This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify speakers' attitudes, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students continuously through projects and a final exam.
This document provides an overview of the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including listening, speaking, reading and writing. It will focus on academic reading and writing skills, as well as techniques for listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language contexts. Assessment will include assignments, presentations, and a final exam evaluating students' language abilities. The module uses a student-centered learning approach to develop lifelong learning and problem solving skills.
This document provides an overview of the English 2 module offered between January and December 2014. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both the pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. The module is delivered over 18 weeks through weekly 4-hour lectures and tutorials. Students will learn to analyze texts, write essays and research papers, develop listening comprehension, and improve public speaking and interview skills. Assessment includes portfolios, presentations and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides an overview of the English 2 module. It summarizes the module objectives, learning outcomes, structure, and policies. The module aims to develop students' English proficiency across four skills - listening, speaking, reading and writing. It is a 5-credit, 18-week module that meets once a week for lectures and tutorials. Students will learn academic reading and writing techniques, develop oral communication skills, and demonstrate English language mastery at pre-university and tertiary levels. The document outlines assessment components, attendance requirements, plagiarism policies, and a student-centered learning approach.
This document provides information about the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It is a 5-credit, 18-week module that meets once a week for 4 hours of lectures and tutorials. Students will learn to communicate effectively for different situations and purposes, demonstrate accuracy in the 4 language skills, and think critically about language use. Assessment includes analyzing reading texts, writing essays, identifying elements of listening passages, and developing presentation and interview skills. The document outlines the module objectives, learning outcomes, delivery format, and policies regarding attendance, plagiarism, and student participation.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It is assessed through various assignments and aims to help students achieve English language proficiency for university-level work.
This document provides an overview of the English 2 module. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. Students will learn to communicate according to situations and purposes, demonstrate accuracy and fluency in language skills, and show critical understanding of language contexts. The module uses student-centered learning approaches and assessments include portfolios, presentations, and exams.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify speakers' attitudes, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students continuously through projects and a final exam.
This document provides an overview of the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including listening, speaking, reading and writing. It will focus on academic reading and writing skills, as well as techniques for listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language contexts. Assessment will include assignments, presentations, and a final exam evaluating students' language abilities. The module uses a student-centered learning approach to develop lifelong learning and problem solving skills.
This document provides an overview of the English 2 module offered between January and December 2014. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both the pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. The module is delivered over 18 weeks through weekly 4-hour lectures and tutorials. Students will learn to analyze texts, write essays and research papers, develop listening comprehension, and improve public speaking and interview skills. Assessment includes portfolios, presentations and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides an overview of the English 2 module. It summarizes the module objectives, learning outcomes, structure, and policies. The module aims to develop students' English proficiency across four skills - listening, speaking, reading and writing. It is a 5-credit, 18-week module that meets once a week for lectures and tutorials. Students will learn academic reading and writing techniques, develop oral communication skills, and demonstrate English language mastery at pre-university and tertiary levels. The document outlines assessment components, attendance requirements, plagiarism policies, and a student-centered learning approach.
This document provides information about the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It is a 5-credit, 18-week module that meets once a week for 4 hours of lectures and tutorials. Students will learn to communicate effectively for different situations and purposes, demonstrate accuracy in the 4 language skills, and think critically about language use. Assessment includes analyzing reading texts, writing essays, identifying elements of listening passages, and developing presentation and interview skills. The document outlines the module objectives, learning outcomes, delivery format, and policies regarding attendance, plagiarism, and student participation.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It is assessed through various assignments and aims to help students achieve English language proficiency for university-level work.
This document provides an overview of the English 2 module. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. Students will learn to communicate according to situations and purposes, demonstrate accuracy and fluency in language skills, and show critical understanding of language contexts. The module uses student-centered learning approaches and assessments include portfolios, presentations, and exams.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% requiring a storyline incorporating 5 chapter concepts and a 5% oral presentation. Assignment 3 is a video clip, written report, and presentation worth 30% requiring students to identify psychological connections and incorporate concepts into a 3-5 minute script with a 1500 word APA formatted report.
The document discusses several concepts from social psychology:
1. Social facilitation - The tendency for people to perform better on simple tasks when being watched or observed by others compared to performing alone. It is caused by the presence of others creating an atmosphere of evaluation.
2. Social comparison - The process where people evaluate their own attitudes, abilities, and beliefs by comparing themselves to others, usually among their peers. This can be upward or downward social comparison.
3. Stereotyping - Beliefs about people based on their group membership. Stereotypes can be positive, negative, or neutral. They allow for rapid processing of information but also ignore differences between individuals.
- The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. It provides context for the project, including its objectives, learning outcomes, tasks, submission requirements, assessment criteria, and rubric.
- Students must form groups, choose a business idea, develop a 10-minute presentation on the business plan, and submit any presentation materials. The presentation will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contributions.
- Guidelines are provided on the expected content of the presentation, including describing the business, conducting market and competitor analysis, explaining marketing and management strategies, and providing a financial plan and conclusion.
This document outlines an assignment for a photo blog for a class on effective public communication. Students will work in groups of 5-6 and choose a location to focus on through 25-30 photos with 20-30 word captions each on topics like people, food, activities, and cultural buildings. The assignment aims to analyze communication and cultural differences. Students will be assessed on their understanding of the brief, content and organization, use of references, and grammar. The due date is October 12, 2015.
This document provides instructions for an Idea Journal assignment where students are asked to imagine themselves as celebrities. They must create a Facebook page for their celebrity persona and complete three Idea Journal entries on topics like their backstory, celebrity award outfits, and merchandise. Entries should include a mind map and can incorporate sketches, diagrams, cutouts, and more. Students will upload scanned versions of their Idea Journal entries to albums on their celebrity Facebook page for assessment. Entries will be graded based on originality, creativity, communication of ideas, and depth of ideas.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering factors like population, location, and zoning.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must pretend they are the mayor proposing a new design for practical reasons.
4. Guidelines require the proposed city be 30-50 square km, hold 100,000-250,000 people
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between action-comedy films or animated films, research the genre, view example movies, and write a 6 paragraph essay comparing or contrasting two films within the chosen genre. The essay must be 600-1000 words and follow APA style for citations and referencing. A draft is due before the final submission deadline of September 28th, and will be graded based on formatting, structure, content, style, and overall presentation.
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and quality of work.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and take measurements to generate orthographic drawings, including a top view, three elevations, one section, and two detail drawings. Students must also include a perspective view as the cover of their accordion-style submission booklet. The project aims to develop students' observation skills, drawing conventions, and ability to translate 3D objects into 2D drawings. Submissions will be evaluated based on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in technique and presentation.
The document provides information about the Tudor Dynasty that ruled England from 1485 to 1603. It includes a timeline of important events during their rule, such as Henry VII defeating Richard III in 1485 to become king, Henry VIII splitting from the Catholic Church, and Elizabeth I's reign as queen. The document also discusses the Tudor family tree, social hierarchy, fashion trends, exploration efforts that founded the British Empire, forms of government administration, and types of crimes and punishments.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
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. The objectives are to conduct a simple experiment, enhance teamwork and leadership skills, and encourage creative and critical thinking. Students must submit a written report in a specified format and give a 20 minute presentation plus Q&A. Plagiarism is strictly prohibited and will result in failure of the assignment. The project is worth 40% of the total course grade.
This report provides a comparative analysis of two bak kut teh restaurants - Teo Chew Bak Kut Teh in Melaka and Kee Heong Bak Kut Teh in Old Klang. Both restaurants have been in business for over 10 years. Teo Chew Bak Kut Teh focuses on 3 signature dishes and is known for its distinctive herbal soup flavor. Kee Heong Bak Kut Teh has a larger variety of dishes and attracts more customers. The report concludes Kee Heong Bak Kut Teh has been more successful due to higher customer numbers and quality of food. Recommendations are provided to help both businesses improve competitiveness through strategies like advertising.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This 959-word essay discusses the author's passion for painting and how it allows them to creatively express themselves and see the world in new ways. The author believes that art can help people view life's beauty despite its hardships. They aim to spread their love of painting in the hope that others may find greater joy and appreciation through art as well.
1. The document outlines a creative thinking skills project for architecture students that involves turning everyday objects into musical instruments and performing as a group.
2. Students will brainstorm in groups to design a CD cover representing their theme, then perform a 5-8 minute musical using voices and instruments they made from everyday items.
3. Individually, students must document how they created their musical instrument and submit it along with peer and instructor evaluations of their group participation. The performance and submissions will be assessed on understanding of the brief, appropriateness and creativity of instruments and performance, originality, and team collaboration.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
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 business types, goals, functions, and factors affecting operations. Modes of delivery include lectures and self-directed study. Assessment involves formative assessments like discussions and summative assessments to evaluate understanding. Students will develop an understanding of human resources, marketing, production, and finance theories and their business applications.
This document provides information about a course called "Foundation in Natural and Built Environments" including the module synopsis, objectives, learning outcomes, assessment details, and schedule. The 5-credit course introduces Western and Eastern culture and civilizations through lectures, tutorials and self-study. It will assess students through 3 projects, a portfolio and participation, examining their understanding of historical developments and civilizations in different regions. The course aims to enhance students' research, presentation and teamwork skills.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify elements of speech, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students throughout the semester.
This document provides information about an English language module called English 2 at a university. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking, to a pre-university and tertiary level. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will be assessed through assignments, a portfolio, and a final exam. The module uses a student-centered learning approach and aims to develop students' communication skills and lifelong learning abilities.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% requiring a storyline incorporating 5 chapter concepts and a 5% oral presentation. Assignment 3 is a video clip, written report, and presentation worth 30% requiring students to identify psychological connections and incorporate concepts into a 3-5 minute script with a 1500 word APA formatted report.
The document discusses several concepts from social psychology:
1. Social facilitation - The tendency for people to perform better on simple tasks when being watched or observed by others compared to performing alone. It is caused by the presence of others creating an atmosphere of evaluation.
2. Social comparison - The process where people evaluate their own attitudes, abilities, and beliefs by comparing themselves to others, usually among their peers. This can be upward or downward social comparison.
3. Stereotyping - Beliefs about people based on their group membership. Stereotypes can be positive, negative, or neutral. They allow for rapid processing of information but also ignore differences between individuals.
- The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. It provides context for the project, including its objectives, learning outcomes, tasks, submission requirements, assessment criteria, and rubric.
- Students must form groups, choose a business idea, develop a 10-minute presentation on the business plan, and submit any presentation materials. The presentation will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contributions.
- Guidelines are provided on the expected content of the presentation, including describing the business, conducting market and competitor analysis, explaining marketing and management strategies, and providing a financial plan and conclusion.
This document outlines an assignment for a photo blog for a class on effective public communication. Students will work in groups of 5-6 and choose a location to focus on through 25-30 photos with 20-30 word captions each on topics like people, food, activities, and cultural buildings. The assignment aims to analyze communication and cultural differences. Students will be assessed on their understanding of the brief, content and organization, use of references, and grammar. The due date is October 12, 2015.
This document provides instructions for an Idea Journal assignment where students are asked to imagine themselves as celebrities. They must create a Facebook page for their celebrity persona and complete three Idea Journal entries on topics like their backstory, celebrity award outfits, and merchandise. Entries should include a mind map and can incorporate sketches, diagrams, cutouts, and more. Students will upload scanned versions of their Idea Journal entries to albums on their celebrity Facebook page for assessment. Entries will be graded based on originality, creativity, communication of ideas, and depth of ideas.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering factors like population, location, and zoning.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must pretend they are the mayor proposing a new design for practical reasons.
4. Guidelines require the proposed city be 30-50 square km, hold 100,000-250,000 people
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between action-comedy films or animated films, research the genre, view example movies, and write a 6 paragraph essay comparing or contrasting two films within the chosen genre. The essay must be 600-1000 words and follow APA style for citations and referencing. A draft is due before the final submission deadline of September 28th, and will be graded based on formatting, structure, content, style, and overall presentation.
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and quality of work.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and take measurements to generate orthographic drawings, including a top view, three elevations, one section, and two detail drawings. Students must also include a perspective view as the cover of their accordion-style submission booklet. The project aims to develop students' observation skills, drawing conventions, and ability to translate 3D objects into 2D drawings. Submissions will be evaluated based on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in technique and presentation.
The document provides information about the Tudor Dynasty that ruled England from 1485 to 1603. It includes a timeline of important events during their rule, such as Henry VII defeating Richard III in 1485 to become king, Henry VIII splitting from the Catholic Church, and Elizabeth I's reign as queen. The document also discusses the Tudor family tree, social hierarchy, fashion trends, exploration efforts that founded the British Empire, forms of government administration, and types of crimes and punishments.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
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. The objectives are to conduct a simple experiment, enhance teamwork and leadership skills, and encourage creative and critical thinking. Students must submit a written report in a specified format and give a 20 minute presentation plus Q&A. Plagiarism is strictly prohibited and will result in failure of the assignment. The project is worth 40% of the total course grade.
This report provides a comparative analysis of two bak kut teh restaurants - Teo Chew Bak Kut Teh in Melaka and Kee Heong Bak Kut Teh in Old Klang. Both restaurants have been in business for over 10 years. Teo Chew Bak Kut Teh focuses on 3 signature dishes and is known for its distinctive herbal soup flavor. Kee Heong Bak Kut Teh has a larger variety of dishes and attracts more customers. The report concludes Kee Heong Bak Kut Teh has been more successful due to higher customer numbers and quality of food. Recommendations are provided to help both businesses improve competitiveness through strategies like advertising.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This 959-word essay discusses the author's passion for painting and how it allows them to creatively express themselves and see the world in new ways. The author believes that art can help people view life's beauty despite its hardships. They aim to spread their love of painting in the hope that others may find greater joy and appreciation through art as well.
1. The document outlines a creative thinking skills project for architecture students that involves turning everyday objects into musical instruments and performing as a group.
2. Students will brainstorm in groups to design a CD cover representing their theme, then perform a 5-8 minute musical using voices and instruments they made from everyday items.
3. Individually, students must document how they created their musical instrument and submit it along with peer and instructor evaluations of their group participation. The performance and submissions will be assessed on understanding of the brief, appropriateness and creativity of instruments and performance, originality, and team collaboration.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
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 business types, goals, functions, and factors affecting operations. Modes of delivery include lectures and self-directed study. Assessment involves formative assessments like discussions and summative assessments to evaluate understanding. Students will develop an understanding of human resources, marketing, production, and finance theories and their business applications.
This document provides information about a course called "Foundation in Natural and Built Environments" including the module synopsis, objectives, learning outcomes, assessment details, and schedule. The 5-credit course introduces Western and Eastern culture and civilizations through lectures, tutorials and self-study. It will assess students through 3 projects, a portfolio and participation, examining their understanding of historical developments and civilizations in different regions. The course aims to enhance students' research, presentation and teamwork skills.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify elements of speech, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students throughout the semester.
This document provides information about an English language module called English 2 at a university. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking, to a pre-university and tertiary level. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will be assessed through assignments, a portfolio, and a final exam. The module uses a student-centered learning approach and aims to develop students' communication skills and lifelong learning abilities.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening and speaking skills. It focuses on 5-paragraph essay writing, analyzing texts, and developing oral presentation abilities. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral group presentation, an e-portfolio, and a final exam. Upon completing the module, students will be able to write organized essays, apply referencing, analyze texts critically, and demonstrate improved English proficiency for university-level work.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening and speaking skills. It will focus on 5-paragraph essay writing, analyzing texts, and developing oral presentation abilities. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral group presentation, an e-portfolio and a final exam. The assessments are aimed at evaluating students' English proficiency and mastery of the module's learning outcomes.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It assesses students on their ability to write essays, apply referencing, analyze texts, extract information, listen, identify main ideas, and give oral presentations.
This document provides information about an English module for students at Taylor's University. It outlines the module objectives, which include developing 5-paragraph essay writing skills, referencing skills, and analytical skills for reading texts. The module will also focus on listening skills, oral presentation skills, and interpreting non-linear text. The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 5 credit hours. Assessment will include essays, referencing exercises, textual analyses, presentations, and exams. The document also outlines policies on attendance, submissions, and plagiarism.
This document provides information about an English module for students at Taylor's University. It outlines the module objectives, which include developing 5-paragraph essay writing skills, referencing skills, and analytical skills for reading texts. The module will also focus on listening skills, oral presentation skills, and interpreting non-linear text. The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 5 credit hours. Assessment will include essays, referencing exercises, textual analyses, presentations, and exams.
This document provides information about an English module offered at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level studies. It will focus on 5-paragraph essay writing, referencing, and analyzing texts. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. Upon completing the module, students should be able to write essays, reference sources, analyze texts, listen to lectures, and give presentations.
This document provides information about the English 1 module, including its synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The module prepares students for tertiary-level English proficiency through developing writing, reading, listening, and speaking skills. It focuses on 5-paragraph essay writing, analyzing texts, extracting information from diagrams, and giving oral presentations. The module is delivered through lectures, tutorials, and self-study over 18 weeks for a total of 5 credit hours. Students must attend at least 80% of sessions and complete all assessments to pass. Late assignments will be penalized, and plagiarism is not permitted.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It focuses on basic 5-paragraph essay writing, referencing skills, analyzing contemporary essays and texts, and interpreting non-linear information. The module is delivered through lectures, tutorials, and self-study over 18 weeks for a total of 5 credit hours. Assessment includes essays, presentations, and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides information about the English 1 module offered in August 2014, including the module synopsis, teaching objectives, learning outcomes, assessment components, and schedule. The module focuses on developing academic writing skills such as 5-paragraph essays and interpreting non-linear text, as well as reading, listening, and speaking skills. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. The module uses lectures, tutorials and self-directed study and aims to prepare students for university-level English proficiency.
This document provides information about the English 1 module offered in August 2014, including the module synopsis, teaching objectives, learning outcomes, assessment components, and schedule. The module focuses on developing academic writing skills such as 5-paragraph essays and interpreting non-linear text, as well as reading, listening, and speaking skills. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. The module uses lectures, tutorials and self-directed study and aims to equip students with English proficiency for university studies.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This research proposal examines how temporal activities affect the food culture in Taman Eng Ann, a residential area inhabited mostly by Chinese communities in Malaysia. The researcher aims to understand how the food culture circulating in the community changes throughout the day, and how the daily routines and activities of different population groups like the elderly, students, and working professionals affect the intensity of different eateries. The researcher will observe locals' daily practices and how they impact the availability of certain foods and operating hours of food stalls and restaurants. This study could provide insight into how locals' food eating time frames and temporal behaviors link to their food preferences and choices.
This document contains architectural plans for a two-story house including the first floor plan, second floor plan, sections, elevations, callout sections, and an exploded isometric view. The plans provide dimensions and labels for the various rooms and areas of the house including a 11m2 working room, 39m2 living and dining room, and 16m2 master bedroom on the first floor and several bedrooms and bathrooms on the second floor. The document also includes relevant details like scales, a project number, dates, and names of the architect and owner.
This document provides details of a measured drawing project of Ang Boutique, a 120-year-old shop house located at 120 Jalan Bunga Raya in Malacca, Malaysia. It discusses the aims, materials and challenges of the project. It also provides historical background on Malacca and the development of Jalan Bunga Raya. The architectural style, site context, layout, elements and materials of the shop house are documented and analyzed. Building defects are identified. In conclusion, the document thoroughly documents the shop house to create an accurate measured drawing as required for the course.
The National Mosque in Kuala Lumpur was built in 1965 as a symbol of newly independent Malaysia. It was designed by three architects in a modernist style that incorporated Islamic elements. The mosque is located near major landmarks in Kuala Lumpur. It has a distinctive folded plate roof structure inspired by traditional Malay architecture. The interior layout includes a main prayer hall, women's prayer hall, administrative offices, and other spaces arranged over two floors.
The document provides information on two construction sites - Elmina Valley Phase EV1A residential development and a residential project in Mukim Lunas, Daerah Kulim, Kedah. It discusses the site layout, safety measures, plants and machinery used, and construction processes for foundations, superstructure, roofs and services at the sites. Detailed site plans and photographs are included to illustrate the various construction elements and safety protocols like signage, personal protective equipment. Preliminary works covered include site access, drainage, storage areas, and green zones. Foundation types, construction steps for beams, columns, walls and staircases are described.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It describes 4 tasks for the Design Process Journal that involve researching the character, generating design ideas and concepts, investigating what makes a good hanging mobile, and compiling process work. Students will individually complete sketches, drawings, and presentations for each task to demonstrate understanding of the design process. Their work will be assessed based on meeting requirements, depth of content, and originality and creativity. The final project aims to familiarize students with design investigation, interpretation, and translating ideas into a simple design.
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 explore the word's meaning, develop 2D design elements, and transform these into 3D models using various materials over 4 tutorial sessions. The best model will be presented as a hanging mobile.
Part 2 is an individual project to create a hanging mobile display for a Lego miniature. Students will apply the design process and principles learned in Part 1. They will present their understanding of the character, selected design elements inspired by key words, and 3 proposals for the hanging mobile display during the first tutorial session.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and components like sketching and drawing. They will apply their skills and knowledge to assignments involving visual and verbal reports. Upon completing the module, students should be able to recognize and apply design elements and principles, and explain their application in simple projects. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document outlines an oral presentation assignment for a course on effective public communication. Students must work in groups of 6-8 and present for 25 minutes on an analysis of two different businesses. They must describe the background, competitors/challenges, business nature/strategies, and recommendations for the future of each business. Students will be assessed on their understanding of the task, content quality, organization, use of references, and grammar. The presentation is due on November 23rd, along with a soft copy of materials and a cover page with the required information.
This document outlines an oral presentation assignment for a course on Effective Public Communication. Students will work in groups of 6-8 people to research and present for 15-20 minutes on analyses of mural paintings or steel artwork. Each group must analyze the artist's background, describe two artworks, and identify 5 communication concepts within them. Presentations are due on November 16th and will be assessed based on understanding the brief, content relevance, organization, referencing, and mechanics. The tasks, submission requirements, assessment criteria, and suggested references are provided.
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.
This document contains 15 questions about introductory business concepts including marketing, accounting, management, and ethics. The questions cover topics such as the 5 Ps of marketing, profit and loss statements, goals and strategies, organizational structures, and ethical business practices. Sample answers are provided for some questions to illustrate key business concepts.
The document summarizes a charity drive organized by a group of students to raise funds for PPKKCKS, a home for disabled children. The group sold various food items like frozen yogurt, cakes, coffee, and noodles throughout the week. They faced issues with their machinery but managed to raise a total of RM2152. They analyzed competition and used various promotion and marketing strategies like posters, social media, lucky draws, and emphasizing the charitable cause to boost sales. An electronics company sponsored their project with RM2300.
The document provides information about a final project for an Introduction to Business course. The project requires students to form groups of up to 4 members to run a charity drive event. They will choose a product or service to sell during the event and donate all profits to a charity of their choice. Students must submit a charity drive report and supporting documents. The objectives of the project are to develop students' business skills and understanding of social responsibility. Students will be assessed based on the content of their report, achievement of goals, financial records, peer evaluation, and a self-reflection video.
This document outlines an assignment for a group research project comparing two similar businesses in different geographical locations. Students will form groups to conduct primary and secondary research on their chosen businesses. They must visit the business locations, interview owners/managers, and incorporate at least 10 sources in their 2,500-3,000 word written report. Students will also present their findings to the class. The report will be assessed based on topic content, format, and the in-class presentation. Detailed guidelines are provided on the research methodology, report structure, and assessment criteria.
This document provides a compare and contrast analysis of the films Kickass and 22 Jump Street. Both films teach similar life lessons through their comedic action plots, including believing in justice, the importance of friendship, not judging people superficially, and that crime does not pay. The films show heroes and villains learning these lessons in different ways through their efforts to fight crime and drug dealers. Overall, the document argues that while comedic in nature, both films effectively convey meaningful moral messages alongside laughter and excitement.
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 the 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.
The Building Blocks of QuestDB, a Time Series Databasejavier ramirez
Talk Delivered at Valencia Codes Meetup 2024-06.
Traditionally, databases have treated timestamps just as another data type. However, when performing real-time analytics, timestamps should be first class citizens and we need rich time semantics to get the most out of our data. We also need to deal with ever growing datasets while keeping performant, which is as fun as it sounds.
It is no wonder time-series databases are now more popular than ever before. Join me in this session to learn about the internal architecture and building blocks of QuestDB, an open source time-series database designed for speed. We will also review a history of some of the changes we have gone over the past two years to deal with late and unordered data, non-blocking writes, read-replicas, or faster batch ingestion.
06-04-2024 - NYC Tech Week - Discussion on Vector Databases, Unstructured Data and AI
Discussion on Vector Databases, Unstructured Data and AI
https://www.meetup.com/unstructured-data-meetup-new-york/
This meetup is for people working in unstructured data. Speakers will come present about related topics such as vector databases, LLMs, and managing data at scale. The intended audience of this group includes roles like machine learning engineers, data scientists, data engineers, software engineers, and PMs.This meetup was formerly Milvus Meetup, and is sponsored by Zilliz maintainers of Milvus.
Beyond the Basics of A/B Tests: Highly Innovative Experimentation Tactics You...Aggregage
This webinar will explore cutting-edge, less familiar but powerful experimentation methodologies which address well-known limitations of standard A/B Testing. Designed for data and product leaders, this session aims to inspire the embrace of innovative approaches and provide insights into the frontiers of experimentation!
Codeless Generative AI Pipelines
(GenAI with Milvus)
https://ml.dssconf.pl/user.html#!/lecture/DSSML24-041a/rate
Discover the potential of real-time streaming in the context of GenAI as we delve into the intricacies of Apache NiFi and its capabilities. Learn how this tool can significantly simplify the data engineering workflow for GenAI applications, allowing you to focus on the creative aspects rather than the technical complexities. I will guide you through practical examples and use cases, showing the impact of automation on prompt building. From data ingestion to transformation and delivery, witness how Apache NiFi streamlines the entire pipeline, ensuring a smooth and hassle-free experience.
Timothy Spann
https://www.youtube.com/@FLaNK-Stack
https://medium.com/@tspann
https://www.datainmotion.dev/
milvus, unstructured data, vector database, zilliz, cloud, vectors, python, deep learning, generative ai, genai, nifi, kafka, flink, streaming, iot, edge
Predictably Improve Your B2B Tech Company's Performance by Leveraging DataKiwi Creative
Harness the power of AI-backed reports, benchmarking and data analysis to predict trends and detect anomalies in your marketing efforts.
Peter Caputa, CEO at Databox, reveals how you can discover the strategies and tools to increase your growth rate (and margins!).
From metrics to track to data habits to pick up, enhance your reporting for powerful insights to improve your B2B tech company's marketing.
- - -
This is the webinar recording from the June 2024 HubSpot User Group (HUG) for B2B Technology USA.
Watch the video recording at https://youtu.be/5vjwGfPN9lw
Sign up for future HUG events at https://events.hubspot.com/b2b-technology-usa/
A presentation that explain the Power BI Licensing
Course outline (2015)
1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module : English 2 (ELG 30605)
Prerequisite: English 1 [ENGL 0105]
Credit hours: 5
Instructor: Cassandra Rashika Wijesuria | CassandraRashika.Wijesuria@taylors.edu.my
Module Synopsis
English 2 aims to equip students with sufficient language skills to demonstrate English Language proficiency at
both the pre-university and tertiary level. Students will be trained to communicate according to the situation and
purpose as well as demonstrate accuracy in the 4 language skills. The emphasis of the module is on the
development of academic reading and writing skills, as well as techniques to answer the listening and speaking
components both accurately and appropriately. The course is also designed to equip learners with sufficient
communication and interpersonal skills and techniques. At the end of the module, they should be able to
demonstrate English Language Proficiency at both the pre-university and tertiary level.
Module Teaching Objectives
Upon successful completion of the module, students will be able to:
1. communicate according to the situation and purpose.
2. demonstrate accuracy and fluency in the 4 language skills i.e. listening, speaking, reading and writing.
3. show critical understanding of language in context.
4. demonstrate effectiveness in expression.
Module Learning Outcomes
1. At the end of the Reading sessions, students will be able to analyze and evaluate reading texts critically.
2. At the end of the Writing sessions, students will be able to research, write a well-developed and well-
organized 5-paragraph critical or argumentative essay as well as longer research essays with correct format and
referencing techniques.
3. At the end of the Listening sessions, students will be able to identify speaker’s role, expression, relationship
and attitude as conveyed through stress and intonation as well as develop listening in preparation for a tertiary
programme.
4. At the end of the Speaking sessions, students will be able to develop interviewing skills, deliver presentations
publically as well be able to apply argumentative strategies in specific situations.
Modes of Delivery
This is a 5 credit hour module held over 18 weeks, 4 hours per session, once a week. As each session is set to
achieve different milestones in the students’ communication skills attendance is compulsory. Students are to be
self-directed in their work and at times will need to work in groups on projects assigned to them and must be able
to display ability to work as a team player, effective verbal and non-verbal communication skills.
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2. Contact Hours
Lecture: 2 hours/week
Tutorial: 2 hours/week
Self-study: 7 hours/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
Moodle will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.
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3. 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.
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Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1, 2,3,4
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 1 & 2
2.2 Relate learned knowledge to everyday life 3 & 4
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively
3.2 Define and analyse problems to arrive at effective solutions
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 3 & 4
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 -
6.2 Reflect on one’s actions and learning. -
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.
-
4. 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.
Lecturers reserve the right to not accept any late submission after one (1) week.
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 and Participation
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.
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5. 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.
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 team.
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
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6. Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Assignment 1 –
Compare / Contrast
Essay
Individual
1,2,3
Week 10
(digital upload)
followed by
hard copy
submission
NIL 20%
Assignment 2 –
Research Assignment
Group
Work
1,2,3
Weeks 15 & 16
(digital upload)
followed by
hard copy
submission
YES 30%
Portfolio Individual ALL
Week 17 / 18
(digital upload)
NIL 10%
Final Exam Individual 1,2 Exam Week
As per
examination
schedule
40%
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7. Assessment Components
This module will be graded in the form of coursework. It consists of two assignments, one portfolio and the Final
Exam
1. Assignment 1 – Essay Writing
You will be required to write a coherent university – style compare-contrast essay by choosing between
two different genres of films, which will be provided to you at a later date. The essay should cover
between 800 – 1000 words. The purpose of this essay is to allow students to effectively note the
similarities and differences between these genres of film, and how it can be explored where language is
concerned.
2. Assignment 2 – Research Assignment
The research assignment is a group essay that is linked to a subject related to topics that students are
studying this semester. Students will be guided through the assignment after they have identified a topic
and through the preparation of research questions, interviews and drafts until the final product is sent in.
3. Assignment 3 – Online Portfolio
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 YOU 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 COMPULSORY.
4. Final Exam (Individual)
The final exam will consist of two components. The first component is a critical reading and critical
thinking section while the second component is an essay section. The critical reading tests the ability of
students to skim, scan and read an unseen passage critically and analytically. The critical thinking
questions will test the ability of students to identify and correct rhetorical fallacies. The essay section
tests the ability of students to write argumentative essays on a range of topics that have been covered
in this module as well as various other modules this semester.
Submission of Assignments
ALL assignments must be completed and submitted to receive a final completion grade in this unit. When an
assignment is NOT completed or NOT submitted on the due date, a final grade showing Fail (F) will be given.
However, if the student can provide valid grounds for not submitting the assignment on the due date (authentic
medical conditions), consideration will be given to said student. The lecturer reserves the right to NOT accept
work submitted more than one (1) week late. All assignments given by the lecturer are mandatory and must be
completed by the student.
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8. 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 one (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 presentation 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.
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9. Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given 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 matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 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 Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in 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.
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10. Weekly Module Schedule
WEEK
(DATE /
TOPICS)
TOPICS / LESSON PLAN LECTURE TUTORIAL
SELF
DIRECTED
STUDY
TAYLOR’S
GRADUATE
CAPABILITIES
(TGC)
HOURS HOURS HOURS SYMBOLS
WEEK 1 • Writing Skills
• Identifying topic
sentences
• Identifying main
ideas
• Distinguishing
supporting details
PowerPoint
Presentatio
n
In – class
discussion
Writing
Skills
2 2 3
WEEK 2
• Cohesion in Texts
• Functions of
transition signals
• Reference words
in texts
In-class
Discussion:
Coherence
Cohesion in
texts
2 2 3
WEEK 3
• Recognizing text
organization
• Introduction to
Critical Reading
• Identify writer’s
claims, views and
attitudes
In class
discussion:
reasons and
argument
Reasons and
argument
2 2 3
WEEK 4 • Preparing an
outline / plan for
In class
discussion:
Editing and
revising
English 2 (ENGL 0205 / ELG 30605) JAN – DEC 2014
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11. writing an article.
• Pre Writing Skills
• Editing and
Revising
• Task analysis
pre writing
exercises
2 2 3
WEEK 5
• Giving and
justifying an
opinion
• Developing and
refuting an
argument
(argumentative
essay writing)
• Examining various
viewpoints
• Evaluating ideas,
evidence and
arguments
In class
discussion:
giving opinion
through
writing
Developing
arguments
2 2 3
WEEK 6
• Patterns of
organization
(descriptive,
narrative.)
In class
activity:
writing a
narrative
Differentiati
ng narrative
& descriptive
articles
2 2 3
WEEK 7
• Patterns of
Organization
(con’t) – compare
– contrast.
• Referencing (APA
style)
In class
activity:
compare
contrast essay
How to write
compare-
contrast
essay
2 2 3
WEEK 8 • Skimming and
scanning
• Previewing and
In class
activity:
skimming,
scanning and
making
Grasping
meaning of
text
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12. predicting
• Making inferences
and summarizing
• Grasp meaning of
text with speed
inferences to
an article
2 2 3
WEEK 9
• Understanding
and evaluating
arguments
• Fallacies
In-class
Discussion:
Fallacies
Fallacies
2 2 3
WEEK
10
• Report Writing
• Interview Skills
In-class
Discussion:
Expressing
agreement
and
disagreement
Assignment
1 due
2 2 3
WEEK
11
• Conducting
surveys and
questionnaires
• Listening, taking
minutes of
meetings
In class
activity:
writing a
survey
Surveys and
minutes
WEEK
12
• Do’s and Don’ts of
Oral Presentations
In-class
activity: TBC
TBC
2 2 3
WEEK
13
• Elements of an
effective speaker
• Stress on effective
presentation,
articulation,
intonation,
pronunciation and
accent
In-class
activity: TBC
TBC
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13. 2 2 3
WEEK
14
• Expressing
opinions on
current issues
• Present a speech
with eloquence
• Use effective
techniques in
handling questions
In class
activity: TBC
TBC
2 2 3
WEEK
15
Non – verbal
Communication
Class activity:
TBC
Research
Assignment
due
2 2 3
WEEK
16
• Listening skills
• Hearing
attentively
• Constructive
Critique
Oral
Presentations
Research
Assignment
due
2 2 3
WEEK
17
• Self Disclosure
• Self Awareness
Oral
Presentations
TBC
WEEK
18
FINAL EXAM
REVISION
To return
all
assessmen
ts to
students
WEEK TBC
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14. 19
Week 19
Study Leave
*No final exam for EPC
Portfolio
submission
10%
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Mayfield, M. (2010) Thinking For Yourself: Developing Critical Thinking
Through Reading and Writing (8th
ed.) Boston: Wadsworth
2. Bailey, S. (2006) Academic Writing: A Handbook for International Students (2nd
ed.) New York: Routledge
3. Perrin, R. (2012) Pocket Guide to APA Style (4th
ed) Boston: Wadsworth
4. Langan, J. (2005). College Writing Skills with Readings. (6th
ed.). New York:
McGraw-Hill.
5. Glenn, C. and Gray, L. (2010) The Hodges Harbrace Handbook. (17th
ed.)
Boston: Wadsworth Cengage Learning
6. Seal, B. (1997). Academic Encounters: Reading, Study Skills and Writing
(Content focus: human behavior). Cambridge: Cambridge University Press
7. Jakeman, V. & C. McDowell, C. (1999). Insight into IELTS. Cambridge:
Cambridge University Press.
Additional
References :
8. Flemming, Laraine. (2003) Reading Keys. Houghton Mifflin
9. Mikulecky, Beatrice.S. & Jefferies, Linda. (1986) More Reading Power. New
York: Longman
10. Flachmann,Kim et al. The Brief Prose Reader. ( 2002) Prentice Hall
11. Reid, Joy M. (1999). The Process of Composition. New York: Longman
12. Small, Regina L. et al. (2000) Refining Composition Skills. Boston: Heinle &
Heinle
13. Oshima, Alice & Hogue Ann. (1998). Writing Academic English. New York
:Longman
14. Chafee, John, et al. (1998.) Critical Thinking, Thoughtful Writing. Boston:
Houghton Mifflin
15. Lester, James D. (2002). Writing Research Papers. (10th
ed.) New York:
Pearson
16. Preiss, Sherry. (1998). NorthStar. Focus on Listening and Speaking (Advance).
New York: Longman
17. Van Bemmel, Eric & Tucker, Janina. (1997). IELTS to Success. Melbourne:
John Wiley,
18. P. Cameron. (2000). Prepare for IELTS: the Preparation Course. Sydney:
INSEARCH, UTS, Aust.
19. V. Jakeman & C. McDowell. (1996). Cambridge Practice Tests for IELT. (Bks 1
& 2). Cambridge: Cambridge University Press.
20. V. Jakeman & C. McDowell. (2001) IELTS Practice Tests Plus. Essex: Pearson
Education.
21. Sahanaya, Wendy, J.Lindeck & R.Stewart. (1998). Preparation & Practise:
IELTS Reading & Writing, Academic Module. Melbourne: IALF-OUP
22. Caroselli, Marlene. (2003) Interpersonal Skills. Mason, Ohio: Thomson
Learning.
23. Devito, Joseph, A. (2002) Essentials of Human Communication. (4th
ed.)
English 2 (ENGL 0205 / ELG 30605) JAN – DEC 2014
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15. Boston, Mass: Allyn & Bacon.
24. Boss, J.A. (2010) Think: Critical Thinking and Logic Skills for Everyday Life New
York: McGraw Hill
25. Larson, C.U. (2010) Persuasion: Reception and Responsibility (12 ed.) Boston:
Wadsworth, Cengage Learning
26. Connely, M. (2010) The Sundance Reader: A Rhetoric, Reader, Handbook (4th
ed.) Boston: Wadsworth, Cengage Learning
27. Porter, B.F. (2010)The Voice of Reason New York: Oxford University Press
28. Cioffi, F.L. (2005) The Imaginative Argument New Jersey: Princeton University
Press
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