1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines the requirements and tasks for a landscape architecture project. It includes:
- An introduction describing the systematic process of landscape architecture projects and the designer's responsibility to guide the best solution.
- Objectives and learning outcomes of the project focused on site selection, analysis, and execution of landscape projects.
- Group and individual tasks involving site analysis, synthesis, and a graphic journal of landscape elements.
- Submission requirements including formatting, content, and assessment criteria for the group and individual components. The project aims to demonstrate understanding of research, analysis, communication skills, and design process for landscape projects.
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are assigned to a group to analyze an existing residential site and produce a site inventory, analysis, and concept design solutions. Individually, students must create a graphic journal documenting landscape elements. The group work involves surveying the site, documenting existing conditions, and developing initial design concepts. Students are evaluated on their understanding of the brief, depth of research, graphic communication skills, collaboration, and individual documentation. The individual component involves creating a journal with drawings of vegetation, natural elements, and hardscapes to demonstrate graphic skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements, plants, structures and materials to demonstrate graphic communication skills.
This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture fundamentals including theories, principles and their real-world applications. Students will study landscape concepts, terminology, hardscape and softscape elements, graphics and basic constructions. The module aims to help students recognize different landscape types, explain landscape's role in sustainability, and apply basics of landscape projects, regulations and maintenance. Students will be assessed through projects, presentations and an e-portfolio demonstrating their learning outcomes and graduate capabilities.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Project Management - Recreation District in Taylor's University Subang JayaJoe Onn Lim
The proposed recreational district at Taylor's University Lakeside Campus aims to provide indoor and outdoor activities for students and staff to unwind. It will be located at Site B, an open parking area next to the Syopz Mall.
The design focuses on sustainability through green features like a green trellis facade, rainwater harvesting, and maximizing natural ventilation. It aims to be completed by August 2018 for under RM1.5 million on the existing land size of around 600 square meters.
The preliminary studies found the current site to be barren, hot and uncomfortable. The design will address this through adding more vegetation, shade and improving the road surface. An environmentally friendly design using sustainable systems and requiring low maintenance is
Project 2 - Landscape Project : Site AnalysisKai Yun Pang
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
This document outlines the requirements and tasks for a landscape architecture project. It includes:
- An introduction describing the systematic process of landscape architecture projects and the designer's responsibility to guide the best solution.
- Objectives and learning outcomes of the project focused on site selection, analysis, and execution of landscape projects.
- Group and individual tasks involving site analysis, synthesis, and a graphic journal of landscape elements.
- Submission requirements including formatting, content, and assessment criteria for the group and individual components. The project aims to demonstrate understanding of research, analysis, communication skills, and design process for landscape projects.
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are assigned to a group to analyze an existing residential site and produce a site inventory, analysis, and concept design solutions. Individually, students must create a graphic journal documenting landscape elements. The group work involves surveying the site, documenting existing conditions, and developing initial design concepts. Students are evaluated on their understanding of the brief, depth of research, graphic communication skills, collaboration, and individual documentation. The individual component involves creating a journal with drawings of vegetation, natural elements, and hardscapes to demonstrate graphic skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements, plants, structures and materials to demonstrate graphic communication skills.
This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture fundamentals including theories, principles and their real-world applications. Students will study landscape concepts, terminology, hardscape and softscape elements, graphics and basic constructions. The module aims to help students recognize different landscape types, explain landscape's role in sustainability, and apply basics of landscape projects, regulations and maintenance. Students will be assessed through projects, presentations and an e-portfolio demonstrating their learning outcomes and graduate capabilities.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Project Management - Recreation District in Taylor's University Subang JayaJoe Onn Lim
The proposed recreational district at Taylor's University Lakeside Campus aims to provide indoor and outdoor activities for students and staff to unwind. It will be located at Site B, an open parking area next to the Syopz Mall.
The design focuses on sustainability through green features like a green trellis facade, rainwater harvesting, and maximizing natural ventilation. It aims to be completed by August 2018 for under RM1.5 million on the existing land size of around 600 square meters.
The preliminary studies found the current site to be barren, hot and uncomfortable. The design will address this through adding more vegetation, shade and improving the road surface. An environmentally friendly design using sustainable systems and requiring low maintenance is
Project 2 - Landscape Project : Site AnalysisKai Yun Pang
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
The document compares Endau Rompin National Park in Malaysia and Arches National Park in the United States. Both parks were established over 50 years ago to protect their natural landscapes. Endau Rompin National Park focuses on preserving its wildlife and natural habitat, while Arches National Park allows more recreational activities and was influenced by ancient human cultures that lived in the area. The parks differ in their locations, characteristics, and recreational opportunities available to visitors.
This document outlines the requirements for Project 1 of the Constructed Landscape course. For the individual project, students must select a case study on experiential landscapes such as urban parks, passive landscapes, streetscapes, plazas, playgrounds or waterfronts. Students will produce an A3 presentation board comparing their selected case study to a similar local case study. They will also create a 2-3 minute reflection video highlighting their key findings and lessons learned. The project aims to examine typology, function, user experience, design intentions, characteristics and management of experiential landscapes. All works must be hand drawn or collage format and submitted by May 16th for assessment.
This document outlines the objectives, tasks, and submission requirements for a group project on constructed landscapes. Students will be divided into groups to compare a local park to an international park based on categories like national, urban, or theme parks. Each group must present their findings in a 10 minute presentation that describes the park characteristics, history, location, activities, and supporting images. Proper citations and references are required. The presentation and a printed copy are due on the specified date along with a CD containing the softcopy files and details.
Ar Mun Inn's Group - Taman Tasik Titiwangsa Site AnalysisJoe Onn Lim
Taman Tasik Titiwangsa, Kuala Lumpur Site Analysis
Team Members:
1 BEH NIANZI
2 FOONG LIH WEY
3 JEFFREY LIEW JUNYI
4 LEE CZEN SHING
5 LIEW JIN
6 LIM JOE ONN (Group Leader)
7 SIA HONG JIE
8 TAN WEI ZHEN
9 TOH KEAN HOU
Project 3 - Residential Landscape ProjectKai Yun Pang
1) This document outlines the requirements for an individual final project to design a residential landscape.
2) Students must complete a series of drawings documenting the design process, from conceptual diagrams to a master plan.
3) The final submission will include 6 presentation boards containing these drawings, a project description, and cost and maintenance plans.
4) The project is worth 40% of the grade and is due on November 24th.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Project 2 design process research & analysis mac 2015ALISON TANG
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
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, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like trees, water features, and hardscapes for practice and assessment of graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal, which are evaluated based on understanding of brief, research and
Project 2 design process research & analysispigxd123
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, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes, and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills, collaboration,
Project 2 design process research & analysis mac 2015joshualimlbn
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
Project 2 design process research & analysis mac 2015温 庄壁
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features to demonstrate graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills and
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are divided into groups to analyze an existing residential property. They must conduct site visits, document site features, and develop conceptual design solutions. Individually, students must create a graphic journal documenting plant, natural, and hardscape elements. Submissions include a group site analysis booklet and individual graphic journal. Students are assessed based on understanding the brief, research quality, graphic skills, collaboration, and documentation of tasks. The deadline for submissions is June 16, 2015.
Project 2 design process research & analysis mac 2015Joeylau97
1. This document outlines the requirements for a landscape architecture project involving site analysis and design for a group of students. It provides instructions on selecting a site, conducting site analysis, and developing conceptual design solutions.
2. Students must form groups to select a residential property, survey the site, and document existing site conditions. They will analyze the site and develop conceptual design solutions. Individual students must also complete a graphic journal of landscape elements.
3. Submissions will be evaluated based on understanding the brief, depth of research, graphic communication skills, teamwork, and individual work. The group portion accounts for 20% of the grade and the individual journal 10%.
Project 2 design process research & analysis mac 2015 (2)brandonliaw97
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 2 design process research & analysis mac 2015apongmalik
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
The multipurpose auditorium has a rectangular shaped ceiling pattern that enhances the modern design of the hall. The hall can be used for various purposes and has a ceiling with a geometric pattern that fits with the contemporary style of the building.
The document is a post card showing a detailed view of some stairs. The stairs are made of red bricks with gaps between them that provide natural lighting and ventilation to whoever uses the stairs. The post card contains initials that are likely the photographer or sender of the card.
Maranatha Hall is a building used for English speaking church services. It has a modern design with simple, geometrical structures. A post card was sent from the hall with the initials G T P J.
The Chinese Hall post card depicts a rectangular shaped hall for Chinese services that has soundproof boards complimenting its modern design. The hall has a rectangular shape and modern design with soundproof boards.
The post card depicts a fountain that symbolizes the Christian practice of water baptism. Water baptism is used in Christianity as a ritual to welcome new members and cleanse them of sins. The initials at the bottom are likely those of the artist or sender of the post card.
The document compares Endau Rompin National Park in Malaysia and Arches National Park in the United States. Both parks were established over 50 years ago to protect their natural landscapes. Endau Rompin National Park focuses on preserving its wildlife and natural habitat, while Arches National Park allows more recreational activities and was influenced by ancient human cultures that lived in the area. The parks differ in their locations, characteristics, and recreational opportunities available to visitors.
This document outlines the requirements for Project 1 of the Constructed Landscape course. For the individual project, students must select a case study on experiential landscapes such as urban parks, passive landscapes, streetscapes, plazas, playgrounds or waterfronts. Students will produce an A3 presentation board comparing their selected case study to a similar local case study. They will also create a 2-3 minute reflection video highlighting their key findings and lessons learned. The project aims to examine typology, function, user experience, design intentions, characteristics and management of experiential landscapes. All works must be hand drawn or collage format and submitted by May 16th for assessment.
This document outlines the objectives, tasks, and submission requirements for a group project on constructed landscapes. Students will be divided into groups to compare a local park to an international park based on categories like national, urban, or theme parks. Each group must present their findings in a 10 minute presentation that describes the park characteristics, history, location, activities, and supporting images. Proper citations and references are required. The presentation and a printed copy are due on the specified date along with a CD containing the softcopy files and details.
Ar Mun Inn's Group - Taman Tasik Titiwangsa Site AnalysisJoe Onn Lim
Taman Tasik Titiwangsa, Kuala Lumpur Site Analysis
Team Members:
1 BEH NIANZI
2 FOONG LIH WEY
3 JEFFREY LIEW JUNYI
4 LEE CZEN SHING
5 LIEW JIN
6 LIM JOE ONN (Group Leader)
7 SIA HONG JIE
8 TAN WEI ZHEN
9 TOH KEAN HOU
Project 3 - Residential Landscape ProjectKai Yun Pang
1) This document outlines the requirements for an individual final project to design a residential landscape.
2) Students must complete a series of drawings documenting the design process, from conceptual diagrams to a master plan.
3) The final submission will include 6 presentation boards containing these drawings, a project description, and cost and maintenance plans.
4) The project is worth 40% of the grade and is due on November 24th.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Project 2 design process research & analysis mac 2015ALISON TANG
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
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, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like trees, water features, and hardscapes for practice and assessment of graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal, which are evaluated based on understanding of brief, research and
Project 2 design process research & analysispigxd123
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, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes, and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills, collaboration,
Project 2 design process research & analysis mac 2015joshualimlbn
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
Project 2 design process research & analysis mac 2015温 庄壁
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features to demonstrate graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills and
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are divided into groups to analyze an existing residential property. They must conduct site visits, document site features, and develop conceptual design solutions. Individually, students must create a graphic journal documenting plant, natural, and hardscape elements. Submissions include a group site analysis booklet and individual graphic journal. Students are assessed based on understanding the brief, research quality, graphic skills, collaboration, and documentation of tasks. The deadline for submissions is June 16, 2015.
Project 2 design process research & analysis mac 2015Joeylau97
1. This document outlines the requirements for a landscape architecture project involving site analysis and design for a group of students. It provides instructions on selecting a site, conducting site analysis, and developing conceptual design solutions.
2. Students must form groups to select a residential property, survey the site, and document existing site conditions. They will analyze the site and develop conceptual design solutions. Individual students must also complete a graphic journal of landscape elements.
3. Submissions will be evaluated based on understanding the brief, depth of research, graphic communication skills, teamwork, and individual work. The group portion accounts for 20% of the grade and the individual journal 10%.
Project 2 design process research & analysis mac 2015 (2)brandonliaw97
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 2 design process research & analysis mac 2015apongmalik
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, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
Similar to Project 2 design process research analysis (10)
The multipurpose auditorium has a rectangular shaped ceiling pattern that enhances the modern design of the hall. The hall can be used for various purposes and has a ceiling with a geometric pattern that fits with the contemporary style of the building.
The document is a post card showing a detailed view of some stairs. The stairs are made of red bricks with gaps between them that provide natural lighting and ventilation to whoever uses the stairs. The post card contains initials that are likely the photographer or sender of the card.
Maranatha Hall is a building used for English speaking church services. It has a modern design with simple, geometrical structures. A post card was sent from the hall with the initials G T P J.
The Chinese Hall post card depicts a rectangular shaped hall for Chinese services that has soundproof boards complimenting its modern design. The hall has a rectangular shape and modern design with soundproof boards.
The post card depicts a fountain that symbolizes the Christian practice of water baptism. Water baptism is used in Christianity as a ritual to welcome new members and cleanse them of sins. The initials at the bottom are likely those of the artist or sender of the post card.
The document describes a post card showing a cross at the top of a church building, representing the symbolism of Christianity. The cross is a prominent symbol used by churches to represent Jesus Christ's crucifixion and resurrection.
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The fish window post card represents Jesus' disciples as 'fishers of men' who were called by Jesus to be followers. The window also serves a practical purpose by allowing natural light into the building. The letters G T P J at the end may be initials but provide no other context.
The lobby entrance features a cross detailing symbolizing the church. The design contrasts red bricks with white walls. Initials G T P J are written on a post card.
The document describes a prayer tower with prayer rooms at the highest level. It notes the smart use of timber flooring that compliments the bricked wall. The initials G T P J are also included.
This document appears to be a design process journal (DPJ) created by Sufina Abu Bakar for her Introduction to Design module. It includes sketches and notes from her design process as well as samples of work from concept to schematic proposals. The portfolio contained in the DPJ aims to showcase her process and form making through the selected works. The DPJ compilation covers requirements for the portfolio assignment such as a 150-200 word write up, selected sketches, curriculum vitae, and reflection on the module.
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Hemophilia is a genetic disorder that impairs the body's ability to control blood clotting, which can cause excessive bleeding from minor injuries that lasts for days or weeks. A survey of male and female students found that most had a good understanding of general hemophilia information but less understanding of its effects. The survey also showed that students correctly understood hemophilia is an inherited condition and that people with it should exercise, though a minority incorrectly believed it could not cause death or be cured.
This document summarizes the results of a survey conducted by students to analyze public understanding of hemophilia in Malaysia. 250 students (125 male, 125 female) from Taylor's University participated in the survey. The survey included 15 multiple choice questions about hemophilia. The students' responses were analyzed and categorized by gender. Overall, female students displayed a slightly higher level of understanding about hemophilia than male students across several key areas such as the definition of hemophilia, whether it is inherited or contagious, its symptoms, and effects. The survey findings provide insight into the general public's current knowledge of hemophilia in Malaysia.
This document contains a survey about hemophilia. It begins with demographic questions about gender, age, education level, and whether the respondent or any family members have hemophilia. The main part of the survey consists of 15 multiple choice questions about hemophilia, including what it is, whether it is inherited, the different types, its symptoms, treatment options, and risk factors. The questions cover topics like whether hemophilia is more common in males, if it can cause death, and typical locations of bleeding episodes in hemophiliac patients.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It consists of 4 parts where students research their character, generate design ideas from keywords, investigate what makes a good mobile display, and compile their work. Students will thoroughly understand their character, explore design elements and principles, present initial hanging display ideas, and submit a portfolio compiling their process work. The assignment aims to familiarize students with design investigation, exploration, and interpreting ideas through a simple project. Students will be assessed on demonstrating their understanding of tasks, the depth and relevance of content, and the originality and quality of their work.
The document provides instructions for a two-part design project. Part 1 involves groups transforming words into 3D geometric artworks through exploration of shapes, forms, and materials. Students will present their best model. Part 2 tasks individuals with creating a hanging mobile display for a Lego miniature using design elements and principles. It outlines objectives, learning outcomes, tasks, submission requirements, assessment criteria, and a marking rubric for both parts of the project.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
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Digital Artefact 1 - Tiny Home Environmental Design
Project 2 design process research analysis
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
CONSTRUCTED LANDSCAPE [ARC30203]
Prerequisite: None
Lecturers: Noorul Iffa Mohd Nayan, Shazreene Nurjanna Shamsuddin
Project 2A
Design Process: Research & Analysis (20% Group Work) + Graphic Journal (10% Individual)
Submission: 13th April 2015 (Week 9)
Introduction
“For every site, there is an ideal use. For every use, there is an ideal site”
[John Ormsbee Simonds]
The professional works like landscape architecture projects should be developed in systematic process.
Its purpose is to best arrange the elements of any planned development in relation to the natural and
constructed features of a site and its environs. The responsibility of a designer is to guide those involved
in the best solution and to help ensure in all ways possible the project’s success.
Objectives of Project
The objectives of this project:
To explore the anatomy of landscape project and process involved in every stages.
To demonstrate the understanding of site selection and site analysis via graphic
communication skills.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. Fundamental comprehension on how to conduct site selection and site analysis for better
execution of a landscape project.
Tasks - Methodology
GROUP TASK
In a group of 6 to 7 members, you need to select one landed residence with a compound or an open
space within the boundary. There is no limit of the size of the residence, however the least acceptable
option is a semi-detached house. In order to carry out this project, students are required to obtain the
base plan of the residence itself from the particular owner. If the base plan is not provided, you need
to measure on site and produce the plan with suitable scale on your own.
2. 2
Task 1
As a group, you need to organize a site visit and do a site survey. You are to conduct a site
inventory and analysis of the existing condition based on the following information:
1) Site Location and Context
- Identify location of the house and land uses surrounding it (e.g., next to main road, at the
school, or near to school etc.)
2) Topography
- Identify the existing landform and slope condition (e.g., flat, hilly or steep, gentle slope
etc.)
- Identify the elevation changes (if any) (e.g., steps or retaining walls etc.)
3) Drainage
- Identify location the drainage and water spots on specific area.
4) Vegetation
- Identify existing types of vegetation/softscape (provision of common name or scientific
name is an advantage)
5) Microclimate
- Identify direction of sunrise, sunset and wind direction
6) Existing Structure
- Identify existing structure (e.g., swimming pool, driveway/porch/garage, steps, gazebo,
pergola etc.)
- Identify rubbish bin/dumping spot, cloth line etc.
7) Views
- Observe and identify views from all vantage points;
i. On-site views – from inside of the house looking outside.
ii. Off-site views – from outside (all angle/sides of the house, street) looking inside.
- Identify the good and bad views.
Task 2
After the site inventory and analysis are done, as a group you are required to develop a site synthesis
also known as “design solution” to the site. In the site synthesis diagram, you are to
scribble/doddle/sketch/draw the design solutions conceptually. The idea should not be in detail,
probably the initial or rough idea about what do you think would be the best options to improve the
existing condition. This interpretation of design and decision making are based on group reflection or
a combination of individual ideas. You may provide several options to one single
problem/circumstance/condition as the solution would not limit to only one.
*Note:
Examples of all tasks will be showing during project briefing in class.
INDIVIDUAL TASK
Individually, you are required to produce a graphic journal which comprises of a series of element
provided below. The graphic journal plays as a sketch journal of elements in landscape architecture
field. You are free either to trace or to sketch/doodle/draw on your own (all in not to scale) and to
combine as a journal. The elements required for this assignment are as follows;
3. 3
A) Vegetation
i) Plan view of 10 different types of trees (flowering & non flowering), shrubs, palms and
groundcovers/turf.
ii) Elevation drawing of 5 different types of trees (flowering & non flowering), shrubs, palms and
groundcovers/turf.
B) Natural Elements
i) Plan view of rocks and waterways (river/stream/lakes).
ii) Elevation view of above chosen elements.
C) Hardscape
i) Plan view of 5 different patterns of paving (e.g; bricks, concrete, random flagstone, pebbles
etc.)
ii) 3 plan or/and elevation views of building with roof shading, pergola, gazebo, pool/fountain.
*Note:
The exercise on graphic communication skills will be taught in class.
Submission Requirement
GROUP
Each group need to submit the work sheets which would have to meet the following criteria;
1. It must be in a form of A3 booklet, stapled or bound with a cover page. The cover page
should include title block which will be prepared by the lecturer.
2. The material for paper is bond paper (photostat paper) min 70gsm. You may use butter
paper as progress to be shown during tutorial session but it is not to be as the final
submission.
3. There is no page limit as long as all information outlined above is fulfilled. The page layout for
overall should be orientated consistently.
4. The diagram should be drawn and written manually, except for site images. The diagram
should incorporate standard landscape graphic communication.
5. You are advised to segregate between site inventory, site analysis & site synthesis by
using page separator.
INDIVIDUAL
For individual submission, you are to fulfil the following criteria;
1. The graphic journal should be submitted in A4 format with cover page, using any type of
paper. You are free to design your cover page, however it should contains information such
as; Taylor’s logo, FNBE, Module code & name, project title, name & student ID and
tutor’s name.
2. You can combine all elements in a composition, but you have to label every single of it.
3. The drawings can be all coloured, partially coloured or black and white but it must be
properly done. You can use any medium of colouring and can be a combination of mix
media, water colour, pencil colour or marker. Please plan your journal carefully as not all
medium suits with all types of paper.
Both group and individual work sheets with assessment sheets need to be submitted on 13th APRIL
2015, at class venue. You are advised to scan your work before submission for uploading purposes in
the online portfolio.
4. 4
Assessment Criteria
The assessment criteria for this assignment will be based on:
Demonstrated understanding of brief
Relevance, appropriateness and depth of research exhibited in the assignment
Creative application of graphic communication skills, originality and quality of the work
Team work and group collaboration
Individual documentation
Marking Criteria
Marks shall be distributed as follows:
Work will be assessed based on:
TGC
Acquired
Assessment Criteria Marks %
Group Component
Demonstrated understanding of brief 3 %
Relevance, appropriateness and depth of research exhibited in
the assignment
10 %
Creative application of graphic communication skills, originality
and quality of work
5 %
Team work and group collaboration 2 %
TOTAL 20 %
Individual Component
Demonstrated understanding of brief and the effectiveness of
carrying out the tasks given
2 %
Originality, creativity and quality of work 8 %
TOTAL 10 %
GRAND TOTAL (20% group + 10% individual) 30 %
NOTE: PLEASE BE INFORMED THAT INDIVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED
BASED ON PEER EVALUATION AND INSTRUCTUR’S EVALUATION PERFORMANCE OF A GROUP
MEMBER.
Suggested References
** Refer to slides presentation on project briefing.
5. 5
PROJECT 2
Design Process: Research & Analysis
GROUP NAME: _____________________________________________________________
GROUP ASSESSMENT
No Assessment Marks Comments/Remarks
A Demonstration understanding of brief
(the form and level of execution of understanding
the brief)
Total 3%
1. Understanding of brief and requirement /3
TOTAL: /3
B Relevance, appropriateness and depth of
research exhibited in the assignment
(thorough research and in-depth study related to the
task given)
Total 10%
1. Relevance of analysis & synthesis related to the
site condition
/2
2. Appropriateness of information, images and
analysis of the site condition
/4
3. Depth of research and analysis exhibited in the
assignment
/4
TOTAL: /10
C Creative application of graphic communication
skills, originality and quality of work
(the quality of work, originality and creativity in
demonstrating the graphic communication skill)
Total 5%
1. Creativity in demonstrating the work /3
2. Quality and originality of the work /2
TOTAL: /5
D Team work and group collaboration Total 2%
1. Team work, participation and collaboration to
progress
/2
TOTAL: /2
GRAND TOTAL /20% GRADE:
COMMENTS:
GROUP MEMBERS NAME:
NO STUDENT NAME STUDENT ID
6. 1
PROJECT 2
Design Process: Graphic Journal
NAME: ________________________________________________________________________ Student ID: __________________________________
TUTOR NAME: ______________________________________________________________________________________________________________
INDIVIDUAL ASSESSMENT
No Assessment Marks Comments/Remarks
A Demonstrated understanding of brief and the effectiveness of carrying out the tasks
given
Total 2%
1. Illustrate adequate knowledge and understanding on requirement /1
2. Evidence of extensive study on choosing the right elements and adequate exercises /1
TOTAL: /2
B Originality, creativity and quality of work Total 8%
1. Illustrate good and quality of graphic communication skills in the work /3
2. Creativity and originality of the works, and exploration of various material used /3
3. Quality of workmanship executed on every single artwork. /2
TOTAL: /8
GRAND TOTAL : /10% GRADE:
COMMENTS: