This document provides information about an introductory design module taken by students at Taylor's University. The 5-credit module will be conducted over 18 weeks and include lectures, tutorials, self-directed study, and design projects. Students will learn about design elements and principles, and how to apply them through a series of 2D and 3D projects. They will be assessed through individual and group design projects, a design process journal, and an ePortfolio showing their acquired skills and knowledge.
This document provides information about an introductory design module taken by students at Taylor's University. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module aims to teach students basic design elements and principles through lectures, tutorials, study trips and design projects. Students will learn the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Assessment will be both formative and summative and include feedback to help students improve.
This document provides information for the INTRO TO DESIGN module. It outlines the module synopsis, teaching objectives, learning outcomes, delivery methods and assessment components. The module is a 5-credit course that introduces students to basic design elements, principles and processes through lectures, tutorials, study trips and design projects. Students will complete exercises and 2 projects to demonstrate their understanding and skills. They will be assessed through individual and group work, design journals, presentations and an ePortfolio. The module aims to equip students with foundational knowledge and skills in design.
This document provides information about an introductory design module taken place in July 2015. The 5-credit module will be delivered over 18 weeks through lectures, tutorials, and self-directed study. It will introduce students to basic design elements and principles, and have them apply these concepts through 2-dimensional and 3-dimensional design projects. Students will be assessed through individual and group assignments, a design process journal, and an e-portfolio. The module aims to help students recognize and apply design fundamentals and develop their visual communication skills.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
The document discusses how consumer data is changing from the past era of disconnected surveys and ratings to the current landscape where individuals generate and share vast amounts of passive, behavioral, and social data through their online and mobile activities. It describes how this data, if consumers opt-in and companies handle it responsibly, can be used to provide more personalized and satisfying experiences for consumers through relevant recommendations, offers, and rewards tailored to their interests and behaviors.
This chapter discusses the legal foundations of homeland security in the United States. It covers international and domestic law challenges, the historical context of state-sponsored terrorism, classifying state sponsors and foreign terrorist organizations, international counterterrorism cooperation, and key US legislation related to homeland security including the Patriot Act, the Department of Homeland Security Act, and the Patriot Reauthorization Act. It also examines the sweeping scope of new counterterrorism laws, the watchdog role of Congress, judicial decisions limiting executive authority, and the necessity of increased government authority.
María de los ángeles villanueva cañizalezexdrago23
El documento describe el álgebra de Boole, incluyendo sus definiciones, aplicaciones a circuitos lógicos y electrónicos, y tipos de puertas lógicas. Específicamente, define términos como literales, términos productos y suma, y forma normal y canónica de funciones. También explica circuitos combinacionales, la relación entre álgebra de Boole y circuitos electrónicos, y cómo construir puertas lógicas básicas como AND, OR, NOT, NAND y NOR usando sólo puertas NAND. Final
This document provides information about an introductory design module taken by students at Taylor's University. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module aims to teach students basic design elements and principles through lectures, tutorials, study trips and design projects. Students will learn the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Assessment will be both formative and summative and include feedback to help students improve.
This document provides information for the INTRO TO DESIGN module. It outlines the module synopsis, teaching objectives, learning outcomes, delivery methods and assessment components. The module is a 5-credit course that introduces students to basic design elements, principles and processes through lectures, tutorials, study trips and design projects. Students will complete exercises and 2 projects to demonstrate their understanding and skills. They will be assessed through individual and group work, design journals, presentations and an ePortfolio. The module aims to equip students with foundational knowledge and skills in design.
This document provides information about an introductory design module taken place in July 2015. The 5-credit module will be delivered over 18 weeks through lectures, tutorials, and self-directed study. It will introduce students to basic design elements and principles, and have them apply these concepts through 2-dimensional and 3-dimensional design projects. Students will be assessed through individual and group assignments, a design process journal, and an e-portfolio. The module aims to help students recognize and apply design fundamentals and develop their visual communication skills.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
The document discusses how consumer data is changing from the past era of disconnected surveys and ratings to the current landscape where individuals generate and share vast amounts of passive, behavioral, and social data through their online and mobile activities. It describes how this data, if consumers opt-in and companies handle it responsibly, can be used to provide more personalized and satisfying experiences for consumers through relevant recommendations, offers, and rewards tailored to their interests and behaviors.
This chapter discusses the legal foundations of homeland security in the United States. It covers international and domestic law challenges, the historical context of state-sponsored terrorism, classifying state sponsors and foreign terrorist organizations, international counterterrorism cooperation, and key US legislation related to homeland security including the Patriot Act, the Department of Homeland Security Act, and the Patriot Reauthorization Act. It also examines the sweeping scope of new counterterrorism laws, the watchdog role of Congress, judicial decisions limiting executive authority, and the necessity of increased government authority.
María de los ángeles villanueva cañizalezexdrago23
El documento describe el álgebra de Boole, incluyendo sus definiciones, aplicaciones a circuitos lógicos y electrónicos, y tipos de puertas lógicas. Específicamente, define términos como literales, términos productos y suma, y forma normal y canónica de funciones. También explica circuitos combinacionales, la relación entre álgebra de Boole y circuitos electrónicos, y cómo construir puertas lógicas básicas como AND, OR, NOT, NAND y NOR usando sólo puertas NAND. Final
El documento contiene reflexiones sobre diferentes temas como la gente que le gusta al autor, la importancia de decir la verdad y no mentir, el amor, la vida como una obra de teatro, el sufrimiento como pérdida de tiempo, recordar que siempre se puede comenzar de nuevo, y citas de autores sobre temas como el perdón, el destino y Dios.
De svenska konsumenterna kommer att näthandla julklappar för 5,4 miljarder i år. Totalt handlar vi för 20,5 miljarder. Det visar rapporten Svenskarnas julklappsinköp 2015 - med uppgifter hämtade från E-barometern Q3.
Las pantallas planas como los televisores LCD y LED se han vuelto cada vez más populares, ya que ofrecen imágenes nítidas en pantallas delgadas y ligeras sin necesidad de tubos de rayos catódicos. Estas pantallas utilizan tecnología de cristal líquido o diodos emisores de luz para mostrar imágenes, lo que las hace más delgadas, ligeras y eficientes energéticamente que los televisores de tubo de rayos catódicos.
Los microconstructores son pequeños robots que pueden construir cosas. El documento habla sobre los roles de los microconstructores y anima a comenzar a construir con un conteo regresivo de 3, 2, 1.
Biochemistry of geo microbes & Biomineralizationsuman verma
This document discusses biomineralization by geomicrobes. It defines biomineralization as a process where living organisms influence mineral precipitation. There are two types: biologically induced mineralization, where minerals nucleate and grow extracellularly due to metabolic byproducts; and biologically controlled mineralization, where microbes exert active control over mineral nucleation and growth within intracellular compartments. Examples given include magnetite formation by magnetotactic bacteria through biologically controlled mineralization within intracellular vesicles. Biomineralization has significance for applications like bioremediation of metal-contaminated water.
Este documento discute os requisitos para reconhecimento de ativos intangíveis segundo a norma contabilística NCRF 6. É explicado que um ativo intangível deve ser reconhecido se satisfizer certos critérios relacionados à geração de benefícios econômicos futuros, controle pelo entidade e mensurabilidade do custo. Também são apresentados exemplos de itens que podem ou não ser considerados ativos intangíveis.
On the-intriguing-occurrence-of-rhinoclemmys-punctularia-daudin-1801-in-coast...racheltrans
The document reports on the discovery of two specimens of the turtle species Aperema punctularia in coastal areas of eastern Rio de Janeiro state, Brazil. This species is typically found in northern Brazil and the discoveries represent a significant range extension. The turtles were found over 1,000 km from the nearest confirmed population, raising questions about whether they represent an invasive species or natural population. Further surveys are needed to understand their origin and occurrence in this region, which underscores the importance of conservation in these threatened coastal habitats.
Legislação indigenista para concurso da FUNAI: Lei-5.371 esquematizada (= Lei de Criação da FUNAI). Confira os cursos para concursos FUNAI aqui: https://www.estrategiaconcursos.com.br/cursosPorConcurso/funai/
1. This document provides information about the "INTRO TO DESIGN - ARC 30205" module, including an overview of its content, objectives, learning outcomes, teaching methods, and assessment criteria.
2. The module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will apply their understanding to 2D and 3D exercises.
3. Assessment will include formative and summative evaluations to assess students' ability to recognize, apply, and explain design elements and principles in simple projects. Students must meet attendance requirements and complete all assessments to pass the module.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to basic design elements and principles through lectures, tutorials, study trips and design projects. Students will learn about the design process and components like sketching and will complete 2D and 3D exercises to demonstrate understanding and application of principles. Assessment includes class participation, presentations, and a final exam. The module aims to help students recognize and apply design elements and principles and explain their use in simple projects.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to basic design elements and principles through lectures, tutorials, study trips and projects. Students will complete exercises applying design elements and principles to demonstrate their understanding. The module aims to help students learn the design process, recognize design components, and apply skills and knowledge to assignments through visual and verbal reports. Upon completing the module, students will be able to identify and apply design elements and principles to simple projects, and explain how they were applied. The module will be delivered through lectures, tutorials, self-study, and students will be assessed through projects and presentations.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
El documento contiene reflexiones sobre diferentes temas como la gente que le gusta al autor, la importancia de decir la verdad y no mentir, el amor, la vida como una obra de teatro, el sufrimiento como pérdida de tiempo, recordar que siempre se puede comenzar de nuevo, y citas de autores sobre temas como el perdón, el destino y Dios.
De svenska konsumenterna kommer att näthandla julklappar för 5,4 miljarder i år. Totalt handlar vi för 20,5 miljarder. Det visar rapporten Svenskarnas julklappsinköp 2015 - med uppgifter hämtade från E-barometern Q3.
Las pantallas planas como los televisores LCD y LED se han vuelto cada vez más populares, ya que ofrecen imágenes nítidas en pantallas delgadas y ligeras sin necesidad de tubos de rayos catódicos. Estas pantallas utilizan tecnología de cristal líquido o diodos emisores de luz para mostrar imágenes, lo que las hace más delgadas, ligeras y eficientes energéticamente que los televisores de tubo de rayos catódicos.
Los microconstructores son pequeños robots que pueden construir cosas. El documento habla sobre los roles de los microconstructores y anima a comenzar a construir con un conteo regresivo de 3, 2, 1.
Biochemistry of geo microbes & Biomineralizationsuman verma
This document discusses biomineralization by geomicrobes. It defines biomineralization as a process where living organisms influence mineral precipitation. There are two types: biologically induced mineralization, where minerals nucleate and grow extracellularly due to metabolic byproducts; and biologically controlled mineralization, where microbes exert active control over mineral nucleation and growth within intracellular compartments. Examples given include magnetite formation by magnetotactic bacteria through biologically controlled mineralization within intracellular vesicles. Biomineralization has significance for applications like bioremediation of metal-contaminated water.
Este documento discute os requisitos para reconhecimento de ativos intangíveis segundo a norma contabilística NCRF 6. É explicado que um ativo intangível deve ser reconhecido se satisfizer certos critérios relacionados à geração de benefícios econômicos futuros, controle pelo entidade e mensurabilidade do custo. Também são apresentados exemplos de itens que podem ou não ser considerados ativos intangíveis.
On the-intriguing-occurrence-of-rhinoclemmys-punctularia-daudin-1801-in-coast...racheltrans
The document reports on the discovery of two specimens of the turtle species Aperema punctularia in coastal areas of eastern Rio de Janeiro state, Brazil. This species is typically found in northern Brazil and the discoveries represent a significant range extension. The turtles were found over 1,000 km from the nearest confirmed population, raising questions about whether they represent an invasive species or natural population. Further surveys are needed to understand their origin and occurrence in this region, which underscores the importance of conservation in these threatened coastal habitats.
Legislação indigenista para concurso da FUNAI: Lei-5.371 esquematizada (= Lei de Criação da FUNAI). Confira os cursos para concursos FUNAI aqui: https://www.estrategiaconcursos.com.br/cursosPorConcurso/funai/
1. This document provides information about the "INTRO TO DESIGN - ARC 30205" module, including an overview of its content, objectives, learning outcomes, teaching methods, and assessment criteria.
2. The module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will apply their understanding to 2D and 3D exercises.
3. Assessment will include formative and summative evaluations to assess students' ability to recognize, apply, and explain design elements and principles in simple projects. Students must meet attendance requirements and complete all assessments to pass the module.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to basic design elements and principles through lectures, tutorials, study trips and design projects. Students will learn about the design process and components like sketching and will complete 2D and 3D exercises to demonstrate understanding and application of principles. Assessment includes class participation, presentations, and a final exam. The module aims to help students recognize and apply design elements and principles and explain their use in simple projects.
This document provides information about the INTRO TO DESIGN module at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to basic design elements and principles through lectures, tutorials, study trips and projects. Students will complete exercises applying design elements and principles to demonstrate their understanding. The module aims to help students learn the design process, recognize design components, and apply skills and knowledge to assignments through visual and verbal reports. Upon completing the module, students will be able to identify and apply design elements and principles to simple projects, and explain how they were applied. The module will be delivered through lectures, tutorials, self-study, and students will be assessed through projects and presentations.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module runs over 18 weeks and aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Assessment includes two projects - the first on nature and the second on the built environment. Students must also complete journal notes and an e-portfolio. The module uses student-centered learning and aims to develop students' skills in areas like critical thinking, problem solving, and communication.
This document outlines the module for Architectural Design Studio 2. The module introduces principles of architectural design through a series of studio projects. Students will learn about spatial composition, site analysis, and translating design concepts into architectural drawings and models. There are three projects of increasing complexity: analyzing architectural precedents, designing a pavilion, and designing weekend lodging. Students will be assessed through coursework, drawings, models and a portfolio demonstrating their skills and knowledge.
This document outlines a module on building materials for a Bachelor of Science in Architecture program. It includes information on instructors, module synopsis, teaching objectives, learning outcomes, assessment components, schedule, and general rules. The key points are:
1. The module aims to inform students about the properties and typical uses of various building materials and their appropriate application and environmental impact.
2. Students will be assessed through projects, tests, and a final exam to evaluate their understanding of different material types, properties, and their effects on construction.
3. The module will be delivered over 12 weeks through lectures, tutorials, and self-study to help students recognize materials, describe their uses, and explain their properties and
This document outlines the module for Architectural Design Studio 1. The module aims to introduce fundamental design methods, principles, and spatial design concepts. Students will complete a series of studio projects exploring self-expression, relationships between the body and space, and designing a dream space for oneself. Assessment includes individual and group projects, with evaluations of design concepts, spatial compositions, and presentation skills. The module aims to help students develop skills in spatial design, application of design elements, and communicating designs visually and verbally.
Design communication [arc 1713] module outline - march 2016Jian Leo
This document outlines the module Design Communication (ARC 1713) which introduces fundamental skills for communicating architectural design through drawings and modeling. The module is 6 credit hours over 14 weeks, consisting of lectures, tutorials, and self-study. Assessment includes on-site sketching, orthographic and perspective drawings, a presentation board integrating with another module, and a portfolio demonstrating learning outcomes and capabilities. The module aims to develop visualization and graphic communication skills needed for design projects.
This document outlines the course requirements for Architecture, Culture and History 1 at the School of Architecture, Building and Design. The course is a 3-credit core module that introduces students to architectural theory through precedent studies. Students will conduct in-depth analyses of historical buildings in groups and individually. Assessments include online discussions, sketch journals, and presentation boards demonstrating understanding of selected buildings' intentions, concepts, and relationships to their contexts. The goal is for students to develop skills in historical and architectural criticism.
This document outlines the grading breakdown and assignment requirements for a psychology course. The grade is determined by 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is an individual journal entry worth 20% of the grade. Assignment 2 is a group comic project worth 10% of the grade. Assignment 3 is the largest assignment, worth 30% of the grade, and consists of creating a 3-5 minute video applying course concepts, writing a 1500 word report, and presenting the video to the class. The assignments require students to apply concepts from class to personal experiences and communicate core ideas through different media like writing, drawing, and filmmaking.
Jean, let's take a break. You've been working non-stop since morning.
Jean: No, I can't. I need to finish this by today. I want to improve myself.
Omar: Come on man, take a break. You'll burn out if you don't rest.
Jean: Okay fine, just for a while. I really want to do well this semester.
Scene 2
Time : 1:00 p.m.
Location : Outside Architecture Studio LVL 3
Actors : Jean, Rachel
Narrator:
While taking a break, Jean bumps into Rachel. He has had a crush on her since the beginning but never had the courage to talk
This document summarizes a story about Jean and discusses several psychological concepts portrayed in the story, including:
1) Jean demonstrates high self-efficacy by believing in himself and working hard despite challenges.
2) Amelisa exhibits the false consensus effect by assuming Rachel shared her views without confirming them.
3) Jean and Rachel experience passionate love as their relationship deepens in the beginning.
4) A lecturer holds stereotypes about Jean as a "bad student" until evidence proves otherwise.
5) Jean's hostile aggression during an argument with Rachel causes him to lose control of a car and have a fatal accident.
Asuna was an overseas student who faced stereotyping and had difficulty making friends. She also fell victim to false consensus bias by neglecting her studies, thinking university was just for fun. After failing exams, the threat of expulsion motivated her to study hard through operant conditioning. With support from family and teachers, Asuna's self-efficacy improved and she passed her second exam. This led to the halo effect, where classmates now saw her as a good student based solely on her results.
Koo Jian Xiang discusses experiences where his initial social perceptions of others based on appearances were incorrect. He assumed an old man in a restaurant was poor based on his clothes, but the man drove off in a Ferrari. He lent his phone to a crying girl who seemed helpless, but she was a thief. He also discusses how rumors at school led others to perceive him negatively despite not knowing him well. He learned not to make assumptions and consider consequences before acting. Intrinsic motivation is discussed, like completing homework to watch cartoons as a child or winning a race for a date, which drove him to achieve goals.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature toy character. It consists of 4 parts where students will research their character, generate design ideas from keywords, investigate what makes a good hanging mobile, and compile their work into a design process journal and portfolio. Students will demonstrate their understanding of the design tasks, include substantive content, and show originality and creativity. Their work will be assessed based on meeting requirements, depth of content, and the quality of the final outcomes.
The document provides instructions for a two-part design project. Part 1 involves groups transforming words into 3D geometric artworks through exploration of shapes, forms, and materials. Students will present their best model. Part 2 tasks individuals with creating a hanging mobile display for a Lego miniature using design elements and principles. It outlines objectives, learning outcomes, tasks, submission requirements, assessment criteria, and a marking rubric for both parts of the project.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
Lung cancer is the leading cause of cancer deaths in Malaysia. There are two main types of lung cancer, and small cell lung cancer has four stages. Tobacco smoking is the main cause of lung cancer, responsible for 60-70% of cases. Lung cancer can be detected through tests like chest x-rays, CT scans, and biopsies. Treatment options include surgery, chemotherapy, radiation therapy, and targeted drug therapies. While smoking is a major risk factor, lung cancer can also be caused by factors like genetic mutations and exposure to radon gas or other air pollutants.
This document is a survey report on understanding of lung cancer among male and female students at Taylor's University. It includes an introduction to lung cancer, the objective of comparing understanding between genders, methodology of distributing surveys to 260 students, statistical analysis of the survey results, and conclusions. The analysis found that female respondents had a slightly better understanding of lung cancer than males, though overall understanding was low. Many were unaware that lung cancer can spread to other organs and that surgery is a primary treatment. The report provides statistics on lung cancer in Malaysia and factors that influence risk.
The document is a scanned receipt from a restaurant in China. It details the date, various food items ordered including rice, noodles, soup, and drinks. The total cost is listed as 108 yuan.
This document provides instructions for a mathematics exercise involving calculating the surface area and volume of an object made of two cylinders and a pyramidal frustum cut out of the center. Students are asked to: 1) Draw the surface area to scale on cardboard, 2) Calculate the total surface area and volume with clear work shown, 3) Construct a model of the object, and 4) Upload their work and write a reflective essay on the exercise and learning outcomes.
This document defines and provides properties of various quadrilaterals:
- A quadrilateral is a four-sided polygon with four interior angles summing to 360 degrees. Types include squares, rectangles, parallelograms, rhombuses, kites, and trapezoids.
- Rectangles have opposite parallel sides of equal length and right angles. The perimeter of a rectangle is the sum of its sides, and its area is length multiplied by width.
- Squares are rectangles with all sides of equal length. The perimeter and area formulas are the same but use only one side length.
- Parallelograms have opposite parallel sides of equal length and opposite interior angles that sum to 180 degrees. The
This document is a research report submitted by 5 students - Tan Min Chuen, Chang Huey Yi, Muhammad A'ameer Mohd A'aseem, Ng Kwang Zhou, and Koo Jian Xiang - on hair salons. It includes sections on the history of hairdressing trades, descriptions of two hair salons called Eroma Hair Salon and Vogue Unisex Salon, a comparative analysis of the salons, recommendations, and references. The group divided roles with Tan focusing on history of trades, Ng on business descriptions, Muhammad on comparative analysis, Chang on similarities and differences, and Koo on conclusion and recommendation.
This document provides a compare and contrast essay analyzing the action comedy films Austin Powers in Goldmember and Red 2. It discusses differences in their cinematography, characters, and plots. Austin Powers uses more medium and long shots with green screen effects, while Red 2 features action camera sequences and realistic CGI. The main characters also differ significantly - Austin Powers is a parody of James Bond while Frank Moses is a serious former spy. Their plots also take different levels of unexpected turns with different climaxes. Both films fall under the genre of action comedy, which combines humor and action.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Module outline ITD
1. INTRO TO DESIGN - JAN 2015 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module: INTRODUCTION TO DESIGN – ARC 30205
Prerequisite: None
Credit Hours: 5
Instructor: Ms Delliya Mohd Zain (Delliya.MohdZain@taylors.edu.my),
Ms Shazreene Shamsuddin (ShazreeneNurjanna.Shamsuddin@taylors.edu.my)
Module Synopsis
Students will undergo series of lectures, tutorial and study trips that inform the basic elements of design and how
they can be applied through the understanding of principle of design. Students will become familiar with the use
of design principle in developing their design projects. Students will be given 2 and 3 dimensional design projects
to develop their skills and understanding of the subject matter. The subject can be divided into three sections:
Design Elements, Principles of Design and Development of Work. Students will complete a series of 2 and 3
dimensional design exercises to demonstrate their understanding and skill in recognizing and applying the
principles.
Module Teaching Objectives
The objectives of this module are to encourage the student:
1.To learn the design process and design components such as sketching, drawing conventions, observation,
investigation and production of presentation.
2.To form a comprehensive understanding of the basic principles, elements and design process at an
appropriate level.
3.To apply skills and basic knowledge acquired to a range of assignments, to which they will be required to
deliver visual and verbal reports, production of presentation, observation, and gathering of information
Module Learning Outcomes
Upon successful completion of this module, students will be able to:
1. To recognize and identify design elements and design principles.
2. To apply the design elements and design principles in simple projects.
3. To be able to explain the application of basic design elements and design principles in simple projects.
4. To be familiar with the design process, investigation, observation and interpretation in simple projects
Modes of Delivery
This is a 5 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the form of
lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as follows:
Lecture: 2 hours per week
Tutorial: 3 hours per week
Self-directed study: 7 hours per week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
Times and FB group will be used as a communication tool and information portal for students to access module
materials, project briefs, assignments and announcements.
2. INTRO TO DESIGN - 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.
1,2,3,4
1.2
Understand ethical issues in the context of the field of study.
1,2,3,4
Cognitive Capabilities
2.0 Lifelong Learning
2.1
Locate and extract information effectively.
-
2.2
Relate learned knowledge to everyday life.
-
3.0 Thinking and Problem Solving Skills
3.1
Learn to think critically and creatively.
1,2,3,4
3.2
Define and analyse problems to arrive at effective solutions.
1,2,3,4
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. 1,2,3,4
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team. -
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant. -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
3. INTRO TO DESIGN - 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. INTRO TO DESIGN - 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 –
Elements & Principles
Individual 10%
+ Group 20%
1
Week 4&9 Week 8 30%
Final Project – Project 2
2D – 3D
Group 15% +
Individual 25%
2,3 Week 13 &
18
Week 18 40%
Design Process Journal Individual
4 Every 4
weeks
- 20%
E-Portfolio Individual All Study Week - 10%
100%
5. INTRO TO DESIGN - JAN 2015 5 | P a g e
Assessment Components
1. Project One (Elements & Principles) – TEN ART WORK
– Sketching Elements & 2D Art Work (Group + Individual)
This introduction project is created for the students to understand the basic design elements and design
principles. The first part will be about observing existing design elements and principles in nature and the built
environment. Students are required to show their understanding through sketches and diagrams. The
second part students will focus on design principles and compositions by making a series of art works using
small daily items.
2. Final Project (2D to 3D) – THE HANGING MOBILE DISPLAY STRUCTURE
– The Hanging Mobile Display Structure for The Miniature Lego Character (Group + Individual)
The aim of Project Two is for the students to learn the transformation from 2D elements to 3D element. The
first part students will be playing with the shapes, form, colors, and materials and transforming it into a 3D art
piece to suite a certain given word or phrase. The second part students will create a hanging structure to
display their miniature Lego character.
3. The Journal
- Design Process Journal (individual)
The aim of the “The Journal” is as a medium for students to record ideas process, information, their
investigation and references. Students will also be given a topic base on topic of in this module. Mind maps,
sketches, scribbles, design process, diagrams, magazine/paper cuts are examples of items that will be
placed in the Design Process Journal. There will be a final compilation submission that includes a hard
copy portfolio.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an ePortfolio, a web-based portfolio in the form of a personal academic blog. The
ePortfolio is developed progressively for all modules taken throughout Semesters 1 AND 2, and must
encapsulates the acquisition of Module Learning Outcome, Programme Learning Outcomes and Taylor’s
Graduate Capabilities, and showcase the distinctiveness and identity of the student as a graduate of the
programme.
6. INTRO TO DESIGN - 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. INTRO TO DESIGN - JAN 2015 7 | P a g e
Module Schedule
Date Topic Lecture
Hours
Tutorial
Hours
Blended
Learning
W1 6/8
7/8
Lecture 01: Intro to Design Introduction (DMZ)
Release Project One A Brief – grouping
Take home worksheet - download
1 - -
W2 13/8
14/8
Lecture 02: Introduction to Element & Principles of
Design (DMZ)
Site Visit : KLCC PARK
2
2
2
W3 20/8
21/8
Lecture 03: Elements of Design & Diagrams (DMZ)
DPJ 01 Brief
Tutorial: Project 1A – Sketching
2 2 2
W4 27/8
28/8
Lecture 04: Principles of Design in Detail Part 1 (DMZ)
Project One Part B – Brief
Tutorial: Project 1A - Sketching
4 4 2
W5
Date
3/9
4/9
Lecture 05: Principles of Design in Detail Part 2 (DMZ)
PROJECT ONE A – SUBMISSION FRIDAY 4/9
2 2
2
Digital upload
of P1A
W6 10/9
11/9
Lecture 06: Composition (REENE)
DPJ 02 Brief
Tutorial: Project 1B
+ DPJ 01 Submission
2 2
2
Digital upload
of DPJ 01
W7 17/9
18/9
Lecture 07: Gestalt & CRAP & Grids (REENE)
Tutorial: Project 1B 2 2 2
W8 24/9
25/9
Lecture 07: Intro to Design Process & Architecture
Forms (DMZ)
Project Two Part A – Brief
Tutorial: Project 1B
2 2 2
W9 1/10
2/10
No Lecture – Use time for Project One B Submission
PROJECT ONE B – Presentation & Submission 2 2
2
Digital upload
of P1B
W10 8/10
9/10
Lecture 09: 3D Forms and transformation (REENE)
+ DPJ 02 Submission
Tutorial: Part One
2 2
2
Digital upload
of DPJ 02
W11 15/10
16/10
Lecture 09: Model Making and 3D Form (REENE)
Tutorial: Part Two 2 2
2
8. INTRO TO DESIGN - JAN 2015 8 | P a g e
W12 22/10
23/10
Lecture 10: What Is Design & What Makes a Good
Design (User Centered Experience Design) (REENE)
Tutorial: Part Three
2 2 2
Digital upload
of P2A
W13 29/10
30/10
Lecture 11: Design – Design approach (DMZ)
FINAL PROJECT PART A – PRESENTATION
2 2
2
W14 5/11
6/11
Lecture 12: Design – Presentation & Drawings (DMZ)
+ PORTFOLIO BRIEF (DPJ 04)
Tutorial: Pin Up Tutorial Session
+ DPJ 03 Presentation
2 2
2
Digital upload
of DPJ 03
DEEPAVALI BREAK 9th-13th November
W15 19/11
20/11
Lecture 14: Model Making & Exhibition (REENE)
Tutorial: Pin Up Tutorial Session
2 2
2
W16 26/11
27/11
Lecture 14: Design & Architecture (DMZ)
Tutorial: Pin Up Tutorial Session
2 2
2
W17 3/12
4/12
Lecture 15: Design & Architecture (DMZ)
Tutorial: INTERIM SUBMISSION – SHOW
DRAWINGS & MODEL
2 2
2
W18 10/12 Final Project Presentation and Submission
- -
2
EXAM
WEEK
The Design Process Journal Compilation
& TGC E-Portfolio Submission - -
Digital upload
of FP
Digital upload
of ePortfolio
Note: The Module Schedule above is subject to change at short notice.
References
Primary:
1. Hashimoto, Alan, 2003. Visual Design Fundamentals : A Digital Approach, Charles River Media / Cengage
Learning
2. Lupton, Ellen Phillips, Jennifer Cole, 2008. Graphic Design : The New Basics, Princeton Architectural Press
3. Greet Hannah, Gail, 2002. Elements of Design : Rowena Reed Kostellow and the Structure of Visual
Relationships, Princeton Architectural Press
4. Davies, Jo Duff, Leo, 2005. Drawing – The Process, Intellect Ltd.
5. Mike, W. Lin, 1993. Drawing and Designing With Confidence: A Step-By-Step Guide, John Wiley & Sons Inc
6. Ching, Francis D.K., 2002. Architecture: Form, Space and Order, Van Nostrand Reinhold.
7. Ching, Francis D.K., 2000. Drawing: A Creative Process, John Wiley & Sons, Inc, New York.
Secondary:
8. Wilson, Arnold, 2010, , Photographing Pattern and Design in Nature, A & C Black
9. de Sausmarez, F, 1983. Basic Design: the Dynamics of Visual Form, Rev. ed., London, Herbert.
9. INTRO TO DESIGN - JAN 2015 9 | P a g e
10. Lawson, Bryan, “How Designer Think: The Process Demystified”, Bryan Lawson, Architectural Press, London
1980.
11. Lawson, Bryan, 2004. What Designers Know, Architectural Press
12. Richards, James, Wiley. Freehand Drawing and Discovery : Urban Sketching and Concept Drawing for
Designers, Wiley 13. Garner, Steve, 2008. Writing on Drawing : Essays on Drawing Practice and Research,
Intellect Ltd.