Document Sample Tutor Handbook

Transcription

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Tutor
Handbook
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Unit 2789 (V6)
Produce desktop published documents
for organisation use
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Microsoft Publisher 2010
 Easy to follow
 Step-by-step instructions
 Covers Unit Standard Criteria
A Cheryl Price Publication
Unit Standard 2789 (Version 6)
Produce desktop published documents for organisation use application - Publisher 2010
This book covers the course outline for the following New Zealand Qualifications Authority Unit
Standard:
Unit Standard 2789 - GENERIC COMPUTING (Level 3, Credit 6)
Produce desktop published documents for organisation use (version 6).
All topics in these Unit Standards are included in this book.
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Retrievable exercise files are used with the Student Workbook and this Tutor Handbook. These are
available for free download from our web site at www.cherylprice.co.nz. Instructions for downloading
are included on the next page.
Certain default options are used throughout this book. To check that you have the same options in
Publisher see Default Options after the Exercise Files used in Student Workbook page.
© Cherylprice.co.nz Limited, November 2012
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Cheryl Price
T.Dip.WP, T.Dip.T
Disclaimer
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All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, scanning, recording, or any information storage and retrieval
system, without permission in writing from Cherylprice.co.nz Limited. No patent liability is assumed with respect
to the use of the information contained herein. While every precaution has been taken in the preparation of this
book, the publisher and authors assume no responsibility for errors or omissions. Neither is any liability assumed
for damages resulting from the use of the information contained herein.
PO Box 187
Matakana
Auckland 0948
Web address:
www.cherylprice.co.nz
Published in New Zealand
Phone: (09) 422 7230
Mobile: 021 715566
Fax:
(09) 422 7236
High School Bundle Information
The High School Bundle you have purchased includes the following:
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Student Workbook (step-by-step instructions and exercises)
Student Workbook and Tutor Handbook Exercise Files
Tutor Handbook which contains –
o Downloading exercise files information
o Unit Standard Outcomes and Evidence Requirements
o Theory information
o Additional exercises for students
o Practice Assessments
o Solutions to Practice Assessments
Learner Assessment
Learner Assessment Exercise Files
Assessor Pack (which contains the Learner Assessment, solutions to the Learner
Assessment, marking guides, evidence and judgements etc.
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If you have purchased hard copy of this High School Bundle you will also have received hard
copies of the above materials in a folder together with electronic copies (ie PDF files) on CD.
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The advantages of the High School Bundle are:
You have permission to photocopy these materials for as many students and tutors
within your high school for an unlimited period.
•
Theory required for unit standard criteria can be given to students at any time during
their course.
•
Optional additional exercises which can be given to faster students to keep classes at
the same pace.
•
Revision sheets and practice assessments can be given to students at any time, eg at the
end of their course before the final assessment, or progressively throughout the course.
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Solutions to the revision sheets and practice assessments are included so you can check
your students’ work (or students can self-check themselves).
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Blank forms for creating a brief, plan (including milestones) and evaluation are included after the
Theory section of this book. These can be photocopied and used as required for practise with
planning and evaluating publications. They have also been saved in a Word document called
Desktop Published Documents with the exercise files for this book, so they can be printed and
used by students as required.
Important Note: The planning forms included in this book cannot be provided for the actual
assessment. Students can type their plan etc in Microsoft Word but cannot use a template.
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Downloading Exercise Files
Exercise files can be downloaded from the Cheryl Price web site as follows:
In your web browser, type: www.cherylprice.co.nz
2
Press Enter on the keyboard to display the Cheryl Price website.
3
Click in the Product Search box and type the number of this
unit standard, as shown at the right.
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Click on
5
Click on US 2789
US 2789
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Under the Exercise Files heading click on the underlined blue hyperlink, ie
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Book Exercise Files - V6 Publisher 2010 Free Download
The File Download dialog box will display.
a Click on
b Click on the
.
of the
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If you have Winzip use the following instructions otherwise move to step 8.
button.
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7
Click on the
of the
files will be unzipped.
button and click on the My Documents folder. The
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bottom of the list. Ensure My Documents is selected then click on Select Folder.
8
Click on
and ensure My Documents folder is displayed.
9
Click on Open Folder which will display My Documents folder. Right click on the
zipped exercise file and select Extract All. Click on Extract. A folder will be created
containing the exercise files.
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Click on
Exercise Files used in Student Workbook
and Tutor Handbook
Files for Retrieval
Heli-Skiing
Bee Logo
Heli-Snowboarding
Bee Pollen
Herbal
Biloba
Herbal1
Cellulite
Herbal2
Cellulite Formula
Home Lighting
City
Honey Soap
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Coconut
Honey Soap (picture)
Coconut Soap
Jug
Companion Planting
Lifestyle Logo
Cruise
Light1
Light2
Desktop Published Documents
FAQ-1
Light3
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Cup
Light4
FAQ-2
Manuka
Morton Wines
Flower Show Text
Food
Garden Planner
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Festivals Text
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Fashion
Nutrients
Pres Report
Rafting
Relieved
Roses
Gardening Info 2
Shopping
Golf News
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Gardening Headers and Footers
Gingko
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Baker
Growing Camellias
Venom
Wellpark Logo
Wine Bottles
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Changing Defaults
Default settings may have already been changed in your Publisher 2010 program. You can check
these and change them if necessary as follows. We have used the following defaults throughout
this book, ie Arial font, 12 pt font size and paragraph options with 0 pt Line spacing, After
paragraphs and 1 sp Between lines.
Font and Font Size
You can check if the font and font size have been changed by looking at the Font box on the Home
In a new publication click on the Insert tab and then on
publication.
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On the Home tab click on
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Scroll down the list of styles until you see Normal.
Right-click and select Modify as shown at the right.
. Draw a text box in your
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tab. If it shows
then it has not been altered. Change the default font to Arial
12 pt (or another font, eg Times New Roman 12 pt) as follows:
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The Modify Style dialog box will be displayed as shown
below.
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Click on
OK.
and select Arial 12 pt (or font of your choice). Click on
5
Click on
. Change the Before
paragraph: option to 0 pt and Between lines: to 1sp as
shown at the right. Click on OK.
6
Delete the text box by pressing the Delete key.
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Click on the File tab and select Save As. You need to type the pathname of the location of
your Publisher templates which is usually the following:
C:\Users\User Name\AppData\Roaming\Microsoft\Office\normal.pub
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Click on the Save button.
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Unit Standard 2789 Version 6
Produce desktop published documents for organisation use
Level
3
Credits
6
People credited with this unit standard are able to: plan desktop published
documents for organisation use; produce the documents in accordance with
the specifications of a brief; and evaluate the documents against the brief
and print them.
Computing
Domain
Generic Computing
Status
Registered
Status date
22 May 2009
Date version published
22 May 2009
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Subfield
Planned review date
31 December 2013
Recommended: Unit 2788, Produce desktop published
documents to meet a set brief, or demonstrate equivalent
knowledge and skills.
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Entry information
Accreditation
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Purpose
Evaluation of documentation by NZQA.
NZQA National Qualifications Services
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Standard setting body (SSB)
Accreditation and Moderation Action Plan (AMAP) reference
0226
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This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
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Candidates must create a minimum of three different documents of which at least
one must be multi-page. A different scenario must be given for each of the three
documents, from which the candidate must decide the type of document that best
meets the requirements of the scenarios. The final documents must be suitable for
an organisation to use commercially.
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Images must retain original integrity (ie they should not be distorted and should be
at the correct resolution for the intended output). In meeting brief specifications,
text and graphics used must be appropriate for and relevant to the purpose of the
document.
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Range
Principles of page layout may include but are not limited to – composition of
elements upon the page, text hierarchy, consistent typography, balance, harmony,
proportion, sequence, contrast, repetition, alignment and proximity. These
considerations must be applied consistently throughout the documents.
4
A brief is defined as a clear description of both the desirable outcomes sought and
the constraints to be met by the solution. It contains specifications against which
the success or otherwise of the desktop published documents can be evaluated.
The brief can be created either as part of the candidates employment (in the case of
a workplace assessment) or in response to a set task.
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A plan outlines how the requirements of the brief will be realised. Evidence of
planning may be oral, written, and/or graphic. Depending on the assessment
context, the plan may include:
• key milestone outcomes;
• how resources such as time, expertise, and materials (and finance, if
appropriate) will be used to achieve the outcomes of each milestone;
• how consultation with stakeholders will be carried out to ensure that all
constraints and requirements are met.
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Definition
Conceptual design is a representation clearly indicative of the final product.
Organisation describes the context the desktop published documents are designed
for (eg businesses, not-for-profit organisations). It does not define or limit the
situations in which the assessment evidence may be gathered.
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Legislation relevant to this unit standard includes but is not limited to the:
Health and Safety in Employment Act 1992,
Copyright Act 1994,
and their subsequent amendments.
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An assessment resource to support computing unit standards (levels 1 to 4) can be
found on the NZQA website at
http://www.nzqa.govt.nz/for-providers/resources/index.html.
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Elements and performance criteria
Element 1
Plan desktop published documents for organisation use.
Performance criteria
1.1
A brief is developed that identifies the requirements for the documents to realise
their purpose.
1.2
A plan is developed to realise the brief.
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Range: may include but is not limited to – target audience, specifications
(including constraints).
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Range: milestones, resources, stakeholder consultations.
Conceptual designs are produced in accordance with the specifications of the
brief.
Element 2
Produce the documents according to the specifications of the brief.
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Text is formatted according to the brief’s specifications.
2.2
Graphics are placed in the documents to meet the specifications.
2.3
The documents demonstrate the consistent application of the principles of page
layout.
2.4
The documents are saved according to current conventions.
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2.1
Range: may include but are not limited to – file type, file name, location.
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Element 3
Evaluate and print the documents.
3.1
The documents are evaluated to ensure they communicate effectively in terms of
their readability, legibility, presentation, and accuracy.
3.2
The draft documents are proofed and edited to ensure that the brief is met.
3.3
Sources of text and graphic images used are referenced in accordance with
recognised copyright requirements.
3.4
The edited documents are printed, reproducing text and graphics accurately and
clearly, and in accordance with the brief.
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Table of Contents
Tutor Handbook Additional Resources – Theory ................................................................ 1
Desktop Publishing Information ....................................................................................................... 3
Basic Design Concepts ...................................................................................................................... 4
Experimentation ............................................................................................................................ 4
Appropriateness............................................................................................................................. 4
Consistency ................................................................................................................................... 4
Balance .......................................................................................................................................... 4
Establish a Format ............................................................................................................................. 5
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Planning......................................................................................................................................... 5
Grid................................................................................................................................................ 5
Margins.......................................................................................................................................... 5
Borders .......................................................................................................................................... 5
Columns ........................................................................................................................................ 5
Rules .............................................................................................................................................. 5
Headers and Footers ...................................................................................................................... 5
Typography ....................................................................................................................................... 6
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Mastheads ...................................................................................................................................... 6
Headlines ....................................................................................................................................... 6
Subheadings .................................................................................................................................. 6
Captions......................................................................................................................................... 6
Colour ............................................................................................................................................ 6
Sample of Available Typefaces..................................................................................................... 7
Add Emphasis Where Needed........................................................................................................... 8
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Type Size ....................................................................................................................................... 8
Type Style ..................................................................................................................................... 8
White Space................................................................................................................................... 8
Reverses ........................................................................................................................................ 8
Shading and Boxes ........................................................................................................................ 8
Artwork and Pull-Quotes .............................................................................................................. 8
Add the Finishing Touches ............................................................................................................... 9
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Proofreading .................................................................................................................................. 9
Leading .......................................................................................................................................... 9
Widows and Orphans .................................................................................................................... 9
Kerning .......................................................................................................................................... 9
Hyphenation .................................................................................................................................. 9
Punctuation .................................................................................................................................... 9
Visual Glossary ............................................................................................................................... 10
Publisher Publications ..................................................................................................................... 12
Reports ............................................................................................................................................ 12
Newsletters ...................................................................................................................................... 14
Brochures/Flyers/Handouts ............................................................................................................. 16
Advertisements ................................................................................................................................ 18
Creating your own Portfolio ........................................................................................................ 20
Ethics and Copyright ....................................................................................................................... 21
Ownership ................................................................................................................................... 21
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Desktop Publishing Software ...................................................................................................... 22
Graphics....................................................................................................................................... 22
Typography ................................................................................................................................. 22
Decompilation ............................................................................................................................. 22
International Issues ...................................................................................................................... 23
Piracy ........................................................................................................................................... 23
Conclusion ................................................................................................................................... 23
Acknowledging Copyright .......................................................................................................... 23
Layout and Design........................................................................................................................... 24
Tutor Handbook Additional Resources – Forms ............................................................... 25
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Desktop Published Document Brief ............................................................................................ 26
Key Milestones ............................................................................................................................ 28
Desktop Published Document Plan ............................................................................................. 29
Evaluation Form .......................................................................................................................... 32
Tutor Handbook Additional Resources Solutions – Student Workbook Planning
Exercises ...................................................................................................................................... 33
Exercise 1 (On page 8 of Student Workbook) ................................................................................. 34
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Exercise 2 (On page 10 of Student Workbook) ............................................................................... 38
Tutor Handbook Additional Resources – Additional Exercises .................................... 43
Additional Exercise 1 (For use after page 64 of Student Workbook) ............................................. 44
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Additional Exercise 4 (For use after page 107 of Student Workbook) ........................................... 48
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Tutor Handbook Additional Resources – Practice Assessments ................................. 51
Practice Assessment 1 (For use after page 55 of Student Workbook) ............................................ 52
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Practice Assessment 3 (For use after page 108 of Student Workbook) .......................................... 58
Tutor Handbook Additional Resources Solutions – Practice Assessments .............. 61
Practice Assessment 3 (For use after page 108 of Student Workbook) .......................................... 84
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Tutor Handbook
Additional Resources
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• Theory
© Cherylprice.co.nz Limited
US2789 v6 Publisher 2010
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Theory
2
Theory
Desktop Publishing Information
Desktop publishing software enables the production of documents,
magazines, newspaper pages, etc to be achieved using a computer
and a high quality printer, eg laser printer. Various kinds of
graphics can be printed on the same page and lines, boxes, shading
and colour can be incorporated.
The printed output can be distributed as it is, or photocopied, or it can be used as a camera-ready
copy for an offset printer.
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The concept of producing a document using desktop publishing software is entirely different from
that used in word processing programs. Desktop publishing techniques require the layout of a
page to be planned in advance, to allocate areas for pictures, graphic displays, etc. Text and/or
graphics can be imported from other programs.
Equipment required:
Computer with a hard disk and desktop publishing software.
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Mouse - Use a mouse for drawing boxes, lines, moving graphics and text around the page. When
using menus, a combination of shortcut keys and mouse can be used.
Printer - A good quality printer is essential, usually a laser or ink-jet.
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Optional - Scanner for photographs, drawings, etc from other documents to be incorporated.
Desktop publishing programs currently in use include:
•
•
•
•
•
Microsoft Publisher 2010
Microsoft Office Publisher 2007
PageMaker 7.0
Corel Ventura 10
QuarkXpress 6
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Theory
Basic Design Concepts
Graphic design gives you great challenges and opportunities, mainly because
there are no universal rules for graphic design. However there are guidelines
that can be adapted to most situations which provide a framework for your
design approach, ensuring that the publication receives the kind of attention it
needs to transmit its message effectively.
A Visual Glossary is included on pages 10 and 11. Some of the design concepts explained on the
next few pages are shown in these illustrations.
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Experimentation
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Be willing to experiment
Design excellence is often the result of trial and error and professional graphic designers rarely
solve design problems on their first attempt. Often they spend a considerable amount of time
sketching out solutions that might work.
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Desktop publishing software programs permit you to follow this same procedure - you can save
your attempts with different file names until you arrive at the ideal layout. (It is however,
preferable to initially use hand sketches.)
Appropriateness
Be flexible in applying the rules that follow
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Success in graphic communications is based on appropriately relating the elements of graphic
design to their surroundings. Appropriateness is based on proportion. The size of any graphic
element should be based on the size of the page, the graphic elements that surround it, and the
emphasis you want it to receive.
Be consistent
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Consistency
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Appropriateness also relates to the content of the publication and the people who will be reading it
- an advertisement for a clothing sale would have a totally different appearance than a company
report.
Be consistent in the layout of various elements of graphic design; also in each page, and across a
publication, eg same margins throughout the publication; same size heading font sizes.
Inconsistency can lead to confusion which will weaken a publication.
Balance
Avoid static balance
Balance can lead to boredom and interrupted eye movement. Unequal
left/right or top/bottom balance helps provide movement and create
interest to the reader.
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Theory
Establish a Format
Planning
Start by creating a plan
Before creating a publication on screen you need to sketch out a plan based on a brief that has been
given to you. You’ll be taken through the planning process in Section 2 of this book.
Grid
Creating a grid
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A grid is an essential part of layout and graphic design. A grid consists of a series of nonprinting
horizontal and vertical lines which define the placement of the graphic elements that make up a
printed page. Grids enable you to provide consistency in a publication.
Margins
Standardise Margins
Borders
Use borders for visual identity
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Ensure that copy, headlines, chapter titles and page numbers are the same distance from the top,
bottom, and sides of a page throughout a publication. A deep top margin can make it easy to
locate and read these options. Wide inside margins are good if you are printing on both sides of
each page.
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Lines and borders can strengthen the visual identity of a publication.
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Columns
Organise body text into columns
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Choose column widths appropriate to the size of type used. Columns do not
have to be the same width. Always use hyphenation if you use justified
columns and increase/reduce word spacing to create lines of equal length.
Unjustified columns create a more informal, easy-to-read publication.
Rules
Use horizontal or vertical lines (called rules)
Rules can be thick or thin, depending on how they relate to the copy and white space on each page.
Use vertical rules between columns; use horizontal rules to separate topics in a column.
Headers and Footers
Used to keep the reader informed
Headers and footers are information about a publication that are usually located in the top or
bottom margin of each page (sometimes called “running heads”). Page numbers can be included.
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Theory
Typography
Use type to create a personality for your publication
Type adds personality and expressiveness to a publication.
The Grand Hotel
and others are informal;
Mr and Mrs R J Brown cordially invite
some are interesting;
Mid-winter Christmas Dinner
some are serious.
This is a good reading font.
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There are two categories of type - serif and sans serif.
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Some typefaces are formal:
Serif type has “curly’ parts at the top and bottom of characters:
This is serif type
Sans serif type is plain and ideal for headlines and subheadings: This is sans serif type
Do not mix too many typefaces on a page or in a publication. Be consistent with the typefaces
used for headlines, subheadings, body text and captions.
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Mastheads
A masthead identifies the publication and gives it stability from issue to issue, for example, a
monthly newsletter. Often a logo is included.
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Headlines
Use strong, descriptive headlines
Subheadings
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Design a headline so it will inform the reader of the focus of the page. Headlines should be large
enough for easy reading and can be centred, left aligned, or right aligned.
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Subheads are a transition from headline to body text
Subheadings lead readers from the headline into the body text and make it easy for readers to
locate information. Subheadings are usually in bold.
Captions
Use captions in small type to describe photos, artwork, illustrations, etc.
Colour
Use colour to reflect the message you are communicating and to gain impact.
Bright colours indicate excitement; subdued colours add dignity. Colour loses impact
when it is overused.
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Theory
Sample of Available Typefaces
Samples of fonts that may be available on your computer are displayed below. Fonts can be
selected from the Font group on the Home tab, the Font dialog box or the Mini Toolbar. Shortcut
keys can be used to change the font and font size. Ensure appropriate fonts are used.
Sample
Arial Black
This is Arial black 14 pt font
Copperplate
Gothic Bold
This is Copperplate Gothic Bold 14 pt font
Copperplate Gothic
Light
This is Copperplate Gothic Light 14 pt font
Curlz MT
This is Curlz MT 14 pt font
Eras Bold ITC
This is Eras Bold ITC Bold 14 pt font
Eras Demi ITC
This is Eras Demi ITC 14 pt font
Felix Titling
This is Felix Titling 14 pt font
Forte
This is Forte 14 pt font
Franklin Gothic Demi
This is Franklin Gothic Demi 14 pt font
Franklin Gothic
Demi Condensed
This is Franklin Gothic Demi Condensed 14 pt font
Franklin Gothic Heavy
This is Franklin Gothic Heavy 14 pt font
Impact
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This is French Script 14 pt font
This is Haettenschweiler 14 pt font
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Haettenschweiler
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French Script
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Typeface
This is Impact 14 pt font
Imprint MT Shadow
This is Imprint MT Shadow 14 pt font
Palace Script MT
This is Palace Script MT 14 pt font
Perpetua Titling MT
This is Perpetua Titling MT 14 pt font
Rockwell
This is Rockwell 14 pt font
Rockwell Condensed
This is Rockwell Condensed 14 pt font
Wingdings

    
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Theory
Add Emphasis Where Needed
When changing type size, style, or using enhancements consider the importance of readability
(easy to read and follow) and legibility (font size and type is appropriate and easy to follow).
Type Size
Use large type to emphasise important ideas
Type size should reflect the importance of the various parts of a publication. Headlines should be
larger than subheads and subheads should be larger than body text. Body text should be larger
than captions.
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Type Style
Vary type styles to emphasise important ideas
Add emphasis to important ideas by setting headlines, subheads, and body text in variations of the
typefaces usually used, eg if the body text is in Times New Roman font, use Arial font for
headings. Avoid the over-use of full capitals.
Use bold for emphasis
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Use italics to add emphasis in a less authoritative way
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Use bold-italics to give a sense of action.
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White Space
Use white space to make design elements stand out
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Reverses
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Use white space for easy reading. Avoid white space in the middle of a page but use it extensively
to space out the publication, in the margin areas, and to surround headings.
Use reverse type to emphasise elements of the page
This is Reverse Type
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Use reverse type (white letters on black background)
to add emphasis to headlines and short blocks of copy.
Avoid the use of small type; it is preferable to use a sans serif font, bold.
Shading and Boxes
Use boxes and shades of grey to attract attention
Shading can be used to add interest to pages without photographs or illustrations - you can use
dark type against light shading, or reverse type. Plain boxes can also draw attention to elements
for text and/or photographs and illustrations.
Artwork and Pull-Quotes
Photographs, illustrations, charts and graphs can be added to communicate important ideas. Pullquotes are short quotations taken from publication text used to summarise surrounding material
and draw attention to it. They can be in large type with lines, or boxed.
8
Theory
Add the Finishing Touches
Proofreading
Check for text and layout errors
Information entered into the document needs to be checked for accuracy.
Use the spell check facility if available. Get someone else to review it. As
well as proofreading text, check for graphic consistency - ensure that line
elements are even, headings are in the correct font size, etc.
Adjust line spacing
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Adjust the vertical line spacing where necessary.
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Leading
Widows and Orphans
Avoid short lines of type at the tops or bottoms of columns
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Ensure that a “widow” (a single word or short line of copy) does not occur at the bottom of a
column (or page), and that an “orphan” is not carried to the top of a column or page to end a
paragraph.
Kerning
Adjust letter spacing with kerning
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Hyphenation
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Use kerning to improve the appearance and readability of headlines by increasing or decreasing
letter spacing.
Adjust word spacing with hyphens
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Use the hyphenation facility to correct unnaturally large spaces that occur with, or at the ends of
lines - especially in narrow columns.
Punctuation
Well-designed publications use curved open and close quotation marks and apostrophes, such as
“widows” and “orphans”. Published documents usually use a single long stroke, called an em dash
to indicate a dash. There is usually only one space left after a full stop.
•
If you are intending to do desktop publishing work it is strongly recommended that you read
books on layout and display, and observe layout. Such books can be purchased, or borrowed
from a library.
9
Theory
Visual Glossary
Masthead - name of the newsletter
Headline - The title
Callout
Descriptive text
connected
by a line to an
object
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Tag Line
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A second smaller
heading
Initial Cap
A large initial
character used to
enhance the
paragraph
Body Text
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The main text
Continuation
Notice
Picture that
runs off the
edge of the
page
Caption
Text describing
the picture
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A line indicating
where the rest of
the story can be
found
Bleed Art
Border
A line that
appears
around text,
graphics and
other objects
Footer
A line of text that appears at the
bottom of each page
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Theory
Header
A line of text that appears at the
top of each page
Open Late Lecture Series
Thursdays at 6 pm in the Auditorium
17 June
Corot’s View of Rome
Dr Michael Durin, Head of Art History
University of Melbourne
24 June
The Legacy of Cardvaggio
Dr Hugh McGuire, Art History Dept,
University of Sydney
A small additional
story relating to
the main article
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Sidebar
1 July
French Words from the 19th Century:
A Social & Political context
Danielle Jamieson, Senior Lecturer in
French, University of Melbourne
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The distance
between
columns
Public Program
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Gutter
22 July
Low-life and landscapes in Rembrandt to
Renoir
Peter Shand, University of Auckland
Subheading
A smaller heading
of an article
mp
le
29 July
Madonna or Eve:
Images of Women in the Exhibition
Robin Woodward, University of Auckland
A small quote
relating to the
main body text
Sa
Pull quote
TELEPHONES
 Office
 Exhibition Details
 Recorded Information
(05) 9567 6730
(05) 9567 6731
(05) 9567 6732
Bullets
Squares, dots etc used to
mark paragraphs.
11
Theory
Publisher Publications
Publisher publications for general office use can be divided into categories, eg
Single page
One page flyers, advertisements, notices, short newsletters, cover pages,
business forms, etc.
Multi-page
Newsletters, reports, magazines and books.
Folded
Brochures which are usually created on a single landscape page, folded in
half for an A5 brochure, or into thirds for a 3-fold brochure.
um
en
t
Publisher contains templates which can be used to set up publications automatically - from officetype publications to personal and home/fun types of publications, eg CVs, birthday cards,
postcards, invitations, origami, etc. You can even create your own web site.
The following pages describe the layout and content with a design checklist of the most commonly
used office publications.
Reports
Do
c
Layout
Sa
mp
le
The layout of a report can vary from single column to multi column. Reports require consistency
and continuity throughout and this must reflect in the layout. An example of a report is displayed
below.
Exercise 1

12
Collect a report. On a piece of paper sketch out the layout that has been used for the report.
Theory
Content
Before starting a report you will need to ask yourself a few questions about the content.
•
Is the main topic/goal of the report established at the beginning?
•
Are there photos, graphics, charts, tables relating to the report that need to be included?
•
Does the content reflect a formal (report) style of writing?
Design Checklist
um
en
t
The following Design Checklist will allow you to check if your report will communicate
effectively to the desired audience.
 The information in a report is displayed in the correct order of appearance (the first
immediate heading that appears when you view the report to the last item):
- Cover page
- Table of Contents (if desired)
- Headline
Do
c
- Subheading(s)
 Are you conveying the correct image to your readers - professional?
 Is there enough white space?
le
 Does the report look balanced - too many columns, too much text?
mp
 Is the type easy to read and spaced accordingly?
 Are the headings consistent throughout and clearly readable?
 Can the photos, graphics, charts, tables used be clearly seen? Are they relevant to the
Sa
content of the report?
 Are the subheadings consistent?
 Is the same layout style used throughout?
 Does the report project the correct (company) image and mood?
13
Theory
Newsletters
Layout
A newsletter conveys “news” and is usually a regular publication, eg each month, every 6 months
etc. It often has a “volume” number and contains the date of the publication.
Exercise 2
Collect a newsletter. On a piece of paper sketch out the layout that has been used for the
newsletter.
Content
Sa

mp
le
Do
c
um
en
t
A good newsletter starts with interesting layout and an eye-catching front page. Generally two or
three columns are used in newsletters. Examples of two different layouts that can be used are
shown below.
Before starting the newsletter you will need to ask yourself a few questions about the content.
•
What is the goal of the newsletter, and how will you present the information?
•
Are there photos or graphics relating to the stories that need to be included?
•
Will the newsletter content breach any copyright, libel or contempt laws?
•
Does the content reflect an informal/formal style of writing relative to the newsletter
required?
14
Theory
Design Checklist
The following Design Checklist will allow you to check if your newsletter will communicate
effectively to the desired audience.
 The following information is shown in the newsletter in the order of appearance (the first
immediate heading that appears when you view the newsletter to the last item):
- Masthead
- Headline
- Subheading(s)
t
- Table of Contents (if required/desired)
um
en
 Are you conveying the correct image of the newsletter to your readers?
 Does the newsletter look balanced - too many columns, too much text?
Do
c
content of the newsletter?
 Are the headlines easy to read and do they complement the masthead?
le
 Are the subheadings consistent?
Sa
mp
 Are the content, layout and graphics appropriate for the target audience of this newsletter?
15
Theory
Brochures/Flyers/Handouts
Layout
The layout of a brochure can be one of several layouts, from a two/three fold panel brochure to a
small booklet.
A flyer is usually for advertising purposes and is shown on one A4 page. It can be handed out or
distributed by mail.
A handout usually gives information on a specific topic, eg at conferences, seminar etc.
Exercise 3
Collect a brochure, a flyer and a handout. On a piece of paper sketch out the layout that has
been used for each document.
Content
Sa

mp
le
Do
c
um
en
t
Two examples of different brochures/flyers are shown below.
Before starting a brochure/flyer/handout you will need to ask yourself a few questions about the
content.
•
Is the main topic/focus of the brochure/flyer/handout clearly defined?
•
Are there photos, graphics, charts, tables relating to the document that need to be included?
•
Does the writing style of the brochure reflect the mood of the document?
•
Is the document eye-catching - would you read it if it was placed in your letterbox?
16
Theory
Design Checklist
The Design Checklist will allow you to check if your brochure/flyer will communicate effectively
to the desired audience.
 The information in a brochure/flyer/handout is displayed in the correct order of
appearance:
Brochure
Flyer/Handout
- Cover page
- Headline
- Headline
- Main statement
um
en
t
- Subheading(s)
 Does the document look balanced - too many columns, too much text?
Do
c
 Are the headings in the brochure consistent throughout and clearly readable?
content of the brochure/flyer/handout?
 Is the main headline of the document quickly identified and easy to read?
le
 Does the document target the correct audience and convey the correct mood required?
Sa
mp
 Is the document heading eye-catching?
17
Theory
Advertisements
Layout
le
Do
c
um
en
t
The layout of an advertisement is varied. An advertisement must have an eye-catching layout - it
is used to convey information to the reader. Advertisements can vary in shape and size depending
on the client market and are usually placed in a limited space (newsletter, newspapers, magazines,
bill boards, posters, etc). Two examples of different advertisements are shown below.
Collect two advertisements. On a piece of paper sketch out the layout that has been used for
each advertisement.
Content
Sa

mp
Exercise 4
Before starting an advertisement you will need to ask yourself a few questions about the content.
•
What is the main topic/goal of the advertisement?
•
Are there photos, graphics, etc that need to be included?
•
Does the text used relate to the advertisement’s message?
18
Theory
Design Checklist
The Design Checklist will allow you to check if your advertisement will communicate effectively
to the desired audience.
 The information in the advertisement is displayed in the correct order of appearance:
- Headline (main topic/subject)
- Subheading(s) (other relevant secondary information)
 Are you conveying the correct image to your audience?
um
en
t
 When you look at the advertisement, do you see the main topic/goal?
 Is there too much text?
Do
c
content of the advertisement?
 Does the advertisement project the correct company/club image and mood?
 Does the advertisement stand out on the page if required to be used in a newsletter,
Sa
mp
le
newspaper, brochure, etc.
19
Theory
Creating your own Portfolio
It is useful to create your own portfolio of advertisements, flyers, newsletters, etc. We recommend
that you use a ring-binder with dividers and collect these publications from magazines,
newspapers, information placed in letter-boxes, etc. Include your own comments as to the appeal
that they have to you, and the use of various elements (eg lines, reverse print, shading, graphics,
etc). Include a section for print-outs of your own work.
When you need to create a publication you can refer to your portfolio for inspiration.
Publications that use similar design style/elements for different products are displayed below.
um
en
t
The use of WordArt and a watermark picture displayed behind the
main picture gives emphasis to the theme of the publication.
Karen Hopkins
Manager
66 Fenton Street
Sydney NSW 2566
Phone: 9438 3383
Travel Consultants
Helen Craft
Do
c
Sales Representative
383 Howard Avenue
Randwick NSW 2031
Phone: 9458 8531
le
The structure and the strip down the left side of the
publication are used to define each newsletter.
The Education
Review
Abeeco News
mp
Abeeco Health Pty Ltd
Abeeco Health Ltd
Workshops for New Teacher Aides
Nutrients contained in Abeeco's Bee Pollen
Leanne James
Inside this issue:
The ABEECO Cellulite
Formula
2
Gingko Biloba
ABEECO Natural
Coconut Soap
Shampoo and
Conditioner
What is Active
Manuka Honey?
2
3
3
3
Honey Hints
• Mix ¾ cup mayonnaise, ¼ cup honey, 2
Tbsp. Dijon-style
mustard and 1 tsp.
prepared horseradish.
Use as a dip for
chicken or turkey
nuggets.
• Mix honey with
melted butter. Drizzle
over angel food cake
or pound cake for a
sweet shiny glaze.
20
I recently received information on the levels of
nutrients contained in
our Bee pollen and this
is as listed below. These
levels are contained in 1
capsule
Protein 23.7% Lipids
4.8% Carbohydrates
27% Phosphorus 0.53%
Ash 3.12% Potassium
0.58% Calcium 0.22%
Magnesium 0.15% Sodium 0.04% Other
(cellulose) approx. 40%
Because bee pollen is
collected from a range of
plant species, the chemical composition is not
easily standardised.
Protein is a major component of Bee pollen,
but varies considerably,
with protein levels reported in some pollen
species to be over 40%.
All amino acids essential
to humans have been
found in Bee pollen, w
ith approximately half of
this protein, being in a
form of "free amino acids" which can be assimilated immediately into
the body.
Bee pollen contains, on
average, only 5% fat,
most is in the form of
the outer coating on the
pollen grains.
Carbohydrates constitute
on average 27% of bee
pollen, but this varies
enormously be ca use
most of the sugar
(monosaccharide) component is added by bees
in the form of nectar or
honey.
Bee pollen is generally
rich in most of the B vitamins and contains vitamins A, C and E. It contains high levels of folic
acid. Folic acid deficiencies in pregnant mothers
has been associated with
spina bifida in babies.
Bee pollen contains substantial quantities of the
minerals potassium, calcium, magnesium, as well
as high levels of iron,
zinc, manganese and copper .
Sa
Volume 1, Issue 1
November, 2000
Bee Pollen - The Wonder Food
Did you know that there
are 22 essential nutrients
needed for the human
body and Bee Pollen contains them all?
Bee Pollen will build up
your immune system,
giving you more energy
and make you feel alive
and healthy. It is a perfectly balanced natural
food containing vitamins, minerals, proteins
and amino acids.
We cannot stress enough
the importance of main-
taining a balanced diet
and by taking your Bee
Pollen you are giving
your body everything it
needs.
We have a few specials
available to our Internet
Surfers:
400 Bee Pollen Capsules
for only $48.00 plus delivery
600 Bee Pollen Capsules
for only $72.00 plus delivery
300 Supabee for Men or
Women Capsules for
only $65.00 plus delivery.
Just give us an email to
find out the delivery cost
for your area.
Be kind to yourself and
order some Bee Pollen.
Kind Regards
John Triggs
The Bee Pollen Man
ASSOCIATION OF
TEACHER A IDES
James Hammon
Volume 5, Issue 3
December, 2000
Inside this issue:
Newsgroups for
Teacher Aids
2
Teaching Resources
2
Support Groups
3
After School Activities 3
Maths - A Numbers
Issue
3
English as a Second
Language
3
Interesting
Web Sites
• www.teach.com
• www.teachaid.
co.nz
• www.skills.govt.nz
• www.nzqa.govt.
nz
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Theory
Ethics and Copyright
Copyright in New Zealand is governed by the Copyright Act 1994, which came into force on
1 January 1995. It replaces outdated legislation which was more than 30 years old and had not
kept up with technological developments.
The Act covers original works in the following categories:
literary (a literary work is any work that is written, spoken or sung and includes tables,
multimedia works, databases and computer programs);
•
dramatic;
•
artistic (artistic works include graphic works, paintings, drawings, prints, diagrams, maps,
plans, architectural works, models, sculptures and photographs);
•
musical;
•
sound recordings;
•
films (including videos);
•
broadcasts;
•
cable programmes;
•
typographical arrangements of published editions.
Do
c
um
en
t
•
Ownership
le
The ownership of copyright normally rests with the author. However, unless there is an agreement
to the contrary, where a work is produced in the course of employment it belongs to the employer
and where it is produced on commission (such as where you ask a photographer to take
photographs for your publication) it belongs to the person commissioning it.
mp
Copyright in literary dramatic and artistic works generally lasts for 50 years from the end of the
year in which the author died. Copyright in photographs, sounds recordings, films, broadcasts and
cable programmes expires 50 years from the end of the year in which the work was made.
Sa
In New Zealand there is no need to register copyright: it exists from the moment a work is created
and produced in a material form. Unless a work is very old and copyright has expired, it is safe to
work on the assumption that unless you created it yourself, copyright in a work belongs to
someone else - in which case you must obtain permission from the copyright owner to reproduce
it. Often this permission will be given, but sometimes you will have to pay for the right to use the
work.
Copyright is simply the right to copy or reproduce a work in whole or in part. Like all rights it can
be assigned or licensed by the copyright owner to someone else. Any assignment must be in
writing.
The greatest danger of infringing copyright lies in using or adapting material from other sources:
books, newspapers, magazines, films and so on. You cannot treat these sources as supplies of free
material.
21
Theory
For example •
You cannot copy a report from a magazine.
•
You cannot run a book cover through a scanner and use the image as an illustration.
•
You cannot use a video digitiser to "grab" a frame from a television programme or film and use
that image in your publications.
The law does provide narrow exceptions to liability for copyright infringement for "fair dealing"
which allows very limited unlicensed copying or taping of television or radio broadcasts for
specific purposes, such as research and education. The guidelines for this are set out in the
Copyright Act 1994.
um
en
Desktop Publishing Software
t
In addition to the copyright in text, other copyright issues include:
Do
c
Copyright exists in the desktop publishing software which you use. Software copyright is not
usually sold - it is licensed, so if you use three computers in producing your publication, you
should have three licensed copies of your software. The copying of software is an infringement of
copyright and is illegal. Provided you have a licence for your software, and provided that the
particular form of licence does not preclude it, it is permitted to make a single back-up copy of
software, to be used only in the event that the original licensed copy is lost or unusable.
Graphics
mp
Typography
le
Clip art programs are used extensively in desktop publishing as illustration, to add pizzazz and
professionalism to your documents. Clip art software owners are free to use, modify and publish
the images as they wish but may not create scandalous, obscene or immoral works using the clip
art images or sell any of the clip art images as clip art.
Sa
Typographical fonts supplied on disk are covered by copyright in the same way as any other
computer software. You cannot add to your font library by scanning fonts from typographical
catalogues or reference books and use the resulting images in your designs. You are also
infringing copyright if you slightly alter copyright font designs and claim the result as a new
typeface: an adaptation is a form of copying.
Decompilation
Unlike Europe there is no right in the New Zealand legislation to decompile or reverse engineer a
computer program, to produce an inter-operable program. Converting a program into another
language or code in order to decompile or adapt it will infringe copyright. Permission from the
copyright owner should therefore be obtained.
22
Theory
International Issues
Copyright law in other countries differs from New Zealand to a greater or lesser extent. Most
countries have signed international conventions which confer the benefit of their own law on
works published in other countries. As a result, a computer program written in the United States
will attract copyright which will be enforceable in New Zealand against both New Zealanders and
foreigners. When dealing with material produced overseas, you should be careful to check the
copyright provisions which apply in those countries, as they may differ in important respects. For
instance, the term of copyright in European countries (now including Britain) is 70 years.
Piracy
um
en
t
Computer software companies are becoming very active in New Zealand in pursuing software
piracy. Under the Copyright Act 1994, defendants can be fined up to $5,000 for each infringing
copy of software, up to a maximum of $50,000, or can be sent to prison for up to three months. It
is also an offence, punishable by a fine of up to $50,000 or 3 months' imprisonment, to produce or
possess an object which is designed to make infringing copies, such as a master disk designed for
making infringing programs. A copyright infringer can also be ordered to make reparation to the
copyright owner. If you want to avoid being the focus of a piracy investigation or prosecution,
you should take care with copyright issues.
Do
c
Conclusion
Desktop publishing gives you the ability to produce professional quality publications. You must,
in turn, be thoroughly professional in your actions by being ethical and by not infringing copyright
in someone else's work. Copyright issues are complex. If you are in doubt obtain a copy of the
Copyright Act 1994 and read it very carefully, or better still, consult your lawyer.
le
Permission should be obtained to use text, clipart, pictures or graphics from the Internet and should
be referenced to the owner/website when applicable.
mp
Produced with assistance from
Gaze Burt, Solicitors
Sa
Acknowledging Copyright
If you wish to use text and/or graphics from web sites on the Internet or from other sources, eg
scanning from books, magazines etc you must obtain permission to do so. Often the owner/author
will be agreeable in which case such text and graphics should be referenced in the publication.
This is usually done at the end of the document in a small font size.
An example is shown below:
Text copyright Wilson Plumbing Ltd
Graphic copyright to Microsoft
23
Theory
Layout and Design
The first step is to plan your publication. An eye-catching and appealing publication begins with
planning and experimenting.
Start planning a publication by sketching out, on paper, different layouts and ideas of the
appearance you wish your publication to have. Bear in mind the following principles of page
layout:
Text, white space, graphics are placed to produce an
attractive page.
Harmony
All items on the page work towards a common goal.
Sequence
The eye flows easily between the items on the page.
Proportion
Relative importance of each item is considered.
um
en
Also consider the following:
 Whom is this publication intended to attract?
t
Balance
What is your message?
What form is the publication going to take, eg book, brochure, flyer, magazine, etc




Is the content and style appropriate for your audience?
Are you consistent with your headings and text style?
Is there enough contrast and white space to add interest?
Does your publication look busy (crammed and not easy to read)?
Do
c


le
When sketching out your publication look at other publications, magazines, flyers and brochures.
Ideas can be generated from glancing through different publications. The simplest design can be
the most effective way to convey your message clearly and concisely.
mp
Look at the two publications below. The publication on the left is an example of bad design and
the one on the right is attractive and appealing, using desktop publishing features.
Sa
Techniques in
Real Estate
SEMINAR
Clear Water Hotel
Sandra Street
Brisbane
Auckland
SEMINAR
20-22
20
- 22 February
February2010
1999
Clear Water Hotel
Sandra Street
Brisbane
Auckland
20-22
20
- 22February
February2010
1999
The Real Estate Club
22
Street,
Brisbane
QLDAuckland
4000
22Ross
Ross
Estate
Road,
Phone: 3236 6877 Fax: 3236 6878
Phone: 343 3458
Fax: 343 3459
The Real Estate Club
22 Ross Street, Brisbane QLD 4000
22 Ross
Estate
Auckland
Phone:
3236
6877 Road,
Fax: 3236
6878
Phone: 343 3458 Fax: 343 3459
Unbalanced (bad use of white space),
eye does not flow easily between the
items, heading needs more emphasis
24
Balanced with clear flow down the page,
items in proportion according to
importance
t
um
en
Tutor Handbook
Do
c
Additional Resources
Sa
mp
le
• Forms
25
Forms
Desktop Published Document Brief
Document Type and Description of Purpose
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
t
Target Audience
um
en
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
Document Specifications
Do
c
............................................................................................................................................
.............................................................................................................................................................
............................................................................................................................................
............................................................................................................................................
le
............................................................................................................................................
mp
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
Sa
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
Continued overleaf…
26
Forms
Constraints
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
t
............................................................................................................................................
um
en
............................................................................................................................................
Evaluation
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
Do
c
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
mp
Resources/References
le
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
Sa
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
Stakeholder(s)
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
27

Document Sample Tutor Handbook

Transcription

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