This document provides an overview of the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects applying their knowledge to analyze existing landscapes and design a small site project. Assessment includes individual and group assignments weighted at 100% of the final grade. The module aims to help students recognize landscape components and apply basic landscape planning and design skills.
This document provides information on the Constructed Landscape module offered at Taylor's University. The module introduces students to landscape architecture through lectures, tutorials, presentations and field trips. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Upon completing the module, students will be able to recognize different landscape types, explain the role of landscape in development, and apply basics of landscape projects and maintenance. Students will be assessed through participation, presentations, and a portfolio. The module aims to develop students' discipline knowledge and skills in communication, teamwork, and use of technology.
This document provides information on the Constructed Landscape module offered at Taylor's University. The module introduces students to landscape architecture through lectures, tutorials, presentations and field trips. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Upon completing the module, students will be able to recognize different landscape types, explain the role of landscape in development, and apply basics of landscape projects and maintenance. Students will be assessed through participation, presentations, and a portfolio. The module aims to develop students' discipline knowledge and skills in communication, teamwork, and use of technology.
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.
El documento analiza la situación de los migrantes mexicanos en Estados Unidos y las remesas a México. Señala que los migrantes mexicanos tienen en promedio menores niveles de escolaridad e ingresos que otros grupos migratorios en EEUU. Además, el empleo de los migrantes mexicanos se ha desvinculado del de otros hispanos debido a las políticas contra los indocumentados en EEUU. Finalmente, predice que las remesas a México en 2012 podrían ser menores que en 2011 debido a la caída
This document provides recommendations for a day trip combining shopping in Calgary with skiing. It suggests starting with shopping on 17th Avenue for boutiques and cafes, then visiting Chinook Centre for major brands. It recommends a stop at WinSport Canada for ski training near downtown. Finally, it proposes skiing the Canadian Rockies, specifically Norquay ski resort just outside Banff National Park for legendary powder 80 miles from Calgary. The document positions Calgary as a base for both urban shopping and world-class alpine skiing.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Este documento describe varios trastornos circulatorios y del flujo sanguíneo en el hígado, incluyendo alteraciones del flujo arterial y venoso, así como sus causas y síntomas. También describe trastornos de la vesícula biliar, las vías biliares y tumores hepáticos y metastásicos.
This document provides information on the Constructed Landscape module offered at Taylor's University. The module introduces students to landscape architecture through lectures, tutorials, presentations and field trips. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Upon completing the module, students will be able to recognize different landscape types, explain the role of landscape in development, and apply basics of landscape projects and maintenance. Students will be assessed through participation, presentations, and a portfolio. The module aims to develop students' discipline knowledge and skills in communication, teamwork, and use of technology.
This document provides information on the Constructed Landscape module offered at Taylor's University. The module introduces students to landscape architecture through lectures, tutorials, presentations and field trips. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Upon completing the module, students will be able to recognize different landscape types, explain the role of landscape in development, and apply basics of landscape projects and maintenance. Students will be assessed through participation, presentations, and a portfolio. The module aims to develop students' discipline knowledge and skills in communication, teamwork, and use of technology.
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.
El documento analiza la situación de los migrantes mexicanos en Estados Unidos y las remesas a México. Señala que los migrantes mexicanos tienen en promedio menores niveles de escolaridad e ingresos que otros grupos migratorios en EEUU. Además, el empleo de los migrantes mexicanos se ha desvinculado del de otros hispanos debido a las políticas contra los indocumentados en EEUU. Finalmente, predice que las remesas a México en 2012 podrían ser menores que en 2011 debido a la caída
This document provides recommendations for a day trip combining shopping in Calgary with skiing. It suggests starting with shopping on 17th Avenue for boutiques and cafes, then visiting Chinook Centre for major brands. It recommends a stop at WinSport Canada for ski training near downtown. Finally, it proposes skiing the Canadian Rockies, specifically Norquay ski resort just outside Banff National Park for legendary powder 80 miles from Calgary. The document positions Calgary as a base for both urban shopping and world-class alpine skiing.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Este documento describe varios trastornos circulatorios y del flujo sanguíneo en el hígado, incluyendo alteraciones del flujo arterial y venoso, así como sus causas y síntomas. También describe trastornos de la vesícula biliar, las vías biliares y tumores hepáticos y metastásicos.
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 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 the Constructed Landscape module, including:
1. The module introduces fundamentals of landscape architecture through theories, principles, and real-world applications.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects in construction.
3. Assessment includes class participation, presentations, and a portfolio to demonstrate understanding of landscape elements and the role of landscape in sustainable development.
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 outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves researching a Lego miniature character and generating design ideas for a hanging mobile display for the character. Students will complete 4 parts in their design process journal: 1) researching the character, 2) generating keywords and abstract ideas, 3) investigating hanging mobiles, and 4) compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality of outcomes.
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, with guidance and feedback provided in weekly tutorial sessions, to refine their designs. The final submissions will include the 3D artwork or hanging mobile and presentation boards explaining the design process. The goals are for students to understand and apply design concepts as well as practice visual communication of designs.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The objectives are to learn design processes and components, and understand design principles, elements, and composition. Students will be assessed based on their demonstrated understanding of these concepts in their work.
This document outlines the requirements for Project 1 of an introductory design course. It is divided into two parts. Part 1A asks students to individually sketch 10 examples of design elements found in nature and the built environment, along with one abstract artwork exploring elements of design. Students must paste explanation pages identifying the elements behind each sketch. Part 1B will focus on familiarizing design principles through composing simple artworks using everyday items. The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding of elements, quality of artwork, and clarity of explanations. The individual components contribute 10% to the overall course grade.
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.
Boo grew up in a poor family and had a difficult childhood, eating only porridge for most meals. He was motivated to work hard and sell his drawings to earn money after other children discriminated against him for being poor. After working hard in school, Boo pursued a career in advertising in the city despite initial difficulties finding work due to lack of experience. Through perseverance and thinking of his poor upbringing, Boo eventually found success in the advertising field and won several awards.
This document provides information on a group project for a psychology class. The group was tasked with creating a video, report, and presentation slides on a social psychology concept. The group chose to focus on the concepts of attraction and stereotyping. The document outlines the group members and their roles. It then discusses the concepts and provides a storyboard outline for the video. The storyboard shows how the concepts of social cognitive perspective, stereotyping, persuasion, first impressions, and halo effect will be demonstrated through a storyline about a woman who judges a man's cleanliness based on first impressions.
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module is designed to provide students with an understanding of basic business concepts. It will cover topics such as different types of businesses, starting and managing a business, and the social responsibilities of businesses. Students will be assessed through group and individual projects, tests, and an e-portfolio. The module will be delivered through lectures, tutorials, and self-directed learning.
Kit breaks up with her boyfriend after realizing how dirty and unhygienic he is. She then meets Lucas and is attracted to him because he seems tidy, neat, and hygienic. However, her friends try to warn her not to judge people based on appearances and that Lucas may not be as clean as he seems. After spending time at Lucas's home, Kit discovers that he is actually messy and untidy, disappointing her expectations. Her friends tried to persuade her to think twice before making assumptions about people based on first impressions alone.
This document provides information about a student named Rachael Cheongkah Yen enrolled in the course Social Psychology at The Design School. It includes several journal entries discussing concepts from the course textbook related to social psychology, such as social facilitation, motivation, assimilation, confirmation bias, and observational learning. Each entry provides an example from the student's own experiences to illustrate how these concepts apply in real life situations.
Kit breaks up with her boyfriend after realizing he is very unhygienic. She is looking for a clean and tidy new boyfriend. When she sees Lucas cleaning up after a spill, she believes he fits her preferences based on his outward appearance and hygiene habits. However, her friend warns her that Lucas may not actually be as clean as he seems. When Kit sees Lucas' messy home, she realizes her initial judgment of him was incorrect.
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 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 the Constructed Landscape module, including:
1. The module introduces fundamentals of landscape architecture through theories, principles, and real-world applications.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects in construction.
3. Assessment includes class participation, presentations, and a portfolio to demonstrate understanding of landscape elements and the role of landscape in sustainable development.
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 outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves researching a Lego miniature character and generating design ideas for a hanging mobile display for the character. Students will complete 4 parts in their design process journal: 1) researching the character, 2) generating keywords and abstract ideas, 3) investigating hanging mobiles, and 4) compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality of outcomes.
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, with guidance and feedback provided in weekly tutorial sessions, to refine their designs. The final submissions will include the 3D artwork or hanging mobile and presentation boards explaining the design process. The goals are for students to understand and apply design concepts as well as practice visual communication of designs.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The objectives are to learn design processes and components, and understand design principles, elements, and composition. Students will be assessed based on their demonstrated understanding of these concepts in their work.
This document outlines the requirements for Project 1 of an introductory design course. It is divided into two parts. Part 1A asks students to individually sketch 10 examples of design elements found in nature and the built environment, along with one abstract artwork exploring elements of design. Students must paste explanation pages identifying the elements behind each sketch. Part 1B will focus on familiarizing design principles through composing simple artworks using everyday items. The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding of elements, quality of artwork, and clarity of explanations. The individual components contribute 10% to the overall course grade.
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.
Boo grew up in a poor family and had a difficult childhood, eating only porridge for most meals. He was motivated to work hard and sell his drawings to earn money after other children discriminated against him for being poor. After working hard in school, Boo pursued a career in advertising in the city despite initial difficulties finding work due to lack of experience. Through perseverance and thinking of his poor upbringing, Boo eventually found success in the advertising field and won several awards.
This document provides information on a group project for a psychology class. The group was tasked with creating a video, report, and presentation slides on a social psychology concept. The group chose to focus on the concepts of attraction and stereotyping. The document outlines the group members and their roles. It then discusses the concepts and provides a storyboard outline for the video. The storyboard shows how the concepts of social cognitive perspective, stereotyping, persuasion, first impressions, and halo effect will be demonstrated through a storyline about a woman who judges a man's cleanliness based on first impressions.
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module is designed to provide students with an understanding of basic business concepts. It will cover topics such as different types of businesses, starting and managing a business, and the social responsibilities of businesses. Students will be assessed through group and individual projects, tests, and an e-portfolio. The module will be delivered through lectures, tutorials, and self-directed learning.
Kit breaks up with her boyfriend after realizing how dirty and unhygienic he is. She then meets Lucas and is attracted to him because he seems tidy, neat, and hygienic. However, her friends try to warn her not to judge people based on appearances and that Lucas may not be as clean as he seems. After spending time at Lucas's home, Kit discovers that he is actually messy and untidy, disappointing her expectations. Her friends tried to persuade her to think twice before making assumptions about people based on first impressions alone.
This document provides information about a student named Rachael Cheongkah Yen enrolled in the course Social Psychology at The Design School. It includes several journal entries discussing concepts from the course textbook related to social psychology, such as social facilitation, motivation, assimilation, confirmation bias, and observational learning. Each entry provides an example from the student's own experiences to illustrate how these concepts apply in real life situations.
Kit breaks up with her boyfriend after realizing he is very unhygienic. She is looking for a clean and tidy new boyfriend. When she sees Lucas cleaning up after a spill, she believes he fits her preferences based on his outward appearance and hygiene habits. However, her friend warns her that Lucas may not actually be as clean as he seems. When Kit sees Lucas' messy home, she realizes her initial judgment of him was incorrect.
The document provides details of a group project for a psychology class including a concept video, written report, and presentation slides. It outlines the group members, acknowledgements, introduction, methods, discussion of concepts and storyboard design, application and analysis of concepts in the storyboard, and references. The group's video concept centers around a girl who judges a guy based on outward appearance and cleanliness before getting to know him fully. It incorporates five psychology concepts: social cognitive perspective, stereotyping, persuasion, first impressions, and confirmation bias.
1) The document discusses confirmation bias and how beliefs are often based on selective attention to information that supports existing beliefs while ignoring information that challenges them.
2) It describes observational learning, noting that it plays an important role in socialization as children learn behaviors from observing parents and caregivers. The document provides an example of how the author learned to use a printing machine and student portal by observing others.
3) Intrinsic motivation is discussed, using the example of how the author enjoys teaching art classes on a weekly basis in order to relax, share knowledge, and see student improvement, not for external rewards like pay. The author finds teaching to be an enjoyable activity.
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
The document outlines the objectives, tasks, and assessment criteria for a final charity drive project in an Introduction to Business course. The project aims to give students practical experience running a mock business and raising profits for charity. Students will form groups to select a product/service to sell and a charity to support over one week. They must submit a report and financial records documenting their process. Assessment will be based on the quality of the report, funds raised, financial documentation, and peer/self evaluations.
This report summarizes a charity drive event organized by a group called Meatball Mania Charity Drive. They held a week-long event on campus to raise funds for Pertiwi Soup Kitchen, a charity that provides food and medical care for the homeless and needy in Malaysia. They sold pre-packaged food from IKEA, including spaghetti, meatballs, curry puffs and drinks. Through food sales and sponsorship donations, they raised a net profit of RM2,719 to donate to Pertiwi Soup Kitchen, exceeding their goal of RM3,000. Their main marketing strategies involved creating posters, promoting on Instagram, and approaching students on campus. IKEA products were popular with customers due to their reputation and
This document provides information about a proposed smartwatch business called Averline. It introduces the business members and describes the smartwatch's key features such as long battery life, health and fitness tracking capabilities, security features, and navigation assistance. It also discusses the business's goals, target customer segments, marketing strategy, financial plan, organizational structure, and potential partnership opportunities. The document aims to outline the business proposal for Averline smartwatch.
This document outlines the requirements for Project 1 of the Introduction to Business course. Students will form groups of up to 4 members and present a 10-minute business plan presentation. The presentation should include details on the business background, market analysis, marketing strategies, management strategies, and financial plan. Students will be assessed based on the content and quality of their presentation, as well as peer and self evaluations. Successful completion of the project will enable students to explain factors that affect businesses and describe theories of business functions.
This document provides information on the "Culture & Civilization" module offered at the School of Architecture, Building & Design. The 5-credit, 18-week module introduces students to Western and Eastern culture and civilizations from prehistoric times to present through lectures, tutorials, and self-study. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies, and leaders. The module aims to describe the development of human civilizations, compare Eastern and Western cultures, and develop students' research and presentation skills. Assessment includes formative feedback to guide students' work as well as a final evaluation.
This document provides information on the "Effective Public Communication" module, including its objectives, learning outcomes, teaching methods, and policies. The key points are:
1. The module introduces concepts and principles of interpersonal and group communication skills for personal and professional development.
2. Students will learn about communication models, perception, listening, group decision making, leadership and conflict.
3. The module is delivered through weekly lectures, tutorials, self-study, and focuses on developing students' communication abilities through group projects and participation.
1. Constructed Landscape (ARC 30203): August 2014 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Constructed Landscape [ARC30203]
Prerequisite: None
Credit hours: 3
Instructor: Noorul Iffa Mohd Nayan | NoorulIffa.MohdNayan@taylors.edu.my
Mohamed Fariz Hilmi | farizhilmi@gmail.com
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 One Group (20%) 1 Week 5 Week 5 20%
Project Two
Group + Individual
(20%+10%)
2
Week 11 - 30%
Final Project Individual (40%) 2,3 Week 16 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 - (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. Final Project - (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
4th August ORIENTATION WEEK 1 3 2
Week 2
11th August
Lecture 01: Introduction to Constructed
Landscape + Course Outline
Briefing Project 1
1 3 2
Week 3
18th August
Lecture 02: Landscape Fabric
Natural & Man-made Settings, Landform
1 3 2
Week 4
29th August
Lecture03: Parks & Gardens
Type of Parks and Characteristics of the Parks
1 3 2
Week 5
1st Sept
PROJECT 1 PRESENTATION
*Lecture time replace by performance
Briefing Project 2
1 3 2
Week 6
8th Sept
Lecture 04: Spaces
Types of Spaces, Space Relationship
1 3 2
Week 7
15th Sept
Lecture 05: Softscape
Planting Materials, Design & Function
1 3 2
Week 8
22nd Sept
Lecture 06: Hardscape
Elements, Materials, Site Structures & Function
1 3 2
Week 9
29th Sept
Lecture 07: Site Planning
Sustainable Landscape, Cultural and Community
1 3 2
Week 10
6th Oct
Lecture 08: Landscape Project
Landscape Graphic
Project Brief and Requirement
1 3 2
Week 11
13th Oct
Lecture 09: Landscape Project
Site Inventory and Analysis
Conceptual Ideas and Design Development
Submission P2 | Briefing Final Project
1 3 2
SEMESTER BREAK (19/10-26/10)
Week 12
27th Oct
Lecture 10: Landscape Project
Master Plan and Detail Development
1 3 2
Week 13
3rd Nov
Lecture 11: Landscape Project
Softscape and Hardscape Palette
1 3 2
Week 14
10th Nov
Lecture 12: Landscape Project
Costing and Maintenance Plan
1 3 2
Week 15
17th Nov
Discussion/ Class Activity Related to Final Project 1 3 2
Week 16
24th Nov
FINAL PROJECT PRESENTATION 1 3 2
Week 17
1st Dec
Discussion/ Class Activity Related to e-Portfolio 1 3 2
Week 18
8th Dec
E-PORTFOLIO SUBMISSION 1 3 2
STUDY LEAVE/ EXAM WEEK (15/12-21/12)
**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.
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.