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VIA University College
Bachelor of Architectural Technology and Construction Management
AP Degree programme in Construction Technology
VIA University College Horsens
Spring 2016
Get updated
VIA University College
1.1 The study environments 6
1.2 Teaching- and workforms 7
1.2.1 Individual learning offers 7
1.3 Study activity / Attendance 8
1.4 Quality-assurance and –development of the programme 8
1.4.1 Your involvement 8
1.4.2 The local DSR (Student Council) 9
2.1 Entrance requirements 10
2.2 Study start test 10
2.3 Learning aims for the 1st semester (transcribed from the curriculum) 10
2.4 The project work 11
2.4.1 Single-subject teaching 12
184.108.40.206 Building Design (BDS) 12
188.8.131.52 Structural Design (STD) 14
188.8.131.52 Building Services (BSE) 14
184.108.40.206 Building Planning and Management (BPM) 15
184.108.40.206 Communication (COM) 16
126.96.36.199 Land Surveying and Spatial Planning (SUR) 17
2.4.2 Other study elements 17
2.5 Tests and evaluations 17
2.5.1 Evaluation of the work with the project 18
3.1 Introductory Assignments 19
3.2 Practical group work 19
3.3 'My house at home' 20
3.4 Drawing techniques 20
3.5 Outline proposal 20
3.6 Scheme Design 21
3.7 Guiding time schedule 22
3.8 References and knowledge base 23
3.8.1 Cross-disciplinary references 23
3.8.2 Single-subject references 23
Get updated VIA University College .Making a Presentation – 2005 (Studynet) 24 3/24 . G Alcock .
in cooperation with a specific company or client. You finish the last semester with a dissertation and a bachelor project of your own choice. teachers and employers. building component manufacturers and entrepreneurs in the building industry.e. februar 2016 SEMESTER SYLLABUS Welcome to the Architectural Technology and Construction Management programme at VIA! We sincerely hope you are going to enjoy your studies at VIA. You will get to know a lot of new students and teachers. a semester syllabus has been developed for each semester. you may find one field. You may achieve this through the elective programme elements on the 4th and the 5th semester where you can specialize. and you will probably experience that the teach- ing principles are different from what you are familiar with from previous. and how to describe and manage the production of building projects as it is done in real life by consultants. e.g. how to plan and draw. i.ranging from simple single-family houses to industrially produced buildings and more complex multi-storey buildings as well as refurbishments. Join VIA Bygningskonstruktør / Architectural Technology and Construction Management on LinkedIn and become a part of a professional network with other students. Quality assurance and development Find action plans in relation to the work with quality assurance and development of the study programme on Studynet (Horsens). The main learning approach is Problem Based Learning (PBL) based on specific projects . the social opportunities for good teamwork with other students and em- ployees at the college. The semester syllabus contains three main sections: 4/24 . You may also specialize by choosing an internship. and not least. and you will gain new social. whether it is for 2 years. physical and digital services. particularly interesting and you may want to further your qualifica- tions within that specific field. Reading guide To guide you about the different semesters in this programme. final dissertation and bachelor project within your field of interest. We encourage you to make use of the facilities made available to you in the form of teaching. becoming an AP Graduate in Construction Technology or for 3 ½ years becoming a Bachelor of Architectural Technology and Construction Management. Along the way. You will learn how to plan and design a building project. graduates. technical and theoretical competencies within different working fields in relation to construction.Get updated VIA University College Dato: 1. During the course of programme you will learn much more about yourself and your preferred learning style.
Such differences level out as the programme progress- es. i. Consequently. 5/24 . Finally. including single subjects and other elements. there will be differences in the planning and organizing of teaching in Danish versus international classes. differences may occur in the way teaching is planned and organized at the different campuses. This section starts with a brief description of the overall planning of the semester. in- cluding our expectations of you in terms of achieving the learning aims. The project work in the specific semester is planned by the teacher team and is tailored to meet the class and to the students' background. 2.1.e. and what criteria form the basis for the evaluation. you will find a detailed description of se- mester content. Subsequently. the main section describes how to assess the fulfillment of your learning aims. Likewise. The programme. fol- lowed by a brief specification of requirements and prerequisites for admission on the semester as well as the overall learning objectives for the semester. the cross-disciplinary project. through tests and evalua- tions. 3. This section also describes our work with quality assurance and development of the programme and the role you play in this context. The semester. The teaching. This section describes the basic approach to the pedagogy and teaching-forms. This section contains a description prepared by the semester team (teachers) detailing the specific project/case and includes a teaching plan and a list of references.
depending on the size of the classes and your choice of specialization. ensuring a natural progression in the learning during the course of the programme.5 hours and each semester is organized over 20 weeks.1 THE PROGRAMME The Architectural Technology and Construction Management programme is organized as a full-time edu- cation with 7 semesters. see Figure 1: Figure 1: The three study environments at VIA Built Environment Source: Created at VIA Built Environment 1 During the internship. The 'work- place' will change from semester to semester. 1. equivalent to 210 ECTS-points. you have your own 'workplace' at the college.1 The study environments The programme is based on three different study environments. 6/24 . you are expected to spend approximately 41 hours per week on your education 1. Each ECTS-point corresponds to a workload of 27. The type of re- sources and equipment may vary slightly from campus to campus. As a student. including the exam. a workload of approximately 37 hours/week is accepted. The Construction Technologist Programme con- sists of 4 full-time semesters corresponding to 120 ECTS-points. You also have access to resources and equipment made available to you by the campus. Hence. which we encourage you to use.
As a student. "Internship and job preparation" Through the internship in a company of your own choice. Lectures in theory. You can make use of the various offers of online teaching made available to you on 'Studynet' at this address: www. 7/24 . labour union etc.and workforms The programme has a varied teaching and learning environment – ranging from traditional teaching. it. It also illustrates the development in the pedagogical environment and consequently how you are expected to become gradually more and more responsible for your own learning as the programme progresses. You may also find material that can support you in the use of certain it-tools or material that offers repetition of specific academic topics.2 Teaching. language or the like. The model illustrates the distribution of time for each type of study activity in percent. which may be on offer during the semester. You are expected to make use these offers as a supplement to your own learning-process.g. The Study Activity Model accentuates which study activities the teachers will initiate.and workforms with innovative projects carried out in coopera- tion with real companies. In case you have additional need for special assistance during the programme. as well as activities where only students participate (four categories). and you are also expected to seek knowledge through other relevant services (such as the library). The use of this tool will help you in getting a better understanding of your strong and weak points. The assis- tance may be offered in the form of short.and work-habits in a PBL (Project Based Learning) environment. e."Learning to learn" This environment emphasizes the learning of how to be a successful student – finding your own learning style and gaining good study. 1. During the programme. and support the project work. there are a number of indi- vidual possibilities at the different campuses.1 Individual learning offers In addition to the scheduled and teacher-organized learning.dk. you have many options of seeking new knowledge on your own. In this database. assistance in math.and workforms with lectures to new teaching. group guidance and independent project work are organized in relation to the specific class and most activities take place in the same classroom. and you acquire basic knowledge and skills concerning working methods and tools used within the profession. and we put much emphasis on that. and through your elective dissertation and bach- elor project (defined within delimited areas). You are expected to keep yourself updated on relevant academic presentations regarding your career. specially organized courses or it could be assistance from a student in one of the higher semesters. It is also an introduction to the professional world of the Bachelor of Architectural Technology and Construction Man- agement. 1.. and consequently help you in finding out in which areas you need to increase your study efforts and in which areas you could possibly reduce your efforts. you are introduced to a tool called Portfolio. you can find numerous instructional vid- eos and tutorials. which may support your individual learning. It also accentuates which activities both teachers and students participate in.2.Openvia. you are responsible for your own learning. and which activities you should initiate. which means that the single subject inputs and assignments all relate to. The programme is primarily based on Problem Based Learning (PBL). "Professionalization" This environment increases focus on the professional content of the projects and you learn more about advanced methods for carrying out analyses. you are required to immerse yourself further and inde- pendently into theory and practice.
you are expected to participate actively in classes.4 Quality-assurance and –development of the programme We work systematically and goal-oriented with quality assurance and development of the study pro- grammes at VIA Built Environment with regards to ensuring your learning and the content of the study programmes. duction expectations to the semester with a teachers starting point in the semester sylla- bus.contribute positively to the group work .3 Study activity / Attendance As described in the Study Activity Model. typi. recommended by your teachers and/or counselors . Table 1: The students involvement in evaluation of the courses at and outside of VIA Method Primary users Time Semester intro. you can get an overview of how you as students are involved in evaluating the courses at and outside of VIA. The teachers select a method. the right academic level and the study programmes' relevance for the employers.procure literature.take part in discussions and exercises in class . In each case.In case you have special needs in relation to your learning. the programme management assesses the possibilities of offering special assistance. The teachers Approximately in the middle of the ing Evaluation cally it is orally.attend to meetings related to your education (status meetings. and that you are able to document and demonstrate that you have reached the set goals 1. your learning aims. guidance meetings. This includes ensuring an updated knowledge base. it is important that you inform the col- lege about special study or learning needs that you may have. Portfolio You reflect upon your own effort and Students Continually through the course of what you have to do in order to reach the study programme. semester – it will be stated in the guiding time schedule. who primarily uses your feedback and when the evaluations are carried out. partly to ensure a satisfactory study.1 Your involvement You and your fellow students play an important part in assuring and developing the quality of the study programme. etc. The programme It will be stated in the guiding time In semesters where you can be gath. Midterm teach. project work and guidance meetings. gramme. 3rd time it is carried out. partly to ensure that you and your fellow students gain a high learning outcome.attend to class well prepared . 1. In order to be able to offer you optimal conditions for your studies. evaluations. In other words. Final Teaching You receive a mail with a link to the Teachers Each semester is evaluated every Evaluation online survey from the study pro.4.) well prepared and motivated.and teaching environment. 1. You and the teachers align your Students and At the start of each semester. management schedule if the semester is to be 8/24 . we expect that you: . It is important for the programme management and the teachers to get your feedback.hand in compulsory assignments (these assignments must be approved for you to continue to the next semester) . it is your responsibility to make your teachers or the student counselors aware of such needs. From the table below.
evaluated. The programme management at VIA Built Environment in Horsens. Aarhus and Holstebro respectively continuously involve the local DSR in a discussion of the work with quality assurance and development of the programme. 1. cuss the results with you. The International Office Student Satis.2 The local DSR (Student Council) At VIA there is one DSR at each campus with class representatives from all the study programmes. Results from the latest evaluations are presented at the Semester introduction. Furthermore. VIA's manage. Final Evaluation You receive a mail with a link to the The programme By the end of each semester. You receive a mail with a link to the The programme Every 2nd year. faction Survey online survey from VIA Quality. the teachers will dis.Drop-out analysis .4. Source: Development at VIA Built Environment You can find results.The Quality Report 9/24 . faction survey in the given semes- up meeting. including: . Key Performance Indicators and action plans on Studynet (Horsens).Final Evaluation of the Internship in Denmark and abroad . management It will be stated in the guiding time The programme management invites schedule if there is a Student Satis- the class representatives to a follow. your class representatives play an important part in passing on the main points from the DSR-meetings. ment ter. Final Evaluation You receive a mail with a link to the The programme of the Internship online survey from the study pro. of Study abroad online survey from the International management Office. management gramme. ered in class.Final Evaluation of Study Abroad .The Student Satisfaction Survey .Final Teaching Evaluation . but there is also local DSR's at the study programmes.Graduate involvement .Employer involvement .
2 Study start test To ensure that you as a student is study active and to introduce some tools for ongoing self-reflection in relation to your learning a Study start Test is carried out approximately 6 weeks after the Study start. your studies will evolve around one continuous project in agreement with the overall semester theme. The test consists of 2 parts: a written questionnaire and a dialogue with one or more of your teachers.3 Learning aims for the 1st semester (transcribed from the curriculum) In this section the learning aims for the compulsory part of the semester (30 ECTS-points) are described. You only have 2 attempts to pass the Study start test. 2.semester project theme 10/24 .2 THE SEMESTER During this semester. If you don't pass. It is by solving problems related to the given project that you demonstrate your development of competencies in order to become an AP Graduate in Construction Technology or a Bachelor of Architectural Technology and Construction Man- agement. The learning aims are transcribed from the curriculum.and have the ability to reflect on methods and practice used in planning and management as well as collaborative working and learning .disciplinary semester Source: Created at VIA Built Environment 2.and understood common building practices related to the 1.and have the ability to reflect on basic theoretical and technical disciplines and their relevant documentation .general mathematical principles that are important within the profession .1 Entrance requirements In order to be admitted to the 1st semester. Figure 2 illustrates how single subject inputs support the project work. Figure 2: Cross. 2. Based on the written reply and the dialogue. a new test is carried out after additionally 4 weeks. you must meet the admission requirements defined in the Danish Ministerial order regarding admission to the Bachelor of Architectural Technology and Construc- tion Management profession bachelor degree program. Knowledge At the end of the 1st semester you should have learned: . the teachers assess whether you "have passed" or "have not passed". Theoretical inputs are often concentrated at the beginning of the semester. whereas guidance and con- sultancies in relation to the project are offered later in the semester.
but possibly with a garage. Outline Proposal Based on a client's brief you (in groups) will be asked to sketch a proposal for a single-family house in 1-2 storeys. The groups present results to 'the client' and to each other in class. Supplementary documents and analyses are prepared for presentation through PowerPoint or similar pro- gramme. The house must be designed to fit into a specific plot assigned to the group. professions and subject disciplines involved in the building sector and have gained insight into the building processes related to the 1st semester project theme .have gained initial skills in applying methods and tools for the collection and analysis of infor- mation relevant to the profession . how to gather data related to project assignments and local authority applications in addition to the preparation of related documents Skills At the end of the 1st semester you should: . skills and compe- tencies acquired during the semester 2.4 The project work The project work is partly carried out as individual assignments and partly as assignments that need to be solved in groups of 2-4 students. common methods of communication. The project is designed as a BIM model in 2D and 3D. partly because this work form is commonly used within the building in- dustry. Irrespective of the group work. The design work is carried out in 3D and presented on posters for approval by the client.have the ability to communicate practical and professionally related problems to those profes- sionally involved in the 1st semester project theme Competencies At the end of the 1st semester you should: . The work is carried out in groups.have the ability to prepare relevant construction and documentation materials related to the 1st semester project theme . it is important that you as an individual are able to acquire and put into use the knowledge you have obtained during single-subject teaching. The house should have a size of approximately 160 m 2 without basement. Scheme Design During this phase the groups will further develop an outline proposal up to scheme design level. The indi- vidual teams will 'work' with a new plot. tools and standards related to the 1st semester project theme .understand the interrelation of the various subject disciplines in problems related to the 1st se- mester project theme .have the ability to identify what they still need to learn based on the knowledge. .know about the trades. The scheme design must document that the house can actually be 11/24 . and partly because you learn a lot when you are forced to collaborate on a project with other stu- dents with different experiences. about relevant laws and regulations . During your work with the cross-disciplinary project for the 1st semester you will carry out analyses of building-technical problems and you will produce the documentation needed at a scheme design level for a single-family house in 1-2 storeys.have the ability to use planning and design methods for a 1-2 storey house as well as methods in- volved in the planning of the building process .
collect information and perform functional analyses in regards to the subject . methods and techniques within each specific aca- demic field. building materials and building methods in traditional Danish single- family houses . its methods and practice .constructed within the framework of current laws and regulations. achieve an understanding of drawings through sketching. theories. the subject in general.details – plans – sections and elevations. 2. The documentation will be in the form of analyses – certificates. fundamental architectural guidelines regarding the aesthetic setting Learning aims You must be able to: – Skills .1 Single-subject teaching The single-subject teaching concerns rules. Subject box 1: Architecture and Building Design (ABDS) Duration 1 ECTS-point Learning aims You must gain knowledge about: – Knowledge . Table 2 show which single subject each main subject consists of. design the layout of the single-family house through functional analyses .4. but in order to develop the digital drawing skills. Table 2: Subjects and topics Main subject Single subject Duration Building Design (BDS) Architecture and Building Design (ABDS) 1 ECTS-point Building Design (BDS) 9 ECTS-points Material Science (BDS/MSC) 2 ECTS-points Structural Design (STD) Structural Design and Mathematics (STD/MATH) 5 ECTS-points Building Services (BSE) Building Services and Building Physics 2.5 ECTS-points (BSE/BPHY) Building Planning and Management (BPM) Building Planning and Management (BPM) 2. each student will further elaborate a given plan to the level required for 'authority approval' and 'work drawing' for construction. Detail Design 1 and 2 It is not within the scope of the 1st semester theme to work out final Detail 1 and 2 material.1 Building Design (BDS) The learning aims and content of the subject is shown in the following subject boxes. free-hand drawing and 3D mod- 12/24 . the history of styles.5 ECTS-points Communication (COM) Communication (COM) 5 ECTS-points Land Surveying and Spatial Planning (SUR) Land Surveying and Spatial Planning (SUR) 3 ECTS-points Total duration of the semester: 30 ECTS-points Source: Created at VIA Built Environment 2. The timely placement of each topic can be seen from the semester team own teaching plans.4.1. The topics are described separately in the following subsections. which will be available on Study net.
plan and develop a building from the 'first idea stage' to a stage where it can be used as a basis for local authority approval . Source: Created at VIA Built Environment 13/24 . analyze and select building materials at a basic level . the legal framework governing the construction of single-family houses that have one or two floors . brickwork.the single-family house . substantiate and document the selection of building materials Content . analysis and visualization . building materials and their incorporation in constructions . the lifecycle term in relation to durability. the subject in general. its methods and practice . Excavation. ceramic materials and concrete). A visit to building material manufacturers and building sites. the subject in general. analogue and digital tools in the design and communication of the building design Learning aims You must be able to: – Skills . Analogue and digital tools in sketching and communication of construction (See "BIM – Building Information Modeling' under References) Source: Created at VIA Built Environment Subject box 3: Material Science (BDS/MSC) Duration 2 ECTS-points Learning aims You must gain knowledge about: – Knowledge . Oral. foundation and floor structures . Roofing and roofing completions . analyze and select building constructions for your project . Architectural understanding . building materials in the construction of single-family houses . Tools for planning. graphic and digital presentations of the above . elling Content . including knowledge about Energy Ef- ficient Sustainable Building Design and Construction . processing procedures and production of building materials . its methods and practice . Scientific research within the area of study. The history of the single-family house . functional requirements for building constructions. achieve an understanding of drawings and constructions through sketching and 3D mod- elling . Layout of house on the plot . Preparation of a description of building components (including wood. . maintenance and sustainability Learning aims You must be able to: – Skills . contemporary building methods and building constructions . The overall theme of the semester . Development and presentation of your own proposal Source: Created at VIA Built Environment Subject box 2: Building Design (BDS) Duration 9 ECTS-points Learning aims You must gain knowledge about: – Knowledge . . External walls and external wall completions . prepare documentation and to communicate information about the designed building us- ing 2D/3D drawings – in writing and orally Content .
5 ECTS-points Learning aims You must gain knowledge about: – Knowledge . density. the boundary line and requirements for different laying depths . use mathematics (C-level) and tabled values when determining 'rough dimensions' of building components Content . anchoring. Action. diaphragms and force transferring joints . arrange a plot and house plan in relation to supply lines and service pipes . heating. structural documentation Learning aims You must be able to: – Skills . Position plans.1. Orientation of wind loads . Types of supports and loads . Subject box 5: Building Services and Building Physics (BSE/BPHY) Duration 2. perform analyses and estimates for ventilation in accordance with the Building Regula- tions 2010 .1. perform analyses and estimates for heating systems . account for the structural system of a single family house . units and concepts related to basic structural design and mathematics . electricity and communication Learning aims You must be able to: – Skills . rainwater and drain pipes used in the ground (on the plot) and the connection to the main sewer system . Masonry: o murbinder o wall areas o brick lintels o pre-stressed beams and wall ties Source: Created at VIA Built Environment 2. reaction. Vertical loads in accordance with current standards . account for loads from the building/construction components . sheer walls. plan technical installations on the basis of analyses and estimates 14/24 . communicate the structural ways of the loads through the buildings. various installations for water. Basic units. Subject box 4: Structural Design and Mathematics (STD/MATH) Duration 5 ECTS-points Learning aims You must gain knowledge about: – Knowledge .3 Building Services (BSE) The learning aims and content of the subject is shown in the following subject box.2 Structural Design (STD) The learning aims and content of the subject is shown in the following subject box.2. gravity and specific gravity . dissolving and joining forces . prepare structural documentation as described in the Eurocodes .4. masonry .4. different types of supply lines and their location on the plot in relation to the building. different types of drainage pipes used inside the building and sewer. masonry areas and brick lintels in small buildings . different heating systems used in a single-family house . Load bearing and bracing main system . Supports. orally and by using sketching techniques . the structural systems and be able to identify these in a single family house of 1-2 floors . different types of ventilation used in a single-family house .its bearing capacity. How loads are transferred to foundations . design assumptions and choice of construction .
building Regulations requirements for ventilation . communication lines and electrical installations: . illustrate the building process in relation to the theme of this semester with consideration to the various parties involved . Industry and Technology . Forms of enterprises 15/24 . methods for estimating building costs . apply current planning methods involved when designing a single-family house . calculate U-values of some standard constructions Content Supply lines .4 Building Planning and Management (BPM) The learning aims and content of the subject is shown in the following subject box. communicate the planning and implementation to the various parts involved . laying depths and laying conditions for the following different supply lines: o District heating o Natural gas o Electricity o Water o Wastewater o Rainwater o Communication and TV Principles and supply pathways for water. Study planning (personal planning and group planning) . heat.4. Requirements.1. set up a budget based on rough calculation for the various parties involved – including the client (building owner) . walls and roof/ceiling. plan the course of the semester logically . drawing symbols Principles for drain and sewer . the structure and content of a building component log Learning aims You must be able to: – Skills . methods for effective study planning . Subject box 6: Building Planning and Management (BPM) Duration 2. . analyze the implementation and interdependency of the various building activities involved in the building of a single-family house – using a network diagram and the Gantt-charts . (space conditions) . define (take-off) quantities and prepare cost estimates using m2-costs and costs of building components . the design phases and forms of contracts . methods and principles for quality assurance . project organizations and the various parties involved – including. U-values of windows Source: Created at VIA Built Environment 2. ventilation. basic principles used for the filing and management of digital documents . use a building component log as documentation for all decisions relevant to the project Content . the planning and management of design work . Calculation of U-values of standard constructions used in the project . supply pathways in floors.5 ECTS-points Learning aims You must gain knowledge about: – Knowledge . materials. use a filing management system for your project as a group . basic principles used in the planning of implementation .
collect data by using methodological principles . Subject box 7: Communication (COM) Duration 5 ECTS-points Learning aims You must gain knowledge about: – Knowledge . the learning aims for the 1st semester Learning aims You must be able to: – Skills . self-evaluation and knowledge sharing) . the structure of a digital presentation . the importance of oral and written communication within the ATCM profession . Specifications/Building Component Log . Plan for Safety and Health . present academic subjects orally and in writing . Presentation technique . self-evaluation and knowledge sharing) . Verbal presentation technique . teamwork and methods of cooperation and collaborative learning .including: . Teamwork . Waste management . team contracts. Formulating problems . Reflection on subjects (learning aims. Writing reports Source: Created at VIA Built Environment 16/24 . Time schedule (The Gantt-method and network planning) . Calculation and quantity selection . write a report as a documentation of the work and phase .5 Communication (COM) The learning aims and content of the subject is shown in the following subject box. Site arrangement .4. Quality insurance . Self-reflection (learning aims.1. Information retrieval . . Transportation logistics Source: Created at VIA Built Environment 2. use study techniques relevant to PBL Content Collaboration and learning Portfolio . including: . Documentation of learning styles. Project meetings . An introduction to team/group organized work . the structure of reports and the significance regarding decision making . Production flow and division of labor . Incorporate practical elements in group-/team work Study techniques. Writing decision and narrative minutes of meetings . Tender documents . Group teamwork and resource management . develop a problem formulation . both orally and in writing – reflect upon your own learning. including your collaboration with others . Mind Map on paper and digitally Communication: . counselling meetings. Reading and note-taking techniques .
the system of the Danish Planning Act . building position methods Learning aims You must be able to: – Skills . The Danish Planning Act . Subject box 8: Land Surveying and Spatial Planning (SUR) Duration 3 ECTS-points Learning aims You must gain knowledge about: – Knowledge . collect local plans and other documents for a given area . site plans. apply the provisions in the Danish Building Regulations on separation distances and build- ing lines as well as the provisions in the Danish Planning Act on planning zones . the cadastral system and land registration . the Danish systems of coordinates and heights . building legislation and building regulations . in corporation with the stu- dents. Building position methods Source: Created at VIA Built Environment 2.g. Site plans . you will receive an individual assessment.6 Land Surveying and Spatial Planning (SUR) The learning aims and content of the subject is shown in the following subject box. technical maps and the cadastral map . e.5 Tests and evaluations At the end of the semester. Levelling and levels . collect.2 Other study elements During the semester. 17/24 .4. This will appear on the time schedule or the schema for each class. Local plans and the framework provisions of municipal plans . plan the layout of a plot in relation to a suitable placement of a building Content Land Surveying and Spatial Planning report: .4. You and your group present the interprofession- al project.2. the Semester team can plan other study elements. read and understand easements . Easements and registration of easements . 2. Following. an internal test is carried out.1. The provisions in the Danish Building Regulations on separation distances and building lines . partly for the group work and partly for the independent part of the project. Contour plans . read and understand local plans and assess whether a specific building complies with the local plan . perform a benchmark levelling using a levelling instrument and calculate reduced levels .
competency) Essential parts of the project must be presented digitally / orally followed by oral examination by the teachers.Table 3 is an overview of the different study elements and their evaluation before or in relation to the in- ternal evaluation.5.Method and process (knowledge. skills. skills. competency) . 2. 18/24 . competency) . skills. study method and working process than on the quality of the technical solutions and the documentation material. When digital presentation is used at the ATCM-programme in relation to evaluation / the final test.Oral presentation and defense (knowledge. Table 3: Study elements and their assessment Study element Evaluated before the internal Evaluated in the internal evaluation evaluation The work with the project in relation to 'Plot and X House in 1-2 storeys' Reports X Portfolio (or similar self-reflection) X X Land Surveying and Spatial Planning report X Source: Created at VIA Built Environment Find general information about the exam on Study net.Technical solutions and documentation (knowledge.1 Evaluation of the work with the project The assessment criteria are defined as: . we refer to the current guide. In the 1st semester. greater emphasis is put on learning.
. 3.3 THE TEACHING 3. 19/24 ..A visit to a building exhibition . . document them.1 Introductory Assignments Aim: . . mentoring etc. develop social contacts and get used to their new learning environment. Contents – methods . To help lecturers understand students' backgrounds. .Individual personal interviews within the first week to form the basis of your learning portfolio.to help the students to get acquainted.Cultural diversity in learning values and practice.2 Practical group work Aim . That you learn to develop and optimise effective team working. accountability for your own learning and shared responsibility for shared learning. To help students plan and write their Learning Portfolio. and prepare a poster that illustrates what they have to do in the 1st semester. To help students learn about the education and get an understanding of the work of a Bachelor of Architectural Technology and Construction Management.Each group then presents their poster to the class. . .Groups read the 1st semester Syllabus.how to prepare for them. To help students to get to know each other.'My House at Home' Sketch and document where you live/cultural background.Forming and profiling groups for Outline Proposal Group syllabus exercise – 'What we have to do in the 1st semester' . . Possible activities that could be included: . . To help students learn basic sketching and drawing techniques.A visit to a building product manufacturer.A visit to a building site. . discuss.after which student groups prepare posters about various building components and materials. That you learn about the important role facilitation/consultation meetings have in your education . That you understand and practice the concepts "sharing knowledge" .Introduction to team working theories and models within a PBL learning environment. and learn from them. . .Presentation of a 1st semester final project by 2nd semester students.2 day 'semester start' . . That you learn to understand and value the diversity in the class and develop a L2L 'community of educational practice'. . . To help students to learn to use the college's IT (Information Technology) network. To help develop an understanding of the difference between being a 'pupil' at school and being a 'student' at profession bachelor degree level. . then analyse. .Knowledge sharing – documented examples of student portfolios.Learning styles. .Contact with more experienced students – interviews. . Contents / activities: . . . develop their community knowledge and value of the diversity in the class. .Practical exercises and profiling tests for inclusion in your Portfolio.
. 3.Professional feedback from the teachers including comments on your presentation skills.gain deeper insights into the diversity within the class Contents / activities .learn basic isometric drawing techniques so that you can make a quick pencil sketch to visualize various problems .for the rest of the class. 3.Basic rules for: Drawing formats. section 3 on dwellings in particular). title box. hatching and line sizes. Preparation for facilitator meetings / reflection / self-coaching. .4 Drawing techniques Aim: This assignment is designed to help you: .3 'My house at home' Aim: This assignment is designed to help you: .possibly on the basis of a SketchUp model Contents – activities: . . . Working methods: .develop basic competencies in SketchUp and PowerPoint programs .Describe your client (it is a family) Whatever client you describe you are informed that he/she has set up the following demands concerning the house and the materials to be used: o External and internal walls are all brick walls o Roof type is pitched roof clad with roof tiles o Heating system based on natural gas from the grid o The house must be placed in such a way that maximum consideration is given to sun and view(s) o There shall be minimum two parking places for cars on the plot.Each student prepares a plan and 'model' – using SketchUp .Lectures and individual / group assignments. .including any pho- tographs of their family / house . zoning and room sizes (it will be necessary to study requirements in BR 2010. Portfolio: Documentation of group/ team and individual learning profiles should be included in your Port- folio and used in your facilitation meetings. SketchUp model .Each student makes a PowerPoint presentation of their plan. Duration .develop your presentation skills .5 Outline proposal Group work . scaling. . Concerning room sizes – try also to 20/24 .Make analyses concerning room connections.1 week 3.Three-dimensional isometric and axonometric drawings.of their house or flat.learn basic skills in using SketchUp as a professional 3D drawing program . Each student prepares 1 minute video presentation explaining their own understanding and ex- pectations in relation to 1st semester.Define the rooms required for your client– try also to compare the listed requirements with some of the houses from the historic overview ('Architecture – history and inspiration') in order to see if the requirements "fit in" with some of the plans presented. text and dimensions / measurements on drawings.
Use copy of section and (possibly) plan from outline proposal and try to circle in the details you need to solve in order to secure the safe construction of a building that meets current require- 21/24 . One could say that the Scheme Design has to solve all major problems in the building. Sketches. water. Lastly the client also expects to get an overall time schedule for the construction period. to avoid any sur- prises later on in the designing process. As a group. A typical Scheme Design includes building component drawings. Make sketches of the plan (scale 1:100) you would like to work with during the remaining part of the Outline Proposal (weeks 11-15).Elevations showing all facades and gables (1:100) . etc. In this connection additional information includes sketch- es. the group makes a new poster (Poster 3) including: .6 Scheme Design The finished Outline proposal is the first part of the sketching phase. details. completing analyses with respect to structural sta- bility. proposals for technical installations (sewer. Try to determine the ideal orientation of the plan (in relation to the sun) . analyses and other proposals should be mounted on separate sheet of paper – later we will scan them for digital presentation (Power Point). Furthermore. sections.Site plan – orientation. You should also establish a Project File con- taining information concerning materials used in your proposed building (could be in the form of man- ufacturer/supplier information). The maximum built up area of your house is 150 m2. Once all analyses have been completed. look in "space requirements" and "Architects data". The Scheme Design is the second part (final part) of the sketching phase.Different perspectives of your house model (interior and exterior) . access. services etc. Specifications.Time schedule showing design and construction phases . The group organizes any additional information. When the group members have finished these small posters. the client expects to receive proposals for the finish of all internal and external surfaces.Estimated total cost (based on average sqm prices) Analyses and poster will be presented to class by the end of week 15. . Once you have decided which proposal you have chosen including proposals for improvements.based on an analysis of scheme design activities .e. distances etc (1:200) .).A cross section through the building (1:100) . i. 3. The drawings are still considered as proposals and analyses. which include Detail Design I and II.Group and personal project planning . Your group actu- ally acts as client –proposing possible changes/improvements. A proposal for working methodology could be as follows: . NOTICE: All the above exercises will be carried out as hand sketches and notes on A3 and A4 paper for- mats (Poster 1). He is also entitled to receive an updated cost estimate based on the cost of the construction principles ap- plied as well as the materials chosen. The Scheme Design (once approved by the client) forms the ba-sis for the following Detail Design phases. the group swaps posters with another group (you will receive more information on this procedure later). you report back to the "owners" of the proposal who in turn will finish the Outline as a group assignment. isometric details and plans. but drawn with high degree of accura- cy. Bill's of quanti- ties and any other tender documents.Finished plans with furnished rooms – indicating room sizes (1:100) . it is now your job to de-termine which proposal you consider will best fulfil the requirements defined in the assignment.
Structural analysis (SketchUp or Revit) . Technical installations – shown on copies from your plan drawings . Elevations 1:50 (Revit) . The sketched 3D models are used to set up 2D drawings in scale 1:5 – supplied with dimen-sions and text describing elements and materials used (LayOut) . ments in accordance with building regulations. Room drawings (kitchen/bath) (Revit) . On-going study of building regulations. codes and standards . Room "scheme" 3. Estimates . Functional requirements of building components (Building component analysis) . Sketch 3D building component models before making plans and sections (SketchUp) . Building component log . Flow chart of the building process .) . Figure 3: Guiding time schedule Source: The semester team's creation 22/24 . moisture conditions etc. Plan scale 1: 50 (Revit model based on SketchUp file) .7 Guiding time schedule To the extent possible. Site plan 1:200 (Revit or SketchUp) . energy con- sumption. the semester will proceed in accordance with the guiding time schedule presented in Figure 3. codes and standards (structure. Time schedule / Construction planning . Section scale 1: 20 (Revit and/or SketchUp) .
8.leca.Barry: Introduction to construction of buildings – ISBN no 978-4051-1055-6 . ICT and BIM 3.bib-blokke. The Building Regulations 2010 http://www.dk wwwhhcelcon.U-values/heat loss (compendium in Studynet) .pdf .Danish Standards (DS 418) . The Building Regulations 2010 http://www.dk www.SBI-Guidelines 230 (STD) .UPONOR VVS Handbook .BR 2010 (BR 2015) .ISBN no 0-333-80456-2 .dk/file/155699/BR10_ENGLISH. SBI 230 Guidelines on the Building Regulations 2010 .Ventilation and indoor climate (compendium on Studynet) 23/24 .dk E-learning (teaching material) www.pdf .Wooden Floors .dk www.digitalconstruction.8.students.3. Various handbooks and websites to be recommended by your lecturers for example: www.1 Cross-disciplinary references . Gitte Normann Bak: Structural Design manual 1.rockwool.'Space requirements' (compendium on Studynet) .traecad.dk/file/155699/BR10_ENGLISH.SBI-Guidelines 189 . SBI Guidelines 233 Protection Against Radon in New Buildings .dk Introduction to Revit – Compendium www.History of the single-family house (Power Point published by Nybolig) .PowerPoint – presentations (teaching material) (BDS) .ebst. SBI 189 Constructions in small dwellings .dk (BDS/MSC) .com www. Wood 41 . Hovmand . SBI 230 Guidelines on the Building Regulations 2010 .Introduction to Architectural Technology – ISBN no 978 1 78067 294 6 .Mike Riley + Chris Howard: House Construction .2 Single-subject references (ABDS) .Semester .Sewer and drainage (compendium in Studynet) .ebst.autodesk.Danish – English Illustrated Building Dictionary by Ulrik A.SBI Guidelines 185 – Sewer installations . SBI 189 Constructions in small dwellings) (BSE/BPHY) .8 References and knowledge base 3.UPONOR Technical Handbook .
Building Regulations 2010. The Planning Act in Denmark. Local Plan no. Local Plan no.http://www. File and document structure – Studynet . MINISTRY OF THE ENVIRONMENT. 8.dk . Horsens Municipal. Translated . G Alcock – Learning in a PBL environment 2006 (Studynet) . G Alcock Writing your Portfolio – 2004 (Studynet) . Example of 1 semester portfolio .2008 (Studynet) . 2000. G Alcock .www. Blooms Taxonomy / SOLO approach Structured Observation of Learning Outcomes (John Biggs) . The 2006 national planning report – in brief -The new map of Denmark – spatial planning 24/24 . Consolidated Act No. Copenhagen 12. Translated . Bruce Tuckmann – Developmental sequence in small groups 1965 – adapted by G Al. G Alcock . Horsens Municipal.digitalconstruction. Sfb coding system – Studynet .cock 1998 (Studynet) .bips. 813 of 21 June 2007.Making a Presentation – 2005 (Studynet) .dk/Bips/Main/Mainpage. Sigma (V&S Costing books) (COM) .(BPM) . Honey and Mumford 2006 – Learning styles test (Studynet) . 141.adapted by G Alcock (Studynet) . 1984. the Danish Ministry of Economic and Business Affairs. E-learning MS-project . October 2007 . Digital portfolio wix. of December 2010 .htm (SUR) .com (COM/IT) . Danish En- terprise and Construction Authority.Writing a Material Science report .


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LISTSERV Archives
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SCIENCE-FOR-THE-PEOPLE September 2004
Re: UPDATE on Hostages in Iraq
"[log in to unmask]" <[log in to unmask]>
Science for the People Discussion List <[log in to unmask]>
Fri, 17 Sep 2004 01:26:55 -0400
(286 lines)
Herb, why do you presume I was referring to you?
Original Message:
From: herb fox [log in to unmask]
Date: Thu, 16 Sep 2004 19:24:58 -0400
To: [log in to unmask]
Subject: Re: UPDATE on Hostages in Iraq
Mitchel Cohen:
The triumphal note below justifies my calling your attention to
clearly separating unsupported remarks from supported speculation. Note
how you continue to make unsupported remarks.
1. You wrote: "comments from ostensibly radical professors." I speak
for myself. The gratuitous use of "ostensibly" is, i take it, your
judgement on my political history and practice of which apparently you
know nothing. I do not intend to get into a pissing contest nor judge
your radical credentials. You can ask me questions about mine, if you
wish to use facts rather than speculation. If your "ostensibly" was
intended to modify "professor," you're OK. I am not a professor,
although i am proud to say that i got my PhD in Physics at age 73 after
leaving my job as a GE machinist and do now teach part-time to keep body
and soul together in this generous economy.
2. You wrote: that the two professors (again i speak only for myself)
criticized your "comments for being inaccurate and harmful to the cause.
They focused blame on Moslem extremists." What did i write Mitchel?
Here it is.
It is certainly appropriate to write that "those who kidnapped and
are threatening to execute these anti-war activists in Iraq are de
facto serving the interests of the U.S. government." But the
statement above is unsupportable. All bad stuff that happens is not
necessarily "most likely in pay of the CIA." Let's stick to the
facts and supply corroborating evidence for speculations on this
I believe that your remark, "They focused blame on Moslem extremists."
is not just speculative. It is an outright falsehood. It is also
evident that i did not write that your comments were "inaccurate" or
"harmful to the cause."
3. You wrote: "I am amazed that some folks, despite their decades of
education at elite universities, or most likely because of it, are
unable to read through the lines and understand what is really happening
in this world and who is behind the horror."
Again i speak only for myself. There was a time in the US revolutionary
movement when a favorite pastime was to have pissing contests about
working-class credentials. That i will not do. But i will say proudly
that in spite of being a child of the depression with no means to fund
education, i went to night school in such "elite universities" as
Metropolitan College of BU, LA City College, LA State while working in
factories and supporting a family to get the education that i hope some
day all working persons will be able to get without such struggle.
4. Naomi Klein is in my judgement an unimpeachable source. She, as
you and i, believed that the kidnapping of the Italian humanitarian
peace workers smelled like a rightist move. She did not publish her
unsupported speculation; she wouldn't. She used her copious
journalistic and investigative talents to gather supportive data. There
is a model for you, Mitchel.
5. Here now is a personal note. Learn how to take some supportive and
respectful criticism. There were no ad hominem remarks in my email. I
simply tried to alert you to the fact that a listserve that primarily
serves scientists and engineers is allergic to unsupported remarks.
Your response is disappointing. You stooped to defamation and even more
unsupported speculation. Not very comradely. Before you jump to any
more confusions, let me alert you to the fact that there are quite a few
among the participants on this listserve who have admirable
revolutionary credentials. I suspect that they will honor your
intemperate, undeservedly triumphalist tirade and defamation with
silence and filter activation. That is unfortunate.
Mitchel Cohen wrote:
> Last Friday, Sept. 10, I sent around a Petition for the Italian anti-war
> activists kidnapped in Iraq. I wrote that the kidnappers were "most
> likely
> in the pay of the CIA, and at the very least are doing the work of the
> government by kidnappings and executions directed against civilian
> anti-war
> activists."
> I received two comments from ostensibly radical professors who criticized
> my comments for being inaccurate and harmful to the cause. They focused
> blame on Moslem extremists.
> Below, I reprint an investigatory article from today's British "Guardian"
> newspaper by Naomi Klein and Jeremy Scahill which buttresses the claim I
> made, with specific evidence, such as: "The attackers were armed with
> AK-47s, shotguns, pistols with silencers and stun guns -- hardly the
> mujahideen's standard-issue rusty Kalashnikovs. Strangest of all is this
> detail: witnesses said that several attackers wore Iraqi National Guard
> uniforms and identified themselves as working for Ayad Allawi, the
> interim
> prime minister."
> There's lots more.
> Just about every Islamic group, including the leaders of the
> resistance in
> Iraq, have condemned this kidnapping of the leaders of the Italian
> antiwar
> movement and their fellow workers.
> I am amazed that some folks, despite their decades of education at elite
> universities, or most likely because of it, are unable to read through
> the
> lines and understand what is really happening in this world and who is
> behind the horror.
> Thank you Naomi Klein. Thank you Jeremy Scahill. And most of all,
> FREE SIMONA TORRETTA, SIMONA PARI, RAAD ALI ABDUL AZZIZ and MAHNOUZ
> - Mitchel Cohen
> Brooklyn Greens/Green Party of NY
> -------------------------------------------------------------------------
> Who seized Simona Torretta?
> This Iraqi kidnapping has the mark of an undercover police operation
> Naomi Klein and Jeremy Scahill
> Thursday September 16, 2004
> The Guardian
> When Simona Torretta returned to Baghdad in March 2003, in the midst
> of the
> "shock and awe" aerial bombardment, her Iraqi friends greeted her by
> telling her she was nuts. "They were just so surprised to see me. They
> said, 'Why are you coming here? Go back to Italy. Are you crazy?'"
> But Torretta didn't go back. She stayed throughout the invasion,
> continuing
> the humanitarian work she began in 1996, when she first visited Iraq with
> her anti-sanctions NGO, A Bridge to Baghdad. When Baghdad fell, Torretta
> again opted to stay, this time to bring medicine and water to Iraqis
> suffering under occupation. Even after resistance fighters began
> targeting
> foreigners, and most foreign journalists and aid workers fled, Torretta
> again returned. "I cannot stay in Italy," the 29-year-old told a
> documentary film-maker.
> Today, Torretta's life is in danger, along with the lives of her fellow
> Italian aid worker Simona Pari, and their Iraqi colleagues Raad Ali Abdul
> Azziz and Mahnouz Bassam. Eight days ago, the four were snatched at
> gunpoint from their home/office in Baghdad and have not been heard from
> since. In the absence of direct communication from their abductors,
> political controversy swirls round the incident. Proponents of the war
> are
> using it to paint peaceniks as naive, blithely supporting a resistance
> that
> answers international solidarity with kidnappings and beheadings.
> Meanwhile, a growing number of Islamic leaders are hinting that the
> raid on
> A Bridge to Baghdad was not the work of mujahideen, but of foreign
> intelligence agencies out to discredit the resistance.
> Nothing about this kidnapping fits the pattern of other abductions. Most
> are opportunistic attacks on treacherous stretches of road. Torretta and
> her colleagues were coldly hunted down in their home. And while
> mujahideen
> in Iraq scrupulously hide their identities, making sure to wrap their
> faces
> in scarves, these kidnappers were bare-faced and clean-shaven, some in
> business suits. One assailant was addressed by the others as "sir".
> Kidnap victims have overwhelmingly been men, yet three of these four are
> women. Witnesses say the gunmen questioned staff in the building until
> the
> Simonas were identified by name, and that Mahnouz Bassam, an Iraqi woman,
> was dragged screaming by her headscarf, a shocking religious
> transgression
> for an attack supposedly carried out in the name of Islam.
> Most extraordinary was the size of the operation: rather than the usual
> three or four fighters, 20 armed men pulled up to the house in broad
> daylight, seemingly unconcerned about being caught. Only blocks from the
> heavily patrolled Green Zone, the whole operation went off with no
> interference from Iraqi police or US military - although Newsweek
> reported
> that "about 15 minutes afterwards, an American Humvee convoy passed
> hardly
> a block away".
> And then there were the weapons. The attackers were armed with AK-47s,
> shotguns, pistols with silencers and stun guns - hardly the mujahideen's
> standard-issue rusty Kalashnikovs. Strangest of all is this detail:
> witnesses said that several attackers wore Iraqi National Guard uniforms
> and identified themselves as working for Ayad Allawi, the interim prime
> minister.
> An Iraqi government spokesperson denied that Allawi's office was
> involved.
> But Sabah Kadhim, a spokesperson for the interior ministry, conceded that
> the kidnappers "were wearing military uniforms and flak jackets". So was
> this a kidnapping by the resistance or a covert police operation? Or
> was it
> something worse: a revival of Saddam's mukhabarat disappearances, when
> agents would arrest enemies of the regime, never to be heard from again?
> Who could have pulled off such a coordinated operation - and who
> stands to
> benefit from an attack on this anti-war NGO?
> On Monday, the Italian press began reporting on one possible answer.
> Sheikh
> Abdul Salam al-Kubaisi, from Iraq's leading Sunni cleric organisation,
> told
> reporters in Baghdad that he received a visit from Torretta and Pari the
> day before the kidnap. "They were scared," the cleric said. "They told me
> that someone threatened them." Asked who was behind the threats,
> al-Kubaisi
> replied: "We suspect some foreign intelligence."
> Blaming unpopular resistance attacks on CIA or Mossad conspiracies is
> idle
> chatter in Baghdad, but coming from Kubaisi, the claim carries unusual
> weight; he has ties with a range of resistance groups and has brokered
> the
> release of several hostages. Kubaisi's allegations have been widely
> reported in Arab media, as well as in Italy, but have been absent from
> the
> English-language press.
> Western journalists are loath to talk about spies for fear of being
> labelled conspiracy theorists. But spies and covert operations are not a
> conspiracy in Iraq; they are a daily reality. According to CIA deputy
> director James L Pavitt, "Baghdad is home to the largest CIA station
> since
> the Vietnam war", with 500 to 600 agents on the ground. Allawi himself
> is a
> lifelong spook who has worked with MI6, the CIA and the mukhabarat,
> specialising in removing enemies of the regime.
> A Bridge to Baghdad has been unapologetic in its opposition to the
> occupation regime. During the siege of Falluja in April, it coordinated
> risky humanitarian missions. US forces had sealed the road to Falluja and
> banished the press as they prepared to punish the entire city for the
> gruesome killings of four Blackwater mercenaries. In August, when US
> marines laid siege to Najaf, A Bridge to Baghdad again went where the
> occupation forces wanted no witnesses. And the day before their
> kidnapping,
> Torretta and Pari told Kubaisi that they were planning yet another
> high-risk mission to Falluja.
> In the eight days since their abduction, pleas for their release have
> crossed all geographical, religious and cultural lines. The Palestinian
> group Islamic Jihad, Hizbullah, the International Association of Islamic
> Scholars and several Iraqi resistance groups have all voiced outrage. A
> resistance group in Falluja said the kidnap suggests collaboration with
> foreign forces. Yet some voices are conspicuous by their absence: the
> White
> House and the office of Allawi. Neither has said a word.
> What we do know is this: if this hostage-taking ends in bloodshed,
> Washington, Rome and their Iraqi surrogates will be quick to use the
> tragedy to justify the brutal occupation - an occupation that Simona
> Torretta, Simona Pari, Raad Ali Abdul Azziz and Mahnouz Bassam risked
> their
> lives to oppose. And we will be left wondering whether that was the plan
> all along.
> · Jeremy Scahill is a reporter for the independent US radio/TV show
> Democracy Now; Naomi Klein is the author of No Logo and Fences and
> Windows
> [log in to unmask]
> www.nologo.com
> http://www.guardian.co.uk/comment/story/0,3604,1305523,00.html
mail2web - Check your email from the web at
http://mail2web.com/ .
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Brad was intrigued by real estate investing, but not the idea of paying anywhere from $50 to $80k out of pocket for a single family investment. Coming to one of our Case Studies changed everything.
Case Study: Brad B.
(April 17, 2019) Lifestyles Unlimited Members Do More with Real Estate
What Del Walmsley created with Lifestyles Unlimited is a way to hone the art form of real estate investing. Today, Michael Soulek talks about the best practices that emerged as a result of the open networking environment, the precise education and mentoring, and the clear map that Del developed. "The art of the Del," as Michael calls it, is that missing ingredient you won't find from even the most well-known real estate gurus.
(April 17, 2019) The Middle Class Mindset vs. The Millionaire Mindset
To understand more about the millionaire mindset, you may be surprised to know that it's best to learn more about the middle class mindset first. This has to do with a simple mantra we can all recite in our sleep: get into a good "college" to get a well-paying "job," so you can retire by… You get the picture. It's a lifetime commitment. But, what if retirement came in a five-year timeframe instead? That would change everything wouldn't it? Al Gordon tells all about how our members make this happen and the millionaire mindset that's required to do so.
(April 16, 2019) Tell Del Tuesday "Education & Mentoring Helped This Family Jump Into Real Estate" – Featuring LU Member, Mark D.
Let Mark tell you how Lifestyles Unlimited membership kickstarted a family legacy of real estate investing.
(April 15, 2019) Why Financial Planners Lost Madeline's Confidence
Madeline got fed up with her retirement guidance as it became obvious no amount of financial advisors would change the endless roller coaster of the family net egg. At a loss, she asked what could be done to better secure family funds during economic downturns. The answer she got serves to tell you all you need to know about the current state of affairs of financial planning. Could this money be better off in her hands? As it turns out, yes.
(April 13, 2018) Real Estate Investing Is Redefining Retirement
Think about this for a second. If you are following the wrong roadmap towards retirement, then it does not matter how much more work you put towards it or even how much money. In other words, YOU ARE NOT THE PROBLEM. Meet Lorie Bass, our newest Lifestyles Unlimited Radio Host. Both Lorie and her husband are in their early fifties and they were following the wrong map before they found Lifestyles Unlimited. Today, Lorie lays out the five ways real estate investing makes money.
(April 12, 2019) Financial Freedom in an Unfree World
Today, Del challenges ineffective, self-help thinking that plagued the 50s, 60s, and 70s, and has come back in a new form: look the part and you'll get what you want. Del purged this type of thinking and replaced it with something far more effective: action! The result of his action was financial freedom.
(April 11, 2019) Real Estate Investing Is About Flipping Conventional Wisdom
Michael Soulek discusses prominent quotes and important parts of Lifestyles Unlimited's culture that flip conventional thinking on its head.
(April 10, 2019) The Best Investment Vehicle for Achieving Financial Freedom
In 2009 while the country was undergoing the Great Recession, Lifestyles Unlimited member, Damon Janis, published the book, "Financially Free." In his book, Damon made the case that real estate investing was the best path to financial freedom. Today, Al Gordon talks about the solid fundamentals underlying Damon's argument and why they still hold true 10 years later.
(April 10, 2019) Put Your Money to Work
Paying off the mortgage on a primary home is part of the American dream. But, what is that equity doing for you once you're mortgage is paid off? Nothing! Welcome to the term "dead equity". Dead equity is one of the many ways we misguidedly tie up our money when it could be working for us in another investment. On today's show, Michael Soulek discusses this topic and others, including how to effectively reposition your funds.


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I do not recommend going for TBC, although I remember Hellfire peninsula to be decent, everything else is rather slow. Instead go for WotLK, Borean Thundra gets you levelled very fast, and then you can head straight for Icecrown at 67, which is also insanely fast, although admittedly has a few elite quests. You can go to Sholazar Basin alternatively. 2 zones should get you 60-80 no problem.
Meanwhile, on the island continents introduced in the Battle for Azeroth expansion, players level 110 and above who have unlocked world quests can participate in Faction Assaults. These special events, alternating between Alliance and Horde territory, will give each faction a chance to band together to defend their territory or invade their enemy's via a series of world quests. The prize? Survival! Also faction, gear and gold. Maybe even some pride.
Kul Tiran human (8.1.5) - "Kul Tiras was founded by fearless explorers who sailed uncharted waters in search of adventure. As a key member of the Alliance of Lordaeron, the Kul Tiran navy dominated the seas of Azeroth with its legendary fleet. But after years of turmoil and hardship, the kingdom grew isolated and vulnerable to dark influences. Thanks to the help of brave heroes, House Proudmoore has been restored and Kul Tiras is poised to fight alongside the valiant Alliance once more."
This is also the reason why when I read in WoW forums of people skipping guide sections, due to being too low level I'm not agree and start ranting about it: it'll be a mess syncronizing with the guide and I've seen many people complaining about missing quests or accusing the guide for being innacurate, but not realizing that was their fault since they're skipping and missing a lot of quest chain requirement. Of course this apply if you're following a guide, believe me, it's very frustrating when you remain stuck in a guide section due to the reasons I've mentioned, more than doing grey quests (but they allow to be perfectly in sync with the guide) and goiing here and there to get the pre-requisite quests.
The power of items depends on their item level, which you can see on the item's tooltip; the higher the level, the better an item will be. However, the Warforging and Titanforging system - introduced in the Warlords of Draenor expansion - means that almost any item of Uncommon, Rare or Epic quality has a chance to 'forge' to higher than its base item level: Warforging is up to +15, Titanforging is up to +45.
Then 8.0 came along and turned everything on its head. Most of the techniques and shortcuts discovered, after 7.3.5 introduced scaling, were nerfed into oblivion. Many of the old techniques were confirmed by myself, first hand, to no longer work. I'm hoping that this thread can serve a similar purpose as the old thread, and gather as much data as possible on the fastest methods under the new system, and facilitate as many different perspectives and opinions on speed leveling with constructive discussion. I've just finished leveling to 110 under 8.1 with the exp curve.
My second most anticipated new feature in the Tides of Vengeance update is the Battle for Darkshore Warfront. It's the second cyclical battle between the Horde and Alliance, in which each faction takes turns gathering resources, fighting in a pitched raid battle and then controlling the Darkshore zone. In what I hope will be an improvement to the Warfronts feature, the controlling faction will gain access to diverse world quests in the zones they control, rather than the "kill x of y" quests from when it first launched.
Two new raids coming after the initial update differ drastically in size and content, depending on which side of the war you're on. The Battle of Dazar'alor raid sees Alliance players trying to take over a city, but if you're part of the horde, your version will see you try to defend it. Once you've beaten it once, you can then play the other side. The Crucible of Storms raid, on the other hand, is smaller and only consists of two bosses.
World of Warcraft: Battle for Azeroth focuses on the rivalry between the two most important factions of Azeroth, the Alliance and the Horde. The expansion adds two new continents (Zandalar and Kul TIras), divided into islands, where you can find new dungeons and raids, quests and previously unseen enemies, as well as six new playable races. Once again, the maximum experience level of the player characters increases (from 110 to 120). Battle for Azeroth also introduces two new game modes. In the first one, groups of three characters explore chosen maps and fight randomly assigned monsters and threats. In the other mode, groups of twenty characters each try to take over locations in strategic places for their factions.
I tell you my experience. I'm leveling a priest that it's 60 now and since I have also done some instances (and I have full heirloom set with 20% experience gain bonuses) and been very ahead of the guide, I skipped some zones since they were grey quest for me, well it was a real mess. Missing quests because I didn't to the previous to enable the following. Going in a zone then realizing that I couldn't do that quest because I didn't do the starting quest chain, very unconmfortable. In short what I suggest you it's not to skip areas, or make really sure that you do all the quests required (at least) and check carefully the previous zone you'll going to skip to make sure that you won't have problems with struggling finding where to start the quest chain to sync with the guide section.
For collecting artifact power to level up your Heart of Azeroth necklace, island expeditions are unbeatable. There's a weekly Azerite goal that you need to meet through the expeditions, and when you do, you'll be awarded 2500 artifact power. There's a small chance that you'll get weapons from completing expeditions too, but they're not a reliable source of gear.
These guides are completely automated and work in-game, so you can see step-by-step instructions as you play. The guides automatically move to a new step as you complete the quests. You are told where to go i.e. the questgivers for accepting and turning in quests along with where and how to complete the quests. Zygor has more steps and details, which would be more suited to beginners. Dugi condenses the info into fewer steps, but still has all the necessary questing info.
Welcome to the Ultimate, Unofficial Classic WoW Leveling Guide, with complete 1-60 routes for BOTH the Alliance and Horde. With this guide, you'll save days off of your leveling time, getting you to 60 in the fastest time possible! This guide is designed for new players and veterans alike, and you'll need it when faced with the difficulty of the original World of Warcraft. This guide contains both an outline of leveling by questing area and character level, as well as tips, tricks, secrets, and advanced techniques to speed up your leveling! If you want to quickly get into level 60 raids and dungeons, you'll need this guide! Why "World of Warcraft Classic"? Like many of you, I have fond memories of the original WoW and its Burning Crusade Expansion. I remember a time before instant gratification, achievements, and cross-realm group finder, where your reputation, skill as a player, and social connections mattered. When faced with the challenges of Azeroth, we all had to make friends and work together. With the return of classic WoW, we can all have that again: friendships that last beyond the game, instead of gear that is recycled with each content patch. Classic Wow is about quality over quantity. I have nearly 200 mounts on regular WoW, yet none feel as rewarding as my original level 60 mount. With this series of Guides, you can become that legend again or become a new legend, in the most important MMORPG of our time.
When you have completed your third zone, you should be nearly max level, but you still have work to do! Head back to your faction hub and complete the last foothold quest to unlock your fourth mission table champion. After, you will want to do your newly available invasion missions for your faction. This quest chain is one that will be time gated by reputation levels earned with the 7th Legion for the Alliance and iThe Honorbound for the Horde. Complete as many quests as you can and then finish up your leveling with side quests you may have left in previous zones as necessary.
Welcome to PeakOfSerenity's MIstweaver Monk Guide for Battle for Azeroth! This guide is meant to give a basic understanding of MIstweavers, with just enough information to get you started. For more in-depth information, follow the links listed in the "Further Reading" sections. Navigate between each section using the Table of Contents bar to the right of the main guide.
NOTE: It is VERY important to not vendor any equipment you pick up. You will be deconstructing all of your gear for resources that will help you in the Warfronts to be fought! Deconstructing, or scrapping, your gear will be done using the Scrap-o-Matic 1000 if you are Alliance and the Shred-Master Mk1 if you are Horde. This works the same as the way the Obliterum Forge worked in Legion. The scrapping feature can be used on all Battle for Azeroth equipment found, not just craftable equipment, so save everything you acquire for the scrapper! Before we get started, keep in mind some of the tips below that can speed up your leveling process!
The leveling guides on my site are essentially speed leveling guides. My leveling guides are the same guides I use myself to speedrun to 60 on new servers to get 60 server first. I list many occasions where I tell the player to "die on purpose" to go faster. I tell the player to skip certain quests, because some quests are just not worth the time/XP. I list tricks and shortcuts to go faster so you can reach level 60 much quicker. I am still constantly going through them over and over again perfecting the guides to make them faster and easier to follow. For the most part, the guide can be followed without the need from other player's help, as the whole guide was made from a solo run anyways. Although I do list quests that can optionally be done if you have a group.
And... that was it. New NPCs offered a glimpse of some truly amazing armor and weapons, none of which are currently available to players (and datamining suggests it may be a while, if ever, before they are.) There were no new appearances for players to farm, no items or pets or toys or titles to obtain, no achievements to complete. There was no repeatable, truly farmable content.
Unfortunately, the BfA prepatch took away more than usual--having an entire expansion balanced around an ultra-powerful weapon that abruptly turned into a dead stat stick made the end of Legion particularly depressing--and offered very little in return. The patch didn't flop because of bugs; it failed because it's boring, unrewarding, limited, unambitious, and actively feels like it's punishing players at a time they should be celebrating.
Unlock all of the traits in your Azerite Armor. Each piece of Azerite Armor — which can be head pieces, chest pieces and shoulders — has three traits that you can unlocked with Azerite Power, or AP. AP is something that most types of endgame activities will give you in Battle for Azeroth, but some are more effective than others. In the first few weeks, you'll want enough AP to unlock all of the traits on all of your armor, however much that may be.
These things happen during prepatches. There are always kinks to work out, and typically those kinks are offset by the items and experiences players receive during the prepatch events themselves. The vast list of bugfixes demonstrates just how doggedly Blizzard developers are playing whack-a-mole with in-game issues. But in the past few expansions, it's become a bit of a trade: Hang with us during the rough patch and we'll reward you with goodies and some seriously overpowered, fun gameplay, Blizzard seems to say.
So far i've done almost half in the past 2 weeks or so. I just want to know would it actually be beneficial to do the above tasks? Just all seems a bit too grindy, I feel like I've been wasting so much time doing old content that's not even needed any more... but I didn't mind doing them for the transmogs and such. I guess i'm just asking if this addon is really worth using and it's not suggesting unneeded filler.
Both guides have a different look. Many players choose the Zygor guide because of the way it looks, with it's modern, clean appearance. Zygor has improved it, so its easier to navigate. Dugi Guides interface blends into the game more, as it looks more like something you would find within World of Warcraft. It has icons down the right hand side for selecting your guides and is really easy to navigate.
So tonight I took the plunge and thought hey let me buy a Zygor Guides subscription to see how it is. A guide backed by a subscriber base paying for a premium experience this has to be great right? I was wrong. I tested it by loading it up on the Honorboud Rep Guide. Cool it tells me to do World Quests and Island Expeditions. So far so good but hang on... What about the Wanted Quests? Those are by far the biggest boost to reputation. It did not mention them at all. So I thought that's fine it's probably because BFA is quite new. Loaded up a leveling guide on an alt. It was a complete mess. The guide was telling me to accept quests that A) would be horribly inefficient to level with and B) I already done. I also started noticing weird performance issues. Zygor was causing stuttering and FPS dips like crazy. So to close off I requested a refund and the person I spoke to did say I'll be getting one but we will see if that happens. Not getting my hopes up.
I just decided that I would simply finish leveling my hunter the hard way, but when i can get heirlooms ill make a warrior and follow your guide to 80. I definitly want an 80 warrior for cataclysm... seeing as worgen warrior is going to be a crazy tank! By the way, is using heirlooms with your guides ok? And what class should I be for a tank? I will obviously be switching to worgen anyway but i would prefer best tanking until then. Thanks Jame!
If you've seen or heard people getting excited for World of Warcraft because it's "getting back to its roots," thanks to a renewed focus on the shared hatred between the game's two major factions—Horde and Alliance—in its new Battle for Azeroth expansion, maybe you're tempted to sign up and give the game a whirl. Or, if you haven't played in years, perhaps you're curious to see what's changed.
-Warfronts- I liked the idea of warfronts because it blends elements of Warcraft III with World of Warcraft, however, it's not a PvP battleground or instance, it's PvE so given time, it's a guaranteed win so many people are starting to AFK in the warfront. Beyond that, there is only one warfront to participate in right now. Also, when preparing for a warfront, Blizzard presents you with daily quests to help "aid" the warfront, however, your daily quest turn ins have no bases on the progression of warfront. The warfront will continue to advance at the same rate no matter if you do zero quests or everyone does all the quests.
Class abilities were reworked dramatically across the board, with some still needing a serious balance pass. That left many players not only feeling underpowered, but having to learn how to play their characters all over again. Bosses in large-group raid dungeons that were easily killed each week by experienced guilds of players suddenly became challenging again, or worse, completely unkillable, halting forward momentum on old content for a good chunk of the high-end player base.