This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply basic drawing principles to express 3D spaces in 2D orthographic drawings. The module will be assessed through individual and group projects submitted throughout the semester.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-sentence summary is:
The module aims to familiarize students with basic techniques of drawing the built and natural environment through lectures, tutorials, workshops and assignments. Students will learn drawing as a communication tool, different drawing techniques, and how to interpret and create orthographic drawings. Assessment includes group and individual projects, presentations, and an e-portfolio where students must demonstrate the module's learning outcomes and Taylor's Graduate Capabilities.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
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 provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, projects, and a final exam. The module aims to develop students' communication, problem-solving and digital skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and apply their skills to express 3D spaces in 2D orthographic drawings. Assessment includes class participation, portfolio submissions, and a final exam. The module aims to develop students' communication, problem-solving, and digital literacy skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-sentence summary is:
The module aims to familiarize students with basic techniques of drawing the built and natural environment through lectures, tutorials, workshops and assignments. Students will learn drawing as a communication tool, different drawing techniques, and how to interpret and create orthographic drawings. Assessment includes group and individual projects, presentations, and an e-portfolio where students must demonstrate the module's learning outcomes and Taylor's Graduate Capabilities.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
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 provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, projects, and a final exam. The module aims to develop students' communication, problem-solving and digital skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and apply their skills to express 3D spaces in 2D orthographic drawings. Assessment includes class participation, portfolio submissions, and a final exam. The module aims to develop students' communication, problem-solving, and digital literacy skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret and apply different drawing representations used in construction as a communication tool. Their work will be assessed through projects, participation, and a final exam to evaluate their understanding of drawing principles and skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces and objects in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, portfolio submissions and a final exam. The module aims to develop students' communication, problem-solving and digital literacy skills.
This document provides information about the Introduction to Drawing module, including:
- The module aims to familiarize students with basic representation of the built environment through drawings.
- Students will learn different drawing techniques and be able to apply drawing as a communication tool.
- The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 3 credit hours.
- Students will be assessed through projects, presentations, and participation to evaluate their drawing skills and ability to communicate spatially through drawings.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through projects, presentations and an e-portfolio.
This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% total. The schedule outlines weekly topics, assignments, and learning objectives to equip students with skills in landscape communication, construction, and sustainability.
This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% of the final grade. The module aims to help students recognize landscape components and apply basic landscape planning and design skills.
This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% of the final grade. The module aims to help students recognize landscape components and apply basic landscape planning and design skills.
This document is a survey report on understanding of lung cancer among male and female students at Taylor's University. It includes an introduction to lung cancer, the objective to compare understanding between genders, methodology of distributing surveys to 260 students, statistical analysis of responses, and conclusions. The analysis found that female students had a slightly better understanding than males, though overall understanding was low. Many were unaware that lung cancer can affect other cancers and that surgery is a primary treatment. The report provides statistics on lung cancer in Malaysia and causes/risk factors.
FNBE0115 - FLIPCLASSROMMath slide ok [11860]barbaraxchang
ย
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
Koon Qi loses her phone after parking her car on campus. Several psychological concepts are demonstrated as her classmates try to help locate the phone. Ow decides to social loaf and not put in real effort to search. Barbara thinks Koon Qi deserves losing her phone due to her own actions. Teoh falsely accuses Barbara of stealing the phone, leading to an argument. Brian steps in to resolve the conflict and helps the group search rationally. In the end, Koon Qi's phone is found in her car, and she attributes losing it to her own actions rather than accept blame.
1) Koon Qi parks her car in a different lot than usual after the usual lot was blocked, and doesn't realize she dropped her phone until later.
2) A heated argument breaks out between Barbara and Teoh after Teoh accuses Barbara of stealing the phone when she isn't helping search.
3) Brian is able to calm everyone down and they search Koon Qi's car, finding the phone, after which Koon Qi blames her loose pockets rather than take responsibility.
Gimli, an albino dwarf, goes to a local market to sell some iron artifacts. The people at the market assume he is a dwarf based on his short stature and clothing. He sees a wealthy man holding a contest where the winner must drink two barrels of beer and complete an obstacle course for a prize of 100 gold pieces. Gimli has no experience with acrobatics but learns techniques by observing other contestants. Though he falls short in the end, he blames outside factors and claims he would have won if he took it seriously, showing a tendency to take credit for potential success but not responsibility for actual failure.
The video incorporates six psychological concepts across four scenes. In scene one, Fiona experiences spotlight effect when she thinks others notice her tripping, and her classmates demonstrate stereotyping of black people. Scene two shows Fiona learning to use chopsticks through observational learning by watching her classmate. Scene three depicts hostile aggression when Fiona is pushed, and bystander effect as others do not help. Scene four exhibits mere exposure as Fiona spends more time with her new friend. The concepts were successfully integrated into a story to demonstrate their applications.
This document outlines a story involving a Malawian student named Fiona attending university in Malaysia. It is divided into 5 scenes:
1. On Fiona's first day, she tripped in class worrying others noticed (spotlight effect).
2. Two classmates discussed negative stereotypes about black people upon seeing Fiona.
3. Fiona learned to use chopsticks by observing another student at a restaurant (observational learning).
4. A classmate became angrily aggressive when Fiona bumped into him, and bystanders did not help (hostile aggression, bystander effect).
5. Another student helped Fiona and through familiarity they became best friends (
Boba was teased by his friends for being overweight even though he was not very fat. He enjoyed eating burgers which led to weight gain. He decided to lose weight after seeing a pretty girl. An angel then appeared and taught Boba about a balanced diet using a food pyramid. Boba struggled and bought a burger instead, getting scolded by his father who said his allowance would be reduced if he ate unhealthy food again. The angel helped Boba by having him separate the burger pieces onto a plate, fooling his father into thinking it was a balanced meal.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret and apply different drawing representations used in construction as a communication tool. Their work will be assessed through projects, participation, and a final exam to evaluate their understanding of drawing principles and skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces and objects in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, portfolio submissions and a final exam. The module aims to develop students' communication, problem-solving and digital literacy skills.
This document provides information about the Introduction to Drawing module, including:
- The module aims to familiarize students with basic representation of the built environment through drawings.
- Students will learn different drawing techniques and be able to apply drawing as a communication tool.
- The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 3 credit hours.
- Students will be assessed through projects, presentations, and participation to evaluate their drawing skills and ability to communicate spatially through drawings.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through projects, presentations and an e-portfolio.
This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% total. The schedule outlines weekly topics, assignments, and learning objectives to equip students with skills in landscape communication, construction, and sustainability.
This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% of the final grade. The module aims to help students recognize landscape components and apply basic landscape planning and design skills.
This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% of the final grade. The module aims to help students recognize landscape components and apply basic landscape planning and design skills.
This document is a survey report on understanding of lung cancer among male and female students at Taylor's University. It includes an introduction to lung cancer, the objective to compare understanding between genders, methodology of distributing surveys to 260 students, statistical analysis of responses, and conclusions. The analysis found that female students had a slightly better understanding than males, though overall understanding was low. Many were unaware that lung cancer can affect other cancers and that surgery is a primary treatment. The report provides statistics on lung cancer in Malaysia and causes/risk factors.
FNBE0115 - FLIPCLASSROMMath slide ok [11860]barbaraxchang
ย
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
Koon Qi loses her phone after parking her car on campus. Several psychological concepts are demonstrated as her classmates try to help locate the phone. Ow decides to social loaf and not put in real effort to search. Barbara thinks Koon Qi deserves losing her phone due to her own actions. Teoh falsely accuses Barbara of stealing the phone, leading to an argument. Brian steps in to resolve the conflict and helps the group search rationally. In the end, Koon Qi's phone is found in her car, and she attributes losing it to her own actions rather than accept blame.
1) Koon Qi parks her car in a different lot than usual after the usual lot was blocked, and doesn't realize she dropped her phone until later.
2) A heated argument breaks out between Barbara and Teoh after Teoh accuses Barbara of stealing the phone when she isn't helping search.
3) Brian is able to calm everyone down and they search Koon Qi's car, finding the phone, after which Koon Qi blames her loose pockets rather than take responsibility.
Gimli, an albino dwarf, goes to a local market to sell some iron artifacts. The people at the market assume he is a dwarf based on his short stature and clothing. He sees a wealthy man holding a contest where the winner must drink two barrels of beer and complete an obstacle course for a prize of 100 gold pieces. Gimli has no experience with acrobatics but learns techniques by observing other contestants. Though he falls short in the end, he blames outside factors and claims he would have won if he took it seriously, showing a tendency to take credit for potential success but not responsibility for actual failure.
The video incorporates six psychological concepts across four scenes. In scene one, Fiona experiences spotlight effect when she thinks others notice her tripping, and her classmates demonstrate stereotyping of black people. Scene two shows Fiona learning to use chopsticks through observational learning by watching her classmate. Scene three depicts hostile aggression when Fiona is pushed, and bystander effect as others do not help. Scene four exhibits mere exposure as Fiona spends more time with her new friend. The concepts were successfully integrated into a story to demonstrate their applications.
This document outlines a story involving a Malawian student named Fiona attending university in Malaysia. It is divided into 5 scenes:
1. On Fiona's first day, she tripped in class worrying others noticed (spotlight effect).
2. Two classmates discussed negative stereotypes about black people upon seeing Fiona.
3. Fiona learned to use chopsticks by observing another student at a restaurant (observational learning).
4. A classmate became angrily aggressive when Fiona bumped into him, and bystanders did not help (hostile aggression, bystander effect).
5. Another student helped Fiona and through familiarity they became best friends (
Boba was teased by his friends for being overweight even though he was not very fat. He enjoyed eating burgers which led to weight gain. He decided to lose weight after seeing a pretty girl. An angel then appeared and taught Boba about a balanced diet using a food pyramid. Boba struggled and bought a burger instead, getting scolded by his father who said his allowance would be reduced if he ate unhealthy food again. The angel helped Boba by having him separate the burger pieces onto a plate, fooling his father into thinking it was a balanced meal.
The document describes three journal entries by the same author:
1) The author attends a meeting where they learn they must achieve a 3.5 GPA to keep their scholarship at their university. Failing to do so could financially burden their family and jeopardize their education. They resolve to work hard to get the required GPA.
2) The author agrees to buy sanitary pads for their girlfriend at a convenience store, feeling embarrassed and worried about being judged. However, they realize others were focused on their own activities, not on them.
3) During a class tutorial, the author plays a prank on a friend by pretending their phone is on the table when it's not. Their friend
This document is a journal entry describing an interaction the author had with their younger brother at a playground. The author brought their 4-year-old brother Francisco to the playground near their house. Francisco enjoyed playing in the sand. He observed other children playing hide and seek and wanted to join. The author allowed him to play. However, the author then heard crying and saw Francisco punching another boy. The other boy's mother came over and the author had to intervene.
This document is a research report on two hair salons - Vogue Unisex Salon located in Klang, Kuala Lumpur and Eroma Hair Salon located in Kuantan, Pahang. It provides histories of the businesses, descriptions of their locations, services offered, and staffing. A team of 5 students divided roles for the research report, with sections covering the history of hairdressing as a trade, descriptions of the two businesses, a comparative analysis, recommendations, and references.
This document provides information about two hair salons: Vogue Unisex Hair Salon in Klang and Eroma Hair Salon in Kuantan, Pahang.
Vogue Unisex was founded in 1990 by Elaine Ng and focuses on cuts, dressing, coloring, treatments and washing for a young adult clientele. Eroma was started in 1985 by sisters Sook Yee and Sook Pei and has obtained many loyal older female customers.
While both salons have similar operations like female staff and operating hours, they differ in aspects such as space, music, product variety, prices, facilities, revenue, location and target markets. The document concludes that Vogue is more commercially successful
This document provides information on a 5-credit module called "Culture & Civilization" offered at the School of Architecture, Building & Design. The module will introduce students to Western and Eastern cultures and civilizations from prehistoric times to the present through an overview of archaeological discoveries, ancient monuments, artworks, philosophies, and achievements of great leaders. Students will examine the similarities and differences between Eastern and Western civilizations and develop skills in inquiry, investigation, application, and presentation. The module will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through three projects, a portfolio, and coursework.
This document provides the guidelines and requirements for a group project assignment on family history and culture for an Architecture, Building and Design course. The objectives are to research one's genealogy and explore how human living has changed from past to present. In groups of two, students must create a hand-drawn graphical timeline with family tree, an infographic board highlighting family culture/traditions, and a 10-minute interview video. The works will be assessed based on demonstrated understanding of the brief, quality of documented findings, creativity/content richness, and team collaboration. Students must cite sources and include identifying information on the submissions, which are due on August 28th. Late submissions will receive partial marks deductions.
This document provides instructions for a group project and individual assignment on examining similarities and differences between Eastern and Western civilizations through developing a play.
The group task involves selecting an event from a civilization to base a play on related to themes like sociology, engineering, or mythology. Students must research the event and perform findings for the class. Assessment criteria include general understanding demonstrated, content depth and research quality, and creativity in preparation and presentation.
The individual task involves creating a series of sketches and designing packaging to demonstrate understanding of chosen elements from the group play through portraying a character's journal. Assessment criteria cover general understanding of the brief and creativity in preparation, presentation, and packaging of the journal sketches.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and religious places, and design a timeline and series of 10 postcards to educate others on the historical, architectural, and social connections of the topic. The assignment requires literature research, a timeline, a set of designed postcards, and a 1-minute video montage to be submitted through an e-portfolio.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, geometry, and their applications. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' problem-solving, communication, and teamwork skills.
This document provides information on 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 focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document provides instructions for an assignment to create an e-portfolio. Students are asked to reflect on their learning over the past 18 weeks and compile documents from their graded assignments. They must answer questions about learning outcomes and strategies. Students must also upload photos or media from two assignments, and provide 150-200 word descriptions. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language and presentation quality. A rubric is provided to evaluate the e-portfolios.
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FNBE 0115 - ITD MODULE OUTLINE
1. ARC 3333 โ INTRODUCTION TO DRAWING (JANUARY 2014) 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Introduction To Drawing ( ARC 3333)
Prerequisite: None
Credit hours: 3
Instructor: Ida Marlina Mazlan | Ida.mazlan@gmail.com
Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Noorul Iffa Mohd Nayan | NoorulIffa.MohdNayan@taylors.edu.my
Module Synopsis
The module is aim to assist students to familiarize the basic representation of the built and natural
environment through drawings. It engages students with different techniques of drawing and encourages
them to explore different methods of drawing to enable them to utilize it as communication skills in the
construction industry. The module will be presented in the form of a studio with lectures, workshops,
tutorials, student presentations and class discussion.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce drawing as a communication tool in the construction industry.
2. To introduce different techniques of drawing in the built environment practice.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Interpret the type of drawing representation used in the construction industry
2. Relate the basic principles and conventions of drawing skill as a communication tool in the construction
industry.
3. Apply drawing as a means of communication in order to express three-dimensional space and object
into two- dimensional orthographic drawings.
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
! Lecture: 1 hours/week
! Tutorial: 2 hours/week
! Self-study: 3 hour/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
2. ARC 3333 โ INTRODUCTION TO DRAWING (JANUARY 2014) 2 | P a g e
Taylorโs Graduate Capabilities(TGC)
The teaching and learning approach at Taylorโs University is focused on developing the Taylorโs Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 2,3
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life 3
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1
3.2 Define and analyse problems to arrive at effective solutions
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 1,2
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant
6.2 Reflect on oneโs actions and learning.
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
2,3
3. ARC 3333 โ INTRODUCTION TO DRAWING (JANUARY 2014) 3 | P a g e
General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment
component, even though the student has achieved more than 50% in the overall assessment. Failure to
attempt all assessment components, including final exam and final presentation, will result in failing the
module irrespective of the marks earned, even though the student has achieved more than 50% in the
overall assessment.
Plagiarism (Excerpt from Taylorโs University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another personโs work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
studentsโ works
a. Published Materials
In general, whenever anything from someone elseโs work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoplesโ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Studentsโ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
4. ARC 3333 โ INTRODUCTION TO DRAWING (JANUARY 2014) 4 | P a g e
sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalised.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
! Your ideas and questions are welcomed, valued and encouraged.
! Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
! You have opportunities to give feedback and issues will be addressed in response to that feedback.
! Do reflect on your performance in Portfolios.
! Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage studentโs participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process.
Various teaching and learning strategies such as experiential learning, problem-based learning, site visits,
group discussions, presentations, working in group and etc. can be employed to facilitate the learning
process. In SCL, students are expected to be:
! active in their own learning
! self-directed to be responsible to enhance their learning abilities
! able to cultivate skills that are useful in todayโs workplace
! active knowledge seekers
! active players in a teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project One Group (20%) - Week 5 20%
Project Two - A Individual (30%) Week 10 30%
Project Two - B
Individual (40%)
Week 15 - 40%
E- Portfolio Individual (10%) Week 18 - 10%
TOTAL 100%
5. ARC 3333 โ INTRODUCTION TO DRAWING (JANUARY 2014) 5 | P a g e
Assessment Components
1. Project One โ A (Group)
The first project introduces students to the various types of drawings as a means of communication through
investigation. They will need to discuss and work as a team to generate a presentation and communicate
their findings.
2. Project One โ B (Individual)
This project introduces students to key people in the built environment and how drawing conventions and
calculation is used in the field. Students will explore and understand the relationship of key people in built
environment and how the application and complexity of drawing convention and skills is applied in the
practice as a means of communication.
3. Project Two - (Individual)
The final project introduces students to drawing techniques and orthographic projections. Students will
demonstrate their basic drafting skills with drawing that express three-dimensional space through a series of
two-dimensional drawings.
4. Taylorโs Graduate Capabilities Portfolio (Online Portfolio) โ (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylorโs Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
6. ARC 3333 โ INTRODUCTION TO DRAWING (JANUARY 2014) 6 | P a g e
Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 โ 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 โ 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 โ 74 3.33
Good
Evidence of grasp of module; critical capacity and analytical
ability, reasonable understanding of relevant issues;
evidence of familiarity with the literatureB 65 โ 69 3.00
B- 60 โ 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 โ 59 2.33
C 50 โ 54 2.00
D+ 47 โ 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 โ 46 1.33
D- 40 โ 43 1.00
F 0 โ 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit
Given for a module where attendance is for information only
without earning academic credit
7. ARC 3333 โ INTRODUCTION TO DRAWING (JANUARY 2014) 7 | P a g e
Weekly Module Schedule
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
4th August 2014
ORIENTATION WEEK 2 2 3
Week 2
11th August 2014
Lecture 1 : Introduction to Module and
Projects Brief
Briefing Project 1 2 2 3
Week 3
18th August 2014
Lecture 2: Introduction to types of drawing
and professional roles - Purposes & Relationship
2 2 3
Week 4
25th August 2014
Lecture3: Initial concept from sketch to
design
Interior, Building , Structure, Landscape and
Urban space
Lecture 5 : Drawing tools
Paper types, Scale Ruler, French Curve, Set Squares,
Compass, Measuring Tape, Cutting Mat, Construction
Drawings
2 2 3
Week 5
1st Sept. 2014
PROJECT 1 PRESENTATION
*Lecture and tutorial time replace by presentation
Briefing Project 2A
2 2 2
Week 6
8th Sept. 2014
Lecture 4: Multidisciplinary drawings
Graphic Designer, Architectural , Engineer, Product
Designer, Planner
2 2 3
Week 7
15th Sept. 2014
Lecture 6: Drawing convention,
documentation & calculation
Layout, Formats and Sizes, Scales, Title Block
2 2 3
Week 8
22nd Sept. 2014
Lecture 7: Drawing convention,
documentation & calculation
Role of an Architect
2 2 3
Week 9
29th Sept. 2014
Lecture 8: Drawing convention,
documentation & calculation
Role of a Quantity Surveyor
2 2 3
Week 10
6th October 2014
Lecture 9 : Drawing techniques 1
Line, Line Weights and Composition
PROJECT 2A SUBMISSION
2 2 2
Week 11
13th October 2014
Lecture 9 : Drawing techniques 2
Redevelopments Drawings from Digital
Photographs
Briefing Project 2B
2 2 3
SEMESTER BREAK
Week 12
27th October 2014
Lecture 10 : Orthographic projection
Plan, Elevation and Section 2 2 3
Week 13 Lecture 11 : Orthographic projection 1 3 3
8. ARC 3333 โ INTRODUCTION TO DRAWING (JANUARY 2014) 8 | P a g e
3rd November 2014 Detail Drawings
Week 14
10th November
2014
Discussion/ Class Activity related to Final Project 1 3 3
Week 15
17th November
2014
Discussion/ Class Activity related to Final Project 1 3 3
Week 16
24th November
2014
PROJECT 2B SUBMISSION 1 3 3
Week 17
1st December 2014
Discussion/ Class Activity related to E-Portfolio
1 3 3
Week 18
8th December 2014
Submission of E-Portfolio 1 3
3
Digital
upload of
Final Project
Week 19
15th December
2014
Exam Week
*No final exam for intro to Drawing
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Edwards, Brian, 2008. Understanding Architecture Through Drawing. Taylor &
Francis, USA and Canada.
2. Frascari, Marco, 2011. Eleven Exercises in the Art of Architectural Drawing.
Routledge, USA and Canada.
3. Zell, Mo, 2010. The Architectural Drawing Course. Thames & Hudson, United
Kingdom.
Additional
References :
1.