This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills, recognizing characteristics of different thinking types, and expressing opinions. The module will be delivered over 18 weeks involving lectures, tutorials and self-directed learning. Assessment includes portfolios and class participation is compulsory.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
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.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit hour module introduces concepts and principles of interpersonal, group, and organizational communication. It aims to help students understand different communication situations and apply communication principles when interacting with others individually and in groups. The module uses student-centered learning approaches like group discussions, presentations, and experiential learning. Assessment includes class participation, projects, and a final exam.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
Arc60103 (arc1313) march 2014 module outlineAnthony Chew
This document provides information about the Architecture Culture & History 1 module offered at Taylor's University. The module is a 3-credit course taught over 14 weeks through lectures, tutorials, and self-study. It aims to introduce students to architectural theory and examine the history of Western architecture from early times to the Enlightenment period. Students will learn about factors influencing architectural design and be able to analyze buildings. Assessment includes class participation, assignments, and a final exam. Attendance of 80% is required to pass, and late submissions are subject to penalties.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
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.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit hour module introduces concepts and principles of interpersonal, group, and organizational communication. It aims to help students understand different communication situations and apply communication principles when interacting with others individually and in groups. The module uses student-centered learning approaches like group discussions, presentations, and experiential learning. Assessment includes class participation, projects, and a final exam.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
Arc60103 (arc1313) march 2014 module outlineAnthony Chew
This document provides information about the Architecture Culture & History 1 module offered at Taylor's University. The module is a 3-credit course taught over 14 weeks through lectures, tutorials, and self-study. It aims to introduce students to architectural theory and examine the history of Western architecture from early times to the Enlightenment period. Students will learn about factors influencing architectural design and be able to analyze buildings. Assessment includes class participation, assignments, and a final exam. Attendance of 80% is required to pass, and late submissions are subject to penalties.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the topics to be covered each week, including communication models, listening skills, conflict resolution, and group dynamics.
Introduction To Business Course OutlineKhangWei Chin
This document provides information about an introductory business module taught at Taylor's University. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module is designed to provide students with an understanding of basic business concepts, different types of businesses, and the internal and external factors that affect business operations. It will be taught over 18 weeks through lectures, tutorials, and self-directed study. Students will be assessed through participation, presentations, and exams.
This document provides information on the Principles of Economics module offered at Taylor's University, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The 5-credit hour module introduces key microeconomic and macroeconomic concepts through lectures, tutorials, and self-study. Assessment includes participation, assignments, and a final exam. Students will learn to define economic terminology, analyze market forces, and explain concepts like GDP and unemployment.
This document provides an overview of the English 2 module offered between January and December 2014. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both the pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. The module is delivered over 18 weeks through weekly 4-hour lectures and tutorials. Students will learn to analyze texts, write essays and research papers, develop listening comprehension, and improve public speaking and interview skills. Assessment includes portfolios, presentations and exams. Students must attend at least 80% of classes and complete all assessments to pass.
Principle of Economics Research AnalysisKhangWei Chin
This document provides information about two hotels - Hotel Continental in Penang, Malaysia and The 5 Elements Hotel in Kuala Lumpur, Malaysia. It discusses the background and history of each hotel, as well as conducting a comparative analysis of their competitive traits in their respective markets. Both hotels operate in highly competitive markets with many similar competitors. The document analyzes factors like pricing, services offered, and marketing strategies to compete against other hotels in their locations.
This document summarizes key concepts from social psychology discussed in a tutorial, including social perception, motivation, social comparison, and evolutionary factors in helping. It provides daily life examples to illustrate each concept. For social perception, the author describes using traits like smiles to identify who to ask for directions while lost abroad. Intrinsic motivation in gaming and extrinsic motivation in studying are contrasted. Downward social comparison to boost self-esteem is explored. Evolutionary reasons for bystander effects in helping situations are considered.
The document discusses the key elements of cities and urban design. It defines what makes a city and explores their history and evolution. Some of the basic components of cities mentioned include infrastructure, transportation, utilities, and public services. The document also examines what characterizes a good, livable city, such as cleanliness, economic opportunities, education, safety, and environmental sustainability. It introduces the concept of a future city and suggests they will utilize advanced technology while conserving ecosystems. The document concludes by outlining several important elements of urban design like buildings, public spaces, streets, transportation, and landscaping.
English 2 Comparative and Contrast Essay Course OutlineKhangWei Chin
This document outlines an assignment for an English class to write a compare and contrast essay analyzing two movies from the same genre. Students must choose between a disaster/adventure genre or science fiction genre. They are instructed to research the genre, view relevant movies, and write a 6 paragraph essay comparing or contrasting two movies based on selected elements. The essay must be 600-1000 words and follow APA style guidelines for citations and formatting. Students will submit a draft for feedback and the final version is due on April 3rd. The assignment aims to help students understand film genres and demonstrate analytical writing skills.
This document provides instructions for an oral presentation assignment. Students will work in groups of 4-5 to present on the analysis of mural paintings or steel artwork. Each group must choose 3 pieces of artwork and describe the artist's background, the artwork itself, and identify 5 concepts of effective public communication found in the artwork. The presentation should be 15-20 minutes. Students must submit their presentation materials and cover page by the due date. The presentation will be assessed based on understanding of the brief, content and organization, use of references, and grammar.
This document compares and contrasts the PETRONAS Twin Towers and Kuala Lumpur Tower in Malaysia. The PETRONAS Twin Towers are 451.9 meters tall and were the world's tallest buildings from 1998-2004. The Kuala Lumpur Tower is 421 meters tall. Both buildings showcase Islamic architecture in their designs, with the PETRONAS Twin Towers featuring geometric patterns and the Kuala Lumpur Tower decorated with glass domes in the style of traditional Islamic architecture. The towers also differ in their functions, with the PETRONAS Twin Towers containing offices and tourist attractions, and the Kuala Lumpur Tower primarily built for telecommunications and featuring observation decks
This document summarizes key concepts from social psychology. It discusses six group members and defines five social psychology concepts:
1. Classical conditioning - When two stimuli are paired together, they may come to elicit the same response. An example given is a phone ring becoming associated with a friend asking to go out.
2. False consensus effect - The tendency for individuals to overestimate how much others share their own beliefs and behaviors. An example of thinking all friends believe driving sports cars is cool.
3. Optimistic bias - Believing negative events are less likely to happen to oneself. An example of thinking one won't get fined for illegal parking but others will.
4. Downward social comparison -
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% requiring incorporating 5 concepts into a storyline and brief oral presentation. Assignment 3 is a video clip, written report, and presentation worth 30% where students identify psychological concepts in a 3-5 minute video clip script and report.
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, final exam, and individual e-portfolio. The module schedule outlines weekly topics and aims to provide students with foundational accounting knowledge and skills.
The document compares two neighborhood parks - Taman Wawasan Recreational Park in Puchong, Malaysia and Surin Avenue Neighborhood Park in Singapore. Both parks serve local communities by providing green space for exercise and recreation. Taman Wawasan is larger with more facilities like a lake, basketball courts and a 1.62km jogging path. Surin Avenue is smaller but has a skate park and more trees. Both parks encourage outdoor activities and social gatherings to improve physical and mental well-being.
English 2 assignment - compare and contrast essayKhangWei Chin
This document provides a compare and contrast essay analyzing the zombie movies "Shaun of the Dead" and "World War Z". Both movies share similarities in their themes of love for friends/family, depictions of a zombie outbreak caused by bites/scratches, and methods for fighting zombies using guns/bullets. However, they differ in budget size and tone, with "Shaun of the Dead" having a smaller budget and more comedic plot versus the larger-budget and serious horror style of "World War Z". The essay analyzes specific comparable scenes and highlights the main characters' displays of bravery in protecting loved ones from the zombies.
Basic Accounting Ratio Analysis Assignment BriefKhangWei Chin
This document provides instructions for a group assignment on financial ratio analysis. Students must form groups of up to 3 members, select a publicly traded company, analyze the company's financial ratios over the past 2 years, and make an investment recommendation. The report is limited to 1500 words excluding references and appendices. It will be assessed based on the background provided on the company, accurate calculation of ratios, interpretation of ratios, and justification for the investment recommendation. Additional guidelines and assessment criteria are provided.
This document summarizes a site visit by a student to a semi-D housing construction site in Antara Gapi, Hulu Selangor. The objectives of the site visit were to observe construction processes and materials, understand construction techniques, and recognize roles in the industry. At the site, the student observed pile foundations, pad footings, and reinforcement cage construction. Pile foundations were used due to clay soil conditions and included precast concrete friction piles 15-24m in length. Pad footings were constructed by excavating, placing lean concrete, forming, and installing reinforcement cages with rebar.
Social Psychology Video Shooting ReportKhangWei Chin
The document describes a social psychology group project conducted by students. They filmed a video applying 5 psychology concepts: downward social comparison, observational learning, bystander effect, framing heuristics, and social impressions. The video tells the story of a boy, Mantis, going through his daily routine on campus and encountering situations demonstrating these concepts, such as comparing himself to a classmate with an older phone, imitating his lecturer's behaviors, not receiving help when falling, and being influenced by the wording on plasters offered by friends.
This document provides information on pad foundations including their suitability for medium loads, simple design, and cost effectiveness due to controlling foundation size. It then discusses the process for constructing a pad foundation including excavation, pouring concrete, adding reinforcement, and curing.
It also provides summaries of materials and designs for various aspects of building construction including brick walls with damp proof courses, plastering, roofing materials, flooring options for different rooms, cabinetry, tiles, and other finishes.
Window, door, and ironmongery options are listed with brief descriptions of their advantages such as maximum sunlight, weather tightness, durability, and aesthetic appeal.
Basic Accounting Assignment Ratio AnalysisKhangWei Chin
This document provides an analysis of the financial ratios of LTKM Berhad, a Malaysia-based investment holding company, for the years 2013-2014. The profitability ratios show improved performance from 2013 to 2014, with returns on equity increasing from 7.4% to 19.4% and net profit margins rising from 6.2% to 15.9%. Some stability ratios declined slightly over this period, such as working capital ratio decreasing from 2.4:1 to 1.8:1. However, the overall financial analysis indicates good profitability and growth for the company from 2013 to 2014.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 2-credit hour module aims to introduce students to basic concepts and principles of interpersonal and group communication skills for personal and professional development. It will be delivered over 18 weekly sessions combining lectures, tutorials, and self-study. Students will be assessed through a group blog, individual class test and oral presentation, and portfolio. The schedule outlines the topics to be covered each week, including communication models, listening skills, conflict resolution, and group dynamics.
Introduction To Business Course OutlineKhangWei Chin
This document provides information about an introductory business module taught at Taylor's University. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module is designed to provide students with an understanding of basic business concepts, different types of businesses, and the internal and external factors that affect business operations. It will be taught over 18 weeks through lectures, tutorials, and self-directed study. Students will be assessed through participation, presentations, and exams.
This document provides information on the Principles of Economics module offered at Taylor's University, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The 5-credit hour module introduces key microeconomic and macroeconomic concepts through lectures, tutorials, and self-study. Assessment includes participation, assignments, and a final exam. Students will learn to define economic terminology, analyze market forces, and explain concepts like GDP and unemployment.
This document provides an overview of the English 2 module offered between January and December 2014. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both the pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. The module is delivered over 18 weeks through weekly 4-hour lectures and tutorials. Students will learn to analyze texts, write essays and research papers, develop listening comprehension, and improve public speaking and interview skills. Assessment includes portfolios, presentations and exams. Students must attend at least 80% of classes and complete all assessments to pass.
Principle of Economics Research AnalysisKhangWei Chin
This document provides information about two hotels - Hotel Continental in Penang, Malaysia and The 5 Elements Hotel in Kuala Lumpur, Malaysia. It discusses the background and history of each hotel, as well as conducting a comparative analysis of their competitive traits in their respective markets. Both hotels operate in highly competitive markets with many similar competitors. The document analyzes factors like pricing, services offered, and marketing strategies to compete against other hotels in their locations.
This document summarizes key concepts from social psychology discussed in a tutorial, including social perception, motivation, social comparison, and evolutionary factors in helping. It provides daily life examples to illustrate each concept. For social perception, the author describes using traits like smiles to identify who to ask for directions while lost abroad. Intrinsic motivation in gaming and extrinsic motivation in studying are contrasted. Downward social comparison to boost self-esteem is explored. Evolutionary reasons for bystander effects in helping situations are considered.
The document discusses the key elements of cities and urban design. It defines what makes a city and explores their history and evolution. Some of the basic components of cities mentioned include infrastructure, transportation, utilities, and public services. The document also examines what characterizes a good, livable city, such as cleanliness, economic opportunities, education, safety, and environmental sustainability. It introduces the concept of a future city and suggests they will utilize advanced technology while conserving ecosystems. The document concludes by outlining several important elements of urban design like buildings, public spaces, streets, transportation, and landscaping.
English 2 Comparative and Contrast Essay Course OutlineKhangWei Chin
This document outlines an assignment for an English class to write a compare and contrast essay analyzing two movies from the same genre. Students must choose between a disaster/adventure genre or science fiction genre. They are instructed to research the genre, view relevant movies, and write a 6 paragraph essay comparing or contrasting two movies based on selected elements. The essay must be 600-1000 words and follow APA style guidelines for citations and formatting. Students will submit a draft for feedback and the final version is due on April 3rd. The assignment aims to help students understand film genres and demonstrate analytical writing skills.
This document provides instructions for an oral presentation assignment. Students will work in groups of 4-5 to present on the analysis of mural paintings or steel artwork. Each group must choose 3 pieces of artwork and describe the artist's background, the artwork itself, and identify 5 concepts of effective public communication found in the artwork. The presentation should be 15-20 minutes. Students must submit their presentation materials and cover page by the due date. The presentation will be assessed based on understanding of the brief, content and organization, use of references, and grammar.
This document compares and contrasts the PETRONAS Twin Towers and Kuala Lumpur Tower in Malaysia. The PETRONAS Twin Towers are 451.9 meters tall and were the world's tallest buildings from 1998-2004. The Kuala Lumpur Tower is 421 meters tall. Both buildings showcase Islamic architecture in their designs, with the PETRONAS Twin Towers featuring geometric patterns and the Kuala Lumpur Tower decorated with glass domes in the style of traditional Islamic architecture. The towers also differ in their functions, with the PETRONAS Twin Towers containing offices and tourist attractions, and the Kuala Lumpur Tower primarily built for telecommunications and featuring observation decks
This document summarizes key concepts from social psychology. It discusses six group members and defines five social psychology concepts:
1. Classical conditioning - When two stimuli are paired together, they may come to elicit the same response. An example given is a phone ring becoming associated with a friend asking to go out.
2. False consensus effect - The tendency for individuals to overestimate how much others share their own beliefs and behaviors. An example of thinking all friends believe driving sports cars is cool.
3. Optimistic bias - Believing negative events are less likely to happen to oneself. An example of thinking one won't get fined for illegal parking but others will.
4. Downward social comparison -
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% requiring incorporating 5 concepts into a storyline and brief oral presentation. Assignment 3 is a video clip, written report, and presentation worth 30% where students identify psychological concepts in a 3-5 minute video clip script and report.
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, final exam, and individual e-portfolio. The module schedule outlines weekly topics and aims to provide students with foundational accounting knowledge and skills.
The document compares two neighborhood parks - Taman Wawasan Recreational Park in Puchong, Malaysia and Surin Avenue Neighborhood Park in Singapore. Both parks serve local communities by providing green space for exercise and recreation. Taman Wawasan is larger with more facilities like a lake, basketball courts and a 1.62km jogging path. Surin Avenue is smaller but has a skate park and more trees. Both parks encourage outdoor activities and social gatherings to improve physical and mental well-being.
English 2 assignment - compare and contrast essayKhangWei Chin
This document provides a compare and contrast essay analyzing the zombie movies "Shaun of the Dead" and "World War Z". Both movies share similarities in their themes of love for friends/family, depictions of a zombie outbreak caused by bites/scratches, and methods for fighting zombies using guns/bullets. However, they differ in budget size and tone, with "Shaun of the Dead" having a smaller budget and more comedic plot versus the larger-budget and serious horror style of "World War Z". The essay analyzes specific comparable scenes and highlights the main characters' displays of bravery in protecting loved ones from the zombies.
Basic Accounting Ratio Analysis Assignment BriefKhangWei Chin
This document provides instructions for a group assignment on financial ratio analysis. Students must form groups of up to 3 members, select a publicly traded company, analyze the company's financial ratios over the past 2 years, and make an investment recommendation. The report is limited to 1500 words excluding references and appendices. It will be assessed based on the background provided on the company, accurate calculation of ratios, interpretation of ratios, and justification for the investment recommendation. Additional guidelines and assessment criteria are provided.
This document summarizes a site visit by a student to a semi-D housing construction site in Antara Gapi, Hulu Selangor. The objectives of the site visit were to observe construction processes and materials, understand construction techniques, and recognize roles in the industry. At the site, the student observed pile foundations, pad footings, and reinforcement cage construction. Pile foundations were used due to clay soil conditions and included precast concrete friction piles 15-24m in length. Pad footings were constructed by excavating, placing lean concrete, forming, and installing reinforcement cages with rebar.
Social Psychology Video Shooting ReportKhangWei Chin
The document describes a social psychology group project conducted by students. They filmed a video applying 5 psychology concepts: downward social comparison, observational learning, bystander effect, framing heuristics, and social impressions. The video tells the story of a boy, Mantis, going through his daily routine on campus and encountering situations demonstrating these concepts, such as comparing himself to a classmate with an older phone, imitating his lecturer's behaviors, not receiving help when falling, and being influenced by the wording on plasters offered by friends.
This document provides information on pad foundations including their suitability for medium loads, simple design, and cost effectiveness due to controlling foundation size. It then discusses the process for constructing a pad foundation including excavation, pouring concrete, adding reinforcement, and curing.
It also provides summaries of materials and designs for various aspects of building construction including brick walls with damp proof courses, plastering, roofing materials, flooring options for different rooms, cabinetry, tiles, and other finishes.
Window, door, and ironmongery options are listed with brief descriptions of their advantages such as maximum sunlight, weather tightness, durability, and aesthetic appeal.
Basic Accounting Assignment Ratio AnalysisKhangWei Chin
This document provides an analysis of the financial ratios of LTKM Berhad, a Malaysia-based investment holding company, for the years 2013-2014. The profitability ratios show improved performance from 2013 to 2014, with returns on equity increasing from 7.4% to 19.4% and net profit margins rising from 6.2% to 15.9%. Some stability ratios declined slightly over this period, such as working capital ratio decreasing from 2.4:1 to 1.8:1. However, the overall financial analysis indicates good profitability and growth for the company from 2013 to 2014.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module seeks to develop students' cognitive capabilities and help them apply thinking skills to academic work and life.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document provides information about a Creative Thinking Skills module offered in February 2014. It includes details such as instructors, module synopsis, teaching objectives, learning outcomes, assessment components and schedule. The module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and problem solving. Students will complete two projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and focuses on developing Taylor's Graduate Capabilities in students.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will learn to apply thinking skills to assignments and recognize characteristics of critical and creative thinking. Upon completing the module, students will be able to apply thinking skills, recognize critical and creative thinking, and develop opinions through academic work.
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 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.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through coursework, presentations, and a final exam to assess their understanding and application of these thinking skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through assignments, presentations, and a portfolio to assess their skills in applying practical and innovative thinking.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as individual and group projects exploring ideas and a portfolio, and it provides the weekly schedule and topics that will be covered in the 18-week module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including through portfolios and presentations, and emphasizes participation through activities like discussions and site visits. The module uses a student-centered learning approach to actively engage students in driving their own learning.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity for the module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional environments.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional success.
This document reports on a site surveying project using traversing techniques. The objectives of traversing are outlined, including determining boundary positions and areas. Closed and open traverses are described and surveying equipment like theodolites, tripods, levels, and ranging rods are explained. Field data from a loop traverse conducted in a campus parking lot is presented, including station sightings, interior angles, vertical angles, and stadia readings. The data is averaged and used to calculate vertical distances between points to develop a layout diagram of the traverse.
The document reports on a site surveying leveling assignment conducted to determine elevation differences between points at a staff car park. Two leveling methods were used: rise and fall method and height of collimation method. Field data was collected at 10 turning points and an automatic level, leveling staff, and tripod were used. Arithmetic checks showed minor errors which were distributed and final adjusted reduced levels were reported.
This document provides an assignment brief for a group project on building services systems. Students will be assigned to one of 10 topics and required to research and document the selected topic. They must explain the application, installation process, benefits, problems and include a case study. The 4,500 word report must follow a specified format and will be assessed based on demonstrated understanding, quality of documentation, richness of content, clear communication and appropriate use of drawings/photographs. Upon completion, students will understand and explain relevant information, identify applications and installations, and make recommendations for future improvements related to their assigned building services topic.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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 [FDES0213/ ARC30104]
Prerequisite: None
Credit hours: 4
Instructor: Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Noorul Iffa Mohd Nayan |NoorulIffa.MohdNayan@taylors.edu.my
Ida Marlina Mazlan | ida.mazlan@gmail.com
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
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 1 | P a g e
2. Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 2 | P a g e
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.
-
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 3 | P a g e
4. General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 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 Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment
component, even though the student has achieved more than 50% in the overall assessment. Failure to
attempt all assessment components, including final exam and final presentation, will result in failing the
module irrespective of the marks earned, even though the student has achieved more than 50% in the
overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. Work includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
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.
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 4 | P a g e
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
Group Individual
(20%+10%)
1,2 Week 8 Week 8 30%
Final Project
Group Individual
(20%+20%)
1-3
Week 17 Week 17 40%
Idea Journal
Individual
IDJ
1-3
Every 2
Weeks
- 20%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 5 | P a g e
6. Assessment Components
1. Project One – (Group + Individual)
This is an introduction project exploring creativity which they will need to plan on how to perform a musical
performance using daily objects as instruments. They need to practice the skill and perform in harmony.
This project aims for students to work as a team to generate ideas, plan their performance and finally
execute the performance.
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.
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 6 | P a g e
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
Evidence of grasp of module; critical capacity and analytical
Good
ability, reasonable understanding of relevant issues;
B 65 – 69 3.00 evidence of familiarity with the literature
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
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
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 7 | P a g e
8. Weekly Module Schedule
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
8th August
ORIENTATION WEEK 1 3 2
Week 2
15th August
Lecture 1: Introduction to Creativity +Course
Outline+ E-portfolio Briefing
Briefing Project 1
1 3 2
Week 3
22nd August
Lecture02: Generating Ideas(6 Thinking Hats,
Mind Mapping, Brainstorming)
1
3
( On line
discussion/forum)
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 8 | P a g e
2
Week 4
29th August
Lecture03: Creative Process
IDJ 1 Brief
1 3 2
Week 5
5th Sept Lecture 04: Traits of Creative Thinking 1 3 2
Week 6
12th Sept
Lecture05: Creativity Through Convergent
and Divergent Thinking
1 3 2
Week 7
19th Sept
Lecture06:Methods and Techniques
IDJ 2 Brief | Submission IDJ 1/Individual
Poster
1 3
2
Digital
upload of
IDJ 1
Week 8
26th Sept
PROJECT 1 PRESENTATION
*Lecture time replace by performance
1 3
2
Digital
upload of
Project 1
Week 9
3rd Oct
Lecture 07: Problem Solving
Briefing Final Project
1 3 2
Week 10
10th Oct
Lecture08: The Abilities of a Critical Thinker
IDJ 3 Brief | Submission IDJ 2
1 3
2
Digital
upload of
IDJ 2
Week 11
17th Oct
Lecture 09: Approach in Selling Ideas
Board Game Proposal (Individual) Submission
1 3 2
SEMESTER BREAK (19/10-26/10)
Week 12
31st Oct Lecture 10: Creative People and Design 1 3 2
Week 13
7th Nov
Discussion/ Class Activity related to Final Project
IDJ 4 Brief | Submission IDJ 3
1
3
( On line
discussion/forum)
2
Digital
upload of
IDJ 3
Week 14
14th Nov
Discussion/ Class Activity related to Final Project 1
3
( On line
discussion/forum)
2
Week 15
21st Nov
Discussion/ Class Activity related to Final Project
1 3 2
Week 16
28th Nov
Discussion/ Class Activity related to Final Project 1 3 2
Week 17
5th Dec
FINAL PROJECT PRESENTATION 1 3
2
Digital
upload of
Final Project
Week 18
12th Dec
IDJ4-Idea Journal Book Cover Submission
E-Portfolio Submission
1 3
2
Digital
upload of
E-portfolio
9. STUDY LEAVE/ EXAM WEEK (15/12-21/12)
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
Creative Thinking Skills (FDES 0213/ ARC30104): August 2014 9 | P a g e