This document outlines the requirements for a group project to design an "Ultimate Survival Kit". Students will work in groups to develop a kit containing daily items that could help survive common boring or annoying situations. Each student must also develop one item individually, documenting the design process. The group must package the combined kit creatively and present how it could be used. Items must be modified using techniques like SCAMPER. Submissions include the packaged kit, instructions, and individual documentation. The project aims to develop critical and creative thinking skills through hands-on application.
O documento resume os resultados do Campeonato Brasileiro Centro-Oeste de Jiu-Jitsu 2014 na categoria adulto masculino branca super-pesado. Lucas Loureiro da Cia Paulista foi o campeão e Renan Lopes da Ribeiro JJ e Denilson Thomas da Gracie Humai ficaram em segundo e terceiro lugar, respectivamente.
Este documento presenta una antología de literatura española que incluye textos de la Edad Media hasta el Barroco. Contiene selecciones de obras como el Cantar de Mio Cid, El libro de buen amor, El Conde Lucanor, Coplas a la muerte de su padre de Jorge Manrique, La Celestina, textos de Garcilaso de la Vega, San Juan de la Cruz, Lazarillo de Tormes, Don Quijote, obras de Góngora, Quevedo, Lope de Vega y Calderón de la Barca. A
The document provides testimonials from real estate agents who attended brokerage training courses. The agents praise the training for improving their business and providing valuable skills and frameworks. They note benefits like increased confidence, conversion rates of buyers, and new perspectives on sales culture. The training is described as a "must-do" program that pays off immediately and helps agents succeed in an evolving real estate world.
El documento describe la estructura y composición de las membranas celulares. La membrana está compuesta principalmente por una bicapa lipídica formada por moléculas anfipáticas como los fosfolípidos. Esta bicapa confiere propiedades de impermeabilidad y fluidez a la membrana. Además contiene proteínas y carbohidratos que realizan funciones de transporte, reconocimiento y unión a otras células. La membrana es asimétrica y dinámica, y juega un papel fundamental en las
Este documento describe un proyecto para reparar la cancha del Liceo Nocturno Fausto Jiménez durante el año electivo 2015-2016. El proyecto tiene como objetivos adquirir los materiales necesarios para la reparación, presentar el proyecto a las áreas del centro, convocar a los padres para que se integren al proyecto, solicitar donaciones a empresas ferreteras, y planificar el uso y mantenimiento de la cancha con los maestros. El proyecto busca motivar a los adolescentes a practicar deportes para aprovechar
O documento resume os resultados do Campeonato Brasileiro Centro-Oeste de Jiu-Jitsu 2014 na categoria adulto masculino branca super-pesado. Lucas Loureiro da Cia Paulista foi o campeão e Renan Lopes da Ribeiro JJ e Denilson Thomas da Gracie Humai ficaram em segundo e terceiro lugar, respectivamente.
Este documento presenta una antología de literatura española que incluye textos de la Edad Media hasta el Barroco. Contiene selecciones de obras como el Cantar de Mio Cid, El libro de buen amor, El Conde Lucanor, Coplas a la muerte de su padre de Jorge Manrique, La Celestina, textos de Garcilaso de la Vega, San Juan de la Cruz, Lazarillo de Tormes, Don Quijote, obras de Góngora, Quevedo, Lope de Vega y Calderón de la Barca. A
The document provides testimonials from real estate agents who attended brokerage training courses. The agents praise the training for improving their business and providing valuable skills and frameworks. They note benefits like increased confidence, conversion rates of buyers, and new perspectives on sales culture. The training is described as a "must-do" program that pays off immediately and helps agents succeed in an evolving real estate world.
El documento describe la estructura y composición de las membranas celulares. La membrana está compuesta principalmente por una bicapa lipídica formada por moléculas anfipáticas como los fosfolípidos. Esta bicapa confiere propiedades de impermeabilidad y fluidez a la membrana. Además contiene proteínas y carbohidratos que realizan funciones de transporte, reconocimiento y unión a otras células. La membrana es asimétrica y dinámica, y juega un papel fundamental en las
Este documento describe un proyecto para reparar la cancha del Liceo Nocturno Fausto Jiménez durante el año electivo 2015-2016. El proyecto tiene como objetivos adquirir los materiales necesarios para la reparación, presentar el proyecto a las áreas del centro, convocar a los padres para que se integren al proyecto, solicitar donaciones a empresas ferreteras, y planificar el uso y mantenimiento de la cancha con los maestros. El proyecto busca motivar a los adolescentes a practicar deportes para aprovechar
This document outlines the requirements for a group project on creating an ultimate survival kit. The objectives are to apply critical and creative thinking skills. As a group, students must design a survival kit with 20 items, a manual, an advertisement video, and packaging. Each student must individually document the reasoning for two items they contributed. Groups will present their survival kits and be assessed on demonstrated understanding, creative process, originality, and advertising effectiveness. Individuals will be assessed on demonstrated understanding and documentation quality.
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.
This document outlines a group project assignment for a creative thinking skills course. Students will work in groups to design an ultimate survival kit with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the reasoning for two items they propose. Groups will be assessed based on understanding the brief, creative process, originality of the kit design, and effectiveness of the ad campaign. Individuals will be assessed on demonstrating understanding of the brief and quality of their item documentation.
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 included items. Each student must contribute 2 items and document their item selections. Groups must create packaging, a usage manual, an advertisement video, and maintain a process journal. Students will be evaluated both as a group based on meeting requirements, creativity, and effectiveness of their survival kit and individually based on their item contributions and documentation. The goal is to apply practical and creative thinking skills through investigating and designing an effective survival kit.
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.
This activity has students research 3 exhibitors attending the career forum by exploring their websites and noting potential questions to ask. Students are asked to predict which speaker from the information panel they think they will enjoy most and why. The handouts prepared in this activity will be used on forum day and after to record interactions and reflect.
This document provides information about hand tools and equipment used in illustration. It identifies two main categories: manual/hand tools and digital tools. Manual tools discussed include pencils, erasers, rulers, paper, compass, masking tape, drawing boards, coloring materials, sharpeners, triangular scales, dividers, and protractors. Digital tools mentioned are drawing tablets and scanners. The purpose and use of each tool is described. The document aims to teach learners about the various tools needed to complete illustration works.
Module 8 focuses on organization strategies and techniques. It aims to help students understand the importance of applying organization based on their personal preferences and patterns. The module contains three topics: 1) Understanding personal organization preferences and patterns, 2) Identifying organization methods that support preferences and patterns, and 3) Building a toolkit of organization strategies and techniques for starting a business. The goal is for students to leave with small, manageable organization changes that fit their natural styles.
This document outlines the final project requirements for a creative thinking skills course. The project involves rebranding a daily object and includes both individual and group components. For the individual part, students must develop a new name, logo, tagline, and packaging design for an assigned object. They must also submit a proposal report documenting their creative process. In groups, students will further develop one concept through an advertisement video, poster, and product presentation. The project aims to develop students' critical and creative thinking skills through divergent and convergent thinking exercises.
About BA320 - Business Information Systemsshannonfield
This course introduces business information systems from a management perspective. Students will work collaboratively on hands-on projects, using emerging technologies. Assessment is based on quizzes, projects, homework, presentations and a final exam. The class meets in a computer lab and incorporates interactive learning techniques like clickers and virtual conferencing. Students take an active role in constructing their own learning through research, peer feedback and reflection.
The document summarizes a workshop that aimed to encourage creativity and reflection in curriculum design using Viewpoints, a series of reflective tools. Participants were split into groups to address scenarios relating to assessment, information skills, or creativity using worksheet prompts. They mapped principles to a student timeline, selected implementation ideas, and discussed tailoring solutions. Groups then shared their key outputs. The presenters concluded by discussing next steps to refine the workshop format, develop an online tool, and disseminate examples.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and in-class product presentation for one object selected from part one. Students are assessed on creativity, understanding the brief, and collaboration. The goal is to improve students' critical and creative thinking skills.
This document outlines the requirements for a final project in a creative thinking skills course. The project involves rebranding a daily object in two parts:
1. Individual work to develop a new name, logo, tagline, and packaging design for an assigned daily object in an A4 report and physical packaging submission.
2. Group work to produce an advertisement video, poster, and in-class product presentation promoting the rebranding developed in part one. The project aims to develop critical and creative thinking skills through divergent and convergent idea generation and evaluation.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work developing an advertisement video, poster, and product presentation for one object selected from part one. Students are assessed on creative execution, meeting requirements, and collaboration. The goal is to improve students' critical and creative thinking skills through practical marketing tasks.
CTS Final project - Rbranding daily objectalianisaraflly
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to further develop one proposal, including creating an advertisement video, poster, and in-class product presentation. The objectives are to develop critical and creative thinking skills around rebranding and marketing a basic object. Students are assessed on meeting requirements, creativity, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and product presentation for one object selected from part one. Students simulate being salespeople to promote the product. The project aims to develop creative and critical thinking skills through rebranding a basic object.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and product presentation for one object selected from part one. Students simulate being salespeople to promote the product. The project aims to develop critical and creative thinking skills through divergent and convergent idea processes.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a group project on creating an ultimate survival kit. The objectives are to apply critical and creative thinking skills. As a group, students must design a survival kit with 20 items, a manual, an advertisement video, and packaging. Each student must individually document the reasoning for two items they contributed. Groups will present their survival kits and be assessed on demonstrated understanding, creative process, originality, and advertising effectiveness. Individuals will be assessed on demonstrated understanding and documentation quality.
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.
This document outlines a group project assignment for a creative thinking skills course. Students will work in groups to design an ultimate survival kit with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the reasoning for two items they propose. Groups will be assessed based on understanding the brief, creative process, originality of the kit design, and effectiveness of the ad campaign. Individuals will be assessed on demonstrating understanding of the brief and quality of their item documentation.
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 included items. Each student must contribute 2 items and document their item selections. Groups must create packaging, a usage manual, an advertisement video, and maintain a process journal. Students will be evaluated both as a group based on meeting requirements, creativity, and effectiveness of their survival kit and individually based on their item contributions and documentation. The goal is to apply practical and creative thinking skills through investigating and designing an effective survival kit.
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.
This activity has students research 3 exhibitors attending the career forum by exploring their websites and noting potential questions to ask. Students are asked to predict which speaker from the information panel they think they will enjoy most and why. The handouts prepared in this activity will be used on forum day and after to record interactions and reflect.
This document provides information about hand tools and equipment used in illustration. It identifies two main categories: manual/hand tools and digital tools. Manual tools discussed include pencils, erasers, rulers, paper, compass, masking tape, drawing boards, coloring materials, sharpeners, triangular scales, dividers, and protractors. Digital tools mentioned are drawing tablets and scanners. The purpose and use of each tool is described. The document aims to teach learners about the various tools needed to complete illustration works.
Module 8 focuses on organization strategies and techniques. It aims to help students understand the importance of applying organization based on their personal preferences and patterns. The module contains three topics: 1) Understanding personal organization preferences and patterns, 2) Identifying organization methods that support preferences and patterns, and 3) Building a toolkit of organization strategies and techniques for starting a business. The goal is for students to leave with small, manageable organization changes that fit their natural styles.
This document outlines the final project requirements for a creative thinking skills course. The project involves rebranding a daily object and includes both individual and group components. For the individual part, students must develop a new name, logo, tagline, and packaging design for an assigned object. They must also submit a proposal report documenting their creative process. In groups, students will further develop one concept through an advertisement video, poster, and product presentation. The project aims to develop students' critical and creative thinking skills through divergent and convergent thinking exercises.
About BA320 - Business Information Systemsshannonfield
This course introduces business information systems from a management perspective. Students will work collaboratively on hands-on projects, using emerging technologies. Assessment is based on quizzes, projects, homework, presentations and a final exam. The class meets in a computer lab and incorporates interactive learning techniques like clickers and virtual conferencing. Students take an active role in constructing their own learning through research, peer feedback and reflection.
The document summarizes a workshop that aimed to encourage creativity and reflection in curriculum design using Viewpoints, a series of reflective tools. Participants were split into groups to address scenarios relating to assessment, information skills, or creativity using worksheet prompts. They mapped principles to a student timeline, selected implementation ideas, and discussed tailoring solutions. Groups then shared their key outputs. The presenters concluded by discussing next steps to refine the workshop format, develop an online tool, and disseminate examples.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and in-class product presentation for one object selected from part one. Students are assessed on creativity, understanding the brief, and collaboration. The goal is to improve students' critical and creative thinking skills.
This document outlines the requirements for a final project in a creative thinking skills course. The project involves rebranding a daily object in two parts:
1. Individual work to develop a new name, logo, tagline, and packaging design for an assigned daily object in an A4 report and physical packaging submission.
2. Group work to produce an advertisement video, poster, and in-class product presentation promoting the rebranding developed in part one. The project aims to develop critical and creative thinking skills through divergent and convergent idea generation and evaluation.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report detailing their creative process.
2) Group work developing an advertisement video, poster, and product presentation for one object selected from part one. Students are assessed on creative execution, meeting requirements, and collaboration. The goal is to improve students' critical and creative thinking skills through practical marketing tasks.
CTS Final project - Rbranding daily objectalianisaraflly
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to further develop one proposal, including creating an advertisement video, poster, and in-class product presentation. The objectives are to develop critical and creative thinking skills around rebranding and marketing a basic object. Students are assessed on meeting requirements, creativity, and collaboration.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and product presentation for one object selected from part one. Students simulate being salespeople to promote the product. The project aims to develop creative and critical thinking skills through rebranding a basic object.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object with a new name, logo, tagline, and packaging design. Students submit a proposal and the physical packaging.
2) Group work to create an advertisement video, poster, and product presentation for one object selected from part one. Students simulate being salespeople to promote the product. The project aims to develop critical and creative thinking skills through divergent and convergent idea processes.
This document outlines the requirements for a final project involving rebranding a daily object. The project has two parts:
1) Individual work to rebrand an object through a new name, logo, tagline, and packaging design. Students submit a report explaining their process.
2) Group work developing an advertisement video, poster, and product presentation for one object. Students will be assessed on creativity, understanding the brief, and collaboration.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
Cts final project_survivalkit-2
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural and Built Environment (FNBE)
CREATIVE THINKING SKILLS [DST30204]
Prerequisite: None
Lecturers: Shazreene Nurjanna Shamsuddin, Noorul Iffa Mohd Nayan, Paul Nickson Atia
Final Project:
ULTIMATE SURVIVAL KIT
40% (10% Individual Documentation + 30% Group Presentation)
Introduction
“Survival Kits come in many shapes and sizes, but their importance lies in the ability of the user as well as the
environment in which the user finds themselves.”
Have you ever thought or experience of being struck by a horrible boredom in your life? Can you
list what is the most mind-numbingly boring thing you do in your life? What triggers it?
Everyone will face boredom in their life; is a common emotional or psychological state when an
individual is having no particular things to do, lose interest in the surroundings or feels that a day or a
period is dull or tedious. When it happens, most people are not mentally, physically or emotionally
prepared for the situation which ends up being pulled into the loop.
The idea of survival kit is to prepare ourselves in advance as an aid to survive in an emergency. It
usually consists of basic tools and essential supplies needed for survival in normally a short period of
time. This survival kit comes in a practical set of equipment, a handy box or case with manual
instructions and varies in shapes and sizes to serve a specific purpose.
2. 2
Objectives of Project
The objectives of this project:
To develop critical thinking and idea generation skills through investigation and application of a
wide range of thinking skills and techniques
To apply divergent and convergent thinking methods in researching, developing and
presenting ideas and conclusions in the form of tangible statements.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. Apply practical, critical and creative thinking skills within the assignments.
2. Explain the importance of expressing personal opinions as part of academic development and
the systematic journey(s) taken to evolve these statements
3. Document the process of transforming the imagination onto surface and the application of
‘synectics process’ which describes as a process of bringing all the process of modifications
and hybridization together to form an original idea.
Tasks - Methodology
GROUP TASK
In a group of 5 or 6, you will be given a theme and daily items to create your Ultimate Survival Kit. You
will discuss and brainstorm on ideas to further investigate the theme given. Each member in the group
will be given a different daily item and to combine all items together as one pack.
The themes or situations are as following:
1. How to survive in a boring class
2. How to survive queuing in line at the bank/post office/clinic
3. How to survive a horrible blind date
4. How to kill boredom while waiting for food delivery to your home
5. How to survive a painfully slow internet connection
6. How to face a delayed train/flight
7. How to survive being in a meeting/discussion with life’s most annoying people
8. How to defeat mental block when doing assignment/project
9. How to cope with nagging parents/family members
The daily items that must be included in the Survival Kit are illustrated below:
Water bottle(s) Wet tissue Coins Hair clip(s)
Chopsticks Balloon(s) Cotton bud
3. 3
The daily items must be as one of the tools/supplies in the Survival Kit but you have to fuse it (by using
SCAMPER technique as taught in class or other suitable techniques) to become a new item. Here is the
recap for your reference.
SCAMPER is an acronym: each of the seven letters stands for a specific method for coming up with
new ideas by transforming existing ideas. The seven methods corresponding to the seven letters are:
S – Substitute: components, materials, people, names
C – Combine: mix, combine with other assemblies or services, and integrate
A – Adapt: alter, change of function, use part of another element
M – Modify: increase or reduce in scale, change shape, modify attributes (e.g. color etc)
P – Put to another use
E – Eliminate: remove elements, simplify, reduce to core functionality
R – Reverse: turn inside out or upside down
INDIVIDUAL TASK (INDIVIDUAL DOCUMENTATION)
Individually, each student will be given one daily item to be developed/explored/fused and to include in
the survival kit. Students are to document the whole process starts from brainstorming ideas, the
making process (or prototype making if applicable) and the end product. It is also to insert at the
last page the group survival kit (photo with brief description).
Students are required to show their investigation, exploration and process via sketches, drawings,
doodles or diagrams (digital method is not allowed). Information should be clear and easy to read
and more visuals instead of lengthy paragraph.
Submission Requirement
This is a group project participate by all group members. Marks shall be deducted to those who don’t
participate in their group.
GROUP SUBMISSION
COMPONENTS OF SUBMISSION REQUIREMENT
1. All items should be included in the Survival Kit with some application of fuse
(SCAMPER technique). If there is no change from original condition, marks will be deducted
from individual whom has been assigned to the particular item.
Example of ultimate survival kit
4. 4
2. Manual on how to use the Survival Kit (size is determined by the packaging and should be
placed in the kit). The instructions have to be in diagrammatic approach as always seen in
IKEA product assembly guide.
3. Survival Kit Packaging, Logo and Branding (how do you put everything together?). The
items should be packaged properly and creatively (to put in a box or case) to reflect the theme
given to each group. There should be proper labeling, relevant choice of material and proper
segmentation of each item. You could think about creative names for each item to make the
Survival Kit more interesting.
4. A demonstration/presentation of how to use the Survival Kit. You may choose any type of
presentation or demonstration you want to make on the submission day (e.g short play,
launching day, or proposal presentation to client etc.). All arrangement is based on the group’s
effort.
FORMATTING
1. The survival kit packaging must be in handy size, probably can fit into a standard back pack
or hand luggage etc. (guidelines not strictly to; a 16-18inch of laptop screen, A4/A3 size etc.)
2. The manual instructions can be a leaflet/handout/brochure that folded or bound and to be
place inside the Survival Kit (also can be attached as part of the packaging).
3. The overall packaging, logo and branding are best to do digitally and treat it as a future product
from a company.
MATERIALS
1. Students are allowed to use any materials suitable with the given daily items. All materials
should be safe, legal and non-explosive.
SUBMISSION DETAILS:
PRESENTATION ON 2ND AUGUST 2016, TUESDAY (time and venue to be determined)
INDIVIDUAL SUBMISSION
COMPONENTS OF SUBMISSION REQUIREMENT
1. A proper documentation of A4; minimum 15-20 pages, to be bound (com/ring binding) with a
cover (front and back) and to be completed manually (hand written and hand drawn).
2. All process should be included in the documentation.
3. To include group work at the last page of the documentation.
SUBMISSION DETAILS:
SUBMISSION ON 5th AUGUST 2016, FRIDAY (time and venue to be determined)
*Gentle reminder;
Any work submitted late will yield 10% mark deduction. For works submitted later than 2 days, no
assessment will be done.
If you are sick on the submission day, you have to provide MC with an official letter signed by
parents/guardian explaining about your health condition. A formal email should be written to the module
coordinator a day before/or before submission time.
5. 5
PROJECT TIMELINE
**Note:
Group presentation is prepared based on students’ creativity, interesting presentation will definitely
boost the marks. All arrangement is based on group’s effort to provide props, multimedia etc. (if
needed). You are encouraged to record your presentation and scan your individual works before
submission for e-portfolio purposes.
Assessment Criteria
The assessment for this assignment will be based on:
Demonstrated understanding of the brief
Appropriateness, originality, creativity of the idea
Depth and quality of ideation process and idea elaboration
Workmanship, aesthetics and functionality of the final outcome
Marking Criteria
Marks should be distributed as follows:
Work will be assessed based on:
TGC
Acquired
Assessment Criteria Marks %
Group Component
Demonstrated understanding of brief 5 %
Creative process and development of creating the Survival Kit 40%
Originality and quality of the Survival Kit 30%
Effectiveness of the presentation/demonstration 10%
Weekly progress and tutorial/consultation with tutor 5%
(Will be calculated as 30%)TOTAL 100%
Individual Component
Individual documentation of daily items
10%
RAYA
BREAK
04/07/2016
-
08/07/2016
Project
briefing
WEEK 1
13/06/2016
Briefing
WEEK 3
28/06/2016
Briefing2nd
tutorial
Idea
concept,
indiv.
fusing
item
WEEK 4
12/07/2016
Briefing3rd
tutorial
Overall
concept,
finalizing
items
(design &
function)
WEEK 5
19/07/2016
Briefing4th
tutorial
Packagin
g, items
combinati
on with
casing/
bag/box
WEEK 6
26/07/2016
Briefing5th
tutorial
Branding,
name,
logo,
manual
instruction
WEEK 2
21/06/2016
Briefing1st
tutorial
Research,
ideation &
brainstorm
ing
GROUP PRESENTATION: 2ND AUGUST 2016 (TUESDAY)*
INDIVIDUAL BOOKLET SUBMISSION: 5th AUGUST 2016 (FRIDAY)
6. 6
Suggested References
1. de Bono, Edward, 1994, De Bono’s Thinking Course, BBC Books
2. Igor Byttebier, Ramon Vullings, G. Spaas, 2009, Creativity Today
3. Keith Sawyer, 2013, Zig Zag: The Surprising Path to Greater Creativity, Jossey-Bass