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  • All fields: designs
(69 results)



Display: 20

    • Page 107

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    • CEDAR LUMBER S. HARDWARE CD DEALER FOR PLUMBING GOODS ~ COAL ~ LUMBER PHONE 359 an< OTHER BUILDING SUPPLIES May we serve you in your building programs CEDAR CITY, UTAH. "Say It Witfi Flowers" FROM Hanzon Flower Shop Corsages ^ Bouquets and Funeral...
    • 1898, page 16

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    • 16 SOUTHERN BRANCH OF THE UNITED STATES HISTORY AND CIVICS.-This is a thorough high-school course in the history and government of our country. Required of all first-year Normal students. 3 hours per week throughout the year. ...
    • 1941 53

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    • 52 B R A N C H A G R I C U L T U R A L C O L L E GE 2 7 . A D V A N C E D D E S I G N A N D C O L O R . C o n t i n u a t i o n o f A r t 2 a n d A r t 3 . T h i s w i l l g i v e s t u d e n t s i n t e r e s t e d i n design a n d c o l o r m u c...
    • Page 46

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    • respective wards. Each ward was to be organized into a quorum of Elders with E. H. Grove over them, and Henry Lunt was put in as Clerk of said quorum. Smith also advised, "be carefil not to indulge the Indians in their laziness, for they have their...
    • Page 31

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    • research, communication changes depending on the current situation of the organization. At the city office, the communication was different depending on the goals and deadlines we were working on. As things were more pertinent, there seemed to be...
    • Page 64

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    • THE WEB 65 Introduction 5 If you are a communication professional, this book will give you the exper􀀍􀵴 tise you need to contribute meaningfully to web projects that accomplish your organization’s goals. From research to planning to production and...
    • Page 108

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    • THE WEB 109 Information Architecture 49 􀀺􃨀􀁌􄰀􀁕􅔀􀁈􄠀􀁉􄤀􀁕􅔀􀁄􄐀􀁐􅀀􀁈􄠀􀁖􅙗 Wireframes are a visual guide that represents the framework of a website or application. Wireframes are usually created in low fidelity to facilitate the quick formation of different...
    • Page 123

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    • THE WEB 124 64 􀀧􂜀􀁈􄠀􀁙􅤀􀁈􄠀􀁏􄼀􀁒􅈀􀁓􅌀􀀃􀌀􀁇􄜀􀁈􄠀􀁖􅘀􀁌􄰀􀁊􄨀􀁑􅅏 Once requirements have been established, the website should start to take form. At most interactive agencies, the task of translating the static require􀀍􀵭 ments document into visual form is usually the...
    • Page 124

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    • THE WEB 125 The Development Process 65 physiographic inquiry. For instance, say you were designing a website for a direct selling nutritional supplement company. After some research, you find that 70% of the company is made up of women over the age...
    • Page 196

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    • THE WEB 197 Design Concepts 137 has been achieved. There are two types of balance: symmetrical and asym􀀍􀵭 metrical. Symmetrical balance, also known as formal balance, describes de􀀍􀵳 signs that evenly distribute the weight of a composition around a...
    • Page 198

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    • THE WEB 199 Design Concepts 139 Dominance Dominance is what attracts the eye upon seeing a design. Dominance through emphasis of one or more particular elements creates a focal point in the design. It’s where most people will instinctively go when...
    • Page 229

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    • THE WEB 230 170 the experiment is structured to make sure that both iterations are being considered on a level playing field. Typically, A is the existing design (or the control group), and B is the new design. The test entails splitting website...
    • Page 39

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    • 34 10. Implement the SETHL program for children and parents to share, and record time spent reading. Monday through Thursday exchange SETHL books. 11. Periodically collect recording logs for later analysis and replace them with consecutive...
    • Page 88

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    • Each section of the four documents found in Sections One and Two (Undergraduate Consent Changes, Graduate Consent Changes, Undergraduate Substantive Changes, Graduate Substantive Changes) is split into numbered sections. A picture of each section...
    • Page 5

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    • iv LIST OF FIGURES Chapter 1 1.1 Simple Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.2 Peer-to-Peer Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....

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