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, ePortfolio and class participation. 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.
Fnbe0115 ENBE module outline final august 2013Yvonne Chin
This document outlines a module on elements of natural and built environments. The 5-credit, 18-week module aims to expose students to the basic components, forms, and functions of elements in natural and built environments, as well as the symbiotic relationship between these environments. Assessment includes individual and group projects, presentations, and an e-portfolio where students demonstrate the module and program learning outcomes. Students will analyze the impact of natural and built elements through case studies of rural, suburban, and urban contexts.
Taylor's University Malaysia, School of Architecture, Building & Design, Foundation In Natural and Built Environments, April Intake, Elements of Natural & Built Environments Project 1, Individual Component
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active for at least 30 minutes each day is recommended for significant health improvements.
This document provides a case study comparing the built environments of urban, suburban, and rural areas. It describes Stadium Merdeka in urban Kuala Lumpur, the well-developed suburban area of Bukit Jelutong near Shah Alam, and the traditional rural Kampung U6 village near Subang airport. Key differences noted are population density, building types, infrastructure development, availability of nature/landscape, and conditions of buildings and infrastructure between the three settings.
This document provides instructions for a group project involving a visit to Taman Negara National Park in Malaysia. Students will document their experiences through individual photo scrapbook journals and create an awareness poster as a group. The photo scrapbook should include observations, descriptions of plants/animals, and designs for a mini shelter. The group will create a pop-up infographic poster to raise awareness about a topic related to Taman Negara's natural environment. Students will visit Taman Negara in late August 2016 and submit their individual scrapbooks in early September and group posters at the end of September. The project aims to increase students' appreciation of nature through first-hand experiences.
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 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.
Fnbe0115 ENBE module outline final august 2013Yvonne Chin
This document outlines a module on elements of natural and built environments. The 5-credit, 18-week module aims to expose students to the basic components, forms, and functions of elements in natural and built environments, as well as the symbiotic relationship between these environments. Assessment includes individual and group projects, presentations, and an e-portfolio where students demonstrate the module and program learning outcomes. Students will analyze the impact of natural and built elements through case studies of rural, suburban, and urban contexts.
Taylor's University Malaysia, School of Architecture, Building & Design, Foundation In Natural and Built Environments, April Intake, Elements of Natural & Built Environments Project 1, Individual Component
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active for at least 30 minutes each day is recommended for significant health improvements.
This document provides a case study comparing the built environments of urban, suburban, and rural areas. It describes Stadium Merdeka in urban Kuala Lumpur, the well-developed suburban area of Bukit Jelutong near Shah Alam, and the traditional rural Kampung U6 village near Subang airport. Key differences noted are population density, building types, infrastructure development, availability of nature/landscape, and conditions of buildings and infrastructure between the three settings.
This document provides instructions for a group project involving a visit to Taman Negara National Park in Malaysia. Students will document their experiences through individual photo scrapbook journals and create an awareness poster as a group. The photo scrapbook should include observations, descriptions of plants/animals, and designs for a mini shelter. The group will create a pop-up infographic poster to raise awareness about a topic related to Taman Negara's natural environment. Students will visit Taman Negara in late August 2016 and submit their individual scrapbooks in early September and group posters at the end of September. The project aims to increase students' appreciation of nature through first-hand experiences.
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 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, 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 provides instructions for a project on analyzing modern architectural buildings in Klang Valley, Malaysia. Students must form groups to research and document and analyze a selected building. They are to write a report of around 3000 words discussing the building's history, architectural style, construction, and significance. The report should be divided into an introduction, main paragraphs analyzing different aspects of the building, and a conclusion. It will be assessed based on the quality of content, research, and teamwork.
This document outlines the third project for the Architectural Design Studio 2 module. Students are tasked with further developing their previous project into a 150m2 weekend getaway at the National Botanical Garden in Shah Alam. The objectives are to introduce concepts of program, space, form, and function as well as site-specific design. Students must submit sketches, models, site analysis, drawings including plans, sections, elevations, and details. The project aims to develop understanding of user requirements, spatial configuration, architectural tectonics, and materials.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Lau Hui Ming Belinda
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Submission includes drawings, models and a presentation for assessment worth 20%
Arc1126 project 2 pavilion @ national botanical garden shah alamLau Hui Ming Belinda
This document outlines the tasks and requirements for Project 2 of the Architectural Design Studio 2 module. Students will work in groups of 2 to conduct site analysis of the National Botanical Garden in Shah Alam, Malaysia and design a 30m3 pavilion for the site. The project aims to develop students' skills in site analysis, user considerations, conceptual design, model making, and presentation. Students must submit site analysis drawings, conceptual diagrams, detailed drawings at 1:50 scale, and physical models of the design process and final proposal to be evaluated based on demonstrated understanding of site context, user needs, design principles, and quality of representations.
This document outlines a group project assignment for architecture students. The assignment requires students to:
1) Identify an environmental or community issue in their local area. 2) Propose and execute a solution to address the issue. 3) Document their work in a research poster and multimedia presentation. Students will work in groups to explore local issues, engage with the community, and provide designs or services to benefit the public. The goal is for students to apply their skills and increase awareness of sustainability issues.
1. The botanical garden site plan includes a location map, site plan, and SWOT analysis of the existing observation tower.
2. The observation tower is designed to blend into the surrounding forest environment, using natural materials like wood. It provides 360-degree views of Shah Alam from the top.
3. The tower faces issues with lack of maintenance, unsafe stairs, and small spaces that restrict visitor movement. Renovations are needed to improve structural integrity and safety.
The document provides details of a student group project to raise awareness about domestic violence. The group of 10 students organized a campaign called "Stop Suffering Silently" during Domestic Violence Awareness Month in October. They conducted various activities at an information booth including distributing cupcakes and bookmarks, conducting a survey, and taking photos with a prop to gain support on social media. The campaign was successful in raising awareness as they received over 50 survey responses, took over 40 photos, and distributed 80 bookmarks, achieving their goals. The survey also provided data showing some students were unaware of support organizations for domestic violence victims.
Wisma Angkasapuri is the headquarters of Radio Television Malaysia (RTM) located in Kuala Lumpur. It was designed in the international style of modernism by architect Ronald Pratt and built in 1968. The building incorporates local Malaysian influences through elements like its spade-like sun shading panels, curved barrel vault roof, and Malay wood carvings. It is accessible via major highways and public transportation. The building layout consists of an administration block and television house connected by an entrance hall with a distinctive barrel vault roof.
This document outlines a design project for students to create an object such as a mask, helmet, or glove to represent themselves. It provides guidelines for the project, including using specific materials, a size limitation of 400mmx400mmx400mm, and submission requirements of a 3D artwork and presentation board. The project aims to help students explore self-identity and creative design processes through abstract interpretation applied to an object worn on the head, hands or face. Students will generate concepts through exploration, sketching, selecting a form, and applying materials to represent themselves.
Architecture, culture and history 1 precedent studies project brief - march 2016Lau Hui Ming Belinda
This document outlines the project brief for a precedent study and analysis assignment in an Architecture, Culture and History module. Students will conduct research on a selected building to analyze its historical and architectural significance. They will present their findings through online discussions, a sketch journal, and a presentation board. The objectives are to develop students' understanding of architectural theory and skills in historical and architectural criticism. Students will investigate the intentions, concepts, and relationships demonstrated in their case study building. They will also explore how its design concepts could creatively influence future designs.
The group visited Batu Caves as part of an assignment for their MPU3123 course. Batu Caves is an important Hindu site in Malaysia that draws many pilgrims. The group explored the various caves and attractions, including the large Lord Murugan statue and climbing 272 steps to the Temple Cave. They documented their experiences and findings through photos and discussions to complete their objectives of understanding the site's architecture, art, history and importance to different cultures.
1. Joey and Jason have decided to open a music store targeting retirees by selling rap CDs. However, this target market is not suitable as retirees likely do not have interest in rap music. It would be better to target teenagers.
2. Businesses contribute to society by making a profit and providing goods/services that fulfill wants/needs. Examples of contributions include job creation and tax revenue.
3. "Barrier to entry" refers to obstacles that make it difficult for new businesses to enter an industry. Producing tangible goods generally has higher barriers due to requirements for facilities/equipment.
The group formed a business called De Dotz to run a charity drive selling food and drinks over 4 days to raise money for Shelter Home for Children. De Dotz sold Matcha Doriyaki, Raspberry Muffins, Cake Pops, Soya Pudding with Longan, and canned drinks. They targeted Taylor's University students and aimed to raise RM2000. Although there was competition, they managed to hit their target through strategies like posters and booth decoration. A total of RM2818.55 was raised for the charity.
This document outlines the requirements and guidelines for a final group project for an Introduction to Business course. Students will form groups to plan and run a charity drive event to raise funds for a charitable organization of their choice. They will apply concepts learned in the course like marketing, finance, operations and ethics. The project aims to provide practical experience for students and support a worthy cause. Students must submit a detailed report on the planning and results of the event as well as videos documenting aspects of the project. They will be assessed on the content and quality of the report, amount of funds raised, financial records, peer evaluations, and individual reflections.
Global warming is considered the most severe environmental problem currently faced by humans. The planet's temperature has risen more than one degree Fahrenheit since the late 1800s, with most of that increase occurring in the past three decades. The primary cause is too much carbon dioxide in the atmosphere from burning fossil fuels for energy and cutting down forests, which allows carbon to accumulate over time. Negative impacts from global warming include rising sea levels, more severe weather events, and threats to wildlife. Proposed solutions include using solar panels as an alternative energy source without harmful emissions, and improving transportation systems and community design to reduce reliance on driving.
Advertising is a multi-billion dollar industry where companies spend millions each month promoting their products to create demand. This has led to the rise of specialized advertising businesses. Advertising can now be found everywhere including newspapers, television, radio, the internet, billboards, and video games. The document discusses ethics in advertising and provides prompts for discussion and a presentation assignment on identifying and addressing false advertising or environmental issues.
The Putrajaya Botanical Garden is a 230 acre tropical garden located in Klang Valley, Malaysia. It was designed as a sanctuary for Malaysian plant life and serves as an education and research center. The garden contains over 700 species of flowering plants from Asia, Africa, and the Pacific region. It features several sections including the Explorer's Trail, Palm Hill, Sun Garden, Floral Garden, and Lakeside area. Recreational activities include the Canopy Walk, cycling, and boating. The buildings are constructed from materials like wood, glass, steel, brick, and tile.
This document contains two journal entries by a student named Lau Hui Ming about their experiences with group work and social influences. In the first entry, Lau discusses negative experiences with group projects where some members did not contribute equally to the work, forcing Lau and others to take on more work. This relates to the concept of social loafing where individual effort decreases in a group setting. The second entry describes how Lau started watching Korean dramas at the suggestion of friends to be able to participate in conversations, and took up sewing dolls as a hobby after being introduced to the materials by a friend, relating to the concept of social influences.
This document appears to be an English assignment from Taylor's University requiring students to write a report comparing two chicken rice businesses in different locations - one in Selangor, West Malaysia called Prosperity Bowl Restaurant, and the other in Sarawak, East Malaysia called Singapore Chicken Rice. The report includes sections on the history of each business, descriptions of the businesses, a comparative analysis of their competitive traits, a summary table comparing the businesses, recommendations, and appendices with pictures and interview questions/answers.
RPWORLD offers custom injection molding service to help customers develop products ramping up from prototypeing to end-use production. We can deliver your on-demand parts in as fast as 7 days.
Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey ...SirmaDuztepeliler
"Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey Toward Sustainability"
The booklet of my master’s thesis at the Department of Architecture and Civil Engineering at Chalmers University of Technology. (Gothenburg, Sweden)
This thesis explores the transformation of the vacated (2023) IKEA store in Kållered, Sweden, into a "Reuse Hub" addressing various user types. The project aims to create a model for circular and sustainable economic practices that promote resource efficiency, waste reduction, and a shift in societal overconsumption patterns.
Reuse, though crucial in the circular economy, is one of the least studied areas. Most materials with reuse potential, especially in the construction sector, are recycled (downcycled), causing a greater loss of resources and energy. My project addresses barriers to reuse, such as difficult access to materials, storage, and logistics issues.
Aims:
• Enhancing Access to Reclaimed Materials: Creating a hub for reclaimed construction materials for both institutional and individual needs.
• Promoting Circular Economy: Showcasing the potential and variety of reusable materials and how they can drive a circular economy.
• Fostering Community Engagement: Developing spaces for social interaction around reuse-focused stores and workshops.
• Raising Awareness: Transforming a former consumerist symbol into a center for circular practices.
Highlights:
• The project emphasizes cross-sector collaboration with producers and wholesalers to repurpose surplus materials before they enter the recycling phase.
• This project can serve as a prototype for reusing many idle commercial buildings in different scales and sizes.
• The findings indicate that transforming large vacant properties can support sustainable practices and present an economically attractive business model with high social returns at the same time.
• It highlights the potential of how sustainable practices in the construction sector can drive societal change.
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
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