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 outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% that incorporates 5 concepts into a storyline. Assignment 3 has 3 parts worth 30%: a 3-5 minute video clip incorporating class concepts, a 1500 word written report explaining the concepts in the clip, and a presentation of the clip to the class. Tests 1 and 2 are each worth 15% and the e-portfolio is worth 10%.
The document summarizes a service learning project completed by Shepherd University students at the Harpers Ferry Job Corps program. The Job Corps program focuses on training young adults for the global economy through vocational training and academic instruction. Shepherd University students spent 10 hours tutoring and interacting with Job Corps students. The Job Corps program aims to provide social, economic, and political opportunities for at-risk youth through education. It strives to create well-rounded, productive community members and citizens. The author learned about flexibility in teaching and gained insight into challenges facing students from underprivileged backgrounds.
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 outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% that incorporates 5 concepts into a storyline. Assignment 3 has 3 parts worth 30%: a 3-5 minute video clip incorporating class concepts, a 1500 word written report explaining the concepts in the clip, and a presentation of the clip to the class. Tests 1 and 2 are each worth 15% and the e-portfolio is worth 10%.
The document summarizes a service learning project completed by Shepherd University students at the Harpers Ferry Job Corps program. The Job Corps program focuses on training young adults for the global economy through vocational training and academic instruction. Shepherd University students spent 10 hours tutoring and interacting with Job Corps students. The Job Corps program aims to provide social, economic, and political opportunities for at-risk youth through education. It strives to create well-rounded, productive community members and citizens. The author learned about flexibility in teaching and gained insight into challenges facing students from underprivileged backgrounds.
The Red Scares of the early 20th century arose from fears of communism in the United States. The first Red Scare followed World War 1 and was exacerbated by labor strikes by coal miners seeking better conditions. Government officials exaggerated the threat of communism to crack down on unions and reformers. The second Red Scare occurred after World War 2 during the Cold War, led by Senator Joseph McCarthy making unsupported claims about communists in the government. Both Red Scares saw civil liberties infringed through false accusations and brutality, motivated by desires to protect capitalism and quash political dissent rather than actual threats of communist takeover.
The document appears to be about Click Pps Series and Celebi Group but provides no other details. It contains only gibberish characters and company names without any meaningful or essential information that could be summarized in 3 sentences or less.
PGPM with total 4.2 year experience, where currently 1.10 year experience in Wipro Limited for KYC & AML under Corporate Investment Banking (J.P. Morgan Client) and 2.4 years in IndusInd Bank Ltd for KYC & Credit Portfolio under retail banking.
Karten selbst gestalten und bestellen bei MyCardsShopMyCardShop
In nur wenigen Klicks zu Karten, die zu Euch passen: Bei MyCardShop könnt Ihr Hochzeitskarten, Babykarten und viele weitere Anlasskarten selber machen. Vier simple Schritte - und schon ist Eure Hochzeitseinladung, Foto-Dankeskarte, Taufeinladung oder Geburtseinladung ganz nach Euren Vorstellungen erstellt und selbst gestaltet.
El documento describe la tradición mexicana del Día de Muertos. Durante este día, las familias mexicanas visitan las tumbas de sus seres queridos en los cementerios, limpian y decoran las lápidas con flores y velas. También construyen altares en sus casas dedicados a los difuntos, llenos de objetos y comida que les gustaba. El Día de Muertos tiene sus orígenes en las celebraciones prehispánicas de honrar a los muertos, aunque fue influenciado por las tradiciones católic
The document discusses the River Yamuna in Delhi, India. It provides background on the river, including its cultural and religious significance. It then describes the current poor conditions of the Yamuna, particularly in Delhi, due to pollution from wastewater and industrial discharges. Key sources of pollution are identified as domestic sewage and waste entering the river from various drains. The document outlines government initiatives to clean up the Yamuna but notes that successful efforts will require greater public involvement and participation.
The Roaring Twenties - Hamish Blakely, Paintingsmaditabalnco
Blakely was born in 1968 in Canterbury, England where he developed an early interest in art. He studied illustration in college and became a professional illustrator after graduating. His clients included major companies and he was selected to illustrate two book covers for famous author Thomas Keneally.
El documento presenta una variedad de temas relacionados con la ciencia y la tecnología, incluyendo drones, volcanes submarinos, dinosaurios, el esqueleto humano y la Luna. También incluye artículos sobre temas como terremotos, la nube, cómo funciona el esmalte de uñas magnético y cocinas solares. El documento proporciona información diversa sobre descubrimientos científicos, tecnología e historia natural.
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.
The Red Scares of the early 20th century arose from fears of communism in the United States. The first Red Scare followed World War 1 and was exacerbated by labor strikes by coal miners seeking better conditions. Government officials exaggerated the threat of communism to crack down on unions and reformers. The second Red Scare occurred after World War 2 during the Cold War, led by Senator Joseph McCarthy making unsupported claims about communists in the government. Both Red Scares saw civil liberties infringed through false accusations and brutality, motivated by desires to protect capitalism and quash political dissent rather than actual threats of communist takeover.
The document appears to be about Click Pps Series and Celebi Group but provides no other details. It contains only gibberish characters and company names without any meaningful or essential information that could be summarized in 3 sentences or less.
PGPM with total 4.2 year experience, where currently 1.10 year experience in Wipro Limited for KYC & AML under Corporate Investment Banking (J.P. Morgan Client) and 2.4 years in IndusInd Bank Ltd for KYC & Credit Portfolio under retail banking.
Karten selbst gestalten und bestellen bei MyCardsShopMyCardShop
In nur wenigen Klicks zu Karten, die zu Euch passen: Bei MyCardShop könnt Ihr Hochzeitskarten, Babykarten und viele weitere Anlasskarten selber machen. Vier simple Schritte - und schon ist Eure Hochzeitseinladung, Foto-Dankeskarte, Taufeinladung oder Geburtseinladung ganz nach Euren Vorstellungen erstellt und selbst gestaltet.
El documento describe la tradición mexicana del Día de Muertos. Durante este día, las familias mexicanas visitan las tumbas de sus seres queridos en los cementerios, limpian y decoran las lápidas con flores y velas. También construyen altares en sus casas dedicados a los difuntos, llenos de objetos y comida que les gustaba. El Día de Muertos tiene sus orígenes en las celebraciones prehispánicas de honrar a los muertos, aunque fue influenciado por las tradiciones católic
The document discusses the River Yamuna in Delhi, India. It provides background on the river, including its cultural and religious significance. It then describes the current poor conditions of the Yamuna, particularly in Delhi, due to pollution from wastewater and industrial discharges. Key sources of pollution are identified as domestic sewage and waste entering the river from various drains. The document outlines government initiatives to clean up the Yamuna but notes that successful efforts will require greater public involvement and participation.
The Roaring Twenties - Hamish Blakely, Paintingsmaditabalnco
Blakely was born in 1968 in Canterbury, England where he developed an early interest in art. He studied illustration in college and became a professional illustrator after graduating. His clients included major companies and he was selected to illustrate two book covers for famous author Thomas Keneally.
El documento presenta una variedad de temas relacionados con la ciencia y la tecnología, incluyendo drones, volcanes submarinos, dinosaurios, el esqueleto humano y la Luna. También incluye artículos sobre temas como terremotos, la nube, cómo funciona el esmalte de uñas magnético y cocinas solares. El documento proporciona información diversa sobre descubrimientos científicos, tecnología e historia natural.
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.
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 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:
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Module outline itd dmzjan2015
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.