This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments. Upon completing the module, students will be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
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.
This document discusses the problem of lost or stolen USB drives containing valuable data and the need for improved encryption methods. It introduces CLAPE as a software that aims to combine the advantages of hardware and software encryption by allowing users to easily encrypt or decrypt files and folders across local and cloud drives with strong 1024-bit encryption, faster speeds than other software, and additional security and recovery features.
This certificate certifies that Leon S. Dixon Jr. successfully completed the Lean Office and Service Certificate Program at the University of Michigan College of Engineering Integrative Systems + Design. The certificate is signed by the ISA Director Edward C. Bordas and dated May 22, 2015.
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.
This document discusses the problem of lost or stolen USB drives containing valuable data and the need for improved encryption methods. It introduces CLAPE as a software that aims to combine the advantages of hardware and software encryption by allowing users to easily encrypt or decrypt files and folders across local and cloud drives with strong 1024-bit encryption, faster speeds than other software, and additional security and recovery features.
This certificate certifies that Leon S. Dixon Jr. successfully completed the Lean Office and Service Certificate Program at the University of Michigan College of Engineering Integrative Systems + Design. The certificate is signed by the ISA Director Edward C. Bordas and dated May 22, 2015.
Pratyush has over 2 years of experience in infrastructure support and Windows administration. He has worked extensively with Windows Server 2003-2012 R2, Exchange Server 2010/2013, Office 365, Hyper-V, and monitoring tools like Nagios, HPSM, HPBSM. Currently pursuing an MCA, he holds certifications in Windows Server 2012 R2 and has experience managing Active Directory, DNS, DHCP, backups, and virtual environments.
The British Board of Film Classification (BBFC) was established in 1912 by the film industry and local authorities to classify films shown in cinemas. The BBFC, originally called the British Board of Film Censors, is a non-governmental organization funded by the film industry that is responsible for the age ratings of films shown in the UK. Films are given ratings of Universal, PG, 12A, 12, 15, or 18 based on the increasing level of mature content around themes, language, violence, sex, and drug use.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Este documento describe el proyecto "Vivir en Red" que busca fomentar el emprendimiento y el empleo a través de las nuevas tecnologías. Los centros Guadalinfo de varias ciudades andaluzas y otras organizaciones colaborarán para crear un espacio virtual que conecte a empresarios, desempleados y personas interesadas en intercambiar servicios, así como programas de apoyo a emprendedores.
Lisa McGirr's book examines the rise of the American conservative movement through the lens of Orange County, California. She argues that a strong grassroots conservative movement emerged from suburban communities in Orange County in response to social changes in the 1960s and fears over big government. Key figures like Barry Goldwater and Ronald Reagan helped spread these ideas nationally through their rhetoric and politics. According to McGirr, the mobilization of everyday suburban residents concerned with issues like property rights, individualism, and anti-communism was most responsible for transforming the Republican party into a nationally prominent conservative force.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and places of interest, then design a timeline and series of 10 postcards to educate others on the historical, architectural, and social connections. The assignment requires literature research, a timeline, a postcard series with packaging, an eportfolio, and a 1-minute video montage to document the project.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
Krista Kyker wants to become a teacher like her mother to help mold children into productive members of society. She watched her mother pursue her teaching career and master's degree while raising a family. Through helping teach her own children, Kyker realized she enjoyed facilitating learning. She believes key characteristics of teaching include humility, stability, empathy, unbiased thinking, and driving students to achieve their goals. Kyker's goal is to provide security and direction for children lacking it at home through a quality education.
There are many pre-workout supplements on the market that claim to boost energy and focus for your workouts. However, most effective pre-workouts contain a balanced blend of caffeine, beta-alanine, and other stimulants to safely elevate your heart rate and increase muscle endurance without risk of jitters or crashes. Choosing a high-quality pre-workout with clinically effective doses of proven ingredients can help you power through tough workouts.
Este documento resume la realidad virtual, incluyendo su definición como un entorno generado por computadora que crea la sensación de inmersión, sus ventajas como aprender habilidades y simular situaciones peligrosas, e influencia a través de videojuegos. También cubre proyectos a gran escala, la historia de la realidad virtual y proyectos actuales como una plataforma móvil para ferias usando realidad aumentada.
"el de aguadas" - Apropiación Social del conocimientojmachuca
El documento contiene 20 líneas repetidas de la dirección web www.propiedadpublica.com.co, proporcionando información sobre una página web relacionada con propiedades públicas.
WiMAX (Worldwide Interoperability for Microwave Access) is a wireless technology that provides broadband connections over long distances. It can deliver last mile wireless broadband as an alternative to cable and DSL. WiMAX uses OFDMA technology which utilizes multiple subcarriers to transmit wide bandwidth signals efficiently. It has further evolved through several IEEE 802.16 standards to support higher data rates and frequencies. WiMAX has a longer range than Wi-Fi, with expected speeds between 1-100 Mbps for fixed and mobile use. It is being deployed worldwide for various applications and paving the way for 5G networks in the future.
National Geographic Best Travel Photos 2015 Editor's Favorite Imagesmaditabalnco
This document appears to be a collection of photographs from around the world submitted for a "Best Travel Photos of 2015" contest. It features over 30 photographs from various locations spanning multiple continents, including landscapes, cultural events, wildlife, and cities. The photos provide a glimpse into diverse places and peoples in countries such as China, Iceland, Brazil, India, Chile, Spain, New Zealand, Cuba, South Africa, and the United States.
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.
Pratyush has over 2 years of experience in infrastructure support and Windows administration. He has worked extensively with Windows Server 2003-2012 R2, Exchange Server 2010/2013, Office 365, Hyper-V, and monitoring tools like Nagios, HPSM, HPBSM. Currently pursuing an MCA, he holds certifications in Windows Server 2012 R2 and has experience managing Active Directory, DNS, DHCP, backups, and virtual environments.
The British Board of Film Classification (BBFC) was established in 1912 by the film industry and local authorities to classify films shown in cinemas. The BBFC, originally called the British Board of Film Censors, is a non-governmental organization funded by the film industry that is responsible for the age ratings of films shown in the UK. Films are given ratings of Universal, PG, 12A, 12, 15, or 18 based on the increasing level of mature content around themes, language, violence, sex, and drug use.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Este documento describe el proyecto "Vivir en Red" que busca fomentar el emprendimiento y el empleo a través de las nuevas tecnologías. Los centros Guadalinfo de varias ciudades andaluzas y otras organizaciones colaborarán para crear un espacio virtual que conecte a empresarios, desempleados y personas interesadas en intercambiar servicios, así como programas de apoyo a emprendedores.
Lisa McGirr's book examines the rise of the American conservative movement through the lens of Orange County, California. She argues that a strong grassroots conservative movement emerged from suburban communities in Orange County in response to social changes in the 1960s and fears over big government. Key figures like Barry Goldwater and Ronald Reagan helped spread these ideas nationally through their rhetoric and politics. According to McGirr, the mobilization of everyday suburban residents concerned with issues like property rights, individualism, and anti-communism was most responsible for transforming the Republican party into a nationally prominent conservative force.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and places of interest, then design a timeline and series of 10 postcards to educate others on the historical, architectural, and social connections. The assignment requires literature research, a timeline, a postcard series with packaging, an eportfolio, and a 1-minute video montage to document the project.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
Krista Kyker wants to become a teacher like her mother to help mold children into productive members of society. She watched her mother pursue her teaching career and master's degree while raising a family. Through helping teach her own children, Kyker realized she enjoyed facilitating learning. She believes key characteristics of teaching include humility, stability, empathy, unbiased thinking, and driving students to achieve their goals. Kyker's goal is to provide security and direction for children lacking it at home through a quality education.
There are many pre-workout supplements on the market that claim to boost energy and focus for your workouts. However, most effective pre-workouts contain a balanced blend of caffeine, beta-alanine, and other stimulants to safely elevate your heart rate and increase muscle endurance without risk of jitters or crashes. Choosing a high-quality pre-workout with clinically effective doses of proven ingredients can help you power through tough workouts.
Este documento resume la realidad virtual, incluyendo su definición como un entorno generado por computadora que crea la sensación de inmersión, sus ventajas como aprender habilidades y simular situaciones peligrosas, e influencia a través de videojuegos. También cubre proyectos a gran escala, la historia de la realidad virtual y proyectos actuales como una plataforma móvil para ferias usando realidad aumentada.
"el de aguadas" - Apropiación Social del conocimientojmachuca
El documento contiene 20 líneas repetidas de la dirección web www.propiedadpublica.com.co, proporcionando información sobre una página web relacionada con propiedades públicas.
WiMAX (Worldwide Interoperability for Microwave Access) is a wireless technology that provides broadband connections over long distances. It can deliver last mile wireless broadband as an alternative to cable and DSL. WiMAX uses OFDMA technology which utilizes multiple subcarriers to transmit wide bandwidth signals efficiently. It has further evolved through several IEEE 802.16 standards to support higher data rates and frequencies. WiMAX has a longer range than Wi-Fi, with expected speeds between 1-100 Mbps for fixed and mobile use. It is being deployed worldwide for various applications and paving the way for 5G networks in the future.
National Geographic Best Travel Photos 2015 Editor's Favorite Imagesmaditabalnco
This document appears to be a collection of photographs from around the world submitted for a "Best Travel Photos of 2015" contest. It features over 30 photographs from various locations spanning multiple continents, including landscapes, cultural events, wildlife, and cities. The photos provide a glimpse into diverse places and peoples in countries such as China, Iceland, Brazil, India, Chile, Spain, New Zealand, Cuba, South Africa, and the United States.
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 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.
Micro site analysis group 8 (1).compressedAlexis Wei
The document lists several landmarks and historical sites in Klang, Malaysia including Kuil Sri Nagara, Stesen KTM Klang, Gedung Raja Abdullah, Masjid India Klang, Little India Klang, Chennai Silk Palace, Istana Alam Shah, and the Royal Klang Club. It also mentions the Chennai Silk Palace and Royal Gallery of Sultan Abdul Aziz as examples of adaptive reuse and repurposing of heritage buildings.
The document discusses how past architecture can be incorporated into modern society. It argues that society's changing perspectives allow for reevaluating what designs are considered beautiful. While some past designs may not directly apply today, improving and adapting them can better allow their incorporation. Developing social goals and legal solutions that identify with and appreciate past designs can influence trends to make the future more sensitive to old architecture. The most effective way to include past architecture is through cultural and social influences that introduce procedures respecting both history and current needs.
The document provides information about Geographer Café located in Melaka, Malaysia. It discusses the history and building owners of the café. Floor plans, elevations, and other drawings of the building are included. An analysis of the site context and surrounding area is presented, covering socio-cultural festivals, activities, and the rebirth of nearby Jonker Street. Architectural features of the café such as its eclectic style incorporating Chinese, Dutch, French and Portuguese influences are described.
The document discusses issues and challenges related to architectural conservation in Malaysia. It examines common issues like environmental, organizational, human, financial, and technical challenges. Organizational issues include opposing conservation philosophies, confusing laws and guidelines, and a lack of standardized conservation methods. Case studies compare conservation approaches in Penang and Klang, finding that street art is poorly maintained in Klang due to neglect. UNESCO, the National Heritage Department, and non-profits help support conservation, but face challenges of standardized implementation and public awareness. Overall, the document aims to understand conservation issues in Malaysia and identify solutions through comparative analysis.
The document provides details on the design and construction of a temporary bus shelter by a group of 6 students. It includes 3 mock designs that were considered before settling on a final design. The final design is a composite timber and steel structure with a sloped roof to protect passengers from rain and sun. Technical drawings and construction details are provided for the foundation, flooring, walls, seating, columns, beams, and roof. A variety of materials including timber, steel, and polycarbonate sheeting were selected to provide strength and durability while withstanding tropical weather conditions.
The document provides an analysis of the Telekom Tower building in Kuala Lumpur, Malaysia. It includes fast facts about the building, its history and architect. The analysis covers the building's site context, accessibility, climate response and relationships to surroundings. It examines the architectural layout including floor plans, elevations, sections and circulation. It also analyzes the building style, elements, and compares it to another building. In summary, the document provides a comprehensive analysis of the design, construction and context of the iconic Telekom Tower skyscraper in Kuala Lumpur.
The document discusses the preliminaries work for a construction project, including earthwork activities like topsoil excavation and earth excavation using the cut and fill method to achieve the desired site topography. It also covers the important process of setting out, which involves transferring measurements and positions from design drawings onto the construction site by marking lines and pegs to accurately locate foundations and trenches. Proper preliminaries work is crucial for smoothly executing subsequent construction stages.
1. The document provides site plans and diagrams for a botanical garden tower located in Shah Alam, Malaysia.
2. Key details include the location of the tower at the highest point offering panoramic views, its tree-like structure made of wood and concrete, and functions like an observation area.
3. Challenges are discussed like the steep terrain and need for drainage given heavy rains, as well as ensuring the tower's stability due to weathering of wooden materials over time.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and religious places, and design a timeline and series of 10 postcards to educate others on the historical, architectural, and social connections. The assignment requires literature research, a timeline, a postcard series with packaging, an eportfolio, and a 1-minute video montage to document the project.
This document provides the guidelines and requirements for Project 2 of the Culture & Civilization course. The project involves examining the similarities and differences between Eastern and Western civilizations through researching and analyzing specific timelines.
Students must work in groups to create a visual timeline showing important elements of the given civilization. They will then select an important plot from the timeline to perform for assessment. Individually, students must study a chosen character in detail and demonstrate their understanding through a journal.
The group submission involves a 20-minute performance of a scene from the timeline as well as an A4 report documenting their research. Individual submissions are an A5 journal booklet exploring their character and late submissions will result in reduced marks.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments. Upon completing the module, students will be able to recognize and apply design elements and principles, explain their application, and be familiar with the design process. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This project requires students to research their family's genealogy and culture. Working in groups of two, students must create a graphical timeline with family tree, and an infographic board highlighting their family's culture and traditions. Individually, each student must produce an A5 booklet on their family's culture. The timeline, infographic, and booklet should include images and text to represent the topics. Students will also record an 8-minute interview and research video. All works must be hand drawn or collaged, with sources cited. The final submission is due on August 27th, 2015 at LT 7 at 11am. Late submissions will result in point deductions.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines an oral presentation assignment for a course on effective public communication. Students must work in groups of 6-8 and present for 25 minutes on an analysis of two different businesses. They must describe the background, competitors/challenges, business nature/strategies, and recommendations for the future of each business. Students will be assessed on their understanding of the task, content quality, organization, use of references, and grammar. The presentation is due on November 23rd, along with a soft copy of materials and a cover page with the required information.
The document discusses several mural art projects in Malaysia. It describes murals painted along the Melaka River that depict historical scenes from Malacca's past to enhance the city's culture. It also discusses the Laman Seni project which transformed back alleys in Shah Alam through street art to make the areas more attractive. Several murals featured include ones of Hang Tuah, dancing Dutch people, and expressions to provoke different interpretations. The murals aimed to beautify public spaces and engage communities through visual storytelling and creative placemaking.
This document outlines an oral presentation assignment for a course on Effective Public Communication. Students will work in groups of 6-8 people to research and present for 15-20 minutes on analyses of mural paintings or steel artwork. Each group must analyze the artist's background, describe two artworks, and identify 5 communication concepts within them. Students must submit a soft copy of their presentation and cover page with their group members' names by the due date of November 16, 2015. The presentation will be assessed based on understanding the brief, content relevance, organization, use of references, and grammar.
This document outlines an assignment for a photo blog for a class on effective public communication. Students will work in groups of 5-6 and choose a location to focus on through 25-30 photos with 20-30 word captions each on topics like people, food, activities, and cultural buildings. The assignment aims to analyze communication and cultural differences. Students will be assessed on their understanding of the brief, content and organization, use of references, and grammar. The due date is October 12, 2015.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. A student-centered learning approach is used to encourage active participation.
This document contains information about the final project for a social psychology class. It includes the names of the group members and provides a storyline and descriptions of the characters for a video they created applying several social psychology concepts. The concepts explored in the video include passionate love, first impressions, sexism, aggression, the mood of an audience on persuasion, and the cost-benefit model of helping. The video portrays the relationship of a couple and how outside factors influenced their interactions.
Alexis was sitting on her bed scrolling through her phone. She came across a picture of her and Prem together. She started crying again.
Scene 6:
Date: 27 November 2015
Time: 12.15pm
Location: Prem's hostel
Actor/Actress: Prem, Christine
Props: N/A
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This 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.
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.