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. It will focus on establishing a symbiotic relationship between the two. Students will develop observational skills, compile data, and learn to present information. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will be assessed through two projects, a journal, and an e-portfolio. The first project focuses on nature and the second on proposing a better city. The module aims to help students recognize different environmental elements and understand the relationship between nature and the built environment.
FGS PermaShine
הוא חומר המעניק לריצוף שילוב של חוזק ויופו במחיר אטרקטיבי. כל הנדרש לעשות על מנת לתחזק את הרצפה בצורה מיטבית הוא לשטוף אותה. תהליכים כימיים האופייניים לשיטה זו, גורמים לרצפה להיראות טוב יותר עם הזמן.
למידע נוסף אודות ריצוף בטון:
http://www.frp.co.il/index.aspx?id=3881
Launching a WordPress Site 101 (Cincinnati WordPress, August 2015)Andrew Duthie
This is the first of a two-part series covering common and best practices around launching a new WordPress site to your web host. While this first session is slightly more introductory, it still covers some of the more technical aspects of moving files and databases. Topics covered include:
• Determining what needs to be moved to your web host
• Prerequisites for migrating your site (tools, credentials)
• Differences between site files (themes, uploads) and content (database)
• Required changes if the domain name has changed
The discussion was concluded with a short demonstration.
While this is handy information for developers who build sites locally, the hope is that there is useful information for those who find themselves needing to move a site from one web host to another.
--
Credits for slide graphics to Wilson Joseph, Noun Project
Сеть магазинов японской кухни Sushi ♥ Love работает по принципу «Возьми с собой». Этот формат в России является новым и только набирает обороты. Начав с нуля, менее чем за год мы открыли 13 магазинов в Калининграде и стали самой крупной в регионе сетью данного формата.
Мы предлагаем:
- открыть магазин (или даже сеть магазинов) под зарекомендовавшим себя брендом
- получить возможность окупить свои вложения менее чем за полгода
- стать владельцем процветающего бизнеса
- стать уникальным владельцем в регионе
- сделать жизнь тысяч гостей Вашего магазина чуточку лучше, приятнее и вкуснее
Вы получаете:
- идею и бизнес план проверенного и успешного бизнеса
- налаженные отношения с поставщиками продуктов и оборудования
- налаженную логистическую систему
- готовое руководство по открытию и оформлению Вашего магазина
- возможность пользования узнаваемым и современным брендом
- помощь в подборе помещения
- практические советы и ежедневную поддержку в решении текущих вопросов
- ежедневную помощь и поддержку в любых вопросах (кадры, бухгалтерия, маркетинг, право, хозяйство)
- технологии привлечения и удержания клиентов, делающие Ваш магазин прибыльным
- работающие инструменты: современный сайт, приложения, раскрученные группы в соц.сетях с лояльной аудиторией
- постоянные готовые шаблоны рекламных материалов
Франшиза Sushi ♥ Love в цифрах:
Паушальный взнос: 195000 рублей
Ежемесячные роялти: 2%
Общие инвестиции: 995000 рублей
Срок окупаемости: от 4 месяцев
Прибыль: от 150000 рублей в месяц
FGS PermaShine
הוא חומר המעניק לריצוף שילוב של חוזק ויופו במחיר אטרקטיבי. כל הנדרש לעשות על מנת לתחזק את הרצפה בצורה מיטבית הוא לשטוף אותה. תהליכים כימיים האופייניים לשיטה זו, גורמים לרצפה להיראות טוב יותר עם הזמן.
למידע נוסף אודות ריצוף בטון:
http://www.frp.co.il/index.aspx?id=3881
Launching a WordPress Site 101 (Cincinnati WordPress, August 2015)Andrew Duthie
This is the first of a two-part series covering common and best practices around launching a new WordPress site to your web host. While this first session is slightly more introductory, it still covers some of the more technical aspects of moving files and databases. Topics covered include:
• Determining what needs to be moved to your web host
• Prerequisites for migrating your site (tools, credentials)
• Differences between site files (themes, uploads) and content (database)
• Required changes if the domain name has changed
The discussion was concluded with a short demonstration.
While this is handy information for developers who build sites locally, the hope is that there is useful information for those who find themselves needing to move a site from one web host to another.
--
Credits for slide graphics to Wilson Joseph, Noun Project
Сеть магазинов японской кухни Sushi ♥ Love работает по принципу «Возьми с собой». Этот формат в России является новым и только набирает обороты. Начав с нуля, менее чем за год мы открыли 13 магазинов в Калининграде и стали самой крупной в регионе сетью данного формата.
Мы предлагаем:
- открыть магазин (или даже сеть магазинов) под зарекомендовавшим себя брендом
- получить возможность окупить свои вложения менее чем за полгода
- стать владельцем процветающего бизнеса
- стать уникальным владельцем в регионе
- сделать жизнь тысяч гостей Вашего магазина чуточку лучше, приятнее и вкуснее
Вы получаете:
- идею и бизнес план проверенного и успешного бизнеса
- налаженные отношения с поставщиками продуктов и оборудования
- налаженную логистическую систему
- готовое руководство по открытию и оформлению Вашего магазина
- возможность пользования узнаваемым и современным брендом
- помощь в подборе помещения
- практические советы и ежедневную поддержку в решении текущих вопросов
- ежедневную помощь и поддержку в любых вопросах (кадры, бухгалтерия, маркетинг, право, хозяйство)
- технологии привлечения и удержания клиентов, делающие Ваш магазин прибыльным
- работающие инструменты: современный сайт, приложения, раскрученные группы в соц.сетях с лояльной аудиторией
- постоянные готовые шаблоны рекламных материалов
Франшиза Sushi ♥ Love в цифрах:
Паушальный взнос: 195000 рублей
Ежемесячные роялти: 2%
Общие инвестиции: 995000 рублей
Срок окупаемости: от 4 месяцев
Прибыль: от 150000 рублей в месяц
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Enbemoduleoutline 150615071942-lva1-app6891
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