Embed Size (px)
Citation preview
Howard Gelbert
t w o e m p r e s s @ a o l . c o m
Letterpress
OFFSET
DIGITAL
Howard GelbertHoward Gelbert received a degree in Graphic Arts from CUNY and went on to Fairleigh Dickinson University for his management and sales education. He has also taken additional courses in computer graphics, typography, and printing sales. He has worked in production and sales positions for 40 years.
Managing his own printing company increased his expertise of paper, printing techniques, typography and variable digital printing.
Advertising, publishing, non-profit, and education, are just some of the areas he has worked with over the years.
Howard is the President of the Amalgamated Printers Association and has served on the boards of directors for The Advertising Club of Westchester and the Kiwanis of Spring Valley.
He is married with 2 grown children and ‘Bear” his printer’s devil dog. Always with ink his veins, his hobby is antique letterpress printing.
Ser v ices Of feredPrint Consultation
Graphic Design
Paper Selection and Mock- ups
Multi color Offset Printing
Variable Data Digital Printing
Fulfillment Services
Special Packing and Drop Shipments
Partial List of ClientsSalvation Army
Village Community School
NYC Charter Schools
IEEE Society
Anne Frank Center USA
Trevor School
New York University
Trevor School
CUNY Professional Studies
Princess Grace Foundation
Catholic NY
American Management Association
The Children’s Place
IEE- Columbia University
Friends Seminary School
Writers Guild East
Yeshiva University
VDP Talking Points To introduce Hybrid Printing using Offset and Digital
Getting the right information to the right customer at the right time
Relevance = Revenue (change text and graphics)
We will measure the quality of the OUTCOME!
Multi-channel Marketing: Web, Print and Email.
After the VDP mailing- we can go after the “Non-Responders”
Conventional mailings a have a “98% NEGATIVE” response rate!
HV3- HIGH Volume, Value and Velocity
Direct Mail is growing 6% Annually!
Set up a Targeted Chart- Dates, Participants and Processes
(C O N T I N U E D O N N E X T PA G E )
CONSIDER
YOURSELF AT
HOMEConsider yourself one of the
family….Paul Druzinsky has
been named Headmaster of
Rodeph Sholom School by the
Board of Trustees. Board Chair
David Resnick and Rick Press,
Chair of the Search Committee,
agreed, “He has led the School’s
faculty, administration and stu-
dents through a period of transi-
tion with integrity, consistency,
strength and clarity of purpose.”
We’ve taken to you so strong…
Paul’s more than 25 years of
experience includes the head-
ship of the Branson School and
the Associate Headship of Miss
Porter’s. Upon learning of the ap-
pointment Paul said, “I love being
a part of something bigger than
myself—a community whose
values place education, ethical
behavior and social awareness at
the center of all we do.”
It’s clear we’re going to get
along…For those who don’t
know it, Paul is crazy about mu-
sical comedy.
oAt Schools Everywhere, Ability Grouping is the Issue of
the Day BY JUDY FLEISCHER
To Group or Not to Group
Rodeph SholomReportereporter
At Rodeph Sholom, there is no mandate or
predetermined protocol for grouping students
by ability. Whether or not students are grouped
depends on the make-up of a specific class and
teachers do not make grouping decisions until
the students are actually sitting in front of them.
“We don’t have a philosophy of always
grouping or never grouping,” says Headmaster
Paul Druzinsky. “When we group, we do it
based on the range of abilities in a particular
class of students.”
With two teachers in every lower and upper
elementary classroom, much of the teaching—
and learning—at RSS is already individualized,
says Mr. Druzinsky. Moreover, teachers can use
homework to individualize lessons and help
students practice skills.
“Grouping can be done in a targeted and
limited way,” he says.
ONE OF THE MORE CONTROVERSIAL ISSUES IN EDUCATION TODAY IS ABILITY
grouping—how to do it, when to do it, and whether to do it. In the early grades,
ability grouping in reading is nearly universal. In the upper elementary grades,
middle school and high school, grouping practices are more fragmented. They run
the gamut from none at all to special remedial classes for students who are strug-
gling and advanced placement courses for high achievers.
WINTER 2007
Let Howard Gelbert
be your Solutions Provider
T h a n k Yo u !
