This document outlines the requirements for Project 1 of the Elements of Natural and Built Environment course. Students will visit Sungai Sedim Recreational Forest to observe and document the natural elements in a 10x10m site. They must then create an info graphic pop-up poster representing the site, a travelogue video of their experience, and an individual scrapbook journal. The poster and video are group works worth 20% and 5% respectively, while the journal is an individual 10% assignment. Students will present their poster on October 2nd and submit their journal by October 9th for grading based on meeting requirements, content quality, creativity, and collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural and Built Environment course. The project involves a site visit where students will explore and document a 10mx10m area to study elements of the natural environment. They must then create an info graphic pop-up poster representing the area and one of 11 given topics. Additionally, students must produce a travelogue video of the site visit and an individual scrapbook journal of their experiences and observations. The work will be presented and submitted according to the specified format and deadline requirements.
SEMESTER 1: Elements in Natural & Built Environments Project 1 Brief - Repres...University of Nottingham
ย
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
This document describes an internship project to create educational resources about invasive species in Florida. The intern created:
1) Four videos (with scripts) about different invasive plant species found in Florida's Natural Area Teaching Lab.
2) An accompanying lesson plan for high school students focused on invasive and native species in Florida. The lesson uses images and facts to teach students about reproductive success.
3) Additional projects at the Florida Museum of Natural History including an interactive magnetic board game and beach bird nest display labels.
The goal of the resources is to educate students and the public about invasive species through technology and hands-on learning to promote awareness and prevention. The intern gained skills in science communication, lesson planning
Furniture designers are involved in the construction process at various stages: pre-construction, construction, and post-construction. In pre-construction, designers work with clients to understand needs through sketches and drawings. They develop design concepts and present drawings to clients. During construction, designers oversee manufacturing and installation. Post-construction, they provide customer service and further optimize designs. Drawings play an important role at each stage, from initial process sketches to technical drawings used for manufacturing. Schematic drawings are used early on to illustrate design concepts to clients.
The document discusses the history of traditional Chinese medicine over 5000 years and its introduction to Malaysia by Chinese immigrants. It then profiles three traditional Chinese medicine halls in Penang: Pohau Tong, Cheng Woh, and Kean Aun Hoe. Finally, it analyzes the businesses of Pohau Tong and Huah Shan medical halls, identifying problems each faces and providing recommendations and solutions. Huah Shan is concluded to have the winning strategy.
This report provides a comparative analysis of two Chinese herbal medicine shops located in different parts of Malaysia: Poh Aun Tong Medical Hall in Penang and Huah Shan Medical Hall in Selangor. Information about the history and operations of each business is presented, and they are compared based on factors such as annual revenue, number of employees, services provided, and competitive environment. It is concluded that Huah Shan Medical Hall is more commercially successful due to having a higher annual revenue and number of customers, and offering a wider range of products and services like acupuncture. Recommendations are provided for how the businesses could improve, such as hiring more staff and engaging in advertising.
This document provides instructions for a journal assignment on observing and recording the five senses in the city of Kuala Lumpur. Students are asked to explore selected areas of Kuala Lumpur and experience the city through their five senses. They must then elaborate on their findings in a 5-10 page journal entry using visual note-taking techniques and annotated photographs. The journal is due by 12pm on August 4th in Ms. Dee's mailbox so it can be returned promptly.
This project requires students to work in groups to compare a local park case study to an international park case study based on different park types. Students must describe the characteristics, historical background, location, site context, and common activities of the selected parks. Presentations of 10 minutes will be given in Week 6 and must include citations and references. The goals are for students to distinguish different park categories, characteristics, and case studies locally and internationally and demonstrate their understanding through the comparative analysis and presentation.
This document outlines the requirements for Project 1 of the Elements of Natural and Built Environment course. The project involves a site visit where students will explore and document a 10mx10m area to study elements of the natural environment. They must then create an info graphic pop-up poster representing the area and one of 11 given topics. Additionally, students must produce a travelogue video of the site visit and an individual scrapbook journal of their experiences and observations. The work will be presented and submitted according to the specified format and deadline requirements.
SEMESTER 1: Elements in Natural & Built Environments Project 1 Brief - Repres...University of Nottingham
ย
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
This document describes an internship project to create educational resources about invasive species in Florida. The intern created:
1) Four videos (with scripts) about different invasive plant species found in Florida's Natural Area Teaching Lab.
2) An accompanying lesson plan for high school students focused on invasive and native species in Florida. The lesson uses images and facts to teach students about reproductive success.
3) Additional projects at the Florida Museum of Natural History including an interactive magnetic board game and beach bird nest display labels.
The goal of the resources is to educate students and the public about invasive species through technology and hands-on learning to promote awareness and prevention. The intern gained skills in science communication, lesson planning
Furniture designers are involved in the construction process at various stages: pre-construction, construction, and post-construction. In pre-construction, designers work with clients to understand needs through sketches and drawings. They develop design concepts and present drawings to clients. During construction, designers oversee manufacturing and installation. Post-construction, they provide customer service and further optimize designs. Drawings play an important role at each stage, from initial process sketches to technical drawings used for manufacturing. Schematic drawings are used early on to illustrate design concepts to clients.
The document discusses the history of traditional Chinese medicine over 5000 years and its introduction to Malaysia by Chinese immigrants. It then profiles three traditional Chinese medicine halls in Penang: Pohau Tong, Cheng Woh, and Kean Aun Hoe. Finally, it analyzes the businesses of Pohau Tong and Huah Shan medical halls, identifying problems each faces and providing recommendations and solutions. Huah Shan is concluded to have the winning strategy.
This report provides a comparative analysis of two Chinese herbal medicine shops located in different parts of Malaysia: Poh Aun Tong Medical Hall in Penang and Huah Shan Medical Hall in Selangor. Information about the history and operations of each business is presented, and they are compared based on factors such as annual revenue, number of employees, services provided, and competitive environment. It is concluded that Huah Shan Medical Hall is more commercially successful due to having a higher annual revenue and number of customers, and offering a wider range of products and services like acupuncture. Recommendations are provided for how the businesses could improve, such as hiring more staff and engaging in advertising.
This document provides instructions for a journal assignment on observing and recording the five senses in the city of Kuala Lumpur. Students are asked to explore selected areas of Kuala Lumpur and experience the city through their five senses. They must then elaborate on their findings in a 5-10 page journal entry using visual note-taking techniques and annotated photographs. The journal is due by 12pm on August 4th in Ms. Dee's mailbox so it can be returned promptly.
This project requires students to work in groups to compare a local park case study to an international park case study based on different park types. Students must describe the characteristics, historical background, location, site context, and common activities of the selected parks. Presentations of 10 minutes will be given in Week 6 and must include citations and references. The goals are for students to distinguish different park categories, characteristics, and case studies locally and internationally and demonstrate their understanding through the comparative analysis and presentation.
This document provides instructions for a journal exercise assignment. Students are asked to produce a journal on A4 size paper with a maximum of 5 pages to record their ideas, information, and investigation into assigned topics. They must include a label on each page with their name and submit the journal every 3 weeks on the specified due dates. The journal can include sketches, doodles, photos, diagrams, definitions, or research materials, but it must be handwritten and hand drawn. The journal will be assessed in 3 parts and a compilation, making up 20% of the student's total marks. The second topic for the journal is conservation and preserving nature. Students are asked to explore issues, choose a focus area, and elaborate their findings
The document provides instructions for a journal exercise assignment. Students will produce a journal on A4 paper with a maximum of 5 pages to record ideas, information, and references on assigned topics related to natural disasters and how people deal with them. The journal is to be submitted every 3 weeks and will be assessed for 20% of the student's total grade. At the end of the semester, students must compile their journal entries along with other coursework in an A4 folder for a final 3% assessment.
This document outlines an assignment for a photo blog on food, culture, and architecture for a class on communication and behavior. Students will work in groups of four to choose a location and take 25-30 photos on related topics like people, food, activities, and cultural buildings. They must include 20-30 words of writing per photo and captions. The blog will be assessed based on understanding the brief, content and organization of ideas, use of references, and grammar. It is due by November 3rd and worth 30 marks.
The document provides information on several local and international pocket parks. It describes Standard Chartered Park in Kuala Lumpur, Malaysia, which was refurbished in 2012. It is located along major roads in the city center and features landscaping for relaxation and events. GreenAcre Park in New York City opened in 1970 and occupies 6000 square feet, providing relaxation space between office buildings. Paley Park in New York is celebrated as one of the smallest urban parks, containing a small waterfall that blocks out street noise. It is a popular lunch spot. The document also describes Jonker Walk World Heritage Park in Malacca, Malaysia, the TPO Friendship Park in Penang, Malaysia, and provides characteristics
This document provides information about two pocket parks - Jonker Walk World Heritage Park in Melaka, Malaysia and Paley Park in New York City, USA. Jonker Walk Park was refurbished in 2010 on the site of three demolished shop houses to commemorate Boon Leong and promote heritage preservation. It features statues, gardens, and is a popular site for performances and events. Paley Park was created in 1967 and features sections of the Berlin Wall, a waterfall, and is used for relaxation and meetings amid the dense Manhattan buildings around it.
1. This document outlines the requirements for Project 1 of the Elements of Natural and Built Environment course. It involves a site visit to the Sungai Sedim Recreational Forest where students will explore and document the natural elements.
2. Students must complete 3 tasks - a travelogue video recording their experience, an info graphic pop-up poster representing the natural elements found, and an individual scrapbook journal of their observations.
3. The tasks aim to help students appreciate nature, recognize natural elements, and describe their characteristics through exploring, experiencing and representing their findings. Submissions will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural and Built Environment course. The project involves a site visit where students will explore and document a 10mx10m area to study elements of the natural environment. They must then create an info graphic pop-up poster representing the area and one of 11 given topics. Additionally, students must produce a travelogue video of the site visit and an individual scrapbook journal of their experiences and learnings. The work will be presented and submitted according to the specified format and deadline requirements.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in collaborative project work, information design, and communicating environmental themes.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must create a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in recognizing environmental elements, describing natural characteristics, and creatively presenting information gathered from direct experience in nature.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site in groups to observe and document the natural elements and habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display the site layout and details on natural elements, while the video should reflect the student experience. Students must also create an individual scrapbook journal of their observations and understanding of the ecosystem. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and observations. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site in groups to observe and document the natural elements and habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display the site layout and details on natural elements, while the video should reflect the student experience. Students must also create an individual scrapbook journal of their observations and understanding of the ecosystem. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They must then create an info graphic booth showcasing key elements of the habitat and a 5 minute documentary video reflecting their experiences and raising awareness. The project aims to help students appreciate nature and inspire others. Students must also submit an individual scrapbook journal detailing their observations, understanding of the habitat, and reflections. The group will be assessed on the info graphic booth, video, and individual components.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They must then create an info graphic booth showcasing key elements of the habitat and a 5 minute documentary video reflecting their experiences and raising awareness. The project aims to help students appreciate nature and inspire others. Students must also submit an individual scrapbook journal detailing their observations, understanding of the environment, and reflections from the site visit.
This document provides instructions for a journal exercise assignment. Students are asked to produce a journal on A4 size paper with a maximum of 5 pages to record their ideas, information, and investigation into assigned topics. They must include a label on each page with their name and submit the journal every 3 weeks on the specified due dates. The journal can include sketches, doodles, photos, diagrams, definitions, or research materials, but it must be handwritten and hand drawn. The journal will be assessed in 3 parts and a compilation, making up 20% of the student's total marks. The second topic for the journal is conservation and preserving nature. Students are asked to explore issues, choose a focus area, and elaborate their findings
The document provides instructions for a journal exercise assignment. Students will produce a journal on A4 paper with a maximum of 5 pages to record ideas, information, and references on assigned topics related to natural disasters and how people deal with them. The journal is to be submitted every 3 weeks and will be assessed for 20% of the student's total grade. At the end of the semester, students must compile their journal entries along with other coursework in an A4 folder for a final 3% assessment.
This document outlines an assignment for a photo blog on food, culture, and architecture for a class on communication and behavior. Students will work in groups of four to choose a location and take 25-30 photos on related topics like people, food, activities, and cultural buildings. They must include 20-30 words of writing per photo and captions. The blog will be assessed based on understanding the brief, content and organization of ideas, use of references, and grammar. It is due by November 3rd and worth 30 marks.
The document provides information on several local and international pocket parks. It describes Standard Chartered Park in Kuala Lumpur, Malaysia, which was refurbished in 2012. It is located along major roads in the city center and features landscaping for relaxation and events. GreenAcre Park in New York City opened in 1970 and occupies 6000 square feet, providing relaxation space between office buildings. Paley Park in New York is celebrated as one of the smallest urban parks, containing a small waterfall that blocks out street noise. It is a popular lunch spot. The document also describes Jonker Walk World Heritage Park in Malacca, Malaysia, the TPO Friendship Park in Penang, Malaysia, and provides characteristics
This document provides information about two pocket parks - Jonker Walk World Heritage Park in Melaka, Malaysia and Paley Park in New York City, USA. Jonker Walk Park was refurbished in 2010 on the site of three demolished shop houses to commemorate Boon Leong and promote heritage preservation. It features statues, gardens, and is a popular site for performances and events. Paley Park was created in 1967 and features sections of the Berlin Wall, a waterfall, and is used for relaxation and meetings amid the dense Manhattan buildings around it.
1. This document outlines the requirements for Project 1 of the Elements of Natural and Built Environment course. It involves a site visit to the Sungai Sedim Recreational Forest where students will explore and document the natural elements.
2. Students must complete 3 tasks - a travelogue video recording their experience, an info graphic pop-up poster representing the natural elements found, and an individual scrapbook journal of their observations.
3. The tasks aim to help students appreciate nature, recognize natural elements, and describe their characteristics through exploring, experiencing and representing their findings. Submissions will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural and Built Environment course. The project involves a site visit where students will explore and document a 10mx10m area to study elements of the natural environment. They must then create an info graphic pop-up poster representing the area and one of 11 given topics. Additionally, students must produce a travelogue video of the site visit and an individual scrapbook journal of their experiences and learnings. The work will be presented and submitted according to the specified format and deadline requirements.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in collaborative project work, information design, and communicating environmental themes.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must create a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in recognizing environmental elements, describing natural characteristics, and creatively presenting information gathered from direct experience in nature.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site in groups to observe and document the natural elements and habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display the site layout and details on natural elements, while the video should reflect the student experience. Students must also create an individual scrapbook journal of their observations and understanding of the ecosystem. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and observations. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site in groups to observe and document the natural elements and habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display the site layout and details on natural elements, while the video should reflect the student experience. Students must also create an individual scrapbook journal of their observations and understanding of the ecosystem. The work will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students visiting a nature site to experience and document the natural habitat. They must then create an info graphic pop-up poster and 5-7 minute documentary video to share their findings. The poster must display information about the site and natural elements collected through pictures, sketches and samples. The video should reflect the student's experience and understanding of the habitat. Students must also create an individual scrapbook journal of their experiences and reflections. The work will be assessed based on meeting requirements, quality of content, creativity, and collaboration.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves a group site visit to experience nature firsthand. Students will then work in groups to create an informational pop-up poster and 5-7 minute documentary video summarizing their findings. Individually, students must complete a scrapbook journal detailing their experiences and observations. The poster and video should raise awareness of the natural habitat and ecosystem observed. Upon completion, students will have gained skills in creative information presentation and an appreciation for nature.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They must then create an info graphic booth showcasing key elements of the habitat and a 5 minute documentary video reflecting their experiences and raising awareness. The project aims to help students appreciate nature and inspire others. Students must also submit an individual scrapbook journal detailing their observations, understanding of the habitat, and reflections. The group will be assessed on the info graphic booth, video, and individual components.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They must then create an info graphic booth showcasing key elements of the habitat and a 5 minute documentary video reflecting their experiences and raising awareness. The project aims to help students appreciate nature and inspire others. Students must also submit an individual scrapbook journal detailing their observations, understanding of the environment, and reflections from the site visit.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will go on a site visit to experience nature firsthand and collect information about the natural elements. They will then work in groups to create an info graphic exhibition booth presenting the information collected, as well as an individual scrapbook journal. The group will also produce a 5 minute documentary video about their experience. The project aims to increase awareness of the natural environment and its elements. Students will be assessed based on meeting the brief requirements, content quality, creativity, and group collaboration.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They will then work in groups to create an info graphic booth showcasing the natural elements and their relationships. Each student must also create an individual scrapbook journal of their experiences and understanding of the habitat. The final submissions are a 5-minute maximum documentary video sharing the group's experience and a message, and the info graphic exhibition booth presenting the site details and natural information collected. The project aims to increase awareness of natural environments.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They will then work in groups to create an info graphic booth showcasing the natural elements and their relationships. Each student must also create an individual scrapbook journal of their experiences and understanding of the habitat. The final submissions are a 5-minute maximum documentary video sharing the visit experiences and an awareness message, and the info graphic exhibition booth presenting the site information and natural subject details collected during the visit. The project aims to increase students' appreciation of nature and awareness of environmental elements.
This document outlines the requirements for a group project on representing nature through an info graphic exhibition booth and documentary video. Students will visit a natural habitat site to observe and document the ecosystem. They will then work in groups to create an info graphic booth showcasing the natural elements and their relationships. Each student must also create an individual scrapbook journal of their experiences and understanding of the habitat. The final submissions are a 5-minute maximum documentary video sharing the group's experience and a message, and the info graphic exhibition booth presenting the site details and natural information collected. The project aims to increase awareness and appreciation of natural environments.
Ecn30205 course outline january 2015 semesterdanielsong15
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This document provides information about the Principles of Economics module offered at Taylor's University, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The 5-credit hour module introduces key concepts in microeconomics and macroeconomics through lectures, tutorials, and self-study. Students will learn theories and apply them to understand economic behavior, markets, and national economies. Assessment includes participation, assignments, and a final exam. Policies address late submission, attendance, and a prohibition against plagiarism.
This report analyzes and compares two Chinese herbal medicine shops in Penang and Selangor by examining their histories, operations, products, services and similarities and differences. Poh Aun Tong Medical Hall in Georgetown, Penang is a small family-run business currently operated by the daughter of the founder, while Huah Shan Medical Hall in Subang Jaya, Selangor has expanded to multiple locations with over 10 employees under the experienced Chinese physician founder. The analysis concludes that Huah Shan Medical Hall has greater commercial success due to higher revenue and customer numbers as well as a wider range of products and additional services like acupuncture.
The document summarizes a group assignment to create a video and report exploring social psychology concepts. The group was tasked with planning, filming, and editing a video incorporating 5 concepts taught in their Social Psychology course. They were also asked to present the video and submit a report detailing the concepts applied. The document outlines the group's story about two friends entering college together, one facing racism and peer pressure that damages their friendship, before reconciliation. It also describes the group's methodology, including brainstorming ideas, securing resources and filming.
This video explores the impact of racism and prejudice on a friendship between an Indian boy and Chinese boy. As they start college, they are exposed to new people and social dynamics. Some students reject the Indian boy due to racial prejudices. Influenced by others' views, the Chinese boy stops associating with his longtime Indian friend, putting their friendship in jeopardy and demonstrating how racism can negatively affect relationships.
The document is a comic about a young girl living in a war-torn country. She is left to fend for herself and takes extraordinary measures to survive the hungry, bitter existence caused by enemy troops. The choices she makes during the war have dire consequences and are influenced by personal sentiment.
This document summarizes a student's journal entry for a social psychology course. It includes:
- The student's name, student ID, course details, lecturer name, and submission date.
- A summary of the student's reflections on how social conditioning in their early educational experiences shaped their views and behaviors as a student.
- An analysis of how social perceptions, influences, and interactions formed the basis of their social conditioning.
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Project 1 representing nature
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
Elements of Natural and Built Environment ARC30105 (FNBE 0115)
Prerequisite: None
Lecturers: Pn Hasmanira, Ms Ida Marlina, Ms Iffa, Mr Fariz
Project 1:
Representing Nature โ The Habitat Info Graphic Pop Up Poster
20% Group Work + 10 % Individual
Site Visit: 30th August to 1st September 2014 at Sungai Sedim Recreational Forest, Kulim, Kedah
Submission & Presentation Date: 2nd October 2014 (Week 9)
Introduction
The idea of this project is for students to experience and appreciate nature. The site visit will allow the
students to be part of nature to observe and collect information. Students will have to represent their
findings and information as an info graphic pop up poster and their experience through a simple
documentary video. This project will not just benefit the students in the class, but it will spark awareness
and inspiration to others around the world once they share video online.
Objectives of Project
The objectives of this project:
๏ง To create awareness of the elements of natural and built environment.
๏ง To expose the elements of natural and built environment in their basic unit, form and function.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. To recognise and identify the different elements of natural and built environment.
2. To describe the different characteristics of natural and built environment by exploring the basic.
elements such as topography, landscape, space, building and infrastructure.
Tasks - Methodology
INTRODUCTION
There are 4 main tasks that require students to explore, experience and appreciate natural environment
during site visit. The tasks are as following;
A. Site Visit: Exploring, Experiencing and Appreciating Nature
B. Travelogue Video (Group Work 5%)
C. Info Graphic Pop Up Poster (Group Work 15%)
D. Scrapbook Journal (Individual Work 10%)
2. 2
THE TASK
A. Site Visit โ Exploring, Experiencing and Appreciating Nature
In group of 5 to 6 members, students are required to choose an area that they would like to study and
explore. The site should be in 10mx10m. At the site, students are required to explore and collect the
following information:
1. Select and explore your 10mx10m site:
i. Select a 10mx10m site that contains of natural elements (e.g water, soil, trees etc.)
ii. Draw the layout plan of the site with basic measurements
iii. Identify and document significant elements on site, record video or take photo from all
views and site context
iv. Observe and examine the whole site for group task, whilst for individual do concentrate on
specific elements on site
v. List down every single thing in the site. Take note on texture, pattern, color, plants species,
animals/insects species, their eating habit and life cycle, features and characteristics of
natural landscape, landform and topography as well as other natural elements.
vi. Collect sample if needed.
NOTE: Take picture, record video, take notes, tabulate/jot down info in sketch or diagram.
2. Record the things that excite your senses:
i. See (what do you see at different times, their scale and proportions, colors, shapes, etc.)
ii. Smell (what types of odors you can smell, during different period of time, etc.)
iii. Hear (what types of sounds, how loud is the sound, etc.)
iv. Touch (how does feel emotionally; cold, heat, pain or even by body contact to feel the
texture of natural elements, etc.)
v. Taste (detect the tastes of food, fruits, edible plants etc.)
NOTE: Take picture, record video, take notes, tabulate/jot down info in sketch or diagram.
B. Travelogue Video (Group Work 5%)
The idea of travelogue video is for students to demonstrate their experience along the journey which
could be an alternative medium of showcasing the place they visited. The aim of this video is to instill
environmental awareness among students and to promote Malaysia as one of the best ecotourism
destination as in conjunction with Visit Malaysia Year 2014. The video shall include all of the following;
i. A short introduction to the place (Sungai Sedim Recreational Forest and the resort)
ii. Interesting pit stops along the way
iii. Unique features and attractions of the place
iv. Experience of activities that you have involved in
v. The five senses as mentioned above
vi. A brief inspiring message
The format of the video may varies which mean that it may contains of all motion pictures or a
combination of motion and still pictures. It can be narrated or with just subtitles. You may record
everything needed first and do editing after the trip.
C. Info Graphic Pop Up Poster (Group Work 15%)
All information or data collected on site need to be presented in the form of info graphic pop up poster.
Students are required to choose ONE of the following topics listed below;
1. Ecosystem
2. Productivity
3. Behavior of the natural elements
3. 3
4. Reproduction/ growth
5. Habitat/ habitation
6. Food hunting
7. Survival/ defenses mechanism
8. Physical/ natural characteristics of/in nature
9. Colors/pattern/texture/forms/shapes in nature
10. Movement of animals/ connectivity
11. Mimicry/ adaptation/ camouflage
Students are required to do a comprehensive research on the topic selected from any of above with
relation to the 10mx10m site. The sources of information should only be from trustworthy websites,
books, journals or education magazines. All information collected will then need to be transferred into
info graphic or diagrammatic form. Each of students is required to prepare a portion of individual
task/work to be combined with other members to represent as a group pop up poster. The images
shown below are the example of info graphic pop up posters.
Example of info graphic pop up posters
Example of info graphic
The information needed for the info graphic pop up poster are:
i. An introduction and description about the project and topic
ii. The 10mx10m site (layout, location, pictures and information about the site)
iii. Comprehensive research findings on topic selected
iv. Information and data on natural elements at site such as plants, animals, insects, topography
and soil condition/type (pictures, details, sketches, samples etc.) โ choose only related to topic
chosen.
As part of the independent learning exercise, students are encouraged to study the following information
for better understanding on how it works for this project (self study);
a. Info graphic (what is it for, how to create, why, tips on what makes a good info graphic etc.)
b. Pop up poster (aim, strategies, the process on how to construct/ design/ produce it etc.)
c. How to articulate these two (a+b) and arrange it together as one good poster presentation
4. 4
D. Scrapbook Journal (Individual 10%)
The Merriam Dictionary describes โscrapbookโ as;
A book with pages to which you attach photographs, letters, newspaper stories, etc., to help you
remember a person or time.
http://www.meriam-webster.com/dictionary/scrapbook
And the word โjournalโ is described as;
A book in which you write down your personal experiences and thoughts.
http://www.meriam-webster.com/dictionary/journal
The scrapbook journal should express the studentโs personal experiences and thought of a particular
knowledge through collection of photographs, sketches or scribbles of idea. The required information for
the journal is as following:
i. The 5 sense experience (see, hear, touch, smell and taste)
ii. Explain and elaborate understanding on natural environment and its ecosystem
iii. Personal thoughts and reflection on topic chosen for pop up poster
iv. Description and explanation on ONE plant species and animal/insect species (through
illustration, sketches, diagrams or pictures)
Submission Requirement
This is a group work project together with individual component. It is compulsory for students to
attend the site visit, however for those who have valid reason may request an excuse for it and
need to conduct a visit by their own. Tutorial session and site visit will be marked under work
progress and development.
TRAVELOGUE VIDEO
๏ท Should be between 4 to 6 minutes.
๏ท Must contain all information as mentioned under TASK part B.
๏ท Must insert TU logo, FNBE, batch intake, name of lecturers and group members in the
introductory part of the video.
๏ท Must upload on YouTube as a form of submission by 1st October 2014 before 12am (the day
before presentation day).
๏ท Please put the title of the video as FNBE ENBE P1-AUG14-(your title), and write information
about the project clearly and briefly under description.
INFO GRAPHIC POP UP POSTER
๏ท May use any type of materials/mediums of board or paper as long as it is presentable and
appropriate. It can be computerized but must include hand drawn sketches and illustrations.
๏ท Should be min 5 boards and max 6 boards of A2 size, all in same position (portrait or
landscape). Maximum projection of the pop up should not exceed 10cm.
๏ท Do take pictures during the making process until final product completion for e-portfolio
purposes.
๏ท Do keep and maintain the poster in a good condition until the end of semester for moderation
purposes.
๏ท It should be presented during ENBE class on 2nd October 2014, at 8.00am. Students need to
allow 30minutes before presentation starts for preparation set-up.
๏ท The verbal presentation should be in 5 minutes ONLY, therefore please keep it short and
concise.
5. 5
INDIVIDUAL SCRAPBOOK JOURNAL
๏ท Should be in A4 size, landscape or portrait. Min 10 and max 20 pages ONLY.
๏ท Do prepare in loose A4 paper (any type) and comb bind/wire bind for submission
documentation and design the cover.
๏ท Scan and take pictures of all pages for e-portfolio compilation.
๏ท Submit on 9th October 2014 (a week after presentation day), at class venue.
๏ท Late submission will deduct 10% of overall marks.
Assessment criteria
The assessment criteria for this assignment will be based on:
๏ท Understanding of the brief and meet all the requirements needed (critical analysis).
๏ท Quality, clarity and appropriateness of content related to topic (substance).
๏ท Originality, creativity, and quality of the works; pop up poster, travelogue video and scrapbook
journal (delivery).
๏ท Team collaboration (team effort, cooperation, progress).
Marking criteria
Marks shall be distributed as follows:
Work will be assessed according to:
Travelogue Video
๏ท Quality, clarity and appropriateness of content 3%
๏ท Originality, creativity and quality of the delivery 2%
๏ท
Total: 5%
Info Graphic Pop Up Poster
๏ท Demonstrated understanding of the brief and meet the requirements 3%
๏ท Quality, clarity and appropriateness of the content 5%
๏ท Originality, creativity and quality of the works 5%
๏ท Team collaboration (team effort, cooperation, progress) 2%
Total: 15%
Individual Scrapbook Journal
๏ท Quality, clarity and appropriateness of content, meet the requirements 6%
๏ท Originality, creativity and quality of the works 4%
Total: 10%
NOTE: PLEASE BE INFORMED THAT INVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED BASED ON PEER
EVALUATION AND INSTRUCTURโS EVALUATION ON INDIVIDUAL PERFORMANCE OF A GROUP MEMBER.