This 3 credit hour module on culture and civilization will provide an overview of Western and Eastern cultures from prehistoric times to present. It will cover archaeological discoveries, ancient monuments, artworks, philosophies, and achievements of great leaders through lectures, tutorials, student presentations and discussions. Assessment will include group and individual projects, presentations, and participation. The goal is for students to develop skills in investigating and presenting information on the historical development of human civilizations in both Eastern and Western contexts.
CULTURE & CIVILIZATION MODULE OUTLINE SEM 2Darshiini Vig
This 3 credit hour module on Culture & Civilization will introduce students to Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, presentations and discussions. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and leaders. The module aims to describe historical human development, compare Eastern and Western civilizations, and develop research skills. Students will be assessed through group and individual projects, presentations, and participation throughout the 18-week semester.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides information on the Constructed Landscape module offered at Taylor's University. The module introduces students to landscape architecture through lectures, tutorials, presentations and field trips. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Upon completing the module, students will be able to recognize different landscape types, explain the role of landscape in development, and apply basics of landscape projects and maintenance. Students will be assessed through participation, presentations, and a portfolio. The module aims to develop students' discipline knowledge and skills in communication, teamwork, and use of technology.
This document outlines a group project assignment for a course on the construction industry. The objectives are to understand construction team roles and responsibilities and appreciate various professions. Students must interview a professional from the construction industry, research their role and two projects. They will then create an 8-12 page magazine detailing the professional's company, profile, roles and responsibilities on one or two projects. Students will be assessed based on their interview recordings, magazine and peer evaluations of group member contributions.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and religious places, and design a timeline and series of 10 postcards to educate others on the historical, architectural, and social connections of the topic. The assignment requires literature research, a timeline, a set of designed postcards, and a 1-minute video montage to be submitted through an e-portfolio.
This document outlines an assignment for an oral presentation group project. Students will research and present on the future plans of an existing city, covering areas like security, water/waste management, tourism, transport, energy, and disaster relief. Groups of 5-6 students will have 20-25 minutes to present on June 22nd or 23rd. The presentation will be assessed based on understanding of the brief, organization, supporting arguments, and mechanics. The goals are to develop oral presentation and collaboration skills.
CULTURE & CIVILIZATION MODULE OUTLINE SEM 2Darshiini Vig
This 3 credit hour module on Culture & Civilization will introduce students to Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, presentations and discussions. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and leaders. The module aims to describe historical human development, compare Eastern and Western civilizations, and develop research skills. Students will be assessed through group and individual projects, presentations, and participation throughout the 18-week semester.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides information on the Constructed Landscape module offered at Taylor's University. The module introduces students to landscape architecture through lectures, tutorials, presentations and field trips. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Upon completing the module, students will be able to recognize different landscape types, explain the role of landscape in development, and apply basics of landscape projects and maintenance. Students will be assessed through participation, presentations, and a portfolio. The module aims to develop students' discipline knowledge and skills in communication, teamwork, and use of technology.
This document outlines a group project assignment for a course on the construction industry. The objectives are to understand construction team roles and responsibilities and appreciate various professions. Students must interview a professional from the construction industry, research their role and two projects. They will then create an 8-12 page magazine detailing the professional's company, profile, roles and responsibilities on one or two projects. Students will be assessed based on their interview recordings, magazine and peer evaluations of group member contributions.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and religious places, and design a timeline and series of 10 postcards to educate others on the historical, architectural, and social connections of the topic. The assignment requires literature research, a timeline, a set of designed postcards, and a 1-minute video montage to be submitted through an e-portfolio.
This document outlines an assignment for an oral presentation group project. Students will research and present on the future plans of an existing city, covering areas like security, water/waste management, tourism, transport, energy, and disaster relief. Groups of 5-6 students will have 20-25 minutes to present on June 22nd or 23rd. The presentation will be assessed based on understanding of the brief, organization, supporting arguments, and mechanics. The goals are to develop oral presentation and collaboration skills.
This document provides an introduction and overview of the "Intro to Design" module. It outlines the module objectives, which are to learn design principles and processes through lectures, tutorials, and self-directed study. Students will apply skills and principles to 2D and 3D design projects. The document details the module structure, learning outcomes, assessment components, attendance policy, and academic integrity guidelines. Key points covered include design investigations, applying design elements and principles, and developing visual and verbal communication skills.
This document outlines an assignment for a photo blog to be completed by students in groups of four. The assignment aims to demonstrate principles of communication and analyzing interactions with others. Students must choose a location in Klang Valley to photograph, capturing 25-30 photos on topics like people, food, activities, and cultural architecture. Each photo needs a 20-30 word caption. Students will be assessed based on understanding the brief, content and organization of their write-up, use of references, and grammar. The assignment is due on December 15th and should follow APA style for references.
The document provides details about a final project for an Introduction to Business course. The project requires students to form groups and run a charity drive event to raise funds for a charitable organization of their choice. Key aspects of the project include:
- Students will form groups of up to 10 members and decide on a product or service to sell during the charity drive week. Profits will be donated to the chosen charity.
- Objectives are for students to gain practical experience in business areas like marketing, finance, and social responsibilities.
- Tasks include submitting a project report and supporting documents documenting the charity drive and decisions made.
- Assessments will evaluate the group report, goal achievement in fundraising, financial records
1. The document outlines the requirements for Project 2 of an introductory design course. It involves transforming 2D elements into 3D geometric abstract art pieces based on randomly assigned words, and then creating hanging mobile displays for Lego miniatures.
2. In part 2A, students work in groups to develop 3D models that reflect their assigned word. They explore the word's meaning through drawings and models at different stages. The final submission is a hanging 3D model and presentation boards explaining the process.
3. Part 2B involves individually designing hanging mobile displays for Lego miniatures, applying design elements and principles. The project aims to help students understand and apply basic design concepts and processes.
This project involves designing a 3D board game in two parts. Part A is individual and requires students to research board games, propose a original 3D game design with description and illustrations. The best proposal from each group will be selected for Part B. Part B is group work where the selected game is improved, rules are refined, and a game board carnival is planned and presented with the completed game, instructions, packaging and promotional video. Students are assessed on their understanding, creativity, collaboration and documentation of the design process. The project aims to develop critical and creative thinking skills through hands-on game design.
The document compares two chicken rice businesses located in different geographical locations - Prosperity Bowl Restaurant in Petaling Jaya, Selangor, Malaysia and Singapore Chicken Rice, which has 52 branches throughout East Malaysia. While Prosperity Bowl Restaurant focuses on its original chicken rice recipe and has only one location, Singapore Chicken Rice offers a variety of Oriental and Western dishes and has expanded significantly throughout the region. The analysis finds that Singapore Chicken Rice has been more successful due to its larger size, franchising model, and goal of international expansion. Recommendations are provided for each business to improve operations and customer experience.
Kaleb Wakefield is a detail-oriented business administration student at the University of Tennessee seeking an entry-level position utilizing his experience in supervision, customer service, and manual labor. He has over two years of experience as an outbound supervisor and loader at UPS, where he oversaw operations, managed employees, ensured safety compliance, and met productivity goals. Kaleb is praised for his award-winning communication skills, ability to work at a fast pace, and bringing excitement to his work.
This proposal summarizes a tsunami resilient city called Waterland City located in Kuching, East Malaysia. The city is designed to accommodate 150,000 citizens and incorporate green spaces like forests and plants throughout the buildings and public areas. To protect from tsunamis, the city has four highland sectors covering it and sea walls along the highland. The highland also includes agricultural areas and wind turbines to provide food and power. The narrow, tall buildings are designed to allow water to flow through gaps without reducing wave energy and the green forests help slow large waves passing through.
Un líder toma la iniciativa, guía y motiva a los demás a seguirlo para cumplir objetivos y desarrollar nuevos líderes. Toma la iniciativa, orienta a los demás, los motiva a seguirlo y cumple objetivos mientras desarrolla nuevos líderes.
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are assigned to a group to analyze an existing residential site and produce a site inventory, analysis, and concept design solutions. Individually, students must create a graphic journal documenting landscape elements. The group work involves surveying the site, documenting existing conditions, and developing initial design concepts. Students are evaluated on their understanding of the brief, depth of research, graphic communication skills, collaboration, and individual documentation. The individual component involves creating a journal with drawings of vegetation, natural elements, and hardscapes to demonstrate graphic skills.
This document outlines the requirements and guidelines for an e-portfolio assignment for a Foundation in Natural and Built Environment (FNBE) English course. Students must create an online portfolio reflecting on their learning process and outcomes for graded assignments. The portfolio requires students to upload photos and write reflective entries for assignments, addressing their goals, accomplishments, strengths/weaknesses. It will be assessed based on demonstrated understanding, content relevance, organization, use of references, and mechanics. Suggested references and a cover page template are also provided.
Este documento resume la biografía de Mijaíl Gorbachov, el último líder de la Unión Soviética. Explica que Gorbachov introdujo las reformas de perestroika y glasnost para reestructurar la economía soviética y permitir mayor libertad política y de expresión. Sin embargo, estas reformas contribuyeron al colapso económico de la URSS y el triunfo de los grupos nacionalistas en las repúblicas, lo que finalmente llevó a la disolución de la Unión Soviética.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will introduce major archaeological discoveries, ancient monuments, artworks, philosophies and leaders. Students will compare Eastern and Western civilizations and develop skills in research, investigation, application and presentation. Assessment will include individual and group projects, presentations and an e-portfolio. The module runs for 18 weeks with lectures, tutorials and self-study.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures and civilizations from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will assess students through individual and group projects, presentations, and an e-portfolio. The module runs over 18 weeks, with lectures, tutorials and self-directed study. Students will explore the development of human civilizations in different regions and examine the similarities and differences between Eastern and Western cultures. Assessment includes two group projects, an individual final project, and an online portfolio demonstrating the student's learning throughout the module.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will introduce major archaeological discoveries, ancient monuments, artworks, philosophies and leaders. Students will compare Eastern and Western civilizations and develop skills in research, investigation, application and presentation. Assessment includes individual and group projects, presentations, and an e-portfolio demonstrating knowledge and skills gained from the module. The module runs for 18 weeks with lectures, tutorials and self-directed study.
This 3 credit hour module on Culture & Civilization will introduce students to Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, presentations and discussions. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and leaders. The module aims to describe historical human civilization developments, compare Eastern and Western civilizations, and develop students' research and presentation skills. Students will be assessed through group and individual projects, presentations, and participation throughout the 18-week semester.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through projects, presentations and an e-portfolio.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides an introduction and overview of the "Intro to Design" module. It outlines the module objectives, which are to learn design principles and processes through lectures, tutorials, and self-directed study. Students will apply skills and principles to 2D and 3D design projects. The document details the module structure, learning outcomes, assessment components, attendance policy, and academic integrity guidelines. Key points covered include design investigations, applying design elements and principles, and developing visual and verbal communication skills.
This document outlines an assignment for a photo blog to be completed by students in groups of four. The assignment aims to demonstrate principles of communication and analyzing interactions with others. Students must choose a location in Klang Valley to photograph, capturing 25-30 photos on topics like people, food, activities, and cultural architecture. Each photo needs a 20-30 word caption. Students will be assessed based on understanding the brief, content and organization of their write-up, use of references, and grammar. The assignment is due on December 15th and should follow APA style for references.
The document provides details about a final project for an Introduction to Business course. The project requires students to form groups and run a charity drive event to raise funds for a charitable organization of their choice. Key aspects of the project include:
- Students will form groups of up to 10 members and decide on a product or service to sell during the charity drive week. Profits will be donated to the chosen charity.
- Objectives are for students to gain practical experience in business areas like marketing, finance, and social responsibilities.
- Tasks include submitting a project report and supporting documents documenting the charity drive and decisions made.
- Assessments will evaluate the group report, goal achievement in fundraising, financial records
1. The document outlines the requirements for Project 2 of an introductory design course. It involves transforming 2D elements into 3D geometric abstract art pieces based on randomly assigned words, and then creating hanging mobile displays for Lego miniatures.
2. In part 2A, students work in groups to develop 3D models that reflect their assigned word. They explore the word's meaning through drawings and models at different stages. The final submission is a hanging 3D model and presentation boards explaining the process.
3. Part 2B involves individually designing hanging mobile displays for Lego miniatures, applying design elements and principles. The project aims to help students understand and apply basic design concepts and processes.
This project involves designing a 3D board game in two parts. Part A is individual and requires students to research board games, propose a original 3D game design with description and illustrations. The best proposal from each group will be selected for Part B. Part B is group work where the selected game is improved, rules are refined, and a game board carnival is planned and presented with the completed game, instructions, packaging and promotional video. Students are assessed on their understanding, creativity, collaboration and documentation of the design process. The project aims to develop critical and creative thinking skills through hands-on game design.
The document compares two chicken rice businesses located in different geographical locations - Prosperity Bowl Restaurant in Petaling Jaya, Selangor, Malaysia and Singapore Chicken Rice, which has 52 branches throughout East Malaysia. While Prosperity Bowl Restaurant focuses on its original chicken rice recipe and has only one location, Singapore Chicken Rice offers a variety of Oriental and Western dishes and has expanded significantly throughout the region. The analysis finds that Singapore Chicken Rice has been more successful due to its larger size, franchising model, and goal of international expansion. Recommendations are provided for each business to improve operations and customer experience.
Kaleb Wakefield is a detail-oriented business administration student at the University of Tennessee seeking an entry-level position utilizing his experience in supervision, customer service, and manual labor. He has over two years of experience as an outbound supervisor and loader at UPS, where he oversaw operations, managed employees, ensured safety compliance, and met productivity goals. Kaleb is praised for his award-winning communication skills, ability to work at a fast pace, and bringing excitement to his work.
This proposal summarizes a tsunami resilient city called Waterland City located in Kuching, East Malaysia. The city is designed to accommodate 150,000 citizens and incorporate green spaces like forests and plants throughout the buildings and public areas. To protect from tsunamis, the city has four highland sectors covering it and sea walls along the highland. The highland also includes agricultural areas and wind turbines to provide food and power. The narrow, tall buildings are designed to allow water to flow through gaps without reducing wave energy and the green forests help slow large waves passing through.
Un líder toma la iniciativa, guía y motiva a los demás a seguirlo para cumplir objetivos y desarrollar nuevos líderes. Toma la iniciativa, orienta a los demás, los motiva a seguirlo y cumple objetivos mientras desarrolla nuevos líderes.
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are assigned to a group to analyze an existing residential site and produce a site inventory, analysis, and concept design solutions. Individually, students must create a graphic journal documenting landscape elements. The group work involves surveying the site, documenting existing conditions, and developing initial design concepts. Students are evaluated on their understanding of the brief, depth of research, graphic communication skills, collaboration, and individual documentation. The individual component involves creating a journal with drawings of vegetation, natural elements, and hardscapes to demonstrate graphic skills.
This document outlines the requirements and guidelines for an e-portfolio assignment for a Foundation in Natural and Built Environment (FNBE) English course. Students must create an online portfolio reflecting on their learning process and outcomes for graded assignments. The portfolio requires students to upload photos and write reflective entries for assignments, addressing their goals, accomplishments, strengths/weaknesses. It will be assessed based on demonstrated understanding, content relevance, organization, use of references, and mechanics. Suggested references and a cover page template are also provided.
Este documento resume la biografía de Mijaíl Gorbachov, el último líder de la Unión Soviética. Explica que Gorbachov introdujo las reformas de perestroika y glasnost para reestructurar la economía soviética y permitir mayor libertad política y de expresión. Sin embargo, estas reformas contribuyeron al colapso económico de la URSS y el triunfo de los grupos nacionalistas en las repúblicas, lo que finalmente llevó a la disolución de la Unión Soviética.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will introduce major archaeological discoveries, ancient monuments, artworks, philosophies and leaders. Students will compare Eastern and Western civilizations and develop skills in research, investigation, application and presentation. Assessment will include individual and group projects, presentations and an e-portfolio. The module runs for 18 weeks with lectures, tutorials and self-study.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures and civilizations from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will assess students through individual and group projects, presentations, and an e-portfolio. The module runs over 18 weeks, with lectures, tutorials and self-directed study. Students will explore the development of human civilizations in different regions and examine the similarities and differences between Eastern and Western cultures. Assessment includes two group projects, an individual final project, and an online portfolio demonstrating the student's learning throughout the module.
This document provides an overview of the Culture & Civilization module offered at Taylor's University. The module aims to equip students with an understanding of Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, student presentations and class discussions. It will introduce major archaeological discoveries, ancient monuments, artworks, philosophies and leaders. Students will compare Eastern and Western civilizations and develop skills in research, investigation, application and presentation. Assessment includes individual and group projects, presentations, and an e-portfolio demonstrating knowledge and skills gained from the module. The module runs for 18 weeks with lectures, tutorials and self-directed study.
This 3 credit hour module on Culture & Civilization will introduce students to Western and Eastern cultures from prehistoric times to the present through lectures, tutorials, presentations and discussions. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies and leaders. The module aims to describe historical human civilization developments, compare Eastern and Western civilizations, and develop students' research and presentation skills. Students will be assessed through group and individual projects, presentations, and participation throughout the 18-week semester.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through projects, presentations and an e-portfolio.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
The document provides information about a module called "Constructed Landscape" offered at Taylor's University. It includes 3 key points:
1. The module introduces students to landscape architecture through theories, principles, and real world applications to prepare them with fundamental knowledge in the field.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects through lectures, tutorials, presentations, field trips and discussions.
3. Students will be assessed through participation, a portfolio, and are expected to demonstrate the ability to recognize landscape elements, explain the role of landscape in sustainability, and apply basics of landscape projects.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
The document provides information about the Constructed Landscape module, including:
1. The module introduces fundamentals of landscape architecture through theories, principles, and real-world applications.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects in construction.
3. Assessment includes class participation, presentations, and a portfolio to demonstrate understanding of landscape elements and the role of landscape in sustainable development.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
The document provides instructions for a project on analyzing modern architectural buildings in Klang Valley, Malaysia. Students must form groups to research and document and analyze a selected building. They are to write a report of around 3000 words discussing the building's history, architectural style, construction, and significance. The report should be divided into an introduction, main paragraphs analyzing different aspects of the building, and a conclusion. It will be assessed based on the quality of content, research, and teamwork.
This document outlines the third project for the Architectural Design Studio 2 module. Students are tasked with further developing their previous project into a 150m2 weekend getaway at the National Botanical Garden in Shah Alam. The objectives are to introduce concepts of program, space, form, and function as well as site-specific design. Students must submit sketches, models, site analysis, drawings including plans, sections, elevations, and details. The project aims to develop understanding of user requirements, spatial configuration, architectural tectonics, and materials.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Lau Hui Ming Belinda
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Submission includes drawings, models and a presentation for assessment worth 20%
Arc1126 project 2 pavilion @ national botanical garden shah alamLau Hui Ming Belinda
This document outlines the tasks and requirements for Project 2 of the Architectural Design Studio 2 module. Students will work in groups of 2 to conduct site analysis of the National Botanical Garden in Shah Alam, Malaysia and design a 30m3 pavilion for the site. The project aims to develop students' skills in site analysis, user considerations, conceptual design, model making, and presentation. Students must submit site analysis drawings, conceptual diagrams, detailed drawings at 1:50 scale, and physical models of the design process and final proposal to be evaluated based on demonstrated understanding of site context, user needs, design principles, and quality of representations.
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1. The botanical garden site plan includes a location map, site plan, and SWOT analysis of the existing observation tower.
2. The observation tower is designed to blend into the surrounding forest environment, using natural materials like wood. It provides 360-degree views of Shah Alam from the top.
3. The tower faces issues with lack of maintenance, unsafe stairs, and small spaces that restrict visitor movement. Renovations are needed to improve structural integrity and safety.
The document provides details of a student group project to raise awareness about domestic violence. The group of 10 students organized a campaign called "Stop Suffering Silently" during Domestic Violence Awareness Month in October. They conducted various activities at an information booth including distributing cupcakes and bookmarks, conducting a survey, and taking photos with a prop to gain support on social media. The campaign was successful in raising awareness as they received over 50 survey responses, took over 40 photos, and distributed 80 bookmarks, achieving their goals. The survey also provided data showing some students were unaware of support organizations for domestic violence victims.
Wisma Angkasapuri is the headquarters of Radio Television Malaysia (RTM) located in Kuala Lumpur. It was designed in the international style of modernism by architect Ronald Pratt and built in 1968. The building incorporates local Malaysian influences through elements like its spade-like sun shading panels, curved barrel vault roof, and Malay wood carvings. It is accessible via major highways and public transportation. The building layout consists of an administration block and television house connected by an entrance hall with a distinctive barrel vault roof.
This document outlines a design project for students to create an object such as a mask, helmet, or glove to represent themselves. It provides guidelines for the project, including using specific materials, a size limitation of 400mmx400mmx400mm, and submission requirements of a 3D artwork and presentation board. The project aims to help students explore self-identity and creative design processes through abstract interpretation applied to an object worn on the head, hands or face. Students will generate concepts through exploration, sketching, selecting a form, and applying materials to represent themselves.
Architecture, culture and history 1 precedent studies project brief - march 2016Lau Hui Ming Belinda
This document outlines the project brief for a precedent study and analysis assignment in an Architecture, Culture and History module. Students will conduct research on a selected building to analyze its historical and architectural significance. They will present their findings through online discussions, a sketch journal, and a presentation board. The objectives are to develop students' understanding of architectural theory and skills in historical and architectural criticism. Students will investigate the intentions, concepts, and relationships demonstrated in their case study building. They will also explore how its design concepts could creatively influence future designs.
The group visited Batu Caves as part of an assignment for their MPU3123 course. Batu Caves is an important Hindu site in Malaysia that draws many pilgrims. The group explored the various caves and attractions, including the large Lord Murugan statue and climbing 272 steps to the Temple Cave. They documented their experiences and findings through photos and discussions to complete their objectives of understanding the site's architecture, art, history and importance to different cultures.
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The group formed a business called De Dotz to run a charity drive selling food and drinks over 4 days to raise money for Shelter Home for Children. De Dotz sold Matcha Doriyaki, Raspberry Muffins, Cake Pops, Soya Pudding with Longan, and canned drinks. They targeted Taylor's University students and aimed to raise RM2000. Although there was competition, they managed to hit their target through strategies like posters and booth decoration. A total of RM2818.55 was raised for the charity.
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Global warming is considered the most severe environmental problem currently faced by humans. The planet's temperature has risen more than one degree Fahrenheit since the late 1800s, with most of that increase occurring in the past three decades. The primary cause is too much carbon dioxide in the atmosphere from burning fossil fuels for energy and cutting down forests, which allows carbon to accumulate over time. Negative impacts from global warming include rising sea levels, more severe weather events, and threats to wildlife. Proposed solutions include using solar panels as an alternative energy source without harmful emissions, and improving transportation systems and community design to reduce reliance on driving.
Advertising is a multi-billion dollar industry where companies spend millions each month promoting their products to create demand. This has led to the rise of specialized advertising businesses. Advertising can now be found everywhere including newspapers, television, radio, the internet, billboards, and video games. The document discusses ethics in advertising and provides prompts for discussion and a presentation assignment on identifying and addressing false advertising or environmental issues.
The Putrajaya Botanical Garden is a 230 acre tropical garden located in Klang Valley, Malaysia. It was designed as a sanctuary for Malaysian plant life and serves as an education and research center. The garden contains over 700 species of flowering plants from Asia, Africa, and the Pacific region. It features several sections including the Explorer's Trail, Palm Hill, Sun Garden, Floral Garden, and Lakeside area. Recreational activities include the Canopy Walk, cycling, and boating. The buildings are constructed from materials like wood, glass, steel, brick, and tile.
This document contains two journal entries by a student named Lau Hui Ming about their experiences with group work and social influences. In the first entry, Lau discusses negative experiences with group projects where some members did not contribute equally to the work, forcing Lau and others to take on more work. This relates to the concept of social loafing where individual effort decreases in a group setting. The second entry describes how Lau started watching Korean dramas at the suggestion of friends to be able to participate in conversations, and took up sewing dolls as a hobby after being introduced to the materials by a friend, relating to the concept of social influences.
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C&C module outline
1. Culture&Civilization (CLS 30105) September 2015 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Culture & Civilization [CLS 30105]
Prerequisite: None
Credit hours: 5
Instructor: Normah Sulaiman [ normah.sulaiman@taylors.edu.my]
Ida Marlina Mazlan [ida.mazlan@gmail.com]
Module Synopsis
This module will equip students with theory of the Western and Eastern culture and civilization from
prehistoric to present. It engages students with an overview of archeological discoveries, ancient
monuments, artworks, philosophy and achievement of great leaders through investigations. The module will
be presented in the form of a studio with lectures, tutorials, student presentations and class discussion.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce the Western and Eastern culture and civilization through an overview of archeological
discoveries, ancient monuments, artworks, philosophy and achievement of great leaders from
prehistoric to present.
2. To examine the similarities and differences between Eastern and Western civilizations.
3. To show basic skills on enquiry, investigation, application and presentation of relevant information.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Able to describe the historical development of human civilization.
2. Able to recall the development of Eastern and Western human civilizations in the past as well as
present.
3. Able to develop skills of data gathering.
4. Able to demonstrate good documentation and presentation skills.
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
Lecture: 2 hours/week
Tutorial: 2 hours/week
Self-study: 2 hour/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
2. Culture&Civilization (CLS 30105) September 2015 2 | P a g e
Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1-3
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1,2
3.2 Define and analyse problems to arrive at effective solutions 3
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant 2
6.2 Reflect on one’s actions and learning. 3
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-
3. Culture&Civilization (CLS 30105) September 2015 3 | P a g e
General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment
component, even though the student has achieved more than 50% in the overall assessment. Failure to
attempt all assessment components, including final exam and final presentation, will result in failing the
module irrespective of the marks earned, even though the student has achieved more than 50% in the
overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalised.
4. Culture&Civilization (CLS 30105) September 2015 4 | P a g e
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
You have opportunities to give feedback and issues will be addressed in response to that feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process.
Various teaching and learning strategies such as experiential learning, problem-based learning, site visits,
group discussions, presentations, working in group and etc. can be employed to facilitate the learning
process. In SCL, students are expected to be:
active in their own learning
self-directed to be responsible to enhance their learning abilities
able to cultivate skills that are useful in today’s workplace
active knowledge seekers
active players in a teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project One
Group & Individual
(10%+10%)
1,3 Week 5 √ 20%
Project Two
Group & Individual
(20%+10%)
2,4
Week 12 √ 30%
Final Project Individual (40%) 1,2,4 Week 17 - 40%
E- Portfolio &
Participation
Individual All
Week 18
As Schedule
- 10%
TOTAL 100%
5. Culture&Civilization (CLS 30105) September 2015 5 | P a g e
Assessment Components
1. Project One – (Group + Individual)
This is an introduction project to the rise of human civilization through investigation by plotting major
historical events on a timeline. Students will be investigating the background and family tree of their families
through a series of research and interviews. This project aims for student to work in a group and exchange
information and background and express them in a concise information, graphic and journal and convert
them in a video format.
2. Project 2: Messages from the Past; Play (Group + Individual)
The second project is a role play exercise in a group. Students are to understand and adapt the chosen
character in their own representation. Student will be investigating on the era through research and
investigation and creatively simplify the findings for their performance. Students will work in a group of five
to six people and present their findings to the audience.
3. Art, Culture and Architecture - (Individual)
The final project requires student to create a photo book or a series of postcard to showcase journey and
photographs shot by students from their visit of places in Malaysia / Kuala Lumpur based on certain concept
and relating to specific theme. Students will be able to choose theme and propose a concept and make a
compilation.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
6. Culture&Civilization (CLS 30105) September 2015 6 | P a g e
Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 – 74 3.33
Good
Evidence of grasp of module; critical capacity and analytical
ability, reasonable understanding of relevant issues;
evidence of familiarity with the literatureB 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit
Given for a module where attendance is for information only
without earning academic credit
7. Culture&Civilization (CLS 30105) September 2015 7 | P a g e
Weekly Module Schedule
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
22 September
Subject Introduction
Overview of Subject Outline
Introduction to Culture &Civilization
Briefing Project 1
2 3 3
Week 2
29 September
Lecture 1
South East Asia ; The Early Empires (NS) 1 3 2
Week 3
6th October
Lecture 2
Malaysia; Identity and Nationalism (NS)
1
3
( On line
discussion/foru
m)
2
Week 4
13th October
Lecture 3
The Eastern Civilizations : China (IM) 1 3 2
Week 5
20th October
Lecture 4
India Civilization(IM)
Briefing Project II
1 3
2
Digital
upload of
Project 1
Week 6
27th October
Lecture 5
The Japanese Civilization (NS)
PROJECT 1 SUBMISSION*
*Tutorial Slot
1 3
2
Digital
upload of
Week 7
3rd November
Lecture 6 : Roman Empire – The divergence of East
and West (SP)
Lecture 7 : Greece – Early History and the
Eastward Expansion (SP)
1 3 2
H MID SEMESTER BREAK
Week 8
10th November
Lecture 8 : The 19th century of British Colonization
(SP)
Lecture 9 :
The Early and High Renaissance : Byzantium and
Orthodox Europe (SP)
1 3 2
Week 9
17th November
Lecture 10 : The European Middle Ages and
Renaissance (SP)
Lecture 11
The Age of Discovery – The Maritime Power and
Western Imperialism (SP)
1 3
2
Digital
upload of
Week 10
24th November
Lecture 12: The Imperialism in Asia – The arrivals of
the Portuguese, the Spaniards and The Dutch and the
age of discovery (SP)
Briefing Project III
1 3 2
Week 11
9th December
PROJECT II PRESENTATION 1 3 2
8. Culture&Civilization (CLS 30105) September 2015 8 | P a g e
Week 12
16th December
Lecture 14: World War I & II - World in Conflict, The
Great Depression and the Cold (NS)
1
3
( On line
discussion/foru
m)
2
Digital
upload of
H SEMESTER BREAK
Week 13
31st December
Discussion on Final Project 1 3 2
Week 14
6th Jan 2015
Discussion on Final Project 1 3 2
Week 15
14th Jan 2015
Discussion on Final Project 1 3
2
Digital
upload of
Final Project
Week 16
20th Jan 2015
Discussion on Final Project 1 3
2
Digital
upload of
E-portfolio
Week 17 FINAL PROJECT SUBMISSION
Week 18 E-PORTFOLIO SUBMISSION
CNY FINAL EXAM – NO FINAL EXAM FOR C&C
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Kagan, N.,2006, National Geographic Concise History of the World: An
Illustrated Time Line, National Geographic
2. Janson, A., 2002 History of Art for Young People (6th Edition) Prentice Hall; 6
ed.
3. C, Arthur., 2011, ASIA : A concise History, Wiley & Sons
4. N, Fountain., 2003, WWII – The People’s Story, Reader’s Digest
Additional
References :
5. Robinson, W., 1995, Instant Art History: From Cave Art to Pop Art, Ballantine
Books; 1st edition
6. Tilden, J. (Ed.), 1998, First Under Heaven: The Art of Asia (Fourth Hali
Annual),Laurence King
7. C.D, Neher., 2000, Southeast Asia: Crossroads of the World (NIU, No. 2)
8. R, Murphey., 2006, History of Asia, A (5th Edition), Pearson
9. Famous artists: Master index - wwar.com/artists