Corporate Visual Identity Manual

This manual of identity corporate response to the need to ensure the correct application of the elements of our Corporate Visual Identity School of Dance .

Develops after a program of design review and plan to translate the personality of the school, giving it a picture own distinct visual.

With the proper use of the elements of this manual will be achieved to preserve the visual identity of the institution and increase the level of symbolic remembrance of each of its elements.

Special cases or offer questions, should be consulted directly with the author of the manual. Proper use of the logo on every piece of communication is critical to creating a strong and lasting image.

USE OF THE MANUAL

The Corporate Visual Identity Manual is a reference tool and work for all those responsible for the proper use of the symbols of the School of Dance "Anima".

This manual provides information on global visual identity of the school, so it is suggested to carefully read the entire contents of the manual and follow each of the indications described in the sections of interest .

For full compliance is suggested to include in the website of the School and in various image formats, the logo and its variations of use.

The correct use of symbols in this manual is under the supervision of the Directorate of Services Multimedia .

TERMINOLOGY

Corporate Visual Identity Manual

Set of rules governing the use and application of identity in terms of design. Document in which the guidelines are designed image of the institution. Define rules to follow to print the logo in different internal and external support of the School, especially those that are displayed to the public. The manual describes the signs graphics chosen by our university to display your image and all its possible variations in shape, colors , size, etc.. It explains the form, timing and location of use by including graphic examples. The identity manual is therefore a normative document that must guide the actions of the institution in terms of corporate identity. But above all, a reference manual that should come to know the possibilities graphic visual image of the school.

CORPORATE IMAGE

Perception that a particular person or a group are of an institution. Mental image is linked to what it represents.

CORPORATE IDENTITY

The set of specific and personal characteristics of an entity, which is visible and create a memorable and differentiate itself from other entities. The term institutional identity, which we understand their nature specific, involves all of an institution that is: their development, their communication, property, etc..

LOGO

It is the visual element of corporate identity. It is a set of graphic elements, lines, shapes and colors that make pictorial image of the institution is unique and memorable to the public.

LOGO

The set of logo and name that works for an entity to a group of people to represent. It is part of the visual identity of an institution that combines the graphics and the typography. The functionality of a logo is its ability to communicate the message you want, and to achieve this requires the use of colors and shapes that contribute to its interpretation . A logo becomes a structure organized graphic semiotic approach seeks to convey a meaning.

Corporate typeface

Font type or font that is used to write a legally binding texts related to the institutional image. The normalization of typography is an additional factor in any visual identity program. Looking give unity and harmony in all presentations.

CORPORATE COLORS

Colors are determined by the institution who will represent them. Spot colors are located within a record of color, such as PANTONE. Usually these are the only colors allowed by the company to be used in any element of promotion , stationery, signage, publications, uniforms, equipment, etc..

BASIC ELEMENTS

Graphical construction

ETYMOLOGY

The name Anima created with the intention to transmit the values ​​of: Essence, Soul , Nudity. Concepts that reflect my view, the actual substance of those beings who enjoy teaching this wonderful art that is dance.

Anima is Latin soul , in the psychology of Carl Gustav Jung analytics refers to "the image of the eternal feminine archetype in the unconscious of a man , who form a link between awareness of self and the collective unconscious, potentially opening a path to the self. "

The text in Dance Expression dance refers to the new school teaches, this is Dance Therapy and Body Language.

RESERVE AREA

It is an imaginary space surrounding the logo and will protect the image of any visual distraction.

This space should not be invaded by any graphic element: text, photographs, drawings , etc.. The area is defined by the minimum margins set out in the example. The area planned for the space will be X (x = a).

TYPOGRAPHY

The font selected for the image of the school should not be chosen by similarity of features, but it must match scheduled. The sources recommended for essays and other texts such as titles and subtitles, addresses, names, forms , etc., Chalkdust is the same with variations: regular, bold, italic and bold italic, and Rotis Sans Serif AT and its variants: regular , bold, italic and bold italic.

CORPORATE COLORS

An essential part of any visual identity is defined by your corporate colors. These are the color codes that are to be automatically associated to the image of the school with continued use. It is therefore essential to be reproduced faithfully, avoiding variations that may contribute to confusion and dispersion of the image of the institution.

MINIMUM SIZE REDUCTION

The reduction of the logo is limited. Its proportions should not be less than 30 mm wide, according to the rules of construction graph. If you need to use a smaller scale , 20 mm wide, for example, you must delete the text "Expression in Dance."

LOGO AUTHORIZED VARIATIONS

Following the School's corporate colors are possible combinations for the use of the logo color, black and white, negative, as the background of water and background color.

STATIONERY

ON

The envelope chosen for the application of this manual is the standard of 220 X 110 mm, because it is the most used.

The study design was done on taking into account the same criteria in the distribution of space and the location of information on size proportional to respecting: logo, reserve area and typography.

PRESENTATION CARD

The business card should be printed on a white card mate, not less than 180g. Of 4.5 cm by 8.5 cm. Is recommended to produce the cards in AT Rotis Sans Serif font to establish continuity with the logo.

The card has two printing options. Since these one or two faces.

INVITATIONS

The invitation size is 100 x 150 mm.

The logo is made by the graphical construction. The title must be in 18 pts., The invitation text in 12 pts., And the address information in 10 pts.

CERTIFICATE

The size is A4. The composition should be centered. The logo consists of a graphical construction as subemisores. The title should be in 40 pts. The text information in 16 pts. The name of the person in 30 pts. The name of the event for which the certificate is 30 pts. The date must be in 16 pts., And firms in 12 pts.

APPLICATIONS

UNIFORMS

The corporate symbols are used in different media and serve to reinforce the value of identity of the institution. Guidelines need the location and characteristics of the logo on the uniforms of the staff .

The uniform is a standardized set of clothes, used by members of the School, while participating in recreational activities or events work.

The logo must always be the main element.

Its size is adapted to the size of clothing.

REMERAS

The logo on the shirts must be located on the left. If it's on a light background, the logo must be in black or red and black and if the background is dark, the logo must be blank.

In case of coexistence with other logos, they must be located on the sides on the sleeves on a smaller scale.

International Award Educared

Until next May 2 will take place entries to version 12 of these awards, aimed at teachers and students from around the world. This is an opportunity to work with Information Technology and Communication (ICT), conducted in classrooms not be anonymous and that, contrary to this, is recognized internationally.

How can you participate? Very easy: blogs, wikis, webquests, google docs, speaking images, podcast channels or YouTube, educational uses of social networks, among others. Methods and categories depending on whether or not students have had an active role in the development work, you can compete in the following ways: • Teachers with students: in this mode will accommodate all work involving students actively, either by creating and updating a blog, the development of wikis, doing social networking, among others. • Teachers without students: In this mode open to all work performed by teachers without student participation. For example, if you have a blog that publishes content and activities of common interest to the educational community can participate. • There is also the modality Tools Lab: In this mode faculty may participate with or without a group of students do more advanced work and create their own tools, educational applications or widgets. The categories of participation for these modes are defined by the age of the students as follows: Category I (3 to 5 years), Category II (6 to 8 years), Category III (9 to 11 years), Category IV (12 to 14 years) and Category V (15 to 17). What the jury will evaluate? An international jury will award 3 prizes for each category and modality, which includes a gift for students, teachers and educational institution. For its part, the mode "Teachers with students" will have 3 finalists per category will receive a prize for all this to encourage collaborative work between teachers and students. In addition, the jury may award up to 3 special prizes from among all papers presented in each of the following sections: • Works that seek to facilitate access to ICT and education to children with special educational needs. • Work carried out using mobile technology. • collaborative work between teachers and students different countries. • collaborative work between teachers and students from different centers of the country. The work submitted by participants will be evaluated from a pedagogical sense, therefore you must attach by a mandatory specification that is equivalent to 50 percent of the evaluation the end. The memory can be made virtually through a form installed on the website of the 

International Award Educared . Recommendations Awards Registering is easy and there are several channels created by the award to address the concerns and suggestions from teachers and students . Therefore, pay close attention: • Registration Process to Award: Once admitted to the Prize website, you can initiate enrollment by 2 steps. The first is to register as a teacher participant. You only need to enter your email and receive with this information how. Once registered you can submit their work and begin to develop their pedagogical memory. In order to facilitate the registration process and delivery of work, the prize had before it a tutorial that explains step by step to make these processes. To meet click 

• Social networking and contact: To follow step by step process of the Prize, you can make use of social networks, for both teachers and students in participating can use these tools.  Through Facebook , Educared Colombia ordered an information space. You can visit 

. Following the official account on Twitter @ Premio_Educared Award, you can also get information. Visit this social network profile 

The official Messenger Award is premiointernacional @ educared.org and certamen.educared Skype.

Route Launch ICT 2011

The Aula Magna of the Universidad Pontificia Bolivariana opened its doors to teachers and administrators of the city to invite them to the fourth version on Route Teacher Training in use and appropriation of ICT.

The event was preceded by the Secretary of Education, Felipe Gil Barrera, Dean of the Faculty of Education at the Universidad Pontificia Bolivariana (UPB), Juan Guillermo Pérez Rojas and the Manager of Medellin Digital, Camilo Vergara Yan Gallo. The invitation to the teachers is to integrate this training route for through the programs offered to improve their teaching practices and combine technological skills to enable them to innovate their teaching strategies - learning. "The important thing with these courses is that little by little change their ways teachers teach and students move safely, "said Juan Guillermo Pérez Rojas, Dean of the Faculty of Education at the Universidad Pontificia Bolivariana.

More and more changes and new trends in technology, which makes teachers and trainers of the new generations are left surprised and discover the world of devices and tools that promise to be the best allies for training. "There are so many changes in technology, we can no longer speak of ICT, but TICE (Technology Information, Communication and Entertainment) and that commitment must also be in field of education, "said Manager of Medellin Digital, Camilo Vergara Yan Gallo.

Benefit for private institutions

The Ministry of Education through the Teacher's School, in partnership with the UPB and Medellin Digital, want to continue to offer programs to qualify the educational work of teachers and seek to make ICTs a critical component in the various processes of the institutions education. 's why this year opens the door to private institutions for their teachers and administrators can access these training programs and are increasingly making new proposals to strengthen processes between government and private sector. "The most important is that the we do as Secretariat, results in the quality of education in the city and improve learning for our children and youth, "said Felipe Gil, Secretary of Education. This route teachers want to keep adding to this proposed training this year comes to fourth version, and to date has trained over 600 teachers from 6 000 in the city.

Online registration

To enroll in one of the programs can do so at the end of March in this link .

For more information

Those wishing more information on the programs of the Road Teacher Training in ICT, please contact Susana Castañeda School Teacher. Phone: 385 71 40 or email @ medellin.gov.co Susana.castaneda

Encuentro Con pedagogical 2011

This year, the meeting was fixed with 15 stands, plus a mobile art studio classroom. All with the purpose of showing the activities conducted at the School of Teacher through classroom workshops, training routes and other allies.

The Yellow Pavilion Plaza Mayor was the meeting place for the educational community of Medellin for the fifth version of the Encuentro, a space for reflection and discussion on improving the quality of education, pedagogic innovation and implementation of new learning environments .

Master School teachers and administrators called to live this experience through online communications and visits to educational centers and institutions.

The day began on Thursday November 17 at 9 am with workshops, lectures and talks in five classrooms, dedicated to the teaching of language, the potential development of teachers, the teaching of science, systematic investigation of the pedagogical practices and meaningful learning experiences of teachers in classroom research.

Little scientists

Such is the case of the program implemented by the Universidad de los Andes and the Ministry of Education of Medellin called "Little Scientists", which seeks to renew the teaching and learning of science experiment at school, through the Teaching Strategy Teaching Inquiry-Based Science (ECBI).

Claudia Vasquez, Program Coordinator, explained that this strategy, with nearly 20 years, was endorsed by several Nobel prizes in the world and is part of the education policy of France.

"In Colombia reached 10 years ago. It began with training for teachers to replicate the experiences, which are 1 to 2 years, a whole plan of training and professional development very well supported. In Antioquia came 5 years ago and is administered by the School of Engineering of Antioquia "he says.

On arrival in Medellin, the program implemented the working tool "Discovery Box", a series of activities, experiments and games in electricity, energy, environment and health, developed by the Siemens Foundation in Germany.

Cardona Dew, Project Coordinator, University of Los Andes, explains that the schools in the cities can be also with the traditional tools of the program, which were developed in the United States also makes an invitation to teachers and principals to to join this cause to teach through inquiry, for which to develop new training sessions next year.

"Human beings learn by doing, observing, manipulating, making mistakes, making do is a natural human being, and what better way to learn science than doing and experiencing. The call for teachers is to give children the opportunity to learn from a learned differently than us, it was chalk and board "concluded Dew Cardona.

57 public schools and 211 teachers in the city have benefeciado of the partnership between the Siemens Foundation, the Ministry of Education of Medellin and the University of the Andes. 

200 business leaders recognized for their contribution to education

Over the past 8 years his work has helped to build a city that commitment to education as the main engine of development.

"Thanks for helping us build a more educated Medellin" was the message from the Secretary of Education, Felipe Andrés Gil, the thanksgiving ceremony held in the Auditorium of the University Founders Eafit.

At the event representatives were present Proantioquia, the private sector, and rectors of public and private universities of Medellin who have joined in the last 2 administrations to this alliance for the benefit of education.

Universidad de Antioquia, Universidad Eafit, the newspaper El Colombiano, Medellin Metro Chamber of Commerce of Medellin, among others, were the companies, organizations and recognized universities.

In this pact for education, are 215 organizations that have taken up the challenge of sponsoring 190 educational institutions in programs such as Quality Schools and Colleges for Equality and Coexistence.

Against this, the Secretary of Education noted that the support of one or more sectors of the city in this model of voluntary cooperation has allowed that to date 100 percent of the programs referred to in line 2 of the Development Plan, which Medellin is known as the most educated, have significant results.

"All you have invested in the city that believes in education from infancy through adulthood. You should be proud, for example, of the 97 thousand children the opportunities they have given the Healthy Start program, "said Andres Felipe Gil Barrera to the honorees.

A work of all

The ceremony was a pretext to reflect human value education as the responsibility of all sectors of society, because among other things, whether the public sector and social malfunctions, the private has no future. 

It is therefore evoked the Spanish philosopher and writer Fernando Savater, who says that for many African cultures child's education depends on every tribe and therefore "the whole tribe of Medellin must be committed to the education of its citizens."

Reflection on David Bojanini consistent, Chairman of the Sura, who believes that education "is the duty of all citizens" and therefore this work of social responsibility in education is a natural extension of the private sector.

What is clear is that this public-private joint should not be done from the handouts, but from the capacity building support to guide citizens towards building a more competitive city. This is the private sector contribution of their strengths and not to replace the state between.

"We created more and better opportunities for quality education and always have a private sector company," the Secretary of Education of Medellin, who extended his appreciation to the public for their belief in education as a long-term bet.

This commitment begins to bear fruit and will become more apparent every day, why Andres Felipe Gil Barrera finally invited the 200 business leaders to feel proud to be part of the new history of Medellín, Colombia's most educated .

School Guidance

Choose what school guidance after third grade?

At the end of college, students must make their first career choices: general baccalaureate or technical or vocational education? Advice.

The last year of college, the third grade, actually looks like the first choice of orientation for the vast majority of students. Indeed, they may opt either to continue their education in general and technological that will lead to a general degree or technology which will enable them to pursue higher education or for the professional way that allows earlier entry into active life even though it is still possible to pursue higher studies such as BTS (Brevet de Technicien Supérieur) and DUT (Diplôme Universitaire Technologique).

Several criteria are involved in the choice of orientation: Result school course but also the motivation of the young, his tastes, aptitudes, personal qualities ... Only the combination of these parameters will make an appropriate choice for each individual case because there is no right or wrong choices.

But foremost, it should be familiar with the two main paths open after the third grade to avoid misdirection that it is not always easy to correct afterwards.


Get in general and technological preparation for a Bachelor
Opt for a general and technological intended primarily for students wishing to pursue their studies beyond the tray.

Indeed, in three years (second, first and final), they will prepare a general or technological baccalauréat, sesame true then continue in higher education.

Since the high school reform that began in September 2010 with the implementation of the new class of second (reform will continue in September 2011 with the first class and in September 2012 for the class terminnale), the first year of high school looks like a class exploration: in addition to common lessons which represent about 80% of teaching time, students must choose two courses for exploration , which as the name implies, must allow students to discover , exploring new materials generally for them, which foreshadowed the mainstream teachings of the series they will have to choose at the end of a second to the sixth grade.


Among these lessons exploration at least one must be an education in economics (or PFEG SES) and the second is to choose teaching science, literature, foreign language ...

It is important to mention that to follow a particular educational exploration in no way determines the access to a particular set of tray. For example, opt for SES does not involve getting in series ES, Literature and society as does L-series, and similarly do not follow these teachings can be a barrier to go to these series.

All schools do not offer all the teachings of exploration and access to some may be quantitatively limited, it should therefore be well informed on the various proposals offered by various institutions Prora but also on possible selection criteria.

These two lessons plus exploration is still a novelty of the reform, two hours weekly mandatory that each personalized établissemnt organizes its way either to support or to the deepening or for help in orientation. It may be interesting to learn from different high schools for how they implement this support for custom "glue" the best with the needs of the student.

It is also possible to choose optional subjects (Latin, Greek, art ..) and special facilities such as the European sections, sports sections ... by institution.

The second general and technology can lead to 11 sets of BA:

three are general bins (ES: Economic and Social S: Science; L: literary)
eight are bins technology : STG (science and technology management); STI2D (science and technology industry and sustainable development), STL (science and tecnology laboratory); ST2S (science and technology of health and social ) STAV (Science and Technology of agronomy and life); STD2A (science and technology design and applied arts); hotel and techniques of music and dance.
Choose the career path after 3rd: bac pro A-Level/Higher
The second option available to a student at the end of his years in college is to go to vocational education to prepare a professional baccalaureate, a BEP or CAP. As mentioned above, this alternative is for young people who, presumably, do not wish to continue graduate studies and, therefore, wish to enter more quickly into the workforce.

Container "pro" is prepared by three years (second, first, professional terminal), there are 55 specialties in 19 career fields.

The peculiarity of the second professional, unlike the latter generally is that it begins to prepare a specific professional tray that is selected at the end of third grade.

Teaching is divided between general education and vocational courses with periods of training in the workplace for 22 weeks spread over three years.

The objective of this training is to properly prepare the integration into working life but it is possible to continue his studies in BTS (Brevet de Technicien Supérieur) of the same professional field. Those who attain honors or are even allowed in law.

The reform of the vocational route has resulted in the removal of a large number of BEP (Professional Studies), they have mostly been replaced by a vocational baccalaureate (three years of study instead of two in BEP, this order to expand the training, to a level tray and thus ensure a better integration into the labor market but also to allow to go beyond the tray).

However, there are still some SEN, for example, the BEP "Business hotel and catering" and some agricultural SEN. They are stepping stones to further education in vocational baccalaureate in tecghnologique tray.

The CPC (Certificate of Professional Aptitude) takes two years and form a specific trade. There are over 200 CAPs in industrial, agricultural, commercial, tertiary. This leads to ^ ploma priority to work as vocational training is preferred but may be supplemented by additional terms, patents or even professional baccalaureate course.

Note that gateways are possible between these different configurations

First to college: it is expected that in each college, particularly in relation to the librarian about the actions planned and what direction are sometimes in the sixth. Guides Onisep are distributed to students graduate or are consulted or downloaded from the site , with more specific information for each academy with a location-based search (to find all the training provided in the academy).

Where to find the necessary information to any choice of direction?

At open houses facilities that usually take place during the months of March and April: it provides detailed information on options, specific institutions but also to visit and meet the teachers to ask practical issues on specific lessons delivered.

The IOC (Center for Information and Guidance): various publications Onisep can be consulted and platelets of different schools but above all it is possible to meet with professional guidance to discuss individual projects orientation.

Distance Education degree programs

Students and employees can register to receive a study grant to finance a university education at a distance.

The Agence Universitaire de la Francophonie, which this year celebrates 50 years, offers scholarships each year 2000 through its mobility program. The agency awards stipends to enable candidates to enroll in one of the 75 courses offered. These courses are open to levels of distances (Medicine), Bachelor and Master 1 and 2.

These degree programs are offered by European universities and institutions of Burkina Faso, Cameroon, Egypt, Madagascar, Morocco, Senegal, Tunisia and Vietnam.

The university offers courses AUF
The Agence Universitaire de la Francophonie has a rich catalog of degree programs, accessible to students and employees in continuing education. The courses are taught at a distance, they are followed in the home country and employees may continue working during their studies. However, it is advisable in this case, release of weekly hours and realize the extra work to investing.


The four levels of study offered in the training catalog AUF
The differing levels of study allows better access to training, depending on the current level of training of the candidate:

University Diploma (DU) in medicine,
Licence (L3)
Master (M1)
Master (M2).
University courses covering five disciplines
Without cover all topics, the choice is structured into five themes, for a total of 75 offers university courses.

Law, Economics and Political Science (10),
Science Society, (11)
Sciences and Engineering (29),
Life sciences and earth, (20)
Humanities (5).
Geographical location of the awarding institution
The distribution of the awarding institution is:

40 degrees offered by European universities,
39 licenses and remote masters are offered by institutions in Burkina Faso, Cameroon, Egypt, Madagascar, Morocco, Senegal, Tunisia and Vietnam.
Financing of university fees and educational expenses
Successful candidates are awarded a stipend by the AUF, which allows them to finance:


a large proportion of educational costs,
the university fees.
Generally, it remains a contribution to the candidate listed in the "Application form and conditions" of the proposed curriculum.

Conditions for obtaining benefits of distance education funded by the AUF
AUF grants a certain number of allocations for each course. The conditions attached to the application are indicated for each panel.

Depending on the degree sought, access to training will be conditioned to a degree. Nevertheless, it is possible to envisage a VAE (Validation of Acquired Experience) or VAPP (Validation of professional and personal skills).

Generally, the allocation of an allowance for distance learning by the AUF is intended for candidates residing in a Francophone country in the South, sometimes in the East. However, he must remain for the duration of training in this country (unless exceptional).

There is no mention of the nationality of the candidate, but the place of residence.

Registration procedure for the allocation of distance learning
Each course has an application form and conditions. Therefore, according to them, should consider both the various offers and conditions.

Dedicated website ,
Access to Training Catalog by education levels or by the awarding institutions,
Once considered the curriculum selected, the "Conditions and Application Form", offers the opportunity to file his candidacy.
Agenda calls for nominations of the AUF for year 2011-2012
The deadline for submitting applications is June 10, 2011 for courses starting in September / October 2011.
The deadline is increased to 10 September 2011 for training starting in January 2012.
Back on the nominations, 2010, origins of female candidates and Disparity
In 2010, the AUF has received 12,614 nominations from 63 different countries for the 75 degrees reached by ODL (*) presented. The Agence Universitaire de la Francophonie welcomes this figure, the highest since 2004.

As in the previous four years, they are Cameroonians and the Burkinabé who most answered. Despite a willingness to include women in the program with a priority given to female candidates (with equal scientific quality), they represent only 20%, a figure down for three years.

Each year, the AUF provides the opportunity for young students, employees follow a university course to choose from a diverse catalog of courses in both subjects in grades. The modality chosen, namely ODL, enables candidates to follow their training from home, access to top universities, via the Internet.