Moving to a New House

Annonymous Professor Licata Enc 1101 W, 17 21 Oct. 2011 We Need More Room To hear the news of my mother’s new pregnancy was quite an excitement, yet I knew I would have to discuss with my mother why I believed it would be of essence to move to a much bigger house, this would mean that the new triplets would have a room of their own, and my brother Alex and I could have one as well. I informed my mother of the three important differences between our real house and our dream home would be the size, amenities, and location are more important factors with a larger family. One important difference between our real home and our dream home would be size. Our current home is only 1,007 square feet. This is not going to be sufficient space for our increasing family. Like two lions fighting over whom will eat the buffalo, we would be fighting over living space, specially with eight people living in an overcrowded house that has only two bedrooms and one bathroom. If we moved to a house that was 6,589 square feet, 6 bedrooms and 5 bathrooms, we would be more contented with all the additional space. No more fussing about who gets to use the bathroom next. Like animals, humans are also very territorial, and the less space we have to live in, the more hostile our environment becomes. A more important difference between our real house and our dream house would be amenities. Seeing as to how we are a family that loves to watch movies and have family time after dinner, having a Sony WEGA 32 inch television is not cutting it for us. There are times when the quality of the TV is so terrible, that we cannot even recognize the different colors being displayed on the screen. â€Å"Tell me it wouldn’t be better if we had our own Yalos Diamond LCD TV in our new home! † I said to her. Everyone could sit around the TV and enjoy more flicks, with an HD quality. â€Å"Also, you wouldn’t have to worry about me and Alex ever fighting about who gets to use the Nintendo 64 Next during our family time. † In our dream house we would have our own gaming room filled with a WII, Xbox 360, and Play Stations. Although, amenities are important, they are not the most important difference as to why we should move to a bigger house. The most important difference between our current home and our dream home would have to be location. â€Å"But what does Location have to do with anything that matters? † asked my mom as she sat on the small rocking chair outside our front door. â€Å"It makes a big difference mom! † I exclaimed to her. We live in a neighborhood called Oakridge in Orlando, Florida. This is an exceptionally dangerous area to be at late at night, and to make matters worse, a reporter from the News 13 said and I quote â€Å"This is a neighborhood where the criminal and robbery rate are occurring more often. † We live in the poor regions of Oakridge where we are most vulnerable to all these approaching dangers. â€Å"Do you really want to bring three baby infants into this environment? † However, if we were to move to Windermere, we would still be able to live in Orlando, Florida and in a more family oriented, safe environment. Mom, they are a gated community, no more distressing about break-ins or somebody robbing us. Everyone would be safe and secure at all times. Our family can finally be at ease mom. † To conclude all, the three differences between our real house and dream house are very important because of the new triplets. It would be in our best interest to move to our dream house. We would all live more comfortably in a larger size home , have extra fun during our family time thanks to the additional amenities, and our family will be much safer in the new location we move to.

Situation Analysis Dell

Situation Analysis Dell Inc. MKTG 300-51 Glenn, Hayen By: Brian Cavalier 2- 28-2010 History & Background As a student at the University of Texas Austin, Michael Dell founded Dell Inc in 1984. Michael started his venture by building PC’s from his dorm room. He wanted to sell directly to the consumer and give them options during assembly, which would lower cost and give the consumer more of what they desired. Michael believed that by selling directly to the consumers, he could better understand the wants and needs of the people who were purchasing his products. This was an immediate success, as Dell was grossing over $80,000 a month (Gale, 2010). In 1984, he dropped out of school and went public with Dell Computer Corporation. Large firms such as IBM dominated the market in the 80’s, so Dell advertised in computer magazines directed at people with the knowledge that Dell used high quality parts, and sold their PC’s for less. Using this approach, Dell Inc. hit gross sales of $6 million in its’ first full year of distribution, and almost $40 million in the second year (Gale, 2010) Dell is the second largest player in the global personal computer market with a 15% market share (Standard and Poors). The company’s expanding growth spurs out to Brazil, Russia, China and India with revenues from these countries rising by 20% the past year (Standard and Poors). Revenues have increased by 48% in segments outside the United States. The company recorded revenues of $61,101M (Business and Company) million during the financial year ended December 2009. FY2009, operating profit of the company was $3,190 M and its net profit was $2,478 M (Datamonitor, July, 2009). Dells’ customer base is mainly personal users, families, businesses, healthcare, governments and schools. They are the number one supplier of personal PC’s in the United States and are second in the world. ( Standard and Poors) Dell’s main competitors are Hewlett-Packard and IBM. Industry Analysis The computer hardware industry is one which is growing globally. It grew by 7. 6% in 2008 to reach a value of $411 billion (Datamonitor, December, 2009). In 2013, the global computer hardware market is forecast to have a value of $511. 2 billion, an increase of 24. 4% since 2008 (Datamonitor, December, 2009). With growth potential forecasted to increase, Dell and it competitors will have room to increase their market value. With favorable forecasting in the industry, computer hardware companies have a great deal of decisions to make. The industry has many diverse users all with different wants and needs. Issues such as storage, music manipulation, video enhancement, money management tools, peripheral options, business use, school use and a plethora of other applications affect market segmentation. With so many options, it means that the customer base is very diverse and has many different individual needs. The ability of companies to meet the needs of consumers effectively and find small advantages over their competitors is key to increasing overall earnings. Technology trends play a huge role in the computer hardware industry. With the development of better, smarter, faster and innovative products the industry offers, it makes competition very great. The computer hardware industry strives to give every person a use for their products. New ideas happening everyday make their products more practical for users to purchase. Service has also become an interesting trend. Consumers don’t always know how to use their computer properly, and in turn they tend to blame it on the computer, not their inabilities. Great customer service is a trend Dell has embarked upon to gain market share. Increased globalization is a trend that will continue to happen in the industry. As the world economies become more stable and able to purchase computer hardware, they will have different wants and needs which will have to be met. Being proactive about globalization will be fundamental if companies want to expand and gain market share. Dells main Competitor is Hewlett Packard . Hewlett packard has taken over the dominant market share. IBM is also a big competitor of Dell and the situation isn’t going to get any easier for them in the future. Both companies have recorded better revenue and increase in market share than Dell. Competition within the industry is based upon product line, price, new technologies and marketing tactics Strengths Strong Brand Name Recognition High Market Share Niche sales marketing Weakness Declining market share Product Recalls Opportunities Indirect Sales market growth Increase competitive edge Product Growth Threats Hewlett-Packard (Competitors) Declining Economy Strengths Dell has strong name recognition with a market share of 15%. Dell has been around for a long time and has developed good customer relations. Dell has reached consumers in an innovative way that engages them in the building process of their computers. This will continue to be a strong point of Dell; it’s a nice niche to have in such a competitive market. Weaknesses Dell has seen operating success in terms of revenue, but Dells market share has been steadily losing value in the market. Although they have a healthy share of the market, Dell will need to increase their market share by keeping up with new and expanding markets. Dell has also had some product recalls; this causes loyal customers to look elsewhere and deters new consumers. Dell can’t afford to make manufacturing mistakes as consumer’s opinion is vital for success. Opportunities While not Dells traditional way of operating, Dell has the ability to increase their indirect sales. Dell could gain more recognition by establishing themselves in a traditional retail setting. Dell offers a lot of products that consumers might not always hear about and by putting products in a retail environment they could gain market share. With Dell already being a leader in the industry, they have the opportunity to increase their competitive edge. Dell has the capabilities to make their products better and more unique than competitors to entice consumers. Consumers are always interested in new ideas and Dell has the opportunity to introduce other technology into their brand name. While Dell already has many products, there is always room for growth in the industry. Threats Dell has tough competition in the industry. Dell is behind Hewlett-Packard in Global Market Share and is increasing their position. Others in the market are also very strong competitors. Dell is in a constant battle to create the best products at the best price. Since prices of computer systems are becoming more comparable, Dell will need to go beyond their normal business model if they want to keep their market position. Declining economy could be a huge threat for Dell. If companies are closing and people aren’t working, it makes their products, no matter how great they might be, not be applicable to peoples’ change in economic status. If the economy doesn’t rebound, this could be detrimental to Dell Inc. Marketing Recomendation My market strategy for Dell is to design and produce smart phones. This would be similar to what Mac has done with the iphone, but I want Dell’s phones to be available on all service providers. I feel this is a great way to help close the gap between them and Hewlett-Packard. By providing this product that Hewlett-Packard doesn’t, Dell can gain market share and increase revenue. Dell already makes palm pilots and by combining that technology into a phone, they can design a really useful, efficient consumer product. Dell could market these phones to businesses at a discounted rate. By selling to large corporations, they can increase revenue at a very high rate. They can set up a web site where consumers can design and pick options they desire. Selling directly to the consumer will save the consumer time and money. Dell can set up the phone so that it is ready for use as soon as the consumer receives the product. The consumer won’t have the hassle of setting the phone up at the store, saving them time and frustration. Dell needs to continue to come up with ideas that grab consumers attention. Dell must come up with new products and innovate current products keep consumer interest. If Dell hopes to increase Market share they should be very selective in choosing new avenues enterprise Work Cited 1. Dell Inc. † International Directory of Company Histories, Vol. 63. St. James Press, 2004. Reproduced in Business and Company Resource Center. Farmington Hills, Mich. : Gale Group. 2010 2. Standard and Poors (2010) Retrieved from http://www. netadvantage. standardandpoors. com. ezproxy. metrostate. edu/NASApp/NetAdvantage/showPublication. do? dataPosition=3&SPID=20251 3. Datamonitor. (2009, July 8). Datamonitor: Dell Inc. Dell inc. Company profile, Retrieved from http://ezproxy. etrostate. edu/login? url=http://search. ebscohost. com/login. aspx? direct=true&db=buh&AN=43606079&site=ehost-live 4. Datamonitor. (2009, December). Software industry profile: global. Retrieved from http://ezproxy. metrostate. edu/login? url=http://search. ebscohost. com/login. aspx? direct=true&db=buh&AN=47196292&site=ehost-live 5. Business & Company resource Center. (2010) Retrievd fro m http://galenet. galegroup. com. ezproxy. metrostate. edu/servlet/BCRC? vrsn=unknown&locID=mnamsu&srchtp=glbc&cc=1&c=1&mode=c&ste=60&tab=1&tbst=tsCM&ccmp=Dell+Inc. &mst=dell&docNum=DC322938&bConts=3

Course Syllabi- History of Graphic Design Essay

Course Description History of Graphic Design is a critical contextual research and survey study of the intents, influences, practices, and artifacts of graphic design. The course will be structured on readings, research, and visual presentations on subjects of designer activities throughout history with an emphasis on the broader historical context of the planning, production, form, distribution, reception and cultural integration of graphic design Student Handbook The Student Handbook is now available digitally rather than in hard copy. It can be found on the PNCA website (under Student Life) and on Homeroom (Home page, under PNCA Essentials). Disability Support PNCA is in compliance with federal law requiring colleges to provide reasonable accommodations for students with documented physical and/or learning disabilities. If you have a disability that might affect your performance in this class, please make it known to the instructor. Learning Outcomes At the conclusion of this course, the student should be able to : - ­Ã¢â‚¬  Demonstrate and articulate in discussions, writings, and visual presentations an understanding of the historical context of the creation of a work of graphic design (i.e. – time, place, culture, intents) - ­Ã¢â‚¬  Synthesize readings and lectures and be able to formulate and post discussion points and prepare visual examples for peer review and feedback (as comments) using online tools - ­Ã¢â‚¬  Utilize, and bibliographically document, a range of resources used for the study of the history of graphic design (books, journals, periodicals, online, interviews) - ­Ã¢â‚¬  Creative Practice Identify the roles, activities, and trades of communication design professionals throughout history and distinguish specific fields related to and integrated with the profession of graphic design - ­Ã¢â‚¬  Learning Outcomes are linked to PNCA’s Core Values which are: Identify and articulate the influence of fine art (theories, trends, aesthetics, visual styles) on the work of graphic designers Integrated Knowledge, Critical Thinking, & Cultural Inquiry Social and Ethical Responsibility Course Content initiate, and participate in, discussion on the planning, process, production and distribution of works of graphic design - ­Ã¢â‚¬  Effective Communication - ­Ã¢â‚¬  formulate a connection of the cultural influences on design from history with practices of contemporary graphic designers through examples, writings, and discussions Assignments for this Class: - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  Required Readings and discussion with evidence of comprehension Weekly Subject Research and On-line Posting to Homeroom Weekly In-Class presentations Final Research Paper Topics for weekly research will include: Design during Cultural Upheavals / World Conflicts Design for Social Causes / Design for Social Good Design for Commerce, Consumption, Commercialism Information Design / Dissemination and Distribution of Information Technological Changes and its Influence on Graphic Design Design as Author, Designer as Artist, Whole Designer The Concept of Brand and the Development of Brand Identity Low Design / Bad Design Major Benchmarks in Typography Reactionary Design / Culture Jamming Expectations/Policies for this course: Students are required to read and to be ready to articulate a response to all readings assigned in class. Each week there will be an assigned subject research topic that will require independent sourcing, image documentation, writing, and on-line posting on the ‘Homeroom’ site established for the course. Each student will make a 5-10 minute presentation of each assignment postings during classtime with an expectation of the use of prepared supported notes for verbal elaboration on the material presented. In-class and on-line participation in the form of response and discussion and will be expected and recorded. A final research project on the relatedness of the topics of historical practice presented to the practices of a contemporary designer or design firm/group will be in the form of a research paper. (8-10 pages minimum) Attendance You will be allowed two absences without additional penalty – although you are responsible for any work that is missed. The third absence will result in the lowering of an entire letter grade from the computed final grade. A fourth absence will result in a final failing grade of F. Missing 30 minutes of a class period (during any part of the scheduled classtime) counts as an absence. Frequent tardiness (less than 15 minutes) will accumulate to absences (3 tardies =1 absence) Number of hours students are expected to work outside of class: This class meets for three hours per week, and six hours of work outside of class are expected. (3 credits) Grading Criteria †¢ Weekly Research Assignments timely completion / in-class presentation preparedness and comprehensiveness †¢ In-Class participation/contributions †¢ On-Line participation/contributions †¢ Final Research Paper Materials / Supplies Required: †¢ Access to, or ownership of, equipment to scan/photograph (digitize), upload and review visual and text information on a regular daily basis. (Computer and Camera/Scanner) †¢ Money for photocopying (approx. $20 projected) †¢ Flash Drive (2-4gb) Recommended: History of Graphic Design text purchases (Personal library) Bibliography The books listed here are predominantly larger volumes dedicated to a broad overview and history of graphic design. (More may be added during the semester) Many less comprehensive but key texts are available in the library as well as journals and periodicals that are specific to designers, styles, and various other edited groupings – these should be sought out and reviewed andutilized especially for more indepth study on a research subject. Major Texts of the History of Graphic Design Those mark with asterisk* are on reserve shelf at front desk of PNCA library and are available on 3 hr. check out (note: many of these text have duplicates or earlier editions and are available for longer check out periods if needed) Title: Meggs, History of Graphic Design, 4th Edition* Author(s): Philip Meggs, Alston Purvis Publisher: Wiley ISBN: 978047169902 Library Call#: Z 246 .M43 1983 Title: Graphic Design, a Concise History* Author: Richard Hollis Publisher: Thames & Hudson world of art ISBN 0500203474 Library Call#: NC 998 .H65 1994 Title: Graphic Design: a New History* (1st and 2nd Editions) Author: Stephen Eskilson Publisher: Yale University Press ISBN: 0300120117 Library Call#: NC 998 .E85 2007 (1st Edition in Library*) Students are invited to contribute to the additions to this bibliography through their weekly research and presentation. All sources should be cited using MLA citation methods. Title: Graphic Design History, A Critical Guide* Author(s): Johanna Drucker, Emily McVarish Publisher: Pearson/Prentice Hall ISBN: 0132410753 Library Call#: NC 998 .D78 2009 Title: Graphic Design in America* Author(s): Mildred Friedman, Joseph Giovannini, Steven Heller Publisher: Walker Art Center ISBN: 0810910365 Library Call#: NC 998.5 .A1 G65 Title: Design, Writing, Research* Author(s): Ellen Lupton, Abbot Miller Publisher: Kiosk ISBN: 1568980477 Library Call#: Z 246 .L86 1996 Title: Communication Design, Principles, Methods, and Practice Author: Jorge Frascara Publisher: Allworth Press ISBN: 1581153651 Title: A Century of Graphic Design Author: Jeremy Aynsley Publisher: Barron’s Educational Series ISBN: 0764153242 Library Call#: NC 998.4 .A96 2001 Other Readings: Journal: Visible Language 28.3, New Perspectives, Critical Histories of Graphic Design, Pt. 1 Critiques Editor and Publisher: Sharon Poggenpohl Digital reference (Links) sites should be added to online postings On-Line History of Graphic Design Reference www.designhistory.org Weekly Course Schedule Week 1 6 Sept Week 2 13 Sept Friday, 13 September is the last day to add or drop a class. All information (dates, times and assignments) in this schedule is subject to change at any point during the semester. Updates will be announced and posted. Welcome / Introductions Class Expectations / Syllabus Overview / Course Structure / Assignments Using Homeroom / Communication Expectations Course Resources Reading Assigned (Posted on Homeroom) Critical Histories of Graphic Design Discussion of Readings on the approaches to History of Graphic Design development Lecture: Brief History of Graphic Design, Pt.1 Read on Homeroom these posted excerpts for this class: Graphic Design History, a critical guide, by Drucker and McVarish, Communication Design, Principles, Methods, and Practice, by Frascara, Graphic Design, a Concise History, by Hollis, Megg’s History of Graphic Design, by Meggs and Purvis, Visible Language 28.3 New Perspectives: Critical Histories of Graphic Design, article by Blauvelt Also read (for this classes visual lecture): â€Å"Prehistoric Prelude to Graphic Design† from Graphic Design History, a Critical Guide, by Drucker and McVarish Week 3 20 Sept Lecture: Brief History of Graphic Design, Pt.2 Read on Homeroom these posted excerpts for this class: â€Å"Early Writing: Mark Making, Notations Systems, and Scripts† from Graphic Design History, a Critical Guide, by Drucker and McVarish Lecture: Conventions and Norms Overview of Weekly Research Project Topics, Objectives, Goals, Expectations, Methods Introduction of Topic 1: Design during Cultural Upheavals / World Conflict Week 4 27 Sept Student Research Presentations of Topic 1: Design during Cultural Upheavals / World Conflict Questions and Discussion Introduction of Topic 2: Design for Social Causes / Design for Social Good Week 5 4 Oct Student Research Presentations of Topic 2: Design for Social Causes / Design for Social Good Questions and Discussion Introduction of Topic 3: Design for Commerce, Consumption, Commercialism Week 6 11 Oct Student Presentations of Topic 3: Design for Commerce, Consumption, Commercialism Questions and Discussion Introduction of Topic 4: Information Design / Dissemination and Distribution of Information Week 7 18 Oct Student Presentations of Topic 4: Information Design / Dissemination and Distribution of Information Questions and Discussion Introduction of Topic 5: Technological Changes and its Influence on Graphic Design Week 8 25 Oct Student Presentations of Topic 5: Technological Changes and its Influence on Graphic Design Questions and Discussion Introduction of Topic 6: Design as Author, Designer as Artist, Whole Designer Friday, 25 October is the last day to withdraw from a class. Week 9 1 Nov Student Presentations of Topic 6: Design as Author, Designer as Artist, Whole Designer Questions and Discussion Introduction of Topic 7: The Concept of Brand and the Development of Brand Identity Week 10 8 Nov Student Presentations of Topic 7: The Concept of Brand and the Development of Brand Identity Questions and Discussion Introduction of Topic 8: Low Design / Bad Design Week 11 15 Nov Student Presentations of Topic 8: Low Design / Bad Design Questions and Discussion Introduction of Topic 9: Major Benchmarks in Typography Week 12 22 Nov Student Presentations of Topic 9: Low Design / Bad Design Monday, 18 November SP14 registration begins Questions and Discussion Introduction of Topic 10: Reactionary Design / Culture Jamming Week 13 29 Nov Thanksgiving Holiday. No class. Week 14 6 Dec Student Presentations of Topic 10: Reactionary Design / Culture Jamming Questions and Discussion Final Paper – Topic Determination Week 15 13 Dec Final Paper Draft Due – Individual Meetings Week 16 20 Dec Final Class – Course Wrap-up / Overview Friday, 20 December Last day of classes. Please note: The rest of the template is uniform for all PNCA classes, it includes: PNCA grading policy, statement on plagiarism, library & ACE. This section should be included in any electronic versions of the syllabus, but doesn’t need to be distributed to students in paper form. ACE The Academic Center for Excellence (ACE) @PNCA is a peer driven support network for students at all levels. ACE provides in person and online assistance with the following: study skills, digital tools, research, writing and editing strategies, math, professional practices (rà ©sumà ©s, cover letters, documentation), idea generation, project management, organization, and more. For more information, location and hours, please visit the ACE Homeroom site: http://homeroom.pnca.edu/sites/1019 About Your Library The Charles Voorhies Fine Art Library provides research assistance, help with citations and bibliographies and a place to document your artwork. Whether you are looking for articles, books, audio collections, DVDs, or Web resources, the library can help! For research help contact Dan McClure (dmcclure@pnca.edu) and for help with library materials contact Serenity Ibsen (sibsen@pnca.edu). More information is available at www.library.pnca.edu. Statement on Academic Integrity PNCA values intellectual honesty and encourages authentic expression, independent thinking and original writing. The College expects that all work conducted and submitted by our students shall be the combined result of original thought and ethical research. All acts of plagiarism, whether deliberate or unintentional, are considered a violation of the Student Code of Conduct and will not be tolerated on the PNCA campus. It is the student’s responsibility to be aware of and to act in accordance with the PNCA Guidelines for Academic Honesty. This is a document that defines plagiarism, discusses the conventions of ethical research and documentation, and explains the appropriate uses of source materials. These guidelines also describe the student’s responsibility for maintaining documentation and evidence of research in order to verify originality in all writing assignments at PNCA. The document: PNCA Guidelines for Academic Honesty is provided for you in the following locat ions on campus: the Student Handbook, the Library’s Homeroom site, the Academic Integrity HomeRoom site, the ACE HomeRoom site, the Foundation HomeRoom site, the Liberal Arts Homeroom site. You may also view written copies of the PNCA Guidelines for Academic Honesty in the office of Student Services, the Academic Dean’s office, and the PNCA Library. Student Information + Responsibilities Students are expected to have in their possession a current edition of the Student Handbook. Students are responsible for all the information contained in the handbook, and should refer to the handbook frequently for deadlines, policies, procedures, and responsibilities. Student Handbooks are available in the office of Student Services. Students are expected to check their student mailboxes frequently for communications from their instructors or from the administrative offices of the college. Week Two is the last week that you may add or drop a class with no penalty. Week Eight is the last week that you may withdraw from a class with a â€Å"W.† PNCA Grading Criteria This is the institutional grading policy for all PNCA students. Grades are distributed after the end of each semester. Grading Criteria Grade A: Student performance is outstanding. Student exhibits excellent achievement and craftsmanship in all aspects of work. Student exceeds the problem criteria and consistently challenges himself/herself to seek fresh solutions to assigned problems. Student exhibits a commitment to expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are excellent. Grade B: Student performs beyond requirements of assignments. Student exhibits above-average progress and craftsmanship in all work. Student meets and exceeds the problem criteria. Student exhibits above-average interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are above average. Grade C: Student performance is average and all requirements are fulfilled. Student exhibits an average level of progress and improvement in all work. Student meets the problem criteria. Student exhibits interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are adequate. Grade D: Student performance is uneven and requirements are partially fulfilled. Student’s output is minimal. Student exhibits minimal improvement in work. Student does not meet the problem criteria in all assignments. Student exhibits minimal interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are less than adequate. Grade F: No credit earned. Student fails to meet a minimum performance level. Student does not exhibit achievement, progress or adequate levels of craftsmanship in all assignments. Student’s work is consistently incomplete or unsuccessful. Student’s attendance, participation and class involvement are inadequate. Pass/Fail Grade: A Pass/Fail grade will be given for designated courses in which the course content is such that direct faculty oversight of the learning experience is not possible, and evaluation on the present grading scale would be difficult. â€Å"Pass† implies a â€Å"C† grade or above. â€Å"Fail† implies less than a â€Å"C† grade and course work graded as â€Å"Fail† does not apply to the degree. Pass/Fail grades are not calculated in the grade point average. This grading applies to Internships. Graphic Design Co-op uses traditional letter grades. Incompletes In certain situations, a student may request an â€Å"Incomplete† grade in a class. You may petition for an â€Å"Incomplete† only if your situation meets both of these conditions: 1. An extenuating circumstance exists and it has prevented you from completing the coursework (Extenuating circumstances are illnesses, family, emergencies, etc.), 2. You are currently in good standing in the class. See the Student Handbook for more information about Grades and Incompletes.

Main Legislation in the Early Years of Foundation Stage Essay

Main Legislation in the Early Years of Foundation Stage - Essay Example When parents decide to use early years services they are determined to know how the provisions will help in keeping their children safe and promote their growth. The Early Years Foundation Stage (EFYS, 2008) is the structure that gives this assurance. Definitions of stages of growth in childhood come from many sources. Several theorists like Jean Piaget, Lawrence Kohlberg, Lev Vygotsky and Erik Erikson, provided ways of understanding development, various researches done lately have provided important information concerning the nature of development. In addition, stages of childhood are defined culturally by social institutions, customs, laws that constitute a society. For example, while professionals and researchers define the period of early childhood as birth to eight years of age, others in the United States consider the age of five years, because it corresponds with entry into cultural activities of formal schooling. The EYFS mission is to assist young children at the age five wi th every matter and to ensure that the children stay healthy and safe; they should also enjoy and make achievements. Making positive contribution and gaining monetary well-being through: Providing balanced opportunity, anti-discriminatory activities and guaranteeing that every child is included in the children profile, and not disadvantaged by culture or religion, ethnicity, culture, family status, home language, disabilities or learning difficulties, ability or gender. The setting of standards for learning, care and development of young children should be experienced when they are attending a setting outside their family home and making sure that there is uniformity in progress in children. Increasing consistency and quality in the early year’s sector can be achieved through a global set of standards that applies to all setting. This can be achieved by ending the differences between learning and care in the available frameworks and offering the foundation for regulation regi me and inspection. Creating structures for partnership through working collectively with parents and experts would determine the settings that children attend. Nevertheless, laying a protected foundation for future learning through development that is designed around the personal requirements and the interests of a child, using well-versed observational assessment is very vital in early foundation (Bowman Donavan and Susan, 2001). In context and legal responsibilities, the EYFS has played a crucial part in the ten-year childcare strategic choice for parents, which involves the best start for children and landmark childcare act 2006. The act gives a suitable framework for the delivery of EYFS and has taken together the other basics for strategy; the EYFS will be the centre for the delivery of new tasks aimed at reducing inequalities and improving results. Recently, there has been a significant improvement in the early years practice and standards, the EYFS developed this for practiti oners to realize the continuity with the principle and approaches to Curriculum Guidance for the Foundation Stage. Also, the birth to three matters foundation and the national standards for Less than 8 years Daycare and Child minding was a major concern. The EYFS has the mandate