This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture fundamentals including theories, principles, and real-world applications. Students will study landscape concepts, terminology, hardscape and softscape elements, graphics, and basic constructions. The module aims to help students recognize different landscape types, explain landscape's role in sustainability, and apply basics of landscape projects, regulations, and maintenance. Students will be assessed through projects, presentations, and an e-portfolio demonstrating their learning outcomes and graduate capabilities.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
The document provides information about a module called "Constructed Landscape" offered at Taylor's University. It includes 3 key points:
1. The module introduces students to landscape architecture through theories, principles, and real world applications to prepare them with fundamental knowledge in the field.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects through lectures, tutorials, presentations, field trips and discussions.
3. Students will be assessed through participation, a portfolio, and are expected to demonstrate the ability to recognize landscape elements, explain the role of landscape in sustainability, and apply basics of landscape projects.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
The document provides information about a module called "Constructed Landscape" offered at Taylor's University. It includes 3 key points:
1. The module introduces students to landscape architecture through theories, principles, and real world applications to prepare them with fundamental knowledge in the field.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects through lectures, tutorials, presentations, field trips and discussions.
3. Students will be assessed through participation, a portfolio, and are expected to demonstrate the ability to recognize landscape elements, explain the role of landscape in sustainability, and apply basics of landscape projects.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about bak kut teh, a Chinese dish of pork ribs soup, and describes several bak kut teh restaurants in Malaysia. It discusses the origins and varieties of bak kut teh, then profiles three restaurants - Hock Chew in Batu Pahat, Swee Xiang in Klang, and their histories, owners, menus, and competitors. The restaurants employ different strategies like fair pricing and fresh food. While they offer similar side dishes, they differ in aspects like start-up costs, use of technology, and staffing.
This document outlines an assignment for an English class to write a compare and contrast essay on two selected movie genres. Students must choose between action-comedy films or animated films, research the genre, view example movies, and write a 6 paragraph essay comparing or contrasting elements of the two films. The essay must be 600-1000 words and follow APA style for citations and referencing. A draft is due for review before the final submission deadline of September 28th. The assignment aims to help students understand film genres and demonstrate their ability to analyze, synthesize and communicate ideas about two films in an academic essay.
Acc30205 basic accounting assignment august 2015Lee Fong Yen
This document outlines an assignment for a basic accounting course to analyze financial ratios for publicly traded companies. Students will form groups and select a company in the property or construction sector. They will analyze the company's annual reports from 2012-2013 to calculate ratios and interpret the results. Based on the ratios and P/E ratio, students must justify whether the company's shares are a worthy investment. The 1500-word report is due by the deadline and will be graded based on assessment criteria covering the company background, ratio calculations and interpretations, and investment recommendation.
This document provides information about bak kut teh, a Chinese dish of pork ribs soup, and describes several bak kut teh restaurants in Malaysia. It discusses the origins and varieties of bak kut teh, then profiles three restaurants - Hock Chew in Batu Pahat, Swee Xiang in Klang, and their histories, owners, menus, and competitors. The restaurants employ different strategies like fair pricing and fresh food. While they offer similar side dishes, they differ in aspects like start-up costs, use of technology, and staffing.
Maths project brief jan 2015 project - statisticsLee Fong Yen
This document outlines the requirements for a statistics project assigned to students. It instructs students to form groups of 4-5 members and conduct a survey comparing understanding of a chronic disease (such as stroke or diabetes) between male and female students. Students must design a 15+ question survey, interview at least 200 people total, analyze the results statistically, and submit a poster and report summarizing their findings. The assessment criteria evaluate students' understanding of comparative surveys, statistical analysis abilities, communication/presentation skills, and individual contributions to the group work.
The document is a survey report on Attention Deficit Hyperactive Disorder (ADHD) conducted among students at Taylor's University Lakeside Campus. It includes an introduction outlining the survey purpose and methodology, objectives of evaluating ADHD awareness between male and female students, and a methodology section describing participant selection and data collection. Tabulated data is analyzed through bar charts and percentages to compare response rates between genders on 15 multiple choice ADHD questions. Overall the report aims to apply statistical skills to analyze ADHD understanding levels between male and female students.
This document is a research report comparing two bak kut teh businesses - Hock Chew Bak Kut Teh in Batu Pahat, Johor and Restaurant Swee Xiang in Klang, Selangor. It provides a history of each business, describing how Hock Chew Bak Kut Teh was founded in 1984 by Ah Wang, and how Restaurant Swee Xiang was established in 2004 by Alex Ong and Joey. It also briefly describes each business, their products, consumer base, and future plans. Finally, it provides a comparative analysis of the two businesses and their competitive landscapes.
This document outlines the final project brief for an introductory construction industry course. The project requires students to work in groups to propose a small construction project on an empty land between 50m x 50m to 50m x 70m in size. Individually, each student must then propose one project serving one or two of six designated purposes: recreation, commercial, industrial, agricultural, tourism, or residential. Students are to submit a minimum 20-page bounded report including a proposal rationale, site plan, site analysis, concept sketches, and diagrams. The report will be assessed based on demonstrated understanding of the brief, quality and clarity of content, documentation method, and overall presentation.
This document provides a proposal for constructing a neighborhood recreation area on a vacant plot of land in Bandar Bukit Tinggi 2, Malaysia. It begins with an analysis of the site context and proposes building a playground that would benefit local residents. The playground would include equipment like slides, swings, and a climbing structure, as well as amenities like parking, seating, and a multi-use play area. Surrounding the playground, trees and plants would be planted and lamp posts installed for lighting. The proposal aims to provide a community space for socializing, physical activity, and children's play and development while beautifying the vacant land.
This document proposes building a recreation area in Bandar Bukit Tinggi 2, Malaysia. Specifically, it suggests constructing a neighborhood playground that would serve as a public space for residents to exercise, relax and socialize. The proposed playground site is centrally located and surrounded by residential, commercial and industrial areas. It would include equipment like slides, swings and climbing structures, as well as amenities like seating, parking and landscaping. The goal is to provide a safe, sustainable space that benefits physical and mental well-being while fostering community engagement.
The document is a report on better cities of the future that includes sections on ancient, present and future cities. It analyzes the ancient city of Mohenjo-Daro and its well-planned design with a grid layout of streets and early drainage system. It also examines the present city of Auroville, India, which has a master plan that divides the area into zones and emphasizes walkability and renewable energy. Additionally, it discusses the concept of the future "Endless City", which envisions a vertical city within a single building with streets, parks and viewing areas that could house thousands of residents.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion summarizing the topics covered.
3. The goals are for students to improve their understanding of course content and communicate ideas through visual notes. Students will be assessed on the organization, substance, delivery, and clarity of their notes.
Project 2 rebranding daily object jan 2015Lee Fong Yen
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and create orthographic drawings of it, including a top view, three elevations, one section, and two details. They must also include a perspective rendering on the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills according to architectural conventions. It will be assessed based on demonstrated understanding of conventions, clarity and quality of drawings, and creative presentation technique. Students are encouraged to reference architectural drafting books during tutorials.
Project 3 residential landscape projectLee Fong Yen
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and quality of work.
This document discusses the roles and responsibilities of civil and structural engineers. It describes tasks involved in different stages of construction projects including briefing, designing, tendering, construction, and commissioning. It also outlines types of drawings used in civil and structural engineering such as tender drawings, contract drawings, working drawings, completion drawings, structural drawings, reinforcement drawings, standard drawings, and record drawings. The drawings are used at different phases to plan, design, construct and document infrastructure and building projects.
Civil engineers design and manage large infrastructure projects such as airports and roadways. They must determine feasibility regarding costs and safety. Interior designers evaluate interior spaces and create functional and appealing designs for homes, offices, and other facilities. They must understand clients' needs and communicate effectively. Both professions involve designing spaces, communicating with clients and other teams, and ensuring projects meet requirements and budgets. While civil engineers focus on large-scale public works, interior designers focus on interior spaces and meeting clients' aesthetic and functional needs.
Civil engineers design and manage large infrastructure projects such as airports and roadways. They must determine feasibility regarding costs and safety. Interior designers evaluate interior spaces and create functional and appealing designs for homes, offices, and other facilities. They must understand clients' needs and communicate effectively. Both professions involve designing spaces, communicating with clients and other teams, and ensuring projects meet requirements and budgets. While civil engineers focus on large-scale public works, interior designers focus on interior spaces and meeting clients' aesthetic and functional needs.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by helping people feel more relaxed and better able to handle life's stresses.
Project 1 focuses on experiential landscapes and pocket parks. The group, IS Cute, consists of 5 members who researched pocket parks. Pocket parks are small parks between 0.2 to 0.6 hectares located in built up areas that serve populations of 300 to 1000 people. The group analyzed Greenacre Park in New York City, a 0.59 hectare park developed in 1971 with movable chairs, heat lamps, and activities like resting and socializing to escape urban life. Through their research, the group learned about the characteristics and benefits of local and international pocket parks.
This document provides information about bak kut teh, a Chinese dish of pork ribs soup, and describes several bak kut teh restaurants in Malaysia. It discusses the origins and varieties of bak kut teh, then profiles three restaurants - Hock Chew in Batu Pahat, Swee Xiang in Klang, and their histories, owners, menus, and competitors. The restaurants employ different strategies like fair pricing and fresh food. While they offer similar side dishes, they differ in aspects like start-up costs, use of technology, and staffing.
This document outlines an assignment for an English class to write a compare and contrast essay on two selected movie genres. Students must choose between action-comedy films or animated films, research the genre, view example movies, and write a 6 paragraph essay comparing or contrasting elements of the two films. The essay must be 600-1000 words and follow APA style for citations and referencing. A draft is due for review before the final submission deadline of September 28th. The assignment aims to help students understand film genres and demonstrate their ability to analyze, synthesize and communicate ideas about two films in an academic essay.
Acc30205 basic accounting assignment august 2015Lee Fong Yen
This document outlines an assignment for a basic accounting course to analyze financial ratios for publicly traded companies. Students will form groups and select a company in the property or construction sector. They will analyze the company's annual reports from 2012-2013 to calculate ratios and interpret the results. Based on the ratios and P/E ratio, students must justify whether the company's shares are a worthy investment. The 1500-word report is due by the deadline and will be graded based on assessment criteria covering the company background, ratio calculations and interpretations, and investment recommendation.
This document provides information about bak kut teh, a Chinese dish of pork ribs soup, and describes several bak kut teh restaurants in Malaysia. It discusses the origins and varieties of bak kut teh, then profiles three restaurants - Hock Chew in Batu Pahat, Swee Xiang in Klang, and their histories, owners, menus, and competitors. The restaurants employ different strategies like fair pricing and fresh food. While they offer similar side dishes, they differ in aspects like start-up costs, use of technology, and staffing.
Maths project brief jan 2015 project - statisticsLee Fong Yen
This document outlines the requirements for a statistics project assigned to students. It instructs students to form groups of 4-5 members and conduct a survey comparing understanding of a chronic disease (such as stroke or diabetes) between male and female students. Students must design a 15+ question survey, interview at least 200 people total, analyze the results statistically, and submit a poster and report summarizing their findings. The assessment criteria evaluate students' understanding of comparative surveys, statistical analysis abilities, communication/presentation skills, and individual contributions to the group work.
The document is a survey report on Attention Deficit Hyperactive Disorder (ADHD) conducted among students at Taylor's University Lakeside Campus. It includes an introduction outlining the survey purpose and methodology, objectives of evaluating ADHD awareness between male and female students, and a methodology section describing participant selection and data collection. Tabulated data is analyzed through bar charts and percentages to compare response rates between genders on 15 multiple choice ADHD questions. Overall the report aims to apply statistical skills to analyze ADHD understanding levels between male and female students.
This document is a research report comparing two bak kut teh businesses - Hock Chew Bak Kut Teh in Batu Pahat, Johor and Restaurant Swee Xiang in Klang, Selangor. It provides a history of each business, describing how Hock Chew Bak Kut Teh was founded in 1984 by Ah Wang, and how Restaurant Swee Xiang was established in 2004 by Alex Ong and Joey. It also briefly describes each business, their products, consumer base, and future plans. Finally, it provides a comparative analysis of the two businesses and their competitive landscapes.
This document outlines the final project brief for an introductory construction industry course. The project requires students to work in groups to propose a small construction project on an empty land between 50m x 50m to 50m x 70m in size. Individually, each student must then propose one project serving one or two of six designated purposes: recreation, commercial, industrial, agricultural, tourism, or residential. Students are to submit a minimum 20-page bounded report including a proposal rationale, site plan, site analysis, concept sketches, and diagrams. The report will be assessed based on demonstrated understanding of the brief, quality and clarity of content, documentation method, and overall presentation.
This document provides a proposal for constructing a neighborhood recreation area on a vacant plot of land in Bandar Bukit Tinggi 2, Malaysia. It begins with an analysis of the site context and proposes building a playground that would benefit local residents. The playground would include equipment like slides, swings, and a climbing structure, as well as amenities like parking, seating, and a multi-use play area. Surrounding the playground, trees and plants would be planted and lamp posts installed for lighting. The proposal aims to provide a community space for socializing, physical activity, and children's play and development while beautifying the vacant land.
This document proposes building a recreation area in Bandar Bukit Tinggi 2, Malaysia. Specifically, it suggests constructing a neighborhood playground that would serve as a public space for residents to exercise, relax and socialize. The proposed playground site is centrally located and surrounded by residential, commercial and industrial areas. It would include equipment like slides, swings and climbing structures, as well as amenities like seating, parking and landscaping. The goal is to provide a safe, sustainable space that benefits physical and mental well-being while fostering community engagement.
The document is a report on better cities of the future that includes sections on ancient, present and future cities. It analyzes the ancient city of Mohenjo-Daro and its well-planned design with a grid layout of streets and early drainage system. It also examines the present city of Auroville, India, which has a master plan that divides the area into zones and emphasizes walkability and renewable energy. Additionally, it discusses the concept of the future "Endless City", which envisions a vertical city within a single building with streets, parks and viewing areas that could house thousands of residents.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion summarizing the topics covered.
3. The goals are for students to improve their understanding of course content and communicate ideas through visual notes. Students will be assessed on the organization, substance, delivery, and clarity of their notes.
Project 2 rebranding daily object jan 2015Lee Fong Yen
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and create orthographic drawings of it, including a top view, three elevations, one section, and two details. They must also include a perspective rendering on the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills according to architectural conventions. It will be assessed based on demonstrated understanding of conventions, clarity and quality of drawings, and creative presentation technique. Students are encouraged to reference architectural drafting books during tutorials.
Project 3 residential landscape projectLee Fong Yen
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and quality of work.
This document discusses the roles and responsibilities of civil and structural engineers. It describes tasks involved in different stages of construction projects including briefing, designing, tendering, construction, and commissioning. It also outlines types of drawings used in civil and structural engineering such as tender drawings, contract drawings, working drawings, completion drawings, structural drawings, reinforcement drawings, standard drawings, and record drawings. The drawings are used at different phases to plan, design, construct and document infrastructure and building projects.
Civil engineers design and manage large infrastructure projects such as airports and roadways. They must determine feasibility regarding costs and safety. Interior designers evaluate interior spaces and create functional and appealing designs for homes, offices, and other facilities. They must understand clients' needs and communicate effectively. Both professions involve designing spaces, communicating with clients and other teams, and ensuring projects meet requirements and budgets. While civil engineers focus on large-scale public works, interior designers focus on interior spaces and meeting clients' aesthetic and functional needs.
Civil engineers design and manage large infrastructure projects such as airports and roadways. They must determine feasibility regarding costs and safety. Interior designers evaluate interior spaces and create functional and appealing designs for homes, offices, and other facilities. They must understand clients' needs and communicate effectively. Both professions involve designing spaces, communicating with clients and other teams, and ensuring projects meet requirements and budgets. While civil engineers focus on large-scale public works, interior designers focus on interior spaces and meeting clients' aesthetic and functional needs.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by helping people feel more relaxed and better able to handle life's stresses.
Project 1 focuses on experiential landscapes and pocket parks. The group, IS Cute, consists of 5 members who researched pocket parks. Pocket parks are small parks between 0.2 to 0.6 hectares located in built up areas that serve populations of 300 to 1000 people. The group analyzed Greenacre Park in New York City, a 0.59 hectare park developed in 1971 with movable chairs, heat lamps, and activities like resting and socializing to escape urban life. Through their research, the group learned about the characteristics and benefits of local and international pocket parks.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Constructed Landscape [ARC30203]
Prerequisite: None
Credit hours: 3
Instructor: Noorul Iffa Mohd Nayan| NoorulIffa.MohdNayan@taylors.edu.my
Shazrenee Nurjanna Shamsuddin| ShazreneeNurjanna.Shamsuddin@taylors.edu.my
Module Synopsis
This module introduces basic fundamentals on landscape architecture field with theories, basic principles
and application into real work. Students will be prepared with knowledge on theoretical aspects such as
landscape concept, ideas, terminologies, hardscape and softscape palette, landscape graphics and basic
constructions. They will also acquire comparative studies between local and abroad for optimal
understanding on respective topics. This module will be presented in the form of lectures, tutorials, student
presentations, field trips and class discussion.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce different types of landscape as a sense of value and focus interest in designed
environment.
2. To understand basic landscape architecture drawings as a means of communication and representation
of ideas.
3. To introduce the role of landscape architect in the construction industry.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Recognize and distinguish different types of landscape as well as the elements of landscape, i.e
hardscape and basic details of vegetation.
2. Explain the role of landscape in creating sustainable and environmental friendly development.
3. Apply basics in anatomy of landscape projects, regulations and maintenance in landscape works.
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
Lecture: 1 hour/week
Tutorial: 2 hours/week
Self-study: 3 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.
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Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1,2
1.2 Understand ethical issues in the context of the field of study -
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively 1
2.2 Relate learned knowledge to everyday life 2
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively -
3.2 Define and analyse problems to arrive at effective solutions -
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 3
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team 3
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
1,2,3
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General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or re-sit an assessment
component, even though the student has achieved more than 50% in the overall assessment. Failure to
attempt all assessment components, including final exam and final presentation, will result in failing the
module irrespective of the marks earned, even though the student has achieved more than 50% in the
overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
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sections. When two students submit papers which 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 teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project 1 Group (20%) 1 Week 4 - 20%
Project 2A
Group + Individual
(20%+10%)
2
Week 9 - 30%
Project 2B Individual (40%) 2,3 Week 16 - 40%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%
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Assessment Components
1. Project One – (Group)
This is an introduction project to identify the types of recreational parks and their characteristics. Students
have to describe how parks have been categorized and what activities offered in the park, to facilitate their
concern on public spaces and open spaces. They also need to do comparison studies between parks in
local and abroad through presentation slides in class. This project aims for students to gain exposure and
awareness of recreational parks and activities offered.
2. Project Two (A) - (Group + Individual)
The aim of the second project is to introduce implementation of sustainable landscapes, technologies,
community and green cities planning. Student will need to select a site and explore how they can improve or
implement sustainable landscape on site.
3. Project Two (B) - (Individual)
The aim of the final project is to introduce students to Landscape Project from ideas stage to completion.
Students will have basic exposure to concept, analysis, master plan, costing, planting plan, construction and
maintenance. Student will be given a small site within campus and apply the anatomy of project accordingly.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
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Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 – 74 3.33
Good
Evidence of grasp of module; critical capacity and analytical
ability, reasonable understanding of relevant issues;
evidence of familiarity with the literatureB 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit
Given for a module where attendance is for information only
without earning academic credit
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WEEKLY MODULE SCHEDULE
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
26th-30th
January
Introduction to Module and Projects Brief
Lecture 01: Landscape Fabric
Natural & Man-made Settings, Landscape Character
Briefing Project 1
1 3 2
Week 2
2nd-6th
February
Lecture 02: Site and Context
Land, Climate, Topography & Water
1 3 2
Week 3
9th-13th
February
Lecture 03: Parks & Gardens
Types of Parks & Characteristics of Parks
1 3 2
CHINESE NEW YEAR BREAK (16TH TO 27TH FEBRUARY 2015)
Week 4
2nd-6th March
PRESENTATION PROJECT 1 1 3 2
Week 5
9th-13th March
Lecture 04: Soft Landscape Design
Softscape, Plant Materials & Planting Design
| Briefing Project 2A
1 3 2
Week 6
16th-20th
March
Lecture 05: Hard Landscape Design
Hardscape Materials, Structures & Features
1 3 2
Week 7
23rd-27th
March
Lecture 06: Landscape Representation
Graphic Communication & Coloring Techniques
1 3 2
Week 8
30th March
-3rd April
Lecture 07: Anatomy of Landscape Project 1
Site Selection, Inventory, Analysis & Synthesis
1 3 2
SEMESTER BREAK (6th-12th APRIL 2015)
Week 9
13th-17th April
Lecture 08: Anatomy of Landscape Project 2
Design Process & Development
Submission Project 2A| Briefing Project 2B
1 3 2
Week 10
20th-24th April
Lecture 09: Spaces
Typologies, Quality & Sense of Spaces,
Organization of Spaces
1 3 2
Week 11
27th April –
1st May
Lecture 10: Circulation
Approach, Motions & Parking
1 3 2
Week 12
4th-8th May
Lecture 11: Governance
Landscape Maintenance, Costing & Policies
1 3 2
Week 13
11th-15th May
Lecture 12: Landscape Planning & Technologies
Regional & Community Planning, Urban Design,
Sustainable Design & Technologies
1 3 2
Week 14
18th-22nd May
Discussion/ Class Activity Related to Final Project 1 3 2
Week 15
25th-29th May
Discussion/ Class Activity Related to Final Project 1 3 2
Week 16
1st-5th June
FINAL PROJECT SUBMISSION 1 3 2
Week 17
8th-12th June
Discussion/ Class Activity Related to E-portfolio 1 3 2
Week 18
15th-19th June
E-PORTFOLIO SUBMISSION 1 3 2
Week 19
22nd June
Study Leave/Final Exam
*No exam for CL
**Note: The Module Schedule above is subject to change at short notice.
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References
Main References : 1. Simonds, J.O., 1961, Landscape Architecture: The Shaping of Man’s Natural
Environment, Iliffe Books Ltd.
2. Booth, N.K., 1983, Basic Elements of Landscape Architectural Design, Elsevier.
3. Marcus, C.C. and Francis, C., 1998, People Places, John Wiley & Sons.
4. LaGro, J. A., 2001, Site Analysis: Linking Program and Concept in Land
Planning and Design, John Wiley & Sons.
5. Blake, J., 1999, An Introduction to Landscape Design and Construction, Gower
Publishing Ltd.
6. Simonds, J.O., 1997, Landscape Architecture: A Manual of Site Planning and
Design, McGraw-Hill.
Additional
References :
1. Lin, M. W., 1993, Drawing and Designing with Confidence, John Wiley & Sons.
2. MARDI, 2005, Landscape Gardens of Malaysia, Ministry of Agriculture and
Agro-Based Industry.
3. J. Hopper, L.2007, Landscape Architectural Graphic Standards, John Wiley &
Sons.
4. Treib, M., 2008, Representing Landscape Architecture, Taylor & Francis, USA
and Canada.