Media and Design Arts Job Titles: Graphic Designers, Desktop Publishers, Multimedia Artists, Multimedia Animators, Computer Programmers, Art Teachers, Drama Teachers, Music Teachers, Painters, Sculptors, Illustrators & Web Developers Credential Information: Preliminary or Clear Full-Time Designated Subjects CTE Teaching Credential in Arts, Media, and Entertainment Industry Sector Required Textbooks: Adobe Creative Suite 5 Design Premium Classroom in a Book by Adobe Press Course Description: This course provides instruction using various software applications, students produce sketches, rough layouts and a comprehensive layout for a printed product. Student demonstrates the application of basic graphic design principles and typography to achieve specific goals through assigned projects. In preparation to meet the state standards through course content, students are introduced to appropriate computer applications through instruction and practice. Working toward understanding of design principles, students produce design examples incorporating balance, emphasis, repetition, unity harmony and color. Students prepare designs demonstrating an understanding of typography and how type communicates. Working from job specifications, including objective, size, copy, color(s), and theme, students prepare thumbnail sketches, a rough layout and comprehensive layout that includes all specifications. The comprehensive layout is prepared using digital technology. Included artwork will be in the form of electronic original illustrations, scanned images and digital photographs. Students correct designs and submit to instructor for evaluation. A portfolio is maintained for use in future job applications. 1 Revised 04/02/12 CTE/ROP Computer Graphic Arts Semester 1 Unit 1: Equipment Operation Unit 2: Terminology Unit 3: Peripherals Unit 4: File Management and Integration Unit 5: Creative and Technical Process of Project Management Semester 2 Unit 1: Design Principles and Elements Unit 2: Typography Unit 3: Color Management Unit 4: Application Skills Unit 5: Occupational Knowledge and Skills Unit 6: Workplace Skills and Behavior Unit 7: Job Acquisition Skills/Lifelong Learning Opportunities 2 Revised 04/02/12 CTE/ROP Computer Graphic Arts Semester 1 - Unit 1 – Equipment Operation (5 hours) Competencies Standards Suggested Pacing Resources/Materials 1A - Understands and Career Technical Education: A: Overview of Computer Teacher and Student performs basic computer *MPD/GATP/ Operation Resources: operation including proper A2.0 Students understand graphic arts B: Navigation *Textbook: start up and shut down functions and copy preparation, including C: Configuration Adobe Creative Suite 5 Design procedures applications of desktop publishing and D: Troubleshooting Premium Classroom in a Book 1B - Performs quick search electronic imaging software by Adobe Press 1C - Able to create/save, A3.1 Know the principles and processes used move, copy, open, close and to prepare artwork for graphic art reproduction delete files A4.0 Students understand the processes and 1D - Demonstrates ability to procedures involved in producing image manage fonts carriers for the reproduction of single-color 1E - Utilizes network, stores and multicolor products and exchanges information B2.0 Students understand integrated graphic 1F - Understands and multimedia functions and applications of performs basic electronic imaging software troubleshooting relating to B5.1 Understand current integrated graphic files, printing, peripherals and multimedia technologies, characteristics, network processes, procedures, and systems. 1G - Identifies system Core Academic: requirements for software VAPA/VA/PR/AP/ usage. 1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art. 3 Revised 04/02/12 CTE/ROP Computer Graphic Arts Semester 1 - Unit 2 – Terminology (5 hours) Competencies Standards Suggested Pacing Resources/Materials 2A - Explains computer Career Technical Education: A: Computer Teacher and Student terminology related to system *MPD/GATP/ B: Design/Layout Resources: operations A1.2 Evaluate graphic arts copies, designs, C: Industry *Textbook: 2B - Relates and applies and layouts for proper grammar, punctuation, D: Software Adobe Creative Suite 5 Design design terminology of and adherence to specifications. E: Internet Premium Classroom in a Book proximity, alignment, A3.1 Know the principles and processes used by Adobe Press repetition, contrast, texture, to prepare artwork for graphic art values, shape and color reproduction. 2C - Demonstrates *MPD/IGTP/ knowledge of typography B1.2 Evaluate integrated graphic multimedia including weight, personality, designs and layouts for proper grammar, and readability punctuation, and adherence to specifications. 2D - Defines key terms Core Academic: related to the electronic *VAPA/VA/PR/AP/ design industry and can 1.1 Analyze and discuss complex ideas, such distinguish between word as distortion, color theory, arbitrary color, processing, page layout, web scale, expressive content, and real versus design and other graphics or virtual in works of art. animation software uses 1.2 Discuss a series of their original works of 2E - Understands and relates art, using the appropriate vocabulary of art. basic internet terminology including popular acronyms 2F - Interprets copyright laws 4 Revised 04/02/12 CTE/ROP Computer Graphic Arts Semester 1 - Unit 3 – Peripherals (3 hours) Competencies Standards Suggested Pacing Resources/Materials 3A - Identifies variety of Career Technical Education: A: Input/Output Devices Teacher and Student peripherals used in electronic *MPD/GATP/ B: Troubleshooting Resources: design including printers, A3.1 Know the principles and processes used *Textbook: external hard drives, to prepare artwork for graphic art reproduction Adobe Creative Suite 5 Design scanners and digital cameras A9.1 Understand the health and safety Premium Classroom in a Book 3B - Applies proper precautions required in graphic by Adobe Press procedure in attaching or communications laboratories. detaching peripheral devices A9.2 Know the Occupational Safety and 3C - Knows how to check Health Administration rules and procedures cables and software for for storing and using graphic arts materials peripheral troubleshooting and chemicals, the classification of recorded graphic arts environment fires, and fire- fighting treatments for those classifications. Core Academic: *ELA/R/G9-10/ 1.1 Identify and use the literal and figurative meanings of words and understand word derivations. 5 Revised 04/02/12 CTE/ROP Computer Graphic Arts Semester 1 - Unit 4 –File Management and Integration (5 hours) Competencies Standards Suggested Pacing Resources/Materials 4A - Creates, saves and Career Technical Education: A: Finding, Deleting, Moving Teacher and Student deletes files *MPD/GATP/ and Saving Resources: 4B - Is able to move, backup A2.0 Students understand graphic arts B: File Format/Size *Textbook: and copy file to various functions and copy preparation, including Management Adobe Creative Suite 5 Design formats applications of desktop publishing and C: Back-Up Premium Classroom in a Book 4C - Understands various file electronic imaging software D: Font Management by Adobe Press formats, uses and their A3.1 Know the principles and processes used E: Creative Titles relation to final output to prepare artwork for graphic art F: Versioning 4D - Knows how to reproduction. manipulate files for A4.0 Students understand the processes and downsizing and space procedures involved in producing image considerations carriers for the reproduction of single-color 4E - Integrates usage of and multicolor products software from one programs A5.0 Students understand the functions, to the next processes, and procedures required for the reproduction of printed products and the factors affecting the image transfer process *MPD/IGTP/ B2.0 Students understand integrated graphic multimedia functions and applications of electronic imaging software B2.1 Know electronic imaging software principles and processes used to prepare integrated graphic multimedia products. Core Academic: *AME/MDAP/A1.3/HCC/VA/PR/G9-12 3.2 Identify and describe the role and influence of new technologies on contemporary works of art. 6 Revised 04/02/12 CTE/ROP Computer Graphic Arts Semester 1 – Unit 5 – Creative and Technical Process of Project Management (30 hours) Competencies Standards Suggested Pacing Resources/Materials 5A - Understands Career Technical Education: A: Brainstorming/ Teacher and Student conceptualization techniques *MPD/GATP/ Visualization/Thumbnails Resources: to include brainstorming, A1.0 Students understand the application of B: Applying Real World *Textbook: thumbnails and group project basic graphic art design principles to achieve Problems and Situations Adobe Creative Suite 5 Design interaction specific goals C: Concept to completion Premium Classroom in a Book 5B - Incorporates budgetary A1.1 Produce sketches, rough
Load more

Recommended publications
  • GSE Computer Science Standards
    Georgia Standards of Excellence Computer Science Standards Kindergarten – Eighth Grade Georgia Department of Education Georgia Standards of Excellence for K-8 Computer Science Georgia Standards of Excellence (GSE) for Computer Science (CS) were created in response to the growing ubiquity of computing devices and their impact on every aspect of society. If Georgia’s students are to participate effectively in society, a shift in K-12 education must correspond. In Georgia, Computer Science is understood as the study of computers and algorithmic processes, including their principles, their hardware and software designs, their implementation, and their impact on society. The standards blend the core concepts of computer science (i.e., what students should know) and computer science practices (i.e., what students should do). These core concepts and practices should be taught in an integrated way to provide authentic learning experiences for students. The GSE for Computer Science immerse students in the practices of Computer Science from Kindergarten through grade 12, effectively transitioning Computer Science from a high school elective to a comprehensive K-12 discipline for all students. Some skills or concepts are emphasized more in particular grade bands in conjunction with research on how students learn and other knowledge and skills taught at those levels. Any curriculum aligned to these GSE should revisit domains and concepts over time as students apply their learning by creating computational artifacts. Creating computational artifacts can be as simple as writing socially responsible electronic messages (e.g., email and social media posts) and as complex as designing an app for a drone or a self-driving vehicle.
    [Show full text]
  • Resolution No. 2131 a Resolution of the Wilsonville City Council Acting As the Local Contract Review Board Adopting Findings In
    RESOLUTION NO. 2131 A RESOLUTION OF THE WILSONVILLE CITY COUNCIL ACTING AS THE LOCAL CONTRACT REVIEW BOARD ADOPTING FINDINGS IN SUPPORT OF EXEMPTION FROM COMPETITIVE BIDDING REQUIREMENT, AUTHORIZING USE OF ALTERNATIVE METHOD OF CONTRACTING OF DESIGN-BUILD­ OPERATE FOR WASTEWATER TREATMENT PLANT UPGRADE, AND AUTHORIZING REQUEST FOR PROPOSAL FOR OWNER'S REPRESENTATIVE TO DEVELOP REQUEST FOR PROPOSAL FOR DESIGN-BUILD-OPERATE CONTRACT AND TO PROVIDE OWNER'S REPRESENTATIVE SERVICES FOR ·DESIGN-BUILD-OPERATE CONTRACT DELIVERABLES WHEREAS, adopted on August 30, 2004, by Wilsonville Ordinance No. 571, the Wastewater Treatment Plant (WWTP) Facility Plan determined that the current capacity (daily peak flow) ofthe plant was 4 MGD and that by 2011 the plant would need to have capacity (daily peak flow) of 7 MGD in order to serve the City's rate of growth· and that several improvements were needed to obtain operational efficiencies, modernize equipment, meet anticipated regulatory performance requirements, change over systems to a drying of solids process in recognition of the lack of qualified land for application of the liquid bio-solids generated by the plant, and to meet growth demands; and WHEREAS, given the 2011 date, time is of the essence to select an Owner's Representative to facilitate the solicitation and award of a contract best suited to meet project goals, and position the contractor to start the two years of construction in 201 0 in order to have substantial completion in 2011; and WHEREAS, staff was charged with reviewing and recommending to the City Council, the Local Contract Review Board under the authority of Wilsonville Code 2.31 0, the best contracting method for successfully meeting the following goals: • Completing a $50 million capital expansion on time and within budget • Uninterrupted plant operation • Increase the plant's efficiency • Achieve lifecycle cost reductions, e.g.
    [Show full text]
  • VISUAL GRAPHIC DESIGN NC III Units of Competency Covered
    TESDA-OP-QSO-02-F07 Reference. No. SELF ASSESSMENT GUIDE Qualification: VISUAL GRAPHIC DESIGN NC III Units of COC 1 - Develop designs for logo and print media COC 2 - Develop designs for User interface and User Experience Competency COC 3 - Develop Designs for Product packaging Covered: COC 4 - Design booth and product/window display Instruction: Read each of the questions in the left-hand column of the chart. Place a check in the appropriate box opposite each question to indicate your answer. Can I? YES NO Develop designs for logo Receive and interpret the logo design brief Read and analyze instructions and specifications based on the design brief. * Identify the objective to produce the design outcome of logo design based on the client and/or the company directives. Identify information needed via research and other resources to develop logo concepts. Confirm process and steps of submission of logo design for approval with the client and/or a supervisor Discuss and liaise all relevant questions essential to develop the logo design with relevant personnel. Select materials and equipment to develop logo design Select and prepare all necessary materials and equipment to be used according to the task to be undertaken. Select and check the appropriate software based on the final format specified in the design brief. Report non-functioning and missing materials and equipment to appropriate personnel. Develop design concepts Generate ideas for design concept of the logo through research. Explore different sketch and design style experimentation in accordance with logo design instructions. * ICTVGD307 - 0818 VISUAL GRAPHIC DESIGN NC III 1 Tone down initial design concepts developed to align with design brief parameters.
    [Show full text]
  • Office of Curriculum, Instruction & Professional Development High School Course Outline
    OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Department Industrial/Technology/Visual Arts Course Title Graphic Design & Printmaking Course Code 2639 Grade Level 9-12 Course Length 2 semesters Credits/Semester 5 Required for Graduation Meets H.S. Grad Requirement Elective Credit Yes Prerequisites None Articulated with LBCC No Articulated with CSULB No Meets UC “a-g” Requirement Yes (f) Meets NCAA Requirement No COURSE DESCRIPTION Graphic Design & Printmaking is a course in which students will express their original creativity visually and develop and showcase their ability to communicate ideas through a variety of graphic media. Students learn the basics of graphic design in preparation of original art combining typography, page layout, and integrated graphic elements. Instruction will be given in the following areas: Elements of art and principles of design; mechanical and computer design methods; printmaking; finishing of graphic products; and historical and cultural development of graphics and the printing industry. The course will give the students confidence in organizing ideas, creating meaning in their original work, and the ability to work ideas into new and useful creations. The five components in the California State and Performing Arts Framework as well as Long Beach Unified School District Content Standards are integrated into the curriculum. GOALS: (Student needs the course is intended to meet) Students will: • Develop and expand artistic perception, recognizing that the elements of art, the principles of design, and color theory constitute the underlying language of the visual arts. (Component 1 - Artistic perception) • Develop and expand visual arts knowledge and skills to imaginatively express original graphic design ideas.
    [Show full text]
  • 11 Graphic Communications 229 11.2 Gravure Printing Process
    Graphic 11 Communications 11.1 Printing Processes 11.2 Producing a Graphic Message Identify common printing processes. • Explain the diff erence between dynamic digital printing and traditional printing. Describe the process of producing a graphic message. Compare photographs and line art. Explore the Photo Printing Technology Ink dots make up the diff erent color graphics of a printed picture, such as a magazine advertisement. Do you think a home computer printer operates like a regular printing press? Why or why not? 226 Unit 3 Communication Technologies Create a Graphic Communication Product At the end of this chapter, you will be asked to design and produce a graphic communication product like buttons, rubber stamps, or other products. Get a head start by using this check- list to prepare for the Technology Lab. PROJECT CHECKLIST ✓ Identify the graphic communication products that can be made in class. ✓ Find out if you need to pass a safety test. ✓ Decide whether to organize a fund raiser or take advance orders to pay for materials. 227 Asia Images 11.1 Printing Processes Connect Do you Graphic Organizer think a copy machine is a type of printer? Why? Draw the section diagram. Use it to organize Content Vocabulary and write down information as you read. letterpress printing dynamic digital fl exography printing Printing Processes gravure printing xerography lithography ink-jet printing serigraphy Serigraphy Academic Vocabulary You will see these words in your reading and on Go to glencoe.com to this book’s OLC for a your tests. Find their meanings at the back of downloadable graphic organizer and more.
    [Show full text]
  • Art 305-Graphic Design
    ART 305 GRAPHIC DESIGN II ASSOCIATE PROFESSOR: DEENO GOLDING, FALL 2016 C O U R S E D E S C R I P T I O N A study of graphic design with emphasis on layout. This course addresses several of the new and /or Experienced Teacher Standards at the Information, Knowledge, or Skill levels. The Professional Certification for Teaching Art Folio located in the Art and Design Department office provides specific information. C O U R S E O B J E C T I V E S - To provide a continuing experience and background in visual problem solving - To explore different methods of design implementation - Application of creative design principles to graphic design - Demonstrate the ability to research solutions and resolve problems with ideas that communicate in an original and effective manner - Understanding of the process needed to arrive at a commercially successful graphic design - To learn how to see -the process of looking and translating what is seen into drawings, photos and design - To develop a professional vocabulary and professional presentation A R T P R O G R A M C O M P E T E N C I E S 1. Understand and skillfully apply various media, techniques and technology in the production and presentation of art work. 2. Use knowledge of visual characteristics and purposes of art to effectively convey their ideas. 3. Choose and evaluate a range of subject matter, symbols, and ideas as content for works of art (to communicate meaning). 4. Understand the visual arts in relation to history and cultures.
    [Show full text]
  • Request for Council Action
    REQUEST FOR COUNCIL ACTION Date: 4/26/10 Item No.: 12.c Department Approval Acting City Manager Approval Item Description: Amend Contract for the Design of the Twin Lakes AUAR Subarea I Infrastructure Improvements 1 BACKGROUND 2 On June 9, 2008, the City Council approved a contract with WSB & Associates to complete the design 3 work for the Twin Lakes AUAR Subarea I Infrastructure Improvements. These include: 4 • Intersection improvements at County Road C and Cleveland Avenue 5 • Cleveland Ave / I35W ramp and intersection improvements 6 • Intersection improvements at Fairview and Terrace Drive 7 • Twin Lakes Parkway from Cleveland Ave. to Fairview Ave 8 • Mount Ridge Road from County Road C2 to Twin Lakes Parkway 9 • Prior Avenue south of Twin Lakes Parkway to County Road C 10 • Municipal utilities including sanitary sewer, water, and storm water. 11 This contract is attached, the executed contract does not have line numbers for reference so we have 12 attached a copy with line numbers. There have been many changes to the original RFP scope. While 13 the original contract contained “not to exceed” cost of $458,036.00, the additional work outside of the 14 scope of the contract added to the project work plan, increasing the cost for completing the design of 15 this infrastructure. What follows is a summary of the justification for the change in scope of this 16 project. 17 Project Phasing 18 The original scope of services assumed that these projects would be bid as a single construction 19 package. Much of the change in approach from a single project to a multi phase project occurred after 20 the plans were at the 60% level.
    [Show full text]
  • Commercial Art. Project Report Phase I with Research Findings. INSTITUTION Georgia Univ., Athens
    DOCUMENT RESUME ED 350 460 CE 062 145 AUTHOR Brown, Ted; Sappe', Hoyt TITLE Commercial Art. Project Report Phase I with Research Findings. INSTITUTION Georgia Univ., Athens. Div. of Vocational Education. SPONS AGENCY Georgia State Dept. of Technical and Adult Education, Atlanta. PUB DATE 89 CONTRACT GA-89-110192 NOTE 42p. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Art Education; Artists; Cartoons; *Commercial Art; Competency Based Education; Curriculum Development; Educational Equipment; Educational Research; *Educational Resources; Graphic Arts; Illustrations; Instructional Materials; Job Analysis; Job Skills; Layout (Publications); Merchandising; Occupational Information; Postsecondary Education; Program Design; Program Development; Secondary Education; Sign Painters; Statewide Planning; *Task Analysis; Trade and Industrial Education IDENTIFIERS Georgia ABSTRACT This report provides results of Phase I of a project that researched the occupational area of commercial art, established appropriate committees, and conducted task verification. These results are intended to guide development of a program designed to train commercial artists. Section 1 contains general information: purpose of Phase I; description of the occupation, including nature of work, working conditions, and related occupations; direction of the occupation, including employment, training and other qualifications, advancement, job outlook, and earnings; program development committee; areas of concern; and State Technical Committee
    [Show full text]
  • Blueprint- Advertising and Design- 4019 2015
    Job Ready Assessment Blueprint Advertising and Design Test Code: 4019 / Version: 01 Copyright © 2007. All Rights Reserved. Advertising and Design General Assessment Information Blueprint Contents General Assessment Information Sample Written Items Written Assessment Information Performance Assessment Information Specic Competencies Covered in the Test Sample Performance Job Test Type: The Advertising and Design industry-based credential is included in NOCTI’s Job Ready assessment battery. Job Ready assessments measure technical skills at the occupational level and include items which gauge factual and theoretical knowledge. Job Ready assessments typically oer both a written and performance component and can be used at the secondary and post-secondary levels. Job Ready assessments can be delivered in an online or paper/pencil format. Revision Team: The assessment content is based on input from secondary, post-secondary, and business/industry representatives from the states of Georgia, New York, Oklahoma, and Pennsylvania. CIP Code 09.0903-Advertising Career Cluster 14 - Marketing 27-1024.00- Graphic Designers In the lower division baccalaureate/associate degree category, 3 semester hours in Advertising or Advertising Design (Continued on the following page) NOCTI Job Ready Assessment Page 2 of 12 Advertising and Design General Assessment Information (continued) The Association for Career and Technical Education (ACTE), the leading professional organization for career and technical educators, commends all students who participate in career and technical education programs and choose to validate their educational attainment through rigorous technical assessments. In taking this assessment you demonstrate to your school, your parents and guardians, your future employers and yourself that you understand the concepts and knowledge needed to succeed in the workplace.
    [Show full text]
  • Principles and Elements of Design - Assignment 1
    Principles and Elements of Design - Assignment 1 The following has been covered this year and will be on the tsa/final. Read thru each question carefully. Any answer you don’t understand email those questions back to me by Wednesday. I will send the answers to you Thursday. You will then paraphrase each answer back to me. If you do know everything simply reply back. Remember a 60% = 100% This review can help you get 100% and not have to take a final. Describe the basic principles of design Example: a) Unity is the “whole” of the design made up of elements that are connected by shape,style, color... a) Unity b) Contrast c) Proportion d) Balance e) Emphasis f) Rhythm Give three examples of each of the basic elements of design Examples: a) Line is an element that can be doted, straight, wavy, red, bold, thin outlines, contour, gesture, sketch, implied, calligraphic... a) Line b) Shape c) Direction d) Size e) Texture f) Value g) Color h) Typography i) Layout Explain the “Design Thinking”six-step process. Example: a) Understand involves research a clients product or service. Looking into competition what they may or may not be doing. a. Understand b. Observe c. Define d. Ideate e. Prototype f. Test Explain brainstorming. Explain design rationale for the creative choice implemented during the design process e.g. thumbnails, roughs, mock-up, comprehensive layout (comp) Explain each? Discuss the relationship between message, color, typography, images and layout. Describe primary, secondary, and tertiary colors including hue tint, value and shade Describe the effect of light and distance on color.
    [Show full text]
  • Information Technology Career Cluster Foundations of Interactive Design (MS-CS-FID) Course Standard 1
    Georgia Department of Education Information Technology Career Cluster Foundations of Interactive Design (MS-CS-FID) Course Number: 11.01300 Course Description: This course will provide an exploratory foundation in design and development of websites and games. It is designed to be taught in a 9-week rotation in 45- minute daily classes. Standards should be taught in the order presented with the exception of Standard 1 being an embedded standard with ongoing learning regarding employability and career opportunities. Through integrated instructional activities, students will have opportunities to apply employability skills and to research possible career options in the information technology area. They will also complete many hands-on activities to build a strong foundation in designing interactive programs. Capstone projects should be incorporated at the completion of all standards as time allows. Students who successfully complete this course will be prepared for the following pathways upon entering high school: Web & Digital Design, Web Development, and Game Design. This course may be taught in 6th, 7th, or 8th grade. Requirements for teaching this and other computer science courses: This course should be taught in a lab setting with a 1:1 ratio of student to personal computer. Additional devices, such as tablets, robots, Raspberry pi computers, and drones will enhance the program and can be shared in groups of 2-3 students. All devices should be current technology with strong connectivity capabilities. To further enhance student learning, the lab should contain at least one personal computer that students can disassemble and reassemble to learn the working parts within the computer. Course Standard 1 MS-CS-FID-1 Demonstrate employability skills required by business and industry and explore, research, and present careers in information technology.
    [Show full text]
  • 4160 Rgd Salary Survey.Qxd
    National Survey of Graphic Design Salaries and Billing Practices 2006 WARNING Contains Explicit Graphic Details Conducted by the Association of Registered Graphic Designers of Ontario (RGD Ontario) Sponsored by Aquent – The Official Career Development Partner of RGD Ontario Supported by the Society of Graphic Designers of Canada (GDC) and the Société des designers graphiques du Québec (SDGQ) For over thirty years, Weyerhaeuser Cougar Opaque has Aquent is a creative services firm dedicated to elevating delivered exceptional quality and savings in one legendary the profession of graphic design and ensuring it receives sheet to designers, printers and end-users throughout the respect it deserves. Through our Talent Agency North America. With excellent opacity, a smooth surface, for design professionals – the world’s largest and most brilliant white colour and a 96 Brightness, Cougar offers experienced – we help open doors to rewarding luminous high-density ink holdout with minimal freelance and permanent work across Canada and show-through. It delivers brighter, sharper images, in 15 countries worldwide. smoother solids, superior runnability and the purest reproduction available in its class. For more information Our commitment to design professionals extends beyond visit www.cougaropaque.com. our own company to the broader community. Through partnerships with such leading organizations as RGD Ontario, Aquent provides industry professionals with the tools to succeed. In addition to sponsoring this important Salary Survey, Aquent offers an array of support services and training opportunities to students and professionals. Aquent was an early advocate for the value of design Somerset Graphics is an innovative, quality and and appropriate pay for design professionals, so we are service-oriented commercial printer.
    [Show full text]