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 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.
Kuldeep Singh has over 16 years of experience in supply chain management and material handling. He is currently an Assistant Manager at Brindco Sales Pvt. Ltd., where he is responsible for managing their custom bonded warehouse. Previously, he held supply chain roles at Reliance JIO Infocomm Ltd., Samsung India Electronics Pvt. Ltd., Surya Pharmaceuticals Ltd., Redington India Ltd., Tata Tele Services Ltd., and Johnson & Johnson Ltd. He has extensive experience with ERP systems like SAP, JD Edwards, and AS-400. Kuldeep Singh holds an MBA in Retail Operations and is proficient in Hindi, English, Punjabi, and Microsoft Office applications.
Kuldeep Singh has over 16 years of experience in supply chain management and material handling. He is currently the Assistant Manager of Warehouse Operations at Brindco Sales Pvt. Ltd. in Delhi, where he is responsible for the bonded warehouse and ensuring all documentation and processes are in compliance with customs laws. Previously he held supply chain and warehouse management roles at companies such as Reliance Jio, Samsung, and Surya Pharmaceuticals. He has a MBA in Retail Operations and is proficient in ERP systems like SAP, inventory control, and developing strategies to reduce costs and drive efficiencies.
This document provides details about a floating city project created by the author. Some key points:
- The project aims to design a futuristic city that can house 100,000 people and includes housing, transportation, green solutions, sewage systems, and land use.
- The author chose to create a floating city located in the Indian Ocean and South China Sea, about 60 km from Sungai Ayer Tawar.
- The city structure is inspired by and synced with the moon phases, taking the shape of a waxing and waning gibbous.
- The document includes sketches of the author's ideas and layout for the floating biosphere city.
Questa app è stata studiata per essere un valido aiuto a tutti gli utenti dei centri audioprotesici e non solo, permette di tenere monitorati i propri appuntamenti di controllo dell'udito e le visite programmate, oltre a fornire informazioni sullo stato dei propri ordini e utili remind.
This document provides information about Swapnroop Drugs and Pharmaceuticals, an ISO 9001:2008 certified company based in India that specializes in sales and marketing of pharmaceutical products. It lists their vision as providing affordable, high quality pharmaceutical products to benefit customers. Their mission is to increase their product portfolio and deliver more products to customers under one roof to increase company revenue. They have a variety of pharmaceutical products available and can deliver worldwide using courier services within 4-5 days. The document provides contact information and a list of over 200 API (active pharmaceutical ingredient) products.
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.
Kuldeep Singh has over 16 years of experience in supply chain management and material handling. He is currently an Assistant Manager at Brindco Sales Pvt. Ltd., where he is responsible for managing their custom bonded warehouse. Previously, he held supply chain roles at Reliance JIO Infocomm Ltd., Samsung India Electronics Pvt. Ltd., Surya Pharmaceuticals Ltd., Redington India Ltd., Tata Tele Services Ltd., and Johnson & Johnson Ltd. He has extensive experience with ERP systems like SAP, JD Edwards, and AS-400. Kuldeep Singh holds an MBA in Retail Operations and is proficient in Hindi, English, Punjabi, and Microsoft Office applications.
Kuldeep Singh has over 16 years of experience in supply chain management and material handling. He is currently the Assistant Manager of Warehouse Operations at Brindco Sales Pvt. Ltd. in Delhi, where he is responsible for the bonded warehouse and ensuring all documentation and processes are in compliance with customs laws. Previously he held supply chain and warehouse management roles at companies such as Reliance Jio, Samsung, and Surya Pharmaceuticals. He has a MBA in Retail Operations and is proficient in ERP systems like SAP, inventory control, and developing strategies to reduce costs and drive efficiencies.
This document provides details about a floating city project created by the author. Some key points:
- The project aims to design a futuristic city that can house 100,000 people and includes housing, transportation, green solutions, sewage systems, and land use.
- The author chose to create a floating city located in the Indian Ocean and South China Sea, about 60 km from Sungai Ayer Tawar.
- The city structure is inspired by and synced with the moon phases, taking the shape of a waxing and waning gibbous.
- The document includes sketches of the author's ideas and layout for the floating biosphere city.
Questa app è stata studiata per essere un valido aiuto a tutti gli utenti dei centri audioprotesici e non solo, permette di tenere monitorati i propri appuntamenti di controllo dell'udito e le visite programmate, oltre a fornire informazioni sullo stato dei propri ordini e utili remind.
This document provides information about Swapnroop Drugs and Pharmaceuticals, an ISO 9001:2008 certified company based in India that specializes in sales and marketing of pharmaceutical products. It lists their vision as providing affordable, high quality pharmaceutical products to benefit customers. Their mission is to increase their product portfolio and deliver more products to customers under one roof to increase company revenue. They have a variety of pharmaceutical products available and can deliver worldwide using courier services within 4-5 days. The document provides contact information and a list of over 200 API (active pharmaceutical ingredient) products.
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 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 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 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.
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.
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.
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.
The document outlines an exercise for students called "The Journal" where they will record ideas, information, and references on assigned topics over the course of the semester. Students will produce journal entries in an A4 size paper notebook with a maximum of 5 pages every 3 weeks. The journal entries can include sketches, doodles, photos, diagrams and research. Students will receive assessment scores for each journal entry and a compilation submitted at the end. The goal of the journal is for students to explore assigned topics like natural phenomena through visual notes and creative layouts in their notebooks.
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 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 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 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.
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.
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.
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.
The document outlines an exercise for students called "The Journal" where they will record ideas, information, and references on assigned topics over the course of the semester. Students will produce journal entries in an A4 size paper notebook with a maximum of 5 pages every 3 weeks. The journal entries can include sketches, doodles, photos, diagrams and research. Students will receive assessment scores for each journal entry and a compilation submitted at the end. The goal of the journal is for students to explore assigned topics like natural phenomena through visual notes and creative layouts in their notebooks.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and reflections from the trip. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document provides details about a 3 day, 2 night trip for first year FNBE students to experience nature at the Kuala Selangor Nature Park. Key details include:
- Dates of the trip are February 8-10, 2015 with pick up and drop off from Taylor's University.
- The itinerary includes activities like mangrove tree planting, group activities related to an ENBE assignment, a firefly boat ride, morning exercise, and a group bonding session at the hotel pool.
- The total cost per student is RM335 but Taylor's University will sponsor RM60, so students pay RM275. This covers transportation, accommodations with meals, and entrance/activity fees.
1. This document outlines the requirements for a two-part school project on the built environment and future cities.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research different city types and components to inform their proposal.
3. For Part B (group), students will produce a physical model and presentation about their selected city type - either underground, underwater, forest-integrated, skyscraper or mountain. They must consider the city layout, zoning, transportation, sustainability and more.
This document provides information about the "Foundation in Natural and Built Environments" module at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze relationships between the two environments. Assessment includes class participation, presentations, and adherence to attendance and submission requirements.
The site is located in Bandar Kinrara 4, Selangor with an area of approximately 3,500 square meters. It is surrounded by residential neighborhoods as well as several amenities like a mosque, schools, petrol stations, and a shopping complex within walking distance. The topography is generally flat with a gentle slope toward the south, and the vegetation consists mainly of trees, shrubs, and grass.
This proposal suggests developing a commercial area on a 3,500 square meter plot of land surrounded by residential neighborhoods in Puchong, Selangor. The development would include a two-story building containing a trampoline park, cafe, bistro, food stalls, and pool club. It aims to provide entertainment options for local residents and decrease crime rates by increasing activity in the area. The design concept features the building appearing as one story from outside but being two stories inside. Approvals would need to be obtained from various authorities before a certificate of completion can be issued.
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the building team of a construction project and creating a magazine highlighting the professional's role. Specifically:
- Students are randomly assigned to interview professionals like architects, engineers, and quantity surveyors. They conduct an interview to learn about the professional and their involvement in 1-2 projects.
- Using information from the interview, students create an 8-12 page magazine profiling the company, interviewee, and the project(s) discussed. It must explain the professional's roles and responsibilities.
- Students submit a video of the interview and a printed/digital copy of the magazine. They also complete a
This document outlines the final project brief for an undergraduate construction management course. The project requires students to work in groups to propose a small construction project on an empty land between 50m x 50m to 50m x 70m in size. Individually, each student must then propose one project using the land for recreation, commercial, industrial, agricultural, tourism, or residential purposes. Students are to submit a minimum 20-page bounded report including a proposal rationale, site plan, site analysis, concept sketches, and diagrams. The report will be assessed based on understanding of the brief, quality of content, documentation method, composition, and overall presentation. The project aims to develop students' understanding of the construction industry and ability to coordinate,
A new singer describes creating her own songs and having a YouTube channel to share her music. She also has her own clothing brand that combines a shirt and jacket for convenience. As a singer who is not considered good-looking, she hopes to encourage others who may feel judged for their appearance to show their talents instead of being afraid.
Project 2 design process research analysisKingEdge
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines the objectives, tasks, and submission requirements for a group project on constructed landscapes. Students will be divided into groups of 5 and assigned one of 8 park topics to research. For their chosen topic, each group must select and describe a local and international case study park in terms of history, characteristics, context, and common activities. They must also explain the landscape features and elements of the 2 sites. Groups will present their findings in a 10 minute verbal presentation covering the required information. They must also submit a video recording of the presentation along with the presentation files and materials in a properly formatted CD for grading. The goal is for students to understand different park categories, case studies, and landscape components through hands-on research and
I feel proud that I presented well, amazed at my improvement since high school where I could not speak when presenting. Thanks to my teacher Ms. Thivilojana who helped me improve, and I will present even better if given another opportunity to do so.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Students will learn about drawing as a communication tool, different drawing techniques, orthographic projections, and portfolio development. They will be assessed through group and individual projects, and an online portfolio. The schedule outlines the weekly topics, assignments, and assessments.
Drawing is a tool that allows for creative exploration and helps develop ideas and perceptions. It has been used as a means of documentation and analysis for as long as human culture. Drawing remains important not just for art and design fields, but also in education generally as it enables visualization of concepts.
❼❷⓿❺❻❷❽❷❼❽ Dpboss Matka ! Fix Satta Matka ! Matka Result ! Matka Guessing ! Final Matka ! Matka Result ! Dpboss Matka ! Matka Guessing ! Satta Matta Matka 143 ! Kalyan Matka ! Satta Matka Fast Result ! Kalyan Matka Guessing ! Dpboss Matka Guessing ! Satta 143 ! Kalyan Chart ! Kalyan final ! Satta guessing ! Matka tips ! Matka 143 ! India Matka ! Matka 420 ! matka Mumbai ! Satta chart ! Indian Satta ! Satta King ! Satta 143 ! Satta batta ! Satta मटका ! Satta chart ! Matka 143 ! Matka Satta ! India Matka ! Indian Satta Matka ! Final ank
KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKA
➒➌➎➏➑➐➋➑➐➐KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKA
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9Cottage9 Enterprises
Explore the exquisite art of Tanjore Painting, known for its vibrant colors, gold foil work, and traditional themes. Discover its cultural significance today!
1. Creative Thinking Skills (ARC30104): January 2015 1 | P a g e
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: Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Syazreene 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
2. Creative Thinking Skills (ARC30104): January 2015 2 | P a g e
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
3. Creative Thinking Skills (ARC30104): January 2015 3 | P a g e
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 (ARC30104): January 2015 4 | P a g e
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.
Student Participation
5. Creative Thinking Skills (ARC30104): January 2015 5 | P a g e
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 4
Week 8
Week 8 30%
Final Project
Individual -20%
Group-20%
1-3
Week 12
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%
6. Creative Thinking Skills (ARC30104): January 2015 6 | P a g e
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 project aims for
students to work as a team to generate ideas and allow them to express their creativity through
synchronized 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 new packaging for daily object and effective ways
of marketing these products.
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 (ARC30104): January 2015 7 | P a g e
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 (ARC30104): January 2015 8 | P a g e
WEEKLY MODULE SCHEDULE
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
26th-30th
January
Lecture 1: Introduction to Creativity +Course
Outline
Briefing Project 1
1 3 2
Week 2
2nd -6th
February
Class Activity –Project 1 1 3 2
Week 3
9th -13th
February
Lecture02: Generating Ideas(6 Thinking Hats,
Mind Mapping, Brainstorming)
IDJ 1 Brief
1
3
( On line
discussion)
2
CHINESE NEW YEAR BREAK (16-27TH FEBRUARY)
Week 4
2nd – 6th
March
Lecture03: Creative Process 1 3 2
Week 5
9th -13th
March
Lecture 04: Traits of Creative Thinking 1 3 2
Week 6
16th -20th
March
Lecture05: Creativity Through Convergent
and Divergent Thinking
IDJ 2 Brief | Submission IDJ 1
1 3 2
Week 7
23rd-27th
March
Lecture06:Methods and Techniques
Briefing Final Project
1 3
2
Digital upload
of IDJ 1
Week 8
30th March-3rd
April
PROJECT 1 PRESENTATION
Project 1( Individual) Submission
1 3
2
Digital upload
of Project 1
SEMESTER BREAK (6-12th APRIL)
Week 9
13th- 17th
April
Lecture 07: Problem Solving
IDJ 3 Brief | Submission IDJ 2
1 3
2
Digital upload of
IDJ 2
Week 10
20th -24th
April
Lecture08: The Abilities of a Critical Thinker
(E-Portfolio briefing)
1 3 2
Week 11
27thApril-
1stMay
PUBLIC HOLIDAY (Labor Day-1/5) 1
3
( On line
discussion)
2
Week 12
4th- 8th May
Lecture 09: Approach in Selling Ideas
Final Project( Individual) Submission 1 3 2
Week 13
11th- 15th May
Lecture 10: Creative People and Design 1 3 2
Week 14
18th –22nd May
Discussion/ Class Activity related to Final Project
IDJ 4 Brief | Submission IDJ 3
1
3
( On line
discussion)
2
Digital upload of
IDJ 3
Week 15
25th – 29th May
Discussion/ Class Activity related to Final Project 1
3
( On line
discussion)
2
Week 16
1st – 5th June
Discussion/ Class Activity related to Final Project 1 3 2
Week 17
8th -12th June
FINAL PROJECT PRESENTATION 1 3
2
Digital upload of
Final Project
Week 18
15th- 19th June
IDJ4-Idea Journal Book Cover Submission
E-Portfolio Submission
1 3
2
Digital upload of
E-portfolio
Week 19
22nd June
Study Leave/Final Exam
*No final exam for CTS
9. Creative Thinking Skills (ARC30104): January 2015 9 | P a g e
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