This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They will then work in groups to create an info graphic booth showcasing the natural elements and their relationships. Each student must also create an individual scrapbook journal of their experiences and understanding of the habitat. The final submissions are a 5-minute maximum documentary video sharing the visit experiences and an awareness message, and the info graphic exhibition booth presenting the site information and natural subject details collected during the visit. The project aims to increase students' appreciation of nature and awareness of environmental elements.
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 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 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 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.
Este documento contiene los nombres de dos personas, Mayte Mayorga Alva y Mendoza Hernandez Adriana, y menciona "Configuracion" y "Operaciones basicas" como temas, con una fecha del 13 de octubre de 2015.
The Power of You - Naganagouda SJ, Head HR - Global Edge Software Limitedhrgeek001
The document is a speech given by Naganagouda S Jakkanagoudar, Associate Vice President & Head – HR at GlobalEdge Software Limited, at a graduation ceremony. The key points are:
1) He congratulates the graduates for their accomplishments and encourages them to thank their parents and teachers who helped shape their lives.
2) He shares lessons learned over his 20-year career, including following your passion, continuously learning, staying focused and hungry, working hard and smart, and being a good team player.
3) He encourages the graduates to take on global challenges and help solve the world's problems through their talents and skills.
The music video pitch proposes a video for the song "Da Vinci Riot Police" that tells a narrative story and incorporates the song's themes of perseverance. The narrative will follow several characters experiencing difficult family lives who run away and meet up. Scenes will be filmed in houses, along the beach, and streets of Weston-super-Mare, possibly including the famous pier. The performance elements will show the artist singing and playing guitar both inside and outside, representing being confined and free. The video will connect the narrative and performance through editing techniques and ending with the characters and artist looking at the sunset.
22 жовтня 2015 року, в рамках 18-ої Міжнародної виставки нафтогазової промисловості «Нафта і Газ-2015» пройшов круглий стіл на тему «Єдність і достовірність вимірювання кількості та якості природного газу в Україні», організований Департаментом балансу газу, метрології та обліку газу і нафти НАК «Нафтогаз України»
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 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 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 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.
Este documento contiene los nombres de dos personas, Mayte Mayorga Alva y Mendoza Hernandez Adriana, y menciona "Configuracion" y "Operaciones basicas" como temas, con una fecha del 13 de octubre de 2015.
The Power of You - Naganagouda SJ, Head HR - Global Edge Software Limitedhrgeek001
The document is a speech given by Naganagouda S Jakkanagoudar, Associate Vice President & Head – HR at GlobalEdge Software Limited, at a graduation ceremony. The key points are:
1) He congratulates the graduates for their accomplishments and encourages them to thank their parents and teachers who helped shape their lives.
2) He shares lessons learned over his 20-year career, including following your passion, continuously learning, staying focused and hungry, working hard and smart, and being a good team player.
3) He encourages the graduates to take on global challenges and help solve the world's problems through their talents and skills.
The music video pitch proposes a video for the song "Da Vinci Riot Police" that tells a narrative story and incorporates the song's themes of perseverance. The narrative will follow several characters experiencing difficult family lives who run away and meet up. Scenes will be filmed in houses, along the beach, and streets of Weston-super-Mare, possibly including the famous pier. The performance elements will show the artist singing and playing guitar both inside and outside, representing being confined and free. The video will connect the narrative and performance through editing techniques and ending with the characters and artist looking at the sunset.
22 жовтня 2015 року, в рамках 18-ої Міжнародної виставки нафтогазової промисловості «Нафта і Газ-2015» пройшов круглий стіл на тему «Єдність і достовірність вимірювання кількості та якості природного газу в Україні», організований Департаментом балансу газу, метрології та обліку газу і нафти НАК «Нафтогаз України»
Peter M. Van der Linden has over 10 years of management experience and is skilled in MS Office programs. He is currently working at Teen Challenge where he has restructured teams for accountability, created Excel spreadsheets to track inventory and sales, managed GED students' studies, developed forms for record keeping, and implemented an aftercare program. Previously he supervised shipping/receiving and technicians' teams at various companies. He has an Associate's degree in Criminal Justice and is currently studying Psychology.
The document discusses the benefits of leasing equipment rather than buying or financing. It states that leasing provides 100% financing with no down payment, preserves working capital and credit lines, and allows for more purchasing power. Additionally, leasing offers fixed monthly payments, potential tax advantages, flexibility to update equipment, and helps improve business efficiency. The document promotes CapitalPartners Leasing and describes their customized leasing options and experienced team.
Marshanique Walker-Arthurs has an Associate of Science Degree in Hospitality and Tourism Management from Excelsior Community College. She has over 5 years of experience in customer service roles, including at Hot Off The Press, Superfresh Foods Market, and the Ministry of Agriculture & Fisheries. Her skills include typing, communication, customer service, teamwork, organization, bookkeeping, filing, attention to detail, and proficiency in MS Office applications. She is seeking an efficient, honest, and loyal role to help organizations achieve their goals and objectives.
George Bernard Shaw was nominated for the Nobel Prize in Literature in 1925 and received it the following year in 1926. However, when nominated Shaw rejected the prize, generating significant publicity. Over the following six months, Shaw was persuaded to accept the prize due to requests from politicians, writers, and other public figures. Yet the next day Shaw donated the entire prize money to the Fabian Society, a small organization he had founded, resulting in further widespread news coverage. Shaw stated he used the media attention to advertise his work and increase sales of his novels without spending time writing himself.
Este documento proporciona información sobre las fechas clave al final del curso escolar 2012/2013 en el IES "Licenciado Francisco Cascales" en Murcia. Detalla que las clases para ESO y primero de bachillerato terminarán el 21 de junio, los boletines de calificaciones se entregarán el 24 de junio, y habrá actos de graduación para cada curso de ESO el 21 de junio. Además, establece el calendario para la matrícula del próximo curso 2013/2014.
This document provides the details and requirements for Project 2 of the Culture & Civilization course. The project involves examining the similarities and differences between Eastern and Western civilizations through researching and analyzing specific timelines.
Students must complete the following tasks:
1. Research and create a visual timeline analyzing the given culture, traditions, social structure, and history of the assigned civilization.
2. Study a character from the timeline in detail and demonstrate their understanding through a group performance and individual journal.
3. The group performance will be a 20-minute showcase acting out an important scene from the timeline.
4. The individual assignment is an A5 journal with sketches, annotations, and packaging design demonstrating understanding of
Este documento es un recibo por servicios de transporte que detalla 5 viajes realizados con diferentes vehículos entre varias ciudades de Baleares. Se especifica el tipo de vehículo, lugar de destino, kilómetros recorridos, precio por km y total para cada viaje. La suma de todos los viajes es de 26,866.50 euros más 16% de IVA, para un total a pagar de 31,165.14 euros por Margalinda Ferragut Más.
Aiden Cavallero completed an 11-week internship with the Cassowary Coast Regional Council working at various water and wastewater treatment plants. During his internship, he familiarized himself with the treatment processes, software programs used, and assisted with everyday plant operations and tasks such as sampling, testing, and addressing irregular chemical concentrations. Through hands-on experience and discussions with operators and engineers, Aiden gained valuable insights into the environmental, social and economic challenges facing the water treatment industry.
Este documento trata sobre los fundamentos de la tribología y la lubricación. Explica que la tribología estudia los fenómenos de fricción, desgaste y lubricación y cómo esto afecta la vida útil de los equipos. También describe los análisis de aceites usados como una forma de diagnosticar las condiciones de la maquinaria y predecir fallas a través de la detección de partículas metálicas y contaminantes en los lubricantes. Finalmente, resume los diferentes tipos de análisis como espectrométricos, de partí
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.
Peter M. Van der Linden has over 10 years of management experience and is skilled in MS Office programs. He is currently working at Teen Challenge where he has restructured teams for accountability, created Excel spreadsheets to track inventory and sales, managed GED students' studies, developed forms for record keeping, and implemented an aftercare program. Previously he supervised shipping/receiving and technicians' teams at various companies. He has an Associate's degree in Criminal Justice and is currently studying Psychology.
The document discusses the benefits of leasing equipment rather than buying or financing. It states that leasing provides 100% financing with no down payment, preserves working capital and credit lines, and allows for more purchasing power. Additionally, leasing offers fixed monthly payments, potential tax advantages, flexibility to update equipment, and helps improve business efficiency. The document promotes CapitalPartners Leasing and describes their customized leasing options and experienced team.
Marshanique Walker-Arthurs has an Associate of Science Degree in Hospitality and Tourism Management from Excelsior Community College. She has over 5 years of experience in customer service roles, including at Hot Off The Press, Superfresh Foods Market, and the Ministry of Agriculture & Fisheries. Her skills include typing, communication, customer service, teamwork, organization, bookkeeping, filing, attention to detail, and proficiency in MS Office applications. She is seeking an efficient, honest, and loyal role to help organizations achieve their goals and objectives.
George Bernard Shaw was nominated for the Nobel Prize in Literature in 1925 and received it the following year in 1926. However, when nominated Shaw rejected the prize, generating significant publicity. Over the following six months, Shaw was persuaded to accept the prize due to requests from politicians, writers, and other public figures. Yet the next day Shaw donated the entire prize money to the Fabian Society, a small organization he had founded, resulting in further widespread news coverage. Shaw stated he used the media attention to advertise his work and increase sales of his novels without spending time writing himself.
Este documento proporciona información sobre las fechas clave al final del curso escolar 2012/2013 en el IES "Licenciado Francisco Cascales" en Murcia. Detalla que las clases para ESO y primero de bachillerato terminarán el 21 de junio, los boletines de calificaciones se entregarán el 24 de junio, y habrá actos de graduación para cada curso de ESO el 21 de junio. Además, establece el calendario para la matrícula del próximo curso 2013/2014.
This document provides the details and requirements for Project 2 of the Culture & Civilization course. The project involves examining the similarities and differences between Eastern and Western civilizations through researching and analyzing specific timelines.
Students must complete the following tasks:
1. Research and create a visual timeline analyzing the given culture, traditions, social structure, and history of the assigned civilization.
2. Study a character from the timeline in detail and demonstrate their understanding through a group performance and individual journal.
3. The group performance will be a 20-minute showcase acting out an important scene from the timeline.
4. The individual assignment is an A5 journal with sketches, annotations, and packaging design demonstrating understanding of
Este documento es un recibo por servicios de transporte que detalla 5 viajes realizados con diferentes vehículos entre varias ciudades de Baleares. Se especifica el tipo de vehículo, lugar de destino, kilómetros recorridos, precio por km y total para cada viaje. La suma de todos los viajes es de 26,866.50 euros más 16% de IVA, para un total a pagar de 31,165.14 euros por Margalinda Ferragut Más.
Aiden Cavallero completed an 11-week internship with the Cassowary Coast Regional Council working at various water and wastewater treatment plants. During his internship, he familiarized himself with the treatment processes, software programs used, and assisted with everyday plant operations and tasks such as sampling, testing, and addressing irregular chemical concentrations. Through hands-on experience and discussions with operators and engineers, Aiden gained valuable insights into the environmental, social and economic challenges facing the water treatment industry.
Este documento trata sobre los fundamentos de la tribología y la lubricación. Explica que la tribología estudia los fenómenos de fricción, desgaste y lubricación y cómo esto afecta la vida útil de los equipos. También describe los análisis de aceites usados como una forma de diagnosticar las condiciones de la maquinaria y predecir fallas a través de la detección de partículas metálicas y contaminantes en los lubricantes. Finalmente, resume los diferentes tipos de análisis como espectrométricos, de partí
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.
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.
ENBE Project 1 - Experiencing and Documenting NatureNatalie Yunxian
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will analyze the habitat and natural elements found.
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 informational pop-up poster on an approved topic relating to the site. The poster and video will be graded based on content, creativity, and meeting objectives. The journal will be assessed for content and originality. Students are to submit their work by specified deadlines in March and April.
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, as well as information about plant and animal species. The project aims to increase students' awareness and appreciation of natural elements and habitats.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will analyze the habitat and natural elements found.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will gain awareness of natural elements and ecosystems.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will gain awareness of natural elements and ecosystems.
This document provides instructions for a group project on experiencing and documenting nature. Students will visit a nature park to observe the environment and collect information. They will then create an informative pop-up poster and 5-minute documentary video as a group. Individually, students must produce a scrapbook journal of their experiences. The poster and video will share the group's findings and experience at the nature park, while raising awareness. Students will be assessed based on content, creativity, and meeting the objectives of documenting their appreciation of nature.
This document outlines the module for Architectural Design Studio 2. The module introduces principles of architectural design through a series of studio projects. Students will learn about spatial composition, site analysis, and translating design concepts into architectural drawings and models. There are three projects of increasing complexity: analyzing architectural precedents, designing a pavilion, and designing weekend lodging. Students will be assessed through coursework, drawings, models and a portfolio demonstrating their skills and knowledge.
This document outlines a module on building materials for a Bachelor of Science in Architecture program. It includes information on instructors, module synopsis, teaching objectives, learning outcomes, assessment components, schedule, and general rules. The key points are:
1. The module aims to inform students about the properties and typical uses of various building materials and their appropriate application and environmental impact.
2. Students will be assessed through projects, tests, and a final exam to evaluate their understanding of different material types, properties, and their effects on construction.
3. The module will be delivered over 12 weeks through lectures, tutorials, and self-study to help students recognize materials, describe their uses, and explain their properties and
This document outlines the module for Architectural Design Studio 1. The module aims to introduce fundamental design methods, principles, and spatial design concepts. Students will complete a series of studio projects exploring self-expression, relationships between the body and space, and designing a dream space for oneself. Assessment includes individual and group projects, with evaluations of design concepts, spatial compositions, and presentation skills. The module aims to help students develop skills in spatial design, application of design elements, and communicating designs visually and verbally.
Design communication [arc 1713] module outline - march 2016Jian Leo
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Jean, let's take a break. You've been working non-stop since morning.
Jean: No, I can't. I need to finish this by today. I want to improve myself.
Omar: Come on man, take a break. You'll burn out if you don't rest.
Jean: Okay fine, just for a while. I really want to do well this semester.
Scene 2
Time : 1:00 p.m.
Location : Outside Architecture Studio LVL 3
Actors : Jean, Rachel
Narrator:
While taking a break, Jean bumps into Rachel. He has had a crush on her since the beginning but never had the courage to talk
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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, Ms Ida Marlina, Pn Hasmanira and Mr Fariz
Project 1
Representing Nature – The Habitat Info Grahic Exhibition Booth
20% Group Work + 10% Individual (out of the 100% overall marks)
Site Visit: 28th Feb- 2nd March 2013 at D'ark Training & Resort, Janda Baik
Presentation and Submission Date: 10th April 2014 – 8AM (7 weeks)
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 exhibition 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 exhibition booth and a 5-10 minute documentary video. Students will need to use their
creative thinking skills knowledge to create an original and interactive info graphic exhibition booth and the
documentary video. The info graphic exhibition booth will concentrate on the habitat and ecosystem. The
Documentary Video should focus on the students experience at site, their concise understanding of the
habitat and ecosystem and to include an awareness message.
Individually students are required to produce a scrapbook journal of their experiences and information
collected at site.
The main tasks are;
A. Site Visit – Exploring, Experiencing and Appreciating Nature – Group Work
B. Documentary Video – Group Work 5%
C. The Info Graphic Exhibition Booth – 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. In groups students are required to choose an
area that they would like to explore and to document. The site should be about 10mx10m. 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 10x10m 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. *for your info graphic exhibition booth.
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 with nature. 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 Exhibition Booth
All the information collected at site will need to be presented as an info graphic exhibition booth. 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 exhibition booth. Individually students will need to prepare
their portion of information or work and combined it with the group info graphic exhibition booth as
agreed and discussed as a group. These are just an example of how this info graphic Exhibition Booth
could look like;
Example of an info graphic exhibition booth
4. 4
Examples of info graphic
Information required on the info graphic exhibition booth are;
a. An introduction 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 and the relationship between each subject at the site.
d. Detail information about natural elements on site such as plants, animals, insects and soil type.
(pictures, details, sketches, samples, etc)
As part as the independent learning exercise, students are encouraged to investigate and understand the
following information and explain 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 etc)
b. Exhibition booth (what’s the aim, what makes a good exhibition booth etc)
c. How to make these two items and put it together for the final presentation.
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. Other than your thought and
your experiences, it is. 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 and what interest you the most. (life changing event)
iv. Compulsory for you to describe and elaborate one plant species and one animal or insect through
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.
Must upload on YouTube as a submission by the 9th of April 2014 6PM (before the presentation
day). You will need to play you video on the 10th of April during presentation session.
On YouTube please name it – FNBE ENBE – (your title)
On YouTube please under description please write concise and clear information about the project
and the video.
The Info Graphic Exhibition Booth
May use of any type of material, board, paper and medium as long as it is clear, appropriate and
presentable.
The exhibition booth size should be within 1000mmx1000mmx1000mm. The design of this
exhibition booth should be place on a table.
Please take pictures of the process of making this exhitbition booth and the final product to be
placed in your e-portfolio.
Please keep the exhibition booth save until the end of semester.
Group verbal presentation should not exceed 5 minutes.
Presentation during ENBE class session 8AM 10th April 2014.
Individual Scrapbook Journal
The size should be A4 size. Landscape or Portrait. Min10 and max 20 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.
Submit it during presentation at 8AM 10th April 2014.
Please upload the document on to your Online TGC Portfolio before the 17th of April 2014.
All sketches, doodles, research, planning, discussion to be place in the e-
portfolio. It’s the responsibility of every student to make sure they record the
process and final product of their work.
Assessment criteria
The assessment for this assignment will be based on your
Demonstrated understanding of the brief and meeting the brief requirements (critical analysis)
Quality, clarity and appropriateness of content (substance)
Originality, creativity, quality and workmanship of the Info Graphic Exhibition, Documentary Video and
Sketchbook Journal produced (delivery)
Team collaboration (team effort, cooperation, progress)
6. 6
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 and meeting the brief requirements 3%
Quality, clarity and appropriateness of content 5%
Originality, creativity, quality and workmanship of the Info Graphic Exhibition 5%
Team collaboration (team effort, cooperation, progress) 2%
(15%) Total: 15%
Individual Scrapbook Journal
Quality, clarity and appropriateness of content and meeting the brief requirements 6%
Originality, creativity, quality and workmanship 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