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 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.
1. This document outlines the tasks and requirements for a project on experiencing and documenting nature for a class on natural built environments.
2. Students will visit a natural site in groups, observe various sensory elements, record information, and sketch the layout. They will then create an interactive info graphic poster on a theme from the site.
3. Individually, students must produce a scrapbook journal describing their understanding and observations of plants, animals, and the ecosystem from the site visit.
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
The document provides background information on characters and costumes for a Japanese period drama, including:
- The Japanese imperial family, whose lineage dates back to the 6th century BC. The emperor plays a largely ceremonial role.
- Samurai, the historical warrior class in Japan who followed codes of honor and often practiced Zen Buddhism.
- Geisha, traditional Japanese entertainers whose skills include music, dance, and conversation to entertain male customers.
- Various peasant roles like a sword maker, koinobori (carp banner) maker, monk, and rebel.
- Descriptions of traditional costumes for the emperor, samurai, geisha, and peasants including monks' robes.
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the construction field and creating a magazine highlighting the professional's role and two projects they worked on.
Students are randomly assigned to interview professionals such as architects, interior designers, quantity surveyors, landscape architects, or engineers. They conduct an in-depth interview to learn about the professional's company, background, roles and responsibilities on two projects.
Students then create an 8-12 page magazine presenting a company profile, interviewee profile, and detailed descriptions of the projects and professional's contributions. A video of the interview and PDF of the magazine are submitted, along with a printed magazine. Peer evaluations assess each
The document lists various streets and locations in Port Klang and Little India in Malaysia. It also contains brief descriptions about maintaining culture, values, and traditions, as well as a quote from Getano Lui, jnr about culture heritage being beyond price.
This document outlines the requirements for a two-part project on designing a better town of the future. Part A involves an individual report and video presentation due November 6th. Part B is a group project involving a physical model of the town design, not exceeding A2 size or 600mm in height, which students will present along with presentation boards on December 4th. The project aims to have students consider elements in natural and built environments and apply them to envisioning improved town planning.
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.
1. This document outlines the tasks and requirements for a project on experiencing and documenting nature for a class on natural built environments.
2. Students will visit a natural site in groups, observe various sensory elements, record information, and sketch the layout. They will then create an interactive info graphic poster on a theme from the site.
3. Individually, students must produce a scrapbook journal describing their understanding and observations of plants, animals, and the ecosystem from the site visit.
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
The document provides background information on characters and costumes for a Japanese period drama, including:
- The Japanese imperial family, whose lineage dates back to the 6th century BC. The emperor plays a largely ceremonial role.
- Samurai, the historical warrior class in Japan who followed codes of honor and often practiced Zen Buddhism.
- Geisha, traditional Japanese entertainers whose skills include music, dance, and conversation to entertain male customers.
- Various peasant roles like a sword maker, koinobori (carp banner) maker, monk, and rebel.
- Descriptions of traditional costumes for the emperor, samurai, geisha, and peasants including monks' robes.
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the construction field and creating a magazine highlighting the professional's role and two projects they worked on.
Students are randomly assigned to interview professionals such as architects, interior designers, quantity surveyors, landscape architects, or engineers. They conduct an in-depth interview to learn about the professional's company, background, roles and responsibilities on two projects.
Students then create an 8-12 page magazine presenting a company profile, interviewee profile, and detailed descriptions of the projects and professional's contributions. A video of the interview and PDF of the magazine are submitted, along with a printed magazine. Peer evaluations assess each
The document lists various streets and locations in Port Klang and Little India in Malaysia. It also contains brief descriptions about maintaining culture, values, and traditions, as well as a quote from Getano Lui, jnr about culture heritage being beyond price.
This document outlines the requirements for a two-part project on designing a better town of the future. Part A involves an individual report and video presentation due November 6th. Part B is a group project involving a physical model of the town design, not exceeding A2 size or 600mm in height, which students will present along with presentation boards on December 4th. The project aims to have students consider elements in natural and built environments and apply them to envisioning improved town planning.
This 3-sentence summary provides the high-level information from the document:
The document outlines a group project for a psychology class that involves creating a video and presentation. It describes the concepts of social cognitive perspective, stereotyping, persuasion, confirmation bias, first impressions, and halo effect that are incorporated into a story about a girl who judges a potential partner based on appearance but learns more about him. The story is presented through a series of scenes in the video and analyzed in the written report and presentation slides to demonstrate understanding of key psychology concepts.
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, with instructions for students to explore an issue, elaborate their findings, and organize the
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
This short document contains the names of 6 photographers who have contributed photos - betta design, avlxyz (who contributed twice), Kyota, Raksh1tha, and mandiberg. It encourages the reader to get inspired by these photos and create their own Haiku Deck presentation by getting started on SlideShare.
This document summarizes the life story of Boo in 3 pages. It describes how Boo grew up in a poor family, eating only porridge for most meals. He faced discrimination from other children for being dirty and smelly. Determined to improve his life, Boo worked hard in school and selling drawings to earn money. After finishing secondary school as one of the top students, Boo pursued a career in advertising in the city. Though he struggled at first due to lack of experience, Boo eventually found success in the advertising field and won several awards.
Este documento resume un plan de negocios para una aplicación de juegos sociales que permite a las marcas interactuar con sus usuarios de manera entretenida a través de juegos. La aplicación ofrece publicidad, activación de ventas, análisis y desarrollo de juegos. Actualmente la aplicación tiene más de 70,000 descargas y genera millones de interacciones mensuales. El documento describe el modelo de negocio, mercado objetivo, métricas de usuarios, ejemplos de juegos y el estado actual del proyecto.
The document provides information about a construction project taking place at Opus Lake Vicinity in Cyberjaya, Malaysia. It includes an introduction to the site, discussions of site safety measures, various plants and machinery being used, details on external work like drainage systems and roadwork, and explanations of setting out and earthwork processes. The contents page outlines 8 sections that will be covered related to different stages of the construction project.
This project requires students to visit a nature site to observe natural elements and create an info graphic pop-up poster and video summarizing their findings. In groups, students will choose a 10x10 meter site to document plants, animals, landforms and more. They will then create a 4-6 minute travelogue video and info graphic pop-up poster presenting this information. Individually, students will keep a scrapbook journal reflecting on their experience and describing a plant and animal species. The project aims to increase awareness of natural environments.
This project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a travelogue video of their experience, and an individual scrapbook journal. The poster must focus on one topic related to the site's ecosystem and include researched information and site documentation. The video should introduce the location and document students' experiences through their five senses. The journal is for students to personally reflect on their understanding of nature and describe plant and animal species. Students will present and submit their work in groups and individually for evaluation.
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 explore 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 be evaluated based on understanding the brief, content quality, creativity, and team collaboration.
This project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a short documentary video about their experience, and an individual scrapbook journal. The poster must focus on one topic related to the site's ecosystem and include researched information and documentation of elements from their 10x10m study area. The video should introduce the site and document their experience through sight, sound, smell, touch, and taste. The journal is for students to personally reflect on their understanding of nature and describe one plant and animal species through illustrations. Students will present their poster and be assessed on their participation, work progress, and final project submissions.
This project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a short documentary video about their experience, and an individual scrapbook journal. The poster must focus on one topic related to the site's ecosystem and include researched information and documentation of elements from their 10x10m study area. The video should introduce the site and document their experience through sights, sounds, smells, touches and tastes. The journal is for students to personally reflect on their understanding of nature and describe one plant and animal species through illustrations. Students will present their poster and be assessed on their participation, work progress, and final project submissions.
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 project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a scrapbook journal of their experiences, and a travelogue video. The poster must focus on one topic such as ecosystem, behavior, or reproduction. It will combine researched information with sketches and photos from the site visit. The journal will include reflections on senses experienced and understanding of the environment. The video will introduce the site and document activities, senses, and a message. Together these assignments aim to increase awareness of natural environments.
This project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a short travelogue video of their experience, and an individual scrapbook journal. The poster must focus on one topic related to the site's ecosystem and include researched information and documentation of elements found. The video should introduce the site and document students' experiences through their five senses. The journal is for students to personally reflect on their understanding of nature and document one plant and animal species through illustrations. Students will present and submit their work in groups and individually by certain deadlines for assessment.
This project requires students to visit a nature site to observe natural elements and create an info graphic pop-up poster and video summarizing their findings. In groups, students will choose a 10x10 meter site to document plants, animals, landforms and more. They will then create a 4-6 minute travelogue video and info graphic pop-up poster presenting this information. Individually, students will keep a scrapbook journal reflecting on their experience and describing a plant and animal species. The project aims to increase awareness of natural environments.
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and topics they observed. Students will also produce individual booklets describing their experiences and findings at the site in more detail.
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and topics they observed. Students will also individually write a 6-page booklet describing their experiences and focusing on one plant and one animal species.
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and findings from their site visit. Individual students will also produce a 6-page booklet describing their personal experiences and observations in detail.
This 3-sentence summary provides the high-level information from the document:
The document outlines a group project for a psychology class that involves creating a video and presentation. It describes the concepts of social cognitive perspective, stereotyping, persuasion, confirmation bias, first impressions, and halo effect that are incorporated into a story about a girl who judges a potential partner based on appearance but learns more about him. The story is presented through a series of scenes in the video and analyzed in the written report and presentation slides to demonstrate understanding of key psychology concepts.
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, with instructions for students to explore an issue, elaborate their findings, and organize the
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
This short document contains the names of 6 photographers who have contributed photos - betta design, avlxyz (who contributed twice), Kyota, Raksh1tha, and mandiberg. It encourages the reader to get inspired by these photos and create their own Haiku Deck presentation by getting started on SlideShare.
This document summarizes the life story of Boo in 3 pages. It describes how Boo grew up in a poor family, eating only porridge for most meals. He faced discrimination from other children for being dirty and smelly. Determined to improve his life, Boo worked hard in school and selling drawings to earn money. After finishing secondary school as one of the top students, Boo pursued a career in advertising in the city. Though he struggled at first due to lack of experience, Boo eventually found success in the advertising field and won several awards.
Este documento resume un plan de negocios para una aplicación de juegos sociales que permite a las marcas interactuar con sus usuarios de manera entretenida a través de juegos. La aplicación ofrece publicidad, activación de ventas, análisis y desarrollo de juegos. Actualmente la aplicación tiene más de 70,000 descargas y genera millones de interacciones mensuales. El documento describe el modelo de negocio, mercado objetivo, métricas de usuarios, ejemplos de juegos y el estado actual del proyecto.
The document provides information about a construction project taking place at Opus Lake Vicinity in Cyberjaya, Malaysia. It includes an introduction to the site, discussions of site safety measures, various plants and machinery being used, details on external work like drainage systems and roadwork, and explanations of setting out and earthwork processes. The contents page outlines 8 sections that will be covered related to different stages of the construction project.
This project requires students to visit a nature site to observe natural elements and create an info graphic pop-up poster and video summarizing their findings. In groups, students will choose a 10x10 meter site to document plants, animals, landforms and more. They will then create a 4-6 minute travelogue video and info graphic pop-up poster presenting this information. Individually, students will keep a scrapbook journal reflecting on their experience and describing a plant and animal species. The project aims to increase awareness of natural environments.
This project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a travelogue video of their experience, and an individual scrapbook journal. The poster must focus on one topic related to the site's ecosystem and include researched information and site documentation. The video should introduce the location and document students' experiences through their five senses. The journal is for students to personally reflect on their understanding of nature and describe plant and animal species. Students will present and submit their work in groups and individually for evaluation.
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 explore 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 be evaluated based on understanding the brief, content quality, creativity, and team collaboration.
This project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a short documentary video about their experience, and an individual scrapbook journal. The poster must focus on one topic related to the site's ecosystem and include researched information and documentation of elements from their 10x10m study area. The video should introduce the site and document their experience through sight, sound, smell, touch, and taste. The journal is for students to personally reflect on their understanding of nature and describe one plant and animal species through illustrations. Students will present their poster and be assessed on their participation, work progress, and final project submissions.
This project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a short documentary video about their experience, and an individual scrapbook journal. The poster must focus on one topic related to the site's ecosystem and include researched information and documentation of elements from their 10x10m study area. The video should introduce the site and document their experience through sights, sounds, smells, touches and tastes. The journal is for students to personally reflect on their understanding of nature and describe one plant and animal species through illustrations. Students will present their poster and be assessed on their participation, work progress, and final project submissions.
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 project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a scrapbook journal of their experiences, and a travelogue video. The poster must focus on one topic such as ecosystem, behavior, or reproduction. It will combine researched information with sketches and photos from the site visit. The journal will include reflections on senses experienced and understanding of the environment. The video will introduce the site and document activities, senses, and a message. Together these assignments aim to increase awareness of natural environments.
This project involves students visiting a nature site to observe and document various natural elements. They must then create an info graphic pop-up poster representing their findings, a short travelogue video of their experience, and an individual scrapbook journal. The poster must focus on one topic related to the site's ecosystem and include researched information and documentation of elements found. The video should introduce the site and document students' experiences through their five senses. The journal is for students to personally reflect on their understanding of nature and document one plant and animal species through illustrations. Students will present and submit their work in groups and individually by certain deadlines for assessment.
This project requires students to visit a nature site to observe natural elements and create an info graphic pop-up poster and video summarizing their findings. In groups, students will choose a 10x10 meter site to document plants, animals, landforms and more. They will then create a 4-6 minute travelogue video and info graphic pop-up poster presenting this information. Individually, students will keep a scrapbook journal reflecting on their experience and describing a plant and animal species. The project aims to increase awareness of natural environments.
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and topics they observed. Students will also produce individual booklets describing their experiences and findings at the site in more detail.
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and topics they observed. Students will also individually write a 6-page booklet describing their experiences and focusing on one plant and one animal species.
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and findings from their site visit. Individual students will also produce a 6-page booklet describing their personal experiences and observations in detail.
1. This project requires students to visit a natural site to experience and document various elements of the natural environment.
2. Working in groups, students will create an interactive infographic poster summarizing their observations and findings from the site visit. Individually, students will also produce a 6-page booklet describing their personal experiences and focusing on one plant and animal species.
3. At the natural site, students will use their senses to record observations and collect information about the ecosystem. They will sketch the layout, note significant elements, and closely observe plants, animals, and natural features. This information will be used in their group poster and individual booklets.
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and findings from their site visit. Individual students will also produce a 6-page booklet describing their personal experiences and observations in detail.
1. This document outlines the tasks and requirements for Project 1 of the Elements of Natural Built Environment course.
2. Students will visit a natural site in groups to observe and document the ecosystem through their senses and recording elements.
3. Using the information collected, students must create an interactive infographic pop-up poster with their group and an individual scrapbook journal of 6 pages or less to share their experiences and understanding of the natural environment.
1. This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course, which involves students experiencing and documenting nature.
2. In groups, students will visit an assigned natural site and collect information about the ecosystem through their senses and observations. They will then create an interactive info graphic pop-up poster summarizing their findings.
3. Individually, students must also produce a scrapbook journal describing their personal experiences and insights from the site visit, including illustrations of a plant and animal species.
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and focusing on one plant and animal species.
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and observations of one plant and animal species.
1. This document outlines the tasks and requirements for a project on experiencing and documenting nature for a class on natural built environments.
2. Students will visit a natural site in groups, observe various sensory elements, record information, and sketch the layout. They will then create an interactive info graphic poster on a theme from the site.
3. Individually, students must produce a scrapbook journal describing their understanding and observations of plants, animals, and the ecosystem from the site visit.
This document outlines an internship training program at Paradigm Architects Sdn Bhd. It describes various projects and tasks completed during a 10-week internship, including 3D modeling of a TNB substation in Revit, creating Revit families for windows and gates, filling out an inventory list, modeling individual terrace house units in a residential development, and setting up a block plan. It also discusses a site visit where meeting minutes were taken. The conclusion emphasizes the importance of time management, communication, and teamwork for architects.
This document provides a site analysis of Taman Botani Negara Shah Alam. It includes location plans, contour maps, sections, circulation analysis, existing structures, and landscape details. The site contains hills, lakes, and zones for a cactus garden and tropical fruits. Structures include roads, paths, stairs, a gazebo, and greenhouse. Vegetation is organized by zones - coconut palms, breadfruit, and banana near the lakes, and oil palms, durian, and pulasan in the tropical fruit zone. The cactus zone contains agave, opuntia, yucca, and euphorbia species. The document evaluates strengths, weaknesses, opportunities and threats for the site.
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 to their design process journal: 1) researching their 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 is a portfolio from a student named Chong Kit Yee documenting their work in the Introduction to Design module. It includes summaries and reflections of two projects exploring design elements and principles through sketching and daily item artwork. It also describes a project to create a 3D mobile structure based on the keyword "genius" for an Iron Man Lego figure. The portfolio demonstrates the student's understanding of design concepts and their design process.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on randomly assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore the assigned word, develop 2D drawings, and use materials like foam, cardboard, and wire to create 3D models representing the word.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature, presenting design proposals and references from their design process journal.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
Kit breaks up with her dirty boyfriend and is attracted to Lucas because he seems tidy. However, her friends warn her not to judge Lucas and try to persuade her he may not be as clean as he seems. Kit refuses to listen due to confirmation bias and believes they must like her. After going to Lucas's house, Kit realizes he is actually messy and regrets her rushed decision not to think twice about him.
1. The document is a collection of journal entries from a student named Chong Kit Yee discussing various topics in social psychology, including social facilitation, social loafing, intrinsic and extrinsic motivation, self-serving biases, self-fulfilling prophecy, stereotyping, the halo effect, and confirmation bias.
2. In one journal entry, Chong discusses experiencing social facilitation by competing academically with cousins and feeling motivated to work harder in order to perform better than them.
3. In another entry, Chong describes a group project experience where some group members social loafed by being unprepared, absent, and not contributing equally to the work.
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The document compares and contrasts the science fiction films The Hunger Games and Divergent. Both are based on popular young adult novels and feature teenage female protagonists, but have different plots, characters, and themes. The Hunger Games is set in a dystopian future where young people must fight to the death on television. Katniss volunteers to take her sister's place. Divergent takes place in a society divided into factions; Beatrice discovers she is Divergent and does not fit into one group. While both depict dystopian futures, The Hunger Games focuses on violence and inequality, while Divergent's theme is identity and choice. Overall, the document analyzes the similarities and differences between the two
The document summarizes the plots and characters of the movies The Hunger Games and Divergent. In The Hunger Games, Katniss volunteers to take her sister's place in the annual Hunger Games, where teenagers must fight to the death on live TV. In Divergent, Tris discovers she is Divergent and does not fit into any one faction; she must keep this a secret or be killed. Both movies depict dystopian futures and focus on strong female protagonists, Katniss and Tris, who challenge an unequal social order through acts of bravery and rebellion.
This document is a research report submitted by a group of students for their English final project. It summarizes their research comparing two Chinese medical halls, one located in Penang and the other in Klang Valley, Malaysia. The report outlines the group members, research questions, methodology used, and provides a brief history of traditional Chinese medicine. It then describes and compares the two medical halls that were the focus of their research.
This document discusses the history and operations of two Chinese medical halls: Cheng Woh Medical Hall and Keen Hing Medical Hall. It provides background on traditional Chinese medicine and its founder Shen Nung. Both medical halls were established in the mid-20th century and are now run by subsequent generations. The document compares their products, locations, workers, target markets, and strategies for competing with other local halls. It analyzes similarities and differences between the two businesses and provides recommendations for improvements.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
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, clarity of explanations, and originality/quality of artwork.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an Introduction to Design course. The project has two parts:
1) Students will observe and sketch 10 design elements found in nature and the built environment using sketches on A5 paper and one A4 artwork. Elements include lines, shape, texture, form, hue, and value. Students must explain each element.
2) Students will create simple artworks using daily items to demonstrate design principles.
The project aims to help students learn design processes, components, and principles. It is worth 10% of the overall grade and will be assessed based on demonstrated understanding of elements and principles, originality, and work quality. Students must submit their work by two deadlines
This 3 sentence document does not contain any meaningful information to summarize. It consists of blank lines without any text, images, or other content. As such, there is no high level or essential information that can be extracted from it in 3 sentences or less.
This document outlines the requirements and instructions for an individual final project on designing a residential landscape. Students must choose the same site from a previous analysis project. They will prepare presentation boards showing the design process from conceptual to master plans, as well as plant palettes, cost estimates, and maintenance plans. All drawings must be completed by hand and presented on boards by November 24th. The project aims to develop students' design process and small-scale landscape design skills. It is worth 40% of the total grade.
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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.
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 into an A4 folder for a final 3% assessment.
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 – 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:
To create awareness of the elements of natural and built environment.
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 – 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.) – 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 “scrapbook” 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 “journal” 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 student’s 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
Should be between 4 to 6 minutes.
Must contain all information as mentioned under TASK part B.
Must insert TU logo, FNBE, batch intake, name of lecturers and group members in the introductory part of the video.
Must upload on YouTube as a form of submission by 1st October 2014 before 12am (the day before presentation day).
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
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.
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.
Do take pictures during the making process until final product completion for e-portfolio purposes.
Do keep and maintain the poster in a good condition until the end of semester for moderation purposes.
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.
The verbal presentation should be in 5 minutes ONLY, therefore please keep it short and concise.
5. 5
INDIVIDUAL SCRAPBOOK JOURNAL
Should be in A4 size, landscape or portrait. Min 10 and max 20 pages ONLY.
Do prepare in loose A4 paper (any type) and comb bind/wire bind for submission documentation and design the cover.
Scan and take pictures of all pages for e-portfolio compilation.
Submit on 9th October 2014 (a week after presentation day), at class venue.
Late submission will deduct 10% of overall marks.
Assessment criteria
The assessment criteria for this assignment will be based on:
Understanding of the brief and meet all the requirements needed (critical analysis).
Quality, clarity and appropriateness of content related to topic (substance).
Originality, creativity, and quality of the works; pop up poster, travelogue video and scrapbook journal (delivery).
Team collaboration (team effort, cooperation, progress).
Marking criteria
Marks shall be distributed as follows:
Work will be assessed according to:
Travelogue Video
Quality, clarity and appropriateness of content 3%
Originality, creativity and quality of the delivery 2%
Total: 5%
Info Graphic Pop Up Poster
Demonstrated understanding of the brief and meet the requirements 3%
Quality, clarity and appropriateness of the content 5%
Originality, creativity and quality of the works 5%
Team collaboration (team effort, cooperation, progress) 2%
Total: 15%
Individual Scrapbook Journal
Quality, clarity and appropriateness of content, meet the requirements 6%
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 INSTRUCTUR’S EVALUATION ON INDIVIDUAL PERFORMANCE OF A GROUP MEMBER.