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 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.
The document provides instructions on how to become psychologically addicted to someone. It describes a cycle of idealization, arguments, isolation from friends and family, physical abuse, denial and returning to the abuser despite the promises to change and abuse continuing. It warns that once physical abuse starts, it is difficult to leave due to psychological addiction built on hope and denial.
Routine lab tests provide important health information. Some common tests include:
- A complete blood count evaluates red blood cells, white blood cells, and platelets. It screens for anemia and infection.
- Blood chemistries analyze chemical substances like electrolytes, kidney and liver enzymes, lipid profiles, and blood glucose. This provides insights into organ function.
- Additional tests such as coagulation profiles and hormonal assays evaluate risks of bleeding, metabolic conditions, and other health issues.
Together, routine lab tests form a baseline of a person's health and can detect early signs of disease if abnormalities are present.
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.
The document discusses two English grammar constructions - "make FORM" and "have FORM". "Make FORM" means to force someone to do something, while "have FORM" means to give someone the responsibility to do something. A few examples are provided for each construction to illustrate their meanings. The document also includes two multiple choice questions to test understanding of the constructions.
This document discusses building an effective event management team. It recommends establishing various manager and coordinator roles to share responsibilities and ensure all necessary tasks are completed. A team structure allows work to be distributed, reduces reliance on any single person, and helps high standards be consistently met. Putting a defined team in place with specific roles leads to better organization, communication, training, and ability to handle issues or emergencies that may arise during events.
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.
The document provides instructions on how to become psychologically addicted to someone. It describes a cycle of idealization, arguments, isolation from friends and family, physical abuse, denial and returning to the abuser despite the promises to change and abuse continuing. It warns that once physical abuse starts, it is difficult to leave due to psychological addiction built on hope and denial.
Routine lab tests provide important health information. Some common tests include:
- A complete blood count evaluates red blood cells, white blood cells, and platelets. It screens for anemia and infection.
- Blood chemistries analyze chemical substances like electrolytes, kidney and liver enzymes, lipid profiles, and blood glucose. This provides insights into organ function.
- Additional tests such as coagulation profiles and hormonal assays evaluate risks of bleeding, metabolic conditions, and other health issues.
Together, routine lab tests form a baseline of a person's health and can detect early signs of disease if abnormalities are present.
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.
The document discusses two English grammar constructions - "make FORM" and "have FORM". "Make FORM" means to force someone to do something, while "have FORM" means to give someone the responsibility to do something. A few examples are provided for each construction to illustrate their meanings. The document also includes two multiple choice questions to test understanding of the constructions.
This document discusses building an effective event management team. It recommends establishing various manager and coordinator roles to share responsibilities and ensure all necessary tasks are completed. A team structure allows work to be distributed, reduces reliance on any single person, and helps high standards be consistently met. Putting a defined team in place with specific roles leads to better organization, communication, training, and ability to handle issues or emergencies that may arise during events.
The document is a newsletter from the Hamblen County Car Club. It includes:
1) A letter from the club president mourning the loss of Butch Grooms, the club founder, who recently passed away.
2) Meeting minutes from the previous month which discuss upcoming events and shows.
3) The vice president's letter welcoming new members and thanking members for their support.
This document summarizes a thesis on food security in rural and urban areas of Ayacucho, Peru. The thesis examined differences in food security and household food diversity between residents of the city of Ayacucho (n=7) and the rural area of Macachaba (n=11). While residents of Ayacucho showed a range of food security, from secure to severely insecure, all Macachaba residents were classified as severely food insecure. Contrary to expectations, those with higher food insecurity scores in both locations had greater household food diversity than those with lower scores. The thesis aims to measure the impact of a past food assistance program in Macachaba and estimate how similar programs could help surrounding areas.
Furniture designers come from architecture or interior design backgrounds. They research styles, sketch ideas, develop concepts, select materials, and communicate with clients and manufacturers. The design process involves conceptualizing, prototyping, documentation, and managing production. Furniture designers consider budgets, aesthetics, functionality, and client needs. They create conceptual drawings to present ideas and technical drawings with specifications for manufacturing.
This scientific statement reviews recent literature and clinical trials on cardiovascular disease (CVD) risk factor management in type 2 diabetes mellitus. Key points include:
- Diagnostic criteria for diabetes now include hemoglobin A1c levels of ≥6.5% based on evidence linking A1c to complications. Levels of 5.7-6.4% indicate prediabetes.
- The Look AHEAD trial showed that an intensive lifestyle intervention focused on physical activity and weight loss through calorie restriction and increased moderate exercise led to greater and sustained weight loss as well as improved CVD risk factors compared to usual care after 9.6 years of follow-up.
- Lifestyle management through physical activity and nutrition is a
E-FILE was established in the Middle East to provide archiving, electronic document management, and capture solutions. It is owned by professionals experienced in solutions architecture, project management, development, and other areas. E-FILE has provided services to numerous government and private organizations in Jordan, UAE, Bahrain, Syria, Yemen, and Sudan. The company's InfiniteECM solution allows organizations to capture, index, retrieve, and publish documents through a user-friendly interface. It provides benefits like reduced expenses, secure storage of corporate assets, and faster decision-making. Customers are attracted to its Arabic/English interface, customizability, and multi-functionality as an enterprise solution.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating a wide range of thinking techniques and applying divergent and convergent thinking methods. Students will learn to identify their own thinking abilities and apply practical thinking skills in academic assignments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submissions, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, office hours, communication tools, assessment details, general rules on attendance and submissions, plagiarism policy, student participation opportunities, student-centered learning approach, and types of assessment and feedback. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques.
The document is a newsletter from the Hamblen County Car Club. It includes:
1) A letter from the club president mourning the loss of Butch Grooms, the club founder, who recently passed away.
2) Meeting minutes from the previous month which discuss upcoming events and shows.
3) The vice president's letter welcoming new members and thanking members for their support.
This document summarizes a thesis on food security in rural and urban areas of Ayacucho, Peru. The thesis examined differences in food security and household food diversity between residents of the city of Ayacucho (n=7) and the rural area of Macachaba (n=11). While residents of Ayacucho showed a range of food security, from secure to severely insecure, all Macachaba residents were classified as severely food insecure. Contrary to expectations, those with higher food insecurity scores in both locations had greater household food diversity than those with lower scores. The thesis aims to measure the impact of a past food assistance program in Macachaba and estimate how similar programs could help surrounding areas.
Furniture designers come from architecture or interior design backgrounds. They research styles, sketch ideas, develop concepts, select materials, and communicate with clients and manufacturers. The design process involves conceptualizing, prototyping, documentation, and managing production. Furniture designers consider budgets, aesthetics, functionality, and client needs. They create conceptual drawings to present ideas and technical drawings with specifications for manufacturing.
This scientific statement reviews recent literature and clinical trials on cardiovascular disease (CVD) risk factor management in type 2 diabetes mellitus. Key points include:
- Diagnostic criteria for diabetes now include hemoglobin A1c levels of ≥6.5% based on evidence linking A1c to complications. Levels of 5.7-6.4% indicate prediabetes.
- The Look AHEAD trial showed that an intensive lifestyle intervention focused on physical activity and weight loss through calorie restriction and increased moderate exercise led to greater and sustained weight loss as well as improved CVD risk factors compared to usual care after 9.6 years of follow-up.
- Lifestyle management through physical activity and nutrition is a
E-FILE was established in the Middle East to provide archiving, electronic document management, and capture solutions. It is owned by professionals experienced in solutions architecture, project management, development, and other areas. E-FILE has provided services to numerous government and private organizations in Jordan, UAE, Bahrain, Syria, Yemen, and Sudan. The company's InfiniteECM solution allows organizations to capture, index, retrieve, and publish documents through a user-friendly interface. It provides benefits like reduced expenses, secure storage of corporate assets, and faster decision-making. Customers are attracted to its Arabic/English interface, customizability, and multi-functionality as an enterprise solution.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating a wide range of thinking techniques and applying divergent and convergent thinking methods. Students will learn to identify their own thinking abilities and apply practical thinking skills in academic assignments.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submissions, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, office hours, communication tools, assessment details, general rules on attendance and submissions, plagiarism policy, student participation opportunities, student-centered learning approach, and types of assessment and feedback. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and translate ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and present ideas. Students will learn to apply these skills to assignments and recognize how they can enhance personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and understanding of the material throughout the semester.
This document provides information about the Creative Thinking Skills module offered at Taylor's University. It discusses the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, assessment components, and general rules around attendance, late submission, and plagiarism. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and random association to develop and present ideas. Students will learn to apply these skills to assignments and recognize their importance in personal and professional lives. Assessment includes components like portfolios to evaluate students' performance and development throughout the course.
Cts module outline april 2014_ revised date_22.4.2104Joe Onn Lim
This document provides information about a module on creative thinking skills taught at Taylor's University. The module aims to help students develop critical and creative thinking abilities to improve design work. It will cover techniques like mind mapping, random association, and translating ideas into visual forms. The module is worth 4 credits over 18 weeks, with lectures, tutorials and self-study. Students will be assessed through projects and are expected to apply practical and creative thinking skills and recognize characteristics of different thinking types.
Fnbe course outline (cts) july 2013 revision 170713yvonneechin
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
Fnbe course outline CTS July 2013 revision 170713Yvonne Chin
This document provides information about the Creative Thinking Skills module offered at a School of Architecture, Building & Design. The 3-credit module is taught over 18 weeks and aims to equip students with critical and creative thinking skills. It will be delivered through lectures, tutorials and self-study. Students will be assessed through individual and group projects, an idea journal, and an e-portfolio. The module uses student-centered learning and aims to develop skills like problem-solving, divergent thinking, and expressing ideas. Students must complete all assessments and maintain 80% attendance to pass.
This document outlines the final project assignment for an Introduction to Drawing course. Students will produce orthographic drawings of a basic studio unit layout including a layout plan, elevations, sections, and furniture details. They must demonstrate understanding of drawing conventions, produce clear drawings translating 3D space into 2D, and show creativity. Drawings will be assessed on these criteria. Students will complete preliminary progress drawings and compile a final submission with all required drawings in an A4 proposal report.
This document provides instructions for a drawing project in an Introduction to Drawing course. Students must choose two objects no smaller than A5 size, sketch and measure them, and include the measurements in progress sheets signed by tutors. Using references and measurements, students must independently generate a set of architectural drawings for each object including a plan, two elevations, two sections, one detail drawing, and a cover drawing. Drawings must have appropriate scales, details, subtitles, annotations and lettering. Progress sheets and final drawings must be submitted according to the specified format and requirements. Plagiarism will result in failure of the course.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document provides instructions for an assignment on visual note taking related to natural and built environments. Students are asked to create visual notes on topics related to ecosystems and spaces. For ecosystems, they must formulate topics starting with the letters E-C-O-S-Y-S-T-E-M. For spaces, they must do the same but starting with S-P-A-C-E-S. The notes must be handwritten and drawn on A3 paper. Students must also include an overall conclusion relating their notes. The visual notes will be assessed based on content, structure, documentation, originality and clarity. Suggested references on visual note taking are also provided.
This document outlines the requirements for a final project assignment on designing a better future city. Students will first complete individual tasks to research and propose a new city through a pamphlet. They will consider elements of cities and address a current issue such as disaster resilience or migration. Selected proposals will then be developed into group models and presentations. Students must consider urban planning principles and include zoning, infrastructure, sustainability, and meeting community needs in their city designs. The goal is to apply knowledge of natural and built environments to propose livable, resilient cities.
Luminous City is an island city built as a refuge for migrants and refugees fleeing from war or disasters. It aims to provide shelter, food, water and other necessities. The city has robust security measures like checkpoints guarded by armed forces and patrol robots. Transportation includes eco-friendly trains powered by water and flying cars that also use water as fuel. The zoning plan divides the city into living and working areas for migrants and refugees to fulfill their basic needs. Green buildings further reduce environmental impact through efficient resource usage and waste minimization.
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and observations of one plant and animal species.
The document provides prompts for students to imagine themselves as the 7th member of the Big Hero 6 superhero team. Students are asked to:
1) Explain their inspiration for becoming the 7th member, their personality and characteristics, appearance, and study space.
2) Design two suit options for their superhero persona with special skills/weapons.
3) Create a new logo for "Big Hero 7" and merchandise representing their character.
4) Design a poster or cover promoting the new "Big Hero 7" team.
The prompts encourage students to be creative, think critically, organize their ideas, and do research to complete the assigned art and design tasks.
Project 3 residential landscape project march 2015IAMLETTY
This document outlines the requirements for a final residential landscape project. Students are asked to design the landscape for a residence based on the same site from a previous project. The project involves developing a project description, conceptual diagram, schematic plan, master plan set, cost estimation, and maintenance plan. Students must submit presentation boards with all drawings and plans bound together. Drawings are to be completed manually and include appropriate labeling, color, and detail. Submissions will be assessed based on demonstrated understanding, depth of research, creative application of skills, quality of ideas and representation, and overall originality and workmanship.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
The document outlines the process and steps taken by a group to plan and create a board game. It discusses distributing tasks like creating the 3D model, instruction manual, and video among group members. It also notes the materials used, such as wood, paper, and tools. The steps included discussing the design, researching other games, collecting money, creating components, shooting a video, and finally completing the project.
This document outlines the objectives, tasks, and submission requirements for a group project on experiential landscapes. Students will be divided into groups to research and present on one of 10 park categories. For their selected category, they must describe two case studies - one local and one international - including the historical background, characteristics, contextual study, and common activities. They must also explain the landscape features and elements of the two sites. Groups will have 10 minutes to present their findings, including images and citations, and must submit a video recording and presentation files on a CD for assessment. The goal is for students to distinguish different park categories, characteristics, and case studies locally and internationally.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Cts module outline mac 2015
1. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Creative Thinking Skills [ ARC30104]
Prerequisite: None
Credit hours: 4
Instructor: Shazreene Nurjanna | ShazreeneNurjanna.Shamsuddin@taylors.edu.my
Module Synopsis
This module will equip students with theory and techniques that will help them understand the range of
thinking abilities and how enhancing these can result in a higher quality of design work. Students are
encouraged to explore or broaden their own ideas and thought processes with techniques such as mind-
mapping; expand, twist or synthesize ideas with techniques such as random association; and translate their
ideas into a tangible form which can be interactive, presentable, entertaining or a form of visual design
statement. They will also learn techniques to manage and develop ideas in collaborative efforts or as design
teams, in all its advantages.
Module Teaching Objectives
The teaching objectives of the module are:
1. To identify critical thinking and idea generation skills through the investigation and application of a wide
range of thinking skills and techniques.
2. To understand the modes of thinking commonly associated with critical thinking (left-brain), creative
thinking (right brain) as well as holistic (whole brain) thinking.
3. To implement divergent and convergent thinking methods in researching, developing and presenting
ideas and conclusions in the form of tangible statements.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Apply practical, critical and creative thinking skills within a variety of academic assignments
2. Recognize the characteristics of critical and creative thinking and their applications in students’ personal
and working lives
3. Identify the importance of expressing personal opinions as part of academic development and the
systematic journey(s) taken to evolve these statements
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
Lecture: 1 hour/week
Tutorial: 3 hours/week
Self-study: 3.6 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
2. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 2
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
3. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 3
Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1-3
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1,2
3.2 Define and analyse problems to arrive at effective solutions 3
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant 2
6.2 Reflect on one’s actions and learning. 3
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-
4. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 4
General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including E- Portfolio. Failure to attempt
assessment components worth 20% or more, the student would be required to resubmit or resit an
assessment component, even though the student has achieved more than 50% in the overall assessment.
Failure to attempt final exam and final presentation, will result in failing the module irrespective of
the marks earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalized.
5. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 5
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
You have opportunities to give feedback and issues will be addressed in response to that feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process.
Various teaching and learning strategies such as experiential learning, problem-based learning, site visits,
group discussions, presentations, working in group and etc. can be employed to facilitate the learning
process. In SCL, students are expected to be:
active in their own learning
self-directed to be responsible to enhance their learning abilities
able to cultivate skills that are useful in today’s workplace
active knowledge seekers
active players in a teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project One
Individual -10%
Group-20%
1,2
Week 8
Week 9
Week 9 30%
Final Project
Individual -20%
Group-20%
1-3
Week 13
Week 17
Week 17 40%
Idea Journal
Individual
IDJ
1-3
Every 3/4
Weeks
- 20%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
6. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 6
Assessment Components
1. Project One – (Group + Individual)
This is an introduction project exploring creativity which they will need to extract information from a
particular topic/object/movie/song given to them. They will need to discuss through brainstorming session on
how to translate their idea and research using mind maps, doodles and story-boards. This video will be in
the form of an Ad Campaign or a Short Movie This project aims for students to work as a team to generate
ideas and allow them to express their creativity through effective visual communication.
2. Final Project - (Group + Individual)
The aim of the Final Project will be a review that illustrates the entire topic learned in this module which will
encourage problem solving, critical thinking and creative thinking through series of exploration,
innovation and creation process. The Final Project will concentrate on the development of ideas through
series of sketches, mind maps and diagrams in creating a game board.
3. Idea Journal - (Individual)
The aim of the idea journal is as a medium for students to express, record ideas, methods, techniques and
process of generating ideas. Students will also be given a topic to be placed in the sketch journal as an on-
going ideation process. Mind maps, sketches, scribbles, magazine/paper cuts are examples of items that
will be placed in the Idea Journal.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
7. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 7
Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 – 74 3.33
Good
Evidence of grasp of module; critical capacity and analytical
ability, reasonable understanding of relevant issues;
evidence of familiarity with the literatureB 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit
Given for a module where attendance is for information only
without earning academic credit
8. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 8
WEEKLY MODULE SCHEDULE
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
2nd April 2015
Introduction to project module + projects
Project 1 Briefing 1 3 2
Week 2
9th April 2015
Lecture 1: Introduction to Creativity
Class Exercise 1 3 2
Week 3
16th April 2015
Lecture02: Generating Ideas (6 Thinking Hats, Mind Mapping,
Brainstorming)
IDJ 1 Briefing
1
3
( On line
discussion)
2
Week 4
23rd April 2015 Lecture03: Creative Process 1 3 2
Week 5
30th April 2015 Lecture 04: Traits of Creative Thinking 1 3 2
Week 6
7th May 2015
Lecture05: Creativity Through Convergent and Divergent
Thinking
1 3 2
Week 7
14th May 2015
Lecture06:Methods and Techniques
Briefing Final Project
Submission IDJ 1 | IDJ 2 Brief
1 3
2
Digital upload of
IDJ 1
SEMESTER BREAK (18th-24th MAY 2015)
Week 8
28th May 2015
Lecture 07: Problem Solvings
Project 1( Individual) Submission 1 3
2
Week 9
4th June 2015
PROJECT 1 PRESENTATION
1 3
2
Digital upload of
Project 1
Week 10
11th June 2015
Lecture08: The Abilities of a Critical Thinker
(E-Portfolio briefing)
1 3 2
Week 11
18th June 2015
Submission IDJ 2 | IDJ 3 Brief
1
3
2
Digital upload of
IDJ 2
Week 12
25th June 2015 Lecture 09: Approach in Selling Ideas 1 3 2
Week 13
2nd July 2015
Lecture 10: Creative People and Design
Final Project( Individual) Submission 1 3 2
Week 14
9th July 2015
Discussion/ Class Activity related to Final Project
1
3
( On line
discussion)
2
Week 15
16th July 2015
Discussion/ Class Activity related to Final Project
Submission IDJ 3 | IDJ 4 Brief
1
3
( On line
discussion)
2
Digital upload of
IDJ 3
HARI RAYA HOLIDAY (20th-26th JULY 2015)
Week 16
30th July 2015
Discussion/ Class Activity related to Final Project
1 3 2
Week 17
6th Aug 2015 FINAL PROJECT PRESENTATION 1 3
2
Digital upload of
Final Project
Week 18
13th Aug 2015
IDJ4-Idea Journal Book Cover Submission
E-Portfolio Submission
1 3
2
Digital upload of
E-portfolio
Week 19
19th Aug 2015
Study Leave/Final Exam
*No final exam for CTS
9. Creative Thinking Skills (FDES 0213/ ARC30104): March 2015 9
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Buzan, T., Buzan, B., 1996, The Mind Map Book: How to Use Radiant Thinking
to Maximize Your Brain's Untapped Potential, Plume; Reprint Edition.
2. de Bono, Edward, 1994, De Bono’s Thinking Course, BBC Books.
3. Fisher, A., 2002, Critical Thinking: An Introduction, Cambridge University Press.
4. Michalko, M., 2001, Cracking Creativity: The Secrets of Creative Genius, Ten
Speed Press; New edition
5. Thompson, A., 2003, Critical Reasoning: a Practical Introduction, Routledge,
2nd edition.
Additional
References :
1. Buzan, T., 2001, The Power of Creative Intelligence, Thorsons.
2. Eastaway, R., 2007, Out of The Box: 101 Ideas for Thinking Creatively, Duncan
Baird Publishers.
3. Ryan Ruggiero, V., 2009, The Art of Thinking, Longman; 9th Edition.
4. Robinson, Ken, 2001, Out of Our Minds: Learning to be Creative, Capstone.
5. Pink, Daniel H, 2005, A Whole New Mind: Why Right-Brainers Will Rule the
Future, Riverhead Books
6. Leo, A. M., 2006, On Creativity, Awakening the Creative Mind, Pelanduk
Publications, Malaysia