This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
Effective public communication updated course outlinehazel_crisostomo
This document provides information about the Effective Public Communication module offered at Taylor's University. The module is a 2-credit hour course taught over 18 weeks with the goal of developing students' interpersonal and group communication skills. Topics covered include communication concepts, perception, listening, group decision making, leadership and conflict. Students will learn to analyze interactions, handle conflicts, and respect cultural differences. The course involves weekly lectures, tutorials and self-study. Students will be assessed through participation, projects and a final exam.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the topics to be covered each week, including communication models, listening skills, conflict resolution, and group dynamics.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly 2-hour sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the weekly topics which will cover concepts like perception, verbal and nonverbal communication, listening, conflict resolution, and group dynamics.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes a test, group assignment, final exam, and individual e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It is taught through lectures and self-directed study.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and applications in various subjects. Key topics covered include algebra, trigonometry, calculus, matrices, integration, and statistics. Assessment includes a test, assignments, and a final exam to evaluate students' understanding and application of fundamental mathematical principles and problem solving abilities. Emphasis is placed on active student participation through group work and discussions.
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.
This document provides information for the INTRO TO DESIGN module. It outlines the module synopsis, teaching objectives, learning outcomes, delivery methods and assessment components. The module is a 5-credit course that introduces students to basic design elements, principles and processes through lectures, tutorials, study trips and design projects. Students will complete exercises and 2 projects to demonstrate their understanding and skills. They will be assessed through individual and group work, design journals, presentations and an ePortfolio. The module aims to equip students with foundational knowledge and skills in design.
Playing computer games can have both positive and negative effects on children. Positively, it can improve hand-eye coordination and reaction times. However, children may become overly addicted and ignore other responsibilities like exercise, socializing, and schoolwork, leading to health and academic issues. Violent games can also increase aggressive behavior, as children are rewarded within the games for such actions. Overall, while computer games provide some benefits, their overuse needs to be monitored and balanced with other activities to avoid harmful consequences.
Effective public communication updated course outlinehazel_crisostomo
This document provides information about the Effective Public Communication module offered at Taylor's University. The module is a 2-credit hour course taught over 18 weeks with the goal of developing students' interpersonal and group communication skills. Topics covered include communication concepts, perception, listening, group decision making, leadership and conflict. Students will learn to analyze interactions, handle conflicts, and respect cultural differences. The course involves weekly lectures, tutorials and self-study. Students will be assessed through participation, projects and a final exam.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the topics to be covered each week, including communication models, listening skills, conflict resolution, and group dynamics.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly 2-hour sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the weekly topics which will cover concepts like perception, verbal and nonverbal communication, listening, conflict resolution, and group dynamics.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes a test, group assignment, final exam, and individual e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It is taught through lectures and self-directed study.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and applications in various subjects. Key topics covered include algebra, trigonometry, calculus, matrices, integration, and statistics. Assessment includes a test, assignments, and a final exam to evaluate students' understanding and application of fundamental mathematical principles and problem solving abilities. Emphasis is placed on active student participation through group work and discussions.
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.
This document provides information for the INTRO TO DESIGN module. It outlines the module synopsis, teaching objectives, learning outcomes, delivery methods and assessment components. The module is a 5-credit course that introduces students to basic design elements, principles and processes through lectures, tutorials, study trips and design projects. Students will complete exercises and 2 projects to demonstrate their understanding and skills. They will be assessed through individual and group work, design journals, presentations and an ePortfolio. The module aims to equip students with foundational knowledge and skills in design.
Playing computer games can have both positive and negative effects on children. Positively, it can improve hand-eye coordination and reaction times. However, children may become overly addicted and ignore other responsibilities like exercise, socializing, and schoolwork, leading to health and academic issues. Violent games can also increase aggressive behavior, as children are rewarded within the games for such actions. Overall, while computer games provide some benefits, their overuse needs to be monitored and balanced with other activities to avoid harmful consequences.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project work.
This document outlines an assignment for an English class to write a compare and contrast essay about two different movie genres. Students must choose between action-comedy films or animated films, research the genre, view example movies, and write a 6 paragraph essay comparing or contrasting the two genres. The essay must be 600-1000 words and follow APA style for citations and referencing. Students must submit a draft for feedback and the final version is due by September 28th. The assignment aims to help students understand film genres, analyze and synthesize information to compare or contrast two movies, and communicate ideas in clear academic English.
Bus30104 new course outline august 2015 semesterQuo Ming
This document provides information about an 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. It will cover different types of businesses, factors that affect business operations, and the goals, functions, and social responsibilities of businesses. The module will be delivered through lectures and self-directed study. Assessment will include participation, assignments, and a final exam. Students will learn to analyze business issues from an ethical perspective.
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and adherence to the brief.
BUS30104 New Course Outline - August 2015 Semester.docQuo Ming
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 to start and manage one. Students will learn about human resources, marketing, production, and finance in businesses. Assessment involves assignments, projects, and a final exam. The module uses lectures, self-study, group work and discussions to teach concepts in a student-centered approach.
Ecn30205 course outline august 2015 semesterQuo Ming
This document provides information on the Principles of Economics module offered at Taylor's University. The 5-credit hour module introduces key microeconomic and macroeconomic concepts over 18 weeks through lectures, tutorials, and self-study. Assessment includes a class test, group assignment, final exam, and individual e-portfolio. The module aims to help students understand economic theories, market forces, and the overall workings of the economy.
This document is a journal entry by Lew Quo Ming, a student taking a social psychology course. In the entry, Lew discusses an example of experiencing confirmation bias regarding the movie "Thor: The Dark World." Lew was excited for the movie based on enjoying previous Marvel movies starring Chris Hemsworth. When friends said it wasn't as good, Lew did not believe them and chose to believe positive online reviews instead. Upon watching it, Lew realized it was not as good as expected. This showed how Lew's existing beliefs about the movie influenced how he interpreted information about it.
Acc30205 new course outline jan 2015 semesterQuo Ming
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule lists weekly topics covering introduction to accounting, bookkeeping, balance sheets, adjustments, and business forms over 19 weeks.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must consider the city form, zoning, transportation, sustainability and other factors.
4. The project aims to expose students to city elements and planning, and analyze the relationship between natural and built
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment and video clip. They will then prepare a written report and group presentation. The report should follow a specific format and include an introduction, method, discussion, and references sections. Students will be assessed based on their written report, video clip, and group presentation. Successful completion of the project will allow students to demonstrate implementation of concepts, critical thinking, and group work skills.
Both The Incredibles and Big Hero Six focus on family complications and share similar themes. Both movies show that teamwork is key to achieving goals, as the villains rely too heavily on technology like remote controls for their plans. The movies also portray how life can be unfair and unexpected events shape our paths. Overall, the movies approach similar issues families face and how life works in different ways through enjoyable animated stories.
Bus30104 intro to biz assignment business plan aug 2015Quo Ming
- The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. It provides context for the project, including its objectives, learning outcomes, tasks, submission requirements, assessment criteria, and rubric.
- Students must form groups, choose a business idea, develop a 10-minute presentation on the business plan, and submit any presentation materials. The presentation will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contributions.
- Guidelines are provided on the expected content of the presentation, including describing the business, conducting market and competitor analysis, explaining marketing and management strategies, and providing a financial plan and conclusion.
This document proposes building a commercial technology mall in Subang Jaya that specializes in buying and selling electronic devices. It will be powered by solar energy and collect rainwater. The mall will include shops like camera shops, mobile shops, game shops, an IT hypermarket, and banks. It will use a smart parking system and have outdoor dining. The goals are to promote technology, provide jobs, and encourage green practices like using renewable energy. Risks include delays, not getting approvals, budget issues, and accidents. Careful planning and using experienced teams can help mitigate these risks.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The objectives are to conduct a simple experiment, enhance teamwork and leadership skills, and encourage creative and critical thinking. Students must submit a written report in a specified format and give a 20 minute presentation plus Q&A. Plagiarism is strictly prohibited and will result in failure of the assignment. The project is worth 40% of the total course grade.
This document provides instructions for a group research assignment on comparing two similar businesses in different locations. Students must form groups of up to 6 members, choose two businesses within the same industry, conduct interviews and research, and write a 2,500-3,000 word report comparing the businesses. The report must follow a specific format and include sections on the business histories, descriptions, competitive analyses, recommendations, and references. Students will also present their findings to the class. The assignment aims to improve students' research, writing, and presentation skills.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the objectives of raising awareness of the natural environment.
This document summarizes concepts discussed by a group including Lew Quo Ming, Chang May Chen, Karen Choo, and Haroon Faleel. It outlines five key concepts: 1) Cognitive capacity and cognitive load, 2) Social loafing in groups, 3) Schemas and how they inform our experiences, 4) Prosocial behavior and theories of altruism, and 5) Self-serving bias in how people attribute positive and negative events. The document provides brief explanations and examples for each of these five psychological concepts.
This document discusses two pawnshops in Malaysia - Joo Ngiene Pawnshop in Alor Gajah and Choong Xin Pawnshop in Kota Damansara. It provides background on the history of pawnshops and then describes key aspects of the two businesses like their exterior, products offered, customer service, and ownership. Comparisons are made between the shops and recommendations are provided around improving brand recognition, changing perceptions, enhancing customer service, and updating image management. The document concludes by noting that Choong Xin Pawnshop has been commercially successful.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to develop students' interpersonal, group, and organizational communication skills. It will cover concepts like perception, listening, group decision making, leadership, and conflict. Students will learn verbal and nonverbal communication principles and apply them to analyze interactions. The module will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through projects, presentations and a portfolio. Attendance is compulsory and a minimum 80% is required to pass. The module uses a student-centered learning approach to facilitate an active learning process.
01 com30103 course outline (mra september 2015)Arissa Loh
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to develop students' interpersonal, group, and organizational communication skills. It will cover concepts like perception, listening, group decision making, leadership, and conflict. Students will learn verbal and nonverbal communication principles and apply them to analyze interactions. The module will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through projects, presentations and a portfolio. Attendance is compulsory and a minimum 80% is required to pass. The module uses a student-centered learning approach to facilitate an active learning process.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to introduce students to basic concepts and principles of interpersonal, group, and organizational communication. It will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through class tests, group projects, oral presentations, and a portfolio. The assessments are designed to evaluate students' understanding of communication concepts and their ability to apply communication principles in personal and professional interactions.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project work.
This document outlines an assignment for an English class to write a compare and contrast essay about two different movie genres. Students must choose between action-comedy films or animated films, research the genre, view example movies, and write a 6 paragraph essay comparing or contrasting the two genres. The essay must be 600-1000 words and follow APA style for citations and referencing. Students must submit a draft for feedback and the final version is due by September 28th. The assignment aims to help students understand film genres, analyze and synthesize information to compare or contrast two movies, and communicate ideas in clear academic English.
Bus30104 new course outline august 2015 semesterQuo Ming
This document provides information about an 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. It will cover different types of businesses, factors that affect business operations, and the goals, functions, and social responsibilities of businesses. The module will be delivered through lectures and self-directed study. Assessment will include participation, assignments, and a final exam. Students will learn to analyze business issues from an ethical perspective.
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and adherence to the brief.
BUS30104 New Course Outline - August 2015 Semester.docQuo Ming
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 to start and manage one. Students will learn about human resources, marketing, production, and finance in businesses. Assessment involves assignments, projects, and a final exam. The module uses lectures, self-study, group work and discussions to teach concepts in a student-centered approach.
Ecn30205 course outline august 2015 semesterQuo Ming
This document provides information on the Principles of Economics module offered at Taylor's University. The 5-credit hour module introduces key microeconomic and macroeconomic concepts over 18 weeks through lectures, tutorials, and self-study. Assessment includes a class test, group assignment, final exam, and individual e-portfolio. The module aims to help students understand economic theories, market forces, and the overall workings of the economy.
This document is a journal entry by Lew Quo Ming, a student taking a social psychology course. In the entry, Lew discusses an example of experiencing confirmation bias regarding the movie "Thor: The Dark World." Lew was excited for the movie based on enjoying previous Marvel movies starring Chris Hemsworth. When friends said it wasn't as good, Lew did not believe them and chose to believe positive online reviews instead. Upon watching it, Lew realized it was not as good as expected. This showed how Lew's existing beliefs about the movie influenced how he interpreted information about it.
Acc30205 new course outline jan 2015 semesterQuo Ming
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, individual final exam, and e-portfolio. The module schedule lists weekly topics covering introduction to accounting, bookkeeping, balance sheets, adjustments, and business forms over 19 weeks.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must consider the city form, zoning, transportation, sustainability and other factors.
4. The project aims to expose students to city elements and planning, and analyze the relationship between natural and built
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment and video clip. They will then prepare a written report and group presentation. The report should follow a specific format and include an introduction, method, discussion, and references sections. Students will be assessed based on their written report, video clip, and group presentation. Successful completion of the project will allow students to demonstrate implementation of concepts, critical thinking, and group work skills.
Both The Incredibles and Big Hero Six focus on family complications and share similar themes. Both movies show that teamwork is key to achieving goals, as the villains rely too heavily on technology like remote controls for their plans. The movies also portray how life can be unfair and unexpected events shape our paths. Overall, the movies approach similar issues families face and how life works in different ways through enjoyable animated stories.
Bus30104 intro to biz assignment business plan aug 2015Quo Ming
- The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. It provides context for the project, including its objectives, learning outcomes, tasks, submission requirements, assessment criteria, and rubric.
- Students must form groups, choose a business idea, develop a 10-minute presentation on the business plan, and submit any presentation materials. The presentation will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contributions.
- Guidelines are provided on the expected content of the presentation, including describing the business, conducting market and competitor analysis, explaining marketing and management strategies, and providing a financial plan and conclusion.
This document proposes building a commercial technology mall in Subang Jaya that specializes in buying and selling electronic devices. It will be powered by solar energy and collect rainwater. The mall will include shops like camera shops, mobile shops, game shops, an IT hypermarket, and banks. It will use a smart parking system and have outdoor dining. The goals are to promote technology, provide jobs, and encourage green practices like using renewable energy. Risks include delays, not getting approvals, budget issues, and accidents. Careful planning and using experienced teams can help mitigate these risks.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The objectives are to conduct a simple experiment, enhance teamwork and leadership skills, and encourage creative and critical thinking. Students must submit a written report in a specified format and give a 20 minute presentation plus Q&A. Plagiarism is strictly prohibited and will result in failure of the assignment. The project is worth 40% of the total course grade.
This document provides instructions for a group research assignment on comparing two similar businesses in different locations. Students must form groups of up to 6 members, choose two businesses within the same industry, conduct interviews and research, and write a 2,500-3,000 word report comparing the businesses. The report must follow a specific format and include sections on the business histories, descriptions, competitive analyses, recommendations, and references. Students will also present their findings to the class. The assignment aims to improve students' research, writing, and presentation skills.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the objectives of raising awareness of the natural environment.
This document summarizes concepts discussed by a group including Lew Quo Ming, Chang May Chen, Karen Choo, and Haroon Faleel. It outlines five key concepts: 1) Cognitive capacity and cognitive load, 2) Social loafing in groups, 3) Schemas and how they inform our experiences, 4) Prosocial behavior and theories of altruism, and 5) Self-serving bias in how people attribute positive and negative events. The document provides brief explanations and examples for each of these five psychological concepts.
This document discusses two pawnshops in Malaysia - Joo Ngiene Pawnshop in Alor Gajah and Choong Xin Pawnshop in Kota Damansara. It provides background on the history of pawnshops and then describes key aspects of the two businesses like their exterior, products offered, customer service, and ownership. Comparisons are made between the shops and recommendations are provided around improving brand recognition, changing perceptions, enhancing customer service, and updating image management. The document concludes by noting that Choong Xin Pawnshop has been commercially successful.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to develop students' interpersonal, group, and organizational communication skills. It will cover concepts like perception, listening, group decision making, leadership, and conflict. Students will learn verbal and nonverbal communication principles and apply them to analyze interactions. The module will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through projects, presentations and a portfolio. Attendance is compulsory and a minimum 80% is required to pass. The module uses a student-centered learning approach to facilitate an active learning process.
01 com30103 course outline (mra september 2015)Arissa Loh
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to develop students' interpersonal, group, and organizational communication skills. It will cover concepts like perception, listening, group decision making, leadership, and conflict. Students will learn verbal and nonverbal communication principles and apply them to analyze interactions. The module will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through projects, presentations and a portfolio. Attendance is compulsory and a minimum 80% is required to pass. The module uses a student-centered learning approach to facilitate an active learning process.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to introduce students to basic concepts and principles of interpersonal, group, and organizational communication. It will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through class tests, group projects, oral presentations, and a portfolio. The assessments are designed to evaluate students' understanding of communication concepts and their ability to apply communication principles in personal and professional interactions.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to develop students' interpersonal, group, and organizational communication skills. It will cover concepts like perception, listening, group decision making, leadership, and conflict. Students will learn verbal and nonverbal communication principles and apply them to analyze interactions. The module will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through projects, presentations and a portfolio. Attendance is compulsory and a minimum 80% is required to pass. The module uses a student-centered learning approach to facilitate an active learning process.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills. It will cover concepts like perception, listening, group decision-making, and conflict handling. Assessment will include a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and aims to help students improve their communication abilities for both personal and professional purposes.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module introduces concepts of interpersonal and group communication skills for personal and professional development. Assessment includes a class test, group project blog, and individual oral presentation. Students will develop skills in communication principles, cultural awareness, and conflict handling to achieve the learning outcomes of explaining and applying communication concepts between individuals and groups. The module uses student-centered learning with formative and summative assessments to evaluate students' mastery of topics and graduate capabilities.
This document provides information about the Effective Public Communication module offered at Taylor's University. The module is a 2-credit hour course taught over 18 weeks that focuses on developing students' interpersonal and group communication skills. Topics covered include communication concepts, perception, listening, group decision making, leadership and conflict. The course aims to help students understand communication concepts, apply communication principles in interactions, and demonstrate skills in handling conflict and cultural differences. Students will be assessed through participation, projects, and a final exam.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to introduce students to basic concepts and principles of interpersonal, group, and organizational communication. It will be delivered over 18 weeks through weekly 1-hour lectures and 1-hour tutorials, as well as 3.7 hours of self-study per week. Students will be assessed through a class test, group project blog, oral presentation, and portfolio. The module aims to help students understand different communication concepts and apply communication principles in interactions at both the individual and group levels.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to develop students' interpersonal, group, and organizational communication skills. It will cover concepts like perception, listening, group decision making, leadership, and conflict. Students will learn verbal and nonverbal communication principles and apply them to analyze interactions. The module will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through projects, presentations and a portfolio. Active participation is expected and attendance of 80% is required to pass.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to introduce students to basic concepts and principles of interpersonal, group, and organizational communication. It will be delivered over 18 weeks through weekly lectures, tutorials, and self-study. Students will be assessed through a class test, group project blog, oral presentation, and portfolio. The module aims to help students understand different communication concepts and apply communication principles in interactions at both the individual and group levels.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit hour module aims to introduce students to basic concepts and principles of interpersonal, group, and organizational communication. It will be delivered over 18 weeks through weekly 1-hour lectures and 1-hour tutorials, as well as 3.7 hours of self-study per week. Students will be assessed through a class test, group project blog, oral presentation, and portfolio. The module aims to help students understand different communication concepts and apply communication principles in interactions at both the individual and group levels.
This document provides information on the "Effective Public Communication" module, including its objectives, learning outcomes, teaching methods, and policies. The key points are:
1. The module introduces concepts and principles of interpersonal and group communication skills for personal and professional development.
2. Students will learn about communication concepts, analyzing interactions, handling conflicts, and respecting cultural differences.
3. The module is taught through weekly lectures, tutorials, self-study assignments, and group projects to develop students' communication and teamwork skills.
This document provides information on the "Effective Public Communication" module, including its objectives, learning outcomes, teaching methods, and policies. The key points are:
1. The module introduces concepts and principles of interpersonal and group communication skills for personal and professional development.
2. Students will learn about communication models, perception, listening, group decision making, leadership and conflict.
3. The module is delivered through weekly lectures, tutorials, self-study, and focuses on developing students' communication abilities through group projects and participation.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit hour module introduces concepts and principles of interpersonal, group, and organizational communication. It aims to help students understand different communication situations and apply communication principles when interacting with others individually and in groups. The module uses student-centered learning approaches like group discussions, presentations, and experiential learning. Assessment includes class participation, projects, and a final exam.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different environmental elements, describe their characteristics, analyze relationships between nature and development, and communicate their understanding using various media. Assessment includes class participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active, self-directed learning process.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different natural and built environment elements, describe their characteristics, analyze their relationships, and communicate their observations. The module uses student-centered learning approaches and assessments include class participation, presentations, and a final exam.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, ePortfolio and class participation. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with lectures, tutorials and self-directed study. Students will work on two projects - the first on natural environments and the second on built environments. They will also maintain a journal on topics covered. Assessment will include these projects, the journal and an ePortfolio. The module aims to develop students' skills in recognizing environmental elements, describing characteristics, analyzing developments, and communicating ideas.
This document is a group assignment for a financial management course submitted by 6 students. It provides an analysis of KEN Holdings Berhad, a Malaysian property development and investment holding company. The analysis includes the company's background, vision/mission, financial performance from 2013-2017, contributions from different business segments, evaluation of major industries, and conclusions/recommendations. Key points are that the property development segment is the largest revenue contributor, accounting for over 60% of total revenue in 2017. The company achieved higher sales and revenue recognition from its KEN Rimba Condominium 1 project.
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The document summarizes a charity drive organized by students to raise funds for Persatuan Penjagaan Kanak-Kanak Cacat Klang Selangor (PPKKCKS), a home for disabled children. The group sold products like frozen yogurt, cakes, coffee, and Maggie mee across campus. They used various promotion and distribution strategies and received a sponsorship of RM2,300. A total of RM2,152 was raised for PPKKCKS through their efforts over the week-long drive.
The document provides a 1015 word compare and contrast essay analyzing the animated films The Incredibles and Big Hero Six. Both films focus on family complications and share the theme that teamwork is key to achieving goals. Additionally, the films show that relying solely on technology can be a weakness, and that life is sometimes unfair. In conclusion, animated movies are enjoyable for all ages due to their storytelling and themes.
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 summarizes key concepts from social psychology. It discusses how first impressions are formed based on a person's appearance, actions, and other factors. It provides examples of both positive and negative first impressions. It also discusses stereotypes based on gender, ethnicity and occupation and how prejudices can form from these stereotypes. The document defines prosocial behavior, aggression, and negative attributional style, providing examples of each. It examines how these concepts relate to relationship satisfaction and conflict between people.
The document is a research report from a group of students on social psychology concepts. It includes an introduction outlining the project goals of filming a video applying psychology concepts and creating a presentation. The method section describes filming over multiple days and editing the video. Key concepts applied in the video include gender prejudice, prosocial behavior, aggression, negative attributional style, and stereotypes. These concepts are demonstrated through characters in a story about a student facing challenges in her college life and relationship.
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.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
Bus30104 intro to biz final project aug 2015Quo Ming
The document provides information about a final project for an Introduction to Business course. The project requires students to form groups of up to 4 members to run a charity drive event. They will choose a product or service to sell during the event and donate all profits to a charity of their choice. Students must submit a charity drive report and supporting documents. The objectives of the project are to develop students' business skills and understanding of social responsibility. Students will be assessed based on the content of their report, achievement of goals, financial records, peer evaluation, and a self-reflection video.
This document outlines an oral presentation assignment for a class on effective public communication. Students must work in groups of 6-8 and present for 25 minutes on an analysis of two different businesses. They must describe the background, competitors/challenges, nature of business, and recommendations for the future of each business. Students are assessed based on their understanding of the task, quality of content, organization of ideas, use of references, and grammar. The presentation and materials are due on November 23, 2015.
The document provides information about 5 murals located at the Magic Art 3D Museum and Laman Seni 7even in Shah Alam, Selangor, Malaysia. The murals depict concepts related to communication, culture, and society through interactive oil paintings and 3D installations. The murals were created by artists from Thailand and Malaysia who aimed to convey messages about health, family, history, and culture through their artwork. The document also provides background on the museums and artists.
This document outlines an oral presentation assignment for a course on Effective Public Communication. Students will work in groups of 6-8 people to research and present for 15-20 minutes on analyses of mural paintings or steel artwork. Each group must analyze the artist's background, describe two artworks, and identify 5 communication concepts within them. Students must submit a soft copy of their presentation and cover page with their group members' names by the due date of November 16, 2015. The presentation will be assessed based on understanding the brief, content relevance, organization, use of references, and grammar.
This document outlines an assignment for a photo blog for a class on effective public communication. Students will work in groups of 5-6 and choose a location to focus on through 25-30 photos with 20-30 word captions each on topics like people, food, activities, and cultural buildings. The assignment aims to analyze communication and cultural differences. Students will be assessed on their understanding of the brief, content and organization, use of references, and grammar. The due date is October 12, 2015.
This document outlines plans for a new themed hotel in Genting Highlands, Pahang, Malaysia. The hotel aims to provide a luxurious and relaxed environment for business guests through 10 themed rooms including nature, cartoon, sci-fi, and ocean themes. It targets students, tourists, families and single travelers over 50. The hotel hopes to benefit from its good location, views, amenities and personalized service. Financial projections estimate profits of 48,000 MYR per owner by 2019 through room rentals and partnerships with local attractions.
- MK Land Holdings Bhd is an investment company operating in property development, leisure, education, and investment holdings. It will be launching two new projects in 2015 worth RM600 million.
- An analysis of MK Land's financial ratios from 2012-2013 shows improvements in profitability but worsening costs. Its stock performance from 2014-2015 was unstable and investing was not recommended.
- A comparison of MK Land's P/E ratios in 2012 and 2013 found it became less expensive in 2013, falling from 15 to 10.61, meaning returns would take less time for investors.
Acc30205 basic accounting assignment august 2015Quo Ming
This document outlines an assignment for a basic accounting course to analyze financial ratios for publicly traded companies. Students will form groups and select a company in the property or construction sector. They will analyze the company's annual reports from 2012-2013 to calculate ratios and interpret the results. Based on the ratios and P/E ratio, students must justify whether the company's shares are a worthy investment. The 1500-word report is due by the deadline and will be graded based on assessment criteria covering the company background, ratio calculations and interpretations, and investment recommendation.
The document summarizes a student group project comparing two pawn shops - Joo Ngien Pawnshop & Goldsmith in Melaka and Choong Xin Pawnshop in Kuala Lumpur. It includes an introduction to the group members and shops, a brief history of pawn broking, descriptions of the two shops outlining their founding, operations, customers, and competitive environment. Key details on interest rates, redemption periods, and typical monthly customers are provided for both shops. The project will conclude with a presentation comparing the businesses' competitive traits and providing recommendations.
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1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Center for Modern Architecture Studies in Southeast Asia
______________________________________________________________________________________
Foundation in Natural and Built Environments
Module: Effective Public Communication [COM 30103]
Prerequisite: None
Credit hours: 3
Instructor: P.Thivilojana (pthivilojana@taylors.edu.my)
Module Synopsis:
The module introduces and delves into the basic concepts and principles in the daily application of
interpersonal and group communication skills both for personal and professional development. Course
components include models and concepts within interpersonal, group and organizational communication
such as perception, listening, group decision making, leadership and conflict.
Module Teaching Objectives
1. To understand the concepts of communication, both verbal and nonverbal, and how people behave and
communicate in different situations.
2. To demonstrate the principles of communication and behaviour in analyzing interaction with others, both
at individual and at group levels
Module Learning Outcomes
Upon successful completion of the subject, students will be able to:
1. Explain the concepts of communication, both verbal and nonverbal, and how people behave and
communicate in different situations.
2. Apply the principles of communication and behaviour in analyzing interaction with others, both at
individual and at group levels.
3. To demonstrate an ability to analyse and response to handling conflict as well as efficient negotiation
skills in dealing with variety of individuals.
4. To be aware of the importance of cultural differences and respect cultural differences as well as to build
healthy and positive relationships with fellow students, co-workers and clients.
Modes of Delivery
This is a 3 credit hour module held over the 18 weeks, 2 hours per session, once a week. As each session
is set to achieve different milestones in the students’ communication skills attendance is compulsory.
Students are to be self-directed in their work and at times will need to work in groups on projects assigned
to them and must be able to display ability to work as a team player , and display effective verbal and
nonverbal communication skills. The breakdown of the contact hours for the module is as follows:
Contact hours
Lecture: 1 hours/week
Tutorial: 1 hours/week
Self-study: 3.7 hours/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 in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
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Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1-4
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life 1 & 2
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively
3.2 Define and analyse problems to arrive at effective solutions
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 3 & 4
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-
4. General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall
have the percentage grade assigned to the work on face value reduced by 10% for the first
day and 5% for each subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
Lecturers reserve the right to not accept any late submission after one (1) week.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance and Participation
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment
component, even though the student has achieved more than 50% in the overall assessment. Failure to
attempt all assessment components, including final exam and final presentation, will result in failing the
module irrespective of the marks earned, even though the student has achieved more than 50% in the
overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
Effective Public Communication (COM 30103): August 2015 4 | P a g e P a g e | 4 of 10
5. these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalised.
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.
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Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Class Test Individual 1 Class Test Week 8 20
Group Project – Blog
Group 2 & 4
Digital upload
Week 11
30
Oral Presentation Individual 2 & 3
Digital Upload
Week 16 & 17 40
Portfolio Individual
ALL
Digital upload Exam Week 10
6. Assessment Plan
Assessment Components
This module will be graded in the form of coursework. It consists of a class test, oral presentation as well as
a group project.
1. Class test (Individual)
This test will examine how much the students understanding of chapters covered throughout the semester
in class and test mastery of concepts of communication, both verbal and nonverbal and how people behave
and communicate in different situations
2. Oral Presentation (Individual)
This group work is designed to assess the ability of the students in applying the principles of communication
and behaviour in analyzing interaction with others, both at individual and group levels. Students will be given
four topics and will be required to choose one of them. The format of the assessment will be based on
verbal presentation.
3. Group Project- Blog (Group)
The group project which is in a form of a blog will demonstrate mastery of selected concepts from the
course selected by students. Students will be expected to show application of the principles of
communication at individual and at group levels as well as awareness of the importance of cultural
differences. Mastery of these concepts is manifested by translating the selected concepts into a blog.
Images, drawings, text and so on must be well edited, legible and composed.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
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7. Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding capacity to
analyze and synthesize; outstanding grasp of module matter;
evidence of extensive knowledge base
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity and
analytical ability; understanding of relevant issues; evidence of
familiarity with the literature
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and analytical
ability, reasonable understanding of relevant issues; evidence of
familiarity with the literatureB 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter; ability to
develop solutions to simple problems; benefitting from his/her
university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with subject
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
Effective Public Communication (COM 30103): August 2015 7 | P a g e P a g e | 7 of 10
8. Weekly Module Schedule
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
3rd-7th August
Lecture: Introduction to Effective Public
Communication.
1 1 3.7
Week 2
10th-14th Aug
Process of Human Communication
• Communication models
• Communication contexts
1 1 3.7
Week 3
17th-21st Aug
Perception
• Perception process
• Self in communication
• Barriers in perception
1 1 3.7
Week 4
24th-28th Aug
Verbal Messages
• Words and meaning
• Language and thought
1 1 3.7
Week 5
31stAugust-
4th
September
Verbal Messages
• Words in action
• Language problems
1 1 3.7
Week 6
7th -11th Sept
Nonverbal Messages
• Interpreting nonverbal messages
• Spatial and temporal cues
1 1 3.7
Week 7
14th-18th
Sept
Nonverbal Messages
• Time
• Visual and vocal cues
1 1 3.7
Week 8
21st-25th
Sept
Listening
• Importance of listening
• Types of listening
• Improving listening
1 1
3.7
Week 9
28th Sept-
2nd October
Conflict
• Definition
• Levels of conflict
• Conflict resolution
1 1 3.7
Week 10
5th-9th
October
Interpersonal Communication
• Bases of human attraction
• Characteristics of relationship
1 1 3.7
(On line
discussion/forum)
Effective Public Communication (COM 30103): August 2015 8 | P a g e P a g e | 8 of 10
9. Week 11
12th-16th
October
Interpersonal Communication
• Theories of relationship development and
dissolution
• Maintaining relationship
• Family communication
1
1 3.7
(Blog)
Week 12
19th-23rd
October
Small Group Communication
• Types of small groups
• Group dynamics
1 1 3.7
Week 13
26th-30th Oct
Small Group Communication
• Group structure
• Effective groups
1 1 3.7
Week 14
2nd-6th Nov
Discussion/ Class Activity related to Final
Project
1 1 3.7
DEEPAVALI BREAK (9TH-13th NOVEMBER)
Week 15
16th-20th Nov
Leaders in Group Communication
•Approaches to leadership
• Styles of leadership
• Functions of leadership
1
Oral
Presentation 3.7
Week 16
23rd-27th
November
Intercultural Communication
• Definition of culture
• Obstacles to intercultural definition
• Barriers to intercultural communication
The Group Project is due.
1
Final submission
of the Group
Project and
presentation.
3.7
Week 17
30th Nov-
4th December
Organization Communication
• Definition
• Organization culture
• Communication in an organization
1 1 3.7
Week 18
7th-11th Dec
E-Portfolio Submission 1
E-Portfolio
submission
3.7
Week 19
22nd
- 26th
June
Study Leave
*No final exam for EPC
Note: The Module Schedule above is subject to change at short notice.
Effective Public Communication (COM 30103): August 2015 9 | P a g e P a g e | 9 of 10
10. Recommended Reading
References
Main References : 1. Pearson, C.P., Nelson, E. N., Scott, T., Harter, H. (2013) Human Communication,
(5th ed.) Boston: McGraw Hill
2. Tubbs,S.L. & Moss, S. (2003) Human Communication: Principles and Contexts,
(11th ed.) Boston: McGraw Hill
Additional
References :
3. Beebe, S.A. & Materson, J.T. (2002) Communication in Small Groups: Principles
and practices, (8th ed.) New York: Harper Collin Publishers
4. Wilson, G.L., Hantz, A.M., and Hanna, M.S. (1995) Interpersonal Growth Through
Communication, (4th ed.) Iowa: William. C. Brown Publishers
5.Wood, J.T. (2002) Interpersonal Communication: Everyday Encounters, (3rd ed.)
Australia: Wadsworth
6. Jandt, F. E. (2010) An Introduction to Intercultural Communication: Identities in a
Global Community, (6th ed.) Los Angeles: SAGE Publications, Inc.
7. Samovar. L. A., Porter. R. E., McDaniel, E. R. (2010) Communication Between
Cultures, (7th ed.) Boston: Wadsworth, Cengage Learning
8. Adams, K. & Galanes, J.G. (2009) Communicating in Groups: Applications and
Skills (8th ed.) New York: McGraw Hill
9. Verderder,K.S., Verderber, R.F., Sellnow D.D. (2008) Communicate! (13th ed.)
Boston: Wadsworth, Cengage Learning
10. de Janasz,S.C., Dowd,K.O., Schneiler B. Z. (2009) Interpersonal Skills in
Organizations (4th ed.) New York: McGraw Hill
11. DeVito, J.E. (2009) The Interpersonal Communication Book (12th ed.) New
York: Pearson Education, Inc.
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