This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations at the site through photos, sketches, and written reflections. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and observations. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document provides instructions for a group project on documenting nature. Students will visit Taman Negara national park and create (1) a 5-7 minute documentary video as a group, (2) 3-5 pop-up informational posters as a group, and (3) an individual photo scrapbook journal. The video, posters, and journal should document the students' experiences and observations at Taman Negara to increase awareness of natural environments. Projects will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
SEMESTER 1: Elements in Natural & Built Environments Project 1 Brief - Repres...University of Nottingham
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
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 by establishing a symbiotic relationship between the two. It will be delivered over 18 weeks through lectures, tutorials and self-directed study. Students will complete two projects - the first on nature and the second on the built environment. They must also maintain a journal and ePortfolio capturing their learning. Assessment includes individual and group work, with grades given according to Taylor's marking scale.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the objectives of creating awareness of natural elements and exposing their characteristics. Submissions are due between March 9th and April 16th, 2015.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and reflections. The project aims to increase awareness of natural elements and environments. It is assessed based on the group pop-up poster, documentary video, and individual scrapbook journal submissions.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and reflections from the trip. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations at the site through photos, sketches, and written reflections. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and observations. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document provides instructions for a group project on documenting nature. Students will visit Taman Negara national park and create (1) a 5-7 minute documentary video as a group, (2) 3-5 pop-up informational posters as a group, and (3) an individual photo scrapbook journal. The video, posters, and journal should document the students' experiences and observations at Taman Negara to increase awareness of natural environments. Projects will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
SEMESTER 1: Elements in Natural & Built Environments Project 1 Brief - Repres...University of Nottingham
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
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 by establishing a symbiotic relationship between the two. It will be delivered over 18 weeks through lectures, tutorials and self-directed study. Students will complete two projects - the first on nature and the second on the built environment. They must also maintain a journal and ePortfolio capturing their learning. Assessment includes individual and group work, with grades given according to Taylor's marking scale.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the objectives of creating awareness of natural elements and exposing their characteristics. Submissions are due between March 9th and April 16th, 2015.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and reflections. The project aims to increase awareness of natural elements and environments. It is assessed based on the group pop-up poster, documentary video, and individual scrapbook journal submissions.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and reflections from the trip. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations at the site through photos, sketches, and written reflections. The project aims to increase students' awareness and appreciation of natural elements and habitats.
Wat Rong Khun, also known as the White Temple, is an unconventional Buddhist temple located in Chiang Rai, Thailand. The temple is entirely constructed out of white plaster and mirrored glass mosaic tiles, signifying purity. It was envisioned by Thai artist Chalermchai Kositpipat as a way to combine his Buddhist faith and contemporary art. The White Temple serves as Chalermchai's magnum opus and offering to both Buddha and his home country of Thailand.
Wat Rong Khun, also known as the White Temple, is a Buddhist temple located in Chiang Rai, Thailand. It was designed and built by Thai artist Chalermchai Kositpipat starting in 1997. The exterior and interior structures are painted entirely white and decorated with mirror shards and colorful Buddhist imagery. Notable features include the Ubosot temple building, a pagoda lake, and the Bridge of Rebirth. The temple is considered a unique work of religious art that has become a popular tourist attraction in northern Thailand.
This document provides an overview of a proposed business called Yummy Nummies that produces natural and organic candies. It discusses the company's background, products, target customers, competitors, marketing strategy, financial plan, sales forecasts, and references. The business would be headquartered in Kuala Lumpur, Malaysia and produce a variety of candies like hard, milky, and gummy candies to target health conscious customers. It provides details on expected startup costs, capital investment, and sales projections over the first three years.
This document contains a student's journal entries for a social psychology course. The journal entries summarize and provide examples of several theories:
1) Social facilitation and how the student's performance improved when doing individual assignments that would be compared to peers.
2) Confirmation bias and examples of how the student selectively noticed information that confirmed their preexisting beliefs.
3) Maslow's hierarchy of needs and how the student's needs have been met at different levels.
4) Social comparison, including upward comparisons to improve and downward comparisons to boost self-esteem.
5) Counterfactual thinking and examples of how the student imagined alternative outcomes for past events.
6) Framing heuristic
The document is a report on a group project to create a video portraying concepts from social psychology. It includes an acknowledgements section, table of contents, introduction, method, concept, and discussion sections. The summary is:
The report summarizes a group's video portraying a story about two police officers investigating a drug trafficking case. It shows how concepts like racism, confirmation bias, availability heuristic, hostile aggression, and extrinsic motivation are demonstrated through the characters' actions. The video depicts the conflict between the officers that arises from one officer's racist assumptions. It also shows how the drug lord character reacts aggressively to perceived threats from one officer by killing his girlfriend, which then motivates him to pursue arresting her
The document summarizes a charity event organized by students to raise funds for World Vision Malaysia. The group of 5 students decided to raise RM3000 through selling products and services. Their target market was college students and staff at the university. They analyzed competitors also running charity events. The group sold items like onigiri, flowers, cacti, temporary tattoos and provided a health scanning service. The funds raised were intended to help provide clean water, healthcare and education for children in need around the world.
This document is a scanned receipt from a grocery store purchase on January 15th, 2022 for $58.64. It lists the items bought which include produce, dairy, baked goods, and other grocery items. The payment was made with a credit card ending in 4321.
This document summarizes chapters from a story about a gelato stall run by a character called "The Stud". It discusses how The Stud uses stereotypes to make assumptions about different types of customers. It also discusses concepts like first impressions, persuasion techniques, attitudes, social cognition, and confirmation bias. The document analyzes how The Stud interacts with different customers at his stall, like a student and a "Hot Chick", and how his behaviors and attitudes either help or hinder his ability to make sales.
The document summarizes research conducted on two Chinese herbal shops in Malaysia - Wan Choon Tong in Seremban and Toon Choon Tong in Semenyih. Interviews were conducted at each shop to understand their history, operations, customers, competitors and challenges. Both shops have been in business for decades and largely serve middle-aged and elderly customers. While Wan Choon Tong faces more local competitors, both shops rely on building trust with customers through affordable prices, friendly service and herbal expertise. The research provides insights into running a successful herbal business over generations in Malaysia.
The document outlines the key details of a home sale including the property address, purchase price, date of sale, and names of the buyer and seller. Escrow is scheduled to close in 30 days contingent upon the buyer obtaining financing. The buyer has 10 days to conduct an inspection of the property and provide notice of any issues found.
The document outlines the key details of a home sale including the purchase price of $450,000, a closing date of January 15, 2023, and contingencies requiring the home to pass inspection and the buyer to obtain financing by December 15, 2022.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document compares and contrasts the science fiction films Inception and Interstellar. It discusses their settings, themes, moods, and targeted audiences. Inception is set in the universe of dreams within dreams, and explores Dominic Cobb's desire to escape guilt. Interstellar is set in a future where Earth is ravaged, and follows Cooper's journey through space to find a new planet. Both films have dark, sad tones, but express emotion differently. Inception is more complex and suitable for older audiences, while Interstellar can be understood by wider age groups due to its themes of space exploration, love, and family. Overall, the document examines how different elements create distinct effects and styles between the two films.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in collaborative project work, information design, and communicating environmental themes.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must create a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in recognizing environmental elements, describing natural characteristics, and creatively presenting information gathered from direct experience in nature.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site in groups to observe and document the natural elements and habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display the site layout and details on natural elements, while the video should reflect the student experience. Students must also create an individual scrapbook journal of their observations and understanding of the ecosystem. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site in groups to observe and document the natural elements and habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display the site layout and details on natural elements, while the video should reflect the student experience. Students must also create an individual scrapbook journal of their observations and understanding of the ecosystem. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
Wat Rong Khun, also known as the White Temple, is an unconventional Buddhist temple located in Chiang Rai, Thailand. The temple is entirely constructed out of white plaster and mirrored glass mosaic tiles, signifying purity. It was envisioned by Thai artist Chalermchai Kositpipat as a way to combine his Buddhist faith and contemporary art. The White Temple serves as Chalermchai's magnum opus and offering to both Buddha and his home country of Thailand.
Wat Rong Khun, also known as the White Temple, is a Buddhist temple located in Chiang Rai, Thailand. It was designed and built by Thai artist Chalermchai Kositpipat starting in 1997. The exterior and interior structures are painted entirely white and decorated with mirror shards and colorful Buddhist imagery. Notable features include the Ubosot temple building, a pagoda lake, and the Bridge of Rebirth. The temple is considered a unique work of religious art that has become a popular tourist attraction in northern Thailand.
This document provides an overview of a proposed business called Yummy Nummies that produces natural and organic candies. It discusses the company's background, products, target customers, competitors, marketing strategy, financial plan, sales forecasts, and references. The business would be headquartered in Kuala Lumpur, Malaysia and produce a variety of candies like hard, milky, and gummy candies to target health conscious customers. It provides details on expected startup costs, capital investment, and sales projections over the first three years.
This document contains a student's journal entries for a social psychology course. The journal entries summarize and provide examples of several theories:
1) Social facilitation and how the student's performance improved when doing individual assignments that would be compared to peers.
2) Confirmation bias and examples of how the student selectively noticed information that confirmed their preexisting beliefs.
3) Maslow's hierarchy of needs and how the student's needs have been met at different levels.
4) Social comparison, including upward comparisons to improve and downward comparisons to boost self-esteem.
5) Counterfactual thinking and examples of how the student imagined alternative outcomes for past events.
6) Framing heuristic
The document is a report on a group project to create a video portraying concepts from social psychology. It includes an acknowledgements section, table of contents, introduction, method, concept, and discussion sections. The summary is:
The report summarizes a group's video portraying a story about two police officers investigating a drug trafficking case. It shows how concepts like racism, confirmation bias, availability heuristic, hostile aggression, and extrinsic motivation are demonstrated through the characters' actions. The video depicts the conflict between the officers that arises from one officer's racist assumptions. It also shows how the drug lord character reacts aggressively to perceived threats from one officer by killing his girlfriend, which then motivates him to pursue arresting her
The document summarizes a charity event organized by students to raise funds for World Vision Malaysia. The group of 5 students decided to raise RM3000 through selling products and services. Their target market was college students and staff at the university. They analyzed competitors also running charity events. The group sold items like onigiri, flowers, cacti, temporary tattoos and provided a health scanning service. The funds raised were intended to help provide clean water, healthcare and education for children in need around the world.
This document is a scanned receipt from a grocery store purchase on January 15th, 2022 for $58.64. It lists the items bought which include produce, dairy, baked goods, and other grocery items. The payment was made with a credit card ending in 4321.
This document summarizes chapters from a story about a gelato stall run by a character called "The Stud". It discusses how The Stud uses stereotypes to make assumptions about different types of customers. It also discusses concepts like first impressions, persuasion techniques, attitudes, social cognition, and confirmation bias. The document analyzes how The Stud interacts with different customers at his stall, like a student and a "Hot Chick", and how his behaviors and attitudes either help or hinder his ability to make sales.
The document summarizes research conducted on two Chinese herbal shops in Malaysia - Wan Choon Tong in Seremban and Toon Choon Tong in Semenyih. Interviews were conducted at each shop to understand their history, operations, customers, competitors and challenges. Both shops have been in business for decades and largely serve middle-aged and elderly customers. While Wan Choon Tong faces more local competitors, both shops rely on building trust with customers through affordable prices, friendly service and herbal expertise. The research provides insights into running a successful herbal business over generations in Malaysia.
The document outlines the key details of a home sale including the property address, purchase price, date of sale, and names of the buyer and seller. Escrow is scheduled to close in 30 days contingent upon the buyer obtaining financing. The buyer has 10 days to conduct an inspection of the property and provide notice of any issues found.
The document outlines the key details of a home sale including the purchase price of $450,000, a closing date of January 15, 2023, and contingencies requiring the home to pass inspection and the buyer to obtain financing by December 15, 2022.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document compares and contrasts the science fiction films Inception and Interstellar. It discusses their settings, themes, moods, and targeted audiences. Inception is set in the universe of dreams within dreams, and explores Dominic Cobb's desire to escape guilt. Interstellar is set in a future where Earth is ravaged, and follows Cooper's journey through space to find a new planet. Both films have dark, sad tones, but express emotion differently. Inception is more complex and suitable for older audiences, while Interstellar can be understood by wider age groups due to its themes of space exploration, love, and family. Overall, the document examines how different elements create distinct effects and styles between the two films.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in collaborative project work, information design, and communicating environmental themes.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must create a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in recognizing environmental elements, describing natural characteristics, and creatively presenting information gathered from direct experience in nature.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site in groups to observe and document the natural elements and habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display the site layout and details on natural elements, while the video should reflect the student experience. Students must also create an individual scrapbook journal of their observations and understanding of the ecosystem. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site in groups to observe and document the natural elements and habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display the site layout and details on natural elements, while the video should reflect the student experience. Students must also create an individual scrapbook journal of their observations and understanding of the ecosystem. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
The multipurpose auditorium has a rectangular shaped ceiling pattern that enhances the modern design of the hall. The hall can be used for various purposes and has a ceiling with a geometric pattern that fits with the contemporary style of the building.
The document is a post card showing a detailed view of some stairs. The stairs are made of red bricks with gaps between them that provide natural lighting and ventilation to whoever uses the stairs. The post card contains initials that are likely the photographer or sender of the card.
Maranatha Hall is a building used for English speaking church services. It has a modern design with simple, geometrical structures. A post card was sent from the hall with the initials G T P J.
The Chinese Hall post card depicts a rectangular shaped hall for Chinese services that has soundproof boards complimenting its modern design. The hall has a rectangular shape and modern design with soundproof boards.
The post card depicts a fountain that symbolizes the Christian practice of water baptism. Water baptism is used in Christianity as a ritual to welcome new members and cleanse them of sins. The initials at the bottom are likely those of the artist or sender of the post card.
The document describes a post card showing a cross at the top of a church building, representing the symbolism of Christianity. The cross is a prominent symbol used by churches to represent Jesus Christ's crucifixion and resurrection.
The garden chapel post card shows an outdoor wedding chapel with a whitish, triangular shaped roof. The chapel provides a location for outdoor weddings under a roof structure with a triangular shape made of white material.
The fish window post card represents Jesus' disciples as 'fishers of men' who were called by Jesus to be followers. The window also serves a practical purpose by allowing natural light into the building. The letters G T P J at the end may be initials but provide no other context.
The lobby entrance features a cross detailing symbolizing the church. The design contrasts red bricks with white walls. Initials G T P J are written on a post card.
The document describes a prayer tower with prayer rooms at the highest level. It notes the smart use of timber flooring that compliments the bricked wall. The initials G T P J are also included.
This document appears to be a design process journal (DPJ) created by Sufina Abu Bakar for her Introduction to Design module. It includes sketches and notes from her design process as well as samples of work from concept to schematic proposals. The portfolio contained in the DPJ aims to showcase her process and form making through the selected works. The DPJ compilation covers requirements for the portfolio assignment such as a 150-200 word write up, selected sketches, curriculum vitae, and reflection on the module.
1. The document lists 6 student ID numbers.
2. It provides definitions and formulas for calculating the surface area and volume of cylinders, including examples of working through sample problems.
3. It also defines what a circle is and provides formulas for calculating the area of a circle and sectors.
Hemophilia is a genetic disorder that impairs the body's ability to control blood clotting, which can cause excessive bleeding from minor injuries that lasts for days or weeks. A survey of male and female students found that most had a good understanding of general hemophilia information but less understanding of its effects. The survey also showed that students correctly understood hemophilia is an inherited condition and that people with it should exercise, though a minority incorrectly believed it could not cause death or be cured.
This document summarizes the results of a survey conducted by students to analyze public understanding of hemophilia in Malaysia. 250 students (125 male, 125 female) from Taylor's University participated in the survey. The survey included 15 multiple choice questions about hemophilia. The students' responses were analyzed and categorized by gender. Overall, female students displayed a slightly higher level of understanding about hemophilia than male students across several key areas such as the definition of hemophilia, whether it is inherited or contagious, its symptoms, and effects. The survey findings provide insight into the general public's current knowledge of hemophilia in Malaysia.
This document contains a survey about hemophilia. It begins with demographic questions about gender, age, education level, and whether the respondent or any family members have hemophilia. The main part of the survey consists of 15 multiple choice questions about hemophilia, including what it is, whether it is inherited, the different types, its symptoms, treatment options, and risk factors. The questions cover topics like whether hemophilia is more common in males, if it can cause death, and typical locations of bleeding episodes in hemophiliac patients.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It consists of 4 parts where students research their character, generate design ideas from keywords, investigate what makes a good mobile display, and compile their work. Students will thoroughly understand their character, explore design elements and principles, present initial hanging display ideas, and submit a portfolio compiling their process work. The assignment aims to familiarize students with design investigation, exploration, and interpreting ideas through a simple project. Students will be assessed on demonstrating their understanding of tasks, the depth and relevance of content, and the originality and quality of their work.
The document provides instructions for a two-part design project. Part 1 involves groups transforming words into 3D geometric artworks through exploration of shapes, forms, and materials. Students will present their best model. Part 2 tasks individuals with creating a hanging mobile display for a Lego miniature using design elements and principles. It outlines objectives, learning outcomes, tasks, submission requirements, assessment criteria, and a marking rubric for both parts of the project.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document discusses a nutritious congee recipe that provides a healthy breakfast option. Congee is a rice porridge dish that is easy to digest and contains nutrients from the rice and additional ingredients like eggs or meat. Eating congee for breakfast is presented as a way to begin the day with a warm, nourishing meal.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
Elements of Natural Built Environment ARC30105 (FNBE 0115)
Prerequisite: None
Lecturers: Ms Delliya Zain, Miss Noorul Iffa, Pn Hasmanira and Mr Paul
Project 1
Experiencing & Documenting Nature
20% Group Work + 10% Individual (out of the 100% overall marks)
Site Visit: 8th – 10th January 2015 at Kuala Selangor Nature Park
Individual Component Submission: 9th March 2015
Group Component Submission: 16th April 2015
Introduction
The idea of this project is for the students to experience and appreciate nature. The site visit will allow the
students to be part of nature to observe and collect information. Students will have to represent their
findings and information as an info graphic pop up poster and their experience through a simple
documentary video. 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 on YouTube and on their online TGC Portfolio.
Objectives of Project
The objectives of this project;
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
2. 2
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
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.
Tasks - Methodology
INTRODUCTION
The main tasks of this project are to explore, experience, and appreciate the natural habitat during the site
visit. In groups students will then have to transfer these experiences and information collected from the site
on to info graphic pop up poster and a 5 minute documentary video. Students will need to use their
creative thinking skills knowledge to create an original and interactive info graphic pop up poster and the
documentary video. The info graphic pop up poster will concentrate on the habitat or ecosystem or any
specific theme of nature approved by their tutor. The Documentary Video should focus on the student’s
experience at site, their concise understanding of the habitat and ecosystem, any issues that they
want to focus on and to include an awareness message. Individually students are required to produce a
scrapbook journal of their experiences and information collected at site.
In brief, the main tasks are;
A. Site Visit – Exploring, Experiencing and Appreciating Nature to collect data– Group Work
B. Documentary Video – Group Work 5%
C. The Info Graphic Pop Up Poster – Group Work 15%
D. Individual Scrapbook Journal – Individual Work 10%
THE TASK
A. Site Visit – Experiencing Nature
It is compulsory for the students to attend a site visit with their group members as organised by the
lecturers. The information of this site visit will be on TIMES and FB group. In groups students are required
to choose an area that they would like to explore and to document. The site should be about 5mx5m. At the
site students are required to explore and collect the following information:
1. Record the things that excite your senses; (useful for the group task and individual component)
a. See (what do you see at different times, scales of things, colours, elements, near far etc?)
b. Smell (what kind of smell at different time and places or things?)
c. Hear (what kind of sounds do you hear or can you make?)
d. Feel (how do you feel emotionally, the heat or the wind, fresh air in the morning, the texture of
things around you like the tree branch etc)
e. Taste (try some fruits, the food provided)
NOTE: Take pictures, record video, tabulate the information on a schedule, sketch and take notes.
2. Record the surrounding and activities; (useful for the group task and individual component)
a. The journey to the site
b. The accommodation and the facilities
c. All of the sceneries and environment
d. All of the activities
NOTE: Take pictures, video record, sketch and take notes.
3. 3
3. Record and explore your 5x5m site; (mainly for the group task and individual component)
a. Sketch out or draw the layout of your site. Include some basic measurements.
b. Record the measurements of significant elements on your site.
c. Take photo and video record your site from all angles.
d. Observe your site and zoom into everything as a group and individually concentrate on a
certain natural subject(s) or element(s).
e. List and record everything on your site. Take note on the texture, pattern, colour, plants
species, animals and insect species, what is it eating, how does it survive, how does it
move, features and characteristic of these natural elements, natural topography,
landscape, and as many natural elements on site.
f. Collect samples if possible.
NOTE: Take pictures, record video, tabulate the information on a schedule, sketch and take notes.
4. The Documentary Video (mainly for the group task)
1. It is advisable to first agree on the content and structure of the video with your tutor and team.
2. Record everything first and do the editing later.
3. Please consider sounds and lighting when recording.
B. The Documentary Video
The idea of the documentary video is for the students to share their experiences from The Kuala Selangor
Nature Park. The aim of the video is to inspire others and eventually as an awareness video to all. It is
a reflection of what the student have learnt from the site visit and the project itself. The final video should
not exceed 5 minutes. Tips and detail requirements for the video will be on TIMES. We accept slideshows
or video. This means that the final outcome does not have to be all motion pictures. It can be narrated
or with just subtitles. Students should come up with an interesting topic or delivery method of the
video. The documentary video should have the following;
a. An introduction about the site and project.
b. The students experience (the things that excite their senses) etc.
c. Interesting visual and information of the site, natural elements etc.
d. A conclusion with an awareness or/with inspiring message.
C. The Info Graphic Pop Up Poster
All the information collected at site will need to be presented as an info graphic pop up poster. Through
tutorial session and group discussion students will decide the theme or topic or subject that they would like
to concentrate on. They will also need to do further investigation and refer to books and online information
regarding the information that they have collected from the site. Students will transfer or translate the
collected information on to an info graphic pop up poster. Individually students will need to prepare their
portion of information or work and combined it with the group info graphic pop up poster as agreed
and discussed as a group. These are just an example of how this info graphic pop up poster could look
like;
Example of an info graphic pop up poster
4. 4
Examples of info graphic
Information required on the info graphic pop up poster are;
a. An introduction and description about the project, the theme/topic/subject of the group information.
b. Your Site (The layout, pictures, information, your observation of the site etc)
c. The “habitat” characteristic, the relationship between each subject at the site and how it relates to
the selected topic or theme.
d. Detail information about natural elements on site such as plants, animals, insects and soil type.
(pictures, details, sketches, samples, etc) – choose content that relates to your topic,
As part as the independent learning exercise, students are encouraged to investigate and understand the
following information and explain during tutorial session what they understand and how they will apply it to
their project; (self study)
a. Info graphic (what is it for, how to create it, why, tips and what makes a good info graphic etc)
b. Pop Up Poster (what’s the aim, what makes a good poster, how to make it etc)
c. How to make these two items and put it together for the final presentation. (material & method)
D. Individual Scrapbook Journal
The Merriam Dictionary describes “Scrapbook” as;
A book with blank pages to which you attach photographs, letters, newspaper stories, etc., that help you
remember a person or time.
http://www.merriam-webster.com/dictionary/scrapbook
And the word “Journal” as;
A book in which you write down your personal experiences and thoughts.
http://www.merriam-webster.com/dictionary/journal?show=0&t=1392557232
This individual Scrapbook Journal should show your personal experiences and thought, attach
photographs, information and also information of elements that you personally investigated. The scrapbook
journal should include the followings;
i. Your 5 senses experience. (see, hear, taste, smell, and feel)
ii. Explain and elaborate your understanding of the ecosystem/habitat/natural environment.
iii. Your personal thought and reflection on each topic that you have been recording and what
interest you the most. (maybe life changing event)
iv. Compulsory for you to describe and elaborate one plant species and one animal or insect through
illustration, sketches or diagram or pictures
v. Organised your finding and thought systematically and clearly on your sketch book and papers.
5. 5
Submission Requirement
This is a group work project with individual component. It is compulsory to attend the site visit organised
by the lecturers. Students with issues attending the site visit will have to submit a letter from their parents
or guardian and the students are required to find their own site and make extra effort. Tutorial session and
site visit activities will be marked under progress and development.
The Documentary Video
Should not be more than 5 minutes
Must contain information as mentioned above under TASK Part B.
Must insert TU logo, FNBE, and your batch intake and name of lecturers and group members in
the video presentation as the intro.
Must upload on YouTube as a submission by the 15th of April 2015 6PM (before the presentation
day). You will need to play you video on the 16th of April during presentation session.
On YouTube please name the video– FNBE ENBE P1-JAN15 – (your title)
On YouTube please under description write concise and clear information about the project and the
video.
The Info Graphic Pop Up Poster
May use of any type of material, board, paper and medium as long as it is clear, appropriate and
presentable. It can be prepared digitally however it is best to include hand sketched
illustrations. (*but must consider stability, durability, practicality and for storage purposes)
The Pop Up Poster should be between 6-10 panels of A2 size, all portrait or all landscape.
Maximum projection of the pop up should not exceed 5cm.
Please take pictures of the process of making this pop up poster and the final product to be placed
in your e-portfolio.
Please keep the pop up poster save until the end of semester. * for moderation purposes
Group verbal presentation should not exceed 5 minutes.
Poster must be in info graphic format and pop up.
MODEL OF THE SITE AS A SEPARATE ENTITI IS OPTIONAL however NOT NECESSARY.
Individual Scrapbook Journal
The size should be A4 size. Landscape or Portrait. Min10 and max 25 pages ONLY.
Please prepare this document on loose A4 paper (any type) and comb bind or wire bind it for
submission. Design your own cover.
Scan and take pictures of all the pages for e-portfolio compilation before submission.
Please upload the document on to your Online TGC Portfolio the week after.
All sketches, doodles, research, planning, discussion to be place in the e-portfolio. It’s the
responsibility of every student to make sure they record the process and final product of
their work.
6. 6
Assessment criteria
The assessment for this assignment will be based on your
Demonstrated understanding of the brief, meeting the brief requirements and the theme (critical
analysis)
Quality, clarity, importance and appropriateness of content related to the theme and as an info
graphic, or a documentary video or for the scrapbook journal (substance)
Originality, creativity, and quality of the Info Graphic Pop Up Poster, Documentary Video and
Sketchbook Journal produced (delivery)
Team collaboration (team effort, cooperation, progress)
Marking criteria
Marks shall be distributed as follows:
Work will be assessed based on:
The Documentary Video
Quality, clarity and appropriateness of content (awareness & meeting the requirements) 3%
Originality, creativity and quality of the delivery of the video 2%
(5%) Total: 5%
The Info Graphic Exhibition Booth
Demonstrated understanding of the brief, meeting the brief requirements & theme 3%
Quality, clarity, importance and appropriateness of content 5%
Originality, creativity, and quality of the Info Graphic Pop Up Poster 5%
Team collaboration (team effort, cooperation, progress) 2%
(15%) Total: 15%
Individual Scrapbook Journal
Quality, clarity, importance and appropriateness of content and meeting the brief requirements 6%
Originality, creativity, and quality of the Sketchbook Journal 4%
(10%) Total: 10%
NOTE: PLEASE BE INFORMED THAT INVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED BASED ON PEER
EVALUATION AND INSTRUCTUR’S EVALUATION ON INDIVIDUAL PERFORMANCE OF A GROUP MEMBER.
Suggested References
These are just some links that should start you with your independent learning through research. Please
don’t just refer to these links.
1. http://koransky.com/Trackers/Other/NatureAwareness.htm
2. http://www.experiencingnature.com/
3. http://omtimes.com/2012/03/11-ways-to-appreciate-nature-that-you-never-thought-about/
4. http://stamping.thefuntimesguide.com/2010/07/scrapbook_journaling.php
5. http://visual.ly/what-is-an-infographic
6. http://ideum.com/interactive-exhibits/ - Just as an exposure