Transcript: DMD Marketing | Carin Slater Template Program Current Program Current Templates Current Template program covers hospitals and recruitment clients, as these markets have less rigid requirements, smaller marketing budgets, and less experience in email. Newsletters Newsletter Templates CME CME Templates Recruiters Recruiter Templates Plans for Current Program Going Forward 6 templates for each group New templates based on customer input Already started, different templates are in different stages of completion Introduce practice of having a kick off call with client When, What, and Who Problems with Current Program Problems Clients want more flexibility with template layout Managing client expectations Clients want options for one off templates What can we do? Solutions Introduce semi-custom templates Pros of semi-custom templates Individual blocks that companies can use to build their own template layout Clients can create unique template layouts Based on current modular templates No new build time for us Cost built in No more adding costs based on creative team's time when customizing template Clients will be able to create one off templates or templates that can be used outside of what the main purpose would be for the template. Why it's gonna be good Cons of semi-custom templates Will require new documentation to be created Will require new implementation practices to be learned Set up will take longer and will require more initial input from client Clients will still not be able to change the layout between sends Will cost more Sticky points Q&A Q A & What next steps are required? Sales Account Management Email Team Questions for me?
Transcript: text box Sheet title Sheet title Sheet title images & text images & text Project title here Project title here PROJECT TITLE Sheet title text box add logos here text box Project title here Project title here Project title here Project title text box Project title here text box Sheet title Project title here Project title here Assignment text box Sheet title images & text add logos here xx/xx/xxxx text box Project title here text box CHAPTER II "Quote relevant to project" text box images & text text box images & text Project title here Project title here images & text text box "Quote relevant to project" images & text Project title here CHAPTER III text box text box text box IDEAS & AMBITION Sheet title Project phase images & text add logos here images & text text box xx/xx/xxxx text box images & text text box text box Project title here DESIGN PRINCIPLES Project title here images & text Sheet title Project phase text box Sheet title images & text images & text images & text Sheet title Sheet title text box Sheet title Project title here images & text text box text box Sheet title images & text text box images & text text box PROJECT TITLE Project title Project title Sheet title Sheet title Project phase images & text images & text "Quote relevant to project" Sheet title images & text images & text Project title here Sheet title Sheet title images & text text box text box text box text box text box CHAPTER 1 Sheet title text box text box Project phase DESIGN images & text images & text Sheet title Sheet title Sheet title Project title here Project title here Project title here Sheet title text box Sheet title Sheet title PROJECT TITLE Project title here add logos here Sheet title Sheet title Project title here text box Project title here Project title here Sheet title Project title here images & text Project title here text box xx/xx/xxxx Sheet title Project title here Project title here images & text images & text images & text ANALYSIS Sheet title Project title here "Quote relevant to project" RISKS & OPPORTUNITIES Project title images & text PHILOSOPHY PROJECT TITLE Quote & cover image Sheet title images & text images & text IDEAS & AMBITION images & text images & text "Quote relevant to project" Sheet title Project title here AULa Design Bert Tjhie Tao Wang Postbus 1993 | 1000 BZ Amsterdam Cruquiusweg 111A | 1019 AG Amsterdam T +31 (0)20 624 5904 E firstname.lastname@example.org www.aula-design.com © AULa Design 2013 Project title here cover image here Project title here Sheet title Project title here Sheet title Project title here text box Project title here CHAPTER IV Project title here Sheet title Project title here TABLE OF CONTENTS Project title here Project title here text box Write assignment here text box text box text box Project title here Project title here images & text Project title here Project title here Sheet title text box Sheet title Sheet title Project title here PROJECT NAME text box Quote & cover image Sheet title xx/xx/xxxx Sheet title text box Quote & cover image Sheet title Sheet title images & text text box Sheet title
Transcript: About The Project We are creating an LED display system that is controlled by an arduino board. The software controlling the LED display will be written using the arduino programing language and third party libraries to help process audio information. mintesModTen = minute()%10; minutesOverTen = minute()/10; hourModTen= hour()%10; hourOverTen = hour()/10; case 4: pinMode(ledPin1B,OUTPUT); pinMode(ledPin1D,OUTPUT); pinMode(ledPin1F,OUTPUT); pinMode(ledPin1G,OUTPUT); break We did face few problem while building this project. - We were unable to schedule group meetings. - Figuring out how the LED board works. - Working out the bugs in the code. - We had the problem while figuring out how we will manage to light the numbers on the LED. Some of our code BY: Marina Kiseleva Michael Fenely Will Cordle John Marshal Clarence Chang Programming: Marina Kiseleva, Mihir Dixit & Clarence Chang Circuit: John Marshall, Michael Fenely & Will Cordle What is the status right now? Things Used: Arduino Boards, wires, Resistors and Circuit Board. Responsibilities of each group member: Skills used We are mostly done with the project. We are now giving it the finishing touch and all the aspects of the projects. Project Status Presentation In our group, everyone had an experience in programming. Project Status Presentation What problems did we face?
Transcript: What is Status? Presentors: Samantha Pudsey, Nicole Townsend, Matt Barlow, Kathleen Harris, Dylan Yates Owen "Indian" status is the legal term designated to Indigenous Peoples that fit strict criteria outlined by the Canadian Government. Legal Definition Differing Definitions It has nothing to do with an individuals traditions, heritage, culture, way of life, or ancestry. (past 2 generations) http://indigenousfoundations.arts.ubc.ca/indian_status/ Indigenous People are allowed to do as they please on their reserves. Indigenous People receive free housing within their community. Indigenous People do not have to pay for taxes. Residention schools are "ancient history" Missing/Murdered Indigenous women brought it upon themselves. Myths Myths about status 1 https://www.creativecity.ca/database/files/library/Dispelling_Common_Myths_About_Indigenous_Peoples_.pdf How Status is passed 2 Generation of status 6 (1), 6(2) and no status are the types of status a person can have. These designations and views are based on a government idea of blood quantum that determines a person's status essentially through the percentage of "aboriginal DNA that they have" Two generations of marriage to someone without status and from that point on no one in your family line will have status according to the government regardless of the environment or culture where they are raised The concept of status is not universally agreed upon to be positive among Indigenous people Some viewpoints see status as a way of controlling indigenous populations while others view status with pride as part of their identity There are too many viewpoints on status to begin to address Concerns address a variety of topics such as: the entire concept, how status is implemented/determined, whether it legitimizes colonial powers Views on Status 2 sides, good + the bad 3 There is not one form of status in Canada First Nations, Aboriginal and Metis Status are distinct with their own documentation, cards and requirements to gain status These different statuses in Canada are granted differing benefits Types of Status Types of Status How The goverment views Status The Canadian government defines status from a legal position in relation to what people are entitled to receive from the government. Bill C-31 changed who has status as well as how status is passed Indian Act 1 The 1867 Indian Act collected various bills and acts of parliament and established the new relationship between the government and native people after the 1763 Royal Proclamation marking Indigenous people as a distinct society with autonomous governence. Effects of the Indian Act Early 1850's was the first time the government attempted a formal definition of the word Indian Decision making on definition controlled by government, not indigenous communities Late 1850's Enfranchisement process begins where indigenous people could choose to lose their status and become "civilized" Multiple requirements and was considered a positive by the government and a goal to strive towards “Our Indian legislation generally rests on the principle, that the aborigines are to be kept in a condition of tutelage and treated as wards or children of the State. …the true interests of the aborigines and of the State alike require that every effort should be made to aid the Red man in lifting himself out of his condition of tutelage and dependence, and that is clearly our wisdom and our duty, through education and every other means, to prepare him for a higher civilization by encouraging him to assume the privileges and responsibilities of full citizenship.” (Report of the Royal Commission on Aboriginal Peoples, 1996) From an annual report in 1876 after the passing of the Indian Act People who lost status under the Indian Act: Women who married men without status Their Children People with university degrees Doctors Lawyers Clergy People under the "Double-mother rule" Indian Act Prior to Bill C-31 Indian Act Prior to Bill C-31 1951 Registry created based on male lineage 1961 Compulsary Enfranchisement rules removed from Indian Act 1969 Introduction of the "White Paper" Bill C-31 2 Bill C-31 Bill C-31 attempted to introduce legislation that would deal with sexism inherent in the way status was passed to future generations. The Indian Act was laid out in a way that was more controlling towards women and made it more difficult for women in particular to maintain status. If a man with status married a woman without status then that women would automatically have status and so would any children resulting from that marriage. If a woman with status married a man without status then the woman would automatically lose status and so would any of her children. Impact of Bill C-31 3 Bill C-31 returned status to women who lost their status due to marriage and removed the "double mother rule" It also allowed the aboriginal community to have influence over band membership, but no legal power to define status How Bill C-31 Changed Status Bill
Transcript: Marketing and Press -Mood boards -Photo shoot scheduling -General meetings and attendance -MCCB collaboration & branding -Website Launch - Collaborative EP - 2 original songs per artists -Christmas recording - Travis Montes EP - Creative sessions -Listening Party Collaborative EP -Indigogo fundraiser campaign -Freedom Latter Fundraiser -Gallery Alferro - Montclair Art Museum - Scholastic Awards - Preview Party at the Manor - Resurrection Ascension School *Welcome to school party *Bingo Night *International Fair Party -Anti-Tobacco Awareness @ The Center Artist Orientation & Audition Project Status Recording Projects FAILURE OR SUCCESSFUL? Events and Planning HOW WOULD YOU CONSIDER OUR PROGRESS?
Transcript: Saleh AlAzmi Processing rate Landfill composition Articulated truck cycle time Equipment modifications Project Overview *12 months Average: 8 trucks Hydraulic Thumb Logistics Plan Sequencing Phases of mining & excavation Stock piles Soil, rocks, metals, wood, concrete Area & height Block Flow Diagram Mass balance Cinder Lake Landfill: Re-sequencing Cell D Shayla Woodhouse 1,124 cubic yd/day Landfill Composition Attachments Project Status Presentation 4 *12 months Waste Characterization G130B Contractors Grapple Mining (Cell C) 7,578 cubic yd/day Excavation (Cell D) Revised Scope & Gantt Chart Equipment Modifications Processing Rate Articulated Truck Cycle Time D5K2 to D9 1) Literature Review 2)Landfill Mining & Excavation Plan 3)Environmental Controls 4) Formation of Budget 5)Documentation Work in Next 2 Weeks Dozer 1,186 cubic yd/day Coral Martz Mining (South Thumb) Minimum: 5 trucks Maximum: 10 trucks March 11, 2013 950K to 960K *12 months H115 S-Hammer Prepared by: Aspen Engineering & Environmental Services Loader Project Schedule TG-C Trash Grapples Work Completed
Transcript: 1) Logistics Plan Block Flow Diagram: Cell C 100% Design Report Project Overview 1) Literature Review 2) Landfill Mining & Excavation Plan 3) Environmental Controls 4) Formation of Budget 5) Documentation Project Status Presentation 5 Logistics Plan: Stock Piles Logistics Plan: Sequencing Work in Next 2 Weeks Final Presentation Environmental Controls Phase I: Cell C & Cell D Phase II: Cell D & Cell C Phase III: Cell C & South Thumb Phase IV: North Pit & South Thumb *Cell C *South Thumb *Cell D April 1, 2014 Prepared by: Aspen Engineering & Environmental Services Saleh Alazmi Coral Martz Shayla Woodhouse Air Monitoring Water Monitoring Logistics Plan: Truck Cycles Cinder Lake Landfill: Re-sequencing Cell D 8797 cubic yards/day 5 groups of two trucks = 10 trucks total ~340 truck loads per day Project Schedule Block Flow Diagram: Cell D 3) Waste Characterization Work Completed 2) Block Flow Diagram Formation of Budget Block Flow Diagram: South Thumb Excavator Pile (Dozer) Loader Articulated Truck
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