This document provides information about a module called "Element of Natural Built Environments" (ARC30105). The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and projects. It will be taught over 18 weeks with 2 hours of lectures and 2 hours of tutorials per week. Students will complete 2 projects - the first on natural environments and the second on built environments. They will also maintain a journal and develop an ePortfolio. Assessment will be based on the projects, journal, and ePortfolio. The module uses student-centered learning and aims to develop students' skills in recognizing environments, describing characteristics, analyzing developments, and communicating ideas.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different environmental elements, describe their characteristics, analyze relationships between nature and development, and communicate their understanding using various media. Assessment includes class participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active, self-directed learning process.
This document provides information about a module called Foundation in Natural and Built Environments (FNBE 0115) including its objectives, learning outcomes, modes of delivery, and general rules. The module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. It will be delivered through lectures, tutorials and self-study over 18 weeks for a total of 5 credit hours. Students will learn to recognize different elements of natural and built environments, describe their characteristics, analyze their development and relationships, and communicate their findings using various media.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
This document provides information about an introductory design module taken place in July 2015. The 5-credit module will be delivered over 18 weeks through lectures, tutorials, and self-directed study. It will introduce students to basic design elements and principles, and have them apply these concepts through 2-dimensional and 3-dimensional design projects. Students will be assessed through individual and group assignments, a design process journal, and an e-portfolio. The module aims to help students recognize and apply design fundamentals and develop their visual communication skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module introduces concepts of interpersonal and group communication skills for personal and professional development. Assessment includes a class test, group project blog, and individual oral presentation. Students will develop skills in communication principles, cultural awareness, and conflict handling to achieve the learning outcomes of explaining and applying communication concepts between individuals and groups. The module uses student-centered learning with formative and summative assessments to evaluate students' mastery of topics and graduate capabilities.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different environmental elements, describe their characteristics, analyze relationships between nature and development, and communicate their understanding using various media. Assessment includes class participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active, self-directed learning process.
This document provides information about a module called Foundation in Natural and Built Environments (FNBE 0115) including its objectives, learning outcomes, modes of delivery, and general rules. The module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. It will be delivered through lectures, tutorials and self-study over 18 weeks for a total of 5 credit hours. Students will learn to recognize different elements of natural and built environments, describe their characteristics, analyze their development and relationships, and communicate their findings using various media.
This document provides information about the "Foundation in Natural and Built Environments" module offered at Taylor's University. The module aims to expose students to natural and built environments through lectures, tutorials, self-directed study, and site visits. Students will complete two projects - one on the natural environment and one on the built environment. They will also maintain a journal throughout the semester. The document outlines the module objectives, learning outcomes, assessment components, schedule, and other policies.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
This document provides information about an introductory design module taken place in July 2015. The 5-credit module will be delivered over 18 weeks through lectures, tutorials, and self-directed study. It will introduce students to basic design elements and principles, and have them apply these concepts through 2-dimensional and 3-dimensional design projects. Students will be assessed through individual and group assignments, a design process journal, and an e-portfolio. The module aims to help students recognize and apply design fundamentals and develop their visual communication skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module introduces concepts of interpersonal and group communication skills for personal and professional development. Assessment includes a class test, group project blog, and individual oral presentation. Students will develop skills in communication principles, cultural awareness, and conflict handling to achieve the learning outcomes of explaining and applying communication concepts between individuals and groups. The module uses student-centered learning with formative and summative assessments to evaluate students' mastery of topics and graduate capabilities.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different natural and built environment elements, describe their characteristics, analyze their relationships, and communicate their observations. The module uses student-centered learning approaches and assessments include class participation, presentations, and a final exam.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit, 18-week module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. Students will learn observational, data compilation, and presentation skills. Modes of delivery include lectures, tutorials, and self-directed study. Assessment includes class participation, assignments, and a final presentation. The module focuses on developing students' critical thinking, problem solving, communication and digital literacy skills.
This document provides information about a module called Foundation in Natural and Built Environments (FNBE 0115) at the School of Architecture, Building & Design. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, analyze their relationships, and communicate their observations using different media. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning approaches to facilitate an active learning process.
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.
The document describes a site surveying fieldwork involving a closed loop traverse using a theodolite. Key steps included setting up the instrument and marking stations A, B, C and D. Field angles were measured between stations and used to calculate distances, azimuths, latitudes and departures. The total angular error was distributed and corrections applied to adjusted values. Station coordinates were then computed, with the traverse closing within the acceptable accuracy range for land surveying of 1:300. The purpose was to gain practical experience in traversing techniques.
The document provides details on a fieldwork leveling exercise conducted by students to measure elevation points around a campus. It includes the objectives, introduction to leveling concepts, equipment used including an auto-level and tripod, field data collected using rise and fall and height of collimation methods, adjusted data tables, and a two peg test summary. The leveling resulted in a small misclosure error of 0.011m, within the acceptable accuracy limit, and corrections were made by distributing the error evenly across readings.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different natural and built environment elements, describe their characteristics, analyze their relationships, and communicate their observations. The module uses student-centered learning approaches and assessments include class participation, presentations, and a final exam.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit, 18-week module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. Students will learn observational, data compilation, and presentation skills. Modes of delivery include lectures, tutorials, and self-directed study. Assessment includes class participation, assignments, and a final presentation. The module focuses on developing students' critical thinking, problem solving, communication and digital literacy skills.
This document provides information about a module called Foundation in Natural and Built Environments (FNBE 0115) at the School of Architecture, Building & Design. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, analyze their relationships, and communicate their observations using different media. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning approaches to facilitate an active learning process.
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.
The document describes a site surveying fieldwork involving a closed loop traverse using a theodolite. Key steps included setting up the instrument and marking stations A, B, C and D. Field angles were measured between stations and used to calculate distances, azimuths, latitudes and departures. The total angular error was distributed and corrections applied to adjusted values. Station coordinates were then computed, with the traverse closing within the acceptable accuracy range for land surveying of 1:300. The purpose was to gain practical experience in traversing techniques.
The document provides details on a fieldwork leveling exercise conducted by students to measure elevation points around a campus. It includes the objectives, introduction to leveling concepts, equipment used including an auto-level and tripod, field data collected using rise and fall and height of collimation methods, adjusted data tables, and a two peg test summary. The leveling resulted in a small misclosure error of 0.011m, within the acceptable accuracy limit, and corrections were made by distributing the error evenly across readings.
The document summarizes a student project to raise awareness about stress management. The project team organized an informational booth with posters on stress in college and tips to reduce stress. Their objectives were to educate students about stress, invite them to participate in a stress talk, conduct a survey on sources of student stress, and provide stress-relieving games. The team prepared for the event, set up their booth, conducted the survey, and concluded that they successfully spread awareness about managing stress.
The document summarizes a student group's final presentation report on their campaign to raise awareness about stress and ways to reduce it. The group organized an event with booths, games, and a survey to educate other students on stress. They designed posters and activities like throwing written stresses into a bucket. Most group members reflected that they learned about stress management and developed new skills in planning, communication, and teamwork through this project.
Mpu leading 21st presentation (finalized)Sheng Zhe
Uncle David is a single father diagnosed with leukemia who sells soft toys to support his son's education. After his order for 250 toys was not fulfilled, Malaysians united on social media to help him. Despite facing health and personal challenges, he remains determined, honest, kind, and trustworthy in his work.
This document provides an overview of solar energy integration for building services. It discusses the evaluation, selection and installation process for solar panels. Three main types of solar panel mounts are described: flush mounts, ground mounts, and pole mounts. It also covers maintenance requirements and provides a case study on a building in France that uses solar energy. Both advantages and disadvantages of solar power are outlined. Potential problems and recommendations for improvements are also discussed.
Ct & bm & mea assignment brickwall reportSheng Zhe
This document summarizes the process of constructing a brick wall. Key steps include laying a concrete foundation, attaching string as a guide for brick layers, applying mortar between bricks using a trowel, and smoothing plaster on the finished wall. Important materials include clay bricks, mortar made of cement, lime and sand, and a cement sand plaster. Tools used include trowels, hawks to hold plaster, spirit levels, and a concrete mixer to prepare mortar and plaster.
Students are required to complete a group report on a historical site in Malaysia as part of their Citizenship Values Education course. The report must be submitted through the online learning platform by the sixth week and cover one of the following topics: Malay Civilization, Islamic Civilization, Indian Civilization, Chinese Civilization, or the pre-historic period of Malaysia. The report should include an introduction, objectives, research findings, a travel journal, conclusion, and appendices such as photos. It must be 20-25 pages following the specified format and include a group photo from their visit to the historical site.
The document provides details about a group assignment to research and report on the Cheng Hoon Teng Temple in Malacca, Malaysia. It includes a list of group members, acknowledgements, objectives of the assignment, research findings about the temple's history and structure, and maps showing its location. The oldest and most notable temple in Malaysia, Cheng Hoon Teng was founded in the 1600s and has historical and cultural significance as the country's relationship with China developed.
This document provides instructions for Assignment No. 2, which requires students to prepare a complete taking-off and bill of quantities for the structural elements of a proposed one-story kindergarten building. Students must measure and quantify the pad footings, work below the ground floor, ground floor beams, columns and stiffeners, and roof beams. The assignment aims to develop students' understanding of measurement principles and techniques for preparing bills of quantities according to the Standard Method of Measurement. Students must submit handwritten billing papers, dimension sheets, and other documentation compiled into a bound portfolio with a cover page and summary of quantities.
(BRICK WALL) Integrated assignment m1 ct1 and bm mac 2016Sheng Zhe
This document provides an assignment brief for a project video on constructing a brick wall. Students are required to submit a report analyzing the video and addressing several learning outcomes. They must describe the process of constructing a brick wall, including the bonding type used, materials like bricks and mortar, and construction method. Students should also identify the machinery, plants, and tools used. The report will be assessed based on the quality of the introduction, technical observations, photos and descriptions, and fulfillment of learning outcomes.
1) The document describes a group assignment for a construction technology and building materials course. Students must design a single-story bungalow, selecting appropriate foundation, flooring, wall, ceiling, and other structural components and justifying their choices.
2) Students must then examine the materials used for each component, explaining the suitability of the materials. They may include a layout plan.
3) The final project involves creatively arranging pictures and descriptions on A3 boards, with no more than 10 boards total. Students will be graded individually based on verbal and board presentations.
Business charity drive report final versionSheng Zhe
This document is a report on a charity drive event organized by an intro to business class at Taylor's University. A group of 7 students ran a booth selling homemade food and drinks from January 26-29th to raise funds for Grace Community Services, a charity that helps the poor, homeless, disabled, orphans, and others. Products sold included herbal tea, waffles, and herbal eggs. The group analyzed competitors, packaging, pricing, and made adjustments over the 4 days. They were able to raise a total of RM2035.25 for the charity despite not meeting their daily sales targets.
This document is a report on a charity drive event organized by a group of students for their Introduction to Business class. The group raised funds for Grace Community Services, a non-profit organization helping the poor, disabled, orphans and others in need. The group sold homemade drinks and foods like herbal tea, waffles and herbal eggs from their booth on campus over 4 days. They analyzed their target market of university students and visitors, competitors, products and pricing to maximize sales. While they did not meet their daily sales goal due to low student numbers, they were able to raise a total of RM2035.25 for the charity through sales and donations.
Bus30104 intro to biz final project - charity drive brief sept 2015Sheng Zhe
The document provides details about a final project for an Introduction to Business course. The project requires students to form groups and run a charity drive event to raise funds for a charitable organization of their choice. Key aspects of the project include:
- Students will form groups of up to 10 members and decide on a product or service to sell during the charity drive week. Profits will be donated to the chosen charity.
- Objectives are for students to gain practical experience in business areas like marketing, finance, and social responsibilities.
- Tasks include submitting a project report and supporting documents documenting the charity drive and decisions made.
- Assessments will evaluate the group report, goal achievement in fundraising, financial records
Business project 1 - business plan slidesSheng Zhe
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. ENBE (FNBE 0115) April 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 : ELEMENT OF NATURAL BUILT ENVIRONMENTS (ARC30105)
Prerequisite : None
Credit Hours : 5
Instructor : Miss Normah Sulaiman (normah.sulaiman@taylors.edu.my)
Ms. Ida Marlina Mazlan (ida.mazlan@gmail.com)
Module Synopsis
This module aims to expose students to the two major components; the natural and built environments. The
emphasis will be based on establishing a symbiotic relationship between the two environments. Students will be
introducing to observational skills, data compilation, report preparation and presentation skills. Their learning
experience and exposure extend the class walls. They will experience nature and the built environment through
site visit which will enhance their understanding of the two component of this subject.
Module Teaching Objectives
The objectives of this module are to encourage the student:
1. To create awareness of the elements of the natural and built environment
2. To expose the elements of the natural and built environment in their basic unit, form and function
3. To show symbiotic relationship of the elements of the natural and built environment
4. To question, analyse and articulate the impact between natural and built environment
Module Learning Outcomes
Upon successful completion of this module, students will be able to:
1. To recognise and identify the different elements of the natural and built environment
2. To describe the different characteristics of the natural and built environment by exploring the basic elements
such as natural topography, landscape, space, building and infrastructure.
3. To differentiate and compare the different development of the built environment by looking at the natural
topography, landscape, space, building and infrastructure
4. To analyse and evaluate the different development of the built environment by looking at the natural
topography, landscape, space, building and infrastructure
5. Understand how to communicate ideas through observation and using different media/tools/techniques to
present information of the study of natural and built environment
Modes of Delivery
This is a 5 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: 2 hours per week
Tutorial: 2 hours per week
Self-directed study: 7 hours per 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. ENBE (FNBE 0115) April 2015 2 | P a g e
TIMeS
Moodle will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements. Lecturer will also use Padlet for communication and
announcements. iTunes U for the module will be created and is available for students using the iPad and iPhone.
Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1
Solid foundational knowledge in relevant subjects.
-
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.
1,2,3,4
3.2
Define and analyse problems to arrive at effective solutions.
1,2,3,4
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. 1,2,3,4
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. -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
3. ENBE (FNBE 0115) April 2015 3 | P a g e
General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage
grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late.
A weekend counts as one (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 presentation 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. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of
80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
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. Failure to attempt assessment components worth 20% or
more, the student would be required to resubmit or resit an assessment component, even though the student has
achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including
final exam and final presentation, will result in failing the module irrespective of the marks earned, even though
the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source,
is a serious case of misconduct which is deemed unacceptable by the University.
"Work" includes written materials such as books, journals and magazine articles or other papers and also
includes films and computer programs. The two most common types of plagiarism are from published materials
and other students’ works.
1. 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.
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.
1,2,3,4
4. ENBE (FNBE 0115) April 2015 4 | P a g e
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 also refers to materials obtained from the
Internet too.
2. 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 that are very similar in tone and content, both are likely to be
penalised.
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 team.
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
Assessment
Components
Type
Learning
Outcome/s
Submission Presentation
Assessmen
t Weightage
Project One - Nature
Group 15% +
Individual 15%
1,2,3
Week 9 Week 9 30%
Project Two – B.Env
Group 15% +
Individual 25%
1,2,3,4
Week 17 Week 17 40%
5. ENBE (FNBE 0115) April 2015 5 | P a g e
The Journal Individual
1,2,3,4 Every 3
Weeks
- 20%
E-Portfolio Individual 1,2,3,4 Week 18 - 10%
100%
Assessment Components
1. Project One (NATURAL) – Interactive Infographic Poster + Booklet (Group + Individual)
This is an introduction project is created for the students to explore, experience and appreciate nature.
Through site visit the students will have to represent their findings and information as an Interactive
Infographic Poster and their experience using photos and short clips. This project will not just benefit the
students in this class, but it will spark awareness and inspiration to others around the world once they share it
online via proper media and on their online TGC Portfolio.
2. Project Two (BUILT) – Better City (Group + Individual)
The aim of Project Two is for the students to plan and propose a better city applying the basic knowledge that
has been delivered through lectures and through their investigation. Students will also need to do a report on
an existing city to help them understand the structure of the city as a case study.
3. The Journal – The ENBE Scrap Book (Individual)
The aim of the “The Journal” is as a medium for students to record ideas, information and their further
investigation and references. Students will also be given a topic base on the two main components. Mind
maps, sketches, scribbles, magazine/paper cuts are examples of items that will be placed in the The 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 COMPULSORY.
6. ENBE (FNBE 0115) April 2015 6 | P a g e
Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given 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 matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 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 Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in 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.
7. ENBE (FNBE 0115) April 2015 7 | P a g e
Module Schedule
Date Topic Lecture
Hours
Tutorial
Hours
Blended
Learning
W1
23rd-27th March
*Orientation Week (No lecture and tutorial session)
2 2
2
Digital upload
of Project 21
W2
1st April
Introduction ENBE Module
W2
8th April
Lecture 01: What is the Natural Environment by Miss
Normah Sulaiman
Project One Brief
2 2 2
W3
15th April Site Visit : Kuala Lumpur Bird Park, Orchid Park and KL Lake Garden.
W4
22nd April
Lecture 02: Habitat + Ecosystem by Ms. Ida Mazlan
2
2
2
W5
29th April
Lecture 03: Natural Resources & Awareness &
Conserving Nature by Miss Normah Sulaiman 2 2 2
W6
6th May
Progress Presentation 01 : Project One Group Component
The Journal Part 1 : Briefing by Miss Normah Sulaiman
2 2
2
W7
13th May
Lecture 04: Design Landscapes
A relationship between design intervention and natural
environment by Miss Normah Sulaiman
2 2
2
Digital upload
of TJ01
Semester Break
W8
27th May
Presentation Day – Project One Group
Component
2 2
2
Digital upload
of P.1
W9
3rd June
Lecture 05: What is the Built Environment? Shelter for
inhabitation by Miss Normah Sulaiman
Lecture 06: Built Environment – Space and Types of
Building by Miss Normah Sulaiman
Project Two – Briefing
The Journal Part 2 : Briefing by Miss Normah Sulaiman
2 2
2
Digital upload
of TJ02
W10
10th June Site Visit – Kuala Lumpur 2 2 2
W11
17th June
Lecture 08: Built Environment – Rural and Suburban
Context by Ms. Ida Mazlan
Lecture 11: Built Environment – Urban Context
by Miss Normah Sulaiman
2 2 2
8. ENBE (FNBE 0115) April 2015 8 | P a g e
W12
24th June
Discussion / Class Activities Related to Final Project 2 2 2
W13
1st July
Discussion / Class Activities Related to Final Project 2 2 2
W15
8th July
Progress Presentation 01 : Project Two
All Component
2 2
2
W16
15th July
Discussion / Class Activities Related to E-Portfolio
2 2 2
Hari Raya Break
W17
29th July
Presentation and Submission of Project Two
W18
5th August
TGC Portfolio Submission - - 6
W19
EXAM WEEK
Final Exam Week (NO EXAM FOR ENBE)
Note: The Module Schedule above is subject to change at short notice.
References
Primary:
1. Ching, Francis D.K., 2002. Architecture: Form, Space and Order, Van Nostrand Reinhold.
2. Ching, Francis D.K., 2000. Drawing: A Creative Process, John Wiley & Sons, Inc, New York.
3. Long, Richard, 1991. Walking in Circles, George Braziller.
4. T.C. Whitmore, 1998. An Introduction to Tropical Rain Forests, Oxford University Press, USA
Secondary:
1. Baker, Geoffrey H., 1996. Le Corbusier – An Analysis of Form, Van Nostrand Reihold, 1996.
2. de Sausmarez, F, 1983. Basic Design: the Dynamics of Visual Form, Rev. ed., London, Herbert.
3. Lawson, Bryan, “How Designer Think: The Process Demystified”, Bryan Lawson, Architectural Press,
London 1980.
4. Unwin, Simon, “ Analysing Architecture”, Routledge, 1997
5. Lawson, Bryan, “Designing Mind”, Butterworth, Oxford, 1994.
6. Khoolhaas, Rem, 1998. “S,M,L,XL”, Monacelli Press