This document outlines the requirements for Project 1 of an introductory design course. It is divided into two parts. Part 1A asks students to individually sketch 10 examples of design elements found in nature and the built environment, along with one abstract artwork exploring elements of design. Students must paste explanation pages identifying the elements behind each sketch. Part 1B will focus on familiarizing design principles through composing simple artworks using everyday items. The objectives are to learn design processes and components, and understand basic principles, elements, and the design process. Upon successful completion, students will be able to recognize and apply design elements and principles in simple projects.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
INTRO TO DESIGN - ARC30205
Prerequisite: None
Lecturers: Ms Delliya Mohd Zain, Miss Norma Sulaiman, Miss Anna Kamelia Kamarudin
Project 1
Getting To Know Elements & Principles of Design
10% Individual + 20% Group Work (out of the 100% overall marks)
Site Visit: 10th – 12th October 2014 at Tanjung Bidara Beach Resort, Melaka
Project 1A - Pin Up Submission Date: 5th November 2014
Project 1B - Presentation & Submission Date: 26th November 2014
Introduction
This project is divided into 2 important parts. The first part is about getting to know the basic design
elements through observing nature and by sketching the apparent and concealed design elements in
nature. The second part will concentrate on familiarising design principles through composing simple art
work using simple daily items. Both parts are basically dealing with 2D artwork.
Objectives of Project
The objectives of this project;
1. To learn the design process and design components such as sketching, drawing conventions,
observation, investigation and production of presentation.
2. To form a comprehensive understanding of the basic principles, elements and design process at an
appropriate level.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. To recognize and identify design elements and design principles.
2. To apply the design elements and design principles in simple projects.
Ms Delliya, Ms Sufina & Mr Paul
2. 2
Tasks - Methodology
PART 1A – Sketching Elements of Design in Nature and The Build Environment
Individually students are required to observe nature and the build environment and capture design
elements apparent or unseen with their bare eyes. Students are required to sketch their findings,
understanding and interpretation of basic design elements on white A5 art block paper. In total 10 A5
sketches. In addition students are to produce 1 piece of A4 size artworks to explore further the basic
elements of design inspired by nature. Students are required to sketch the followings and to include an
explanation page(s) for each item behind the artwork to further explain and identify the required
elements of design through simple diagrams;
A. NATURE - Lines B. NATURE - Shape: Organic C. NATURE - Texture
D. NATURE - FORM: Organic E. NATURE - Hue F. BUILT – Lines
G. BUILT – Shape: Geometric H. BUILT – Texture I. BUILT – Form
J. BUILT – Value K. Any Abstract Art – Colour- Hue or Value (nature)
Students are required to further understand and research each design elements to help them see,
understand, record, sketch and explain in the explanation page.
For all item, students are required to sketch using 2B pencil or felt pen / art line pen for these
sketches. For each sketch, it should not be all 2B pencil or all felt pen.
For E, J and K, students are may use water colour, pastel, markers and pencil colour.
For K students may use any medium and paper.
Students are required to prepare it according to Fig 1.0 Project One A – Submission Layout.
Fig 1.0 Project One A – Submission Layout.
A B
C D
E F
G H
I K
J
3. 3
Submission Requirement
This is a group work project with individual component.
PART 1A – Submission Week 6 – 5th of November 2014, Wednesday 8AM
The orientation of the drawings should be all the same. Please refer to Fig O1.
Students are required to paste the explanation page(s) behind the sketches beautifully.
The explanation page should include diagram(s) and key words to explain further about the design
elements that you are emphasising on the sketch. Please provide a small photo of the subject/item
drawn and it must be from the site – Bandar Melaka or Tanjung Bidara, Melaka. Do not use the
photo for explanation. All explanation must be hand drawn and hand written. (Architecture
handwriting)
The subject/item A-E, should be all natural elements.
The subject/item F-J, should be about the build environment. (not people -example portrait)
The abstract art for K, should be original. You may get inspiration from other sources but you need
to make it your own style. But it is best if it was you own idea.
Please write the labels and title using white pencil and it has to be architecture hand writing.
The A2 mounting board must be black.
Please take pictures of the process of making this artwork to be placed in the e-portfolio.
Please SCAN your work before submission and keep the art work save until the end of semester.
All sketches, doodles, research, planning, discussion to be place in the e-portfolio. It’s the
responsibility of every student to make sure they record the process and final product of
their work.
Assessment criteria
The assessment for this assignment will be based on your
Demonstrated understanding of design element and design principles and composition on the artwork.
Originality, creativity, theme/concept, appropriate technique and workmanship quality of the artwork to
enhance the design elements and principles.
Clarity and content of the explanations of elements and principles of design.
Marking criteria
Marks shall be distributed as follows:
PART 1A -
Demonstrated understanding of design element on the artwork. 2%
Clarity and content of the explanations of elements of design. 3%
Originality, appropriate technique, creativity and workmanship quality of the artwork. 5%
Total 10%
Total 20%
NOTE: PLEASE BE INFORMED THAT INVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED BASED ON PEER
EVALUATION AND INSTRUCTUR’S EVALUATION ON INDIVIDUAL PERFORMANCE OF A GROUP MEMBER.
4. 4
Suggested References
These are just some links that should start you with your independent learning through research. Please
don’t just refer to these links. There are books on the module outline as well.
1. http://www.pinterest.com/kezza50/design-elements-found-in-nature/
2. http://naturesketchers.blogspot.com/
3. http://www.j6design.com.au/ClientArea/6fundamentalprincipleofdesign