This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills that will help students apply critical and creative thinking approaches. It details the module objectives, learning outcomes, assessment components including projects, journals and portfolios, and weekly topics that will equip students with theory and techniques to enhance their design work. The module uses student-centered learning and aims to develop students' lifelong learning and problem-solving skills.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document is a compare and contrast essay analyzing the science fiction films Interstellar and Tomorrowland. It summarizes the plots of both films, noting they involve space travel and attempts to save humanity. It compares the themes of space and time travel explored in both movies. It also analyzes the similarities between the protagonist characters Copper from Interstellar and Casey from Tomorrowland, describing their unwillingness to give up. Finally, it summarizes that both films end by discovering new worlds and sharing this discovery in a way that saves humanity.
Blue Sapphire is a flood resilient, semi-tsunami and semi-earthquake resilient city located on the east coast of Malaysia that accommodates 100,000 citizens. The city is planned to be visually open with medium and high rise skyscrapers and uses maglev transportation. It has underground pipes to channel sewage and organic waste to treatment plants. The energy system uses local solar and wave energy. The city is divided into zones with different flood resilience measures like turf walls, mobile buildings, and earthquake-resistant immortal walls.
The document IDJ 2 appears to be a short code or identifier, possibly for an internal document. No other contextual information is provided in the brief reference that would allow for a meaningful 3 sentence summary of its contents.
This document is a process essay describing the steps taken to sketch a kitchen peeler. It begins by choosing a kitchen peeler as the object to sketch. The essay then details observing the peeler from different angles and preparing sketching tools. The process of sketching the peeler is described, including challenges with shading and perspective. Feedback was received from family and friends, and multiple attempts were made before completing a sketch that captured shadowing and three-dimensional effects. The two-hour sketching process provided a new learning experience.
LBS Bina Group is a Malaysian property developer founded in the 1960s. The document analyzes the company's financial ratios from 2012-2013. It finds that profitability ratios like return on equity and net profit margin improved significantly from 2012 to 2013, indicating higher profits. Liquidity ratios like current ratio declined slightly, suggesting liquidity became slightly worse. Debt levels and interest coverage improved, showing the company's financial position strengthened over this period.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document is a compare and contrast essay analyzing the science fiction films Interstellar and Tomorrowland. It summarizes the plots of both films, noting they involve space travel and attempts to save humanity. It compares the themes of space and time travel explored in both movies. It also analyzes the similarities between the protagonist characters Copper from Interstellar and Casey from Tomorrowland, describing their unwillingness to give up. Finally, it summarizes that both films end by discovering new worlds and sharing this discovery in a way that saves humanity.
Blue Sapphire is a flood resilient, semi-tsunami and semi-earthquake resilient city located on the east coast of Malaysia that accommodates 100,000 citizens. The city is planned to be visually open with medium and high rise skyscrapers and uses maglev transportation. It has underground pipes to channel sewage and organic waste to treatment plants. The energy system uses local solar and wave energy. The city is divided into zones with different flood resilience measures like turf walls, mobile buildings, and earthquake-resistant immortal walls.
The document IDJ 2 appears to be a short code or identifier, possibly for an internal document. No other contextual information is provided in the brief reference that would allow for a meaningful 3 sentence summary of its contents.
This document is a process essay describing the steps taken to sketch a kitchen peeler. It begins by choosing a kitchen peeler as the object to sketch. The essay then details observing the peeler from different angles and preparing sketching tools. The process of sketching the peeler is described, including challenges with shading and perspective. Feedback was received from family and friends, and multiple attempts were made before completing a sketch that captured shadowing and three-dimensional effects. The two-hour sketching process provided a new learning experience.
LBS Bina Group is a Malaysian property developer founded in the 1960s. The document analyzes the company's financial ratios from 2012-2013. It finds that profitability ratios like return on equity and net profit margin improved significantly from 2012 to 2013, indicating higher profits. Liquidity ratios like current ratio declined slightly, suggesting liquidity became slightly worse. Debt levels and interest coverage improved, showing the company's financial position strengthened over this period.
This document outlines an assignment for a research project comparing two similar businesses in different geographical locations. Students will work in groups to study and compare two trade or businesses, one located in the Klang Valley and another located elsewhere in Malaysia. They will conduct primary and secondary research on the businesses' histories, operations, competitive environments, and conduct interviews. Students must prepare a 2,500-3,000 word written report following APA style guidelines and present their findings in a 20-25 minute presentation. They will be evaluated based on the content and format of their written report and presentation skills. The document provides detailed instructions on the research methodology and requirements for the assignment.
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.
The video introduces characters Pui Chun Shian, Loh Mun Tong, Teo Chiang Long, and Leong Li Jing. It tells the story of Chun who forms a first impression of being friendly towards new classmates. Due to a false consensus led by Mun, Chun believes Crystal is only attracted to skinny boys. This leads Chun to shape his self-concept based on how he thinks Crystal perceives him in a looking-glass self way. Chun's belief turns into a self-fulfilling prophecy as he works out daily and successfully loses weight. The story also shows how Chun's friendship with Mun fulfills his need for love and belonging according to Maslow's hierarchy of needs.
The document summarizes key concepts from social psychology that are demonstrated in an accompanying comic strip. It discusses the concepts of persuasion, self-esteem, observational learning, evolutionary perspective, and post-decision resonance. For each concept, it provides a definition and explains how that concept is illustrated in a scenario from the comic involving a character named Ben and his experiences starting a new job in the city.
This document is a development proposal for a final project submitted by students Jiji Ng and Leong Li Jing. It includes an introduction to the site located along Jalan Yap Kwan Seng in Kuala Lumpur. The document then provides information on the existing conditions, surrounding context, and site analysis. Jiji Ng proposes developing a mini theme park on the site to promote Malaysian culture. Leong Li Jing proposes a fitness recreation center and commercial block. The professions needed for the projects are also outlined.
This document defines and provides examples of logical fallacies, which are flawed arguments that contain mistakes in reasoning. It divides fallacies into two types - fallacies of relevance, where the premises are irrelevant to the conclusion, and fallacies of insufficient evidence, where the premises do not provide enough support for the conclusion. Specific fallacies of relevance discussed include personal attacks, appealing to motives, and straw man arguments. Fallacies of insufficient evidence covered include appeals to authority, hasty generalizations, slippery slopes, and weak analogies.
This document provides information about a video report created by a group of students for their Social Psychology class. It includes an introduction outlining the purpose of the project, the concepts incorporated from class, and how each group member contributed. It then describes the methodology used to film the video, including the equipment, locations, and timeline of activities. The main body provides a synopsis of the story filmed, which focuses on a student named Chun who changes himself physically to try to attract a classmate he likes. It analyzes how the video incorporates five psychological concepts learned in class: first impressions, false consensus, looking glass self-theory, self-fulfilling prophecy, and love and belonging. In total, the document outlines the process
Haraju Cube in Kuala Lumpur is more commercially successful than Sweet Hug House in Kampar, Perak for a few key reasons:
- Haraju Cube is located in Empire Damansara, Kuala Lumpur, a new mixed development area that is more accessible and aims to satisfy business and lifestyle needs.
- The annual revenue of Haraju Cube is higher at RM216K compared to RM100K for Sweet Hug House.
- As the capital city, Kuala Lumpur tends to have higher income levels and more potential customers compared to Kampar, Perak.
The document provides a comparative analysis of two dessert businesses - Sweet Hug House located in Kampar, Perak and Haraju Cube located in Empire Damansara, Kuala Lumpur. It discusses their brief descriptions, competitive traits such as location, number of competitors, main products, revenue and number of customers. The analysis found that while Sweet Hug House currently only has one location and lower revenue, Haraju Cube is situated in a prime location in Kuala Lumpur with higher customer traffic and more competitors in the same building. The document aims to compare the businesses' strategies and performance.
This document outlines the requirements and structure for a student's residential landscape design project. It specifies that the project should include a title block, key plan, location plan, site images, plant and material palettes, cost estimation, maintenance plan, and design inspirations. It provides a template for the project to be presented across 5 boards, with each board containing different elements of the design process and final proposed plans, including conceptual diagrams, master plans, elevations, sections, and implementation details. The project aims to apply the student's learning around constructing natural built environments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating a wide range of thinking techniques and applying divergent and convergent thinking methods. Students will learn to identify their own thinking abilities and apply practical thinking skills in academic assignments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document outlines an assignment for a research project comparing two similar businesses in different geographical locations. Students will work in groups to study and compare two trade or businesses, one located in the Klang Valley and another located elsewhere in Malaysia. They will conduct primary and secondary research on the businesses' histories, operations, competitive environments, and conduct interviews. Students must prepare a 2,500-3,000 word written report following APA style guidelines and present their findings in a 20-25 minute presentation. They will be evaluated based on the content and format of their written report and presentation skills. The document provides detailed instructions on the research methodology and requirements for the assignment.
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.
The video introduces characters Pui Chun Shian, Loh Mun Tong, Teo Chiang Long, and Leong Li Jing. It tells the story of Chun who forms a first impression of being friendly towards new classmates. Due to a false consensus led by Mun, Chun believes Crystal is only attracted to skinny boys. This leads Chun to shape his self-concept based on how he thinks Crystal perceives him in a looking-glass self way. Chun's belief turns into a self-fulfilling prophecy as he works out daily and successfully loses weight. The story also shows how Chun's friendship with Mun fulfills his need for love and belonging according to Maslow's hierarchy of needs.
The document summarizes key concepts from social psychology that are demonstrated in an accompanying comic strip. It discusses the concepts of persuasion, self-esteem, observational learning, evolutionary perspective, and post-decision resonance. For each concept, it provides a definition and explains how that concept is illustrated in a scenario from the comic involving a character named Ben and his experiences starting a new job in the city.
This document is a development proposal for a final project submitted by students Jiji Ng and Leong Li Jing. It includes an introduction to the site located along Jalan Yap Kwan Seng in Kuala Lumpur. The document then provides information on the existing conditions, surrounding context, and site analysis. Jiji Ng proposes developing a mini theme park on the site to promote Malaysian culture. Leong Li Jing proposes a fitness recreation center and commercial block. The professions needed for the projects are also outlined.
This document defines and provides examples of logical fallacies, which are flawed arguments that contain mistakes in reasoning. It divides fallacies into two types - fallacies of relevance, where the premises are irrelevant to the conclusion, and fallacies of insufficient evidence, where the premises do not provide enough support for the conclusion. Specific fallacies of relevance discussed include personal attacks, appealing to motives, and straw man arguments. Fallacies of insufficient evidence covered include appeals to authority, hasty generalizations, slippery slopes, and weak analogies.
This document provides information about a video report created by a group of students for their Social Psychology class. It includes an introduction outlining the purpose of the project, the concepts incorporated from class, and how each group member contributed. It then describes the methodology used to film the video, including the equipment, locations, and timeline of activities. The main body provides a synopsis of the story filmed, which focuses on a student named Chun who changes himself physically to try to attract a classmate he likes. It analyzes how the video incorporates five psychological concepts learned in class: first impressions, false consensus, looking glass self-theory, self-fulfilling prophecy, and love and belonging. In total, the document outlines the process
Haraju Cube in Kuala Lumpur is more commercially successful than Sweet Hug House in Kampar, Perak for a few key reasons:
- Haraju Cube is located in Empire Damansara, Kuala Lumpur, a new mixed development area that is more accessible and aims to satisfy business and lifestyle needs.
- The annual revenue of Haraju Cube is higher at RM216K compared to RM100K for Sweet Hug House.
- As the capital city, Kuala Lumpur tends to have higher income levels and more potential customers compared to Kampar, Perak.
The document provides a comparative analysis of two dessert businesses - Sweet Hug House located in Kampar, Perak and Haraju Cube located in Empire Damansara, Kuala Lumpur. It discusses their brief descriptions, competitive traits such as location, number of competitors, main products, revenue and number of customers. The analysis found that while Sweet Hug House currently only has one location and lower revenue, Haraju Cube is situated in a prime location in Kuala Lumpur with higher customer traffic and more competitors in the same building. The document aims to compare the businesses' strategies and performance.
This document outlines the requirements and structure for a student's residential landscape design project. It specifies that the project should include a title block, key plan, location plan, site images, plant and material palettes, cost estimation, maintenance plan, and design inspirations. It provides a template for the project to be presented across 5 boards, with each board containing different elements of the design process and final proposed plans, including conceptual diagrams, master plans, elevations, sections, and implementation details. The project aims to apply the student's learning around constructing natural built environments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating a wide range of thinking techniques and applying divergent and convergent thinking methods. Students will learn to identify their own thinking abilities and apply practical thinking skills in academic assignments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submissions, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, office hours, communication tools, assessment details, general rules on attendance and submissions, plagiarism policy, student participation opportunities, student-centered learning approach, and types of assessment and feedback. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and present ideas. Students will learn to apply these skills to assignments and recognize how they can enhance personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and understanding of the material throughout the semester.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and present ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
Cts module outline april 2014_ revised date_22.4.2104Joe Onn Lim
This document provides information about a module on creative thinking skills taught at Taylor's University. The module aims to help students develop critical and creative thinking abilities to improve design work. It will cover techniques like mind mapping, random association, and translating ideas into visual forms. The module is worth 4 credits over 18 weeks, with lectures, tutorials and self-study. Students will be assessed through projects and are expected to apply practical and creative thinking skills and recognize characteristics of different thinking types.
Fnbe course outline (cts) july 2013 revision 170713yvonneechin
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
Fnbe course outline CTS July 2013 revision 170713Yvonne Chin
This document provides information about the Creative Thinking Skills module offered at a School of Architecture, Building & Design. The 3-credit module is taught over 18 weeks and aims to equip students with critical and creative thinking skills. It will be delivered through lectures, tutorials and self-study. Students will be assessed through individual and group projects, an idea journal, and an e-portfolio. The module uses student-centered learning and aims to develop skills like problem-solving, divergent thinking, and expressing ideas. Students must complete all assessments and maintain 80% attendance to pass.
Students are required to complete a group report on a historical site in Malaysia as part of their Citizenship Values Education course. The report must be between 20-25 pages and include an acknowledgments section, table of contents, introduction, objectives, research findings on the site visited including architecture and artifacts, a travel journal, and conclusions on what was learned from the project about teamwork, leadership, and tolerance. Photos from the group's visit are also required. Students must choose one historical site from among Malay civilization, Islamic civilization, Indian civilization, Chinese civilization, or Malaysia's pre-historic period to focus their report on. The assignment is due in Week 6 through the course website.
This document outlines the requirements and guidelines for a final charity drive project in an Introduction to Business course. Students will form groups to run a mock business venture selling products or services during a charity drive week. All profits must be donated to a charity organization of the students' choice. The project aims to provide practical business experience in areas like marketing, finance, and social responsibility. Students must submit a detailed charity drive report and supporting documents analyzing their business strategies and results. The report will be assessed based on various criteria like the content and analysis, financial records, goal achievement, and individual reflections and evaluations.
This document outlines the requirements for Project 1 of the Introduction to Business course. Students will form groups and present a 10-15 minute business plan presentation. The presentation should include details on the business background, market analysis, marketing strategies, management strategies, and financial plan. It will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contribution. Guidelines are provided on the expected content of the presentation slides and formatting of references. The goals are for students to understand different types of businesses and factors that affect business operations.
This document analyzes the market for a new detox tea company called HLF.TEA. It identifies the target customer as those interested in detoxification and healthy lifestyles. Nearby competitors include shops for slimming therapy, organic food, fruit juice, and premium tea, each with their own strengths and weaknesses. The document outlines HLF.TEA's marketing strategies, products and pricing, promotional plans, and management structure. It also provides a 3-year financial forecast projecting increasing yearly profits.
This document provides guidelines and requirements for a group assignment comparing two businesses in different geographical locations within the same industry. Students must form groups of 6 or less, select two businesses to research, conduct interviews and on-site observations, and write a 2,500-3,000 word report analyzing the competitive behaviors and comparing characteristics of the two businesses. They must also submit short video segments relevant to their site visits and research. The assignment aims to help students understand real-world market forces and consumer behavior and compare different types of market competition.
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 February 4th and will be graded based on correctly calculating ratios, interpreting the results, and the strength of the investment recommendation.
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% that incorporates 5 concepts into a storyline. Assignment 3 has 3 parts worth 30%: a 3-5 minute video clip incorporating class concepts, a 1500 word written report explaining the concepts in the clip, and a presentation of the clip to the class. Tests 1 and 2 are each worth 15% and the e-portfolio is worth 10%.
This document provides the project brief for a social psychology group project worth 40% of the PSYC 0103 course. The project has three components: creating a video clip incorporating class concepts, a written report on the clip, and a presentation of the clip. It aims to help students recognize connections among concepts and perspectives in psychology and other disciplines. Students must undertake a literature review exploring significant texts and current trends. The report should demonstrate developing thinking through analysis, reflection, and evaluation. Students must set goals and evaluate their own achievements. To pass, students must show understanding of critical analysis, be lifelong learners, demonstrate conceptual thinking development, and develop collaborative and communication skills through independent group inquiry. Students will be assessed on their ability to
The document discusses the halo effect and provides examples of how it can influence perceptions and judgments of people. Specifically, it describes how seeing an attractive person may lead one to assume they have other positive qualities without basis. The author acknowledges experiencing this by automatically associating an attractive girl's appearance with assumptions about her family, boyfriend, academics and talents. The halo effect can occur without awareness and influence how people feel about and think of others based primarily on superficial attributes.
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1. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Creative Thinking Skills [ ARC30104]
Prerequisite: None
Credit hours: 4
Instructor: Shazreene Nurjanna | ShazreeneNurjanna.Shamsuddin@taylors.edu.my
Module Synopsis
This module will equip students with theory and techniques that will help them understand the range of
thinking abilities and how enhancing these can result in a higher quality of design work. Students are
encouraged to explore or broaden their own ideas and thought processes with techniques such as mind-
mapping; expand, twist or synthesize ideas with techniques such as random association; and translate their
ideas into a tangible form which can be interactive, presentable, entertaining or a form of visual design
statement. They will also learn techniques to manage and develop ideas in collaborative efforts or as design
teams, in all its advantages.
Module Teaching Objectives
The teaching objectives of the module are:
1. To identify critical thinking and idea generation skills through the investigation and application of a wide
range of thinking skills and techniques.
2. To understand the modes of thinking commonly associated with critical thinking (left-brain), creative
thinking (right brain) as well as holistic (whole brain) thinking.
3. To implement divergent and convergent thinking methods in researching, developing and presenting
ideas and conclusions in the form of tangible statements.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Apply practical, critical and creative thinking skills within a variety of academic assignments
2. Recognize the characteristics of critical and creative thinking and their applications in students’ personal
and working lives
3. Identify the importance of expressing personal opinions as part of academic development and the
systematic journey(s) taken to evolve these statements
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
Lecture: 1 hour/week
Tutorial: 3 hours/week
Self-study: 3.6 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
2. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 2
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
3. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 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.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1-3
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
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1,2
3.2 Define and analyse problems to arrive at effective solutions 3
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes
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 2
6.2 Reflect on one’s actions and learning. 3
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. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 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.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. 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 E- 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 final exam and final presentation, will result in failing the module irrespective of
the marks earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
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
penalized.
5. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 5
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 teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project One
Individual -10%
Group-20%
1,2
Week 8
Week 9
Week 9 30%
Final Project
Individual -20%
Group-20%
1-3
Week 13
Week 17
Week 17 40%
Idea Journal
Individual
IDJ
1-3
Every 3/4
Weeks
- 20%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
6. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 6
Assessment Components
1. Project One – (Group + Individual)
This is an introduction project exploring creativity which they will need to extract information from a
particular topic/object/movie/song given to them. They will need to discuss through brainstorming session on
how to translate their idea and research using mind maps, doodles and story-boards. This video will be in
the form of an Ad Campaign or a Short Movie This project aims for students to work as a team to generate
ideas and allow them to express their creativity through effective visual communication.
2. Final Project - (Group + Individual)
The aim of the Final Project will be a review that illustrates the entire topic learned in this module which will
encourage problem solving, critical thinking and creative thinking through series of exploration,
innovation and creation process. The Final Project will concentrate on the development of ideas through
series of sketches, mind maps and diagrams in creating a game board.
3. Idea Journal - (Individual)
The aim of the idea journal is as a medium for students to express, record ideas, methods, techniques and
process of generating ideas. Students will also be given a topic to be placed in the sketch journal as an on-
going ideation process. Mind maps, sketches, scribbles, magazine/paper cuts are examples of items that
will be placed in the Idea Journal.
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.
7. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 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; 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
Pass
Evidence of minimally acceptable familiarity with module
matter, 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
8. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 8
WEEKLY MODULE SCHEDULE
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
2nd April 2015
Introduction to project module + projects
Project 1 Briefing 1 3 2
Week 2
9th April 2015
Lecture 1: Introduction to Creativity
Class Exercise 1 3 2
Week 3
16th April 2015
Lecture02: Generating Ideas (6 Thinking Hats, Mind Mapping,
Brainstorming)
IDJ 1 Briefing
1
3
( On line
discussion)
2
Week 4
23rd April 2015 Lecture03: Creative Process 1 3 2
Week 5
30th April 2015 Lecture 04: Traits of Creative Thinking 1 3 2
Week 6
7th May 2015
Lecture05: Creativity Through Convergent and Divergent
Thinking
1 3 2
Week 7
14th May 2015
Lecture06:Methods and Techniques
Briefing Final Project
Submission IDJ 1 | IDJ 2 Brief
1 3
2
Digital upload of
IDJ 1
SEMESTER BREAK (18th-24th MAY 2015)
Week 8
28th May 2015
Lecture 07: Problem Solvings
Project 1( Individual) Submission 1 3
2
Week 9
4th June 2015
PROJECT 1 PRESENTATION
1 3
2
Digital upload of
Project 1
Week 10
11th June 2015
Lecture08: The Abilities of a Critical Thinker
(E-Portfolio briefing)
1 3 2
Week 11
18th June 2015
Submission IDJ 2 | IDJ 3 Brief
1
3
2
Digital upload of
IDJ 2
Week 12
25th June 2015 Lecture 09: Approach in Selling Ideas 1 3 2
Week 13
2nd July 2015
Lecture 10: Creative People and Design
Final Project( Individual) Submission 1 3 2
Week 14
9th July 2015
Discussion/ Class Activity related to Final Project
1
3
( On line
discussion)
2
Week 15
16th July 2015
Discussion/ Class Activity related to Final Project
Submission IDJ 3 | IDJ 4 Brief
1
3
( On line
discussion)
2
Digital upload of
IDJ 3
HARI RAYA HOLIDAY (20th-26th JULY 2015)
Week 16
30th July 2015
Discussion/ Class Activity related to Final Project
1 3 2
Week 17
6th Aug 2015 FINAL PROJECT PRESENTATION 1 3
2
Digital upload of
Final Project
Week 18
13th Aug 2015
IDJ4-Idea Journal Book Cover Submission
E-Portfolio Submission
1 3
2
Digital upload of
E-portfolio
Week 19
19th Aug 2015
Study Leave/Final Exam
*No final exam for CTS
9. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 9
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Buzan, T., Buzan, B., 1996, The Mind Map Book: How to Use Radiant Thinking
to Maximize Your Brain's Untapped Potential, Plume; Reprint Edition.
2. de Bono, Edward, 1994, De Bono’s Thinking Course, BBC Books.
3. Fisher, A., 2002, Critical Thinking: An Introduction, Cambridge University Press.
4. Michalko, M., 2001, Cracking Creativity: The Secrets of Creative Genius, Ten
Speed Press; New edition
5. Thompson, A., 2003, Critical Reasoning: a Practical Introduction, Routledge,
2nd edition.
Additional
References :
1. Buzan, T., 2001, The Power of Creative Intelligence, Thorsons.
2. Eastaway, R., 2007, Out of The Box: 101 Ideas for Thinking Creatively, Duncan
Baird Publishers.
3. Ryan Ruggiero, V., 2009, The Art of Thinking, Longman; 9th Edition.
4. Robinson, Ken, 2001, Out of Our Minds: Learning to be Creative, Capstone.
5. Pink, Daniel H, 2005, A Whole New Mind: Why Right-Brainers Will Rule the
Future, Riverhead Books
6. Leo, A. M., 2006, On Creativity, Awakening the Creative Mind, Pelanduk
Publications, Malaysia