This 3-credit module provides an introduction to social psychology. It examines social behavior and interactions through topics like prejudice, attraction, aggression, and group influence. The module aims to increase students' self-awareness and ability to relate to others. It will be delivered over 18 weeks through 3 hours of weekly lectures and 2 hours of self-study. Students will be assessed through assignments, projects, tests, and a portfolio. The assessments are designed to evaluate students' understanding of concepts and theories, as well as their ability to apply learning to real-world situations and communicate effectively.
This 3-credit hour module on social psychology provides a broad introduction to the field. It will examine social behavior and interactions at both the micro and macro levels. Students will learn about self, prejudice, relationships, groups, and the influence of culture. The module uses student-centered learning approaches including discussions, presentations, and group work. Students will be assessed through assignments, a project, tests, and a portfolio. The goal is to help students better understand human behavior and relate to others.
This 3-credit hour module on social psychology provides a broad introduction to the field. It will examine social behavior and interactions at both the micro and macro levels. Students will learn about self, prejudice, relationships, groups, and the influence of culture. The module uses student-centered learning approaches including discussions, presentations and group work. Students will be assessed through assignments, a project, tests, and a portfolio. The goal is to help students better understand human behavior and enable them to interact meaningfully with others.
This 3-credit module provides an introduction to social psychology over 18 weeks. It will examine social behavior, processes, problems, and solutions through lectures, group work, and self-study. Students will develop awareness of human interaction and how social situations influence thoughts and actions. Assessment includes individual journal assignments, a group comic strip project, and a semester-long group research project presented at the end of the term. The goal is for students to gain knowledge of social psychology and how to apply it to relate effectively with others.
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
The document provides an overview of a 3 credit hour module on social psychology. It will introduce students to key concepts in social psychology, including self-identity, social cognition, prejudice, relationships, groups, and culture. The module aims to help students better understand human behavior and interactions. It will be taught over 18 weeks through lectures, tutorials, self-study, and assessments. Students will develop their knowledge of social psychology concepts and skills in critical thinking, communication, and teamwork. Their work will be evaluated through formative and summative assessments, including a portfolio, to measure their learning outcomes.
This 3-credit module provides an introduction to social psychology. It examines social behavior and interactions, addressing topics like prejudice, attraction, aggression, and cultural influences. Assessment includes journals, group projects, presentations, tests, and a portfolio. The student-centered approach aims to increase self-awareness and sensitivity to enable meaningful relationships and participation in a changing world.
This document provides an overview of the Social Psychology module. The 3-credit, 18-week module introduces students to the field of social psychology through lectures and tutorials. It examines social behavior, interactions, and the influence of culture. Assessment includes formative feedback through tutorials and summative assessments to evaluate students' understanding. The module aims to increase students' awareness of human behavior and empower them to address contemporary issues.
This 3-sentence summary provides the essential information about the document:
The document outlines the syllabus for a 3-credit hour social psychology module, including the module objectives to provide students with foundational knowledge in social psychology and develop their cognitive and soft skills. The module will be delivered over 18 weeks through lectures, tutorials, assignments including journals and a group project, tests, and a portfolio, with the goal of helping students understand human behavior and interactions from the micro to macro levels.
This 3-credit hour module on social psychology provides a broad introduction to the field. It will examine social behavior and interactions at both the micro and macro levels. Students will learn about self, prejudice, relationships, groups, and the influence of culture. The module uses student-centered learning approaches including discussions, presentations, and group work. Students will be assessed through assignments, a project, tests, and a portfolio. The goal is to help students better understand human behavior and relate to others.
This 3-credit hour module on social psychology provides a broad introduction to the field. It will examine social behavior and interactions at both the micro and macro levels. Students will learn about self, prejudice, relationships, groups, and the influence of culture. The module uses student-centered learning approaches including discussions, presentations and group work. Students will be assessed through assignments, a project, tests, and a portfolio. The goal is to help students better understand human behavior and enable them to interact meaningfully with others.
This 3-credit module provides an introduction to social psychology over 18 weeks. It will examine social behavior, processes, problems, and solutions through lectures, group work, and self-study. Students will develop awareness of human interaction and how social situations influence thoughts and actions. Assessment includes individual journal assignments, a group comic strip project, and a semester-long group research project presented at the end of the term. The goal is for students to gain knowledge of social psychology and how to apply it to relate effectively with others.
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
The document provides an overview of a 3 credit hour module on social psychology. It will introduce students to key concepts in social psychology, including self-identity, social cognition, prejudice, relationships, groups, and culture. The module aims to help students better understand human behavior and interactions. It will be taught over 18 weeks through lectures, tutorials, self-study, and assessments. Students will develop their knowledge of social psychology concepts and skills in critical thinking, communication, and teamwork. Their work will be evaluated through formative and summative assessments, including a portfolio, to measure their learning outcomes.
This 3-credit module provides an introduction to social psychology. It examines social behavior and interactions, addressing topics like prejudice, attraction, aggression, and cultural influences. Assessment includes journals, group projects, presentations, tests, and a portfolio. The student-centered approach aims to increase self-awareness and sensitivity to enable meaningful relationships and participation in a changing world.
This document provides an overview of the Social Psychology module. The 3-credit, 18-week module introduces students to the field of social psychology through lectures and tutorials. It examines social behavior, interactions, and the influence of culture. Assessment includes formative feedback through tutorials and summative assessments to evaluate students' understanding. The module aims to increase students' awareness of human behavior and empower them to address contemporary issues.
This 3-sentence summary provides the essential information about the document:
The document outlines the syllabus for a 3-credit hour social psychology module, including the module objectives to provide students with foundational knowledge in social psychology and develop their cognitive and soft skills. The module will be delivered over 18 weeks through lectures, tutorials, assignments including journals and a group project, tests, and a portfolio, with the goal of helping students understand human behavior and interactions from the micro to macro levels.
This journal discusses the power of persuasion in advertisements. The writer explains that after seeing ads on TV or in magazines, people may unconsciously develop desires or change attitudes towards the products being advertised. Persuasion is a powerful tool used in various media like TV commercials, print ads, and magazines to positively influence people's perceptions and choices, even if those choices are not entirely free. As an example, the writer analyzes a magazine advertisement for a hairdryer that uses words, images, and technology claims to persuade viewers, especially women, that the product will give superior results. In the end, many readers may feel influenced to purchase the item as a result of the persuasive messages in the ad.
1) The group designed a modernist-style circular dome-shaped café with different zones to influence relationships and emotions. Zone 1 provides a platform for proposals and affection, while Zone 2 uses changing light colors.
2) The lounge area in the center allows for socializing. Zone 1 uses red/pink to arouse interest quietly. Zone 2 uses blue to represent trust and a stress-free environment for friendship.
3) The café was designed for ages 18-20+ and adults, based on a survey finding they prefer cafés for socializing, work, and relaxation over restaurants. Interpersonal relationship topics like Sternberg's love triangle theory informed the design.
This document contains journal entries from a student discussing various concepts in social psychology. In the first entry, the student describes how they completed an accounting exercise faster when doing it alongside a friend, demonstrating the concept of social facilitation. The second entry discusses a friend who prefers individual work over group work due to differing opinions, showing social loafing. The third entry describes building confidence and viewing challenges positively, relating to the concept of self-efficacy.
The document summarizes different aspects of self-concept discussed in a journal entry. It describes realizing that the author defines themselves by their interdependence and connections with others rather than personal traits. It also discusses how self-knowledge can be influenced by outside factors like media and the importance of getting perspectives from others. Additionally, it outlines how people tend to see themselves in a positive light through self-serving bias and overestimating their abilities while blaming external factors for failures. Finally, it emphasizes developing self-efficacy by maintaining a positive mindset when facing challenges instead of being hard on oneself.
Schemas are mental concepts that inform people about what to expect from various experiences based on past life experiences stored in memory. In the photo of a fast food restaurant, the teenager in a white t-shirt approaching the counter to order food demonstrates the use of schemas, as through countless similar experiences from childhood to the present, he has developed schemas to automatically trigger the process of ordering food when entering such a restaurant.
This document contains 5 journal entries from a student about topics discussed in their Social Psychology class. The first entry discusses how the student used to see themselves negatively in secondary school but learned their friends saw them more positively. The second entry describes the student's experience when their siblings had H1N1 and how having a positive attitude helped the student avoid getting sick. The third entry discusses confirmation bias and how the student's beliefs impacted their behavior and outcomes in school. The fourth entry is about persuasion tactics and how understanding tactics like forewarning helped the student prepare for assignments. The fifth and final entry discusses factors that influence whether people help others, like beggars, and how the student has learned to identify those truly in need.
The document contains entries from a psychology journal discussing various concepts learned by the student. It discusses social facilitation and how the presence of others can increase task performance. It also discusses the sociocultural perspective, which views personal development as heavily influenced by social and cultural factors. Self-concept and its components including self-image, self-esteem, and ideal self are described. Intrinsic and extrinsic motivation and the difference between them is explained. The concept of self-fulfilling prophecy and how expectations can influence behaviors and outcomes is summarized. Counterfactual thinking, or imagining how the past could have been different, is also covered.
This 298-word document is a student's journal submission for a Social Psychology module. It discusses antisocial isolation as a type of antisocial behavior where individuals avoid human interaction and communication. In the sketch portrayed, a boy isolates himself by playing computer games instead of conversing with others. This reflects a suppression of thoughts and a negative bias against normal communication. If left unaddressed, antisocial isolation could degrade human relationships and produce a technology-dependent generation with poor social skills.
People's attitudes can change over time through learning and exposure to new ideas and behaviors. For example, children who watch violent movies may start to bully others, adopting behaviors they see on screen. However, people may change their behaviors to fit a situation without truly changing their underlying attitudes. Conformity also influences how people think and act, as they will often follow the orders or behaviors of others without considering alternatives. Being in a group provides benefits like protection and more efficient problem solving, as groups can accomplish tasks better than individuals working alone.
The document is a journal submission from a student named Teo Chong Yih for a social psychology class. It contains summaries of three class sessions:
1) An introductory class where students answered questions about themselves and were introduced to psychology.
2) A class about self-concept where students defined themselves and learned about self-serving bias and predicting feelings.
3) A class about vision where students learned about the structure of the eye, effects of color, and visual illusions.
Social Psychology - Assignment 1 JournalGan Jet Foong
The document summarizes key concepts learned by a student from lectures on social psychology. It discusses intrinsic and extrinsic motivation, counterfactual thinking, self-fulfilling prophecies, balance theory, and racism. The student provides personal examples for how several of the concepts, like extrinsic motivation, counterfactual thinking, self-fulfilling prophecies, and balance theory, relate to their own experiences. The student also shares an example of experiencing racism from a teacher in secondary school.
Social Psychology Journal One by Tan Wen HaoTan Jaden
Tan went to a skincare shop called TheFaceShop to buy a moisturizer. He asked the male promoter for a recommendation but did not make eye contact at first, assuming the promoter would not be helpful. However, the promoter provided a detailed and knowledgeable explanation of which moisturizer would suit Tan's skin type. Tan realized his initial assumption that only female promoters could provide good recommendations was wrong. This experience showed Tan the need to change his mindset and not make judgments based on gender.
This document provides a summary of 3 journal entries by a student named Kailyn Lee regarding concepts learned in her social psychology course. The first entry discusses social learning and how observing her mother's habit of conserving electricity and water influenced her to develop the same habits. The second entry describes an example of confirmation bias when discussing a math problem with a classmate. The third entry discusses self-serving attribution, using examples of attributing exam results and lateness to external factors rather than oneself. The document provides real-world examples of concepts learned in the social psychology course.
Blind spots in the search for happiness: Implicit attitudes and nonverbal lea...Psychology2010
This study investigated whether implicit (nonconscious) attitudes can predict errors in affective forecasting. 56 participants completed implicit and explicit attitude measures about apples and chocolate, predicted how much they would enjoy each food, and then reported their actual enjoyment. Implicit attitudes uniquely predicted differences between predicted and actual enjoyment (forecasting errors), even when accounting for explicit attitudes and actual experiences. This suggests that implicit attitudes shape in-the-moment experiences but are unavailable for conscious consideration when making forecasts, representing a "blind spot" that contributes to affective forecasting errors.
1) Social loafing occurred in a group project where the individual efforts of two members could not be identified because they had to leave in the evenings while the other members worked overnight. As a result, only the overnight members received praise from the lecturer.
2) Learning about self-concept helped the author understand themselves more and realize they had a low self-esteem from comparing themselves to others. They resolved to think more positively.
3) The author exhibited downward counterfactual thinking after receiving a better exam grade than expected without studying. They realized this type of thinking could become a habit leading to failure.
This document contains 6 entries from a student's journal on social psychology. Each entry summarizes a chapter or concept: 1) sociocultural perspective, 2) social facilitation, 3) motivation, 4) social comparison, 5) counterfactual thinking, and 6) attitudes. Examples from the student's experience are provided for each concept. The entries show how social and cultural factors influence behaviors and how people evaluate themselves compared to others.
The document is a student's journal entries for a social psychology course. It includes 4 entries discussing topics like social facilitation, self-verification theory, optimistic bias, and first impressions. The student describes how each concept applies to their own life experiences, such as feeling more confident singing with others due to social facilitation, and maintaining a stoic facade in the library to avoid social interaction in line with self-verification theory.
This document provides a comparison of two Chinese seafood restaurants: Tsunami Village Cafe located in Penang, and William's Crab Restaurant located in Selangor Darul Ehsan. It describes the history and founding of each restaurant, with Tsunami Village Cafe being opened in 2004 by a fisherman named Mr. Tek after experiencing hardship from the 2004 tsunami, and William's Crab Restaurant starting in 2010 as the second generation of a seafood business. The document also introduces each restaurant's signature dishes, staff sizes, and future plans. Appendices include survey questionnaires, photos, and references.
This document provides an overview of the English 2 module. It summarizes the module objectives, learning outcomes, structure, and policies. The module aims to develop students' English proficiency across four skills - listening, speaking, reading and writing. It is a 5-credit, 18-week module that meets once a week for lectures and tutorials. Students will learn academic reading and writing techniques, develop oral communication skills, and demonstrate English language mastery at pre-university and tertiary levels. The document outlines assessment components, attendance requirements, plagiarism policies, and a student-centered learning approach.
Social Psychology Module Outline FNBE Sept 2015Carol Tang
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
This journal discusses the power of persuasion in advertisements. The writer explains that after seeing ads on TV or in magazines, people may unconsciously develop desires or change attitudes towards the products being advertised. Persuasion is a powerful tool used in various media like TV commercials, print ads, and magazines to positively influence people's perceptions and choices, even if those choices are not entirely free. As an example, the writer analyzes a magazine advertisement for a hairdryer that uses words, images, and technology claims to persuade viewers, especially women, that the product will give superior results. In the end, many readers may feel influenced to purchase the item as a result of the persuasive messages in the ad.
1) The group designed a modernist-style circular dome-shaped café with different zones to influence relationships and emotions. Zone 1 provides a platform for proposals and affection, while Zone 2 uses changing light colors.
2) The lounge area in the center allows for socializing. Zone 1 uses red/pink to arouse interest quietly. Zone 2 uses blue to represent trust and a stress-free environment for friendship.
3) The café was designed for ages 18-20+ and adults, based on a survey finding they prefer cafés for socializing, work, and relaxation over restaurants. Interpersonal relationship topics like Sternberg's love triangle theory informed the design.
This document contains journal entries from a student discussing various concepts in social psychology. In the first entry, the student describes how they completed an accounting exercise faster when doing it alongside a friend, demonstrating the concept of social facilitation. The second entry discusses a friend who prefers individual work over group work due to differing opinions, showing social loafing. The third entry describes building confidence and viewing challenges positively, relating to the concept of self-efficacy.
The document summarizes different aspects of self-concept discussed in a journal entry. It describes realizing that the author defines themselves by their interdependence and connections with others rather than personal traits. It also discusses how self-knowledge can be influenced by outside factors like media and the importance of getting perspectives from others. Additionally, it outlines how people tend to see themselves in a positive light through self-serving bias and overestimating their abilities while blaming external factors for failures. Finally, it emphasizes developing self-efficacy by maintaining a positive mindset when facing challenges instead of being hard on oneself.
Schemas are mental concepts that inform people about what to expect from various experiences based on past life experiences stored in memory. In the photo of a fast food restaurant, the teenager in a white t-shirt approaching the counter to order food demonstrates the use of schemas, as through countless similar experiences from childhood to the present, he has developed schemas to automatically trigger the process of ordering food when entering such a restaurant.
This document contains 5 journal entries from a student about topics discussed in their Social Psychology class. The first entry discusses how the student used to see themselves negatively in secondary school but learned their friends saw them more positively. The second entry describes the student's experience when their siblings had H1N1 and how having a positive attitude helped the student avoid getting sick. The third entry discusses confirmation bias and how the student's beliefs impacted their behavior and outcomes in school. The fourth entry is about persuasion tactics and how understanding tactics like forewarning helped the student prepare for assignments. The fifth and final entry discusses factors that influence whether people help others, like beggars, and how the student has learned to identify those truly in need.
The document contains entries from a psychology journal discussing various concepts learned by the student. It discusses social facilitation and how the presence of others can increase task performance. It also discusses the sociocultural perspective, which views personal development as heavily influenced by social and cultural factors. Self-concept and its components including self-image, self-esteem, and ideal self are described. Intrinsic and extrinsic motivation and the difference between them is explained. The concept of self-fulfilling prophecy and how expectations can influence behaviors and outcomes is summarized. Counterfactual thinking, or imagining how the past could have been different, is also covered.
This 298-word document is a student's journal submission for a Social Psychology module. It discusses antisocial isolation as a type of antisocial behavior where individuals avoid human interaction and communication. In the sketch portrayed, a boy isolates himself by playing computer games instead of conversing with others. This reflects a suppression of thoughts and a negative bias against normal communication. If left unaddressed, antisocial isolation could degrade human relationships and produce a technology-dependent generation with poor social skills.
People's attitudes can change over time through learning and exposure to new ideas and behaviors. For example, children who watch violent movies may start to bully others, adopting behaviors they see on screen. However, people may change their behaviors to fit a situation without truly changing their underlying attitudes. Conformity also influences how people think and act, as they will often follow the orders or behaviors of others without considering alternatives. Being in a group provides benefits like protection and more efficient problem solving, as groups can accomplish tasks better than individuals working alone.
The document is a journal submission from a student named Teo Chong Yih for a social psychology class. It contains summaries of three class sessions:
1) An introductory class where students answered questions about themselves and were introduced to psychology.
2) A class about self-concept where students defined themselves and learned about self-serving bias and predicting feelings.
3) A class about vision where students learned about the structure of the eye, effects of color, and visual illusions.
Social Psychology - Assignment 1 JournalGan Jet Foong
The document summarizes key concepts learned by a student from lectures on social psychology. It discusses intrinsic and extrinsic motivation, counterfactual thinking, self-fulfilling prophecies, balance theory, and racism. The student provides personal examples for how several of the concepts, like extrinsic motivation, counterfactual thinking, self-fulfilling prophecies, and balance theory, relate to their own experiences. The student also shares an example of experiencing racism from a teacher in secondary school.
Social Psychology Journal One by Tan Wen HaoTan Jaden
Tan went to a skincare shop called TheFaceShop to buy a moisturizer. He asked the male promoter for a recommendation but did not make eye contact at first, assuming the promoter would not be helpful. However, the promoter provided a detailed and knowledgeable explanation of which moisturizer would suit Tan's skin type. Tan realized his initial assumption that only female promoters could provide good recommendations was wrong. This experience showed Tan the need to change his mindset and not make judgments based on gender.
This document provides a summary of 3 journal entries by a student named Kailyn Lee regarding concepts learned in her social psychology course. The first entry discusses social learning and how observing her mother's habit of conserving electricity and water influenced her to develop the same habits. The second entry describes an example of confirmation bias when discussing a math problem with a classmate. The third entry discusses self-serving attribution, using examples of attributing exam results and lateness to external factors rather than oneself. The document provides real-world examples of concepts learned in the social psychology course.
Blind spots in the search for happiness: Implicit attitudes and nonverbal lea...Psychology2010
This study investigated whether implicit (nonconscious) attitudes can predict errors in affective forecasting. 56 participants completed implicit and explicit attitude measures about apples and chocolate, predicted how much they would enjoy each food, and then reported their actual enjoyment. Implicit attitudes uniquely predicted differences between predicted and actual enjoyment (forecasting errors), even when accounting for explicit attitudes and actual experiences. This suggests that implicit attitudes shape in-the-moment experiences but are unavailable for conscious consideration when making forecasts, representing a "blind spot" that contributes to affective forecasting errors.
1) Social loafing occurred in a group project where the individual efforts of two members could not be identified because they had to leave in the evenings while the other members worked overnight. As a result, only the overnight members received praise from the lecturer.
2) Learning about self-concept helped the author understand themselves more and realize they had a low self-esteem from comparing themselves to others. They resolved to think more positively.
3) The author exhibited downward counterfactual thinking after receiving a better exam grade than expected without studying. They realized this type of thinking could become a habit leading to failure.
This document contains 6 entries from a student's journal on social psychology. Each entry summarizes a chapter or concept: 1) sociocultural perspective, 2) social facilitation, 3) motivation, 4) social comparison, 5) counterfactual thinking, and 6) attitudes. Examples from the student's experience are provided for each concept. The entries show how social and cultural factors influence behaviors and how people evaluate themselves compared to others.
The document is a student's journal entries for a social psychology course. It includes 4 entries discussing topics like social facilitation, self-verification theory, optimistic bias, and first impressions. The student describes how each concept applies to their own life experiences, such as feeling more confident singing with others due to social facilitation, and maintaining a stoic facade in the library to avoid social interaction in line with self-verification theory.
This document provides a comparison of two Chinese seafood restaurants: Tsunami Village Cafe located in Penang, and William's Crab Restaurant located in Selangor Darul Ehsan. It describes the history and founding of each restaurant, with Tsunami Village Cafe being opened in 2004 by a fisherman named Mr. Tek after experiencing hardship from the 2004 tsunami, and William's Crab Restaurant starting in 2010 as the second generation of a seafood business. The document also introduces each restaurant's signature dishes, staff sizes, and future plans. Appendices include survey questionnaires, photos, and references.
This document provides an overview of the English 2 module. It summarizes the module objectives, learning outcomes, structure, and policies. The module aims to develop students' English proficiency across four skills - listening, speaking, reading and writing. It is a 5-credit, 18-week module that meets once a week for lectures and tutorials. Students will learn academic reading and writing techniques, develop oral communication skills, and demonstrate English language mastery at pre-university and tertiary levels. The document outlines assessment components, attendance requirements, plagiarism policies, and a student-centered learning approach.
Social Psychology Module Outline FNBE Sept 2015Carol Tang
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour Social Psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module which examines social behavior and issues from the micro to macro levels. The module objectives are to provide an introduction to social psychology and develop students' understanding of human behavior and interactions. Assessments include assignments, projects, presentations, tests and a portfolio. The module uses student-centered learning approaches and aims to develop students' discipline knowledge and cognitive/soft skills.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts as well as development of skills like critical thinking and communication.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of course concepts.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
The document provides information on a 3 credit hour social psychology module offered at Taylor's University. It includes a synopsis of topics covered in the module such as social behavior, prejudice, attraction and aggression. It outlines the module's teaching objectives of providing an introduction to social psychology and enabling students to understand how social situations influence human behavior. Assessment will include assignments, projects, presentations and tests to evaluate students' understanding and application of concepts.
This 3-sentence summary provides the key information about the document:
The document outlines the syllabus for a 3-credit hour social psychology module, including the module objectives to provide students with foundational knowledge in social psychology and develop their cognitive and soft skills. The module will be delivered over 18 weeks through lectures, tutorials, assignments including journals and a group project, tests, and a portfolio, and will cover major topics in social psychology like social cognition, perception, attitudes, prejudice, and relationships.
This 3-credit module provides an introduction to social psychology. It examines social behavior and interactions from the micro to macro levels. The module objectives are to provide students with knowledge of social psychology, increase awareness of human behavior to improve relationships, and understand how social situations influence thoughts and actions. The module will be delivered through weekly lectures and tutorials over 18 weeks. Students will be assessed through formative and summative assessments, including discussions, assignments, and a portfolio.
This document provides an overview of a 3-credit hour module on social psychology offered at Taylor's University. The module aims to introduce students to key concepts in social psychology, enable them to better understand human behavior, and develop awareness of how social situations influence thoughts and actions. It will be taught over 18 weeks through lectures and tutorials. Students will be assessed through assignments, projects, tests, and a portfolio. The assessments are designed to evaluate students' understanding of course concepts and their ability to apply knowledge to everyday life situations.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit hour module introduces concepts and principles of interpersonal, group, and organizational communication. It aims to help students understand different communication situations and apply communication principles when interacting with others individually and in groups. The module uses student-centered learning approaches like group discussions, presentations, and experiential learning. Assessment includes class participation, projects, and a final exam.
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different environmental elements, describe their characteristics, analyze relationships between nature and development, and communicate their understanding using various media. Assessment includes class participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active, self-directed learning process.
The student Yvonne Chin Yun Miin with student ID 0315662 completed her internship training report for the course ARC 2615 at the company Arkitek Oma Sdn. Bhd. under the supervision of tutor Ar. Ian Ng Aik Soon from the School of Architecture, Building & Design.
This document compares the urban morphology of Manhattan's 6th Avenue and Petaling Street in Kuala Lumpur, Malaysia. 6th Avenue has a consistent distribution of contact points like bus stops and parks, while Petaling Street's contact points are highly concentrated in its upper section as a crowded market. Social activities along 6th Avenue mainly occur in parks and involve a variety of events, while Petaling Street's activities center around shopping in its market. The urban form of 6th Avenue features uniformly tall skyscrapers maintaining a lower density, whereas Petaling Street has a denser area with compact shops but lower activity in its wider lower section due to its narrow, disorganized layout.
The document summarizes four reaction papers written by a student for an architecture theory class. Each paper analyzes and critiques a different reading on architectural theory. The first paper discusses Frank Lloyd Wright's views on integrating nature and individual expression into architecture. The second analyzes Jacques Derrida's philosophy of deconstruction and its links to architecture. The third examines Juhani Pallasmaa's critique of vision-centric Western philosophy and its influence on architecture. The fourth analyzes Kenneth Frampton's theory of Critical Regionalism and its relevance to contemporary architecture.
This document contains a lighting analysis report for a community library design project located on Petaling Street in Kuala Lumpur, Malaysia. It includes daylight factor calculations for the cafe and gallery spaces, as well as artificial lighting calculations for the computer lab, individual study pods, and main library book collection area. The report evaluates the lighting levels based on Malaysian standards and recommends design changes such as increasing the number or lumen output of lighting fixtures to meet the recommended illuminance levels for different space types.
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This document presents the analysis report for a fettuccine truss bridge project. It includes a precedent study of two existing truss bridges, an analysis of the materials used including fettuccine and different types of adhesive, and a description of the process for designing, constructing, and testing multiple models of the fettuccine bridge. The goals of the project were to understand force distribution in trusses and maximize the efficiency of the designed bridge model. Various tests were conducted to determine the optimal material properties, construction techniques, and joint designs.
This paper analyzes the Water House building in terms of integrating traditional Chinese design with its modern context. It investigates how the Water House applies spatial arrangements and passive design techniques from traditional Chinese architecture to achieve sustainability. The paper explores the building's design responses to the local climate, including its use of materials, orientation, shallow pond, and roof construction. It aims to determine whether the Water House's design is efficient for seasonal countries through literature review, site analysis, and discussions with tutors.
The document discusses the design of The Water House and how it uses vernacular traditional Chinese architecture and passive design strategies to achieve thermal comfort. These include orienting the house to maximize southern exposure in winter, using thermal mass materials, surrounding it with a shallow pond for evaporative cooling, cross ventilation, and a tiled roof to insulate. The architect drew from the local climate and engaged with the community to create a contextual design in harmony with its environment.
This document is a project proposal for a case study paper on the topic of achieving thermal comfort in architecture through the use of vernacular Chinese design traditions. The proposal includes a concept map and summary of the topic, which is an investigation of how The Water House building applies Chinese spatial layout designs and passive strategies like ventilation, materials, and landscaping to achieve thermal comfort in its seasonal climate context. The proposal lists four research questions about the design concept and features of The Water House and how it achieves thermal comfort through vernacular traditions. A 300-word summary provides more detail on the topic and research plan. An annotated bibliography includes two sources for literature on climate responsive design and ecologically-oriented design case studies.
The document provides a case study analysis of the Water House located in Lijiang, China. It investigates how the building integrates vernacular traditional Chinese design approaches to achieve thermal comfort. Specifically:
1) The Water House draws from courtyard house designs of the local Naxi people, arranging spaces around a central courtyard. It also uses shallow ponds, thermal mass materials, and passive design strategies like cross ventilation.
2) The ponds provide evaporative cooling, while materials like stone and terracotta tiles absorb and release heat. Orientation exposes windows to winter sun but protects from northern winds.
3) Louvered openings and spaces separated by less than 8 meters enable cross ventilation
This research proposal explores the constructed landscape around the Petronas Twin Towers in Kuala Lumpur, Malaysia. The researchers aim to understand how the landscape relates to its surrounding context and how users interact with it. They will analyze the landscape's relationship with surrounding elements and observe user interactions. Comparing the area with and without the constructed landscape, the researchers seek to understand the advantages and disadvantages of such landscapes in city centers. Ultimately, they hope to gain insight into how the landscape creates links between the built and natural environments.
The mechanical ventilation system at Kuala Lumpur Performance Art Centre uses supply air diffusers, return air grilles, and fire exhaust fans to regulate indoor air quality and temperature. Supply air diffusers are located throughout the building, including vertical diffusers in the main foyer and grilles behind seats in the performance stage, to distribute fresh air into occupied spaces. Return air grilles are found in corridors, toilets, and equipment rooms to remove stale air through ductwork back to air handling units. Fire exhaust fans are installed outside to automatically expel smoke and gases during emergencies through connected smoke exhaust ducts. The documentation analyzed how these components maintain thermal comfort while meeting building code requirements.
State Chinese Penang Association - Measured DrawingsYvonne Chin
The document contains 15 sheets of architectural drawings measuring and documenting the State Chinese Penang Association building. It includes floor plans, elevations, sections and schedules for the ground, first, and roof levels. Dimensioned plans show room layouts, wall configurations, doors, and other building elements. Elevations depict the building exterior from multiple views and angles. Sections cut through the building to reveal structural and material details.
State Chinese Penang Association - ReportYvonne Chin
The document provides details about a project to document the State Chinese Penang Association building through measured drawings, photos, and other documentation. A group of 25 students divided into teams to measure, photograph, and collect historical information about the 96-year-old heritage building. The documentation aims to preserve the history and culture of the association as it has faded over time. The project involved on-site measurement and documentation of the building as well as interviews with association members and research into the building's history.
This document discusses soil erosion, its causes, impacts, and potential solutions. Some key points:
- Soil erosion is caused by factors like deforestation, wind, and water, which can wash away topsoil and nutrients. Deforestation is a major driver as it removes vegetation that anchors soil.
- Impacts of erosion include decreased soil quality and crop yields, increased production costs, water pollution, and flooding due to sedimentation. Eroded soil may deposit downstream and damage habitats.
- About 38% of the world's cropland is degraded and 15% of total land area has been degraded by human activities like poor farming practices, accelerating the loss of fertile topsoil.
This document provides details for Project 3 on architecture and culture in Kuala Lumpur, Malaysia. It includes an introduction to the concepts of line in art and the influences on architectural styles in KL. The student conducted research and mapped several locations in KL to feature in a postcard series, including Petaling Street, Starhill Gallery, Putrajaya, KL International Airport, and the Petronas Towers. The final product will be a postcard series and packaging highlighting the theme of architecture and lines with the goal of educating audiences about the sites visited.
The document provides background information on a group project for a Culture and Civilization class. The project requires students to examine similarities and differences between Eastern and Western civilizations by researching the Three Kingdoms period in Chinese history. The group researched characters and plots from the Three Kingdoms story and Three Kingdoms movie to develop a script for a short dramatization. They summarized their research, outlined a storyline, and included the script and descriptions of costumes and props for key characters like Liu Bei, Guan Yu, Zhang Fei, Zhu Ge Liang, Sun Quan, Cao Cao, and Zhou Yu.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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 ...
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. TU Foundation in Natural and Built Environments 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Center for Modern Architecture Studies in Southeast Asia
Foundation in Natural and Built Environments
Subject Name: Social Psychology (PSYC0103)
Credit hours: 3
Prerequisite: None
Lecturer: Mr. T.Shankar
Module Synopsis
The module provides a broad introduction to the field of social psychology. It examines the processes that
underlie social behaviour and discusses solutions and approaches to a variety of problems and issues. As
the human family stands on the brink of a new beginning, the condition of our present lives suggests that we
should address issues that have confronted mankind in the previous millennium. It should also equip
students with the necessary knowledge and skills to address contemporary issues, thus enabling them to
focus attention on the future without losing sight of the present. The module begins at the micro level and
moves through human interaction to the macro level. The underlying premise is that the individual needs to
empower him/herself first before he/she interacts effectively with others. As such, students are introduced to
their self, the processing of social information processing and attitudes is explored within the specific
framework of prejudice and stereotypes. From this focus on their self, the module moves into the realm of
interpersonal relations, beginning with attraction and altruism and then on to the darker side to explore
aggression. It also addresses the arena of social interactions by examining group behaviour and the
influence within social settings. The journey ends by examining how social behaviour is affected by the culture
in which it takes place. Indeed, the end of the course heralds the beginning of a richer and fuller life for
many of us.
Module Teaching Objectives
Provide a clear, informative, challenging, exciting and personal introduction to Social Psychology.
Enable students to gain an increased awareness and sharpened sensitivity to human behaviour to
enable them to relate meaningfully with others.
Enable students become aware that human thoughts, feelings and actions do not originate solely within
ourselves but also the products of social situations.
Gain a new vision of the human experience and emerge as active and critical participants in an ever-
changing world.
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
or lectures. The breakdown of the contact hours for the module is as follows:
Lecture: 3 hours/week
Tutorial: 0 hour/week
Self-Study: 2 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
2. TU Foundation in Natural and Built Environments 2 | P a g e
Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s 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 1-3
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
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1,2
3.2 Define and analyse problems to arrive at effective solutions 3
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 1,3
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
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.
-
3. TU Foundation in Natural and Built Environments 3 | P a g e
General Rules and Regulations (Refer to programme guide and student handbook 2012)
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.
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.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
Attendance and Participation
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 this 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.
Your work will be graded based on your performance throughout the semester. Your class participation is as
important as the end product.
It is compulsory for the student to attempt and submit all assessment components including Portfolio.
Failing to do so will result in failing the module irrespective of the marks earned.
It is also compulsory for the student to submit the final group assignment. Groups who do not submit final
group assignments will result in failing the module even though the student has achieved more than 50% in
the overall assessment.
Plagiarism (TU Student Handbook 2011)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from the
Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalised.
4. TU Foundation in Natural and Built Environments 4 | P a g e
Student-Centered Learning Approach
This module uses the Student-centered Learning (SCL) approach. Utilization of this method embodies most of
the principles known to improve learning and to encourage student’s participation. SCL requires students to
be active, RESPONSIBLE participants in their own learning and the teachers are to facilitate the students
learning process. Various teaching and learning strategies such as experiential learning, problem-based
learning, site visits, group discussions, presentations, working in group and etc. will be employed to facilitate
the learning process for this module.
In SCL students are to be:
active in their own learning
self-directed to be responsible to enhance their learning abilities
able to cultivate skills that are useful in today’s workplace
active knowledge seekers
active players in a teamwork
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.
Contact
Lecturer: Mr. T. Shankar Email shankar@themindfaculty.com
Office Hours
Students are encouraged to visit the lecturer concerned for assistance. Please email the lecturer to
schedule an appointment.
Types of Assessment and Feedback
Each student will be graded in the form of formative and summative assessments that will be provided in class
sessions. Formative assessments will guide the student in the assignments. This form of assessment will be
conducted through discussions in tutorial sessions. Summative assessment will inform the student about the
level of understanding and performance capabilities achieved at the end of each assessment. Portfolio is used
as a reflection of the acquisition of learning outcomes.
5. TU Foundation in Natural and Built Environments 5 | P a g e
Assessment Plan
Type Learning outcomes Submission Marks
Assignment 1: Journal Individual 1-3 Week 4 and Week 12 20%
Assignment 2: Comic
Strip Group 1-3 Week 5 10%
Project:
Report + Group
Presentation Group
2,3,4
Week 16 (report) and
Week 17/18 (presentation) 30%
Test 1 & 2 Individual 1, 4 Week 5 and Week 10 30%
E-Portfolio Individual Week 18 10%
Total 100%
Coursework
This module will be graded in the form of coursework and one mid-term test. It consists of 3 projects, a
presentation, in class assignment and a test.
Assignment 1: Journal (20%)
The first assignment requires student to write a journal by incorporating the concepts learned in lectures. The
journal is designed to assess students’ ability in applying theories and concepts to their personal lives and
that of others.
Assignment 2: Comic Strip (10%)
The second project requires student to draw a comic. On the day of submission, there will be an oral examination
whereby you will need to briefly explain your mind map/comic and I will ask you questions on the chapter
Project: Video Clip, Report, Presentation. (30%)
The third project consisted of 3 components which include making up a video clip by incorporating the
concepts learned in class, written report of the clip and presenting the clip to the class. This project allows
students to recognize and identify the connections among concepts and perspectives within psychology and
with other disciplines. This project allows students to engage in psychological inquiry and become self-
regulated learners.
Test (30%)
The test is designed to assess the ability of the students in defining and explain psychological content such
as concepts, facts, terms, and theories and remember them. The format of the assessment will be multiple
choice questions.
Taylor’s Graduate’s Capability Portfolio (10%)
The portfolio is an edited document to include all the work produced in this module Students will compile
their assignments and selected work digitally with a reflection on what they have learned from each
assignment this semester. The portfolio is used to as a record of students’ progress and reflections of the
acquisition of Learning Outcomes.
Please refer to the assignment briefs for more information.
6. TU Foundation in Natural and Built Environments 6 | P a g e
Student Input
Student participation is encouraged through various means. In this module, students have the opportunity to
participate in the following ways:
Students’ ideas and questions are welcomed, valued and encouraged.
Student input is sought to understand their perspectives, ideas and needs in planning module revision.
Students are offered opportunities to give feedback with the assurance that issues will be addressed in
response to that feedback.
Student evaluation allows their views and experiences about the sessions are actively sought and used
as an integral part of improvement in teaching and continuous improvement.
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 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literatureB 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit
Given for a module where attendance is for information only
without earning academic credit