This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This 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.
Group home manager performance appraisalBigBang789
This document provides information and resources for evaluating the performance of a group home manager, including:
- Links to free ebooks and forms for performance appraisals on performanceappraisal360.com.
- A sample job performance evaluation form for a group home manager with sections to rate performance factors, comment on strengths/areas for improvement, set goals, and obtain signatures.
- Examples of performance review phrases for evaluating a group home manager's attitude, creativity, decision-making, interpersonal skills, problem-solving, teamwork and other skills.
- An overview of the top 12 methods for performance appraisal, including management by objectives, critical incident, behaviorally anchored rating scales, behavioral observation scales
Matthew T. DeCosse has over 7 years of experience in healthcare administration, quality assurance, and laboratory roles. He holds an MBA and various certifications in billing administration and Epic software. Currently he works as a Business Systems Analyst at the University of Wisconsin Medical Foundation, where his responsibilities include assisting with IT initiatives, system configuration, and user training. He aims to leverage his skills in project management, data analysis, and quality improvement processes to advance his career in healthcare administration.
The document provides a detailed lesson plan that compares the educational systems of eight countries: Australia, China, Japan, South Africa, United Kingdom, United States, New Zealand, and the Philippines. The plan outlines objectives, materials, procedures, and an evaluation. Students will be grouped to differentiate and compare the educational structures of two assigned countries. The lesson aims to provide a global perspective on developed basic and higher education systems that help learners compete internationally.
I am a leader capable of challenging clients, enabling them to achieve long-term fitness and health improvement goals, motivating and empowering them to develop strategies and tools for lasting change.
My natural empathy and personalised approach, combined with business and people coaching skills has provided me with a deep understanding of behavioural change processes and I am a firm believer in my holistic and durable approach to fitness.
This document provides information on performance evaluation methods for hospital secretaries, including examples of performance evaluation forms and review phrases. It discusses 12 common methods for evaluating secretary performance: management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and checklist and weighted checklist methods. For each method, it provides details on how the method works and its advantages or disadvantages. The document also includes examples of positive and negative phrases that can be used in secretary performance reviews to evaluate factors like attitude, creativity, decision-making, interpersonal skills, problem-solving, and teamwork.
CA 5.11 Velocity Transform in Relativity & VisonicsStephen Kwong
The kinematic entity of velocity is transformed in the Theory of Relativity by the Lorentz transformation of frames; in visionics, by delayed images. Simpler results in visonics.
Cosmic adventure 5.9 Length Contraction at Rest in VisonicsStephen Kwong
This document discusses how the perception of a long object at rest is affected by the finite speed of light. It explains that we only see the object as it was in the past, since the light reaching our eyes was emitted some time ago. For a ruler at rest, the observer sees no difference in length, as the images arrive at the same time, though there is a time difference between images from each end. This time difference equals the length of the ruler divided by the speed of light. For a moving ruler, the situation is more complex as the positions of the ends are constantly changing.
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.
Group home manager performance appraisalBigBang789
This document provides information and resources for evaluating the performance of a group home manager, including:
- Links to free ebooks and forms for performance appraisals on performanceappraisal360.com.
- A sample job performance evaluation form for a group home manager with sections to rate performance factors, comment on strengths/areas for improvement, set goals, and obtain signatures.
- Examples of performance review phrases for evaluating a group home manager's attitude, creativity, decision-making, interpersonal skills, problem-solving, teamwork and other skills.
- An overview of the top 12 methods for performance appraisal, including management by objectives, critical incident, behaviorally anchored rating scales, behavioral observation scales
Matthew T. DeCosse has over 7 years of experience in healthcare administration, quality assurance, and laboratory roles. He holds an MBA and various certifications in billing administration and Epic software. Currently he works as a Business Systems Analyst at the University of Wisconsin Medical Foundation, where his responsibilities include assisting with IT initiatives, system configuration, and user training. He aims to leverage his skills in project management, data analysis, and quality improvement processes to advance his career in healthcare administration.
The document provides a detailed lesson plan that compares the educational systems of eight countries: Australia, China, Japan, South Africa, United Kingdom, United States, New Zealand, and the Philippines. The plan outlines objectives, materials, procedures, and an evaluation. Students will be grouped to differentiate and compare the educational structures of two assigned countries. The lesson aims to provide a global perspective on developed basic and higher education systems that help learners compete internationally.
I am a leader capable of challenging clients, enabling them to achieve long-term fitness and health improvement goals, motivating and empowering them to develop strategies and tools for lasting change.
My natural empathy and personalised approach, combined with business and people coaching skills has provided me with a deep understanding of behavioural change processes and I am a firm believer in my holistic and durable approach to fitness.
This document provides information on performance evaluation methods for hospital secretaries, including examples of performance evaluation forms and review phrases. It discusses 12 common methods for evaluating secretary performance: management by objectives, critical incident method, behaviorally anchored rating scales, behavioral observation scales, 360 degree appraisal, and checklist and weighted checklist methods. For each method, it provides details on how the method works and its advantages or disadvantages. The document also includes examples of positive and negative phrases that can be used in secretary performance reviews to evaluate factors like attitude, creativity, decision-making, interpersonal skills, problem-solving, and teamwork.
CA 5.11 Velocity Transform in Relativity & VisonicsStephen Kwong
The kinematic entity of velocity is transformed in the Theory of Relativity by the Lorentz transformation of frames; in visionics, by delayed images. Simpler results in visonics.
Cosmic adventure 5.9 Length Contraction at Rest in VisonicsStephen Kwong
This document discusses how the perception of a long object at rest is affected by the finite speed of light. It explains that we only see the object as it was in the past, since the light reaching our eyes was emitted some time ago. For a ruler at rest, the observer sees no difference in length, as the images arrive at the same time, though there is a time difference between images from each end. This time difference equals the length of the ruler divided by the speed of light. For a moving ruler, the situation is more complex as the positions of the ends are constantly changing.
This document provides information and resources for evaluating the job performance of a foreign affairs officer, including:
- Links to free eBooks and forms for performance appraisals on performanceappraisal360.com.
- A sample job performance evaluation form for a foreign affairs officer with sections for performance planning and review, rating performance factors, employee strengths and areas for improvement, and signatures.
- Examples of performance review phrases for evaluating a foreign affairs officer's attitude, creativity, decision-making, interpersonal skills, problem-solving, and teamwork skills.
- An overview of the top 12 methods for performance appraisal, including management by objectives, critical incident, behaviorally anchored rating scales, behavioral observation scales
In this issue of paradise 3.0 magazine.we the editorial team is proud to publish the articles to build
our next generation in a smarter way and empowering people with the touch of the button with the
power of technology.
Gp practice manager performance appraisalBigBang789
This document provides resources and templates for conducting a job performance evaluation of a general practitioner (GP) practice manager. It includes sections for evaluating performance factors, strengths and accomplishments, areas needing improvement, and developing a plan for improved performance. Performance is rated on a scale of outstanding to unsatisfactory for factors such as administration, communication, teamwork, decision-making, and customer service. The evaluation is meant to assess performance over a specific period and facilitate setting goals.
Heartburn is a burning sensation that occurs in the lower chest when the stomach acid backs up into the esophagus (food pipe). Heartburn is not a serious health concern and can be easily controlled by simple lifestyle changes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Is the everyday increasing work pressure causing you to skip meals? Do you often find yourself in some burger joint or café at the end of the day to satisfy your hunger? Do breaks in between work mean tons of coffee and tea for you? Well, you may not like this but you are creating trouble for yourself.
Maria Asuelimen shows you the overview of pricing strategies for federal contractors. Learn about cost proposal process & tools, pricing data sources, wrap rate build up, and more.
Este documento describe las cinco fases principales de un proyecto. Estas incluyen la fase de planificación, la fase de ejecución, la fase de entrega o puesta en marcha, la fase de iniciación y la fase de control. La fase de planificación establece cómo satisfacer las restricciones del proyecto. La fase de ejecución implica realizar las tareas técnicas. La fase de entrega culmina el proyecto y comprueba que funcione según lo especificado.
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 document provides information and resources for evaluating the job performance of a foreign affairs officer, including:
- Links to free eBooks and forms for performance appraisals on performanceappraisal360.com.
- A sample job performance evaluation form for a foreign affairs officer with sections for performance planning and review, rating performance factors, employee strengths and areas for improvement, and signatures.
- Examples of performance review phrases for evaluating a foreign affairs officer's attitude, creativity, decision-making, interpersonal skills, problem-solving, and teamwork skills.
- An overview of the top 12 methods for performance appraisal, including management by objectives, critical incident, behaviorally anchored rating scales, behavioral observation scales
In this issue of paradise 3.0 magazine.we the editorial team is proud to publish the articles to build
our next generation in a smarter way and empowering people with the touch of the button with the
power of technology.
Gp practice manager performance appraisalBigBang789
This document provides resources and templates for conducting a job performance evaluation of a general practitioner (GP) practice manager. It includes sections for evaluating performance factors, strengths and accomplishments, areas needing improvement, and developing a plan for improved performance. Performance is rated on a scale of outstanding to unsatisfactory for factors such as administration, communication, teamwork, decision-making, and customer service. The evaluation is meant to assess performance over a specific period and facilitate setting goals.
Heartburn is a burning sensation that occurs in the lower chest when the stomach acid backs up into the esophagus (food pipe). Heartburn is not a serious health concern and can be easily controlled by simple lifestyle changes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Is the everyday increasing work pressure causing you to skip meals? Do you often find yourself in some burger joint or café at the end of the day to satisfy your hunger? Do breaks in between work mean tons of coffee and tea for you? Well, you may not like this but you are creating trouble for yourself.
Maria Asuelimen shows you the overview of pricing strategies for federal contractors. Learn about cost proposal process & tools, pricing data sources, wrap rate build up, and more.
Este documento describe las cinco fases principales de un proyecto. Estas incluyen la fase de planificación, la fase de ejecución, la fase de entrega o puesta en marcha, la fase de iniciación y la fase de control. La fase de planificación establece cómo satisfacer las restricciones del proyecto. La fase de ejecución implica realizar las tareas técnicas. La fase de entrega culmina el proyecto y comprueba que funcione según lo especificado.
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.
This document discusses various green building rating tools used around the world and their applicability in Malaysia. It analyzes the GreenRE and Green Building Index tools originated in Malaysia, finding they are most suitable for Malaysia as they focus on resource management and incorporate features that harmonize with the local climate, traditions, and culture. The Green Mark tool is also suitable since weather in Singapore and Malaysia is similar, allowing it to fully utilize resources and renewable energy to maximize energy efficiency. In conclusion, green building ratings add credibility and provide benefits like increased property values, satisfaction, and productivity with lower operating costs.
This document provides information on the GreenRE and GreenMark certification systems in Malaysia and Singapore respectively, and the GreenStar certification system in Australia.
GreenRE in Malaysia provides certifications for residential and non-residential buildings, existing non-residential buildings, and townships. It assesses projects across categories like energy efficiency, water efficiency, environmental protection, and indoor environmental quality. GreenMark in Singapore covers new buildings, existing buildings, interiors, and beyond buildings certifications. It evaluates projects across sections like energy performance, resource stewardship, indoor environment quality, and advanced green efforts. GreenStar in Australia certifies projects at all stages from design to operations across categories like management, indoor environment quality, energy use,
This document provides a 2025 word individual assignment on ways that air conditioning systems can enhance green technology. It discusses several methods: chilled water air conditioning, inverter air conditioning, variable air volume (VAV) systems, propane as a natural refrigerant, and solar-powered air conditioners. For each method, it provides details on how the system works and its environmental benefits over traditional air conditioning systems in terms of reducing pollution, emissions, and energy consumption. The document concludes that Malaysia has made progress through policies promoting renewable energy and efficiency to mitigate air conditioning's impacts on global warming.
The document discusses various ways that air conditioning systems can enhance green technology. It describes chilled water air conditioning systems, inverter air conditioning systems, variable air volume (VAV) systems, using propane as a natural refrigerant, and solar powered air conditioning systems. All of these methods aim to minimize environmental impacts and promote sustainability compared to traditional air conditioning approaches. The document also provides background on Malaysia's national green technology policy and efforts to reduce greenhouse gas emissions and encourage renewable energy adoption.
This document is a report on a fieldwork for a leveling practical conducted by students. It includes an introduction to site surveying and leveling. The objectives, apparatus used, and two-peg test procedure are described. Field data collected using two leveling methods is presented. The data is then adjusted, and the acceptable misclosure of 36mm is confirmed. In conclusion, the students found the practical experience valuable for understanding leveling despite some challenges with weather and time constraints.
201609 ucm60402 u2 leading in the 21st centurychloeesim
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Mr. Low Che Kong is the 46-year old owner of Penang Ho Chiak, a home-cooked food coffee shop located in DK Senza. To adapt to changing times, he innovates the menu and implements delivery service. He shares his wife's famous Penang cuisine to provide students healthy meal options. His leadership qualities include training staff properly, offering flexible payment, and serving customers with patience, kindness and respect.
This document provides information about sustainable wastewater treatment. It begins by defining wastewater and its sources, which include domestic and industrial wastewater. The objectives and methods of wastewater treatment are then outlined, including physical, chemical, and biological processes. Common wastewater treatment systems and processes like septic tanks, activated sludge, and sedimentation are described. The document also discusses wastewater management systems and provides case studies on wastewater treatment in Malaysia and Singapore.
This document outlines a module for a Bachelor of Quantity Surveying program. The module, called Building Services One, provides an introduction to common building services like water supply, waste disposal, ventilation, and telecommunications. It aims to help students understand principles, regulations, and coordination of building services. The module will be delivered over 14 weeks through lectures, tutorials, and self-study. Students will be assessed through a midterm test, group assignment, final exam, and portfolio.
This document outlines the module outline for the Building Materials module. It includes 3 key points:
1. It provides an overview of the module which introduces various building materials, their properties, manufacturing processes, and typical uses. It aims to ensure appropriate material selection.
2. The module assessments are outlined which include a mid-term test, two assignments, and a final exam. The assignments involve material selection for a proposed building design.
3. The module schedule is presented, which covers 14 weekly topics on different building materials through lectures, tutorials, and self-directed study.
This document outlines the module for Construction Technology 1, which is a core 4-credit module for Bachelor of Quantity Surveying students. The module aims to provide understanding of building components and their functions. Assessment includes assignments, a mid-term test, final exam, and portfolio. Students will be evaluated on their understanding of construction principles and practices, building definitions, material selection, and erection implementation.
This document outlines the objectives, content, learning outcomes, and assessment plan for a Measurement 1 module. The module introduces students to principles of measurement, standard methods of measurement, and taking off quantities for simple excavation, foundations, and reinforced concrete structures. Students will learn specification writing, bills of quantities, and the role of quantity surveyors. Assessments include tests, assignments, a portfolio, and a final exam aimed at evaluating students' understanding of measurement, specification, and relationships between documents. The module uses lectures, tutorials and self-study over 14 weeks.
1) The document discusses several murals painted at an outdoor art space in Malaysia called "The Atmosphere". It describes the murals, including "Hand With Apple" by artist Anokayer, "Saving Fire" by artist Angel Ng, and two murals by artist Chekri Mansor about a drink seller and a food seller on a motorcycle.
2) It provides background on the artists and analyzes each mural using concepts like non-verbal communication, public communication, and selective attention.
3) The murals portray different aspects of Malaysian culture and society, with some reflecting the artists' personal experiences. They communicate messages to viewers through gestures and situations depicted in the artwork.
This document analyzes and compares two tire businesses - Yuen Chuan Huat Tyres & Batteries and Hup Shun Tyres Auto Car Care - located in different areas of Malaysia. While both businesses sell tires and offer tire services, Hup Shun has been more commercially successful due to its larger size, greater product variety, competitive pricing, and advertising. Both businesses operate in a monopolistically competitive market and face challenges from competitors, location constraints, and a need for improved customer service and facilities.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
Acc30205 new course outline jan 2015 semesterchloeesim
This document provides information about a 5-credit Basic Accounting module taught over 18 weeks. The module aims to develop students' understanding of accounting concepts and their role in decision making. It will cover topics such as balance sheets, income statements, bookkeeping, and financial analysis. The module will be delivered through lectures, tutorials, and self-study. Students will be assessed through their performance on assignments and a final exam. Participation is required and plagiarism is strictly prohibited. The module uses a student-centered learning approach to facilitate an active learning process.
- MK Land Holdings Bhd is an investment company operating in property development, leisure, education, and investment holdings. It will be launching two new projects in 2015 worth RM600 million.
- An analysis of MK Land's financial ratios from 2012-2013 shows improvements in profitability but worsening costs. Its stock performance from 2014-2015 was unstable and investing was not recommended.
- A comparison of MK Land's P/E ratios in 2012 and 2013 found it became less expensive in 2013, falling from 15 to 10.61, meaning returns would take less time for investors.
This document discusses a group assignment comparing two tire and auto service businesses - one in Malacca called Yuen Chuan Huat Tyres & Batteries Sdn Bhd, and another in Subang Jaya called Hup Shun Tyres Auto Car Care Sdn Bhd. It provides background on each business, including founding year, location, products/services offered, number of employees, average daily customers, and strategies. It also gives a brief history of the tire industry in Malaysia and how it has developed.
Ecn30205 course outline august 2015 semesterchloeesim
This document provides information on the Principles of Economics module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and weekly schedule. The 5-credit hour module introduces foundational microeconomic and macroeconomic concepts over 18 weeks through lectures, tutorials, and self-study. Assessment includes assignments, tests, exams, and an e-portfolio, with the overall goal of helping students understand and apply key economic theories.
This document provides a compare and contrast analysis of the animated films Inside Out and Hotel Transylvania 2. Both films have main characters that portray protective and controlling traits - Joy from Inside Out leads Riley's emotions and Dracula runs Hotel Transylvania. The films also show the difficulties children face when adjusting to new environments and moving away from what's familiar. Finally, themes of loss are present as Joy fears losing Riley's happy memories and personality, while Dracula is scared of losing his grandson Dennis. Overall, the document analyzes similarities and differences between the two 2015 animated films.
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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.
-
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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