This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
Artigo postado no meu site: universidadelogistica.com.br.
Apresento uma defesa onde os Processos Logístico tem que ser tratados como Negócios. Terceirizar o Negócio que não for o foco do Negócio.
Desmistificando a produção do artigo científicoABU Recife
Palestra “Desmistificando a produção do artigo científico”, desenvolvida por Kathleen Vasconcelos. Foi discorrido acerca dos procedimentos necessários para a construção de artigos com qualidade, bem como as trajetórias percorridas para o envio e publicação de tais textos.
Artigo postado no meu site: universidadelogistica.com.br.
Apresento uma defesa onde os Processos Logístico tem que ser tratados como Negócios. Terceirizar o Negócio que não for o foco do Negócio.
Desmistificando a produção do artigo científicoABU Recife
Palestra “Desmistificando a produção do artigo científico”, desenvolvida por Kathleen Vasconcelos. Foi discorrido acerca dos procedimentos necessários para a construção de artigos com qualidade, bem como as trajetórias percorridas para o envio e publicação de tais textos.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Module outline enbe dmz 29012015 jan2015
1. ENBE – JAN 2015 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module: ELEMENT OF NATURAL BUILT ENVIRONMENTS ARC30105 (FNBE 0115)
Prerequisite: None
Credit Hours: 5
Instructor: Ms Delliya Mohd Zain (Delliya.MohdZain@taylors.edu.my), Miss Noorul Iffa
(NoorulIffa.MohdNayan@taylors.edu.my), Pn Hasmanira
(Hasmanira.Mokhtar@taylors.edu.my) Mr. Paul (nicksonpaul_zeal@yahoo.com)
Module Synopsis
This module aims to expose students to the two major components; the natural and built environments. The
emphasis will be based on establishing a symbiotic relationship between the two environments. Students will be
introducing to observational skills, data compilation, report preparation and presentation skills. Their learning
experience and exposure extend the class walls. They will experience nature and the built environment through
site visit which will enhance their understanding of the two component of this subject.
Module Teaching Objectives
The objectives of this module are to encourage the student:
1. To create awareness of the elements of the natural and built environment
2. To expose the elements of the natural and built environment in their basic unit, form and function
3. To show symbiotic relationship of the elements of the natural and built environment
4. To question, analyze and articulate the impact between natural and built environment
Module Learning Outcomes
Upon successful completion of this module, students will be able to:
1. To recognise and identify the different elements of the natural and built environment
2. To describe the different characteristics of the natural and built environment by exploring the basic elements
such as natural topography, landscape, space, building and infrastructure.
3. To differentiate and compare the different development of the built environment by looking at the natural
topography, landscape, space, building and infrastructure
4. To analyse and evaluate the different development of the built environment by looking at the natural
topography, landscape, space, building and infrastructure
5. Understand how to communicate ideas through observation and using different media/tools/techniques to
present information of the study of natural and built environment
Modes of Delivery
This is a 5 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the form of
lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as follows:
Lecture: 2 hours per week
Tutorial: 3 hours per week
Self-directed study: 7 hours per week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
Times and FB group will be used as a communication tool and information portal for students to access module
materials, project briefs, assignments and announcements.
2. ENBE – JAN 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 (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1
Solid foundational knowledge in relevant subjects.
-
1.2
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.
1,2,3,4
3.2
Define and analyse problems to arrive at effective solutions.
1,2,3,4
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. 1,2,3,4
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team. -
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant. -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
1,2,3,4
3. ENBE – JAN 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 one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they
are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of
80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
Students will be assessed based on their performance throughout the semester. Students are expected to attend
and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components. Failure to attempt assessment components worth 20% or
more, the student would be required to resubmit or resit an assessment component, even though the student has
achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including
final exam and final presentation, will result in failing the module irrespective of the marks earned, even though
the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source,
is a serious case of misconduct which is deemed unacceptable by the University.
"Work" includes written materials such as books, journals and magazine articles or other papers and also
includes films and computer programs. The two most common types of plagiarism are from published materials
and other students’ works.
1. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student.
While the former can be treated as a simple failure to cite references, the latter is likely to be viewed as
cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that these
sources are clearly quoted in their assignment. Note that plagiarism also refers to materials obtained from the
Internet too.
4. ENBE – JAN 2015 4 | P a g e
2. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers that are very similar in tone and content, both are likely to be
penalized.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
You have opportunities to give feedback and issues will be addressed in response to that feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and used as an
integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process. Various
teaching and learning strategies such as experiential learning, problem-based learning, site visits, group
discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL,
students are expected to be:
active in their own learning;
self-directed to be responsible to enhance their learning abilities;
able to cultivate skills that are useful in today’s workplace;
active knowledge seekers;
active players in a team.
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will provide
information to guide you in the research process. This form of assessment involves participation in discussions
and feedback sessions. Summative assessment will inform you about the level of understanding and
performance capabilities achieved at the end of the module.
Assessment Plan
Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weight age
Project 1 - Nature
Group 20% +
Individual 10%
1,2, 5
Week 5&9 Week 9 30%
Project 2 – Build
Environment
Group 20% +
Individual 20%
3,4,5 Week 14 &
18
Week 18 40%
The Journal Note Individual
2 Every 5
weeks
- 20%
E-Portfolio Individual 1 Study Week - 10%
100%
5. ENBE – JAN 2015 5 | P a g e
Assessment Components
1. Project One (NATURAL) – Info graphic pop up poster & Documentary Video (Group + Individual)
This is an introduction project is created for the students to explore, experience and appreciate nature.
Through site visit the students will have to represent their findings and information as an Info graphic “pop
up” poster and their experiences through a simple documentary video. This project will not just benefit the
students in this class, but it will spark awareness and inspiration to others around the world once they share it
on YouTube and on their online TGC Portfolio. Individually students are required to produce a Scrap Book
Journal.
2. Project Two (BUILT) – Better City (Group + Individual)
The aim of Project Two is for the students to plan and propose a better city applying the basic knowledge that
has been delivered through lectures and through their investigation. Students will also need to do a report on
an existing city to help them understand the structure of the city as a case study. In the second part students
are required to make the physical model and prepare presentation boards about the city.
3. The Journal Note – The ENBE Notes (Individual)
The aim of the “The Journal” is as a medium for students to record notes, ideas, information, their
investigation and references referring to the lecture given each week. Mind maps, sketches, `scribbles,
magazine/paper cuts are examples of items that will be placed in The Journal Note.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an ePortfolio, a web-based portfolio in the form of a personal academic blog. The
ePortfolio is developed progressively for all modules taken throughout Semesters 1 AND 2, and must
encapsulates the acquisition of Module Learning Outcome, Programme Learning Outcomes and Taylor’s
Graduate Capabilities, and showcase the distinctiveness and identity of the student as a graduate of the
programme.
6. ENBE – JAN 2015 6 | P a g e
Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades and
necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base.
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in critical and analytical skills.
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module
matter; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawn from a module before census date, typically
mid-semester.
F(W) 0 0.00 Fail Withdrawn after census date, typically mid-semester.
IN - - Incomplete
An interim notation given for a module where a student
has not completed certain requirements with valid reason
or it is not possible to finalise the grade by the published
deadline.
P - - Pass Given for satisfactory completion of practicum.
AU - - Audit
Given for a module where attendance is for information
only without earning academic credit.
7. ENBE – JAN 2015 7 | P a g e
Module Schedule
Date Topic Lecture
Hours
Tutorial
Hours
Blended
Learning
W1
Date
29/1
Lecture 01: ENBE Introduction
Release Project One Brief + Trip Information
- - -
W2
Date
5/2
Lecture 02: The Planet Earth & Its Resources (DEE)
The Journal Note – Introduction + TJN 01
2
2
2
W3
Date
12/2
NO CLASS
Site Visit : 08/1 – 10/1 Kuala Selangor Nature Park
(DePalma Hotel – 3D 2N)
2 2 2
Chinese New Year Break (16-27th February)
W4
Date
5/3
Lecture 03: Natural Phenomena, Climate, Weather, The
Different Zones and Environment (habitat) (IFFA)
+ TJN 02 E-PORTFOLIO FIRST LINK SUBMISSION
4 4 2
W5
Date
12/3
Lecture 04: The World of Animals & Plants (DEE)
+ TJN 03 – PROJECT ONE A - SUBMISSION 9/3
2 2
2
Digital upload
of P1A
W6
Date
19/3
Lecture 05: The Forest Kingdom + Mountain +
Grassland (IFFA)
+ TJN 04
2 2
2
W7
Date
26/3
Lecture 06: Marine/Ocean + Desert /Savana + Caves &
Underground (DEE)
+ TJN 05 TJN 1-4 - SUBMISSION 26/3
2 2
2
Digital upload
of TJN 1-4
W8
Date
2/4
Lecture 07: Living with Nature + Conserve and
Preserving Nature + Extinction & Evolution (IFFA)
+ TJN 06 + Release Project TWO Brief
2 2 2
Semester Break (6-12th APRIL)
W9
Date
16/4
Project One B – PRESENTATION & SUBMISSION
2 2
2
Digital upload
of P1B
W10
Date
23/4
Lecture 08: Introduction to The Build Environment(DEE)
+ TJN 07
2 2
2
W11
Date
30/4
Lecture 09: Range of Places, Zoning Areas, building
typology and Functions (PAUL)
+ TJN 08
2 2
2
8. ENBE – JAN 2015 8 | P a g e
W12
Date
7/5
Lecture 10: Systems, Infrastructures, Interactions and
Utilities and Amenity (how the city work) (PAUL)
+ TJN 09
2 2 2
W13
Date
14/5
Lecture 11: The History, Concept and Development of a
City – & The 4 City (IFFA) + (DEE)
+ TJN 10 – FINAL PROJECT PART A - SUBMISSION
2 2
2
Digital upload
of FP2A
W14
Date
21/5
Lecture 12: What makes a good City, Green Cities and
Futuristic Cities – (PAUL)
+ TJN 11 + TJN 5-10 - SUBMISSION
2 2
2
Digital upload
of TJN 5-10
W15
Date
28/5
Lecture 13: The Intangible Factors of a City(PAUL)
+ TJN 11
2 2
2
W16
Date
4/6
Lecture 14: Over Populated, Pollution, Development
and issues, Diseases (IFFA)
+ TJN 12
2 2
2
W17
Date
11/6
Lecture 15: Your Duty towards the Natural & Build
Environment (DEE)
+ TJN 13
2 2
2
W18
Date
18/6
Final Project Presentation and Submission
18 or 19th June TBC
+ TJN 5-10 - SUBMISSION
- -
2
EXAM WEEK
Final Exam Week (NO EXAM FOR ENBE)
The Journal Note Compilation
& TGC E-Portfolio Submission
- -
Digital upload
of FP
Digital upload
of ePortfolio
Note: The Module Schedule above is subject to change at short notice.
References
Primary:
1. Ching, Francis D.K., 2002. Architecture: Form, Space and Order, Van Nostrand Reinhold.
2. Ching, Francis D.K., 2000. Drawing: A Creative Process, John Wiley & Sons, Inc, New York.
3. Long, Richard, 1991. Walking in Circles, George Braziller.
4. T.C. Whitmore, 1998. An Introduction to Tropical Rain Forests, Oxford University Press, USA
Secondary:
1. Baker, Geoffrey H., 1996. Le Corbusier – An Analysis of Form, Van Nostrand Reihold, 1996.
2. de Sausmarez, F, 1983. Basic Design: the Dynamics of Visual Form, Rev. ed., London, Herbert.
3. Lawson, Bryan, “How Designer Think: The Process Demystified”, Bryan Lawson, Architectural Press,
London 1980.
4. Unwin, Simon, “ Analysing Architecture”, Routledge, 1997
5. Lawson, Bryan, “Designing Mind”, Butterworth, Oxford, 1994.
6. Khoolhaas, Rem, 1998. “S,M,L,XL”, Monacelli Press