This document provides information about a Mathematics module taken by students. It includes the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and weekly schedule. The module aims to provide students with essential mathematical skills in areas like algebra, trigonometry, differentiation, integration and statistics. Students will be assessed through tests, assignments, exams and an e-portfolio. The module will be delivered through lectures and self-directed study over 18 weeks.
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 applications in various subjects. Key topics covered include algebra, trigonometry, calculus, matrices, integration, and statistics. Assessment includes a test, assignments, and a final exam to evaluate students' understanding and application of fundamental mathematical principles and problem solving abilities. Emphasis is placed on active student participation through group work and discussions.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes a test, group assignment, final exam, and individual e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It is taught through lectures and self-directed study.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills through topics like algebra, trigonometry, differentiation, integration and statistics. Assessment includes tests, assignments, exams and an e-portfolio. The student-centered module utilizes lectures, tutorials and blended learning to develop skills like problem solving, analysis and application of mathematical concepts.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills. It will cover concepts like perception, listening, group decision-making, and conflict handling. Assessment will include a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and aims to help students improve their communication abilities for both personal and professional purposes.
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 Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module introduces concepts of interpersonal and group communication skills for personal and professional development. Assessment includes a class test, group project blog, and individual oral presentation. Students will develop skills in communication principles, cultural awareness, and conflict handling to achieve the learning outcomes of explaining and applying communication concepts between individuals and groups. The module uses student-centered learning with formative and summative assessments to evaluate students' mastery of topics and graduate capabilities.
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 applications in various subjects. Key topics covered include algebra, trigonometry, calculus, matrices, integration, and statistics. Assessment includes a test, assignments, and a final exam to evaluate students' understanding and application of fundamental mathematical principles and problem solving abilities. Emphasis is placed on active student participation through group work and discussions.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes a test, group assignment, final exam, and individual e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It is taught through lectures and self-directed study.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills through topics like algebra, trigonometry, differentiation, integration and statistics. Assessment includes tests, assignments, exams and an e-portfolio. The student-centered module utilizes lectures, tutorials and blended learning to develop skills like problem solving, analysis and application of mathematical concepts.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills. It will cover concepts like perception, listening, group decision-making, and conflict handling. Assessment will include a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and aims to help students improve their communication abilities for both personal and professional purposes.
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 Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information about the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module introduces concepts of interpersonal and group communication skills for personal and professional development. Assessment includes a class test, group project blog, and individual oral presentation. Students will develop skills in communication principles, cultural awareness, and conflict handling to achieve the learning outcomes of explaining and applying communication concepts between individuals and groups. The module uses student-centered learning with formative and summative assessments to evaluate students' mastery of topics and graduate capabilities.
La reina Isabel II asumió el trono español tras la muerte de su padre Fernando VII en 1833, pero su reinado estuvo marcado por la inestabilidad política y las tensiones entre liberales y partidarios del absolutismo. A pesar de los intentos de modernización, las debilidades personales de Isabel II y la influencia de la corte impidieron la consolidación de un modelo liberal en España, lo que llevó al país a una posición desfavorable respecto a otras potencias europeas a finales del siglo XIX.
El documento describe el surgimiento del movimiento obrero como consecuencia de la Revolución Industrial. La industrialización generó un nuevo orden social dominado por la burguesía y marcado por la aparición del proletariado. Los campesinos abandonaron el campo para trabajar en fábricas con malas condiciones. El movimiento obrero surgió para defender los intereses de la clase trabajadora ante la nueva sociedad industrial.
La reina Isabel II asumió el trono español tras la muerte de su padre Fernando VII en 1833, pero su reinado estuvo marcado por la inestabilidad política y las tensiones entre liberales y partidarios del absolutismo. A pesar de los intentos de modernización, las dificultades económicas y la falta de liderazgo de Isabel II, cuya personalidad aniñada la hacía presa fácil de la influencia de la corte, impidieron que España completara su transición al liberalismo, llegando al siglo XIX en una
The document is an email to marketing students assigning them a project on marketing research. Students must select a topic in rural marketing, brand management, or service marketing. They are instructed to conduct primary research and submit a written report by February 7th following a specific format and including an index, objectives, methodology, analysis, findings, and recommendations. Students who do not submit on time will miss out on internal marks and not be allowed to attend specialization classes, while late submissions will still miss internal marks but be allowed to attend classes once submitted.
Mac OS X Snow Leopard introduces Stacks, which allow users to view and access files and applications directly from the Dock. Stacks automatically organize their contents in a fan or grid based on item number, and users can customize sort order and view style. Common file folders like Documents, Downloads, and Applications are set up as stacks by default for convenient access to recent items without opening additional windows.
This German document is very short, containing only two words - "Click für Ende" which translates to "Click for end" in English. It appears to be instructing the user to click something in order to end or close something, but provides no other context or details.
Nyse Eliminates Discretionary Broker Voting On Corporate Governance Proposals...MatthewGilman
The NYSE has eliminated discretionary broker voting on certain corporate governance proxy proposals. Specifically, brokers will no longer be able to vote uninstructed shares on proposals relating to board declassification, majority voting for directors, eliminating supermajority requirements, shareholder actions by written consent, shareholder rights to call special meetings, and overriding certain anti-takeover provisions. As a result, public companies may find it more difficult to obtain shareholder approval for these types of proposals. Companies should consider increased proxy solicitation efforts, the impact on obtaining a quorum, and reconsidering the use of notice-only proxy delivery.
Este documento contiene frases comunes en euskera que se usan para dirigirse a niños, como preguntar si quieren ir a la calle, pedirles que se sienten bien, que den besos, que no se porten mal, y mostrar afecto llamándolos "vida" u "oro".
El Cálculo relacional es un lenguaje de consulta declarativo para bases de datos relacionales que describe la respuesta deseada sin especificar cómo obtenerla, a diferencia del Álgebra relacional que es procedural. Se basa en el Cálculo de Predicados de Primer Orden y puede ser de tuplas o dominios. Permite consultar una base de datos para obtener información a través de variables, cuantificadores y fórmulas.
Recruitment and selection process synopsisNesar Ahmad
This document provides an overview of a research synopsis on the recruitment and selection process of ICICI Life Insurance. It includes an introduction discussing the importance of recruitment and selection for organizations. It also outlines the objectives of the study, which are to understand ICICI Life Insurance's internal recruitment process and identify areas for improvement. The methodology discusses conducting surveys with 100 employees using a structured questionnaire. The literature review examines previous research on how technology has improved recruitment and the link between timely HR responses and applicant attraction.
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, problem-solving, and applying math concepts. 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' communication, teamwork, and lifelong learning skills.
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, problem-solving, and applying math concepts. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and formative/summative assessments to guide students and evaluate understanding.
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, problem-solving, and applying math concepts. 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' communication, teamwork, and lifelong learning skills.
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 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 about a mathematics module offered at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes tests, assignments, exams, and an e-portfolio. The module will be delivered through lectures and self-directed study, utilizing a student-centered learning approach.
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 about a mathematics module offered at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes tests, assignments, exams, and an e-portfolio. The module will be delivered through lectures and self-directed study, utilizing a student-centered learning approach.
La reina Isabel II asumió el trono español tras la muerte de su padre Fernando VII en 1833, pero su reinado estuvo marcado por la inestabilidad política y las tensiones entre liberales y partidarios del absolutismo. A pesar de los intentos de modernización, las debilidades personales de Isabel II y la influencia de la corte impidieron la consolidación de un modelo liberal en España, lo que llevó al país a una posición desfavorable respecto a otras potencias europeas a finales del siglo XIX.
El documento describe el surgimiento del movimiento obrero como consecuencia de la Revolución Industrial. La industrialización generó un nuevo orden social dominado por la burguesía y marcado por la aparición del proletariado. Los campesinos abandonaron el campo para trabajar en fábricas con malas condiciones. El movimiento obrero surgió para defender los intereses de la clase trabajadora ante la nueva sociedad industrial.
La reina Isabel II asumió el trono español tras la muerte de su padre Fernando VII en 1833, pero su reinado estuvo marcado por la inestabilidad política y las tensiones entre liberales y partidarios del absolutismo. A pesar de los intentos de modernización, las dificultades económicas y la falta de liderazgo de Isabel II, cuya personalidad aniñada la hacía presa fácil de la influencia de la corte, impidieron que España completara su transición al liberalismo, llegando al siglo XIX en una
The document is an email to marketing students assigning them a project on marketing research. Students must select a topic in rural marketing, brand management, or service marketing. They are instructed to conduct primary research and submit a written report by February 7th following a specific format and including an index, objectives, methodology, analysis, findings, and recommendations. Students who do not submit on time will miss out on internal marks and not be allowed to attend specialization classes, while late submissions will still miss internal marks but be allowed to attend classes once submitted.
Mac OS X Snow Leopard introduces Stacks, which allow users to view and access files and applications directly from the Dock. Stacks automatically organize their contents in a fan or grid based on item number, and users can customize sort order and view style. Common file folders like Documents, Downloads, and Applications are set up as stacks by default for convenient access to recent items without opening additional windows.
This German document is very short, containing only two words - "Click für Ende" which translates to "Click for end" in English. It appears to be instructing the user to click something in order to end or close something, but provides no other context or details.
Nyse Eliminates Discretionary Broker Voting On Corporate Governance Proposals...MatthewGilman
The NYSE has eliminated discretionary broker voting on certain corporate governance proxy proposals. Specifically, brokers will no longer be able to vote uninstructed shares on proposals relating to board declassification, majority voting for directors, eliminating supermajority requirements, shareholder actions by written consent, shareholder rights to call special meetings, and overriding certain anti-takeover provisions. As a result, public companies may find it more difficult to obtain shareholder approval for these types of proposals. Companies should consider increased proxy solicitation efforts, the impact on obtaining a quorum, and reconsidering the use of notice-only proxy delivery.
Este documento contiene frases comunes en euskera que se usan para dirigirse a niños, como preguntar si quieren ir a la calle, pedirles que se sienten bien, que den besos, que no se porten mal, y mostrar afecto llamándolos "vida" u "oro".
El Cálculo relacional es un lenguaje de consulta declarativo para bases de datos relacionales que describe la respuesta deseada sin especificar cómo obtenerla, a diferencia del Álgebra relacional que es procedural. Se basa en el Cálculo de Predicados de Primer Orden y puede ser de tuplas o dominios. Permite consultar una base de datos para obtener información a través de variables, cuantificadores y fórmulas.
Recruitment and selection process synopsisNesar Ahmad
This document provides an overview of a research synopsis on the recruitment and selection process of ICICI Life Insurance. It includes an introduction discussing the importance of recruitment and selection for organizations. It also outlines the objectives of the study, which are to understand ICICI Life Insurance's internal recruitment process and identify areas for improvement. The methodology discusses conducting surveys with 100 employees using a structured questionnaire. The literature review examines previous research on how technology has improved recruitment and the link between timely HR responses and applicant attraction.
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, problem-solving, and applying math concepts. 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' communication, teamwork, and lifelong learning skills.
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, problem-solving, and applying math concepts. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and formative/summative assessments to guide students and evaluate understanding.
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, problem-solving, and applying math concepts. 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' communication, teamwork, and lifelong learning skills.
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 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 about a mathematics module offered at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes tests, assignments, exams, and an e-portfolio. The module will be delivered through lectures and self-directed study, utilizing a student-centered learning approach.
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 about a mathematics module offered at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes tests, assignments, exams, and an e-portfolio. The module will be delivered through lectures and self-directed study, utilizing a student-centered learning approach.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration and statistics. Assessment includes a test, group assignment, final exam and e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It will be delivered through lectures and self-directed study.
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 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, problem-solving, and applying math concepts. 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' communication, teamwork, and lifelong learning skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques used in the field. Upon completing the module, students will be able to interpret drawing types used in construction, understand drawing as a communication tool, and apply drawing to represent 3D spaces in 2D orthographic drawings. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, presentations and an e
This document provides information about the Introduction to Drawing module offered at Taylor's University. The module aims to help students familiarize themselves with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in the construction industry and different drawing techniques. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through projects, presentations and an e-portfolio.
This document provides information about the Culture & Civilization module offered at Taylor's University. The 3-credit, 18-week module will equip students with an overview of Western and Eastern cultures from prehistoric times to present through lectures, tutorials, student presentations and discussions. Students will complete two group projects, an individual final project, and maintain an e-portfolio to demonstrate their learning. Assessment will be through presentations, submissions and an online portfolio. The schedule outlines 18 weekly topics ranging from ancient empires to world wars, to be delivered in a blended learning format.
This 3 credit hour module on culture and civilization will provide an overview of Western and Eastern cultures from prehistoric times to present. It will cover archaeological discoveries, ancient monuments, artworks, philosophies, and achievements of great leaders through lectures, tutorials, student presentations and discussions. Assessment will include group and individual projects, presentations, and participation. The goal is for students to develop skills in investigating and presenting information on the historical development of human civilizations in both Eastern and Western contexts.
This document provides information about the Culture & Civilization module offered at Taylor's University. The 3-credit, 18-week module will equip students with an overview of Western and Eastern cultures from prehistoric times to present through lectures, tutorials, student presentations and discussions. Students will complete two group projects, an individual final project, and maintain an e-portfolio to demonstrate their learning. Assessment will be through presentations, submissions and an online portfolio. The schedule outlines 18 weekly topics ranging from ancient empires to world wars, to be delivered in a blended learning format.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document outlines the module for Architectural Design Studio 2. The module introduces principles of architectural design through a series of studio projects. Students will learn about spatial composition, site analysis, and translating design concepts into architectural drawings and models. There are three projects of increasing complexity: analyzing architectural precedents, designing a pavilion, and designing weekend lodging. Students will be assessed through coursework, drawings, models and a portfolio demonstrating their skills and knowledge.
This document outlines a module on building materials for a Bachelor of Science in Architecture program. It includes information on instructors, module synopsis, teaching objectives, learning outcomes, assessment components, schedule, and general rules. The key points are:
1. The module aims to inform students about the properties and typical uses of various building materials and their appropriate application and environmental impact.
2. Students will be assessed through projects, tests, and a final exam to evaluate their understanding of different material types, properties, and their effects on construction.
3. The module will be delivered over 12 weeks through lectures, tutorials, and self-study to help students recognize materials, describe their uses, and explain their properties and
This document outlines the module for Architectural Design Studio 1. The module aims to introduce fundamental design methods, principles, and spatial design concepts. Students will complete a series of studio projects exploring self-expression, relationships between the body and space, and designing a dream space for oneself. Assessment includes individual and group projects, with evaluations of design concepts, spatial compositions, and presentation skills. The module aims to help students develop skills in spatial design, application of design elements, and communicating designs visually and verbally.
Design communication [arc 1713] module outline - march 2016Jian Leo
This document outlines the module Design Communication (ARC 1713) which introduces fundamental skills for communicating architectural design through drawings and modeling. The module is 6 credit hours over 14 weeks, consisting of lectures, tutorials, and self-study. Assessment includes on-site sketching, orthographic and perspective drawings, a presentation board integrating with another module, and a portfolio demonstrating learning outcomes and capabilities. The module aims to develop visualization and graphic communication skills needed for design projects.
This document outlines the course requirements for Architecture, Culture and History 1 at the School of Architecture, Building and Design. The course is a 3-credit core module that introduces students to architectural theory through precedent studies. Students will conduct in-depth analyses of historical buildings in groups and individually. Assessments include online discussions, sketch journals, and presentation boards demonstrating understanding of selected buildings' intentions, concepts, and relationships to their contexts. The goal is for students to develop skills in historical and architectural criticism.
This document outlines the grading breakdown and assignment requirements for a psychology course. The grade is determined by 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is an individual journal entry worth 20% of the grade. Assignment 2 is a group comic project worth 10% of the grade. Assignment 3 is the largest assignment, worth 30% of the grade, and consists of creating a 3-5 minute video applying course concepts, writing a 1500 word report, and presenting the video to the class. The assignments require students to apply concepts from class to personal experiences and communicate core ideas through different media like writing, drawing, and filmmaking.
Jean, let's take a break. You've been working non-stop since morning.
Jean: No, I can't. I need to finish this by today. I want to improve myself.
Omar: Come on man, take a break. You'll burn out if you don't rest.
Jean: Okay fine, just for a while. I really want to do well this semester.
Scene 2
Time : 1:00 p.m.
Location : Outside Architecture Studio LVL 3
Actors : Jean, Rachel
Narrator:
While taking a break, Jean bumps into Rachel. He has had a crush on her since the beginning but never had the courage to talk
This document summarizes a story about Jean and discusses several psychological concepts portrayed in the story, including:
1) Jean demonstrates high self-efficacy by believing in himself and working hard despite challenges.
2) Amelisa exhibits the false consensus effect by assuming Rachel shared her views without confirming them.
3) Jean and Rachel experience passionate love as their relationship deepens in the beginning.
4) A lecturer holds stereotypes about Jean as a "bad student" until evidence proves otherwise.
5) Jean's hostile aggression during an argument with Rachel causes him to lose control of a car and have a fatal accident.
Asuna was an overseas student who faced stereotyping and had difficulty making friends. She also fell victim to false consensus bias by neglecting her studies, thinking university was just for fun. After failing exams, the threat of expulsion motivated her to study hard through operant conditioning. With support from family and teachers, Asuna's self-efficacy improved and she passed her second exam. This led to the halo effect, where classmates now saw her as a good student based solely on her results.
Koo Jian Xiang discusses experiences where his initial social perceptions of others based on appearances were incorrect. He assumed an old man in a restaurant was poor based on his clothes, but the man drove off in a Ferrari. He lent his phone to a crying girl who seemed helpless, but she was a thief. He also discusses how rumors at school led others to perceive him negatively despite not knowing him well. He learned not to make assumptions and consider consequences before acting. Intrinsic motivation is discussed, like completing homework to watch cartoons as a child or winning a race for a date, which drove him to achieve goals.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature toy character. It consists of 4 parts where students will research their character, generate design ideas from keywords, investigate what makes a good hanging mobile, and compile their work into a design process journal and portfolio. Students will demonstrate their understanding of the design tasks, include substantive content, and show originality and creativity. Their work will be assessed based on meeting requirements, depth of content, and the quality of the final outcomes.
The document provides instructions for a two-part design project. Part 1 involves groups transforming words into 3D geometric artworks through exploration of shapes, forms, and materials. Students will present their best model. Part 2 tasks individuals with creating a hanging mobile display for a Lego miniature using design elements and principles. It outlines objectives, learning outcomes, tasks, submission requirements, assessment criteria, and a marking rubric for both parts of the project.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
Lung cancer is the leading cause of cancer deaths in Malaysia. There are two main types of lung cancer, and small cell lung cancer has four stages. Tobacco smoking is the main cause of lung cancer, responsible for 60-70% of cases. Lung cancer can be detected through tests like chest x-rays, CT scans, and biopsies. Treatment options include surgery, chemotherapy, radiation therapy, and targeted drug therapies. While smoking is a major risk factor, lung cancer can also be caused by factors like genetic mutations and exposure to radon gas or other air pollutants.
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 of comparing understanding between genders, methodology of distributing surveys to 260 students, statistical analysis of the survey results, and conclusions. The analysis found that female respondents had a slightly better understanding of lung cancer than males, though overall understanding was low. Many were unaware that lung cancer can spread to other organs and that surgery is a primary treatment. The report provides statistics on lung cancer in Malaysia and factors that influence risk.
The document is a scanned receipt from a restaurant in China. It details the date, various food items ordered including rice, noodles, soup, and drinks. The total cost is listed as 108 yuan.
This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume with clear work shown, 3) Construct a model of the object, and 4) Upload their work and write a reflective essay on the exercise and learning outcomes.
This document defines and provides properties of various quadrilaterals:
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- Rectangles have opposite parallel sides of equal length and right angles. The perimeter of a rectangle is the sum of its sides, and its area is length multiplied by width.
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- Parallelograms have opposite parallel sides of equal length and opposite interior angles that sum to 180 degrees. The
This document is a research report submitted by 5 students - Tan Min Chuen, Chang Huey Yi, Muhammad A'ameer Mohd A'aseem, Ng Kwang Zhou, and Koo Jian Xiang - on hair salons. It includes sections on the history of hairdressing trades, descriptions of two hair salons called Eroma Hair Salon and Vogue Unisex Salon, a comparative analysis of the salons, recommendations, and references. The group divided roles with Tan focusing on history of trades, Ng on business descriptions, Muhammad on comparative analysis, Chang on similarities and differences, and Koo on conclusion and recommendation.
This document provides a compare and contrast essay analyzing the action comedy films Austin Powers in Goldmember and Red 2. It discusses differences in their cinematography, characters, and plots. Austin Powers uses more medium and long shots with green screen effects, while Red 2 features action camera sequences and realistic CGI. The main characters also differ significantly - Austin Powers is a parody of James Bond while Frank Moses is a serious former spy. Their plots also take different levels of unexpected turns with different climaxes. Both films fall under the genre of action comedy, which combines humor and action.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
1. Mathematics (MTH30104): January 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: Mathematics [MTH30104]
Prerequisite: None
Credit hours: 4
Instructor: Jaqurliyn Ann See Peng | seepeng.ann@taylors.edu.my
Module Synopsis
This module contains selective inclusion of basic algebra, limits, continuity and derivatives of algebraic and
trigonometric functions, application of the derivatives, matrices, integration and statistics to lay the
foundation of mathematical skills that are applicable to the various subjects in the programme.
Module Teaching Objectives
The module is designed to equip students with the essential mathematical skills necessary for pursuing the
Foundation programme and to follow a course of study at tertiary level. The specific objectives for this
module include the following:
1. Develop skills in creative problem solving.
2. Understand the concepts of differential calculus and its usage in problem solving.
3. Familiarisation with the geometry of plane and 3-D shapes.
4. Extend students’ understanding of mathematical concepts and their application.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. To understand and apply fundamental mathematical principles such as basic algebra, trigonometry,
properties of circles, area, volume, differentiation, integration and statistics.
2. To analyze and solve problems that involves various mathematical principles.
3. To apply fundamental mathematic knowledge in built environment context.
4. To collect, organize, present and draw conclusion for simple statistical data.
Modes of Delivery
This is a 4 credit hours module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures and self-directed study. The breakdown of the contact hours for the module is as follows:
! Lecture : 3 hours per week
! Self-directed study : 5 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 will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
2. Mathematics (MTH30104): January 2015 2 | P a g e
Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1, 2, 3, 4
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively
3.2 Define and analyse problems to arrive at effective solutions
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 1, 2, 3, 4
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team 1, 2, 3, 4
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant
6.2 Reflect on one’s actions and learning.
6.3 Embody Taylor's core values.
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives.
7.2 Understand the value of civic responsibility and community engagement.
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
3. Mathematics (MTH30104): January 2015 3 | P a g e
General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment
component, even though the student has achieved more than 50% in the overall assessment. Failure to
attempt all assessment components, including final exam and final presentation, will result in failing the
module irrespective of the marks earned, even though the student has achieved more than 50% in the
overall assessment.
Plagiarism (Excerpt from 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
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. Mathematics (MTH30104): January 2015 4 | P a g e
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 teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Test Individual 1,2,3 TBC - 20%
Assignment(s) Group 4 TBC - 30%
Final Exam Individual All
Exam
Schedule
40%
E-Portfolio Individual All Progressively 10%
TOTAL 100%
5. Mathematics (MTH30104): January 2015 5 | P a g e
Assessment Components
1. Test (Individual)
This test is designed to evaluate the understanding level of students on fundamental mathematical
principles such as basic algebra, trigonometry, area and volume before moving on to complex and
sophisticated mathematical problems.
2. Assignment (Group)
This assignment is designed to develop student’s ability in handling statistical data. Working in a group,
students are to cooperate and collaborate with other peers to carry out a statistical survey, organize raw
statistical data from the survey, analyse and conclude the data into useful information.
3. Final exam (Individual)
Final exam served as a continuous assessment of students’ understanding on fundamental mathematical
principles. It is also designed to evaluate the knowledge and ability of the students in solving complex and
sophisticated problems which requires understanding of various mathematical principle.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
6. Mathematics (MTH30104): January 2015 6 | P a g e
Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 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; 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
7. Mathematics (MTH30104): January 2015 7 | P a g e
Weekly Module Schedule
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended Learning
Week 1
26th – 30th January
Introduction to Module 3
Students are required to
search an online video
about indices
Week 2
2nd – 6th February
Basic Algebra
1.1 Indices
1.2 Bracket and factorization
3 In class exercise
Week 3
9th – 13th February
Basic Algebra
1.3 Transposition of formulae
1.4 Simultaneous equations
3 In class exercise
CHINESE NEW YEAR BREAK (16th – 27th FEBRUARY)
Week 4
2nd – 6th March
Basic Algebra
1.5 Quadratics equations
3 In class exercise
Week 5
9th – 13th March
Trigonometry
2.1 Solving trigonometry equations
3 In class exercise
Week 6
16th – 20th March
Trigonometry
2.2 The usage of cosine rule and sine rule
3 In class exercise
Week 7
23rd – 27th March
Areas and Volume
3.1 Properties of quadrilaterals
3.2 Areas of plane figures
3
Flip classroom -
Students to present a
given topic (Power
Point, Video, Prezi or
other relevant software)
(Reflective obout flip class room in E-
portfolio.)
Week 8
30th March – 3rd April
Areas and Volume
3.3 Areas and volumes of different shapes
3
In class exercise
(Group exercise –
students are to work in
group to produce model
of a given object)
SEMESTER BREAK (6th – 12th APRIL)
Week 9
13th – 17th April
TEST 1
INTRODUCTION TO ASSIGNMENT
3
Submission of E-
portfolio link.
Week 10
20th – 24th April
Statistics
4.1 Types of data
4.2 Collecting and summarizing data
4.3 Representing data using relevant charts and
tables
3 In class exercise
Week 11
27th April – 1st May
Statistics
4.4 Measure of Central Tendency
4.5 Measure of dispersion
3 In class exercise
Week 12
4th – 8th May
Differentiation
5.1 Differentiation of common functions
3 In class exercise
Week 13
11th – 15th May
Differentiation
5.2 Application of differentiation
3 In class exercise
Week 14
18th – 22nd May
SUBMISSION OF ASSIGNMENT 3
Week 15
25th – 29th May
Integration
6.1 Integration as the reverse process of
3 In class exercise
8. Mathematics (MTH30104): January 2015 8 | P a g e
Differentiation
6.2 The definite integral
Week 16
1st – 5th June
Integration
6.3 Application of integration
3 In class exercise
Week 17
8th – 12th June
REVISION 3
Week 18
15th – 19th June
REVISION 3
Week 19 Exam week
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. A. Croft, R. Davison, “Foundation Maths” 4th edition, Prentice Hall 2006
2. L. Bostock, S. Chandler, “Core Maths” 3rd edition, Nelson Thrones, 2000
Additional
References :
1. R.E. Moyer, F.Ayres, “Trigonometry” 4th edition, Mcgraw Hill 2009
2. J, B. Fitzpatrick, “New Senior Mathematics”, Rigby Heinemann, 1998
3. C. David, H. Ian, R. Mary, B. David, “Statistics”, Butterworth Heinemann, 1994
4. G.B. R.L. Finney, “Calculus” 9th edition, Addison Wesley, 1996
5. J.O. Bird, “Engineering Mathematics” 2nd edition, Butterworth Heinemann, 1996