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.
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.
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.
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.
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-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 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 module on social psychology provides an introduction to the field and examines social behavior and solutions to social problems. The module objectives are to provide a clear introduction to social psychology, increase awareness of human behavior, and enable students to better relate to others. The module will be delivered over 18 weeks through lectures and self-study. Assessment includes formative assessments through discussions and summative assessments to evaluate understanding. A student-centered learning approach will be used with activities like group discussions and presentations.
This 3-credit module provides an introduction to social psychology. It will examine social behavior and interactions through topics like prejudice, attraction, aggression, and group influence. The module aims to help students understand how social situations and culture can influence individual thoughts and actions. 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 will evaluate students' understanding of key concepts and their ability to apply knowledge to analyze problems.
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.
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.
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.
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-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 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 module on social psychology provides an introduction to the field and examines social behavior and solutions to social problems. The module objectives are to provide a clear introduction to social psychology, increase awareness of human behavior, and enable students to better relate to others. The module will be delivered over 18 weeks through lectures and self-study. Assessment includes formative assessments through discussions and summative assessments to evaluate understanding. A student-centered learning approach will be used with activities like group discussions and presentations.
This 3-credit module provides an introduction to social psychology. It will examine social behavior and interactions through topics like prejudice, attraction, aggression, and group influence. The module aims to help students understand how social situations and culture can influence individual thoughts and actions. 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 will evaluate students' understanding of key concepts and their ability to apply knowledge to analyze problems.
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 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 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 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 relate to 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.
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 document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study to achieve learning outcomes like explaining communication concepts and applying principles to analyze interactions. Student participation is encouraged through activities, feedback and reflection. A student-centered learning approach is used to facilitate an active learning process.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. Student-centered learning is used to encourage active participation.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics like verbal/nonverbal communication, relationships, groups, leadership, and culture.
This document is a survey report on understanding of lung cancer among male and female students at Taylor's University. It includes an introduction to lung cancer, the objective to compare understanding between genders, methodology of distributing surveys to 260 students, statistical analysis of responses, and conclusions. The analysis found that female students had a slightly better understanding than males, though overall understanding was low. Many were unaware that lung cancer can affect other cancers and that surgery is a primary treatment. The report provides statistics on lung cancer in Malaysia and causes/risk factors.
FNBE0115 - FLIPCLASSROMMath slide ok [11860]barbaraxchang
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
Koon Qi loses her phone after parking her car on campus. Several psychological concepts are demonstrated as her classmates try to help locate the phone. Ow decides to social loaf and not put in real effort to search. Barbara thinks Koon Qi deserves losing her phone due to her own actions. Teoh falsely accuses Barbara of stealing the phone, leading to an argument. Brian steps in to resolve the conflict and helps the group search rationally. In the end, Koon Qi's phone is found in her car, and she attributes losing it to her own actions rather than accept blame.
1) Koon Qi parks her car in a different lot than usual after the usual lot was blocked, and doesn't realize she dropped her phone until later.
2) A heated argument breaks out between Barbara and Teoh after Teoh accuses Barbara of stealing the phone when she isn't helping search.
3) Brian is able to calm everyone down and they search Koon Qi's car, finding the phone, after which Koon Qi blames her loose pockets rather than take responsibility.
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 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 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 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 relate to 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.
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 document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study to achieve learning outcomes like explaining communication concepts and applying principles to analyze interactions. Student participation is encouraged through activities, feedback and reflection. A student-centered learning approach is used to facilitate an active learning process.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. Student-centered learning is used to encourage active participation.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics like verbal/nonverbal communication, relationships, groups, leadership, and culture.
This document is a survey report on understanding of lung cancer among male and female students at Taylor's University. It includes an introduction to lung cancer, the objective to compare understanding between genders, methodology of distributing surveys to 260 students, statistical analysis of responses, and conclusions. The analysis found that female students had a slightly better understanding than males, though overall understanding was low. Many were unaware that lung cancer can affect other cancers and that surgery is a primary treatment. The report provides statistics on lung cancer in Malaysia and causes/risk factors.
FNBE0115 - FLIPCLASSROMMath slide ok [11860]barbaraxchang
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
Koon Qi loses her phone after parking her car on campus. Several psychological concepts are demonstrated as her classmates try to help locate the phone. Ow decides to social loaf and not put in real effort to search. Barbara thinks Koon Qi deserves losing her phone due to her own actions. Teoh falsely accuses Barbara of stealing the phone, leading to an argument. Brian steps in to resolve the conflict and helps the group search rationally. In the end, Koon Qi's phone is found in her car, and she attributes losing it to her own actions rather than accept blame.
1) Koon Qi parks her car in a different lot than usual after the usual lot was blocked, and doesn't realize she dropped her phone until later.
2) A heated argument breaks out between Barbara and Teoh after Teoh accuses Barbara of stealing the phone when she isn't helping search.
3) Brian is able to calm everyone down and they search Koon Qi's car, finding the phone, after which Koon Qi blames her loose pockets rather than take responsibility.
Gimli, an albino dwarf, goes to a local market to sell some iron artifacts. The people at the market assume he is a dwarf based on his short stature and clothing. He sees a wealthy man holding a contest where the winner must drink two barrels of beer and complete an obstacle course for a prize of 100 gold pieces. Gimli has no experience with acrobatics but learns techniques by observing other contestants. Though he falls short in the end, he blames outside factors and claims he would have won if he took it seriously, showing a tendency to take credit for potential success but not responsibility for actual failure.
The video incorporates six psychological concepts across four scenes. In scene one, Fiona experiences spotlight effect when she thinks others notice her tripping, and her classmates demonstrate stereotyping of black people. Scene two shows Fiona learning to use chopsticks through observational learning by watching her classmate. Scene three depicts hostile aggression when Fiona is pushed, and bystander effect as others do not help. Scene four exhibits mere exposure as Fiona spends more time with her new friend. The concepts were successfully integrated into a story to demonstrate their applications.
This document outlines a story involving a Malawian student named Fiona attending university in Malaysia. It is divided into 5 scenes:
1. On Fiona's first day, she tripped in class worrying others noticed (spotlight effect).
2. Two classmates discussed negative stereotypes about black people upon seeing Fiona.
3. Fiona learned to use chopsticks by observing another student at a restaurant (observational learning).
4. A classmate became angrily aggressive when Fiona bumped into him, and bystanders did not help (hostile aggression, bystander effect).
5. Another student helped Fiona and through familiarity they became best friends (
Boba was teased by his friends for being overweight even though he was not very fat. He enjoyed eating burgers which led to weight gain. He decided to lose weight after seeing a pretty girl. An angel then appeared and taught Boba about a balanced diet using a food pyramid. Boba struggled and bought a burger instead, getting scolded by his father who said his allowance would be reduced if he ate unhealthy food again. The angel helped Boba by having him separate the burger pieces onto a plate, fooling his father into thinking it was a balanced meal.
The document describes three journal entries by the same author:
1) The author attends a meeting where they learn they must achieve a 3.5 GPA to keep their scholarship at their university. Failing to do so could financially burden their family and jeopardize their education. They resolve to work hard to get the required GPA.
2) The author agrees to buy sanitary pads for their girlfriend at a convenience store, feeling embarrassed and worried about being judged. However, they realize others were focused on their own activities, not on them.
3) During a class tutorial, the author plays a prank on a friend by pretending their phone is on the table when it's not. Their friend
This document is a journal entry describing an interaction the author had with their younger brother at a playground. The author brought their 4-year-old brother Francisco to the playground near their house. Francisco enjoyed playing in the sand. He observed other children playing hide and seek and wanted to join. The author allowed him to play. However, the author then heard crying and saw Francisco punching another boy. The other boy's mother came over and the author had to intervene.
This document is a research report on two hair salons - Vogue Unisex Salon located in Klang, Kuala Lumpur and Eroma Hair Salon located in Kuantan, Pahang. It provides histories of the businesses, descriptions of their locations, services offered, and staffing. A team of 5 students divided roles for the research report, with sections covering the history of hairdressing as a trade, descriptions of the two businesses, a comparative analysis, recommendations, and references.
This document provides information about two hair salons: Vogue Unisex Hair Salon in Klang and Eroma Hair Salon in Kuantan, Pahang.
Vogue Unisex was founded in 1990 by Elaine Ng and focuses on cuts, dressing, coloring, treatments and washing for a young adult clientele. Eroma was started in 1985 by sisters Sook Yee and Sook Pei and has obtained many loyal older female customers.
While both salons have similar operations like female staff and operating hours, they differ in aspects such as space, music, product variety, prices, facilities, revenue, location and target markets. The document concludes that Vogue is more commercially successful
This document provides information on a 5-credit module called "Culture & Civilization" offered at the School of Architecture, Building & Design. The module will introduce students to Western and Eastern cultures and civilizations from prehistoric times to the present through an overview of archaeological discoveries, ancient monuments, artworks, philosophies, and achievements of great leaders. Students will examine the similarities and differences between Eastern and Western civilizations and develop skills in inquiry, investigation, application, and presentation. The module will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through three projects, a portfolio, and coursework.
This document provides the guidelines and requirements for a group project assignment on family history and culture for an Architecture, Building and Design course. The objectives are to research one's genealogy and explore how human living has changed from past to present. In groups of two, students must create a hand-drawn graphical timeline with family tree, an infographic board highlighting family culture/traditions, and a 10-minute interview video. The works will be assessed based on demonstrated understanding of the brief, quality of documented findings, creativity/content richness, and team collaboration. Students must cite sources and include identifying information on the submissions, which are due on August 28th. Late submissions will receive partial marks deductions.
This document provides instructions for a group project and individual assignment on examining similarities and differences between Eastern and Western civilizations through developing a play.
The group task involves selecting an event from a civilization to base a play on related to themes like sociology, engineering, or mythology. Students must research the event and perform findings for the class. Assessment criteria include general understanding demonstrated, content depth and research quality, and creativity in preparation and presentation.
The individual task involves creating a series of sketches and designing packaging to demonstrate understanding of chosen elements from the group play through portraying a character's journal. Assessment criteria cover general understanding of the brief and creativity in preparation, presentation, and packaging of the journal sketches.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and religious places, and design a timeline and series of 10 postcards to educate others on the historical, architectural, and social connections of the topic. The assignment requires literature research, a timeline, a set of designed postcards, and a 1-minute video montage to be submitted through an e-portfolio.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, geometry, and their applications. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' problem-solving, communication, and teamwork skills.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document provides instructions for an assignment to create an e-portfolio. Students are asked to reflect on their learning over the past 18 weeks and compile documents from their graded assignments. They must answer questions about learning outcomes and strategies. Students must also upload photos or media from two assignments, and provide 150-200 word descriptions. The e-portfolio will be assessed based on understanding of requirements, exploration of assessment criteria, language and presentation quality. A rubric is provided to evaluate the e-portfolios.
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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 ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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
L ectu rer : 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 areencouragedtovisit the instructor/lecturer/tutorconcernedfor assistance during office hours. If the office
hours do not meet your schedule, notifythe 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
Capabilitiesinits students; capabilitiesthatencompasstheknowledge,cognitivecapabilitiesandsoftskills of our
graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 DisciplineSpecificKnowledge
1.1 Solidfoundationalknowledge inrelevantsubjects 1-3
1.2 Understand ethicalissuesinthe contextof the fieldof study
Cognitive Capabilities
2.0 LifelongLearning
2.1 Locateandextractinformationeffectively
2.2 Relatelearnedknowledge toeveryday life
3.0 ThinkingandProblemSolvingSkills
3.1 Learnto thinkcriticallyandcreatively 1,2
3.2 Defineand analyseproblemsto arrive at effective solutions 3
Soft Skills
4.0 CommunicationSkills
4.1 Communicateappropriatelyinvarious setting and modes 1,3
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
8.1
Effective useof informationandcommunication(ICT)andrelated
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) 40%
Test 1 & 2 Individual 1, 4 Week 5 and Week 10 20%
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. (40%)
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 (20%)
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