This document provides information on the Constructed Landscape module offered at Taylor's University. The module introduces students to landscape architecture through lectures, tutorials, presentations and field trips. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Upon completing the module, students will be able to recognize different landscape types, explain the role of landscape in development, and apply basics of landscape projects and maintenance. Students will be assessed through participation, presentations, and a portfolio to evaluate their understanding of constructed landscapes.
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 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.
Currently working as Senior Manager Credit Research in BA Continuum India (a non bank sub. of Bank of America). Possess around 9 years of experience in Financial Research including Fixed Income, Equity and M&A. Present roles involve working with extended team in the U.S. (Senior Analyst - Directors & MDs) in all facets of corporate bond/cds business including buy/sell recommendation to buy-side investor base. The role also involves training and mentoring of Junior Analysts in India along with preparation of various management presentations used by Internal senior management team of BA Continuum.
Los tejidos bรกsicos son conjuntos de cรฉlulas que cumplen funciones especรญficas. Estos tejidos incluyen el epitelio, el tejido conectivo, el mรบsculo y el nervioso. Juntos, los tejidos forman los รณrganos que permiten el funcionamiento del cuerpo.
La conductividad es la propiedad de transmitir electricidad o calor. Las sustancias conductoras pueden transportar electrones, mientras que las interacciones iรณnicas ocurren entre molรฉculas cargadas. La electrรณlisis es el proceso de descomposiciรณn de un electrolito mediante la corriente elรฉctrica, y sus leyes de Faraday establecen que la cantidad de sustancia producida depende de la carga elรฉctrica y el peso atรณmico equivalente.
Field Notes from Expeditions in the Cloud-(Matt Wood, Amazon Web Services)Spark Summit
ย
This document provides an overview of how Amazon uses Apache Spark and Amazon EMR for big data analytics workloads. It describes how they provision Spark clusters elastically on EMR for tasks like machine learning, analytics, and recommendations using data from sources like S3, Kafka and Kinesis. Workloads include clickstream analysis, forecasting, and using Spark MLlib and Spark Streaming for real-time and batch processing of petabytes of data.
O acesso a serviรงos de saรบde pode ser definido como a existรชncia da possibilidade de utilizรก-los quando necessรกrio. As condiรงรตes de acesso refletem as caracterรญsticas da oferta de serviรงos, que podem facilitar ou dificultar a capacidade dos indivรญduos de determinada populaรงรฃo em utilizar os serviรงos de saรบde de acordo com suas necessidades. Alรฉm disso, sรฃo influenciadas por caracterรญsticas sociodemogrรกficas e pelo perfil de saรบde dos usuรกrios.
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 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.
Currently working as Senior Manager Credit Research in BA Continuum India (a non bank sub. of Bank of America). Possess around 9 years of experience in Financial Research including Fixed Income, Equity and M&A. Present roles involve working with extended team in the U.S. (Senior Analyst - Directors & MDs) in all facets of corporate bond/cds business including buy/sell recommendation to buy-side investor base. The role also involves training and mentoring of Junior Analysts in India along with preparation of various management presentations used by Internal senior management team of BA Continuum.
Los tejidos bรกsicos son conjuntos de cรฉlulas que cumplen funciones especรญficas. Estos tejidos incluyen el epitelio, el tejido conectivo, el mรบsculo y el nervioso. Juntos, los tejidos forman los รณrganos que permiten el funcionamiento del cuerpo.
La conductividad es la propiedad de transmitir electricidad o calor. Las sustancias conductoras pueden transportar electrones, mientras que las interacciones iรณnicas ocurren entre molรฉculas cargadas. La electrรณlisis es el proceso de descomposiciรณn de un electrolito mediante la corriente elรฉctrica, y sus leyes de Faraday establecen que la cantidad de sustancia producida depende de la carga elรฉctrica y el peso atรณmico equivalente.
Field Notes from Expeditions in the Cloud-(Matt Wood, Amazon Web Services)Spark Summit
ย
This document provides an overview of how Amazon uses Apache Spark and Amazon EMR for big data analytics workloads. It describes how they provision Spark clusters elastically on EMR for tasks like machine learning, analytics, and recommendations using data from sources like S3, Kafka and Kinesis. Workloads include clickstream analysis, forecasting, and using Spark MLlib and Spark Streaming for real-time and batch processing of petabytes of data.
O acesso a serviรงos de saรบde pode ser definido como a existรชncia da possibilidade de utilizรก-los quando necessรกrio. As condiรงรตes de acesso refletem as caracterรญsticas da oferta de serviรงos, que podem facilitar ou dificultar a capacidade dos indivรญduos de determinada populaรงรฃo em utilizar os serviรงos de saรบde de acordo com suas necessidades. Alรฉm disso, sรฃo influenciadas por caracterรญsticas sociodemogrรกficas e pelo perfil de saรบde dos usuรกrios.
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.
The document provides information about a module called "Constructed Landscape" offered at Taylor's University. It includes 3 key points:
1. The module introduces students to landscape architecture through theories, principles, and real world applications to prepare them with fundamental knowledge in the field.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects through lectures, tutorials, presentations, field trips and discussions.
3. Students will be assessed through participation, a portfolio, and are expected to demonstrate the ability to recognize landscape elements, explain the role of landscape in sustainability, and apply basics of landscape projects.
The document provides information about the Constructed Landscape module, including:
1) The module introduces fundamentals of landscape architecture through theories, principles, and real-world applications.
2) Students will learn about landscape concepts, drawings, and the role of landscape architects in construction.
3) Assessment includes class participation, presentations, and a portfolio to demonstrate recognizing landscape elements and applying basics of landscape projects.
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.
The document provides information about the Constructed Landscape module, including:
1. The module introduces fundamentals of landscape architecture through theories, principles, and real-world applications.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects in construction.
3. Assessment includes class participation, presentations, and a portfolio to demonstrate understanding of landscape elements and the role of landscape in sustainable development.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
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 artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
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 involving visual and verbal reports. Upon completing the module, students will be able to recognize and apply design elements and principles to simple projects, and explain their application. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
The group's final project for their Introduction to Business course was a charity drive event to raise funds for PAWS Animal Welfare Society. They sold homemade fruit jellies and juices. To prepare, the group collected RM1,350 in sponsorships. During the event, they sold products and promoted their cause on social media and posters. Through their efforts, they gained experience running a business and raised awareness for their charity.
The document summarizes several key social psychology concepts discussed in a group project on relationship:
1) Self-verification theory asserts that people want others to perceive them according to their own self-beliefs and feelings.
2) Self-serving bias refers to taking personal responsibility for successes yet externalizing blame for failures.
3) Negativity bias describes giving more attention to negative experiences over positive ones.
4) Confirmation bias involves favoring information that confirms existing beliefs.
5) Stereotypes refer to overgeneralized beliefs about groups that ignore individual differences.
The document is a research report submitted by a group of students for their social psychology class. It includes an introduction outlining the assignment, a methods section describing how they developed a video applying concepts from class, and a discussion analyzing how five concepts were applied in different scenes of the video. The video portrayed a relationship from the perspective of the main character and illustrated concepts like self-serving bias, confirmation bias, self-verification theory, negativity bias, and stereotyping. Each concept is defined and its application in a corresponding scene from the video is explained.
Cognitive dissonance, social interaction, looking-glass self, counterfactual thinking, and the halo effect are explored through a comic strip about a grandmother named Grace. Grace felt unhappy with how her family treated her. She drank a potion on the advice of a fortune teller hoping it would improve her situation. When Grace disappeared, her family regretted their past actions and realized how much they took her for granted. After Grace returned, her family appreciated her more and their positive attitudes toward her led to happier family relationships going forward.
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% requiring incorporating 5 concepts into a storyline and brief oral presentation. Assignment 3 is a video clip, written report, and presentation worth 30% where students identify psychological concepts in a 3-5 minute video clip script and report.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The presentation should be 20 minutes plus 5 minutes for Q&A. Assessments will include a written report and a video clip and presentation, each worth 20% of the total 40% project grade. The report must follow a specified format and include an introduction, method, discussion, and references. Plagiarism is strictly prohibited and will result in failure of the assignment.
This document contains journal entries from a student discussing social psychology concepts. It discusses two main topics:
1) Social loafing - where individuals put in less effort working in a group compared to individually. The student provides personal examples of social loafing in school group projects and with family.
2) Self-serving bias - where individuals take credit for successes but blame outside factors for failures. The student describes instances where they and others exhibited self-serving bias, such as blaming others for losses but taking credit for wins.
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
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.
The document provides information about a module called "Constructed Landscape" offered at Taylor's University. It includes 3 key points:
1. The module introduces students to landscape architecture through theories, principles, and real world applications to prepare them with fundamental knowledge in the field.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects through lectures, tutorials, presentations, field trips and discussions.
3. Students will be assessed through participation, a portfolio, and are expected to demonstrate the ability to recognize landscape elements, explain the role of landscape in sustainability, and apply basics of landscape projects.
The document provides information about the Constructed Landscape module, including:
1) The module introduces fundamentals of landscape architecture through theories, principles, and real-world applications.
2) Students will learn about landscape concepts, drawings, and the role of landscape architects in construction.
3) Assessment includes class participation, presentations, and a portfolio to demonstrate recognizing landscape elements and applying basics of landscape projects.
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.
The document provides information about the Constructed Landscape module, including:
1. The module introduces fundamentals of landscape architecture through theories, principles, and real-world applications.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects in construction.
3. Assessment includes class participation, presentations, and a portfolio to demonstrate understanding of landscape elements and the role of landscape in sustainable development.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
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 artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
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 involving visual and verbal reports. Upon completing the module, students will be able to recognize and apply design elements and principles to simple projects, and explain their application. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
The group's final project for their Introduction to Business course was a charity drive event to raise funds for PAWS Animal Welfare Society. They sold homemade fruit jellies and juices. To prepare, the group collected RM1,350 in sponsorships. During the event, they sold products and promoted their cause on social media and posters. Through their efforts, they gained experience running a business and raised awareness for their charity.
The document summarizes several key social psychology concepts discussed in a group project on relationship:
1) Self-verification theory asserts that people want others to perceive them according to their own self-beliefs and feelings.
2) Self-serving bias refers to taking personal responsibility for successes yet externalizing blame for failures.
3) Negativity bias describes giving more attention to negative experiences over positive ones.
4) Confirmation bias involves favoring information that confirms existing beliefs.
5) Stereotypes refer to overgeneralized beliefs about groups that ignore individual differences.
The document is a research report submitted by a group of students for their social psychology class. It includes an introduction outlining the assignment, a methods section describing how they developed a video applying concepts from class, and a discussion analyzing how five concepts were applied in different scenes of the video. The video portrayed a relationship from the perspective of the main character and illustrated concepts like self-serving bias, confirmation bias, self-verification theory, negativity bias, and stereotyping. Each concept is defined and its application in a corresponding scene from the video is explained.
Cognitive dissonance, social interaction, looking-glass self, counterfactual thinking, and the halo effect are explored through a comic strip about a grandmother named Grace. Grace felt unhappy with how her family treated her. She drank a potion on the advice of a fortune teller hoping it would improve her situation. When Grace disappeared, her family regretted their past actions and realized how much they took her for granted. After Grace returned, her family appreciated her more and their positive attitudes toward her led to happier family relationships going forward.
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% requiring incorporating 5 concepts into a storyline and brief oral presentation. Assignment 3 is a video clip, written report, and presentation worth 30% where students identify psychological concepts in a 3-5 minute video clip script and report.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The presentation should be 20 minutes plus 5 minutes for Q&A. Assessments will include a written report and a video clip and presentation, each worth 20% of the total 40% project grade. The report must follow a specified format and include an introduction, method, discussion, and references. Plagiarism is strictly prohibited and will result in failure of the assignment.
This document contains journal entries from a student discussing social psychology concepts. It discusses two main topics:
1) Social loafing - where individuals put in less effort working in a group compared to individually. The student provides personal examples of social loafing in school group projects and with family.
2) Self-serving bias - where individuals take credit for successes but blame outside factors for failures. The student describes instances where they and others exhibited self-serving bias, such as blaming others for losses but taking credit for wins.
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
This document outlines the final project requirements for an Introduction to Business course. Students will plan and run a charity drive event to gain practical business experience. They must form groups, choose a product to sell and charity to support. The project aims to help students develop skills in areas like marketing, finance, and social responsibility. Students will be assessed based on a group report and presentation of their event, as well as individual reflections. The report must document all planning decisions, financial records, and outcomes of their charity drive business venture.
The document outlines a business plan for a proposed Malaysian music cafe called Joey&Co. The cafe aims to promote Malaysian culture through food and live performances. It will be located in the popular Publika area of Kuala Lumpur. The plan discusses the target market, competitors, and proposed marketing strategies including partnerships with Foodpanda and local radio stations. Financial projections estimate an initial investment of RM250,000 with profits expected within 2 years of opening.
This document outlines the syllabus for an introductory business module. The 4-credit, 18-week module will provide students with an understanding of basic business concepts through lectures, self-study, projects, and assessments. Topics will include the different types of businesses, factors that affect business operations, and the roles of human resources, marketing, production, and finance. Assessment will include individual and group projects, tests, and an e-portfolio demonstrating acquired knowledge and skills. The goal is for students to understand business fundamentals and be able to apply theories to analyze real-world business situations.
- The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. It provides context for the project, including its objectives, learning outcomes, tasks, submission requirements, assessment criteria, and rubric.
- Students must form groups, choose a business idea, develop a 10-minute presentation on the business plan, and submit any presentation materials. The presentation will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contributions.
- Guidelines are provided on the expected content of the presentation, including describing the business, conducting market and competitor analysis, explaining marketing and management strategies, and providing a financial plan and conclusion.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. Student-centered learning is used to encourage active participation.
This report provides a comparative analysis of two bak kut teh restaurants - Teo Chew Bak Kut Teh in Melaka and Kee Heong Bak Kut Teh in Old Klang. Both restaurants have been in business for over 10 years. Teo Chew Bak Kut Teh focuses on 3 signature dishes and is known for its distinctive herbal soup flavor. Kee Heong Bak Kut Teh has a larger variety of dishes and attracts more customers. The report analyzes the businesses' histories, operations, strategies, competitors and makes recommendations to improve their competitive positions in the market.
This document outlines an oral presentation assignment for a course on effective public communication. Students must work in groups of 6-8 and present for 25 minutes on an analysis of two different businesses. They must describe the background, competitors/challenges, business nature/strategies, and recommendations for the future of each business. Students will be assessed on their understanding of the task, content quality, organization, use of references, and grammar. The presentation is due on November 23rd, along with a soft copy of materials and a cover page with the required information.
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
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๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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Module outline cl
1. Constructed Landscape (ARC 30203): August 2014 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: Constructed Landscape [ARC30203]
Prerequisite: None
Credit hours: 3
Instructor: Noorul Iffa Mohd Nayan| NoorulIffa.MohdNayan@taylors.edu.my
Shazrenee Nurjanna Shamsuddin| ShazreneeNurjanna.Shamsuddin@taylors.edu.my
Module Synopsis
This module introduces basic fundamentals on landscape architecture field with theories, basic principles
and application into real work. Students will be prepared with knowledge on theoretical aspects such as
landscape concept, ideas, terminologies, hardscape and softscape palette, landscape graphics and basic
constructions. They will also acquire comparative studies between local and abroad for optimal
understanding on respective topics. This module will be presented in the form of lectures, tutorials, student
presentations, field trips and class discussion.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce different types of landscape as a sense of value and focus interest in designed
environment.
2. To understand basic landscape architecture drawings as a means of communication and representation
of ideas.
3. To introduce the role of landscape architect in the construction industry.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Recognize and distinguish different types of landscape as well as the elements of landscape, i.e
hardscape and basic details of vegetation.
2. Explain the role of landscape in creating sustainable and environmental friendly development.
3. Apply basics in anatomy of landscape projects, regulations and maintenance in landscape works.
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
๏ง Lecture: 1 hour/week
๏ง Tutorial: 2 hours/week
๏ง Self-study: 3 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.
2. Constructed Landscape (ARC 30203): August 2014 2 | P a g e
Taylorโs Graduate Capabilities(TGC)
The teaching and learning approach at Taylorโs University is focused on developing the Taylorโs 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
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 1
2.2 Relate learned knowledge to everyday life 2
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 3
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team 3
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant -
6.2 Reflect on oneโs 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.
1,2,3
3. Constructed Landscape (ARC 30203): August 2014 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 re-sit 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 Taylorโs University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another personโs 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
studentsโ works
a. Published Materials
In general, whenever anything from someone elseโs 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 peoplesโ 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 Studentsโ 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
4. Constructed Landscape (ARC 30203): August 2014 4 | P a g e
sections. When two students submit papers which 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:
๏ง Your ideas and questions are welcomed, valued and encouraged.
๏ง Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
๏ง You have opportunities to give feedback and issues will be addressed in response to that feedback.
๏ง Do reflect on your performance in Portfolios.
๏ง 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 studentโs 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:
๏ง active in their own learning
๏ง self-directed to be responsible to enhance their learning abilities
๏ง able to cultivate skills that are useful in todayโs workplace
๏ง active knowledge seekers
๏ง 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
Project 1 Group (20%) 1 Week 4 - 20%
Project 2A
Group + Individual
(20%+10%)
2
Week 9 - 30%
Project 2B Individual (40%) 2,3 Week 16 - 40%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
5. Constructed Landscape (ARC 30203): August 2014 5 | P a g e
Assessment Components
1. Project One โ (Group)
This is an introduction project to identify the types of recreational parks and their characteristics. Students
have to describe how parks have been categorized and what activities offered in the park, to facilitate their
concern on public spaces and open spaces. They also need to do comparison studies between parks in
local and abroad through presentation slides in class. This project aims for students to gain exposure and
awareness of recreational parks and activities offered.
2. Project Two (A) - (Group + Individual)
The aim of the second project is to introduce implementation of sustainable landscapes, technologies,
community and green cities planning. Student will need to select a site and explore how they can improve or
implement sustainable landscape on site.
3. Project Two (B) - (Individual)
The aim of the final project is to introduce students to Landscape Project from ideas stage to completion.
Students will have basic exposure to concept, analysis, master plan, costing, planting plan, construction and
maintenance. Student will be given a small site within campus and apply the anatomy of project accordingly.
4. Taylorโs Graduate Capabilities Portfolio (Online Portfolio) โ (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 Taylorโs 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. Constructed Landscape (ARC 30203): August 2014 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 โ 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 โ 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 โ 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 โ 69 3.00
B- 60 โ 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 โ 59 2.33
C 50 โ 54 2.00
D+ 47 โ 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 โ 46 1.33
D- 40 โ 43 1.00
F 0 โ 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. Constructed Landscape (ARC 30203): August 2014 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 and Projects Brief
Lecture 01: Landscape Fabric
Natural & Man-made Settings, Landscape Character
Briefing Project 1
1 3 2
Week 2
2nd-6th
February
Lecture 02: Site and Context
Land, Climate, Topography & Water
1 3 2
Week 3
9th-13th
February
Lecture 03: Parks & Gardens
Types of Parks & Characteristics of Parks
1 3 2
CHINESE NEW YEAR BREAK (16TH TO 27TH FEBRUARY 2015)
Week 4
2nd-6th March
PRESENTATION PROJECT 1 1 3 2
Week 5
9th-13th March
Lecture 04: Soft Landscape Design
Softscape, Plant Materials & Planting Design
| Briefing Project 2A
1 3 2
Week 6
16th-20th
March
Lecture 05: Hard Landscape Design
Hardscape Materials, Structures & Features
1 3 2
Week 7
23rd-27th
March
Lecture 06: Landscape Representation
Graphic Communication & Coloring Techniques
1 3 2
Week 8
30th March
-3rd April
Lecture 07: Anatomy of Landscape Project 1
Site Selection, Inventory, Analysis & Synthesis
1 3 2
SEMESTER BREAK (6th-12th APRIL 2015)
Week 9
13th-17th April
Lecture 08: Anatomy of Landscape Project 2
Design Process & Development
Submission Project 2A| Briefing Project 2B
1 3 2
Week 10
20th-24th April
Lecture 09: Spaces
Typologies, Quality & Sense of Spaces,
Organization of Spaces
1 3 2
Week 11
27th April โ
1st May
Lecture 10: Circulation
Approach, Motions & Parking
1 3 2
Week 12
4th-8th May
Lecture 11: Governance
Landscape Maintenance, Costing & Policies
1 3 2
Week 13
11th-15th May
Lecture 12: Landscape Planning & Technologies
Regional & Community Planning, Urban Design,
Sustainable Design & Technologies
1 3 2
Week 14
18th-22nd May
Discussion/ Class Activity Related to Final Project 1 3 2
Week 15
25th-29th May
Discussion/ Class Activity Related to Final Project 1 3 2
Week 16
1st-5th June
FINAL PROJECT SUBMISSION 1 3 2
Week 17
8th-12th June
Discussion/ Class Activity Related to E-portfolio 1 3 2
Week 18
15th-19th June
E-PORTFOLIO SUBMISSION 1 3 2
Week 19
22nd June
Study Leave/Final Exam
*No exam for CL
**Note: The Module Schedule above is subject to change at short notice.
8. Constructed Landscape (ARC 30203): August 2014 8 | P a g e
References
Main References : 1. Simonds, J.O., 1961, Landscape Architecture: The Shaping of Manโs Natural
Environment, Iliffe Books Ltd.
2. Booth, N.K., 1983, Basic Elements of Landscape Architectural Design, Elsevier.
3. Marcus, C.C. and Francis, C., 1998, People Places, John Wiley & Sons.
4. LaGro, J. A., 2001, Site Analysis: Linking Program and Concept in Land
Planning and Design, John Wiley & Sons.
5. Blake, J., 1999, An Introduction to Landscape Design and Construction, Gower
Publishing Ltd.
6. Simonds, J.O., 1997, Landscape Architecture: A Manual of Site Planning and
Design, McGraw-Hill.
Additional
References :
1. Lin, M. W., 1993, Drawing and Designing with Confidence, John Wiley & Sons.
2. MARDI, 2005, Landscape Gardens of Malaysia, Ministry of Agriculture and
Agro-Based Industry.
3. J. Hopper, L.2007, Landscape Architectural Graphic Standards, John Wiley &
Sons.
4. Treib, M., 2008, Representing Landscape Architecture, Taylor & Francis, USA
and Canada.