This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments. Upon completing the module, students will be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document provides information about an introductory design module taken by students at Taylor's University. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module aims to teach students basic design elements and principles through lectures, tutorials, study trips and design projects. Students will learn the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Assessment will be both formative and summative and include feedback to help students improve.
This document provides information for the INTRO TO DESIGN module. It outlines the module synopsis, teaching objectives, learning outcomes, delivery methods and assessment components. The module is a 5-credit course that introduces students to basic design elements, principles and processes through lectures, tutorials, study trips and design projects. Students will complete exercises and 2 projects to demonstrate their understanding and skills. They will be assessed through individual and group work, design journals, presentations and an ePortfolio. The module aims to equip students with foundational knowledge and skills in design.
This document provides information about an introductory design module taken place in July 2015. The 5-credit module will be delivered over 18 weeks through lectures, tutorials, and self-directed study. It will introduce students to basic design elements and principles, and have them apply these concepts through 2-dimensional and 3-dimensional design projects. Students will be assessed through individual and group assignments, a design process journal, and an e-portfolio. The module aims to help students recognize and apply design fundamentals and develop their visual communication skills.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
Some electronics systems are deprived of the ability to house a circulating fan or vents. This article discusses thermal management options at the engineers disposal for cooling such systems.
This document outlines an oral presentation assignment for a course on Effective Public Communication. Students will work in groups of 6-8 people to research and present for 15-20 minutes on analyses of mural paintings or steel artwork. Each group must analyze the artist's background, describe two artworks, and identify 5 communication concepts within them. Students must submit a soft copy of their presentation and cover page with their group members' names by the due date of November 16, 2015. The presentation will be assessed based on understanding the brief, content relevance, organization, use of references, and grammar.
This document provides information about an introductory design module taken by students at Taylor's University. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module aims to teach students basic design elements and principles through lectures, tutorials, study trips and design projects. Students will learn the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Assessment will be both formative and summative and include feedback to help students improve.
This document provides information for the INTRO TO DESIGN module. It outlines the module synopsis, teaching objectives, learning outcomes, delivery methods and assessment components. The module is a 5-credit course that introduces students to basic design elements, principles and processes through lectures, tutorials, study trips and design projects. Students will complete exercises and 2 projects to demonstrate their understanding and skills. They will be assessed through individual and group work, design journals, presentations and an ePortfolio. The module aims to equip students with foundational knowledge and skills in design.
This document provides information about an introductory design module taken place in July 2015. The 5-credit module will be delivered over 18 weeks through lectures, tutorials, and self-directed study. It will introduce students to basic design elements and principles, and have them apply these concepts through 2-dimensional and 3-dimensional design projects. Students will be assessed through individual and group assignments, a design process journal, and an e-portfolio. The module aims to help students recognize and apply design fundamentals and develop their visual communication skills.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
Some electronics systems are deprived of the ability to house a circulating fan or vents. This article discusses thermal management options at the engineers disposal for cooling such systems.
This document outlines an oral presentation assignment for a course on Effective Public Communication. Students will work in groups of 6-8 people to research and present for 15-20 minutes on analyses of mural paintings or steel artwork. Each group must analyze the artist's background, describe two artworks, and identify 5 communication concepts within them. Students must submit a soft copy of their presentation and cover page with their group members' names by the due date of November 16, 2015. The presentation will be assessed based on understanding the brief, content relevance, organization, use of references, and grammar.
1) The document examines the neural mechanisms linking childhood emotional maltreatment (CEM) to anxiety in adulthood.
2) It analyzes brain scan data from 182 adults and finds that greater amygdala activation and less activation in the right dorsolateral prefrontal cortex partially mediate the relationship between reported CEM and current anxiety symptoms.
3) Activation patterns in other regions like the right posterior insula and ventral anterior cingulate cortex also partially mediated this relationship when processing fearful and angry facial expressions.
Medical Biotech - Global Competitiveness of Saudi Arabia (Ali Alsanousi, MD)
Ali Al Sanousi, MD, DIH, MBI, MBA
BioMedical Informatics Consultant
King Faisal Specialist Hospital & Research Center
Riyadh, Saudi Arabia
International Biotechnology Convention
Washington DC, USA
June 27-30, 2011
The compute-ability is a web show, with Scott and Jill they talk about any sort of technology that website is www.compte-ability.com live on Saturday at 8:30 PM EST (530 PST)
Dokumen tersebut membahas tentang penetapan Kriteria Ketuntasan Minimal (KKM) di satuan pendidikan, mencakup pengertian dan fungsi KKM, mekanisme penetapan KKM melalui langkah-langkah yang mempertimbangkan prinsip-prinsip tertentu, serta analisis terhadap hasil penetapan KKM."
Cielution provides thermal and mechanical simulation software and services for the microelectronics industry. Their flagship products are CielSpot for package-level thermal modeling and CielSpot-CTM for thermally-aware IC layout. CielSpot generates compact thermal models from commercial solvers, while CielSpot-CTM enables collaborative thermal modeling. They also offer CielMech for thermo-mechanical analysis and have introduced CielSpot-Dynamic CTM for transient thermal response prediction within seconds. Cielution provides these products both as software-as-a-service and through technology licensing and engineering consulting services.
Este documento presenta una biografía de M. Patricia Naranjo Fuentes. Detalla su fecha de nacimiento, lugar de nacimiento, estudios primarios y secundarios, y su título obtenido. Actualmente estudia una licenciatura y trabaja como auxiliar pedagógica. Está casada y tiene un hijo. Agradece a Dios por su vida y familia, y por las oportunidades de superarse profesionalmente.
This document provides item specifications for steelcore PVC block gloves. Key details include:
- Item 9381LRH is large steelcore gloves made of 13% steel and 87% polyester with white PVC blocks.
- Gloves have a 3.0 inch wrist width and 5.0 inch thumb length and are packaged individually in polybags of 12 per case.
- The gloves comply with EN388 standards and are made from FDA-accepted materials in Mexico for Shelby Group International.
Marudhar Arts Coins e-Auction-30 is live! Bid Now! Rajendra Maru
Marudhar Arts (www.marudhararts.com) e-Auction # 30 is uploaded and LIVE on http://marudhararts.com/e-auctions/auctionno/30.html .... ready to accept your bids.... Closes on 24th and 25th December.
Please visit and bid on a vast array of lots which are ranging from Coinages of Ancient India Coins, Hindu Medieval Coins, Sultanate Coins, Mughal India Coins and Rare Autographs of Amazing Personalities from across the globe. Apart from that we have bifurcated the coins into different categories for the ease of your perusal and interests.
Please feel free to Contact us for any QUERIES/BIDDING at your convenient time at cm@marudhararts.com OR Call US on 080-6532-9800 in Business Hours...Monday to Saturday (10 am to 6 pm)…
We wish you a pleasant shopping experience ahead...
This document discusses potential album names based on songs about a breakup. Three options are considered: "Lost" which represents feeling alone after the end of a relationship; "Gone" which signifies being gone from the relationship; and "Overrated" where the artist feels relationships are overrated now that he is single. The audience will vote again on their preferred name to help the artist make a final decision.
El documento habla sobre los foros, que son reuniones para discutir temas de interés común. Los foros pueden ser físicos o virtuales. Sirven como espacio para intercambiar ideas y opiniones sobre temas específicos. Hay diferentes tipos de foros como abiertos, de preguntas y respuestas, únicos, protegidos y privados.
El documento presenta las etapas del proceso de diseño de objetos, incluyendo la definición del problema, recopilación de datos, análisis de datos, creatividad, materiales y tecnología, experimentación, modelos, verificación, dibujos constructivos y solución. El autor proporciona un marco general para el desarrollo de objetos desde la identificación del problema hasta la implementación de una solución.
CADZINE n° 3, giugno luglio e agosto 2016, ANNO IIICADZINE
Ultima puntata sulla Sbrogliatura di un circuito elettronico nella rubrica “Arduino, ECAD ed elettronica applicata”. La Legge sull’elasticità di Robert Hooke è il tema della rubrica "Basi per il disegno e la progettazione". La "Designer’s Story" di questo mese presenta Dante Giacosa, uno dei padri dell’automotive contemporaneo. La rubrica "Elementi di progettazione edile", condotta da A. Martini, ha per oggetto “I progetti esecutivi” per l’edilizia residenziale. Nella rubrica “Geomatica” la storia del Laboratorio LCGSA di Harvard e degli straordinari software antesignani del GIS. La Redazione di IngegneriaBiomedica.org ha intervistato il prof. Netti su di un nuovo C.d.L., pieno di novità, della Federico II di Napoli nella rubrica “Ingegneria Biomedica Open Access”. Incontriamo Matteo Massetti, un simpaticissimo geometra toscano, che si racconta nell’Intervista di questo mese. N. Amalfitano parla delle differenze tra Banda musicale e Orchestra di fiati nella rubrica “Musica”. Per “New hardware for CAD” impareremo a distinguere i vari tipi di velivoli. Raccomandazioni finali per l’ultima puntata del “Corso di orientamento alla BIM”. Nel “Corso di base per SketchUp” M. Massetti ci presenta tre suoi video tutorials sulla realizzazione di tetti alla Toscana. Chiudono questo numero la terza parte del tutorial di A. Buccella sulla renderizzazione di un modello 3D per Google Earth e la seconda puntata del “Corso di Umap” di P. Bubici.
1. This document provides information about the "INTRO TO DESIGN - ARC 30205" module, including an overview of its content, objectives, learning outcomes, teaching methods, and assessment criteria.
2. The module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will apply their understanding to 2D and 3D exercises.
3. Assessment will include formative and summative evaluations to assess students' ability to recognize, apply, and explain design elements and principles in simple projects. Students must meet attendance requirements and complete all assessments to pass the module.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to basic design elements and principles through lectures, tutorials, study trips and design projects. Students will learn about the design process and components like sketching and will complete 2D and 3D exercises to demonstrate understanding and application of principles. Assessment includes class participation, presentations, and a final exam. The module aims to help students recognize and apply design elements and principles and explain their use in simple projects.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to basic design elements and principles through lectures, tutorials, study trips and projects. Students will complete exercises applying design elements and principles to demonstrate their understanding. The module aims to help students learn the design process, recognize design components, and apply skills and knowledge to assignments through visual and verbal reports. Upon completing the module, students will be able to identify and apply design elements and principles to simple projects, and explain how they were applied. The module will be delivered through lectures, tutorials, self-study, and students will be assessed through projects and presentations.
1) The document examines the neural mechanisms linking childhood emotional maltreatment (CEM) to anxiety in adulthood.
2) It analyzes brain scan data from 182 adults and finds that greater amygdala activation and less activation in the right dorsolateral prefrontal cortex partially mediate the relationship between reported CEM and current anxiety symptoms.
3) Activation patterns in other regions like the right posterior insula and ventral anterior cingulate cortex also partially mediated this relationship when processing fearful and angry facial expressions.
Medical Biotech - Global Competitiveness of Saudi Arabia (Ali Alsanousi, MD)
Ali Al Sanousi, MD, DIH, MBI, MBA
BioMedical Informatics Consultant
King Faisal Specialist Hospital & Research Center
Riyadh, Saudi Arabia
International Biotechnology Convention
Washington DC, USA
June 27-30, 2011
The compute-ability is a web show, with Scott and Jill they talk about any sort of technology that website is www.compte-ability.com live on Saturday at 8:30 PM EST (530 PST)
Dokumen tersebut membahas tentang penetapan Kriteria Ketuntasan Minimal (KKM) di satuan pendidikan, mencakup pengertian dan fungsi KKM, mekanisme penetapan KKM melalui langkah-langkah yang mempertimbangkan prinsip-prinsip tertentu, serta analisis terhadap hasil penetapan KKM."
Cielution provides thermal and mechanical simulation software and services for the microelectronics industry. Their flagship products are CielSpot for package-level thermal modeling and CielSpot-CTM for thermally-aware IC layout. CielSpot generates compact thermal models from commercial solvers, while CielSpot-CTM enables collaborative thermal modeling. They also offer CielMech for thermo-mechanical analysis and have introduced CielSpot-Dynamic CTM for transient thermal response prediction within seconds. Cielution provides these products both as software-as-a-service and through technology licensing and engineering consulting services.
Este documento presenta una biografía de M. Patricia Naranjo Fuentes. Detalla su fecha de nacimiento, lugar de nacimiento, estudios primarios y secundarios, y su título obtenido. Actualmente estudia una licenciatura y trabaja como auxiliar pedagógica. Está casada y tiene un hijo. Agradece a Dios por su vida y familia, y por las oportunidades de superarse profesionalmente.
This document provides item specifications for steelcore PVC block gloves. Key details include:
- Item 9381LRH is large steelcore gloves made of 13% steel and 87% polyester with white PVC blocks.
- Gloves have a 3.0 inch wrist width and 5.0 inch thumb length and are packaged individually in polybags of 12 per case.
- The gloves comply with EN388 standards and are made from FDA-accepted materials in Mexico for Shelby Group International.
Marudhar Arts Coins e-Auction-30 is live! Bid Now! Rajendra Maru
Marudhar Arts (www.marudhararts.com) e-Auction # 30 is uploaded and LIVE on http://marudhararts.com/e-auctions/auctionno/30.html .... ready to accept your bids.... Closes on 24th and 25th December.
Please visit and bid on a vast array of lots which are ranging from Coinages of Ancient India Coins, Hindu Medieval Coins, Sultanate Coins, Mughal India Coins and Rare Autographs of Amazing Personalities from across the globe. Apart from that we have bifurcated the coins into different categories for the ease of your perusal and interests.
Please feel free to Contact us for any QUERIES/BIDDING at your convenient time at cm@marudhararts.com OR Call US on 080-6532-9800 in Business Hours...Monday to Saturday (10 am to 6 pm)…
We wish you a pleasant shopping experience ahead...
This document discusses potential album names based on songs about a breakup. Three options are considered: "Lost" which represents feeling alone after the end of a relationship; "Gone" which signifies being gone from the relationship; and "Overrated" where the artist feels relationships are overrated now that he is single. The audience will vote again on their preferred name to help the artist make a final decision.
El documento habla sobre los foros, que son reuniones para discutir temas de interés común. Los foros pueden ser físicos o virtuales. Sirven como espacio para intercambiar ideas y opiniones sobre temas específicos. Hay diferentes tipos de foros como abiertos, de preguntas y respuestas, únicos, protegidos y privados.
El documento presenta las etapas del proceso de diseño de objetos, incluyendo la definición del problema, recopilación de datos, análisis de datos, creatividad, materiales y tecnología, experimentación, modelos, verificación, dibujos constructivos y solución. El autor proporciona un marco general para el desarrollo de objetos desde la identificación del problema hasta la implementación de una solución.
CADZINE n° 3, giugno luglio e agosto 2016, ANNO IIICADZINE
Ultima puntata sulla Sbrogliatura di un circuito elettronico nella rubrica “Arduino, ECAD ed elettronica applicata”. La Legge sull’elasticità di Robert Hooke è il tema della rubrica "Basi per il disegno e la progettazione". La "Designer’s Story" di questo mese presenta Dante Giacosa, uno dei padri dell’automotive contemporaneo. La rubrica "Elementi di progettazione edile", condotta da A. Martini, ha per oggetto “I progetti esecutivi” per l’edilizia residenziale. Nella rubrica “Geomatica” la storia del Laboratorio LCGSA di Harvard e degli straordinari software antesignani del GIS. La Redazione di IngegneriaBiomedica.org ha intervistato il prof. Netti su di un nuovo C.d.L., pieno di novità, della Federico II di Napoli nella rubrica “Ingegneria Biomedica Open Access”. Incontriamo Matteo Massetti, un simpaticissimo geometra toscano, che si racconta nell’Intervista di questo mese. N. Amalfitano parla delle differenze tra Banda musicale e Orchestra di fiati nella rubrica “Musica”. Per “New hardware for CAD” impareremo a distinguere i vari tipi di velivoli. Raccomandazioni finali per l’ultima puntata del “Corso di orientamento alla BIM”. Nel “Corso di base per SketchUp” M. Massetti ci presenta tre suoi video tutorials sulla realizzazione di tetti alla Toscana. Chiudono questo numero la terza parte del tutorial di A. Buccella sulla renderizzazione di un modello 3D per Google Earth e la seconda puntata del “Corso di Umap” di P. Bubici.
1. This document provides information about the "INTRO TO DESIGN - ARC 30205" module, including an overview of its content, objectives, learning outcomes, teaching methods, and assessment criteria.
2. The module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will apply their understanding to 2D and 3D exercises.
3. Assessment will include formative and summative evaluations to assess students' ability to recognize, apply, and explain design elements and principles in simple projects. Students must meet attendance requirements and complete all assessments to pass the module.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to basic design elements and principles through lectures, tutorials, study trips and design projects. Students will learn about the design process and components like sketching and will complete 2D and 3D exercises to demonstrate understanding and application of principles. Assessment includes class participation, presentations, and a final exam. The module aims to help students recognize and apply design elements and principles and explain their use in simple projects.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to basic design elements and principles through lectures, tutorials, study trips and projects. Students will complete exercises applying design elements and principles to demonstrate their understanding. The module aims to help students learn the design process, recognize design components, and apply skills and knowledge to assignments through visual and verbal reports. Upon completing the module, students will be able to identify and apply design elements and principles to simple projects, and explain how they were applied. The module will be delivered through lectures, tutorials, self-study, and students will be assessed through projects and presentations.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
Similar to Introduction To Design Module Outline (18)
Theories of Architecture and Urbanism Project 3Natalie Yunxian
This document provides a comparative analysis of social activities between Nanjing Road Pedestrian Street in Shanghai, China and Kawasan 1 in Klang, Malaysia. It finds that while necessary activities like shopping and eating are similar, Nanjing Road sees more optional activities due to better quality public spaces and outdoor conditions. These include activities like sightseeing, games, and socializing in public squares. In contrast, optional activities in Kawasan 1 mainly occur indoors due to lack of public spaces and hot weather. As a result, social interactions are more frequent on Nanjing Road where the environment better supports necessary and optional activities.
Theories of Architecture and Urbanism Project 2Natalie Yunxian
This document contains summaries of 3 readings:
1) "The Metropolis and Mental Life" by Georg Simmel explains how city life forms an individual's mental life and values, noting how urban interactions are more rational and protective due to stimuli. This causes indifference and a focus on goals/money.
2) "In the Cause of Architecture" by Frank Lloyd Wright discusses his views on organic architecture, emphasizing integrity, nature as a guide, simplicity, and developing American styles like Prairie homes.
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The document provides details on a case study of the acoustic design of the Kuala Lumpur Performing Art Center auditorium. It includes an introduction to the site and objectives of the study. Plans and sections of the auditorium are shown. The methodology section outlines the equipment used to collect data on site, including measurements of dimensions and sound level readings. An analysis of the auditorium design discusses aspects like its rectangular shape, inclined seating layout, and fan-shaped seating arrangement. Acoustic properties of the materials used and sound propagation phenomena are also examined.
The Kuala Lumpur Performing Arts Centre (KLPAC) was established in May 2004 in Kuala Lumpur. It contains multiple performance and event spaces, including Pentas 1 which seats 504 people in a fan-shaped configuration. Pentas 1 was designed with acoustic treatments to control reverberation, including sound-absorbing materials on the walls, flooring, and seating. Measurements of the space show zones of different sound levels and concentrations due to the placement of speakers and reflection of sound off the walls and ceiling. The reverberation time of 1.16 seconds meets recommendations for a large multipurpose theater.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
1) The document discusses a research proposal that aims to identify the significance and influences of various food heritages in Klang, Malaysia and how they shape individual eating behaviors and cultural identities.
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Introduction To Design Module Outline
1. INTRO TO DESIGN - JAN 2015 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module: INTRODUCTION TO DESIGN – ARC 30205
Prerequisite: None
Credit Hours: 5
Instructor: Ms Delliya Mohd Zain (Delliya.MohdZain@taylors.edu.my),
Ms Shazreene Shamsuddin (ShazreeneNurjanna.Shamsuddin@taylors.edu.my)
Module Synopsis
Students will undergo series of lectures, tutorial and study trips that inform the basic elements of design and how
they can be applied through the understanding of principle of design. Students will become familiar with the use
of design principle in developing their design projects. Students will be given 2 and 3 dimensional design projects
to develop their skills and understanding of the subject matter. The subject can be divided into three sections:
Design Elements, Principles of Design and Development of Work. Students will complete a series of 2 and 3
dimensional design exercises to demonstrate their understanding and skill in recognizing and applying the
principles.
Module Teaching Objectives
The objectives of this module are to encourage the student:
1.To learn the design process and design components such as sketching, drawing conventions, observation,
investigation and production of presentation.
2.To form a comprehensive understanding of the basic principles, elements and design process at an
appropriate level.
3.To apply skills and basic knowledge acquired to a range of assignments, to which they will be required to
deliver visual and verbal reports, production of presentation, observation, and gathering of information
Module Learning Outcomes
Upon successful completion of this module, students will be able to:
1. To recognize and identify design elements and design principles.
2. To apply the design elements and design principles in simple projects.
3. To be able to explain the application of basic design elements and design principles in simple projects.
4. To be familiar with the design process, investigation, observation and interpretation in simple projects
Modes of Delivery
This is a 5 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the form of
lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as follows:
Lecture: 2 hours per week
Tutorial: 3 hours per week
Self-directed study: 7 hours per week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
Times and FB group 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
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1
Solid foundational knowledge in relevant subjects.
1,2,3,4
1.2
Understand ethical issues in the context of the field of study.
1,2,3,4
Cognitive Capabilities
2.0 Lifelong Learning
2.1
Locate and extract information effectively.
-
2.2
Relate learned knowledge to everyday life.
-
3.0 Thinking and Problem Solving Skills
3.1
Learn to think critically and creatively.
1,2,3,4
3.2
Define and analyse problems to arrive at effective solutions.
1,2,3,4
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. 1,2,3,4
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team. -
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant. -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
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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 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 one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they
are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of
80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
Students will be assessed based on their performance throughout the semester. Students are expected to attend
and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components. Failure to attempt assessment components worth 20% or
more, the student would be required to resubmit or resit an assessment component, even though the student has
achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including
final exam and final presentation, will result in failing the module irrespective of the marks earned, even though
the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
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.
1. 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 also refers to materials obtained from the
Internet too.
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2. 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 that are very similar in tone and content, both are likely to be
penalized.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
You have opportunities to give feedback and issues will be addressed in response to that feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and used as an
integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process. Various
teaching and learning strategies such as experiential learning, problem-based learning, site visits, group
discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL,
students are expected to be:
active in their own learning;
self-directed to be responsible to enhance their learning abilities;
able to cultivate skills that are useful in today’s workplace;
active knowledge seekers;
active players in a team.
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will provide
information to guide you in the research process. This form of assessment involves participation in discussions
and feedback sessions. Summative assessment will inform you about the level of understanding and
performance capabilities achieved at the end of the module.
Assessment Plan
Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weight age
Project 1 –
Elements & Principles
Individual 10%
+ Group 20%
1
Week 4&9 Week 8 30%
Final Project – Project 2
2D – 3D
Group 15% +
Individual 25%
2,3 Week 13 &
18
Week 18 40%
Design Process Journal Individual
4 Every 4
weeks
- 20%
E-Portfolio Individual All Study Week - 10%
100%
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Assessment Components
1. Project One (Elements & Principles) – TEN ART WORK
– Sketching Elements & 2D Art Work (Group + Individual)
This introduction project is created for the students to understand the basic design elements and design
principles. The first part will be about observing existing design elements and principles in nature and the built
environment. Students are required to show their understanding through sketches and diagrams. The
second part students will focus on design principles and compositions by making a series of art works using
small daily items.
2. Final Project (2D to 3D) – THE HANGING MOBILE DISPLAY STRUCTURE
– The Hanging Mobile Display Structure for The Miniature Lego Character (Group + Individual)
The aim of Project Two is for the students to learn the transformation from 2D elements to 3D element. The
first part students will be playing with the shapes, form, colors, and materials and transforming it into a 3D art
piece to suite a certain given word or phrase. The second part students will create a hanging structure to
display their miniature Lego character.
3. The Journal
- Design Process Journal (individual)
The aim of the “The Journal” is as a medium for students to record ideas process, information, their
investigation and references. Students will also be given a topic base on topic of in this module. Mind maps,
sketches, scribbles, design process, diagrams, magazine/paper cuts are examples of items that will be
placed in the Design Process Journal. There will be a final compilation submission that includes a hard
copy portfolio.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an ePortfolio, a web-based portfolio in the form of a personal academic blog. The
ePortfolio is developed progressively for all modules taken throughout Semesters 1 AND 2, and must
encapsulates the acquisition of Module Learning Outcome, Programme Learning Outcomes and Taylor’s
Graduate Capabilities, and showcase the distinctiveness and identity of the student as a graduate of the
programme.
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Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given 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 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 university experience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with
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
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.
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Module Schedule
Date Topic Lecture
Hours
Tutorial
Hours
Blended
Learning
W1 6/8
7/8
Lecture 01: Intro to Design Introduction (DMZ)
Release Project One A Brief – grouping
Take home worksheet - download
1 - -
W2 13/8
14/8
Lecture 02: Introduction to Element & Principles of
Design (DMZ)
Site Visit : KLCC PARK
2
2
2
W3 20/8
21/8
Lecture 03: Elements of Design & Diagrams (DMZ)
DPJ 01 Brief
Tutorial: Project 1A – Sketching
2 2 2
W4 27/8
28/8
Lecture 04: Principles of Design in Detail Part 1 (DMZ)
Project One Part B – Brief
Tutorial: Project 1A - Sketching
4 4 2
W5
Date
3/9
4/9
Lecture 05: Principles of Design in Detail Part 2 (DMZ)
PROJECT ONE A – SUBMISSION FRIDAY 4/9
2 2
2
Digital upload
of P1A
W6 10/9
11/9
Lecture 06: Composition (REENE)
DPJ 02 Brief
Tutorial: Project 1B
+ DPJ 01 Submission
2 2
2
Digital upload
of DPJ 01
W7 17/9
18/9
Lecture 07: Gestalt & CRAP & Grids (REENE)
Tutorial: Project 1B 2 2 2
W8 24/9
25/9
Lecture 07: Intro to Design Process & Architecture
Forms (DMZ)
Project Two Part A – Brief
Tutorial: Project 1B
2 2 2
W9 1/10
2/10
No Lecture – Use time for Project One B Submission
PROJECT ONE B – Presentation & Submission 2 2
2
Digital upload
of P1B
W10 8/10
9/10
Lecture 09: 3D Forms and transformation (REENE)
+ DPJ 02 Submission
Tutorial: Part One
2 2
2
Digital upload
of DPJ 02
W11 15/10
16/10
Lecture 09: Model Making and 3D Form (REENE)
Tutorial: Part Two 2 2
2
8. INTRO TO DESIGN - JAN 2015 8 | P a g e
W12 22/10
23/10
Lecture 10: What Is Design & What Makes a Good
Design (User Centered Experience Design) (REENE)
Tutorial: Part Three
2 2 2
Digital upload
of P2A
W13 29/10
30/10
Lecture 11: Design – Design approach (DMZ)
FINAL PROJECT PART A – PRESENTATION
2 2
2
W14 5/11
6/11
Lecture 12: Design – Presentation & Drawings (DMZ)
+ PORTFOLIO BRIEF (DPJ 04)
Tutorial: Pin Up Tutorial Session
+ DPJ 03 Presentation
2 2
2
Digital upload
of DPJ 03
DEEPAVALI BREAK 9th-13th November
W15 19/11
20/11
Lecture 14: Model Making & Exhibition (REENE)
Tutorial: Pin Up Tutorial Session
2 2
2
W16 26/11
27/11
Lecture 14: Design & Architecture (DMZ)
Tutorial: Pin Up Tutorial Session
2 2
2
W17 3/12
4/12
Lecture 15: Design & Architecture (DMZ)
Tutorial: INTERIM SUBMISSION – SHOW
DRAWINGS & MODEL
2 2
2
W18 10/12 Final Project Presentation and Submission
- -
2
EXAM
WEEK
The Design Process Journal Compilation
& TGC E-Portfolio Submission - -
Digital upload
of FP
Digital upload
of ePortfolio
Note: The Module Schedule above is subject to change at short notice.
References
Primary:
1. Hashimoto, Alan, 2003. Visual Design Fundamentals : A Digital Approach, Charles River Media / Cengage
Learning
2. Lupton, Ellen Phillips, Jennifer Cole, 2008. Graphic Design : The New Basics, Princeton Architectural Press
3. Greet Hannah, Gail, 2002. Elements of Design : Rowena Reed Kostellow and the Structure of Visual
Relationships, Princeton Architectural Press
4. Davies, Jo Duff, Leo, 2005. Drawing – The Process, Intellect Ltd.
5. Mike, W. Lin, 1993. Drawing and Designing With Confidence: A Step-By-Step Guide, John Wiley & Sons Inc
6. Ching, Francis D.K., 2002. Architecture: Form, Space and Order, Van Nostrand Reinhold.
7. Ching, Francis D.K., 2000. Drawing: A Creative Process, John Wiley & Sons, Inc, New York.
Secondary:
8. Wilson, Arnold, 2010, , Photographing Pattern and Design in Nature, A & C Black
9. de Sausmarez, F, 1983. Basic Design: the Dynamics of Visual Form, Rev. ed., London, Herbert.
9. INTRO TO DESIGN - JAN 2015 9 | P a g e
10. Lawson, Bryan, “How Designer Think: The Process Demystified”, Bryan Lawson, Architectural Press, London
1980.
11. Lawson, Bryan, 2004. What Designers Know, Architectural Press
12. Richards, James, Wiley. Freehand Drawing and Discovery : Urban Sketching and Concept Drawing for
Designers, Wiley 13. Garner, Steve, 2008. Writing on Drawing : Essays on Drawing Practice and Research,
Intellect Ltd.