1. This document outlines the requirements for a two-part school project on the built environment and future cities.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research different city types and components to inform their proposal.
3. For Part B (group), students will produce a physical model and presentation boards showing their selected city type in more detail. Options include underground, underwater, forest-integrated, or skyscraper cities.
4. The proposal for "X City" must consider aspects like layout, zoning, transportation, sustainability, and meeting the needs of a population between 100,000-250
This document outlines an assignment for a photo blog for a class on effective public communication. Students will work in groups of 5-6 and choose a location to focus on through 25-30 photos with 20-30 word captions each on topics like people, food, activities, and cultural buildings. The assignment aims to demonstrate principles of communication and cultural understanding. Students will be assessed on their understanding of the brief, content and organization, use of references, and grammar. The deadline for submission is October 12, 2015.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the brief requirements. The site visit, group collaboration, and individual performance will also be evaluated.
This document provides information about Project 1B for the course Introduction to the Construction Industry. The project focuses on identifying the specific roles of building teams in the construction industry. It is worth 30% of the course grade, with 30% based on a group component and the remainder based on individual performance via peer assessment. Students must develop an understanding of the building team organization and duties of various roles. They are to document their research and observations from interview sessions in an 8-12 page, color printed magazine, along with a video recording of an interview, due for submission on April 28, 2015. The project aims to develop awareness of professional responsibilities within the construction industry.
Diane Von Furstenberg is a fashion icon known for designing the iconic wrap dress. She was born in Belgium in 1946 to a mother who survived the Holocaust. Von Furstenberg attended university in Geneva and married Prince Eduard Egon von Furstenberg, moving with him to New York. She divorced in the early 1970s and launched her own clothing line, starting with the wrap dress which sold over 5 million units. Von Furstenberg sold her successful company in 1983 but regained inspiration to return to fashion in 1997. Today she continues to run her global company and advocates for women through organizations like Vital Voices.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document discusses environmental sustainability in the fashion industry. It addresses several factors event planners must consider when organizing fashion shows, including materials, electricity, food, transportation, and buildings. Sustainable options are proposed for each factor. The document also examines issues like textile production, materials used in clothing and accessories, and initiatives to promote eco-friendly fashion design. Overall, the document promotes adopting sustainable practices across all aspects of the fashion industry to reduce environmental impacts.
The document is a research report submitted by a group of students for their social psychology class. It includes an introduction outlining the assignment, a methods section describing how they developed a video applying concepts from class, and a discussion analyzing how five concepts were applied in different scenes of the video. The video portrayed a relationship from the perspective of the main character and illustrated concepts like self-serving bias, confirmation bias, self-verification theory, negativity bias, and stereotyping. Each concept is defined and its application in a corresponding scene from the video is explained.
This document outlines an assignment for a photo blog for a class on effective public communication. Students will work in groups of 5-6 and choose a location to focus on through 25-30 photos with 20-30 word captions each on topics like people, food, activities, and cultural buildings. The assignment aims to demonstrate principles of communication and cultural understanding. Students will be assessed on their understanding of the brief, content and organization, use of references, and grammar. The deadline for submission is October 12, 2015.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the brief requirements. The site visit, group collaboration, and individual performance will also be evaluated.
This document provides information about Project 1B for the course Introduction to the Construction Industry. The project focuses on identifying the specific roles of building teams in the construction industry. It is worth 30% of the course grade, with 30% based on a group component and the remainder based on individual performance via peer assessment. Students must develop an understanding of the building team organization and duties of various roles. They are to document their research and observations from interview sessions in an 8-12 page, color printed magazine, along with a video recording of an interview, due for submission on April 28, 2015. The project aims to develop awareness of professional responsibilities within the construction industry.
Diane Von Furstenberg is a fashion icon known for designing the iconic wrap dress. She was born in Belgium in 1946 to a mother who survived the Holocaust. Von Furstenberg attended university in Geneva and married Prince Eduard Egon von Furstenberg, moving with him to New York. She divorced in the early 1970s and launched her own clothing line, starting with the wrap dress which sold over 5 million units. Von Furstenberg sold her successful company in 1983 but regained inspiration to return to fashion in 1997. Today she continues to run her global company and advocates for women through organizations like Vital Voices.
This document provides information about a Creative Thinking Skills module offered in February 2014. The 4-credit module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. It will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through projects, idea journals, and an e-portfolio. The module aims to help students apply practical thinking skills, recognize characteristics of critical and creative thinking, and express personal opinions in their academic development.
This document discusses environmental sustainability in the fashion industry. It addresses several factors event planners must consider when organizing fashion shows, including materials, electricity, food, transportation, and buildings. Sustainable options are proposed for each factor. The document also examines issues like textile production, materials used in clothing and accessories, and initiatives to promote eco-friendly fashion design. Overall, the document promotes adopting sustainable practices across all aspects of the fashion industry to reduce environmental impacts.
The document is a research report submitted by a group of students for their social psychology class. It includes an introduction outlining the assignment, a methods section describing how they developed a video applying concepts from class, and a discussion analyzing how five concepts were applied in different scenes of the video. The video portrayed a relationship from the perspective of the main character and illustrated concepts like self-serving bias, confirmation bias, self-verification theory, negativity bias, and stereotyping. Each concept is defined and its application in a corresponding scene from the video is explained.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. At the end of the semester, students must submit a compilation of all their notes and projects. Notes will be assessed based on content, creativity, clarity, and organization.
Chia Keh Chian proposes transforming an empty land into Relaxant Park, a recreation area for nearby residents. The park will feature natural areas for relaxation as well as active spaces. It will include a children's playground, jogging paths, a skate park, climbing wall, and amphitheater. The park aims to promote health, community bonding, and stress relief through its green spaces and facilities for all ages. Materials like rubber surfacing and recycled benches will be used for their durability and low maintenance.
- Michael Kors is a luxury fashion brand known for clothing and accessories founded in 1981.
- A horizontal analysis of the financial statements from 2013-2014 showed increases in key areas such as cash, inventory, property/equipment and accounts payable due to sales growth. Revenue increased 52% from $2.1B to $3.3B.
- Net income grew 66% from $397,602 to $661,485, indicating increased profitability corresponding to higher sales.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between action-comedy films or animated films, research the genre, view example movies, and write a 6 paragraph essay comparing or contrasting the two genres. The essay must be 600-1000 words and follow APA style for citations and referencing. Students must submit a draft for feedback and submit the final version digitally by September 28th. The assignment aims to help students understand film genres, analyze and synthesize information to compare or contrast two movies, and communicate ideas in clear academic English.
Cognitive dissonance, social interaction, looking-glass self, counterfactual thinking, and the halo effect are explored through a comic strip about a grandmother named Grace. Grace felt unhappy with how her family treated her. She drank a potion on the advice of a fortune teller hoping it would improve her situation. When Grace disappeared, her family regretted their past actions and realized how much they took her for granted. After Grace returned, her family appreciated her more and their positive attitudes toward her led to happier family relationships going forward.
Gynie process journal report compilationG-ny Gynie
This document provides information about an underground city called Derinkuyu in Cappadocia, Turkey. It describes Derinkuyu as the largest of the underground complexes in Cappadocia, with up to 18 storeys reaching 85 meters deep. It housed up to 20,000 people and had features like ventilation shafts, living quarters, shops, wells, and escape routes. The complex also included churches, food stores, livestock stalls, schools, and graveyards. It had an underground river and irrigation system to supply drinking water.
This document provides information on two bungalow projects and the background of Michael Ching and his company. It includes a personal and company profile section that details Michael's education and 12 years of professional experience working on high-profile Malaysian projects. It also outlines the design strategies used for the two bungalow projects, which focus on passive cooling techniques like maximizing daylight and natural ventilation while minimizing heat gain and using water features and green spaces for additional cooling.
The document outlines a business plan for a proposed Malaysian music cafe called Joey&Co. The cafe aims to promote Malaysian culture through food and live performances. It will be located in the popular Publika area of Kuala Lumpur. The plan discusses the target market, competitors, and proposed marketing strategies including partnerships with Foodpanda and local radio stations. Financial projections estimate an initial investment of RM250,000 with profits expected within 2 years of opening.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Upon completing the module, students will be able to recognize and apply design elements and principles to simple projects, and explain their application. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document outlines the requirements for a project on proposing better cities of the future. It is divided into two parts.
Part A is an individual assignment to research and investigate components of cities, both past and present. Students must then propose their own future city through a written report and short video presentation.
Part B is a group assignment where students will work together to create a model and presentation boards showcasing their proposed future city. They will choose from various city types and consider factors like population, infrastructure, sustainability and more when designing their city. The goal is for students to understand what makes a livable, sustainable city and apply those lessons to their proposals.
This document outlines the requirements for Project Two of the Elements of Natural Built Environment course. Students must complete both individual and group components to propose designs for a future city called "X City." For the individual component, students must submit an A4 report and 3-minute video presentation analyzing components of past, present and future cities to inform their proposal. The group component involves constructing a scale model and presentation boards to illustrate the group's proposed design for "X City," which must address factors like zoning, transportation, sustainability and services. Students will be assessed based on the depth, clarity and creativity of their city proposals and presentations.
This document outlines the requirements for a project on proposing a future city. It is divided into two parts. Part A is an individual assignment to research and propose a new city through a written report and short video presentation. Students must consider the components and elements of cities, as well as what makes a sustainable future city. Part B is a group assignment to create a physical model and presentation boards showing the details of their proposed city, which will be a modified version of one chosen by the instructor. The proposal must address factors like zoning, transportation, infrastructure, population needs, and sustainability initiatives. The goal is for students to understand what comprises a livable city and apply those lessons to planning for improved future urban development.
This document outlines the requirements for Project Two of the Elements of Natural Built Environment course. Students must complete both individual and group components to propose designs for a future city called "X City." For the individual component, students must submit an A4 report and 3-minute video presentation analyzing components of past, present and future cities to inform their proposal. The group component involves constructing a scale model and presentation boards to illustrate the group's proposed design for "X City," which must address factors like zoning, transportation, sustainability and services. Students will be assessed based on the depth, clarity and creativity of their individual and group work.
This document outlines the requirements for Project Two of the Elements of Natural Built Environment course. Students must complete both individual and group components to propose designs for a future city called "X City." For the individual component, students must submit an A4 report and 3-minute video presentation analyzing components of past, present and future cities to inform their proposal. The group component involves constructing a scale model and presentation boards to illustrate the group's proposed design for "X City," which must address factors like zoning, transportation, sustainability and services. Students will be assessed based on the depth, clarity and creativity of their city proposals and presentations.
This document outlines the requirements for a project on proposing a better future city. It is divided into two parts.
Part A is an individual assignment to research and investigate components of cities, propose a conceptual future city plan through a report and short video presentation.
Part B is a group assignment to physically model and further present their proposed city through presentation boards. Groups will choose from several city types and consider factors like zoning, transportation, sustainability in their designs. The goal is to understand what makes a livable, sustainable future city by drawing from histories of past cities.
SEMESTER 1: Elements in Natural & Built Environments Project 2 Brief - Better...University of Nottingham
This document outlines the requirements for a final project in a course on natural and built environments. It is divided into two parts:
Part A is an individual assignment to investigate the components of cities, propose a design for a hypothetical new city "X", and present the proposal in a written report and short video.
Part B is a group assignment to physically model and further develop the design for city "X", presenting the proposal on a maximum of three presentation boards. Groups will choose from several types of cities to design, considering factors like population, zoning, infrastructure, and sustainability. The goals are to understand city planning principles and propose a livable future city.
This document outlines the requirements for a final project in a course on natural and built environments. It is divided into two parts:
Part A is an individual assignment to investigate the components of cities, propose a design for a hypothetical new city "X", and present the proposal in a written report and short video.
Part B is a group assignment to physically model and further develop the design for city "X", presenting the proposal on a maximum of three presentation boards. Groups will choose from several types of cities to design, considering factors like population, zoning, infrastructure, and sustainability. The goals are to understand city planning principles and propose a livable future city.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
The group's final project for their Introduction to Business course was a charity drive event to raise funds for PAWS Animal Welfare Society. They sold homemade fruit jellies and juices. To prepare, the group collected RM1,350 in sponsorships. During the event, they sold products and promoted their cause on social media and posters. Through their efforts, they gained experience running a business and raised awareness for their charity.
The document summarizes several key social psychology concepts discussed in a group project on relationship:
1) Self-verification theory asserts that people want others to perceive them according to their own self-beliefs and feelings.
2) Self-serving bias refers to taking personal responsibility for successes yet externalizing blame for failures.
3) Negativity bias describes giving more attention to negative experiences over positive ones.
4) Confirmation bias involves favoring information that confirms existing beliefs.
5) Stereotypes refer to overgeneralized beliefs about groups that ignore individual differences.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. At the end of the semester, students must submit a compilation of all their notes and projects. Notes will be assessed based on content, creativity, clarity, and organization.
Chia Keh Chian proposes transforming an empty land into Relaxant Park, a recreation area for nearby residents. The park will feature natural areas for relaxation as well as active spaces. It will include a children's playground, jogging paths, a skate park, climbing wall, and amphitheater. The park aims to promote health, community bonding, and stress relief through its green spaces and facilities for all ages. Materials like rubber surfacing and recycled benches will be used for their durability and low maintenance.
- Michael Kors is a luxury fashion brand known for clothing and accessories founded in 1981.
- A horizontal analysis of the financial statements from 2013-2014 showed increases in key areas such as cash, inventory, property/equipment and accounts payable due to sales growth. Revenue increased 52% from $2.1B to $3.3B.
- Net income grew 66% from $397,602 to $661,485, indicating increased profitability corresponding to higher sales.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between action-comedy films or animated films, research the genre, view example movies, and write a 6 paragraph essay comparing or contrasting the two genres. The essay must be 600-1000 words and follow APA style for citations and referencing. Students must submit a draft for feedback and submit the final version digitally by September 28th. The assignment aims to help students understand film genres, analyze and synthesize information to compare or contrast two movies, and communicate ideas in clear academic English.
Cognitive dissonance, social interaction, looking-glass self, counterfactual thinking, and the halo effect are explored through a comic strip about a grandmother named Grace. Grace felt unhappy with how her family treated her. She drank a potion on the advice of a fortune teller hoping it would improve her situation. When Grace disappeared, her family regretted their past actions and realized how much they took her for granted. After Grace returned, her family appreciated her more and their positive attitudes toward her led to happier family relationships going forward.
Gynie process journal report compilationG-ny Gynie
This document provides information about an underground city called Derinkuyu in Cappadocia, Turkey. It describes Derinkuyu as the largest of the underground complexes in Cappadocia, with up to 18 storeys reaching 85 meters deep. It housed up to 20,000 people and had features like ventilation shafts, living quarters, shops, wells, and escape routes. The complex also included churches, food stores, livestock stalls, schools, and graveyards. It had an underground river and irrigation system to supply drinking water.
This document provides information on two bungalow projects and the background of Michael Ching and his company. It includes a personal and company profile section that details Michael's education and 12 years of professional experience working on high-profile Malaysian projects. It also outlines the design strategies used for the two bungalow projects, which focus on passive cooling techniques like maximizing daylight and natural ventilation while minimizing heat gain and using water features and green spaces for additional cooling.
The document outlines a business plan for a proposed Malaysian music cafe called Joey&Co. The cafe aims to promote Malaysian culture through food and live performances. It will be located in the popular Publika area of Kuala Lumpur. The plan discusses the target market, competitors, and proposed marketing strategies including partnerships with Foodpanda and local radio stations. Financial projections estimate an initial investment of RM250,000 with profits expected within 2 years of opening.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and apply their skills and knowledge to a range of assignments involving visual and verbal reports. Upon completing the module, students will be able to recognize and apply design elements and principles to simple projects, and explain their application. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
This document outlines the requirements for a project on proposing better cities of the future. It is divided into two parts.
Part A is an individual assignment to research and investigate components of cities, both past and present. Students must then propose their own future city through a written report and short video presentation.
Part B is a group assignment where students will work together to create a model and presentation boards showcasing their proposed future city. They will choose from various city types and consider factors like population, infrastructure, sustainability and more when designing their city. The goal is for students to understand what makes a livable, sustainable city and apply those lessons to their proposals.
This document outlines the requirements for Project Two of the Elements of Natural Built Environment course. Students must complete both individual and group components to propose designs for a future city called "X City." For the individual component, students must submit an A4 report and 3-minute video presentation analyzing components of past, present and future cities to inform their proposal. The group component involves constructing a scale model and presentation boards to illustrate the group's proposed design for "X City," which must address factors like zoning, transportation, sustainability and services. Students will be assessed based on the depth, clarity and creativity of their city proposals and presentations.
This document outlines the requirements for a project on proposing a future city. It is divided into two parts. Part A is an individual assignment to research and propose a new city through a written report and short video presentation. Students must consider the components and elements of cities, as well as what makes a sustainable future city. Part B is a group assignment to create a physical model and presentation boards showing the details of their proposed city, which will be a modified version of one chosen by the instructor. The proposal must address factors like zoning, transportation, infrastructure, population needs, and sustainability initiatives. The goal is for students to understand what comprises a livable city and apply those lessons to planning for improved future urban development.
This document outlines the requirements for Project Two of the Elements of Natural Built Environment course. Students must complete both individual and group components to propose designs for a future city called "X City." For the individual component, students must submit an A4 report and 3-minute video presentation analyzing components of past, present and future cities to inform their proposal. The group component involves constructing a scale model and presentation boards to illustrate the group's proposed design for "X City," which must address factors like zoning, transportation, sustainability and services. Students will be assessed based on the depth, clarity and creativity of their individual and group work.
This document outlines the requirements for Project Two of the Elements of Natural Built Environment course. Students must complete both individual and group components to propose designs for a future city called "X City." For the individual component, students must submit an A4 report and 3-minute video presentation analyzing components of past, present and future cities to inform their proposal. The group component involves constructing a scale model and presentation boards to illustrate the group's proposed design for "X City," which must address factors like zoning, transportation, sustainability and services. Students will be assessed based on the depth, clarity and creativity of their city proposals and presentations.
This document outlines the requirements for a project on proposing a better future city. It is divided into two parts.
Part A is an individual assignment to research and investigate components of cities, propose a conceptual future city plan through a report and short video presentation.
Part B is a group assignment to physically model and further present their proposed city through presentation boards. Groups will choose from several city types and consider factors like zoning, transportation, sustainability in their designs. The goal is to understand what makes a livable, sustainable future city by drawing from histories of past cities.
SEMESTER 1: Elements in Natural & Built Environments Project 2 Brief - Better...University of Nottingham
This document outlines the requirements for a final project in a course on natural and built environments. It is divided into two parts:
Part A is an individual assignment to investigate the components of cities, propose a design for a hypothetical new city "X", and present the proposal in a written report and short video.
Part B is a group assignment to physically model and further develop the design for city "X", presenting the proposal on a maximum of three presentation boards. Groups will choose from several types of cities to design, considering factors like population, zoning, infrastructure, and sustainability. The goals are to understand city planning principles and propose a livable future city.
This document outlines the requirements for a final project in a course on natural and built environments. It is divided into two parts:
Part A is an individual assignment to investigate the components of cities, propose a design for a hypothetical new city "X", and present the proposal in a written report and short video.
Part B is a group assignment to physically model and further develop the design for city "X", presenting the proposal on a maximum of three presentation boards. Groups will choose from several types of cities to design, considering factors like population, zoning, infrastructure, and sustainability. The goals are to understand city planning principles and propose a livable future city.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
The group's final project for their Introduction to Business course was a charity drive event to raise funds for PAWS Animal Welfare Society. They sold homemade fruit jellies and juices. To prepare, the group collected RM1,350 in sponsorships. During the event, they sold products and promoted their cause on social media and posters. Through their efforts, they gained experience running a business and raised awareness for their charity.
The document summarizes several key social psychology concepts discussed in a group project on relationship:
1) Self-verification theory asserts that people want others to perceive them according to their own self-beliefs and feelings.
2) Self-serving bias refers to taking personal responsibility for successes yet externalizing blame for failures.
3) Negativity bias describes giving more attention to negative experiences over positive ones.
4) Confirmation bias involves favoring information that confirms existing beliefs.
5) Stereotypes refer to overgeneralized beliefs about groups that ignore individual differences.
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% requiring incorporating 5 concepts into a storyline and brief oral presentation. Assignment 3 is a video clip, written report, and presentation worth 30% where students identify psychological concepts in a 3-5 minute video clip script and report.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The presentation should be 20 minutes plus 5 minutes for Q&A. Assessments will include a written report and a video clip and presentation, each worth 20% of the total 40% project grade. The report must follow a specified format and include an introduction, method, discussion, and references. Plagiarism is strictly prohibited and will result in failure of the assignment.
This document contains journal entries from a student discussing social psychology concepts. It discusses two main topics:
1) Social loafing - where individuals put in less effort working in a group compared to individually. The student provides personal examples of social loafing in school group projects and with family.
2) Self-serving bias - where individuals take credit for successes but blame outside factors for failures. The student describes instances where they and others exhibited self-serving bias, such as blaming others for losses but taking credit for wins.
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
The document provides information on a 3 credit hour social psychology module taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture influences social behavior. Assessment will include formative assessments through tutorials, summative assessments to evaluate understanding, and a portfolio reflecting achievement of learning outcomes. The goal is to help students gain awareness of human behavior and interactions to relate effectively with others.
This document outlines the final project requirements for an Introduction to Business course. Students will plan and run a charity drive event to gain practical business experience. They must form groups, choose a product to sell and charity to support. The project aims to help students develop skills in areas like marketing, finance, and social responsibility. Students will be assessed based on a group report and presentation of their event, as well as individual reflections. The report must document all planning decisions, financial records, and outcomes of their charity drive business venture.
This document outlines the syllabus for an introductory business module. The 4-credit, 18-week module will provide students with an understanding of basic business concepts through lectures, self-study, projects, and assessments. Topics will include the different types of businesses, factors that affect business operations, and the roles of human resources, marketing, production, and finance. Assessment will include individual and group projects, tests, and an e-portfolio demonstrating acquired knowledge and skills. The goal is for students to understand business fundamentals and be able to apply theories to analyze real-world business situations.
- The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. It provides context for the project, including its objectives, learning outcomes, tasks, submission requirements, assessment criteria, and rubric.
- Students must form groups, choose a business idea, develop a 10-minute presentation on the business plan, and submit any presentation materials. The presentation will be assessed based on topic content, verbal presentation skills, and peer evaluation of individual contributions.
- Guidelines are provided on the expected content of the presentation, including describing the business, conducting market and competitor analysis, explaining marketing and management strategies, and providing a financial plan and conclusion.
This document provides information about the Effective Public Communication module offered at Taylor's University. The 3 credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making and conflict handling. Students will learn communication principles and apply them to analyze interactions. The module involves weekly lectures, tutorials and self-study. Assessment includes class participation, projects and a final exam. Student-centered learning is used to encourage active participation.
This report provides a comparative analysis of two bak kut teh restaurants - Teo Chew Bak Kut Teh in Melaka and Kee Heong Bak Kut Teh in Old Klang. Both restaurants have been in business for over 10 years. Teo Chew Bak Kut Teh focuses on 3 signature dishes and is known for its distinctive herbal soup flavor. Kee Heong Bak Kut Teh has a larger variety of dishes and attracts more customers. The report analyzes the businesses' histories, operations, strategies, competitors and makes recommendations to improve their competitive positions in the market.
This document outlines an oral presentation assignment for a course on effective public communication. Students must work in groups of 6-8 and present for 25 minutes on an analysis of two different businesses. They must describe the background, competitors/challenges, business nature/strategies, and recommendations for the future of each business. Students will be assessed on their understanding of the task, content quality, organization, use of references, and grammar. The presentation is due on November 23rd, along with a soft copy of materials and a cover page with the required information.
This document outlines an oral presentation assignment for a course on Effective Public Communication. Students will work in groups of 6-8 people to research and present for 15-20 minutes on analyses of mural paintings or steel artwork. Each group must analyze the artist's background, describe two artworks, and identify 5 communication concepts within them. Students must submit a soft copy of their presentation and cover page with their group members' names by the due date of November 16, 2015. The presentation will be assessed based on understanding the brief, content relevance, organization, use of references, and grammar.
The document provides a compare and contrast essay analyzing the animated Disney films Snow White and the Seven Dwarfs and Sleeping Beauty. Both films feature princesses who are threatened by jealous villains and placed under spells, but are rescued by prince's kisses. The princesses also take refuge in cottages in the woods and are helped by non-human helpers like dwarfs and fairies. Overall, the essay finds similarities in the motives of the villains, settings, helpers, and endings of the two classic animated films.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
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CITY PROJECT
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 Built Environment ARC30105
Prerequisite: None
Lecturers: Ms Delliya, Pn Hasmanira and Miss Iffa
Project Two: Built Environment
Better Cities of the Future – Pamphlet & Model Representation
20% Individual Work + 20% Group Work
Presentation Part A (Individual): Week 13 - 15th May 2015
Presentation Part B (Group):Week 18- 19th June 2015
Introduction
The character of a city will relate back to topics investigated in Project One. Every city will need to sustain
itself. Just like any living environment, the city is unique and very alive. It grows, it populates, it requires
food, it requires energy, it needs to move, it needs shelter, and it needs protection and defense system,
which are very similar to the natural environment.
The best way to understand a city is to explore and investigate a city first hand. Every city is different yet the
heart of every city is the people and their activities. In this final project, students will investigate about past,
present and future city. With the information collected students are required to propose the future city. The
future city should focus on the needs of the people, the facilities, infrastructures, and how it will
sustain itself in the future.
To plan for the future we should refer to the past. Great cities such as Jericho, Rome, and Babylon
existed thousands of years before we were born. They were the largest cities in the world, and arguably the
epicenters of human civilization. These cities led mankind to new heights of culture and commerce, though
in the end each of them was surpassed and some of them destroyed. We should learn from history to
achieve a better future city.
Cities have been called the highest forms of social organization. Think of the complexity of road systems,
transportation, building, laws, markets, business centre, sports events, food distribution, educational
systems, sanitation, utilities, land usage, housing and etcetera. But that complexity didn't spring up over
night. It is the result of long years of human development.
People live, work, and have fun together in many different kinds of communities. A city is a large community,
home to many people; a town is a small community; a suburb is a community located outside of a city; and a
neighbourhood is a small community that consists of the people and buildings near home. The relationship
between the city, town, suburb and neighbourhood is greatly interrelated.
2. 2
Cities need lungs for breathing, basically well-maintained open, green, public spaces. The city as a physical
composition involves interaction between these man-made and natural components. Basically, a city
consists of spaces for human activities and interactions. It creates identity to a certain city.
Overcrowding in cities causes problems with waste disposal, health and pollution. There are other
significant urban problems as well, among them violence, crime, drugs, and the over-consumption of energy
and other resources. Most of these problems affect not only the city itself but the countryside and often the
entire world. In short, cities contain within them the key challenges facing our civilization.
There are two sides of a city, the positive and the negative, the promise of success and the threat of
disaster. We may never be able to create a perfect city, but we can certainly make improvements. A great
city is a city that is sustainable and liveable.
Objectives of Project
The objectives of this project;
1. To expose the elements of the natural and built environment in their basic unit, form and function
2. To show symbiotic relationship of the elements of the natural and built environment
3. To question, analyse and articulate the impact between natural and built environment
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. To describe the different characteristics of the natural and built environment by exploring the basic
elements such as natural topography, landscape, space, building and infrastructure.
2. To differentiate and compare the different development of the built environment by looking at the
natural topography, landscape, space, building and infrastructure
3. To analyse and evaluate the different development of the built environment by looking at the natural
topography, landscape, space, building and infrastructure
4. Understand how to communicate ideas through observation and using different
media/tools/techniques to present information of the study of natural and built environment
Tasks - Methodology
1.0Introduction:
The idea of this project is to understand the component and elements of a city and what makes a better
future city. This final project is divided into two parts.
Part A [individual component 20%] – An A4 pamphlet and a progress report compilation.
Part B [group component 20%] –A2 presentation and a model.
Part A is an individual component to investigate and understand the content related to “city” and “the build
environment” plus to propose a better future city by preparing a pamphlet. Part B is a group
component, to produce a physical model of the selected city and maximum 3nos of A2 board presentation to
explain further about the selected city.
Students are required to bring the tutorial progress sheet for every
tutorial session and to bring the printed brief at all time.
3. 3
2.0“X” City Guidelines:
Each student will have to pretend that they are the mayor of the “X” City. The people in “X” city require
a new city because of reasons that it no longer liveable or because it’s just too crowded. As a mayor you will
need to propose a new layout for the new “X” City very quickly. As this is just a class project, we will need to
establish certain conditions and rules as follows;
2.1 As an exercise the propose city is a small size city. The size of the proposed new city should be smaller
than Subang Jaya (70 km2). Therefore the new propose city should be between 30 - 50 km2 .
2.2 The population is between 100,000 – 250,000. (The population of Subang Jaya is about 710, 000.)
2.3 The people of “X” City are Malaysian and the location of the city will be in Malaysia with Malaysian
settings and environment.
2.4 You should create a new name for “X” City.
2.5 As a group you may chose one of the following; (do decide as a group)
i. An underground city (or in a cave)
ii. An underwater or floating on water City (at sea or saltwater wetlands)
iii. An underwater or floating on water City (fresh water wetlands)
iv. A city that blends in the forest (Swamp Area etc)
v. A city in the Air (or sky scraper city or in the mountains)
2.6 When planning for the city, whether it is for the individual or group component, students are
required to consider and include the followings;
i. The geometric shape, form, pattern, hierarchy, system and structure of the city.
ii. The aim of the city, the green approach, new waste management, new technology,
business plan, new initiatives etc.
iii. The main focus of the city; such as the square, garden, monuments, town hall, pavilion,
civic building, axis and vistas.
iv. The zoning of the city. (government buildings, business area, commercial areas,
recreational areas, education areas, religious and cultures areas, hospitals, services area,
industrial area, residential, community area, port and shipping area, forest and green
areas, agriculture area, hospitality and tourism etc)
v. The people, population, social issues, activities, food distribution, crime, security,
education, culture and religion.
vi. Transportation and networking.
vii. Infrastructure, utility, services and amenities. (Energy, water, waste etc.)
viii. Sustainable initiative and climate change consideration and resilience etc.
ix. Other services (such as police, army, economy, security, technology etc)
3.0Part A: (Individual 20%) – Submission 15th May 2015
As the mayor of the “X” City you are required to produce a folded pamphlet to promote the new city
development. You will first need to understand what a “city” is, its development and history,
components and elements of a city. The investigation, collection of data, case study information, mind
maps and analysis, draft sketches, exploration and planning will be submitted as an additional A4 process
journal compilation as evidence to show that you did your research and to support your ideas.
Basically individually each student will be submitting the following;
a. An A4 size folded pamphlet – to promote the new “X” city (from an A1 folded into an A4 -
minimum 1 set and maximum 3 sets)
b. An A4 size process journal report compilation - to compile documents (information collected,
draft sketches, draft ideas and planning etc.
NOTE: When seeking information and designing the city do refer to item “2.6” from item 2.0 “X” City Guideline.
4. 4
3.1 An A4 size folded pamphlet – to promote the new “X” city
3.1.1 Students are required to do investigation on ancient & old cities, present cities and future cities.
Find definitions, categories of cities etc. Collect data that will help you to understand about the
components and elements of a city. Eventually this will help you to plan for the “X” City.
(like case study)
3.1.2 Investigation, collect data and understand the type of city and the environment that your group
have selected. You will then design a city for that particular environment and type of location
therefore you need to understand the situation of your site.
3.1.3 Look into documents, article, guideline and issues regarding planning a better future city.
3.1.4 And finally after doing a comprehensive investigation on the three items above, you are required
to produce a brief proposal for the “X” City through diagrams, existing images, some sketches
and illustration. It would be great to have plans or 3d view of the proposed city.
3.1.5 The pamphlet is a promotional pamphlet trying to explain about the good thing about the new “X”
City. Key information you will need to provide are;
a. Brief information about the new “X” city approach, the aims of the new city, the name of
the city, the location of the city, the green approaches applied to city, new initiatives,
technology and other information that makes it a better city to live in. You may add other
supporting information such as culture, economic etc. – text and supported by images.
b. Discreetly provide 2 example city that you refer to and how, what and where are you
implementing it in the new “X” City.
c. Provide a master plan drawing of this new town. Preferably to scale to show how the
city works and zonings of areas. You can provide images to support whatever you are
proposing. Basically to make the new “X” City appealing and the future occupants
understand how the city will be like.
3.2 An A4 size process journal compilation - to compile documents
3.2.1 Students are required to compile systematically all the investigation information, data collection,
case study information, mind maps and analysis, draft sketches, exploration and planning
information in an A4 size report like document.
3.2.2 This process journal compilation is almost similar to the scrapbook journal except that this
journal will document the process of collecting data and the process of creating a city.
3.2.3 The process journal documents should be in proper sequence and labelled properly. It requires a
cover, a content page, a basic introduction of what you are doing and the information collected.
You will need to provide all the references, website links, images links etc. in this compilation.
Please use the template provided.
4.0Part B: (Group 20%)- Submission & Presentation 19th June 2015
After submitting the pamphlet and process journal, each group is required to make a model of the selected
“X” City and prepare 2-3 A2 presentation board and an A2 size model of the chosen city. The chosen city
will be decided by the lecturer. As a group, students may do some alteration, improvement and further
research and exploration on the selected “X” City to make it an even better city and better presentation.
i. THE MODEL – The physical model should be a representation of the group’s “X” City proposal.
ii. A2 PRESENTATION BOARDs - In groups students are required to demonstrate and illustrate the
important information about the proposed “X” City. Please refer to the “X” City Guidelines. Students
may prepare this presentation board as a normal presentation board or as an info graphic poster or
a promotional poster advertising a new development. What is important is the proposed content
that relates to the proposed “X” City.
5. 5
Submission Requirement
Part A:- Individual
The “X” City Pamphlet – Submission 15th May 2015 – Week 13
a. The pamphlet is folded from an A1 size paper. You may use any type of paper. Minimum one
pamphlet and maximum 3 pamphlets as a series (if necessary). You may design the pamphlet in
any way you like however it must be an A4 size folded pamphlet folded from an A1 size paper.
b. The pamphlet should contain information as mention above.
c. The pamphlet should be concise and simple with informative information, diagrams, descriptions,
plans, section, illustration, images, annotation and labelling.
d. The pamphlet information about the new city should be well structured and clearly presented.
Student may prepare this document using digital software or handmade. (will accept neat collages)
e. You may use any images online however please write the source in the Process Journal Report.
You are not required to draw everything from scratch. You may trace or do a photo montage to
convey the ideas of how you would like your new city to look like.
f. After submitting students are required to upload their pamphlet to their E-portfolio.
g. Please bring the brief and tutorial progress sheet for every tutorial.
A4 Process Journal Report Compilation – SUBMISSION 15th May 2015 – Week 13
a. The A4 process journal report should contain information as mention above and to follow the given
report format and template.
b. Students must use the given template for guidance. Student may edit the font, structure and layout
with approval from the lecturers. You may design your own cover and use any kind of paper.
c. The report should be concise, simple, well structures. Just include all the raw materials you do not
to rewrite. However label and create tabs for you documents.
d. Students may prepare this compilation digitally or handwritten.
e. The compilation must be comb bind or wired bind. (black, white or transparent only)
f. After submitting students are required to upload their pamphlet to their E-portfolio.
Part B: Group Work
The MODEL – PRESENTATION & SUBMISSION – 19th June 2015
a. The size of the model should not exceed A2 size board as the base. The height should not
exceed 600mm. There is no minimum size.
b. Students are required to use recyclable materials to make the model. It would be great if
you could use daily items as model material such as bottle caps, straws etc. Less material is
better but with different colour and sizes. Do get advice from your lecturers regarding the
scale, colour and materials for the model. However students are encouraged to look for
inspiration first.
c. Please prepare a casing for the model for storage purposes and safety during
construction and exhibition.
d. Please label your model with you group members name, lecturer’s name, batch and Taylor’s
University logo. (Digitally prepared)
e. You are given 5 minutes to give a verbal presentation about your city as a group.
f. Please document the process, the final product and the presentation session and upload it on
your E-portfolio.
6. 6
A2 Presentation Board – PRESENTATION & SUBMISSION – 19th June 2015
a. Students may use any type of presentation board. Maximum 3 A2 boards..
b. Students may produce it digitally or by hand or as a collage. The information must be clearly
presented, presentable and information must be well structured. Drawing must be to scale
and label accordingly.
c. Please document the making process and the final product and up load it on your E-portfolio.
d. The presentation board should contain the information as stated above in the task and
guideline information.
All sketches, research, planning, discussion to be placed in The Journal Note Compilation and
E-Portfolio individually. It’s the responsibility of every student to make sure they record the
process and their work.
Assessment and Marking criteria
The assessment for this assignment will be based on;
PART A: 20% - Individual Work
Depth, appropriateness and importance of information in the process journal report 25%
Suitability, originality and depth of ideas and content proposed for the “X” City 50%
Originality, creativity and quality of illustration, layout, the design and workmanship of
the pamphlet 25%
(20%) total: 100%
PART B: 20% - Group Work
Depth, appropriateness and importance of information, ideas and content as explained on
the boards, verbally and demonstrated on the model. 40%
Originality, creativity and quality of illustration, layout, the design and workmanship of
the presentation boards 30%
Originality, creativity and workmanship of the model 30%
(20%) total: 100%
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.
Suggested References
1. http://www.library.cornell.edu/Reps/DOCS/gerard.htm