This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environments through different drawing techniques. 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 construction and different drawing techniques used. 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 and students will be assessed through projects and presentations.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-sentence summary is:
The module aims to familiarize students with basic techniques of drawing the built and natural environment through lectures, tutorials, workshops and assignments. Students will learn drawing as a communication tool, different drawing techniques, and how to interpret and create orthographic drawings. Assessment includes group and individual projects, presentations, and an e-portfolio where students must demonstrate the module's learning outcomes and Taylor's Graduate Capabilities.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and take measurements to generate orthographic drawings, including a top view, three elevations, one section, and two details. Additionally, students must include one perspective rendering as the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills through producing clear 2D representations of 3D objects using proper drawing conventions. Submissions will be evaluated based on demonstrated understanding of techniques, clarity of drawings, and creative presentation.
You’ve released your app and it doesn’t sell? You are just wondering in the dark, updating it and still no success? You are screwed if you do not analyze your data! Examining the reasons for crashes and why people think it sucks will alleviate your suffering.
Cl project 2A design process research analysisSongKit96
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and quality of work.
This document is a resume for Devendran R that summarizes his professional experience and qualifications. He has over 3.7 years of experience designing, developing, and implementing applications using technologies like C#, WPF, Silverlight, ASP.NET and SQL Server. His most recent roles include working as a software developer on projects like the Best Western Reservation System and Fortune Central Reservation System for IDS Next Business Solutions.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-sentence summary is:
The module aims to familiarize students with basic techniques of drawing the built and natural environment through lectures, tutorials, workshops and assignments. Students will learn drawing as a communication tool, different drawing techniques, and how to interpret and create orthographic drawings. Assessment includes group and individual projects, presentations, and an e-portfolio where students must demonstrate the module's learning outcomes and Taylor's Graduate Capabilities.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and take measurements to generate orthographic drawings, including a top view, three elevations, one section, and two details. Additionally, students must include one perspective rendering as the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills through producing clear 2D representations of 3D objects using proper drawing conventions. Submissions will be evaluated based on demonstrated understanding of techniques, clarity of drawings, and creative presentation.
You’ve released your app and it doesn’t sell? You are just wondering in the dark, updating it and still no success? You are screwed if you do not analyze your data! Examining the reasons for crashes and why people think it sucks will alleviate your suffering.
Cl project 2A design process research analysisSongKit96
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and quality of work.
This document is a resume for Devendran R that summarizes his professional experience and qualifications. He has over 3.7 years of experience designing, developing, and implementing applications using technologies like C#, WPF, Silverlight, ASP.NET and SQL Server. His most recent roles include working as a software developer on projects like the Best Western Reservation System and Fortune Central Reservation System for IDS Next Business Solutions.
Landgate Positions in Full last 10 yearsJulie Duxbury
This document summarizes the applicant's work history and duties from May 2014 to April 2005 in three roles at Landgate. The roles included:
1) Valuation Information Services Officer from May 2014-January 2015 which involved property inspections, database updates, and answering customer inquiries.
2) Customer Centre Leader with duties managing document acceptance and listing teams from December 2013-May 2014.
3) Various customer service roles from January 2008-March 2012 as Customer Centre Leader answering phone and email inquiries and assisting customers.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, compiled in an A4 proposal report. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
Richard Jackson is a skilled crane operator and rigger from Chinchilla, Queensland with over 10 years of experience. He has extensive experience operating cranes up to 100 tonnes and performing rigging for projects in the mining, gas, and power industries. He holds numerous safety certificates and licenses. References are available from previous supervisors in the construction and mining industries.
This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture fundamentals including theories, principles, and real-world applications. Students will study landscape concepts, terminology, hardscape and softscape elements, graphics, and basic constructions. The module aims to help students recognize different landscape types, explain landscape's role in sustainability, and apply anatomy principles to landscape projects. Students will be assessed through projects, presentations, and an e-portfolio demonstrating their learning outcomes and graduate capabilities.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must choose an underground, water, forest, or high-rise city type and consider zoning, transportation, infrastructure and sustainability in their plan.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, document the surroundings and activities, and closely observe and record details of their assigned 5x5m site. This information will inform their project work.
The document summarizes a 3-day training report for Frontline Sales Managers in Port Harcourt, Nigeria from April 20-22, 2015. It provides details on the venue, trainer, course content covering refrigerators, freezers, washing machines, TVs, air conditioners, and microwaves. It highlights key unique selling points and features discussed for each product category. It also outlines the daily course schedule and activities for the three batches of participants, which included in-store practical demonstrations. Test scores and positions for participants are provided at the end.
This document provides an overview of issue 79 of the American College of Trial Lawyers Journal from Fall 2015. It features a profile of Michael W. Smith as the 66th president of ACTL. The profile describes Smith's background growing up in South Carolina and Virginia. It details his education, career, and involvement in bar associations. Smith succeeds other Virginia lawyers who previously held the ACTL presidency. The issue also previews upcoming regional meetings and events.
The American College of Trial Lawyers held its 65th Annual Meeting in Chicago, Illinois from October 1-4, 2015. Nearly 1,000 Fellows, spouses, and guests attended the meeting. New President Michael W. Smith was installed. Eighty-eight new Fellows were inducted. The meeting featured distinguished speakers, the induction of new Fellows, and social events. Speakers included Mayor Rahm Emanuel, Erskine Bowles, FBI Director James Comey, Admiral William McRaven, and others. Honors were presented including the Emil Gumpert Award and Samuel E. Gates Litigation Award. The meeting highlighted the work of the College and strengthened collegial bonds between Fellows
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, projects, and a final exam. The module aims to develop students' communication, problem-solving and digital skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and apply their skills to express 3D spaces in 2D orthographic drawings. Assessment includes class participation, portfolio submissions, and a final exam. The module aims to develop students' communication, problem-solving, and digital literacy skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces and objects in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, portfolio submissions and a final exam. The module aims to develop students' communication, problem-solving and digital literacy skills.
This document provides information about the Introduction to Drawing module, including:
- The module aims to familiarize students with basic representation of the built environment through drawings.
- Students will learn different drawing techniques and be able to apply drawing as a communication tool.
- The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 3 credit hours.
- Students will be assessed through projects, presentations, and participation to evaluate their drawing skills and ability to communicate spatially through drawings.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret and apply different drawing representations used in construction as a communication tool. Their work will be assessed through projects, participation, and a final exam to evaluate their understanding of drawing principles and 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 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.
Landgate Positions in Full last 10 yearsJulie Duxbury
This document summarizes the applicant's work history and duties from May 2014 to April 2005 in three roles at Landgate. The roles included:
1) Valuation Information Services Officer from May 2014-January 2015 which involved property inspections, database updates, and answering customer inquiries.
2) Customer Centre Leader with duties managing document acceptance and listing teams from December 2013-May 2014.
3) Various customer service roles from January 2008-March 2012 as Customer Centre Leader answering phone and email inquiries and assisting customers.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, compiled in an A4 proposal report. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
Richard Jackson is a skilled crane operator and rigger from Chinchilla, Queensland with over 10 years of experience. He has extensive experience operating cranes up to 100 tonnes and performing rigging for projects in the mining, gas, and power industries. He holds numerous safety certificates and licenses. References are available from previous supervisors in the construction and mining industries.
This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture fundamentals including theories, principles, and real-world applications. Students will study landscape concepts, terminology, hardscape and softscape elements, graphics, and basic constructions. The module aims to help students recognize different landscape types, explain landscape's role in sustainability, and apply anatomy principles to landscape projects. Students will be assessed through projects, presentations, and an e-portfolio demonstrating their learning outcomes and graduate capabilities.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must choose an underground, water, forest, or high-rise city type and consider zoning, transportation, infrastructure and sustainability in their plan.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, document the surroundings and activities, and closely observe and record details of their assigned 5x5m site. This information will inform their project work.
The document summarizes a 3-day training report for Frontline Sales Managers in Port Harcourt, Nigeria from April 20-22, 2015. It provides details on the venue, trainer, course content covering refrigerators, freezers, washing machines, TVs, air conditioners, and microwaves. It highlights key unique selling points and features discussed for each product category. It also outlines the daily course schedule and activities for the three batches of participants, which included in-store practical demonstrations. Test scores and positions for participants are provided at the end.
This document provides an overview of issue 79 of the American College of Trial Lawyers Journal from Fall 2015. It features a profile of Michael W. Smith as the 66th president of ACTL. The profile describes Smith's background growing up in South Carolina and Virginia. It details his education, career, and involvement in bar associations. Smith succeeds other Virginia lawyers who previously held the ACTL presidency. The issue also previews upcoming regional meetings and events.
The American College of Trial Lawyers held its 65th Annual Meeting in Chicago, Illinois from October 1-4, 2015. Nearly 1,000 Fellows, spouses, and guests attended the meeting. New President Michael W. Smith was installed. Eighty-eight new Fellows were inducted. The meeting featured distinguished speakers, the induction of new Fellows, and social events. Speakers included Mayor Rahm Emanuel, Erskine Bowles, FBI Director James Comey, Admiral William McRaven, and others. Honors were presented including the Emil Gumpert Award and Samuel E. Gates Litigation Award. The meeting highlighted the work of the College and strengthened collegial bonds between Fellows
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, projects, and a final exam. The module aims to develop students' communication, problem-solving and digital skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and apply their skills to express 3D spaces in 2D orthographic drawings. Assessment includes class participation, portfolio submissions, and a final exam. The module aims to develop students' communication, problem-solving, and digital literacy skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces and objects in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, portfolio submissions and a final exam. The module aims to develop students' communication, problem-solving and digital literacy skills.
This document provides information about the Introduction to Drawing module, including:
- The module aims to familiarize students with basic representation of the built environment through drawings.
- Students will learn different drawing techniques and be able to apply drawing as a communication tool.
- The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 3 credit hours.
- Students will be assessed through projects, presentations, and participation to evaluate their drawing skills and ability to communicate spatially through drawings.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret and apply different drawing representations used in construction as a communication tool. Their work will be assessed through projects, participation, and a final exam to evaluate their understanding of drawing principles and 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 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 an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% total. The schedule outlines weekly topics, assignments, and learning objectives to equip students with skills in landscape communication, construction, and sustainability.
This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% of the final grade. The module aims to help students recognize landscape components and apply basic landscape planning and design skills.
This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% of the final grade. The module aims to help students recognize landscape components and apply basic landscape planning and design skills.
This document provides a 6-step summary of the process for obtaining approval for a proposed indoor badminton court construction project in Malaysia. It outlines consulting with local authorities and staff, submitting a complete application, the authority's review and decision-making process, potential appeals, and typical next steps. The indoor court is proposed to address a lack of nearby sports facilities and promote a healthier lifestyle for local residents and workers.
This document outlines the final project brief for an undergraduate construction management course. The project requires students to work in groups to propose a small construction project on an empty land between 50m x 50m to 50m x 70m in size. Individually, each student must then propose one project serving one or two of six designated purposes: recreation, commercial, industrial, agricultural, tourism, or residential. Students are to submit a minimum 20-page bounded report including a proposal rationale, site plan, site analysis, concept sketches, and diagrams. The report will be assessed based on demonstrated understanding of the brief, quality and clarity of content, documentation method, and overall presentation. The project aims to develop students' understanding of the construction industry
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the building team of a construction project and creating a magazine highlighting the professional's role. Specifically:
- Students are randomly assigned to interview professionals like architects, engineers, and quantity surveyors. They conduct an interview to learn about the professional and 1-2 projects they worked on.
- Using information from the interview, students create an 8-12 page magazine in PDF and print formats. It includes a company profile, profile of the interviewee, and description of their roles and responsibilities on 1-2 featured projects.
- Students submit a video of the interview and their magazine. They also complete
ENBE Project 2 process journal compilationSongKit96
This document is a process journal report by Goh Song Kit for a final project on designing a better city of the future. It includes sections that investigate guidelines for better cities, data collection on ancient, present and future cities, and information about a proposed new city called Pyramount. Key points discussed include the characteristics of ancient cities like Machu Picchu, present sustainable cities in China, and Singapore's efforts to become a green city of the future.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be assessed on the organization, substance, delivery, and clarity of their visual notes.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides instructions for an Idea Journal assignment where students are asked to imagine themselves as celebrities. They must create a Facebook page for their celebrity persona and complete three Idea Journal entries on topics like their backstory, celebrity award outfits, and merchandise. Idea Journals should include mind maps, sketches, diagrams and other visual elements to demonstrate original ideas. Entries will be uploaded to the celebrity Facebook page albums and assessed based on originality, creativity, communication of ideas, and depth of ideas. Hard copies also need to be compiled and submitted.
This document provides information about two city parks: Merdeka Square in Kuala Lumpur, Malaysia and St. James's Park in London, England. It describes the landscape features, characteristics, historical backgrounds, activities, and locations of each park. Merdeka Square is a 8.2 hectare flat field located in the heart of Kuala Lumpur that contains a plaza and fountains and hosts annual Independence Day celebrations. St. James's Park is a 23 hectare park in London known for its lake, duck island, playgrounds, and role in royal ceremonies, located near Buckingham Palace and government buildings.
This document outlines the objectives, tasks, and submission requirements for a group project on constructed landscapes. Students will be divided into groups of 5 and assigned one of 8 park topics to research. For their chosen topic, each group must select and describe a local and international case study park in terms of history, characteristics, context, and common activities. They must also explain the landscape features and elements of the 2 sites. Groups will present their findings in a 10 minute verbal presentation covering the required information. They must also submit a video recording of the presentation along with the presentation files and materials in a properly formatted CD for grading. The goal is for students to understand different park categories, case studies, and landscape components through hands-on research and
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Module outline itd
1. ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 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: Introduction To Drawing ( ARC 3333)
Prerequisite: None
Credit hours: 3
Instructor: Ida Marlina Mazlan | Ida.mazlan@gmail.com
Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Noorul Iffa Mohd Nayan | NoorulIffa.MohdNayan@taylors.edu.my
Module Synopsis
The module is aim to assist students to familiarize the basic representation of the built and natural
environment through drawings. It engages students with different techniques of drawing and encourages
them to explore different methods of drawing to enable them to utilize it as communication skills in the
construction industry. The module will be presented in the form of a studio with lectures, workshops,
tutorials, student presentations and class discussion.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce drawing as a communication tool in the construction industry.
2. To introduce different techniques of drawing in the built environment practice.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Interpret the type of drawing representation used in the construction industry
2. Relate the basic principles and conventions of drawing skill as a communication tool in the construction
industry.
3. Apply drawing as a means of communication in order to express three-dimensional space and object
into two- dimensional orthographic drawings.
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:
! Lecture: 1 hours/week
! Tutorial: 2 hours/week
! Self-study: 3 hour/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. ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 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 2,3
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
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1
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
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.
2,3
3. ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 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 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
4. ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 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
penalised.
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
Project One Group (20%) - Week 5 20%
Project Two - A Individual (30%) Week 10 30%
Project Two - B
Individual (40%)
Week 15 - 40%
E- Portfolio Individual (10%) Week 18 - 10%
TOTAL 100%
5. ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 5 | P a g e
Assessment Components
1. Project One – A (Group)
The first project introduces students to the various types of drawings as a means of communication through
investigation. They will need to discuss and work as a team to generate a presentation and communicate
their findings.
2. Project One – B (Individual)
This project introduces students to key people in the built environment and how drawing conventions and
calculation is used in the field. Students will explore and understand the relationship of key people in built
environment and how the application and complexity of drawing convention and skills is applied in the
practice as a means of communication.
3. Project Two - (Individual)
The final project introduces students to drawing techniques and orthographic projections. Students will
demonstrate their basic drafting skills with drawing that express three-dimensional space through a series of
two-dimensional drawings.
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. ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 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 – 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. ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 7 | P a g e
Weekly Module Schedule
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
4th August 2014
ORIENTATION WEEK 2 2 3
Week 2
11th August 2014
Lecture 1 : Introduction to Module and
Projects Brief
Briefing Project 1 2 2 3
Week 3
18th August 2014
Lecture 2: Introduction to types of drawing
and professional roles - Purposes & Relationship
2 2 3
Week 4
25th August 2014
Lecture3: Initial concept from sketch to
design
Interior, Building , Structure, Landscape and
Urban space
Lecture 5 : Drawing tools
Paper types, Scale Ruler, French Curve, Set Squares,
Compass, Measuring Tape, Cutting Mat, Construction
Drawings
2 2 3
Week 5
1st Sept. 2014
PROJECT 1 PRESENTATION
*Lecture and tutorial time replace by presentation
Briefing Project 2A
2 2 2
Week 6
8th Sept. 2014
Lecture 4: Multidisciplinary drawings
Graphic Designer, Architectural , Engineer, Product
Designer, Planner
2 2 3
Week 7
15th Sept. 2014
Lecture 6: Drawing convention,
documentation & calculation
Layout, Formats and Sizes, Scales, Title Block
2 2 3
Week 8
22nd Sept. 2014
Lecture 7: Drawing convention,
documentation & calculation
Role of an Architect
2 2 3
Week 9
29th Sept. 2014
Lecture 8: Drawing convention,
documentation & calculation
Role of a Quantity Surveyor
2 2 3
Week 10
6th October 2014
Lecture 9 : Drawing techniques 1
Line, Line Weights and Composition
PROJECT 2A SUBMISSION
2 2 2
Week 11
13th October 2014
Lecture 9 : Drawing techniques 2
Redevelopments Drawings from Digital
Photographs
Briefing Project 2B
2 2 3
SEMESTER BREAK
Week 12
27th October 2014
Lecture 10 : Orthographic projection
Plan, Elevation and Section 2 2 3
Week 13 Lecture 11 : Orthographic projection 1 3 3
8. ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 8 | P a g e
3rd November 2014 Detail Drawings
Week 14
10th November
2014
Discussion/ Class Activity related to Final Project 1 3 3
Week 15
17th November
2014
Discussion/ Class Activity related to Final Project 1 3 3
Week 16
24th November
2014
PROJECT 2B SUBMISSION 1 3 3
Week 17
1st December 2014
Discussion/ Class Activity related to E-Portfolio
1 3 3
Week 18
8th December 2014
Submission of E-Portfolio 1 3
3
Digital
upload of
Final Project
Week 19
15th December
2014
Exam Week
*No final exam for intro to Drawing
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Edwards, Brian, 2008. Understanding Architecture Through Drawing. Taylor &
Francis, USA and Canada.
2. Frascari, Marco, 2011. Eleven Exercises in the Art of Architectural Drawing.
Routledge, USA and Canada.
3. Zell, Mo, 2010. The Architectural Drawing Course. Thames & Hudson, United
Kingdom.
Additional
References :
1.