Linear park
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Taman Jajar in Penang, Malaysia and Alexandra Canal Linear Park in Singapore are two examples of linear parks. Taman Jajar is 250m long along the Air Itam River and has amenities like a jogging path, playground, and tennis courts. It has plant life like tropical trees and heliconias. Alexandra Canal Linear Park is 1.4km long built along a canal, with features like jogging paths, playgrounds, and a butterfly garden. Both parks serve recreational purposes and help avoid flooding. Public maintenance of these parks is important.
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Linear park
This document compares and contrasts two linear parks: Taman Jajar in George Town, Penang, Malaysia and Alexandra Canal Linear Park in Singapore. Both parks are located along waterways in residential areas and provide recreational activities for the community like jogging, cycling, and playgrounds. Taman Jajar is 250m long while Alexandra Canal Linear Park is 1.4km long. Both parks incorporate natural elements like trees and plants alongside their water features and serve important functions of public recreation and flood control.
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This document compares and contrasts two linear parks: Taman Jajar in George Town, Penang, Malaysia and Alexandra Canal Linear Park in Singapore. Both parks are located along waterways in residential areas and provide recreational activities for the community like jogging, cycling, and playgrounds. Taman Jajar is 250m long while Alexandra Canal Linear Park is 1.4km long. Both parks incorporate natural elements like trees and plants alongside their water features and serve important functions of public recreation and flood control.
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This document compares two linear parks: Taman Jajar in George Town, Penang, Malaysia and Alexandra Canal Linear Park in Singapore. It provides details on the characteristics, facilities, activities and site contexts of each park. Both parks are located along riverside areas and contain children's playgrounds and trails for jogging. However, the Alexandra Canal park is longer at 1.4km and contains additional amenities like benches, water features and cafes. The document analyzes the similarities and differences between the two parks and provides references used to research each location.
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This document compares two linear parks: Taman Jajar in George Town, Penang, Malaysia and Alexandra Canal Linear Park in Singapore. It provides background information on the history and characteristics of each park, such as accessible facilities, activities, and location. The two parks are similar in that they are located along riverside areas and contain children's playgrounds and facilities for jogging, picnicking and gathering. However, the Alexandra Canal Linear Park is longer at 1.4 km compared to Taman Jajar's 3500 square meters. Both parks provide benefits to their local communities.
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This document compares two linear parks: Taman Jajar in George Town, Penang, Malaysia and Alexandra Canal Linear Park in Singapore. It provides background information on the history and characteristics of each park, such as accessible facilities, activities, and location. The two parks are similar in that they are located along riverside areas and contain children's playgrounds and facilities for jogging, picnicking and gathering. However, the Alexandra Canal Linear Park is longer at 1.4 km compared to Taman Jajar's 3500 square meters. Both parks provide benefits to their local communities.
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This document compares two linear parks: Taman Jajar in George Town, Penang, Malaysia and Alexandra Canal Linear Park in Singapore. It provides background information on the history and characteristics of each park, such as accessible facilities, activities, and location. The two parks are similar in that they are located along riverside areas and contain children's playgrounds and facilities for jogging, picnicking and gathering. However, the Alexandra Canal Linear Park is longer at 1.4 km compared to Taman Jajar's 3500 square meters. Both parks provide benefits to their local communities.
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Inleaf — Office plant displays
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3. Kevin Lynch studied how people navigate cities based on five key elements - paths, edges, districts, nodes, and landmarks - that give cities structure and identity in people's mental images.
4. Clear paths, edges, districts, nodes, and landmarks that connect to each other help form a legible urban image, while discontinuity and lack of identity can create an unclear image.
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The document discusses elements of urban design that shape cities, including buildings, public spaces, streets, landscape, and their interrelationships. It also summarizes Kevin Lynch's book "The Image of the City", which examines how residents mentally map their city based on paths, edges, districts, nodes, and landmarks. Finally, it provides examples of these elements in Mysore, India, highlighting landmarks like the Ambavilas Palace, focal points like Chamaraja Circle, and the city's planned layout with vistas, public squares, and response of buildings to the street network.
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This document outlines the requirements for a final project assignment on designing a better future city. Students will first complete individual tasks to research and propose a new city through a pamphlet. They will consider elements of cities and address a current issue such as disaster resilience or migration. Selected proposals will then be developed into group models and presentations. Students must consider urban planning principles and include zoning, infrastructure, sustainability, and meeting community needs in their city designs. The goal is to apply knowledge of natural and built environments to propose livable, resilient cities.
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This document provides instructions for an assignment on visual note taking related to natural and built environments. Students are asked to create visual notes on topics related to ecosystems and spaces. For ecosystems, they must formulate topics starting with the letters E-C-O-S-Y-S-T-E-M. For spaces, they must do the same but starting with S-P-A-C-E-S. The notes must be handwritten and drawn on A3 paper. Students must also include an overall conclusion. The visual notes will be evaluated based on content, structure, documentation, originality and clarity. References for visual note taking techniques are provided.
Enbe one jan 2015 rev_a
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and findings from their site visit. Individual students will also produce a 6-page booklet describing their personal experiences and observations in detail.
Project 3 residential landscape project march 2015 (1)
This document outlines the requirements for a final residential landscape project. Students are asked to design the landscape for a residence based on the same site from a previous project. The project involves developing a project description, conceptual diagram, schematic plan, master plan set, cost estimation, and maintenance plan. Students must submit presentation boards with all drawings and plans bound together. Drawings should be completed manually and include appropriate labeling, graphics, and color. The project aims to teach the landscape design process and representation of ideas. Students will be assessed based on demonstrated understanding, depth of research, creative application of skills, and quality of design ideas and presentation.
Project 2 design process research & analysis mac 2015 (2)
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, maps, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptualizing initial design solutions. Individual students also submit a graphic journal with drawings of landscape elements, plants, structures and materials.
4. Submissions are evaluated based on understanding the brief, depth of research, graphic communication skills, collaboration, and quality of work. The project aims to teach systematic design processes and site analysis techniques.
Project 1 experiential landscape mac 2015
This document outlines the objectives, tasks, and submission requirements for a group project on experiential landscapes. Students will be divided into groups to research and present on one of 10 park categories. For their selected category, they must describe two case studies - one local and one international - including the historical background, characteristics, contextual study, and common activities. They must also explain the landscape features and elements of the two sites. Groups will have 10 minutes to present their findings, including images and citations, and must submit a video recording and presentation files on a CD for assessment. The goal is for students to distinguish different park categories, characteristics, and case studies locally and internationally.
Our site
The document outlines a site plan that divides the surrounding area into zones - residential, education, commercial, and industrial. It then analyzes a specific purple-zoned site, noting that the empty land is located next to a highway facing west, and provides photos of the site from different views and angles.
Introduction to our site
This land is located in Puchong, Selangor near highways and residential areas. The empty, treeless plot of land covers 2,564.28 square meters and was chosen for development because of its proximity to other areas and potential to benefit the surrounding community. Any proposals to develop the vacant land could positively impact the nearby region.
Final project march 2015
1. Students are required to complete a final project involving developing a proposal for a small construction project on an empty land between 50m x 50m to 50m x 70m in size.
2. Working in groups of two, students must identify a specific site and conduct a site analysis. Individually, each student must propose a development serving one or more of six designated purposes and identify the professions and their tasks required.
3. Students must submit a minimum 20-page bounded report comprising their group site analysis and individual proposal components. The report will be assessed based on demonstrated understanding of the brief, quality and clarity of content, documentation method, and overall presentation.
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- 1. LINEARLINEAR PARKPARK -by SIMPLICITY-by SIMPLICITY Phares Phung Adam Pandor Su Bang Zheng Ng Chuan Kai Farah Hanisah Binti Zainol Brandon Liaw Jun Quan Chong Yi Hui Tutor: Shazreene Nurjanna Shamsuddin
- 2. What i s a Li near Par k? - A park that is substantially longer than it is wide - Usually found next to rivers, canals or highways - In Cities, found in residential areas
- 3. Taman JajarTaman Jajar George Town, PenangGeorge Town, Penang Local Case STudyLocal Case STudy::
- 4. Location Map
- 5. HI STORY 08/17/15 - Founded by Francis Light when he founded Penang. - After Francis died, the public neglected to keep the park clean. - Was restored in 1990’s and maintained by Penang Island Municipal Council (MPPP). - Open to public in 2004
- 6. CHARACTERISTICS - Approximately 250m long - Area of 3,500m² - Located along Air Itam River.
- 8. 08/17/15 SJK(T) Ramakrishna, Primary School Sri York Condominium, Residential Suffolk House Terrace Houses, Residential Methodist Boys’ School
- 9. Landscape features Bridge Jogging path Playground Tennis court
- 11. Activities Jogging Table tennis Cycling Playground Photographing Tennis
- 12. 08/17/15 InternationalInternational case studycase study: Alexandra CanalAlexandra Canal Linear ParkLinear Park SingapSingap oreore
- 13. -Entrance
- 15. History - Launched by late Mr Lee Kuan Yew on 11 Nov 2007 - Opening ceremony on 19 Mar 2011. - Reconstruction of Alexandra Canal between Tanglin Road and Kim Seng Road ( 1997-2008 ). - Improve structural condition and avoid flood. - Maintained by Public Utilities Board(PUB) of Singapore.
- 16. Characteristics - 1.4 km long flat path - Approximate area of 112,000 m² - Built on top of a canal
- 18. Queenstown MRT Church of the Good Shepherd Masjid Jamek Queenstown Strathmore Green, Residential Queenstown Primary School Skyville Dawson, Residential Skyterrace Dawson, Residential Queenstown Secondary School
- 19. Landscape features Jogging path 5 unique playgrounds Butterfly garden Cycling trail
- 20. Play equipment -Echoes sound Rest place Dawson water terrace Skate park Landscape features
- 22. Activities Cycling Playground Jogging Picnic Tai Chi Skateboarding
- 23. Reflection -Based on both case studies, both linear parks consist of unique elements such as canal and heliconia sp. -Both linear parks serve for functions such as recreation and to avoid flood. -Public should be more considerate and take care about the parks.
- 24. References - http://www.cheekiemonkie.net/2013/12/five-playgrounds-along-alexandra-canal.html - http://j0035001-2.blogspot.com/2013/05/singapore-alexandra-park-connector- may.html - http://www.littledayout.com/article/alexandra-canal-linear-park-five-playgrounds-in-a- row.html - https://www.google.com/maps/place/Taman+Jajar,+10450+Pulau+Pinang, +Malaysia/@5.412946,100.303826,17z/data=!3m1!4b1!4m2!3m1! 1s0x304ac24adeb5831d:0x5a589bf339c0fe0f - http://etempahan.mppp.gov.my/pls/ebkpublic/EBK_FACILITY.viewLocationInfo? pn_alocId=4 - http://www.penang-traveltips.com/linear-park.htm - https://lspeng1951.wordpress.com/2008/01/12/taman-jajar-york-road-penang/