This document provides an overview of the English 2 module. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. Students will learn to communicate according to situations and purposes, demonstrate accuracy and fluency in language skills, and show critical understanding of language contexts. The module uses student-centered learning approaches and assessments include portfolios, presentations, and exams.
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.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify speakers' attitudes, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students continuously through projects and a final exam.
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 complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
This document provides an overview of the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including listening, speaking, reading and writing. It will focus on academic reading and writing skills, as well as techniques for listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language contexts. Assessment will include assignments, presentations, and a final exam evaluating students' language abilities. The module uses a student-centered learning approach to develop lifelong learning and problem solving skills.
This document provides an overview of the English 2 module offered between January and December 2014. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both the pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. The module is delivered over 18 weeks through weekly 4-hour lectures and tutorials. Students will learn to analyze texts, write essays and research papers, develop listening comprehension, and improve public speaking and interview skills. Assessment includes portfolios, presentations and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides information about the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It is a 5-credit, 18-week module that meets once a week for 4 hours of lectures and tutorials. Students will learn to communicate effectively for different situations and purposes, demonstrate accuracy in the 4 language skills, and think critically about language use. Assessment includes analyzing reading texts, writing essays, identifying elements of listening passages, and developing presentation and interview skills. The document outlines the module objectives, learning outcomes, delivery format, and policies regarding attendance, plagiarism, and student participation.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It is assessed through various assignments and aims to help students achieve English language proficiency for university-level work.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening and speaking skills. It focuses on 5-paragraph essay writing, analyzing texts, and developing oral presentation abilities. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral group presentation, an e-portfolio, and a final exam. Upon completing the module, students will be able to write organized essays, apply referencing, analyze texts critically, and demonstrate improved English proficiency for university-level work.
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.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify speakers' attitudes, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students continuously through projects and a final exam.
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 complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
This document provides an overview of the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including listening, speaking, reading and writing. It will focus on academic reading and writing skills, as well as techniques for listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language contexts. Assessment will include assignments, presentations, and a final exam evaluating students' language abilities. The module uses a student-centered learning approach to develop lifelong learning and problem solving skills.
This document provides an overview of the English 2 module offered between January and December 2014. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both the pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. The module is delivered over 18 weeks through weekly 4-hour lectures and tutorials. Students will learn to analyze texts, write essays and research papers, develop listening comprehension, and improve public speaking and interview skills. Assessment includes portfolios, presentations and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides information about the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It is a 5-credit, 18-week module that meets once a week for 4 hours of lectures and tutorials. Students will learn to communicate effectively for different situations and purposes, demonstrate accuracy in the 4 language skills, and think critically about language use. Assessment includes analyzing reading texts, writing essays, identifying elements of listening passages, and developing presentation and interview skills. The document outlines the module objectives, learning outcomes, delivery format, and policies regarding attendance, plagiarism, and student participation.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It is assessed through various assignments and aims to help students achieve English language proficiency for university-level work.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening and speaking skills. It focuses on 5-paragraph essay writing, analyzing texts, and developing oral presentation abilities. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral group presentation, an e-portfolio, and a final exam. Upon completing the module, students will be able to write organized essays, apply referencing, analyze texts critically, and demonstrate improved English proficiency for university-level work.
The document discusses design techniques used on magazine covers to attract buyers' attention and encourage purchases. It notes that the use of bold colors, prominent images of popular characters and films, catchy phrases in large text, information on exclusives and extras, issue details, and barcodes help covers stand out on shelves and convince readers to learn more. Recognizable icons and alternating text colors against dark backgrounds further enhance visibility and highlight key selling points. An effective cover employs these strategies cohesively to grab attention and market the contents.
The document discusses demand and factors that influence the demand curve. It explains that the demand curve slopes downward, showing that as price increases, quantity demanded decreases. It also outlines several factors besides price that can cause the demand curve to shift, such as income, tastes, prices of related goods, number of buyers, and expectations. The document illustrates shifts in the demand curve through examples and graphs to distinguish between movements along the curve and shifts of the entire curve.
This film trailer follows the typical structure of building tension throughout by starting slowly, introducing the troubled child Esther, then showing escalating violence and torment she inflicts on the family. Visual clues like hospital and school settings establish it as a psychological horror genre. Esther's orphanage background and witch-like costume suggest she is a disturbed individual seeking revenge due to her troubled upbringing without a family. Common horror conventions like female victim figures and isolating settings attract the target horror audience by signaling the thriller and chills to expect.
Aaron Mills has over 20 years of experience in construction, automotive restoration, and ministry work. He has held roles as a hot shot truck driver, a shop foreman overseeing projects and customer service, and the men's director at a ministry where he counseled students and scheduled jobs. Mills has skills in areas like computer troubleshooting, commercial and residential remodeling, automotive repair, and social skills like teaching and teamwork. He provides references from long-time friends, family, and past employers.
G servis - company presentation brasil Tomáš Pavlik
G-servis Praha provides geological, hydrogeological, engineering, and biotechnological services including water treatment technologies. Their services include water source surveys, contaminated site monitoring and remediation, hydraulic modeling, and environmental reviews. They offer municipal, residential, industrial, mobile, and containerized water treatment plant solutions.
Sweet Hug House in Kampar, Perak and Haraju Cube in Petaling Jaya, Selangor are two dessert shop businesses that were compared in this report. Sweet Hug House serves local families, students from a nearby university, and Malays and Indians. Haraju Cube attracts many teenagers and families daily with their signature Japanese honey toast. The report provides a brief description of each business and analyzes their competitive traits such as location, competitors, and strategies to compete in their respective markets.
The trailer for the film "The Orphan" follows a conventional structure by starting slowly showing the family adopting a child named Esther, then revealing something is troubling with Esther through violent scenes. Visuals show Esther tormenting the family but don't reveal outcomes. Genre cues like the orphanage background, isolated house setting, and disturbed child antagonist identify it as a psychological horror. Common horror conventions like these attract the target audience by signaling themes they expect like a troubled individual seeking revenge through common victim archetypes in familiar settings.
This document outlines the requirements and structure for a student's residential landscape design project. It specifies that the project should include a title block, key plan, location plan, site images, plant and material palettes, cost estimation, maintenance plan, and design inspirations. It provides a template for the project to be presented across 5 boards, with each board containing different elements of the design process and final proposed plans, including conceptual diagrams, master plans, elevations, sections, and implementation details. The project aims to apply the student's learning around constructing natural built environments.
The document summarizes key concepts from social psychology that are demonstrated in an accompanying comic strip. It discusses the concepts of persuasion, self-esteem, observational learning, evolutionary perspective, and post-decision resonance. For each concept, it provides a definition and then relates it to an example from the comic strip. The comic strip portrays a character named Ben who goes to work in the city and experiences ups and downs with his self-esteem, learning from colleagues, making decisions with unintended consequences, and later regret.
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.
This document discusses attitudes and their components. It describes the ABC model of attitudes, which includes affective, behavioral, and cognitive components. Explicit attitudes are consciously held beliefs while implicit attitudes exist unconsciously. Implicit attitudes can be measured using implicit association tests. The document also discusses how attitudes can influence behavior positively or negatively, and how optimism is linked to better immune functioning and longevity.
The document discusses various aspects of brand management. It defines what a brand is and lists some of its key components like name, design, symbol, tagline, and value. It emphasizes that branding is important for both new and established businesses to create a strong corporate identity. Some strategies discussed for developing a brand include advertising, campaigns, and sponsorships. It also differentiates between manufacturer brands, co-brands developed through partnerships, and private brands owned by a retailer.
This document provides an introduction to principles of economics. It begins by posing questions to assess the reader's knowledge of current economic data. It then defines key economic concepts like scarcity, opportunity cost, and tradeoffs using examples of household and business decision making. Microeconomics is introduced as the study of individual agents, while macroeconomics looks at aggregate outcomes. Positive economics aims to objectively describe and predict economic systems, whereas normative economics judges whether outcomes are good or bad. Three key economic principles are outlined: people face tradeoffs, opportunity cost helps determine the best choice, and people respond to incentives. Diagrams are provided to illustrate production possibility frontiers and opportunity costs.
McKinsey conducted a study of the Indian economy in 2001 to identify barriers to growth. They found that distortions in product markets, land markets, and state ownership of businesses were each holding back GDP growth by 0.7-2.3% per year. McKinsey recommended 13 steps to address these barriers, including eliminating licensing restrictions, reducing import duties, privatizing government businesses and utilities, reforming labor laws, and improving land title records.
This document outlines the rules for a game involving teams, avatars, rooms, and punishments. It will be played in 3 stages. In stage 1, the losing team chooses odd or even cards and tries to avoid removal of cushions. In stage 2, players must avoid clothespins by pressing alphabet boxes with sponges. In stage 3, players compete to flip over poker cards with the highest numbers winning and losers getting rubber bands on their hands. The goal is to eliminate all opponents' avatars through calling out numbers and receiving punishments like face paint or costumes.
The document defines and provides information about various types of quadrilaterals including trapezoids, squares, rhombi, rectangles, cyclic quadrilaterals, irregular quadrilaterals, parallelograms, kites, and provides examples of calculating their areas, perimeters, and diagonal lengths. It also includes example problems and solutions for finding missing values of various quadrilaterals.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify elements of speech, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students throughout the semester.
This document provides information about an English language module called English 2 at a university. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking, to a pre-university and tertiary level. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will be assessed through assignments, a portfolio, and a final exam. The module uses a student-centered learning approach and aims to develop students' communication skills and lifelong learning abilities.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and grading system. The 5-credit module aims to develop students' English proficiency skills, particularly in academic reading, writing, listening, and speaking. Assessment includes two assignments, an online portfolio, and a final exam. Students must achieve a minimum of 80% attendance and complete all assessments to pass the module.
The document discusses design techniques used on magazine covers to attract buyers' attention and encourage purchases. It notes that the use of bold colors, prominent images of popular characters and films, catchy phrases in large text, information on exclusives and extras, issue details, and barcodes help covers stand out on shelves and convince readers to learn more. Recognizable icons and alternating text colors against dark backgrounds further enhance visibility and highlight key selling points. An effective cover employs these strategies cohesively to grab attention and market the contents.
The document discusses demand and factors that influence the demand curve. It explains that the demand curve slopes downward, showing that as price increases, quantity demanded decreases. It also outlines several factors besides price that can cause the demand curve to shift, such as income, tastes, prices of related goods, number of buyers, and expectations. The document illustrates shifts in the demand curve through examples and graphs to distinguish between movements along the curve and shifts of the entire curve.
This film trailer follows the typical structure of building tension throughout by starting slowly, introducing the troubled child Esther, then showing escalating violence and torment she inflicts on the family. Visual clues like hospital and school settings establish it as a psychological horror genre. Esther's orphanage background and witch-like costume suggest she is a disturbed individual seeking revenge due to her troubled upbringing without a family. Common horror conventions like female victim figures and isolating settings attract the target horror audience by signaling the thriller and chills to expect.
Aaron Mills has over 20 years of experience in construction, automotive restoration, and ministry work. He has held roles as a hot shot truck driver, a shop foreman overseeing projects and customer service, and the men's director at a ministry where he counseled students and scheduled jobs. Mills has skills in areas like computer troubleshooting, commercial and residential remodeling, automotive repair, and social skills like teaching and teamwork. He provides references from long-time friends, family, and past employers.
G servis - company presentation brasil Tomáš Pavlik
G-servis Praha provides geological, hydrogeological, engineering, and biotechnological services including water treatment technologies. Their services include water source surveys, contaminated site monitoring and remediation, hydraulic modeling, and environmental reviews. They offer municipal, residential, industrial, mobile, and containerized water treatment plant solutions.
Sweet Hug House in Kampar, Perak and Haraju Cube in Petaling Jaya, Selangor are two dessert shop businesses that were compared in this report. Sweet Hug House serves local families, students from a nearby university, and Malays and Indians. Haraju Cube attracts many teenagers and families daily with their signature Japanese honey toast. The report provides a brief description of each business and analyzes their competitive traits such as location, competitors, and strategies to compete in their respective markets.
The trailer for the film "The Orphan" follows a conventional structure by starting slowly showing the family adopting a child named Esther, then revealing something is troubling with Esther through violent scenes. Visuals show Esther tormenting the family but don't reveal outcomes. Genre cues like the orphanage background, isolated house setting, and disturbed child antagonist identify it as a psychological horror. Common horror conventions like these attract the target audience by signaling themes they expect like a troubled individual seeking revenge through common victim archetypes in familiar settings.
This document outlines the requirements and structure for a student's residential landscape design project. It specifies that the project should include a title block, key plan, location plan, site images, plant and material palettes, cost estimation, maintenance plan, and design inspirations. It provides a template for the project to be presented across 5 boards, with each board containing different elements of the design process and final proposed plans, including conceptual diagrams, master plans, elevations, sections, and implementation details. The project aims to apply the student's learning around constructing natural built environments.
The document summarizes key concepts from social psychology that are demonstrated in an accompanying comic strip. It discusses the concepts of persuasion, self-esteem, observational learning, evolutionary perspective, and post-decision resonance. For each concept, it provides a definition and then relates it to an example from the comic strip. The comic strip portrays a character named Ben who goes to work in the city and experiences ups and downs with his self-esteem, learning from colleagues, making decisions with unintended consequences, and later regret.
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.
This document discusses attitudes and their components. It describes the ABC model of attitudes, which includes affective, behavioral, and cognitive components. Explicit attitudes are consciously held beliefs while implicit attitudes exist unconsciously. Implicit attitudes can be measured using implicit association tests. The document also discusses how attitudes can influence behavior positively or negatively, and how optimism is linked to better immune functioning and longevity.
The document discusses various aspects of brand management. It defines what a brand is and lists some of its key components like name, design, symbol, tagline, and value. It emphasizes that branding is important for both new and established businesses to create a strong corporate identity. Some strategies discussed for developing a brand include advertising, campaigns, and sponsorships. It also differentiates between manufacturer brands, co-brands developed through partnerships, and private brands owned by a retailer.
This document provides an introduction to principles of economics. It begins by posing questions to assess the reader's knowledge of current economic data. It then defines key economic concepts like scarcity, opportunity cost, and tradeoffs using examples of household and business decision making. Microeconomics is introduced as the study of individual agents, while macroeconomics looks at aggregate outcomes. Positive economics aims to objectively describe and predict economic systems, whereas normative economics judges whether outcomes are good or bad. Three key economic principles are outlined: people face tradeoffs, opportunity cost helps determine the best choice, and people respond to incentives. Diagrams are provided to illustrate production possibility frontiers and opportunity costs.
McKinsey conducted a study of the Indian economy in 2001 to identify barriers to growth. They found that distortions in product markets, land markets, and state ownership of businesses were each holding back GDP growth by 0.7-2.3% per year. McKinsey recommended 13 steps to address these barriers, including eliminating licensing restrictions, reducing import duties, privatizing government businesses and utilities, reforming labor laws, and improving land title records.
This document outlines the rules for a game involving teams, avatars, rooms, and punishments. It will be played in 3 stages. In stage 1, the losing team chooses odd or even cards and tries to avoid removal of cushions. In stage 2, players must avoid clothespins by pressing alphabet boxes with sponges. In stage 3, players compete to flip over poker cards with the highest numbers winning and losers getting rubber bands on their hands. The goal is to eliminate all opponents' avatars through calling out numbers and receiving punishments like face paint or costumes.
The document defines and provides information about various types of quadrilaterals including trapezoids, squares, rhombi, rectangles, cyclic quadrilaterals, irregular quadrilaterals, parallelograms, kites, and provides examples of calculating their areas, perimeters, and diagonal lengths. It also includes example problems and solutions for finding missing values of various quadrilaterals.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify elements of speech, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students throughout the semester.
This document provides information about an English language module called English 2 at a university. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking, to a pre-university and tertiary level. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will be assessed through assignments, a portfolio, and a final exam. The module uses a student-centered learning approach and aims to develop students' communication skills and lifelong learning abilities.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and grading system. The 5-credit module aims to develop students' English proficiency skills, particularly in academic reading, writing, listening, and speaking. Assessment includes two assignments, an online portfolio, and a final exam. Students must achieve a minimum of 80% attendance and complete all assessments to pass the module.
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 complete assignments, a portfolio and a final exam to assess their language skills development. The module uses student-centered learning approaches and aims to help students achieve various learning outcomes and graduate capabilities.
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 information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. The module uses student-centered learning and Moodle for communication.
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 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 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 complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
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 complete assignments, a portfolio and a final exam to assess their language skills development. The module uses student-centered learning approaches like group work and presentations. Assessment includes two written assignments, a portfolio and a final exam.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and grading system. The 5-credit module aims to develop students' English proficiency skills, particularly in academic reading, writing, listening, and speaking. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment includes two assignments, a portfolio, and a final exam evaluating students' ability to analyze texts, write essays, and develop communication skills. A variety of teaching methods like lectures, tutorials, and group work will be used to achieve the learning outcomes.
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 complete assignments, a portfolio and a final exam to assess their language skills development. The module uses student-centered learning approaches like group work and presentations. Assessment includes two written assignments, a portfolio and a final exam.
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 information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. The module uses student-centered learning and Moodle for communication.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It focuses on basic 5-paragraph essay writing, referencing skills, analyzing contemporary essays and texts, and interpreting non-linear information. The module is delivered through lectures, tutorials, and self-study over 18 weeks for a total of 5 credit hours. Assessment includes essays, presentations, and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides information about the English 1 module offered in August 2014, including the module synopsis, teaching objectives, learning outcomes, assessment components, and schedule. The module focuses on developing academic writing skills such as 5-paragraph essays and interpreting non-linear text, as well as reading, listening, and speaking skills. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. The module uses lectures, tutorials and self-directed study and aims to prepare students for university-level English proficiency.
This document outlines the details of a group assignment for a construction law course. It includes the group member names and student IDs, submission date, table of contents, and introduction. The group was appointed by a client to propose a standard form of construction contract and provide advice on pre-contract and post-contract issues for a proposed university accommodation and recreation center project costing RM500 million. The report will analyze and compare the PAM 2006 and FIDIC forms of contract and make recommendations on key contractual issues such as payment, extensions of time, variations, programs, termination and dispute resolution.
This document provides details of a value management study conducted for a mixed development project in Port Dickson, Negeri Sembilan, Malaysia. It includes an introduction to value management, an executive summary of the project, and outcomes from the value management workshop. The workshop proposed several approaches to increase value for the client through minor adjustments to increase usable area and change parking orientation, while selecting alternative materials and roof types to reduce costs. Sketches and financial analyses were provided to support the recommendations.
The document discusses three possible paradigm shifts that could improve time, cost, and quality in the construction industry while not affecting dependency on foreign workers:
1) Building Information Modeling (BIM) which uses 3D modeling to improve coordination and reduce errors.
2) MRCB Building System (MBS) which utilizes prefabricated and prefinished volumetric construction to improve scheduling and safety.
3) Project time-cost-quality trade-off problem (PTCQTP) model which integrates resources and quality metrics to minimize time while meeting budget and standards.
Project Management Group Assignment Final ReportArissa Loh
This document provides details of a group assignment for a Bachelor of Quantity Surveying course. It outlines the proposed development of a mixed-use project located next to Taylor's University consisting of a supermarket, retail shops, and car park. The document includes sections on project background, proposed design, time management, cost estimation, quality management, risk management, and procurement management. Work breakdown structures and a critical path method are utilized to plan the project schedule. Cost estimates are provided for construction, development, operations, and potential profits over 20 years. Quality and risk management strategies are also recommended.
TK Builders proposes developing a 1,181 square meter commercial property with a supermarket, retail shops, and parking facilities. The development would include a three-story building with an elevator design concept. It is located in a strategic area with an increasing population that lacks parking. The estimated construction cost is RM 13 million and total development cost is RM 15.9 million. Over a 20-year period, the projected total income is RM 51 million with an estimated net profit of RM 15.9 million and average annual cash flow of RM 1.6 million. The payback period is estimated at 10 years.
The document discusses various remedies available for breach of contract, including:
1. Damages - Compensation for losses arising from the breach intended to restore the injured party. Damages must not be too remote.
2. Specific performance - A court order directing a party to fulfill their contractual obligations, such as delivering a unique good.
3. Injunction - A court order prohibiting or requiring a party to take an action, such as to prevent a breach or require performance.
4. Quantum meruit - Payment for work where no price was agreed, assessed based on reasonable rates to prevent unjust enrichment.
This document provides a cost appraisal for a proposed mixed development project in Kuala Lumpur comprising two 30-storey towers of 712 serviced apartment units, a 2-storey commercial building, a 5-storey podium, and 2 basement floors for parking. It includes a breakdown of estimated costs for different components of the development including finishes for various areas, a pie chart showing cost allocation across site planning, external works, basement, podium, commercial, residential components, and identifies a similar benchmark project in Seri Kembangan, Selangor.
This document provides an overview of Ken Holdings Berhad, a property development and construction company in Malaysia. It discusses the company's background, vision, mission, core values and board of directors. It also analyzes the company's major shareholders and principal business activities, which include property development, property investment, specialist engineering services, and property management. Additionally, the document examines the company's revenue contributions from 2013-2017, which primarily come from its construction and property development segments through external customer sales and inter-segment transactions within the company.
This document outlines the organization and planning for a community service initiative event at Rumah Kebajikan Karunai Illam, a home for underprivileged children. It lists the event teams and their leaders. It also provides an overview of the event agenda, which includes icebreakers, games, arts and crafts, lunch, and a gift giving ceremony for the orphanage. Meetings were held leading up to the event to assign roles, plan activities, and do a dry run.
Sectional completion and partial possession by employer PP2 Coursework 1Arissa Loh
This document discusses provisions in construction contracts relating to partial possession and sectional completion by the employer. It explains that the employer may take early possession of completed sections before overall practical completion for business or commercial reasons, with or without the contractor's consent. Key points covered include requirements and effects of partial possession with consent, restrictions on taking possession without consent, and allowing for different commencement and completion dates for sections of large or phased projects.
This document provides a cost plan proposal for the construction of a serviced apartment development called Twinleaf Residence in Kuala Lumpur, Malaysia. It estimates the total construction cost to be RM154,942,968.15. The main construction costs include RM123,647,458.68 for main building works and RM3,443,000 for external and ancillary works. The development will consist of a basement, podium, and two apartment towers with a total construction area of 90,588 square meters.
The document provides information regarding a quantity surveying coursework assignment on the preparation of a final account. It includes questions and answers on actions to take regarding errors in tender rates, assessing a contractor's final account application, evaluating claims and variations, and granting extensions of time. Key details include rationalizing aluminium window rates before contract signing, disallowing a loss and expense claim for inclement weather, adding back nominated subcontractor values, and granting additional time but not costs for a delay caused by late design decisions. The final contract value calculated is RM 79,550,500.00.
This document provides information and questions for a coursework assignment on preparing a final account as a quantity surveyor. It outlines details of the construction contract such as the contract sum and bills. It also lists extensions of time and cost adjustments that must be evaluated in the final account, including variations, nominated subcontractors' accounts, and claims submitted by the contractor for additional costs incurred. The quantity surveyor must advise on addressing errors found in the contractor's tender rates, and prepare the final account evaluating the listed cost adjustments and contractor claims according to the contract terms.
Professional Practice 1 Presentation SlidesArissa Loh
This document summarizes the key aspects of a professional practice group project on procurement methods for construction projects. It outlines the group members, project life cycle, defines procurement, and describes traditional procurement methods and their advantages and disadvantages. It also discusses tendering methods, including two-stage selective tendering, and the tendering procedure. It recommends a lump sum contract using the PAM 2006 form and describes provisions related to quality, time, health and safety in construction contracts. Finally, it explains the purpose and contents of a required Health and Safety File.
This proposal is for a RM1.2 billion hotel and shopping complex project in Kuala Lumpur. The client wants full control of design and minimal changes to cost. The consultant recommends traditional procurement with two-stage selective tendering. For the contract, a lump sum contract is recommended using the PAM 2006 form as it provides the client control over design and ensures project is completed on time to avoid liquidated damages. The proposal discusses procurement options, advantages of traditional procurement, the tendering process, and justification for the contract recommendations to meet the client's requirements.
This document summarizes the details of a construction project to build a semi-detached two-storey house. It includes the project title, location, type of building, site conditions, key plan, floor plans, elevations, sections, form of contract, instructions to tenderers, conditions of tendering, bills of quantities, schedules, and various contract forms. The project involves building a residential semi-detached house in Klang, Selangor using a PAM Contract 2006 with Quantities, and includes details of the site, design plans, specifications of materials and works, and requirements for tender submission.
This document discusses procurement methods, tendering procedures, contract arrangements, and health and safety considerations for a professional practice group project. It defines procurement as obtaining something through a demand preparation and processing process. Traditional procurement involves appointing consultants and is suitable for industry newcomers. Two-stage selective tendering eliminates non-performing contractors. A lump sum contract with a fixed sum according to specifications is recommended. Health and safety files document project hazards and services for subsequent projects.
The document is a tender proposal to build a sample house on Lot 123 in Petaling Jaya, Selangor, Malaysia. It discusses reasons why past tenders were unsuccessful, including limited quotations obtained, small project scale leading to higher material prices, and errors in calculations. It provides areas for improvement such as developing a unique selling point, setting a competitive price, triple checking rates, building professional networks, and doing more research. It is signed by 10 individuals.
The document provides a cost estimate for plasterboard ceiling and painting internal ceilings. It estimates the material and labor costs to install 12.5mm thick fibrous plaster ceiling at RM32.10/m2 including plasterboard, battens, labor for installation, profit, and overhead. It also estimates the material and labor costs to apply undercoat and two finishing coats of paint at RM3.18/m2 including paint, labor for application, tools, profit, and overhead. The total cost per square meter for ceiling finishes is estimated to be RM32.10/m2 for installation and RM3.18/m2 for painting.
The document compares BIM, CAD, and manual measurement techniques at different stages of construction projects. At the preparation/briefing stage, BIM enables better communication and site planning but has high costs and requires buy-in. CAD increases productivity but has high initial costs. Manual measurement has no training needs but is time-consuming. At the design stage, BIM enables accurate design visualization and consistent drawings but requires experts. CAD handles more workloads but amendments must be manual. Manual measurement satisfies clients but has human errors and is time-consuming. At the pre-construction stage, BIM improves building performance and estimates costs but has legal barriers. CAD ensures accuracy but small errors cause big problems. Manual measurement has lower risks of lost
This presentation by Katharine Kemp, Associate Professor at the Faculty of Law & Justice at UNSW Sydney, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
This presentation by Tim Capel, Director of the UK Information Commissioner’s Office Legal Service, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
Carrer goals.pptx and their importance in real lifeartemacademy2
Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
Why Psychological Safety Matters for Software Teams - ACE 2024 - Ben Linders.pdfBen Linders
Psychological safety in teams is important; team members must feel safe and able to communicate and collaborate effectively to deliver value. It’s also necessary to build long-lasting teams since things will happen and relationships will be strained.
But, how safe is a team? How can we determine if there are any factors that make the team unsafe or have an impact on the team’s culture?
In this mini-workshop, we’ll play games for psychological safety and team culture utilizing a deck of coaching cards, The Psychological Safety Cards. We will learn how to use gamification to gain a better understanding of what’s going on in teams. Individuals share what they have learned from working in teams, what has impacted the team’s safety and culture, and what has led to positive change.
Different game formats will be played in groups in parallel. Examples are an ice-breaker to get people talking about psychological safety, a constellation where people take positions about aspects of psychological safety in their team or organization, and collaborative card games where people work together to create an environment that fosters psychological safety.
The importance of sustainable and efficient computational practices in artificial intelligence (AI) and deep learning has become increasingly critical. This webinar focuses on the intersection of sustainability and AI, highlighting the significance of energy-efficient deep learning, innovative randomization techniques in neural networks, the potential of reservoir computing, and the cutting-edge realm of neuromorphic computing. This webinar aims to connect theoretical knowledge with practical applications and provide insights into how these innovative approaches can lead to more robust, efficient, and environmentally conscious AI systems.
Webinar Speaker: Prof. Claudio Gallicchio, Assistant Professor, University of Pisa
Claudio Gallicchio is an Assistant Professor at the Department of Computer Science of the University of Pisa, Italy. His research involves merging concepts from Deep Learning, Dynamical Systems, and Randomized Neural Systems, and he has co-authored over 100 scientific publications on the subject. He is the founder of the IEEE CIS Task Force on Reservoir Computing, and the co-founder and chair of the IEEE Task Force on Randomization-based Neural Networks and Learning Systems. He is an associate editor of IEEE Transactions on Neural Networks and Learning Systems (TNNLS).
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation by Professor Giuseppe Colangelo, Jean Monnet Professor of European Innovation Policy, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
This presentation by Nathaniel Lane, Associate Professor in Economics at Oxford University, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
This presentation by Thibault Schrepel, Associate Professor of Law at Vrije Universiteit Amsterdam University, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
Disaster Management project for holidays homework and other uses
Fnbe english 2
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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module : English 2 (ELG 30605)
Prerequisite: English 1 [ENGL 0105]
Credit hours: 5
Instructor: GopiGhantan Mylvaganam
Module Synopsis
English 2 aims to equip students with sufficient language skills to demonstrate English Language proficiencyat
both the pre-university and tertiary level. Students will be trained to communicate according to the situation and
purpose as well as demonstrate accuracy in the 4 language skills. The emphasis of the module is on the
development of academic reading and writing skills, as well as techniques to answer the listening and speaking
components both accuratelyand appropriately. The course is also designed to equip learners with sufficient
communication and interpersonal skills and techniques. At the end of the module, they should be able to
demonstrate English Language Proficiencyat both the pre-universityand tertiarylevel.
Module Teaching Objectives
Upon successful completion of the module, students will be able to:
1. communicate according to the situation and purpose.
2. demonstrate accuracyand fluencyin the 4 language skills i.e. listening, speaking, reading and writing.
3. show critical understanding of language in context.
4. demonstrate effectiveness in expression.
Module Learning Outcomes
1. At the end of the Reading sessions, students will be able to analyze and evaluate reading texts critically.
2. At the endof the Writing sessions,studentswillbeableto research,writeawell-developedandwell-organized
5-paragraphcriticalorargumentativeessay as wellaslongerresearchessays with correctformatandreferencing
techniques.
3. At the end of the Listening sessions, students will be able to identify speaker’s role, expression, relationship
and attitude as conveyed through stress and intonation as well as develop listening in preparation for a tertiary
programme.
4. At the endof the Speaking sessions,studentswillbeable to develop interviewingskills,deliver presentations
publicallyas well be able to applyargumentative strategies in specific situations.
Modes of Delivery
This is a 5 credit hour module heldover 18 weeks, 4 hours per session, once a week. As each session is set to
achieve different milestones in the students’ communication skills attendance is compulsory. Students are to be
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self-directedintheirwork and at timeswillneed to work in groupsonprojectsassignedto them and mustbe able
to displayabilityto work as a team player, effective verbal and non-verbal communication skills.
Contact Hours
Lecture: 2 hours/week
Tutorial: 2 hours/week
Self-study: 7 hours/week
Office Hours
You are encouragedtovisit the instructor/lecturer/tutorconcernedforassistanceduringoffice hours. If the office
hours do not meet your schedule, notifythe instructor and set appointment times as needed.
TIMeS
Moodle will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.
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Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilitiesinits students; capabilitiesthatencompasstheknowledge,cognitivecapabilitiesandsoftskills of our
graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 DisciplineSpecificKnowledge
1.1 Solidfoundationalknowledge inrelevantsubjects 1, 2,3,4
1.2 Understand ethicalissuesinthe contextof the fieldof study
Cognitive Capabilities
2.0 LifelongLearning
2.1 Locateandextractinformationeffectively 1 & 2
2.2 Relatelearnedknowledge toeveryday life 3 & 4
3.0 ThinkingandProblemSolvingSkills
3.1 Learnto thinkcriticallyandcreatively
3.2 Defineand analyseproblems to arrive at effective solutions
Soft Skills
4.0 CommunicationSkills
4.1 Communicateappropriatelyinvarious setting and modes 3 & 4
5.0 InterpersonalSkills
5.1 Understandteam dynamicsandworkwith others ina team
6.0 IntrapersonalSkills
6.1 Manageoneselfand beself-reliant -
6.2 Reflecton one’sactionsandlearning. -
6.3 EmbodyTaylor's corevalues. -
7.0 Citizenshipand GlobalPerspectives
7.1 Be awareand form opinionsfrom diverse perspectives. -
7.2 Understandthe value of civic responsibilityandcommunityengagement. -
8.0 DigitalLiteracy
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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 mayhave been extended) shall have the percentage
gradeassignedto the work on facevalue reducedby10% for the first day and5% for eachsubsequentdaylate.
A weekend counts as 1 day.
Individualmembersofstaff shallbe permittedto grant extensions for assessed work that theyhave 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.
Lecturersreserve the right to not acceptanylate submissionafterone(1) week.
TheBoardof Examinersmayoverrule any penaltyimposedandallow the actualmarkachievedto be usedif the
late submission was for a good reason.
Attendance and Participation
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimumof80%attendanceisrequiredto pass the moduleand/orbeeligiblefor the finalexamination.
You areexpectedto attendandparticipateactivelyinclass.Thelecturesandtutorialswillassistyou in expanding
your ideas and your research progression.
Students willbe assessedbasedon their performancethroughoutthesemester. Studentsare expectedto attend
and participate activelyin class. Class participation is an important component of everymodule.
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 thoughthestudenthas achievedmorethan50%intheoverallassessment.Failuretoattemptallassessment
components,includingfinalexam andfinal presentation,willresult in failingthe moduleirrespectiveof the marks
earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism,whichisan attempt to present anotherperson’s work as your own by not acknowledgingthesource,
is aseriouscaseofmisconductwhichisdeemedunacceptablebytheUniversity. "Work" includeswrittenmaterials
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 someoneelse’swork is used, whether it is an idea, an opinionor the results
of a study or review, a standard system of referencing should be used. Examples of plagiarism mayincludea
sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
8.1
Effective useof informationandcommunication(ICT)andrelated
technologies.
-
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Seriouscasesof plagiarism canbeseenincaseswherethe entire paperpresentedby the student is copiedfrom
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
assignmentsrequiretheneedfor referenceto other peoples’works,in order to avoid plagiarism,studentsshould
keep a detailed record of the sources of ideas and findings and ensure that these sources are clearlyquoted in
their assignment. Note that plagiarism refers to materials obtained from the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussingideas 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 verysimilar in tone and content, both are likelyto be penalised.
Student Participation
Your participation in the module is encouraged. You have the opportunityto 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 activelysought 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
principlesknowntoimprovelearningandtoencouragestudent’sparticipation.SCLrequiresstudentstobe active,
responsibleparticipantsintheirownlearningandinstructorsaretofacilitatethelearningprocess.Variousteaching
and learning strategies such as experiential learning, problem-based learning, site visits, group discussions,
presentations,workingin group andetc. canbe employedto facilitatethe learningprocess.In SCL, students are
expected to be:
active in their own learning;
self-directed to be responsible to enhance their learning abilities;
able to cultivate skills that are useful in today’s workplace;
active knowledge seekers;
active players in a team.
TypesofAssessmentand 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
andfeedbacksessions.Summativeassessmentwillinform youaboutthe levelof understandingandperformance
capabilities achieved at the end of the module.
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Assessment Plan
Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Assignment1 –
Compare / Contrast
Essay
Individual
1,2,3
Week 10
(digital upload)
followed by
hard copy
submission
NIL 20%
Assignment2 –
Research Assignment
Group
Work
1,2,3
Weeks 15 & 16
(digital upload)
followed by
hard copy
submission
YES 30%
Portfolio Individual ALL
Week 17 / 18
(digital upload)
NIL 10%
FinalExam Individual 1,2 Exam Week
As per
examination
schedule
40%
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Assessment Components
Thismodule willbegradedin the form of coursework.It consistsof two assignments,one portfolioand the Final
Exam
1. Assignment 1 – Essay Writing
You willbe requiredto write a coherentuniversity – style compare-contrastessayby choosingbetween
twodifferent genresoffilms,whichwillbeprovidedtoyouat alaterdate.Theessayshouldcoverbetween
800 – 1000 words. Thepurposeof this essay is to allowstudents to effectively note the similaritiesand
differences between these genres of film, and how it can be explored where language is concerned.
2. Assignment 2 – Research Assignment
The researchassignment is a group essaythat is linked to a subject related to topics that students are
studying this semester. Students willbeguided throughthe assignmentafter they have identifieda topic
andthrough the preparationofresearchquestions,interviewsand drafts until the finalproductis sent in.
3. Assignment 3 – Online Portfolio
Eachstudentis to developan e-Portfolio,a web-basedportfoliointhe form of a personalacademicblog.
Thee-PortfolioisdevelopedprogressivelyforallmodulestakenthroughoutSemesters1and2,and YOU
MUST PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning
Outcome, Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the
distinctivenessandidentityof the student asa graduateof the programme.SubmissionoftheE-Portfolio
is COMPULSORY.
4. Final Exam (Individual)
Thefinalexamwillconsistoftwocomponents.Thefirstcomponentis acriticalreading andcriticalthinking
section whilethesecondcomponentisan essaysection.Thecriticalreadingteststhe ability of students
to skim, scan and read an unseen passage criticallyand analytically. The critical thinking questions will
test theabilityof students to identify andcorrectrhetoricalfallacies. Theessaysectiontests the abilityof
students to write argumentative essays on a range of topics that have been covered in this module as
well as various other modules this semester.
Submission of Assignments
ALL assignments must be completed and submitted to receive a final completion grade in this unit. When an
assignment is NOT completedor NOT submitted on the due date, a final grade showing Fail (F) will be given.
However, if the student can provide valid grounds for not submitting the assignment on the due date (authentic
medicalconditions),considerationwillbegiventosaidstudent. Thelecturerreservestherightto NOT acceptwork
submitted more than one (1) week late. All assignments given by the lecturer are mandatory and must be
completed bythe student.
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 mayhave been extended) shall have the percentage
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gradeassignedto the work on facevalue reducedby10% for the first day and5% for eachsubsequentdaylate.
A weekend counts as one (1) day.
Individualmembersofstaff shallbe permittedto grant extensions for assessed work that theyhave set if they are
satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
TheBoardof Examinersmayoverrule any penaltyimposedandallowthe actualmarkachievedto be usedif the
late submission was for a good reason.
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Marksand GradingTable(Revised asperProgrammeGuide2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades and
necessaryfeedback 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
capacityto 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 familiaritywith the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacityand
analytical ability, reasonable understanding of relevant
issues; evidence of familiaritywith the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her universityexperience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
MarginalFail
Evidence of nearly but not quite acceptable familiaritywith
module matter, weak in critical and analytical skills.
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module
matter; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawnfrom amodule beforecensusdate,typicallymid-
semester.
F(W) 0 0.00 Fail Withdrawn after census date, typicallymid-semester.
IN - - Incomplete
An interim notationgivenfor a modulewhereastudenthas
not completedcertainrequirementswithvalidreasonoritis
not possibletofinalisethegradeby the publisheddeadline.
P - - Pass Given for satisfactorycompletion of practicum.
AU - - Audit
Givenfor amodulewhereattendanceisforinformationonly
without earning academic credit.
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WeeklyModule Schedule
WEEK
(DAT E /
T OPICS)
T OPICS / LESSON PLAN LECT URE T UT ORIAL
SELF
DIRECT ED
ST UDY
T AYLOR’S
GRADUAT E
CAPABILIT IES
(T GC)
HOURS HOURS HOURS SYMBOLS
WEEK 1 Writing Skills
Identifying topic
sentences
Identifying main
ideas
Distinguishing
supporting details
PowerPoint
Presentatio
n
In – class
discussion
Writing
Skills
2 2 3
WEEK 2
Cohesion in Texts
Functions of
transition signals
Reference words
in texts
In-class
Discussion:
Coherence
Cohesion in
texts
2 2 3
WEEK 3
Recognizing text
organization
Introduction to
Critical Reading
Identify writer’s
claims, views and
attitudes
In class
discussion:
reasons and
argument
Reasons and
argument
2 2 3
WEEK 4
Preparing an
outline / plan for
writing an article.
Pre Writing Skills
Editing and
Revising
Task analysis
In class
discussion:
pre writing
exercises
Editing and
revising
2 2 3
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WEEK 5
Giving and
justifying an
opinion
Developing and
refuting an
argument
(argumentative
essay writing)
Examining various
viewpoints
Evaluating ideas,
evidence and
arguments
In class
discussion:
giving opinion
through
writing
Developing
arguments
2 2 3
WEEK 6
Patterns of
organization
(descriptive,
narrative.)
In class
activity:
writing a
narrative
Differentiati
ng narrative
& descriptive
articles
2 2 3
WEEK 7
Patterns of
Organization
(con’t) – compare
– contrast.
Referencing (APA
style)
In class
activity:
compare
contrast essay
How to write
compare-
contrast
essay
2 2 3
WEEK 8
Skimming and
scanning
Previewing and
predicting
Making inferences
and summarizing
Grasp meaning of
text with speed
In class
activity:
skimming,
scanning and
making
inferences to
an article
Grasping
meaning of
text
2 2 3
WEEK 9
Understanding
and evaluating
arguments
Fallacies
In-class
Discussion:
Fallacies
Fallacies
2 2 3
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WEEK
10
Report Writing
Interview Skills
In-class
Discussion:
Expressing
agreement
and
disagreement
Assignment
1 due
2 2 3
WEEK
11
Conducting
surveys and
questionnaires
Listening, taking
minutes of
meetings
In class
activity:
writing a
survey
Surveys and
minutes
WEEK
12
Do’s and Don’ts of
Oral Presentations
In-class
activity: TBC
TBC
2 2 3
WEEK
13
Elements of an
effective speaker
Stress on effective
presentation,
articulation,
intonation,
pronunciation and
accent
In-class
activity: TBC
TBC
2 2 3
WEEK
14
Expressing
opinions on
current issues
Present a speech
with eloquence
Use effective
techniques in
handling questions
In class
activity: TBC
TBC
2 2 3
WEEK
15
Non – verbal
Communication
Class activity:
TBC
Research
Assignment
due
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2 2 3
WEEK
16
Listening skills
Hearing
attentively
Constructive
Critique
Oral
Presentations
Research
Assignment
due
2 2 3
WEEK
17
Self Disclosure
Self Awareness Oral
Presentations
TBC
WEEK
18
FINAL EXAM
REVISION
To return
all
assessmen
ts to
students
WEEK
19
TBC
Week 19
Study Leave
*No final exam for EPC
Portfolio
submission
10%
Note: TheModuleScheduleaboveis subjectto changeatshort notice.
References
Main References: 1. Mayfield, M.(2010)ThinkingFor Yourself: DevelopingCriticalThinkingThrough
Reading and Writing (8th ed.) Boston: Wadsworth
2. Bailey, S. (2006) Academic Writing: A Handbook for International Students (2nd
ed.) New York: Routledge
3. Perrin, R. (2012) Pocket Guide to APA Style (4th ed) Boston: Wadsworth
4. Langan, J. (2005). College Writing Skills with Readings. (6th ed.). New York:
McGraw-Hill.
5. Glenn, C. and Gray, L. (2010) The Hodges Harbrace Handbook. (17th ed.)
Boston: Wadsworth Cengage Learning
6. Seal, B. (1997). Academic Encounters: Reading, Study Skills and Writing
(Content focus: human behavior). Cambridge: Cambridge UniversityPress
7. Jakeman, V. & C. McDowell, C. (1999). Insight into IELTS. Cambridge:
Cambridge UniversityPress.
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Additional
References:
8. Flemming, Laraine. (2003) Reading Keys. Houghton Mifflin
9. Mikulecky, Beatrice.S. & Jefferies, Linda. (1986) More Reading Power. New
York: Longman
10. Flachmann,Kim et al. The Brief Prose Reader. ( 2002) Prentice Hall
11. Reid, Joy M. (1999). The Process of Composition. New York: Longman
12. Small, Regina L. et al. (2000) Refining Composition Skills. Boston: Heinle &
Heinle
13. Oshima, Alice & Hogue Ann. (1998). Writing Academic English. New York
:Longman
14. Chafee, John, et al. (1998.) Critical Thinking, Thoughtful Writing. Boston:
Houghton Mifflin
15. Lester, JamesD.(2002).WritingResearchPapers.(10th ed.)NewYork: Pearson
16. Preiss, Sherry. (1998). NorthStar. Focuson Listeningand Speaking (Advance).
New York: Longman
17. Van Bemmel,Eric &Tucker,Janina.(1997).IELTStoSuccess.Melbourne:John
Wiley,
18. P. Cameron. (2000). Prepare for IELTS: the Preparation Course. Sydney:
INSEARCH, UTS, Aust.
19. V. Jakeman& C. McDowell.(1996).CambridgePracticeTests for IELT. (Bks 1
& 2). Cambridge: Cambridge UniversityPress.
20. V. Jakeman& C. McDowell.(2001) IELTS Practice Tests Plus. Essex: Pearson
Education.
21. Sahanaya,Wendy, J.Lindeck&R.Stewart.(1998).Preparation&Practise:IELTS
Reading & Writing, Academic Module. Melbourne: IALF-OUP
22. Caroselli,Marlene.(2003) InterpersonalSkills.Mason,Ohio:ThomsonLearning.
23. Devito, Joseph,A. (2002)Essentialsof HumanCommunication.(4th ed.) Boston,
Mass: Allyn & Bacon.
24. Boss, J.A. (2010)Think: CriticalThinkingandLogicSkills for Everyday Life New
York: McGrawHill
25. Larson,C.U. (2010)Persuasion:ReceptionandResponsibility (12ed.)Boston:
Wadsworth, CengageLearning
26. Connely, M. (2010)The SundanceReader:A Rhetoric,Reader,Handbook (4th
ed.) Boston: Wadsworth, CengageLearning
27. Porter, B.F. (2010)TheVoice of Reason NewYork: OxfordUniversity Press
28. Cioffi, F.L. (2005)The ImaginativeArgument NewJersey: PrincetonUniversity
Press
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