Extensible Business Reporting Language in India

Extensible Business Reporting Language in India Introduction XBRL XBRL (eXtensible Business Reporting Language) reporting is gaining momentum as a medium of digital financial reporting (Ogundejiet.al, 2014). It is a meta-language, based on XML and used as electronic communication of business information. The primary purpose of XBRL is to facilitate the preparation, publishing, exchange, and analysis of financial statements. In fact, using the framework of XBRL it is possible to facilitate numerous types of reports that can efficiently be parsed by computers (Vasarhelyi and Alles, 2008) and software applications available for the analysis of such information (Silveira et al., 2007). XBRL can be considered as innovation as it is becoming an internet business standardization language (Willis, 2007). A XBRL report does not only contain business and financial reporting information but it also includes attributes that describe that information. It doesn’t change the financial reporting standards but change the way in which business and financial i nformation is reported. Typically, an XBRL report consists of an XBRL instance document containing the financial facts and taxonomies that provide the information about how facts are interrelated in the financial statement. Taxonomy works as a electronic dictionary for business and financial terms within the business realm. Instance documents are business reports that are physically connected to taxonomies. It contains both numerical and non-numerical data and information about the data. XBRL in India The XBRL wave started in India in late 2007 when the Institute of Chartered Accounts of India (ICAI) initiated the idea digital business reporting using XBRL with different regulators in India. XBRL implementation can achieve immediate benefits for Indian companies in terms of a more efficient means to file incorporation documents online and a simplified mode of filing of returns and forms. The benefits to Indian capital market include easy access to public information for users at anytime and from anywhere, which may increase information transparency. With increased coverage, it is hoped that the XBRL data thus collected would significantly enhance the Government capability in policy formulation and regulators, corporates as well as public and investors at large. Major regulators involved in the adoption of XBRL in India are Ministry of Corporate Affairs (MCA), Reserve Bank of India (RBI), Securities and Exchange Board of India (SEBI) and Insurance Regulatory and Development Authori ty (IRDA). From 31st March, 2011, Ministry of Corporate Affairs mandated XBRL reporting (in phases) for companies, who would adopt the Commercial and Industrial Taxonomy developed by ICAI. In the first year (phase 1), the focus was on a certain class of companies who are listed in India, with paid up capital of Rs. 5 crore and turnover of Rs. 100 crores, would have to file their Balance Sheet and Profit and Loss in XBRL format from the FY 2010-11 onwards. The subsequent years witnessed a significant change in the regulatory reporting format and a new schedule VI for improvement in disclosure system for financial statements was enforced by the Companies Act 2013. The taxonomy architecture also underwent considerable change. Companies are also required to file their cost audit report and compliance report in XBRL format. Filers have the option to create their own XBRL documents in house or to convert their financial statements into XBRL format through outsourcing. Regardless of which approach, the first step is to tag each financial element to the published XBRL taxonomy so that accounting information can be converted into XBRL format. Once XBRL instance documents are created, filers need to validate the instance document before filing on MCA portal. Off-line process validates XBRL instance documents for business rules using the MCA off-line tool. Second, for online validation (Pre-scrutiny) the instance documents are uploaded and validated from the MCA21 system (MCA 2012). The Ministry of Corporate Affairs (MCA) has adopted the XBRL taxonomy for Commercial Industrial (CI) Companies. Regulators like RBI has implemented the XBRL based regulatory filings for banks using Internet and Indian Financial Network. SEBI and IRDA are in the process of implementing XBRL. But the adoption is not uniform across various sectors of businesses in India. As every organization faces some teething problems when adopting a new technology, the same holds true for XBRL. Firstly, XBRL has a steep learning curve to begin with. Therefore, there’s a big challenge for the company to bring together a workforce skilled for using this new technology. It requires training efforts and change management initiatives on the company’s part to prepare employees for such advancements. Organizations should also be careful about the probable effects of the technology adoption procedure on existing processes and people; and take necessary steps to minimize any adverse behavioral impact. Research Objective Therefore adoption of XBRL becomes a relevant research area of interest among academics and practitioners (Pinsker,2008; Muller,2013). Researches around the world are carried from various disciplines on XBRL. Further, majority of academic XBRL research has focused on the US market (Srivastava and Liu, 2012) and, therefore, there is a need to see how non-US countries have implemented XBRL. Further, little research is cited regarding end-user attitude towards XBRL adoption (Muller, 2013). Being a behavioral study, the present research has applied a technology acceptance model (TAM) to identify the predictors for attitude formation required for successful adoption of XBRL. Based on Baldwin (2006) study we classified the stakeholders for the system in four groups. The ‘Standardizer’ creates taxonomies, accounting standard, Legislator and regulator. ‘Providers’ are the companies, divisions that provide platform for creating reports. ‘Intermediaries’ are auditors, financial aggregators. ‘Addresses’ are Investors, regulators, managers. The present work attempts to analyze the acceptance of XBRL technology by ‘Intermediaries’ including auditors and company financial professionals responsible for preparation of XBRL report in Indian companies. Thus, the study has implications for auditors, as well as for firms who operate in India and in countries whose XBRL implementation reporting in mandatory. Literature Review XBRL As pointed by many researchers, XBRL is used as most advanced and rigorous standards taxonomy developed to help for a better assurance of future digital financial reports (Cohen, 2009; Lymer and Debreceny, 2003; Boritz and Wo, 2008; Plumlee and Plumlee, 2008; Shrivastava and Kogan, 2009; and Gonzalbez and Rodriguez, 2012). XBRL adoption allows organisations to report quickly (Cohenet al., 2005), and standardised data to be accessed at a lower cost with greater transparency and cheaply. With the adoption of XBRL, financial information can be optimized for creation, discovery, consumption, and reuse, and XBRL also enables supply of information for business reporting to communicate among players more efficiently (Vasal and Srivastava, 2009; Debreceny et al., 2005). Additional XBRL benefits include cost savings because of increased data processing capability, decreased data duplication and decreased cost of bookkeeping (Pinsker and Li, 2008; Yoon,2011). Alles and Piechocki (2009) develop a framework for understanding how tagged data can be used to change the way in which decisions affecting governance are made. Roohani (2007) argues that XBRL would facilitate corporate governance and provide transparency to employees, investors and creditors, and regulators. Alles and Piechocki (2009) commented that XBRL will improve corporate governance. Premuroso and Bhattacharya (2008) confirm that early and voluntary filers of financial information in XBRL format demonstrate superior corporate governance and operating performance relative to their non-adopting peers. But Doolin and Troshani (2007) believed that benefits of XBRL are not expected to be immediate but will accumulate over time. Tornatzky and Klein (1982) and Rogers (2003) suggest that the relative advantage, compatibility, complexity, and the ability to trial and observe a technology like XBRL, all play a significant role in the adoption decision. Potential adopters typically evaluate the relative advantage and benefits of new technology against the perceived costs (Doolin and Troshani, 2007; Oliver and Whymark, 2005; Premkumar et al., 1994). Adopters will weigh the initial and ongoing cost of adopting the technology (Rogers, 2003) against potential benefits such as a reduction in compliance costs and increased competitive advantage (Oliver and Whymark, 2005). The greater the perceived positive relative advantage, the more likely an organisation will adopt the technology. Chartered Accountants will be primarily responsible for the implementation of XBRL in an organization (Gauri, 2014). Current study examines the factors that influence individual decision to adopt XBRL using Davis (1989) Technology Acceptan ce Model (TAM). Technology Acceptance Due to complexity and context-sensitiveness, technology adoption required various models and which has speculated in the past two decades to specify the factors influencing organizations technology adoption (Wolfe, 1994; Jeyaraj et al., 2006; Doolin and Troshani, 2007). These include the technology acceptance model (TAM) (Davis, 1989), TAM2 (Venkatesh et al., 2003), theory of planned behaviour (Ajzen, 1991), innovation diffusion theory (Rogers, 2003), and the unified theory of acceptance and use of technology (Venkatesh et al., 2003). Among all, TAM is the most popular model build upon a well known theory of IS (Information System) research. The literature of IT adoption relates to various Personal factors (Davis, 1989; Troshani and Doolin, 2005; Venkatesh, and Davis, 2000), Technological factors, Environmental factors and organisational factors (Troshani and Doolin, 2005). Personal factors include dimensions of TAM (Technology Acceptance Model) like perceived ease of use and perceived usefulness, attitude towards technology, which were proven to be more successful in measuring the impact on technology adoption. Technological factors including relative advantage (Zaltman et al. 1973), complexity (Rogers, 1983), compatibility (Kwon and Zmud, 1987), observability (Rogers, 1983), and trial ability (Venkatesh, and Davis,2000). Technology complexity includes the current knowledge and skills of the employees in the organization (Doolin and Troshani, 2007). Davidson el al. (2006) and Rogers (2003) revealed that lack of knowledge and skills hinders the adoption of XBRL by organisation accountants. Environmental factors include e xternal pressure (Iacovou et al., 1995) and competition (Grover, 1993), Innovation Adoption (Tornatzky and Klein,1982; Rogers, 1983). Organisational factors include top management support (Rai and Howard, 1994; Thong and Yap, 1995), organisation structure (Lai and Guynes, 1994), centralisation and formalisation (Zmud, 1982; Grover and Goslar, 1993), organisation size (Grover and Teng, 1992). But with present research scope, we only examined the impact of determinants defined in Technology Acceptance Model (Davis,1989). Research Model TAM is an adaptation of theory of reasoned action by Fishbein and Ajzen (1975) and was mainly designed for modeling user acceptance of information technology in the workplace (Davis, 1989; Davis et al., 1989). The positive relationship between behavioral intentions and actions is extensively described by the theory of reasoned action (Azen,1980) and the theory of planned behavior (Azen, 1991). The TAM model assumes that system use is directly determined by behavioral intention to use the system which is in turn influenced by users’ attitudes toward using the system and the perceived usefulness of the system. This model displays a high level prediction power of technology use (Goswami, 2014). The present research uses the TAM (Technology Acceptance Model) model proposed by Davis (1989) to understand the acceptance in respect of perceived usefulness and ease of use dimensions. Both are most closely related to the characteristics of the XBRL system. Perceived usefulness (PU) the degree to which a person believes that using a particular system would enhance his or her job performance (Davidson et.al, 2006). Perceived ease of use (PEOU) is the degree to which a person believes that using a particular system would be free of effort. Research Methodology The research methodology of this study is divided in following points: Source of data-The source of data collection is primary data which is collected from the professionals working in various companies and responsible for creation of XBRL reports. Sample size-as per the difficulty of finding the qualified respondents who were responsible for the XBRL based financial reporting;the sample 20professionals of Rajasthan state were selected randomly. Each author has contributed 5 the filled questionnaire and the data were collected from 12 companies as a representative sample. Sampling technique-The sampling technique used is convenient sampling. Hypothesis- as per the nature of the research two hypotheses were developed and shown under the head of data analysis. Analysing Tool: Multivariate Regression Analysis were used to analyse the data and to identify that which independent variable results change in dependent variable. Conclusion The present research begins with a clarification that global adoption of XBRL will have a large impact on financial and corporate reporting process. Indian companies can also be benefited with this technology innovation along with its inherent operational advantages. TAM has proven to be a useful acceptance model in helping to understand and explain the user behavior in XBRL implementation. The study examined the effect of perceived usefulness and ease of use on attitude of Indian financial professionals towards XBRL reporting. Change management is also a crucial step to be taken before implementing a technology like this. Employees are quite reluctant for changes in processes. This makes it imperative for companies to conduct change management which helps employees embrace the change openly. Staying up to date with current taxonomies is also essential. The implementation roadmap must be charted out with detailed planning for the technology’s adoption to be a success. It is critical to ascertain the most suitable method for your organization to implement it. Your decision to go for bolt-on, or outsource or built-in approach must be carefully thought of and minutely planned keeping in mind the organization needs. Future Research It is worth noting that whereas XBRL has exhibited capabilities to produce the digitized version financial statements, it is still unable to capture information displayed through various other sections of the financial statements and the annual reports. Particularly, the information displayed through the notes to accounts and, management discussion and analysis sections of the annual reports. This is indeed a challenging area for future research. All aspects concerning the improvement of efficiency by applying XBRL like time savings, reduced effort, and improved communication are mentioned frequently in literature but hardly any research activities could be recognized. Future researched should focus on the evaluation of productivity of financial reporting. Other potential area of research is system flexibility, which measure the cross-system compatibility and system independent processing of XBRL business and financial information. The impact of demographic factors upon the XBRL adop tion among consumers must be examined. Based on our discussions and literature review, we suggest that research focus might also be on the economic impact of XBRL. This may help to present a clear business case to the stakeholders which should contribute to the comprehensive adoption of XBRL.

Motivation in the Classroom

One of the most difficult tasks an educator faces is motivating students. What exactly is it that makes a student want to learn? Why are some students easily motivated while other students must be coaxed to perform tasks that seem simple? A teacher has to ask these questions about each individual student in his or her class, and usually starts to search for the answers within the first few days of meeting their students. It is important for an educator to have a working com/strategies-for-academic-success/">definition of motivation if they plan on implementing motivational techniques in their classroom.According to Eric Jensen (2005), author of Teaching with the Brain in Mind, motivation is, â€Å"arousal and drive. Arousal suggests orientation towards a goal, and drive is caring enough to do something about achieving the goal† (p. 102). Jensen suggests that some students will be intrinsically motivated and require very little push to succeed. He also makes it clear that there are many students with which an educator will have to work in order to build that intrinsic motivation. Ultimately, success in the classroom can be formed in many different ways, but there are a few points that are absolutely necessary.Setting high expectations for your students is essential. Making sure that you know your students and cater to each individual child is also pertinent. Also, identifying outside factors that may cause success or a lack of success will be very important. The autonomy that a teacher shows his or her students is extremely important to success within the classroom. A student should be able to feel like what they do or say is taken into account by the teacher. This does not mean that the teacher will change the way they do things, but they will take into account the feelings and opinions of their students.This adds to the students feelings of self worth. In an article by Patricia Hardre (2003), A motivational model of rural students' intentions to persist in, versus drop out of, high school, she surveyed students asking them to rate the importance of certain qualities. Questions like, â€Å"My teachers provide me with choices and options,† and â€Å"My teachers try to understand how I see things before they suggest to me how they would handle a particular situation,† scored very highly and are viewed by the students as the most important aspect of a well rounded teacher (p.351).Providing a child with multiple ways to come to an answer will not only encourage the child, it will show them that you are interested in their success and have high expectations for them. Allison Ryan’s article, The classroom social environment and changes in adolescents' motivation and engagement during middle school, basically promotes the same ideas. She states that, â€Å"students' perceptions of teacher support and the teacher as promoting interaction and mutual respect were related to positive changes in motivation and engagementà ¢â‚¬  (p.451).The perception of a student about his or her teacher is critical, and will play a major role in whether or not the child is successful. The expectations that an educator places on their students will in many ways shape the way the class will learn from the first day until the last. A strong teacher is one that will provide the students with discipline as well as compassion. He or she will be a leader, but not afraid to listen and understand the needs of the students and of course adapt to those specific needs when applicable.These characteristics are very important, but what will ultimately lead to success is the teacher’s ability to motivate. We know how capable children are, and we know that their capabilities are almost endless. Often times what they are missing is leadership, direction, and someone telling them â€Å"I believe in you†. Isaac Friedman (2011) in his article, Teachers' role-expectations: Altruism, narcissism, patemalistic altruism, and benevolent narcissism, explains that teachers must use what he calls â€Å"benevolent narcissism† in their classroom.Freidman explains â€Å"benevolent narcissism† as the capacity of an educator to have such high expectations of their students that they almost come off as cocky (p. 19). Having such a positive attitude will ultimately build a child’s self worth and make them feel supported and believed in. This is also explained in Maslow’s hierarchy of needs. As Robert E. Slavin (2012) explains, â€Å"Self esteem is critical to physical and psychological well-being† (p. 288).However, a child can be quick to doubt themselves if they feel like they have no one who believes in them. When perceived self-efficacy is high, more ambitious challenges are pursued, and commitments to lofty goals are made. When self-efficacy is low, the child will see failure as the most likely outcome of whatever obstacle they may face. Lisa Legault (2006) in her study, Why do high school students lack motivation in the classroom, explains that perceived failure is the single greatest barrier for a child to overcome if he or she hopes to be successful.She goes on to say that even students who do believe in their abilities sometimes have a difficult time believing that they will have the prowess to maintain the effort needed to complete an assignment or achieve in the classroom (p. 579). Furthermore, Johnmarshall Reeve (2003), author of the article Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice teaches that a child needs to feel â€Å"a sense of unpressured willingness to engage in the activity† (p. 380). This is completely relatable and understandable.Students are often faced with tasks that seem daunting to them, and without a support system it would be very easy to see how a child could lose belief in his or her ability to face a challenge. That is why it is so important to put each s tudent on the same playing field. In this way no student will feel inferior, but you will still be able to make sure each student is also taught to his or her specific needs. Students know when they are treated differently. They can absolutely tell whether or not their teacher is playing favorites in the classroom.It is excruciatingly painful to observe a classroom where a teacher has made some students feel special and others have been made to feel incompetent. Those students who no longer feel they have a place within the classroom are the ones with their heads down, or talking constantly to their peers, or they may even stop showing up altogether. In an article by Kristen Elmore (2012), If ‘we’ can succeed, ‘I’ can too: Identity-based motivation and gender in the classroom, she talks about the rapid decline in success of males within the classroom as opposed to their female counterparts.She talks about â€Å"identity-based motivation† and explains that male students are being stigmatized by their teachers. The male students believe that they need to be strong, and are made to feel like they should not require as much motivation as their female classmates in order to complete the same tasks (p. 181). This is an extremely unfortunate finding. By this point our educators should know that gender plays virtually no role in the intrinsic motivation of our students.Of course there may be plenty of young men and women that don’t need to be pushed in order for them to succeed, but the majority of them do need that extra push. There is no place for gender bias within our school systems. For an educator, one of the most important aspects of maintaining a thriving classroom is keeping your students engaged. When a student loses interest it becomes extremely difficult for them to be successful. In her article, Engagement and disaffection in the classroom: Part of a larger motivational dynamic, Ellen Skinner (2008) talks about the difficulty many teachers have with motivating their students.One of the main problems is that teachers are still trying to lecture at students and expect them to retain vast amounts of facts, instead of having them search for the correct answers. She maintains that when you require your students to sift through material and put together the pertinent information themselves, they are much more likely to hold on to that information. She also claims that this higher level learning will give the student more confidence because they will believe that the teacher has faith in them to learn the material (p. 772).Likewise, Xiaoying Wu (2013), author of Enhancing motivation and engagement through collaborative discussion, explains how important collaboration is in the classroom. Students enjoy working in groups or as a class in order to come to certain conclusions (p. 624). Working with their peers will especially help those students who need an extra push to succeed. Students gain motivatio n by working with other students that can push them to do better. An intentional teacher knows that all students are motivated. He or she also knows that this motivation is not the same level for each student.The intentional teacher strives to keep high the drive of the already motivated student, and also strives to bring out the motivation of the student that needs coaxing in order to succeed. They do this by having lesson plans that help students make sense of the material, which allows the student to take pride in their own accomplishments. A teacher is directly responsible for the motivation of his or her students, and will in many ways shape the way those students approach tasks throughout the rest of their lives.

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.

Cyber Bullying And Its Effect On Today s Youth - 1587 Words

Studies have shown that cyberbullying incidents have quadrupled in the last five years. Cyber-bullying has become a huge issue recently. It is despairing to turn on the news everyday and watching reports going on about bullying and the number of suicides such has lead to. â€Å" Love is Louder† has been a phrase commonly used by celebrities to send out a message not only to fans but to humanity proving that bullying is not righteous and should not be tolerated. The more the communication through technology expands and widens, the more bullies torture their innocent victims. The fact is that technology is somehow not being used for the precise matter, so we need to figure out a way to put an end to cyber-bullies injudicious actions. Cyberbullying is becoming a radical obstacle and we all need to do our parts to building a mindful perspective of what can be done to stop cyber-bullies ones in for all. Cyber-bullies will continue to be a threat to today s youth until we take preventative measures against them. Before terminating cyberbullying we must first perceive why and how a cyber bully works. After researching and analyzing explanatory articles on such topic, this research paper aims to inform and answer the following questions: What a cyber-bully Nunez 2 is, how they work, whom they target,Show MoreRelatedCyber Bullying And Its Effects1146 Words   |  5 PagesCyber bullying as defined by (Mason, 2008, p, 325) is â€Å"an individual or a group wilfully using information and communication involving electronic technologies to facilitate deliberate and repeated harassment or threat to another individual or group by sending or posting cruel text and/or graphics using technological means†. 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The virtual world called social network continues to corrupt the minds of the innocent and the young. The popularity of social network site will continue to grow in number regardless of whether we love or hate it. Coupled with the advancementRead MoreEfforts to Fight Cyber Bullying1182 Words   |  5 Pagesthat mimic its treacherous definitional predecessors. The click of a mouse has cause youthful individuals to commit suicide and live lifestyles that are indulged in depression. Cyber bullying is a fairly new type of violence and this is why it is so hard to counter. One of the most prominent forms of counter-cyber bullying that the United States implements is through legislations, which have resulted in mixed results. Psychologist and Sociologist agree that the negative reinforcement approach doesn’t