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This document provides the guidelines and requirements for Project 2 of the Culture & Civilization course. The project involves examining the similarities and differences between Eastern and Western civilizations through researching and analyzing specific timelines. Students must work in groups to create a visual timeline showing important elements of a given civilization. They will then select an important plot from the timeline to perform for assessment. Individually, students must study a chosen character in detail and demonstrate their understanding through a journal. The group submission involves a 20-minute performance of a scene from the timeline as well as an A4 report documenting their research. Individual submissions are an A5 journal booklet exploring their character and late submissions will result in reduced marks.
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The document provides instructions for a two-part design project. Part 1 involves groups transforming words into 3D geometric artworks through exploration of shapes, forms, and materials. Students will present their best model. Part 2 tasks individuals with creating a hanging mobile display for a Lego miniature using design elements and principles. It outlines objectives, learning outcomes, tasks, submission requirements, assessment criteria, and a marking rubric for evaluating performance.
Design project two brief rev b
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
Presentation slides-insert-group-name
The document outlines a business plan for a proposed themed hotel in Genting Highlands, Pahang, Malaysia. It discusses the hotel's logo, location, vision, targeted customers, room amenities, management structure, sales and marketing strategies, financial plan, and ownership profits. The hotel aims to provide a unique experience with 10 themed rooms catering to different interests. The financial plan projects revenues and expenses from 2014 to 2019. The management structure includes roles such as general manager, hotel manager, supervisors, and accounting department. The business partners plan to earn a profit of 8,000 MYR per owner annually from the hotel.
Business report complete
This document is a report submitted by a group of students for their final assignment on a charity drive held to raise funds for Persatuan Penjagaan Kanak-Kanak Cacat Klang Selangor (PPKKCKS), a home for disabled children. The group sold various food items like frozen yogurt, cakes, coffee, and noodles across campus for a week. They faced issues with machinery breaking down, forcing them to change products. A total of RM3531 was raised. The report details the objectives, target market, competition analysis, products, pricing, promotion methods used, sponsors obtained, distribution of products, and green measures taken.
Bus30104 intro to biz final project aug 2015
This document outlines the requirements and assessment criteria for a final group project in an Introduction to Business course. Students will plan and run a charity drive event to raise funds for a charitable organization of their choice. They must form groups of up to 4 members and decide what products to sell. Profits from the event will be donated in full. The project aims to provide practical business experience in areas like marketing, finance, and social responsibility. Students will be evaluated on their charity drive report, goal achievement, financial records, peer evaluations, and self-reflection videos. Detailed guidelines are provided on tasks, submission requirements, marking rubrics, and a suggested report outline covering areas such as objectives, competition, products, pricing, promotion, sponsors
Bus30104 intro to biz assignment business plan aug 2015
The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. Students must form groups of 5, choose a business idea, and present a 10-minute presentation on their proposed business plan. The presentation must include the business background, market analysis, marketing strategies, management strategies, and financial plan. Students will be assessed based on the content and quality of their presentation, as well as peer and self evaluations. The project aims to help students understand the different factors involved in starting and operating a business.
Bus30104 new course outline august 2015 semester
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module aims to provide students with an understanding of basic business concepts including different types of businesses and factors that affect business operations. Students will learn about human resources, marketing, production, and finance. Assessment involves assignments, projects, and class participation. The module uses lectures, self-study, and student-centered learning approaches.
Fnbe research-project
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. They must write a report in a specified format covering the methodology, discussion, and references. The objectives are to conduct a simple experiment, enhance teamwork and leadership skills, and encourage creative and critical thinking. Students will be assessed based on their report, video clip, and presentation. Plagiarism is strictly prohibited and will result in failure of the assignment.
Social psychology presentation slides
1) A lecturer accuses the main character, Yon Li, of cheating on an exam despite Yon Li denying it, due to the lecturer's initial negative impression of Yon Li as a troublemaker.
2) Flashbacks reveal that Yon Li used to bully others but had a change in attitude after his mother fell ill, working hard in school instead.
3) While the lecturer remains biased due to confirmation bias, Yon Li's classmates notice his change in behavior and motivation due to his mother's illness, showing the impact of social perception and extrinsic motivation on attitudes.
Video report
This document outlines the plans for a group project on social psychology at the School of Architecture, Building & Design. The group will create a conceptual video applying concepts from class and present their findings. They will film scenes on campus depicting bullying and how attitudes can change. While the main character used to bully others, he has changed but faces skepticism from others only seeing his past actions. The group discusses their concepts, filming process, and compilation of the video, presentation, and report to complete the assignment.
Psychology presentation
1) The story is about the character James who was born and raised in a violent environment where he learned aggressive behaviors from observing his father.
2) As James grew up, he challenged his father but was defeated, which led him to feel angry and hurt others.
3) After arriving on Earth exhausted, James met a girl who persuaded him that humans were good and encouraged him to help people rather than hurt them, changing his attitude and helping him become a hero.
Fnbe journal-assignment
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
Fnbe course-outline
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
5 obsertational learning
Observational learning occurs when people observe and mimic the behaviors of others, such as parents, siblings, teachers, or other role models. This type of learning is most common in childhood as young children learn about the world from observing those around them. However, observational learning continues throughout life as people unconsciously pick up habits and behaviors from frequent exposure and interaction with others. While observational learning can help children acquire positive behaviors from good role models, it also carries the risk that children may mimic undesirable behaviors without understanding the consequences.
4 confirmation bias
The document discusses confirmation bias and provides examples of being biased. It describes confirmation bias as favoring information that agrees with one's existing beliefs and ignoring alternative possibilities. The author reflects on experiences in secondary school where they showed confirmation bias. In one incident, the author initially took their friend's side in a dispute over missing money without evidence, realizing later they were biased. It was discovered the friend had been stealing items, and the author felt guilt for being biased against the victims and friend's disorder that caused the behavior. These experiences taught the author about the dangers of acting biased and importance of considering multiple perspectives.
3 self-fuifilling prophecy
The document discusses the concept of self-fulfilling prophecies and how teachers' expectations of students can influence student performance and behavior either positively or negatively. It provides examples of how a teacher expecting some students to perform poorly due to being in a lower-level class can cause those students to internalize those expectations and put in less effort. Conversely, expecting higher-level students to perform well can motivate them. The document argues teachers should tailor their teaching methods to different student ability levels in a positive way rather than having biased treatment.
2 charles horton cooley and the looking
Charles Horton Cooley developed the theory of the looking-glass self, which states that a person's self-concept and personality are shaped by their perceptions of how others see them. According to Cooley, this process has three steps: 1) imagining how we appear to others, 2) imagining others' judgements of us based on that appearance, and 3) developing feelings about ourselves based on those perceived judgements. The author describes struggling with insecurity and a negative self-image in their youth due to overthinking how others might perceive them, as described by Cooley's theory. They have since learned that maintaining a positive outlook prevents assuming others dislike them and helps develop a healthier self-concept.
1 social facilitation
1) Social facilitation occurs when an individual performs better on familiar tasks when others are present, due to increased motivation. However, performance declines on unfamiliar tasks due to pressure. Social loafing occurs when group members exert less individual effort than if working alone, reducing group productivity.
2) The author discusses how growing up in a competitive environment led them to experience social facilitation, working harder in the presence of classmates and when parents monitored their studies. However, the author's performance declined in less familiar subjects like Chinese when watched by teachers.
3) The author realized that social loafing can occur in close-knit groups, where members rely too heavily on each other. While some take on more work,
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Brief
- 1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Research Unit for Modern Architecture Studies in Southeast Asia Foundation of Natural and Built Environments CULTURE & CIVILIZATION (FDES 0815) Prerequisite: None Lecturers: Ida Marlina Mazlan, Sufina Abu Bakar _____________________________________________________________________ Project 2 Messages from the Past 30% marks (20% Group – 10% Individual) Submission date: 6th / 8th October 2015 Introduction “The history of drama stretches back to some of mankind's earliest civilizations. It's always fun to learn the history of a play that you're watching. You could be seeing something that people have enjoyed for hundreds or thousands of years. Drama as we know it got its start back in ancient Greece. Many of the plays written during the Classical period, from 525 BC to 385 BC, are still performed today” Objectives • To examine the similarities and differences between Eastern and Western civilizations. Learning Outcome • Able to recall the development of Eastern and Western human civilizations in the past as well as present. • Able to demonstrate good documentation and presentation skills. Tasks Part I: Timeline Research: You are to research and analyze the specific given timeline through books, and internet. Elements such as the culture, administration, social strata, tradition and history or myth are to be researched and included in the timeline. With the research that you have conducted in mind prepare a visual timeline. Select the most important plot from the timeline for your performance. The materials gathered are to assist you for your group and individual outcome.
- 2. Part II: Individually, your task is to study the character chosen in detail that would demonstrate your understanding of the chosen elements in Part 1. Final submission as a group would be a showcase of students’ understanding of the timeline and the 20mins showcase / acting of the scene of the elements that are prominent in the timeline. Part III: Submission as an individual would be a journal on the character in A5 size comprises of series of sketches, colored, complete with annotations and design the packaging of your journals. Submission Requirement Group 1. Screening Date and Assessment Day** Screening Date : 6th /8th October 2015 Venue : Class Venue Time : Class Time ** For E-portfolio purposes,performance of each group need to be recorded and uploaded using proper media and compiled using a CD for lecturer’s archive. 2. An A4 report* compilation comprises of Part I and Part III. *List of report content will as below Document your research findings and tutorials output in A4 size with a proper cover. (Includes, refer to details below). This shall be submitted on the same day of performance. · Assignment brief · Research – movies and characters that have inspired you, costume research, props research, etc. · A summary of your research and how you have adapted the research into your story. · A summary of your sketch. · A script of your sketch. · In each act in the script, pick the most crucial scene. Draw out that key frame (how you visualize that scene to be). You can draw with your own style. · All ideas of costumes and props must be drawn and colored. After they are completed, photographs are to be produced to show the final outcome. · References for both text and visuals. Individual 1. A5 booklet (maximum 6 pages). The journal includes brief introduction of character, progress of understanding and elements such as the culture, social strata, and architecture of the timeline. 2. Journal works must be in hand drawn or collage format (No computer graphics). 3. Referencing and citation of sources is to be inserted at the back of the culture journal.
- 3. Date : 6th /8th October 2015 Reminder: Works submitted late will yield 10% mark reduction. For works submitted later than two working days, no assessment will be done. ** Subject to changes (if any and will be announced in class)