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 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 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 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, 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.
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 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 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 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 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 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, 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.
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 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.
La autora cuenta su experiencia de asistir a un concierto de Justin Bieber el 31 de octubre de 2013, un sueño hecho realidad. Llegó horas antes para hacer cola, esperó con ansias la llegada del artista. Cuando comenzó el show, su corazón latía con fuerza de la emoción de ver a Bieber en persona cantar sus canciones favoritas. A pesar de que el tiempo pasó rápido, fue una noche inolvidable que cumplió su sueño de ver a su ídolo en vivo.
This 20’ x 30’ exhibit was a beautiful standout at this year's PDAC show. Our client was extremely happy with the full service event solution provided. We are excited to work with them again soon!
Kwikdesk Company Presentation - Rish BhatiaRish Bhatia
Kwikdes is a company founded by Kevin Abosch in 2013 to create privacy focused communication apps. Their first app, OneOne, allowed for self-destructing messages hidden behind hashtags. Their current focus is the CryptoShift app currently in testing, which aims to provide uninterceptable, non-backend stored communications including revenue generating capabilities. Kwikdes is privately funded, receiving $20 million in Series A funding in 2014. While facilitating some illegal activity, they believe privacy will continue decreasing and see no true competition in their space from apps like YikYak, Secret, and Whisper.
O documento discute 9 desafios comuns que profissionais e empresários enfrentam ao usar o Snapchat pela primeira vez e como podem superá-los. Os principais pontos são a falta de métricas mensuráveis, a necessidade de conteúdo autêntico e espontâneo em vez de estratégias tradicionais, e construir público usando outros canais de mídia social.
This document provides an overview of pay per click (PPC) advertising. It defines PPC as an internet advertising model where advertisers pay publishers a fee each time an ad is clicked. The document outlines the key entities involved in PPC like advertisers, publishers and users. It also describes the basic workflow of a PPC ad campaign and lists some advantages like quick results and global reach. Finally, it introduces important PPC terminology and concepts needed to understand PPC advertising.
Oggi ogni tipo di interazione digitale fra uomo e macchina dovrebbe transitare da un UX Designer. Perché?
Lo scopriamo a CommitUniversity grazie a Simone Giomi
1. The document discusses the need for a biophotonic route to better understand the relationship between mind, brain, and the world. Current models make assumptions about their separate identities and roles that have not been established.
2. It proposes examining experiences related to measurable aspects of the world using biophoton signals spontaneously emitted by humans. Analysis of these signals reveals quantum signatures and holistic properties that contain biological information about the emitter.
3. Biophoton signals have been measured from 33 sites on the human body. Analysis of signal time series shows fluctuations containing finer details that establish the quantum nature of the signals and specify the quantum state of the dominant component.
Crue Universidades Españolas renueva su convenio con Banco Santander BANCO SANTANDER
Crue Universidades Españolas, asociación sin ánimo de lucro que representa a 76 universidades españolas públicas y privadas, ha suscrito hoy un nuevo convenio de colaboración con Banco Santander, entidad con la que colabora desde el año 2000 a través de Santander Universidades.
XVI Junta General de Accionistas de Universia Ana Botín: "La sociedad nos r...BANCO SANTANDER
La presidenta de Universia y Banco Santander, Ana Botín, ha destacado esta mañana en la XVI Junta General de Accionistas de Universia, celebrada en la Universidad de Córdoba, la necesidad de un sistema educativo basado en la “igualdad de oportunidades, diversidad, gobernanza renovada, flexibilidad y digitalización” para convertir en realidad el enorme potencial de España. La Junta ha servido como marco para repasar algunos de los logros y avances de la red Universia y para considerar la dirección a futuro.
Este documento contiene 25 preguntas sobre el contrato de trabajo y los derechos y obligaciones de empleadores y empleados según la legislación laboral española. Las preguntas cubren temas como los elementos del contrato de trabajo, quiénes pueden y no pueden firmar contratos, la duración del período de prueba, los tipos de contratos reconocidos, los derechos de los trabajadores como la sindicación, los permisos laborales y sus tiempos, la jornada laboral y las vacaciones.
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 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.
La autora cuenta su experiencia de asistir a un concierto de Justin Bieber el 31 de octubre de 2013, un sueño hecho realidad. Llegó horas antes para hacer cola, esperó con ansias la llegada del artista. Cuando comenzó el show, su corazón latía con fuerza de la emoción de ver a Bieber en persona cantar sus canciones favoritas. A pesar de que el tiempo pasó rápido, fue una noche inolvidable que cumplió su sueño de ver a su ídolo en vivo.
This 20’ x 30’ exhibit was a beautiful standout at this year's PDAC show. Our client was extremely happy with the full service event solution provided. We are excited to work with them again soon!
Kwikdesk Company Presentation - Rish BhatiaRish Bhatia
Kwikdes is a company founded by Kevin Abosch in 2013 to create privacy focused communication apps. Their first app, OneOne, allowed for self-destructing messages hidden behind hashtags. Their current focus is the CryptoShift app currently in testing, which aims to provide uninterceptable, non-backend stored communications including revenue generating capabilities. Kwikdes is privately funded, receiving $20 million in Series A funding in 2014. While facilitating some illegal activity, they believe privacy will continue decreasing and see no true competition in their space from apps like YikYak, Secret, and Whisper.
O documento discute 9 desafios comuns que profissionais e empresários enfrentam ao usar o Snapchat pela primeira vez e como podem superá-los. Os principais pontos são a falta de métricas mensuráveis, a necessidade de conteúdo autêntico e espontâneo em vez de estratégias tradicionais, e construir público usando outros canais de mídia social.
This document provides an overview of pay per click (PPC) advertising. It defines PPC as an internet advertising model where advertisers pay publishers a fee each time an ad is clicked. The document outlines the key entities involved in PPC like advertisers, publishers and users. It also describes the basic workflow of a PPC ad campaign and lists some advantages like quick results and global reach. Finally, it introduces important PPC terminology and concepts needed to understand PPC advertising.
Oggi ogni tipo di interazione digitale fra uomo e macchina dovrebbe transitare da un UX Designer. Perché?
Lo scopriamo a CommitUniversity grazie a Simone Giomi
1. The document discusses the need for a biophotonic route to better understand the relationship between mind, brain, and the world. Current models make assumptions about their separate identities and roles that have not been established.
2. It proposes examining experiences related to measurable aspects of the world using biophoton signals spontaneously emitted by humans. Analysis of these signals reveals quantum signatures and holistic properties that contain biological information about the emitter.
3. Biophoton signals have been measured from 33 sites on the human body. Analysis of signal time series shows fluctuations containing finer details that establish the quantum nature of the signals and specify the quantum state of the dominant component.
Crue Universidades Españolas renueva su convenio con Banco Santander BANCO SANTANDER
Crue Universidades Españolas, asociación sin ánimo de lucro que representa a 76 universidades españolas públicas y privadas, ha suscrito hoy un nuevo convenio de colaboración con Banco Santander, entidad con la que colabora desde el año 2000 a través de Santander Universidades.
XVI Junta General de Accionistas de Universia Ana Botín: "La sociedad nos r...BANCO SANTANDER
La presidenta de Universia y Banco Santander, Ana Botín, ha destacado esta mañana en la XVI Junta General de Accionistas de Universia, celebrada en la Universidad de Córdoba, la necesidad de un sistema educativo basado en la “igualdad de oportunidades, diversidad, gobernanza renovada, flexibilidad y digitalización” para convertir en realidad el enorme potencial de España. La Junta ha servido como marco para repasar algunos de los logros y avances de la red Universia y para considerar la dirección a futuro.
Este documento contiene 25 preguntas sobre el contrato de trabajo y los derechos y obligaciones de empleadores y empleados según la legislación laboral española. Las preguntas cubren temas como los elementos del contrato de trabajo, quiénes pueden y no pueden firmar contratos, la duración del período de prueba, los tipos de contratos reconocidos, los derechos de los trabajadores como la sindicación, los permisos laborales y sus tiempos, la jornada laboral y las vacaciones.
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 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.
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.
Ecn30205 course outline january 2015 semesterdanielsong15
This document provides information about the Principles of Economics module offered at Taylor's University, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The 5-credit hour module introduces key concepts in microeconomics and macroeconomics through lectures, tutorials, and self-study. Students will learn theories and apply them to understand economic behavior, markets, and national economies. Assessment includes participation, assignments, and a final exam. Policies address late submission, attendance, and a prohibition against plagiarism.
This report analyzes and compares two Chinese herbal medicine shops in Penang and Selangor by examining their histories, operations, products, services and similarities and differences. Poh Aun Tong Medical Hall in Georgetown, Penang is a small family-run business currently operated by the daughter of the founder, while Huah Shan Medical Hall in Subang Jaya, Selangor has expanded to multiple locations with over 10 employees under the experienced Chinese physician founder. The analysis concludes that Huah Shan Medical Hall has greater commercial success due to higher revenue and customer numbers as well as a wider range of products and additional services like acupuncture.
The document summarizes a group assignment to create a video and report exploring social psychology concepts. The group was tasked with planning, filming, and editing a video incorporating 5 concepts taught in their Social Psychology course. They were also asked to present the video and submit a report detailing the concepts applied. The document outlines the group's story about two friends entering college together, one facing racism and peer pressure that damages their friendship, before reconciliation. It also describes the group's methodology, including brainstorming ideas, securing resources and filming.
This video explores the impact of racism and prejudice on a friendship between an Indian boy and Chinese boy. As they start college, they are exposed to new people and social dynamics. Some students reject the Indian boy due to racial prejudices. Influenced by others' views, the Chinese boy stops associating with his longtime Indian friend, putting their friendship in jeopardy and demonstrating how racism can negatively affect relationships.
The document is a comic about a young girl living in a war-torn country. She is left to fend for herself and takes extraordinary measures to survive the hungry, bitter existence caused by enemy troops. The choices she makes during the war have dire consequences and are influenced by personal sentiment.
This document summarizes a student's journal entry for a social psychology course. It includes:
- The student's name, student ID, course details, lecturer name, and submission date.
- A summary of the student's reflections on how social conditioning in their early educational experiences shaped their views and behaviors as a student.
- An analysis of how social perceptions, influences, and interactions formed the basis of their social conditioning.
This document discusses plans to start an immersive gaming business. It notes that the gaming industry in Malaysia generates an estimated $7 billion in annual revenue. It identifies classic games like Tetris, Pong, and Breakout as potential competitors but notes their weaknesses include a lack of variety and catering to specific groups. The business will use marketing strategies like immersive experiences, hype from advertising and events, and in-game currency/purchasable items. Management roles are assigned to the four shareholders as CEO, Marketing, Technology Development, and Finance. Startup capital of $15 million is planned, with financial forecasts projecting profits of $6.73 million in the third year of operation.
The document discusses the major problems facing the natural environment such as climate change, global warming, rising sea levels, and ecosystem disturbances. It identifies the main causes of climate change as industrial waste from businesses, profiteering ignorance, and illegal logging. The proposed solutions are to enact policies and hold leaders responsible for their actions.
The document discusses four murals/artworks by different Malaysian artists. The first artwork, "Melting" by Cloakwork, addresses global warming and uses bright colors and three-dimensional shapes. The second, "Single Mother" by Kenji Chai, depicts an orangutan swinging in an urban setting to represent a mother's love. The third work, "Rotan" by Tang Mun Kian, shows a mother asking her son which cane he wants for punishment. It commemorates a rattan shop. The fourth artwork, "Jimmy Choo" by Baba Chuah, depicts the proud parents of Jimmy Choo in front of a sculpture honoring his beginnings at a shoe store.
This document provides instructions for an oral presentation assignment. Students will work in groups of 4-5 to present on the analysis of mural paintings or steel artwork. Each group must choose 3 pieces of artwork and describe the artist's background, the artwork itself, and identify 5 concepts of effective public communication found in the artwork. The presentation should be 15-20 minutes. Students must submit their presentation materials and cover page by the due date. The presentation will be assessed based on understanding of the brief, content and organization, use of references, and grammar.
This document outlines an assignment for a photo blog on food, culture, and architecture for a class on communication and behavior. Students will work in groups of four to choose a location and take 25-30 photos on related topics like people, food, activities, and cultural buildings. They must include 20-30 words of writing per photo and captions. The blog will be assessed based on understanding the brief, content and organization of ideas, use of references, and grammar. It is due by November 3rd and worth 30 marks.
Global Situational Awareness of A.I. and where its headedvikram sood
You can see the future first in San Francisco.
Over the past year, the talk of the town has shifted from $10 billion compute clusters to $100 billion clusters to trillion-dollar clusters. Every six months another zero is added to the boardroom plans. Behind the scenes, there’s a fierce scramble to secure every power contract still available for the rest of the decade, every voltage transformer that can possibly be procured. American big business is gearing up to pour trillions of dollars into a long-unseen mobilization of American industrial might. By the end of the decade, American electricity production will have grown tens of percent; from the shale fields of Pennsylvania to the solar farms of Nevada, hundreds of millions of GPUs will hum.
The AGI race has begun. We are building machines that can think and reason. By 2025/26, these machines will outpace college graduates. By the end of the decade, they will be smarter than you or I; we will have superintelligence, in the true sense of the word. Along the way, national security forces not seen in half a century will be un-leashed, and before long, The Project will be on. If we’re lucky, we’ll be in an all-out race with the CCP; if we’re unlucky, an all-out war.
Everyone is now talking about AI, but few have the faintest glimmer of what is about to hit them. Nvidia analysts still think 2024 might be close to the peak. Mainstream pundits are stuck on the wilful blindness of “it’s just predicting the next word”. They see only hype and business-as-usual; at most they entertain another internet-scale technological change.
Before long, the world will wake up. But right now, there are perhaps a few hundred people, most of them in San Francisco and the AI labs, that have situational awareness. Through whatever peculiar forces of fate, I have found myself amongst them. A few years ago, these people were derided as crazy—but they trusted the trendlines, which allowed them to correctly predict the AI advances of the past few years. Whether these people are also right about the next few years remains to be seen. But these are very smart people—the smartest people I have ever met—and they are the ones building this technology. Perhaps they will be an odd footnote in history, or perhaps they will go down in history like Szilard and Oppenheimer and Teller. If they are seeing the future even close to correctly, we are in for a wild ride.
Let me tell you what we see.
STATATHON: Unleashing the Power of Statistics in a 48-Hour Knowledge Extravag...sameer shah
"Join us for STATATHON, a dynamic 2-day event dedicated to exploring statistical knowledge and its real-world applications. From theory to practice, participants engage in intensive learning sessions, workshops, and challenges, fostering a deeper understanding of statistical methodologies and their significance in various fields."
ViewShift: Hassle-free Dynamic Policy Enforcement for Every Data LakeWalaa Eldin Moustafa
Dynamic policy enforcement is becoming an increasingly important topic in today’s world where data privacy and compliance is a top priority for companies, individuals, and regulators alike. In these slides, we discuss how LinkedIn implements a powerful dynamic policy enforcement engine, called ViewShift, and integrates it within its data lake. We show the query engine architecture and how catalog implementations can automatically route table resolutions to compliance-enforcing SQL views. Such views have a set of very interesting properties: (1) They are auto-generated from declarative data annotations. (2) They respect user-level consent and preferences (3) They are context-aware, encoding a different set of transformations for different use cases (4) They are portable; while the SQL logic is only implemented in one SQL dialect, it is accessible in all engines.
#SQL #Views #Privacy #Compliance #DataLake
End-to-end pipeline agility - Berlin Buzzwords 2024Lars Albertsson
We describe how we achieve high change agility in data engineering by eliminating the fear of breaking downstream data pipelines through end-to-end pipeline testing, and by using schema metaprogramming to safely eliminate boilerplate involved in changes that affect whole pipelines.
A quick poll on agility in changing pipelines from end to end indicated a huge span in capabilities. For the question "How long time does it take for all downstream pipelines to be adapted to an upstream change," the median response was 6 months, but some respondents could do it in less than a day. When quantitative data engineering differences between the best and worst are measured, the span is often 100x-1000x, sometimes even more.
A long time ago, we suffered at Spotify from fear of changing pipelines due to not knowing what the impact might be downstream. We made plans for a technical solution to test pipelines end-to-end to mitigate that fear, but the effort failed for cultural reasons. We eventually solved this challenge, but in a different context. In this presentation we will describe how we test full pipelines effectively by manipulating workflow orchestration, which enables us to make changes in pipelines without fear of breaking downstream.
Making schema changes that affect many jobs also involves a lot of toil and boilerplate. Using schema-on-read mitigates some of it, but has drawbacks since it makes it more difficult to detect errors early. We will describe how we have rejected this tradeoff by applying schema metaprogramming, eliminating boilerplate but keeping the protection of static typing, thereby further improving agility to quickly modify data pipelines without fear.
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.
Analysis insight about a Flyball dog competition team's performanceroli9797
Insight of my analysis about a Flyball dog competition team's last year performance. Find more: https://github.com/rolandnagy-ds/flyball_race_analysis/tree/main
DATA COMMS-NETWORKS YR2 lecture 08 NAT & CLOUD.docx
Course outline
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
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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.
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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 (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.
-
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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 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.
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%
English 1 (ENGL 0105 / ELG 30505) August, 2014 5 | P a g e
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)
This 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. Taylor’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 Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
English 1 (ENGL 0105 / ELG 30505) August, 2014 6 | P a g e
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; e vidence 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.
English 1 (ENGL 0105 / ELG 30505) August, 2014 7 | P a g e
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
English 1 (ENGL 0105 / ELG 30505) August, 2014 8 | P a g e
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
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
English 1 (ENGL 0105 / ELG 30505) August, 2014 9 | P a g e
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.
English 1 (ENGL 0105 / ELG 30505) August, 2014 10 | P a g e