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 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
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
The document discusses various technologies used in research, planning, production, and presentation for a horror film trailer project. It describes using video cameras and tripods for filming, Adobe Premiere Elements and other editing software to produce the trailer, SoundCloud and other audio software to add music and sound effects, and presentation tools like PowerPoint and Word. It explains how these technologies helped successfully create a professional, engaging trailer that followed horror conventions through elements like camera positioning, editing techniques, use of audio, and clear planning presentations.
Un mapa mental es un diagrama que representa ideas, tareas y dibujos alrededor de una idea central. Los mapas mentales son un método eficaz para extraer y memorizar información de manera lógica y creativa. Se utilizan para fomentar la creatividad, ahorrar tiempo, solucionar problemas, concentrarse, organizar pensamientos de forma eficiente, aclarar ideas y aprobar exámenes con mejores resultados.
This document is a photo taken by the government of Buenos Aires, Argentina showing people walking along a street. The photo seems to inspire the viewer to create their own presentation using Haiku Deck, a presentation software that allows users to easily make slideshows. The document encourages the viewer to get started making their own Haiku Deck presentation by uploading it to SlideShare.
This document provides a resume for Robert Oinam, including his contact information, objective, education history, awards and achievements, extracurricular activities, and reference. It details that Robert received his MA in Economics from St. Joseph's College in Bangalore from 2014 to 2016 and his BA in Industrial Relations, Economics and Sociology from the same institution from 2011 to 2014, where he maintained high grades. It lists his involvement in organizing conferences, rural volunteer work, and leadership in sports. His reference is provided as his former department head from St. Joseph's College.
This document outlines the requirements for a two-part project on designing a better future town. Part A involves individual work submitting an A4 report and video presentation by November 6th. Part B involves group work to design and build a physical model of the town no larger than A2 size and 600mm tall using recyclable materials, and give a 5 minute presentation on December 4th. Groups must document the process, final model, and presentation for their e-portfolio. The goal is for students to propose designs for a sustainable and livable town.
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
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
The document discusses various technologies used in research, planning, production, and presentation for a horror film trailer project. It describes using video cameras and tripods for filming, Adobe Premiere Elements and other editing software to produce the trailer, SoundCloud and other audio software to add music and sound effects, and presentation tools like PowerPoint and Word. It explains how these technologies helped successfully create a professional, engaging trailer that followed horror conventions through elements like camera positioning, editing techniques, use of audio, and clear planning presentations.
Un mapa mental es un diagrama que representa ideas, tareas y dibujos alrededor de una idea central. Los mapas mentales son un método eficaz para extraer y memorizar información de manera lógica y creativa. Se utilizan para fomentar la creatividad, ahorrar tiempo, solucionar problemas, concentrarse, organizar pensamientos de forma eficiente, aclarar ideas y aprobar exámenes con mejores resultados.
This document is a photo taken by the government of Buenos Aires, Argentina showing people walking along a street. The photo seems to inspire the viewer to create their own presentation using Haiku Deck, a presentation software that allows users to easily make slideshows. The document encourages the viewer to get started making their own Haiku Deck presentation by uploading it to SlideShare.
This document provides a resume for Robert Oinam, including his contact information, objective, education history, awards and achievements, extracurricular activities, and reference. It details that Robert received his MA in Economics from St. Joseph's College in Bangalore from 2014 to 2016 and his BA in Industrial Relations, Economics and Sociology from the same institution from 2011 to 2014, where he maintained high grades. It lists his involvement in organizing conferences, rural volunteer work, and leadership in sports. His reference is provided as his former department head from St. Joseph's College.
This document outlines the requirements for a two-part project on designing a better future town. Part A involves individual work submitting an A4 report and video presentation by November 6th. Part B involves group work to design and build a physical model of the town no larger than A2 size and 600mm tall using recyclable materials, and give a 5 minute presentation on December 4th. Groups must document the process, final model, and presentation for their e-portfolio. The goal is for students to propose designs for a sustainable and livable town.
This short document promotes the creation of presentations using Haiku Deck, an online presentation tool. It includes three stock photos and text prompting the reader to get started creating their own Haiku Deck presentation on SlideShare. In just a few words, it advertises the ease of making presentations with Haiku Deck.
Este documento fornece etapas para elaborar um texto: 1) Pensar no assunto e ter claro o que se quer contar, 2) Planejar reunindo ideias em um esquema, 3) Redigir o esquema em forma de texto, 4) Revisar o texto duas vezes.
Chemical composition of five selected forages and their acceptability by red ...Valentine Obiasogu
This document is a project submitted by Valentine Odinakachukwu Obiasogu to the Department of Animal Science at the University of Ibadan in Nigeria in partial fulfillment of the requirements for a Bachelor of Science degree in Animal Science. The project examines the chemical composition of five selected forages and their acceptability by Red Sokoto goats. It includes an abstract, introduction, literature review on forages and goat management, methodology, results chapters, and references. The results showed differences in the chemical composition and acceptability of the various forages by the goats based on their crude protein, fiber, and preference testing.
This document provides details about the SoundWaves music festival event taking place from February 9-14, 2015 aboard the MSC Divina cruise ship. The event is organized by Cloud 9 Adventures and will feature performances from over 30 artists across 6 stages on the ship and two private islands. It outlines information about event locations, schedules, staffing contacts, expected attendance of 4,000 people, and lodging which will be provided aboard the ship.
Shrikrishan Payasi's curriculum vitae summarizes his professional experience, education, skills, and objectives. He has over 2 years of experience working in security roles for Reliance Industries Ltd and seeks new opportunities as a security professional. He holds a Bachelor's degree in Electronics and Communication Engineering and has knowledge of English, Hindi, and Sanskrit.
The document discusses mixers and their operating principles. It begins with a brief history of mixers and their development. It then explains how mixers work by multiplying two input signals together to generate sum and difference frequencies at the output. The document discusses different types of mixers including single-ended mixers, double balanced mixers, and image rejection mixers. It also covers modulators, balanced modulators, and product detectors which operate on similar mixing principles. Key aspects that make a good mixer like linearity and rejection of unwanted signals are also outlined.
Este documento fornece etapas para elaborar um texto: 1) Pensar no assunto e ter claro o que se quer contar, 2) Planejar reunindo ideias em um esquema, 3) Redigir o rascunho do texto com base no esquema, 4) Revisar o texto duas vezes para garantir a qualidade.
Este documento fornece instruções em 5 etapas para elaborar um texto: 1) Pensar no assunto e ter claro o que se quer contar, 2) Planejar reunindo as ideias em um esquema, 3) Redigir o esquema em forma de texto, 4) Reler o texto, 5) Reler o texto para revisá-lo.
The document outlines the agenda for a retreat business workshop covering four sections: an overview of starting a retreat business; planning retreat logistics and finances; marketing and sales; and executing a successful retreat. Section one discusses factors for success or failure, considerations for leading a retreat, and initial steps. Section two covers financial planning, logistics, marketing strategies, and sales tactics. Section three reviews execution of the retreat week. Section four concludes with a question and answer session.
The report summarizes a charity drive organized by a student group to raise funds for Nepal Rehabilitation Relief Efforts. The group sold onigiri rice balls on campus over 5 days and earned a total profit of RM3000. They analyzed their target market of students and faculty, competitors selling other foods, and selected onigiri due to its low cost, popularity, and convenience. After the successful drive, the profits were donated to provide shelters and supplies for earthquake victims in Nepal.
Intercept Technology provides effective corrosion and tarnish prevention for precious metals like silver, gold, and copper. It uses proprietary polymer matrices containing reactive copper particles that neutralize corrosive gases to protect metals. Major organizations like NASA, jewelry manufacturers, and museums worldwide use Intercept Technology for its non-toxic, recyclable, and long-lasting anti-tarnish protection.
1) O documento discute protocolos de trauma, incluindo considerações especiais para trauma em gestantes e crianças.
2) Recomenda avaliação rápida, estabilização das vias aéreas, monitoramento, oxigênio suplementar, imobilização e transporte rápido para hospital de referência.
3) Para gestantes, enfatiza posicionamento lateral esquerdo, avaliação do feto, reposição de volume e transporte imediato para hospital.
La Xarxa de Telecentres de Catalunya (XTC) és una xarxa de prop de mig miler de punts públics d'accés a Internet que té per objectius principals la cohesió digital i l'equilibri territorial de Catalunya en la societat del coneixement.
El documento propone la creación de un "Día Internacional del Hombre" para celebrar y reconocer los roles y sacrificios de los hombres, similar al Día Internacional de la Mujer. Ofrece una lista de preguntas retóricas que sugieren que los hombres enfrentan abusos, humillaciones, tareas domésticas y expectativas sociales sin reconocimiento. Concluye exigiendo que el 2 de julio sea declarado el Día Internacional del Hombre.
[1] O documento discute os elementos de vedação, que impedem a saída de fluidos de ambientes fechados e evitam a poluição por agentes externos. [2] Elementos de vedação podem ser fixos ou móveis, e incluem rolhas, tampas e anéis de vedação. [3] Fatores como temperatura, pressão e estado físico dos fluidos afetam a eficácia da vedação.
Este documento lista os principais comandos do AutoCAD e seus atalhos, descrevendo brevemente suas funções, como criar formas geométricas, modificar objetos, medir distâncias, inserir texto e hachuras, imprimir desenhos e alterar propriedades. No total, são listados 53 comandos ordenados alfabeticamente que compõem as principais ferramentas do software para desenho técnico 2D.
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 short document promotes the creation of presentations using Haiku Deck, an online presentation tool. It includes three stock photos and text prompting the reader to get started creating their own Haiku Deck presentation on SlideShare. In just a few words, it advertises the ease of making presentations with Haiku Deck.
Este documento fornece etapas para elaborar um texto: 1) Pensar no assunto e ter claro o que se quer contar, 2) Planejar reunindo ideias em um esquema, 3) Redigir o esquema em forma de texto, 4) Revisar o texto duas vezes.
Chemical composition of five selected forages and their acceptability by red ...Valentine Obiasogu
This document is a project submitted by Valentine Odinakachukwu Obiasogu to the Department of Animal Science at the University of Ibadan in Nigeria in partial fulfillment of the requirements for a Bachelor of Science degree in Animal Science. The project examines the chemical composition of five selected forages and their acceptability by Red Sokoto goats. It includes an abstract, introduction, literature review on forages and goat management, methodology, results chapters, and references. The results showed differences in the chemical composition and acceptability of the various forages by the goats based on their crude protein, fiber, and preference testing.
This document provides details about the SoundWaves music festival event taking place from February 9-14, 2015 aboard the MSC Divina cruise ship. The event is organized by Cloud 9 Adventures and will feature performances from over 30 artists across 6 stages on the ship and two private islands. It outlines information about event locations, schedules, staffing contacts, expected attendance of 4,000 people, and lodging which will be provided aboard the ship.
Shrikrishan Payasi's curriculum vitae summarizes his professional experience, education, skills, and objectives. He has over 2 years of experience working in security roles for Reliance Industries Ltd and seeks new opportunities as a security professional. He holds a Bachelor's degree in Electronics and Communication Engineering and has knowledge of English, Hindi, and Sanskrit.
The document discusses mixers and their operating principles. It begins with a brief history of mixers and their development. It then explains how mixers work by multiplying two input signals together to generate sum and difference frequencies at the output. The document discusses different types of mixers including single-ended mixers, double balanced mixers, and image rejection mixers. It also covers modulators, balanced modulators, and product detectors which operate on similar mixing principles. Key aspects that make a good mixer like linearity and rejection of unwanted signals are also outlined.
Este documento fornece etapas para elaborar um texto: 1) Pensar no assunto e ter claro o que se quer contar, 2) Planejar reunindo ideias em um esquema, 3) Redigir o rascunho do texto com base no esquema, 4) Revisar o texto duas vezes para garantir a qualidade.
Este documento fornece instruções em 5 etapas para elaborar um texto: 1) Pensar no assunto e ter claro o que se quer contar, 2) Planejar reunindo as ideias em um esquema, 3) Redigir o esquema em forma de texto, 4) Reler o texto, 5) Reler o texto para revisá-lo.
The document outlines the agenda for a retreat business workshop covering four sections: an overview of starting a retreat business; planning retreat logistics and finances; marketing and sales; and executing a successful retreat. Section one discusses factors for success or failure, considerations for leading a retreat, and initial steps. Section two covers financial planning, logistics, marketing strategies, and sales tactics. Section three reviews execution of the retreat week. Section four concludes with a question and answer session.
The report summarizes a charity drive organized by a student group to raise funds for Nepal Rehabilitation Relief Efforts. The group sold onigiri rice balls on campus over 5 days and earned a total profit of RM3000. They analyzed their target market of students and faculty, competitors selling other foods, and selected onigiri due to its low cost, popularity, and convenience. After the successful drive, the profits were donated to provide shelters and supplies for earthquake victims in Nepal.
Intercept Technology provides effective corrosion and tarnish prevention for precious metals like silver, gold, and copper. It uses proprietary polymer matrices containing reactive copper particles that neutralize corrosive gases to protect metals. Major organizations like NASA, jewelry manufacturers, and museums worldwide use Intercept Technology for its non-toxic, recyclable, and long-lasting anti-tarnish protection.
1) O documento discute protocolos de trauma, incluindo considerações especiais para trauma em gestantes e crianças.
2) Recomenda avaliação rápida, estabilização das vias aéreas, monitoramento, oxigênio suplementar, imobilização e transporte rápido para hospital de referência.
3) Para gestantes, enfatiza posicionamento lateral esquerdo, avaliação do feto, reposição de volume e transporte imediato para hospital.
La Xarxa de Telecentres de Catalunya (XTC) és una xarxa de prop de mig miler de punts públics d'accés a Internet que té per objectius principals la cohesió digital i l'equilibri territorial de Catalunya en la societat del coneixement.
El documento propone la creación de un "Día Internacional del Hombre" para celebrar y reconocer los roles y sacrificios de los hombres, similar al Día Internacional de la Mujer. Ofrece una lista de preguntas retóricas que sugieren que los hombres enfrentan abusos, humillaciones, tareas domésticas y expectativas sociales sin reconocimiento. Concluye exigiendo que el 2 de julio sea declarado el Día Internacional del Hombre.
[1] O documento discute os elementos de vedação, que impedem a saída de fluidos de ambientes fechados e evitam a poluição por agentes externos. [2] Elementos de vedação podem ser fixos ou móveis, e incluem rolhas, tampas e anéis de vedação. [3] Fatores como temperatura, pressão e estado físico dos fluidos afetam a eficácia da vedação.
Este documento lista os principais comandos do AutoCAD e seus atalhos, descrevendo brevemente suas funções, como criar formas geométricas, modificar objetos, medir distâncias, inserir texto e hachuras, imprimir desenhos e alterar propriedades. No total, são listados 53 comandos ordenados alfabeticamente que compõem as principais ferramentas do software para desenho técnico 2D.
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 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 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 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.
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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.