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 focus on senses, surroundings, and a specific 5x5m site, collecting data on plants, animals, landscape and more.
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 an Idea Journal assignment where students are asked to imagine themselves as celebrities. They must create a Facebook page for their celebrity persona and complete three Idea Journal entries on topics like their backstory, celebrity award outfits, and merchandise. Entries should include a mind map and can incorporate sketches, diagrams, cutouts, and more. Students will upload scanned versions of their Idea Journal entries to albums on their celebrity Facebook page for assessment. Entries will be graded based on originality, creativity, communication of ideas, and depth of ideas.
The document discusses the concept of self-fulfilling prophecies and how teachers' expectations of students can influence student performance and behavior either positively or negatively. It provides examples of how a teacher expecting some students to perform poorly due to being in a lower-level class can cause those students to internalize those expectations and put in less effort. Conversely, expecting higher-level students to perform well can motivate them. The document argues teachers should tailor their teaching methods to different student ability levels in a positive way rather than having biased treatment.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be graded based on the organization, substance, delivery, and clarity of their visual notes.
Drawing final project studio unit living_january 2015ChelleChelleeeee
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and schedule. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of work, and creativity.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
This document outlines the plans for a group project on social psychology at the School of Architecture, Building & Design. The group will create a conceptual video applying concepts from class and present their findings. They will film scenes on campus depicting bullying and how attitudes can change. While the main character used to bully others, he has changed but faces skepticism from others only seeing his past actions. The group discusses their concepts, filming process, and compilation of the video, presentation, and report to complete the assignment.
The document outlines a business plan for a proposed themed hotel in Genting Highlands, Pahang, Malaysia. It discusses the hotel's logo, location, vision, targeted customers, room amenities, management structure, sales and marketing strategies, financial plan, and ownership profits. The hotel aims to provide a unique experience with 10 themed rooms catering to different interests. The financial plan projects revenues and expenses from 2014 to 2019. The management structure includes roles such as general manager, hotel manager, supervisors, and accounting department. The business partners plan to earn a profit of 8,000 MYR per owner annually from the hotel.
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 an Idea Journal assignment where students are asked to imagine themselves as celebrities. They must create a Facebook page for their celebrity persona and complete three Idea Journal entries on topics like their backstory, celebrity award outfits, and merchandise. Entries should include a mind map and can incorporate sketches, diagrams, cutouts, and more. Students will upload scanned versions of their Idea Journal entries to albums on their celebrity Facebook page for assessment. Entries will be graded based on originality, creativity, communication of ideas, and depth of ideas.
The document discusses the concept of self-fulfilling prophecies and how teachers' expectations of students can influence student performance and behavior either positively or negatively. It provides examples of how a teacher expecting some students to perform poorly due to being in a lower-level class can cause those students to internalize those expectations and put in less effort. Conversely, expecting higher-level students to perform well can motivate them. The document argues teachers should tailor their teaching methods to different student ability levels in a positive way rather than having biased treatment.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be graded based on the organization, substance, delivery, and clarity of their visual notes.
Drawing final project studio unit living_january 2015ChelleChelleeeee
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and schedule. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of work, and creativity.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
This document outlines the plans for a group project on social psychology at the School of Architecture, Building & Design. The group will create a conceptual video applying concepts from class and present their findings. They will film scenes on campus depicting bullying and how attitudes can change. While the main character used to bully others, he has changed but faces skepticism from others only seeing his past actions. The group discusses their concepts, filming process, and compilation of the video, presentation, and report to complete the assignment.
The document outlines a business plan for a proposed themed hotel in Genting Highlands, Pahang, Malaysia. It discusses the hotel's logo, location, vision, targeted customers, room amenities, management structure, sales and marketing strategies, financial plan, and ownership profits. The hotel aims to provide a unique experience with 10 themed rooms catering to different interests. The financial plan projects revenues and expenses from 2014 to 2019. The management structure includes roles such as general manager, hotel manager, supervisors, and accounting department. The business partners plan to earn a profit of 8,000 MYR per owner annually from the hotel.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and create orthographic drawings of it, including a top view, three elevations, one section, and two details. They must also include a perspective rendering on the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills according to architectural conventions. It will be assessed based on demonstrated understanding of conventions, clarity and quality of drawings, and creative presentation technique. Students are encouraged to reference architectural drafting books during tutorials.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
La Grotte is a modern, green city located within limestone caves in Malaysia. The city aims to create a sustainable livable future through green infrastructure like vertical farms, solar panels on stalactites, and super trees that harvest energy. Transportation includes pedestrian walkways, bikes, buses, monorails, and an underwater railway. The city provides housing, commercial areas, schools, religious sites, industries, agriculture, tourism spaces, and public services like hospitals and police stations to residents.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph expository or argumentative essay on one of three topics: the causes or effects of children playing computer games for long hours, a comparison of two professions, or describing the process of creating a wall mural. The essay must be 600-800 words and include pre-writing, in-text citations using APA style, and a reference list. Essays will be assessed based on understanding the prompt, content, organization, use of references, grammar, and mechanics. A marking rubric is provided. The deadline for submission is April 27th, 2015.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Observational learning occurs when people observe and mimic the behaviors of others, such as parents, siblings, teachers, or other role models. This type of learning is most common in childhood as young children learn about the world from observing those around them. However, observational learning continues throughout life as people unconsciously pick up habits and behaviors from frequent exposure and interaction with others. While observational learning can help children acquire positive behaviors from good role models, it also carries the risk that children may mimic undesirable behaviors without understanding the consequences.
This document provides information about a course called "Foundation in Natural and Built Environments" including the module synopsis, objectives, learning outcomes, assessment details, and schedule. The 5-credit course introduces Western and Eastern culture and civilizations through lectures, tutorials and self-study. It aims to describe historical development and compare Eastern and Western civilizations. Students will complete 3 projects, a portfolio and be assessed on their understanding of culture and ability to present information.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be assessed on the organization, substance, delivery, and clarity of their visual notes.
Mechanical and electrical engineers work together on building design and construction projects. Mechanical engineers design heating, ventilation and air conditioning (HVAC) systems, while electrical engineers design lighting and communication systems. Before construction, they perform research, modeling and prototype testing to develop theoretical designs. During construction, they monitor installation and commissioning of systems. After construction, they ensure systems can function reliably over time through inspections and observations. Mechanical and electrical drawings are produced showing layouts of fixtures, outlets, symbols and other details to guide installation of these systems.
This document outlines an oral presentation assignment for a class on effective public communication. Students must work in groups of 6-8 and present for 25 minutes on an analysis of two different businesses. They must describe the background, competitors/challenges, business nature/strategies, and recommendations for the future of each business. Students will be assessed on their understanding of the task, content quality, organization, use of references, and grammar. The presentation is due on November 23rd, along with a soft copy of materials and a cover page with the required information.
The document discusses five murals displayed at the Magic Art 3D Museum and Laman Seni 7 art gallery. It provides background information on the artists who created the murals. It also summarizes the key concepts depicted in each mural, such as non-verbal communication, interpersonal relationships, and health hazards. In conclusion, it states that the murals aim to raise awareness through artistic applications of important concepts.
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.
Frank Gehry is a Canadian-American architect known for his deconstructivist style. In 1977, he remodeled his home in Santa Monica, California, which became one of his earliest works in this style. For the remodel, Gehry added new architectural elements to the existing Dutch colonial style house in an unconventional manner, breaking out and tilting walls away at geometrical angles. This introduced raw, unfinished materials and visual distortions while maintaining the original interior structure. The remodelled Gehry residence demonstrated his emerging artistic, intuitive approach to fusing new and old designs in a cluttered, controversial way.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and create orthographic drawings of it, including a top view, three elevations, one section, and two details. They must also include a perspective rendering on the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills according to architectural conventions. It will be assessed based on demonstrated understanding of conventions, clarity and quality of drawings, and creative presentation technique. Students are encouraged to reference architectural drafting books during tutorials.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
La Grotte is a modern, green city located within limestone caves in Malaysia. The city aims to create a sustainable livable future through green infrastructure like vertical farms, solar panels on stalactites, and super trees that harvest energy. Transportation includes pedestrian walkways, bikes, buses, monorails, and an underwater railway. The city provides housing, commercial areas, schools, religious sites, industries, agriculture, tourism spaces, and public services like hospitals and police stations to residents.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph expository or argumentative essay on one of three topics: the causes or effects of children playing computer games for long hours, a comparison of two professions, or describing the process of creating a wall mural. The essay must be 600-800 words and include pre-writing, in-text citations using APA style, and a reference list. Essays will be assessed based on understanding the prompt, content, organization, use of references, grammar, and mechanics. A marking rubric is provided. The deadline for submission is April 27th, 2015.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
Observational learning occurs when people observe and mimic the behaviors of others, such as parents, siblings, teachers, or other role models. This type of learning is most common in childhood as young children learn about the world from observing those around them. However, observational learning continues throughout life as people unconsciously pick up habits and behaviors from frequent exposure and interaction with others. While observational learning can help children acquire positive behaviors from good role models, it also carries the risk that children may mimic undesirable behaviors without understanding the consequences.
This document provides information about a course called "Foundation in Natural and Built Environments" including the module synopsis, objectives, learning outcomes, assessment details, and schedule. The 5-credit course introduces Western and Eastern culture and civilizations through lectures, tutorials and self-study. It aims to describe historical development and compare Eastern and Western civilizations. Students will complete 3 projects, a portfolio and be assessed on their understanding of culture and ability to present information.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be assessed on the organization, substance, delivery, and clarity of their visual notes.
Mechanical and electrical engineers work together on building design and construction projects. Mechanical engineers design heating, ventilation and air conditioning (HVAC) systems, while electrical engineers design lighting and communication systems. Before construction, they perform research, modeling and prototype testing to develop theoretical designs. During construction, they monitor installation and commissioning of systems. After construction, they ensure systems can function reliably over time through inspections and observations. Mechanical and electrical drawings are produced showing layouts of fixtures, outlets, symbols and other details to guide installation of these systems.
This document outlines an oral presentation assignment for a class on effective public communication. Students must work in groups of 6-8 and present for 25 minutes on an analysis of two different businesses. They must describe the background, competitors/challenges, business nature/strategies, and recommendations for the future of each business. Students will be assessed on their understanding of the task, content quality, organization, use of references, and grammar. The presentation is due on November 23rd, along with a soft copy of materials and a cover page with the required information.
The document discusses five murals displayed at the Magic Art 3D Museum and Laman Seni 7 art gallery. It provides background information on the artists who created the murals. It also summarizes the key concepts depicted in each mural, such as non-verbal communication, interpersonal relationships, and health hazards. In conclusion, it states that the murals aim to raise awareness through artistic applications of important concepts.
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.
Frank Gehry is a Canadian-American architect known for his deconstructivist style. In 1977, he remodeled his home in Santa Monica, California, which became one of his earliest works in this style. For the remodel, Gehry added new architectural elements to the existing Dutch colonial style house in an unconventional manner, breaking out and tilting walls away at geometrical angles. This introduced raw, unfinished materials and visual distortions while maintaining the original interior structure. The remodelled Gehry residence demonstrated his emerging artistic, intuitive approach to fusing new and old designs in a cluttered, controversial way.
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 must research their character, generate design ideas from keywords, investigate what makes an effective hanging mobile, and compile their work into a portfolio. Students will demonstrate their understanding of the design process, ability to explore ideas creatively, and organize their work clearly. The goal is for students to gain familiarity with techniques like sketching, drawing, observation, and translating ideas into design principles.
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 evaluating performance.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
This document is a report submitted by a group of students for their final assignment on a charity drive held to raise funds for Persatuan Penjagaan Kanak-Kanak Cacat Klang Selangor (PPKKCKS), a home for disabled children. The group sold various food items like frozen yogurt, cakes, coffee, and noodles across campus for a week. They faced issues with machinery breaking down, forcing them to change products. A total of RM3531 was raised. The report details the objectives, target market, competition analysis, products, pricing, promotion methods used, sponsors obtained, distribution of products, and green measures taken.
This document outlines the requirements and assessment criteria for a final group project in an Introduction to Business course. Students will plan and run a charity drive event to raise funds for a charitable organization of their choice. They must form groups of up to 4 members and decide what products to sell. Profits from the event will be donated in full. The project aims to provide practical business experience in areas like marketing, finance, and social responsibility. Students will be evaluated on their charity drive report, goal achievement, financial records, peer evaluations, and self-reflection videos. Detailed guidelines are provided on tasks, submission requirements, marking rubrics, and a suggested report outline covering areas such as objectives, competition, products, pricing, promotion, sponsors
Bus30104 intro to biz assignment business plan aug 2015ChelleChelleeeee
The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. Students must form groups of 5, choose a business idea, and present a 10-minute presentation on their proposed business plan. The presentation must include the business background, market analysis, marketing strategies, management strategies, and financial plan. Students will be assessed based on the content and quality of their presentation, as well as peer and self evaluations. The project aims to help students understand the different factors involved in starting and operating a business.
Bus30104 new course outline august 2015 semesterChelleChelleeeee
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module aims to provide students with an understanding of basic business concepts including different types of businesses and factors that affect business operations. Students will learn about human resources, marketing, production, and finance. Assessment involves assignments, projects, and class participation. The module uses lectures, self-study, and student-centered learning approaches.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. They must write a report in a specified format covering the methodology, discussion, and references. The objectives are to conduct a simple experiment, enhance teamwork and leadership skills, and encourage creative and critical thinking. Students will be assessed based on their report, video clip, and presentation. Plagiarism is strictly prohibited and will result in failure of the assignment.
1) A lecturer accuses the main character, Yon Li, of cheating on an exam despite Yon Li denying it, due to the lecturer's initial negative impression of Yon Li as a troublemaker.
2) Flashbacks reveal that Yon Li used to bully others but had a change in attitude after his mother fell ill, working hard in school instead.
3) While the lecturer remains biased due to confirmation bias, Yon Li's classmates notice his change in behavior and motivation due to his mother's illness, showing the impact of social perception and extrinsic motivation on attitudes.
1) The story is about the character James who was born and raised in a violent environment where he learned aggressive behaviors from observing his father.
2) As James grew up, he challenged his father but was defeated, which led him to feel angry and hurt others.
3) After arriving on Earth exhausted, James met a girl who persuaded him that humans were good and encouraged him to help people rather than hurt them, changing his attitude and helping him become a hero.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Enbe.project one jan 2015
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