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 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 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, 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 about the English 1 module offered at Taylor's University. It introduces the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The synopsis explains that the module focuses on developing academic writing, reading, listening and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, and improve analytical skills. Upon completion, students will be able to write essays, apply referencing, analyze texts critically, and improve presentation, listening and note-taking abilities. Students will be assessed through essays, presentations, portfolios and exams. The schedule outlines the topics to be covered each week.
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 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 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 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 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, 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 about the English 1 module offered at Taylor's University. It introduces the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The synopsis explains that the module focuses on developing academic writing, reading, listening and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, and improve analytical skills. Upon completion, students will be able to write essays, apply referencing, analyze texts critically, and improve presentation, listening and note-taking abilities. Students will be assessed through essays, presentations, portfolios and exams. The schedule outlines the topics to be covered each week.
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 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 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 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 aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
B sc(hons)(arch) design communications arc 1713 outline 2015Arvindhan Balasingam
This document provides information about a Design Communication module offered at the School of Architecture, Building & Design. The 6-credit, 14-week module introduces fundamental skills for communicating architectural design through drawings, modeling, and other visualization techniques. Students will learn to describe different types of design communication, illustrate spaces through freehand drawing, analyze visual information using 2D and 3D technical drawings and models, and produce architectural ideas using various media. The module aims to prepare students with design communication skills required for subsequent design projects. It will be delivered through lectures, tutorials, and self-study involving workshops and assignments.
This document provides information about a Building Materials module offered at the School of Architecture, Building & Design. The 3-credit, 14-week module aims to inform students about various building materials, their properties, manufacturing processes, and typical uses. It will be delivered through lectures, tutorials, field trips, and self-study. Students will be assessed through two projects, a portfolio, and a final exam. The module schedule outlines the topics, assignments, and deadlines for the semester.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
Arc60103 (arc1313) march 2014 module outlineAnthony Chew
This document provides information about the Architecture Culture & History 1 module offered at Taylor's University. The module is a 3-credit course taught over 14 weeks through lectures, tutorials, and self-study. It aims to introduce students to architectural theory and examine the history of Western architecture from early times to the Enlightenment period. Students will learn about factors influencing architectural design and be able to analyze buildings. Assessment includes class participation, assignments, and a final exam. Attendance of 80% is required to pass, and late submissions are subject to penalties.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. Students will develop presentations skills. Assessment will include essays, an oral presentation, an e-portfolio and a final exam. The module will be delivered through lectures, tutorials and self-study over 18 weeks.
The document discusses the results of a study on the impact of climate change on global wheat production. Researchers found that rising temperatures will significantly reduce wheat yields across different regions of the world by the end of the century. Under a high emissions scenario, the study projects a global average decrease in wheat production of 6% by 2050, and a 17% decrease by 2100, threatening global food security.
This document outlines an oral presentation assignment for a group of students. It asks students to research and present on modern architecture designs inspired by nature. Students will present in groups of four and the 20-minute video presentation is due November 6th, 2014. The presentation should cover biomimicry, design principles and the architect's background, materials used, and green features. Students will be assessed on their understanding of the brief, the content and organization of their presentation, use of references, and grammar. Suggested references and a template for the cover page/authorship are also provided.
The document compares two unique leaning buildings - the Leaning Tower of Pisa and Capital Gate in Abu Dhabi. It discusses the materials used, structures, and space usage of each building. The Leaning Tower of Pisa was constructed over 200 years using limestone and marble, while Capital Gate was engineered with a pre-cambered core to support its 18 degree lean. The Tower of Pisa has thick limestone walls and is located in Pisa, Italy, while Capital Gate has 35 floors, reaches 165 meters, and contains office and hotel space in Abu Dhabi. Both buildings showcase innovative architectural designs to withstand their intentional or unintentional leans.
The document compares two unique leaning buildings - the Leaning Tower of Pisa and Capital Gate in Abu Dhabi. It discusses the materials used, structures, and space usage of each building. The Leaning Tower of Pisa was constructed over 200 years using limestone and marble, while Capital Gate was engineered with a pre-cambered core to support its 18 degree lean. The Tower of Pisa has thick limestone walls and is located in Pisa, Italy, while Capital Gate has 35 floors, reaches 165 meters, and contains office and hotel space in Abu Dhabi. Both buildings showcase innovative architectural techniques to defy gravity through their intentional or unintentional leaning designs.
This document provides instructions for a group and individual project assignment on family history and culture for a "Culture & Civilization" course. Students must work in groups of two to create a timeline calendar with family tree, and an infographic board highlighting their family's culture and traditions. Individually, each student must produce an A5 information graphic booklet on their family's culture and traditions. The final submission is due on March 5th, 2015 and must include the group timeline, infographic board, individual booklet, and an 8-minute video interview documenting the students' research. Late submissions will result in point deductions.
Bolin tells Hazel that she needs to study because Bolin believes Hazel's results will be bad based on previous impressions. Hazel disagrees, believing her previous performance as an excellent student means she does not need to study. The teacher forms a first impression of a student based on whether they did their homework or not. Hazel is optimistically biased, believing she is unlikely to get caught cheating and face negative consequences by bringing notes into the exam. Bolin's mother socially compares her daughter's good exam results to Hazel's father's results, looking down on Hazel. Hazel learns studying techniques by observationally learning from Bolin's study habits and attention in class.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design concepts for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
The document compares two unique leaning buildings - the Leaning Tower of Pisa and Capital Gate in Abu Dhabi. It discusses the materials used, structures, and space usage of each building. The Leaning Tower of Pisa was constructed over 200 years using limestone and marble, while Capital Gate was engineered with a pre-cambered core to support its 18 degree lean. The Tower of Pisa has thick limestone walls and is located in Pisa, Italy, while Capital Gate has 35 floors, reaches 165 meters, and contains office and hotel space in Abu Dhabi. Both buildings showcase innovative architectural techniques to defy gravity through their intentional or unintentional leaning designs.
Design project 2 b - assesment - aug2014 (1)Ang Averllen
This document provides an assessment sheet for a Lego miniature hanging mobile display project. It outlines the criteria and weighting for evaluating students' work. The assessment focuses on the students' understanding of the assigned Lego character and design process, the quality and workmanship of their 3D model and presentation boards, and the clarity and structure of the content on the boards explaining their design concepts and process. Students will be graded on a scale of excellent to fail based on their performance in these areas.
The document compares two unique leaning buildings - the Leaning Tower of Pisa and Capital Gate in Abu Dhabi. It discusses the materials used, structures, and space usage of each building. The Leaning Tower of Pisa was constructed over 200 years using limestone and marble, while Capital Gate was engineered with a pre-cambered core to support its 18 degree lean. The Tower of Pisa has thick limestone walls and is located in Pisa, Italy, while Capital Gate has 35 floors, reaches 165 meters, and contains office and hotel space in Abu Dhabi. Both buildings showcase innovative architectural techniques to defy gravity through their intentional or unintentional leaning designs.
ManualManual de necesidades educativas especiales para docentes san fernando3147302926
El presente manual es la explicación de los trastornos del aprendizaje según el manual diagnostico DSM IV TR. Con base ellos podrá usted adecuar el plan de área según los trastornos que pueden presentarse en cada curso.
Luisa Fernanda Suárez Monsalve.
Docente de apoyo, De la I.E San fernando de Amagá
Este documento describe los componentes principales de una disquetera, incluyendo el cabezal de lectura y escritura que permite grabar y leer la información en un disquete mediante magnetización, el motor de eje que hace girar el disquete a 300 RPM, y la tarjeta de circuitos que controla el funcionamiento mecánico y lógico de la unidad y transmite los datos entre el disquete y la computadora.
Folly Farm Equestrian Centre is a 45-acre equestrian facility located in beautiful countryside that offers excellent hacking trails through open fields and woodland. The center provides top-quality full, holiday, and DIY livery services with dedicated staff that ensure horses' daily needs are met. Riders have access to floodlit arenas, sand gallops, and instructors. Nearby equestrian venues host competitions.
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 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 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 aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
B sc(hons)(arch) design communications arc 1713 outline 2015Arvindhan Balasingam
This document provides information about a Design Communication module offered at the School of Architecture, Building & Design. The 6-credit, 14-week module introduces fundamental skills for communicating architectural design through drawings, modeling, and other visualization techniques. Students will learn to describe different types of design communication, illustrate spaces through freehand drawing, analyze visual information using 2D and 3D technical drawings and models, and produce architectural ideas using various media. The module aims to prepare students with design communication skills required for subsequent design projects. It will be delivered through lectures, tutorials, and self-study involving workshops and assignments.
This document provides information about a Building Materials module offered at the School of Architecture, Building & Design. The 3-credit, 14-week module aims to inform students about various building materials, their properties, manufacturing processes, and typical uses. It will be delivered through lectures, tutorials, field trips, and self-study. Students will be assessed through two projects, a portfolio, and a final exam. The module schedule outlines the topics, assignments, and deadlines for the semester.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
Arc60103 (arc1313) march 2014 module outlineAnthony Chew
This document provides information about the Architecture Culture & History 1 module offered at Taylor's University. The module is a 3-credit course taught over 14 weeks through lectures, tutorials, and self-study. It aims to introduce students to architectural theory and examine the history of Western architecture from early times to the Enlightenment period. Students will learn about factors influencing architectural design and be able to analyze buildings. Assessment includes class participation, assignments, and a final exam. Attendance of 80% is required to pass, and late submissions are subject to penalties.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. Students will develop presentations skills. Assessment will include essays, an oral presentation, an e-portfolio and a final exam. The module will be delivered through lectures, tutorials and self-study over 18 weeks.
The document discusses the results of a study on the impact of climate change on global wheat production. Researchers found that rising temperatures will significantly reduce wheat yields across different regions of the world by the end of the century. Under a high emissions scenario, the study projects a global average decrease in wheat production of 6% by 2050, and a 17% decrease by 2100, threatening global food security.
This document outlines an oral presentation assignment for a group of students. It asks students to research and present on modern architecture designs inspired by nature. Students will present in groups of four and the 20-minute video presentation is due November 6th, 2014. The presentation should cover biomimicry, design principles and the architect's background, materials used, and green features. Students will be assessed on their understanding of the brief, the content and organization of their presentation, use of references, and grammar. Suggested references and a template for the cover page/authorship are also provided.
The document compares two unique leaning buildings - the Leaning Tower of Pisa and Capital Gate in Abu Dhabi. It discusses the materials used, structures, and space usage of each building. The Leaning Tower of Pisa was constructed over 200 years using limestone and marble, while Capital Gate was engineered with a pre-cambered core to support its 18 degree lean. The Tower of Pisa has thick limestone walls and is located in Pisa, Italy, while Capital Gate has 35 floors, reaches 165 meters, and contains office and hotel space in Abu Dhabi. Both buildings showcase innovative architectural designs to withstand their intentional or unintentional leans.
The document compares two unique leaning buildings - the Leaning Tower of Pisa and Capital Gate in Abu Dhabi. It discusses the materials used, structures, and space usage of each building. The Leaning Tower of Pisa was constructed over 200 years using limestone and marble, while Capital Gate was engineered with a pre-cambered core to support its 18 degree lean. The Tower of Pisa has thick limestone walls and is located in Pisa, Italy, while Capital Gate has 35 floors, reaches 165 meters, and contains office and hotel space in Abu Dhabi. Both buildings showcase innovative architectural techniques to defy gravity through their intentional or unintentional leaning designs.
This document provides instructions for a group and individual project assignment on family history and culture for a "Culture & Civilization" course. Students must work in groups of two to create a timeline calendar with family tree, and an infographic board highlighting their family's culture and traditions. Individually, each student must produce an A5 information graphic booklet on their family's culture and traditions. The final submission is due on March 5th, 2015 and must include the group timeline, infographic board, individual booklet, and an 8-minute video interview documenting the students' research. Late submissions will result in point deductions.
Bolin tells Hazel that she needs to study because Bolin believes Hazel's results will be bad based on previous impressions. Hazel disagrees, believing her previous performance as an excellent student means she does not need to study. The teacher forms a first impression of a student based on whether they did their homework or not. Hazel is optimistically biased, believing she is unlikely to get caught cheating and face negative consequences by bringing notes into the exam. Bolin's mother socially compares her daughter's good exam results to Hazel's father's results, looking down on Hazel. Hazel learns studying techniques by observationally learning from Bolin's study habits and attention in class.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design concepts for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
The document compares two unique leaning buildings - the Leaning Tower of Pisa and Capital Gate in Abu Dhabi. It discusses the materials used, structures, and space usage of each building. The Leaning Tower of Pisa was constructed over 200 years using limestone and marble, while Capital Gate was engineered with a pre-cambered core to support its 18 degree lean. The Tower of Pisa has thick limestone walls and is located in Pisa, Italy, while Capital Gate has 35 floors, reaches 165 meters, and contains office and hotel space in Abu Dhabi. Both buildings showcase innovative architectural techniques to defy gravity through their intentional or unintentional leaning designs.
Design project 2 b - assesment - aug2014 (1)Ang Averllen
This document provides an assessment sheet for a Lego miniature hanging mobile display project. It outlines the criteria and weighting for evaluating students' work. The assessment focuses on the students' understanding of the assigned Lego character and design process, the quality and workmanship of their 3D model and presentation boards, and the clarity and structure of the content on the boards explaining their design concepts and process. Students will be graded on a scale of excellent to fail based on their performance in these areas.
The document compares two unique leaning buildings - the Leaning Tower of Pisa and Capital Gate in Abu Dhabi. It discusses the materials used, structures, and space usage of each building. The Leaning Tower of Pisa was constructed over 200 years using limestone and marble, while Capital Gate was engineered with a pre-cambered core to support its 18 degree lean. The Tower of Pisa has thick limestone walls and is located in Pisa, Italy, while Capital Gate has 35 floors, reaches 165 meters, and contains office and hotel space in Abu Dhabi. Both buildings showcase innovative architectural techniques to defy gravity through their intentional or unintentional leaning designs.
ManualManual de necesidades educativas especiales para docentes san fernando3147302926
El presente manual es la explicación de los trastornos del aprendizaje según el manual diagnostico DSM IV TR. Con base ellos podrá usted adecuar el plan de área según los trastornos que pueden presentarse en cada curso.
Luisa Fernanda Suárez Monsalve.
Docente de apoyo, De la I.E San fernando de Amagá
Este documento describe los componentes principales de una disquetera, incluyendo el cabezal de lectura y escritura que permite grabar y leer la información en un disquete mediante magnetización, el motor de eje que hace girar el disquete a 300 RPM, y la tarjeta de circuitos que controla el funcionamiento mecánico y lógico de la unidad y transmite los datos entre el disquete y la computadora.
Folly Farm Equestrian Centre is a 45-acre equestrian facility located in beautiful countryside that offers excellent hacking trails through open fields and woodland. The center provides top-quality full, holiday, and DIY livery services with dedicated staff that ensure horses' daily needs are met. Riders have access to floodlit arenas, sand gallops, and instructors. Nearby equestrian venues host competitions.
This document outlines the standard operating procedures for the retina department including:
1) The consultant staff for retina including the section head and five doctors.
2) The service schedule assigning doctors to clinics on different days of the week and an emergency doctor.
3) The definition of emergency cases that require immediate attention and urgent cases that still require prompt evaluation.
4) Guidelines for patient referrals, residents' responsibilities, and postoperative care.
The document provides information about resume samples, tips, cover letters, and interview questions for retail supervisors. It lists various resume formats (chronological, functional, curriculum vitae, etc.) and includes examples of each format. It also provides many links to additional resources on resume writing, cover letters, interview preparation, and career development topics that may be useful for retail supervisor roles.
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.
The document summarizes an English 1 module that prepares students for tertiary studies by developing their academic writing, reading, listening and speaking skills over an 18-week period through lectures, tutorials and self-study. The module aims to teach skills like 5-paragraph essay writing, referencing, analyzing texts and presentations, and will assess students through essays, presentations and a final exam. Upon completing the module, students will be able to produce well-structured writing, critically analyze texts, and demonstrate English language proficiency for university-level work.
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 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 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 be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information about 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 be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and grading system. The 5-credit module aims to develop students' English proficiency skills, particularly in academic reading, writing, listening, and speaking. Assessment includes two assignments, an online portfolio, and a final exam. Students must achieve a minimum of 80% attendance and complete all assessments to pass the module.
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 development. The module uses student-centered learning approaches and aims to help students achieve various learning outcomes and graduate capabilities.
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 learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document provides information about 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 be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. The module uses student-centered learning and Moodle for communication.
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 learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
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 learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
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 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 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 development. The module uses student-centered learning approaches like group work and presentations. Assessment includes two written assignments, a portfolio and a final exam.
This document provides information about 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 be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and grading system. The 5-credit module aims to develop students' English proficiency skills, particularly in academic reading, writing, listening, and speaking. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment includes two assignments, a portfolio, and a final exam evaluating students' ability to analyze texts, write essays, and develop communication skills. A variety of teaching methods like lectures, tutorials, and group work will be used to achieve the learning outcomes.
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 development. The module uses student-centered learning approaches like group work and presentations. Assessment includes two written assignments, a portfolio and a final exam.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and collaboratively create 3D models over several stages using various materials.
3. The individual project requires students to apply what they learned to create an original hanging mobile display for their Lego miniature, presenting design proposals and progress at the first tutorial session.
This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves researching a Lego miniature character and generating design ideas for a hanging mobile display for the character. Students will complete 4 parts to their design process journal: 1) researching their character, 2) generating keywords and abstract ideas, 3) investigating hanging mobiles, and 4) compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality of outcomes.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces 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 will complete 2D and 3D exercises to demonstrate understanding and application of principles. Assessment includes class participation, presentations, and a final exam. The module aims to help students recognize and apply design elements and principles and explain their use in simple projects.
The document describes a group project carried out by students to create a video applying concepts from social psychology. It includes an acknowledgment, introduction, methods section describing the storyboard, script, filming process and concepts covered. The video depicts two students, one hard-working and one lazy, to demonstrate concepts like confirmation bias, optimistic bias, social comparison, first impression, and observation learning. It discusses how roles were delegated and the video was filmed and edited to present the concepts in an engaging manner for the class presentation and report.
1. The document discusses a 3 day 2 night camp held by a group consisting of 5 members.
2. It covers topics in social psychology including counterfactual thinking, motivation theories, social loafing, attribution theory, and observational learning.
3. Key concepts summarized include counterfactual thinking as mentally changing the past, social loafing occurring more in large groups with low motivation, and observational learning involving attention, retention, initiation, and motivation after observing others.
Observational learning means learning by watching others and then imitating their behaviors. While it is effective for learning skills and behaviors, it cannot be used to learn abstract concepts like fear, attitudes, or opinions. The document provides two examples of how observational learning allowed the author to learn bicycle riding and egg cracking skills as a child by watching others perform the skills instead of through verbal instruction alone. Observational learning is sometimes necessary for learning skills that are difficult to explain through words alone.
Situational attribution refers to external influences or environmental factors affecting a person's actions or speech. Dispositional attribution refers to actions resulting from a person's internal characteristics like their education or what they learned from parents.
The author describes two situations where their friend, a top student and prefect, responded differently. When controlling a noisy class at school, he slammed his book on the table and called more prefects for help while shouting. However, at the tuition center with similar noise, he calmly took down student details to call their parents rather than shout.
The author concludes their friend made different decisions due to situational factors - the cooler, cleaner tuition environment made him more calm and mature in his response compared to
Counterfactual thinking involves imagining alternative outcomes for events that have already occurred. It is categorized into upward counterfactual thinking, which imagines a better outcome, and downward counterfactual thinking, which imagines a worse outcome. The document describes two personal experiences that illustrate each type of counterfactual thinking. The first involves a friend getting caught cheating on an exam, where the author imagines being able to help faster. The second involves the author getting caught trying to skip school, where they imagine their mother not scolding them in front of teachers. Both experiences led the author to conclude they involved the respective types of counterfactual thinking.
Social comparison involves comparing oneself to others on dimensions like grades, appearance, or possessions. There are two types: upward social comparison, where one compares to those better off, and downward social comparison, where one compares to those worse off in order to boost their self-esteem. The document describes two instances where the author engaged in downward social comparison. First, after receiving a poor grade in math, the author felt better comparing their grade to friends' lower grades. Second, after a car crash where a friend's car was totaled, the author felt better about their own damaged car compared to the friend's worse outcome. Downward social comparison was used in both cases to make the author feel better about their situation.
1) The document discusses confirmation bias, where a person only pays attention to information that confirms their existing beliefs and ignores information that contradicts their beliefs.
2) The author provides an example of how they ignored claims made by an acquaintance who was known to exaggerate or lie, because they had already determined not to believe anything that person said.
3) However, the author was more open to claims from their best friend, believing they would not lie.
4) During a social psychology lecture, the author realized they had demonstrated confirmation bias by ignoring the acquaintance's claims while believing their best friend.
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 provides the project brief for a social psychology group project worth 40% of the PSYC 0103 course. The project has three components: creating a video clip incorporating class concepts, a written report on the clip, and a presentation of the clip. It aims to help students recognize connections among concepts and perspectives in psychology and other disciplines. Students must undertake a literature review exploring significant texts and current trends. The report should demonstrate the development of thinking throughout the unit. Learning outcomes include understanding critical analysis, being a lifelong learner through self-reflection, demonstrating critical conceptual thinking, and developing collaborative and communication skills. Students will be assessed on their ability to reflect, analyze practice, argue their video clip design, structure ideas well, and
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 entries. Assignment 2 is a group comic project worth 10% that incorporates 5 concepts into a storyline. Assignment 3 has 3 parts worth 30%: a 3-5 minute video clip (10%), a 1500 word report (15%) identifying concepts in the clip, and a presentation (5%) explaining the concepts used. Tests 1 and 2 are each worth 15% and the e-portfolio is 10%.
This 3-sentence summary provides the key information about the document:
The document outlines the syllabus for a 3-credit hour social psychology module, including the module objectives to provide students with foundational knowledge in social psychology and develop their cognitive and soft skills. The module will be delivered over 18 weeks through lectures, tutorials, assignments including journals and a group project, tests, and a portfolio, and will cover major topics in social psychology like social cognition, perception, attitudes, prejudice, and relationships.
This report summarizes a charity drive event organized by a group called Meatball Mania Charity Drive. They held a food sale to raise funds for Pertiwi Soup Kitchen, a charity that provides food and medical care for the homeless and needy in Malaysia. The group sold foods like spaghetti, curry puffs, and orange juice. They analyzed competitors, packaged and priced their products, and promoted the event through posters highlighting their cause of helping feed the hungry. Their goal was to raise RM3000 for the charity through the food sales.
This document outlines the final project requirements for an Introduction to Business course. Students will form groups to plan and run a charity drive event. They must choose a product to sell and donate all profits to a charity. The project aims to give students practical business experience in areas like marketing, finance, and social responsibility. Students will be assessed based on a report, financial records, videos, and peer/self evaluations. The report should document the charity chosen, product details, promotional strategies, sponsors, and results of the event. Overall, the project provides an opportunity for students to apply their business knowledge while supporting an important cause.
This document provides information about a proposed smartwatch business called Averline. It introduces the business members and describes the smartwatch's key features such as long battery life, health and fitness tracking capabilities, security features, and navigation assistance. It also discusses the business's goals, target customer segments, marketing strategy, financial plan, organizational structure, and potential partnership opportunities. The document aims to outline the proposed smartwatch business from product details to business operations.
This document outlines the requirements for a business plan presentation project assigned in an Introduction to Business course. Students will form groups of up to 4 members and present a 10-minute business plan for a business they would like to start. The presentation should explain the business background, market analysis, marketing strategies, and management strategies. It will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contribution. Students are encouraged to use visual aids and cite sources for their research. The project aims to help students understand different types of businesses and evaluate factors involved in business operations.
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module is designed to give students an understanding of basic business concepts including different types of businesses and how internal and external factors affect operations. Modes of delivery include lectures, tutorials, and self-directed study. Assessment involves formative and summative components to evaluate students' understanding of topics like the goals and functions of businesses.
This document provides an outline and summary of an Ancient Greece project. It includes a timeline of important events in Ancient Greece, descriptions of key locations like Mount Olympus and characters from Greek mythology. It also includes sample scripts for two roleplaying stories, one about a war between the Greek gods and another about a Spartan war. References are listed at the end.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Course outline 3
1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module: ENGLISH 1 (ENGL 0105 / ELG 30505)
Prerequisite: None
Credit Hours: 5
Instructor: Thivilojana (603-56295624;Thivilojana.Perinpasingam@taylors.edu.my)
Module Synopsis
English 1 prepares students for tertiary studies. The module provides instruction and practice in, and assessment
of, English language skills and the discipline required for such study. This module focuses on development of
academic writing skills which includes the basic 5-paragraph essay writing for expository essays as well as
interpreting non-linear text. On the other hand, the reading skills will center on the analyses of contemporary
essay and reading texts. The other two skills which are covered in this course are listening and speaking skills.
These skills will be introduced to the students by providing them with listening tasks from talks and lectures and
basic oral presentation skills which will prepare them to converse more appropriately. At the end of the session,
they should be able to demonstrate English Language proficiency at both pre-university and tertiary level.
Module Teaching Objectives
The teaching objectives of the module are:
1. To develop basic 5-paragraph essay writing.
2. To introduce basic referencing skills.
3. To introduce and emphasize on the importance of analytical skills for contemporary essays and reading
texts.
4. To highlight the importance of listening and oral presentation skills and practice in interpreting non-linear
text.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Produce a well-developed and well-organised 5-paragraph expository essay.
2. Apply correct APA style referencing techniques.
3. Analyse contemporary essays and reading texts critically.
4. Analyse diagrams/charts and extract relevant information.
5. Analyse and listen to conversations in various interactive, social, professional and academic situations.
6. Identify the main idea and gist from lectures and talks.
7. Produce an effective presentation by applying the elements of an effective speaker.
Modes of Delivery
This is a 5 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 per week
Tutorial: 2 hours per week
Self-directed study: 7 hours per week
English 1 (ENGL 0105 / ELG 30505) August, 2014 1 | P a g e
2. 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.
English 1 (ENGL 0105 / ELG 30505) August, 2014 2 | P a g e
3. Taylor’s Graduate Capabilities (TGC)
T he teaching and learning approach at T aylor’s University is focused on developing the T aylor’s Graduate
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0
Discipline Specific Knowledge
1.1
Solid foundational knowledge in relevant subjects.
1,2, 3,4,5,6,7
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.
3,5,6,
2.2
Relate learned knowledge to everyday life.
2,3,4
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. 7
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.
-
English 1 (ENGL 0105 / ELG 30505) August, 2014 3 | P a g e
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 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.
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. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of
80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
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. 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.
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 irrespecti ve
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.
1. 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.
English 1 (ENGL 0105 / ELG 30505) August, 2014 4 | P a g e
5. 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 also refers to materials obtained from the
Internet too.
2. 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 that 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
Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Essay Writing Individual 1,2,3 Weekly 7 - 25%
Oral presentation Group 5,6,7 Week 13 - 25%
E-Portfolio Individual All Study Leave 10%
Final Exam Individual 1,2,4 40%
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6. Assessment Components
1. Essay Writing (Individual)
This assignment evaluates academic writing skills for a basic 5-paragraph process and expository type
essays. It also evaluates the student’s ability to research information to support the arguments proposed in
the essay, to cite the sources of information and also to provide a list of references.
2. Oral Presentation (Group)
T his assignment evaluates oral presentation and speaking skills. It also evaluates the student’s ability to
research information and present an effective presentation of his/her research. In addition, being a group
assignment, each student will experience cooperating and collaborating with other peers as a team with a
common goal.
3. T aylor’s Graduate Capabilities 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 MUST PASS
THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and T aylor’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.
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7. 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
Evidence of grasp of module matter; critical capacity and
Good
analytical ability, reasonable understanding of relevant
B 65 – 69 3.00 issues; evidence of familiarity with the literature.
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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8. Module Schedule
Week/Date Topic Lecture Tutorial
Info R / S.
Stdy
Week 1
4th – 7th
August
WRITING:
Subject and Outline Introductions
Writing
Essay Organizational Patterns
Planning a structure
Thesis Statements
Introductions and Conclusions
Structure of the Body Paragraph
2
2 7
Week 2
11th – 14th
August
Essay Organizational Patterns
Introduction to topics and main ideas
2
2 2
Week 3
18th – 21th
August
Understanding &
Developing the nature and length of different essay patterns
(Process and exposition)
2
2
7
Online
Information
Retrieval
Week 4
25th – 28th
August
Using cohesive devices Revising, Editing & Proof Reading
2
2
7
Online
Information
Retrieval
Week 5
1st – 4th
September
Using academic referencing conventions and academic
language
2
2
7
Online
Information
Retrieval
Week 6
8th – 11th
September
Interpreting from non-linear sources.
Interpreting charts, tables, graphs and diagrams
2
2
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7
Week 7
15th – 18th
September
Expressing opinions on more abstract topics.
Supporting & Justifying Opinions.
2
2 7
Week 8
22nd - 25th
September
Delivering an effective presentation
Planning an Oral Presentation
Preparing an Oral Presentation
Practicing for an Oral Presentation
2
2 7
Week 9
29thSeptember
- 2nd October
Oral Presentation Sessions 2
2
Video presentation
and digital
submission.
7
Video
presentation
and digital
submission.
9. Week 10
6th – 9th
October
LISTENING
Listening and note taking from lectures
Listening for main ideas and supporting details.
2
2 7
Week 11
13th – 16th
October
Listening to continuous discourse from academic lectures,
talks and discussions.
2
2 7
19/10 – 26/10 Mid-term break (Non-contact week)
Week 12
27th - 30th
October
Listening for specific information.
Identifying details
2
2 7
Week 13
3rd – 6th
November
Stress, rhythm and intonation.
Following signpost words.
2
2 7
Week 14
10th – 13th
November
READING
Skimming for general information and scanning for particular
information.
2
2
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7
Interactive
content
Week 15
17th – 20th
November
Identifying text organisational structure.
Identifying main & supporting ideas.
2
2
7
Interactive
content
Week 16
24th -27th
November
Understanding and evaluating arguments. Distinguishing
facts and opinions.
2
2
7
Week 17
1st – 4th
December
Summary Writing & Revision
2
2
7
Week 18
8th – 11th
December
Revision
e-Portfolio Submission
2
2
7
Week 19
9th - 13th
December
Study Leave
Week 20
16th - 20th
December
Final Exam
10. Note: The Module Schedule above is subject to change at short notice.
References
Main References:
1. Jakeman, V. & McDowell, C. (2008). New Insight into IELTS. Cambridge: Cambridge University Press.
2. Richards,C.,Kaur,B.,Ratnam,P.& Rajaretnam,T.(2008).Text Muet. A Strategic Approach.Malaysia:Longman.
3. Langan, J. (2008). College Writing Skills with Readings. (7th Ed.)New York: McGraw Hill.
Secondary References:
1. Sahanaya, W. & Lindeck, J.(2001). IELTS Preparation and Practice. Listening and Speaking. (2nd
ed.).Australia & New Zealand: Oxford University Press.
2. Terry, M. & Wilson, J. (n.d.) Focus on Academic Skills for IELTS. Longman.
3. INSEARCH UTS. (2007). Prepare for IELTS. Skills and Strategies, Book Two Reading and Writing.
Australia:INSEARCH University of Technology Sydney.
4. Jakeman,V. & McDowell, C. (2001) IELTS Practice Tests Plus. Essex: Pearson Education.
5. Jakeman,V. & C. McDowell. (1996). Cambridge Practice Tests for IELT. (Bks 1 & 2). Cambridge: Cambridge
University Press.
6. Cameron, P. (2000). Prepare for IELTS: the Preparation Course. Sydney:INSEARCH, UTS, Aust.
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