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 analysisMadeline Liew
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant types, natural elements, and hardscape features through drawings.
- Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection,
The vacant land is located in Jalan Midah 8A, surrounded by residential neighborhoods. It is relatively flat and covered with trees and grass since it has been unused for a long time. The 50m x 70m site is ideal for development as it will benefit nearby residents and has ample space available in a dense residential area located near main roads and condominiums.
This document provides an overview of landscape architecture. It defines landscape architecture as improving the aesthetic appearance of land by changing its contours, adding decorative features, or planting trees and flowers. The scope of work for landscape architects includes master planning, site planning, landscape design, project management, and implementation. Landscape architects work with clients, engineers, surveyors, city planners, and contractors. They are responsible for creating plans and designs, working with clients, partnering with installation professionals, site planning, and environmental planning. Common drawings used include site plans, bubble plans, landscape plans, plot plans, elevations, sections, planting plans, renderings, and perspectives. Examples of landscape projects are also provided.
The document discusses counterfactual thinking and how it can be divided into upward and downward counterfactuals. It provides examples from the author's life where they experienced upward counterfactual thinking through regret over past mistakes like performing poorly on an exam due to poor preparation and failing a class due to an assignment. The author reflects on how they should have prepared earlier for the exam and assignment to avoid these regrets.
Jim saves a girl he likes from an evil mastermind seeking revenge against his father. The comic explores five psychological concepts: pluralistic ignorance, which is when a dangerous situation is not addressed due to an assumption of no danger; impression management, which is consciously or unconsciously influencing others' perceptions; extrinsic motivation, which drives people by tangible rewards rather than intrinsic enjoyment; self-efficacy, referring to one's belief in their ability to perform; and accommodation, which is modifying existing views when new information is encountered. The comic was created by four psychology students to illustrate these concepts.
This document proposes two projects - a neighbourhood park and a supermarket.
For the park project, the proposal suggests building jogging tracks, an outdoor gym, a children's playground, and public toilets to promote a healthy lifestyle. Landscaping would include trees, shrubs, and lavender to connect residents with nature.
The supermarket project proposes a 6-story building with shops on different floors and a rooftop playground and cafe. Parking lots would be built nearby. Professionals needed for the projects include contractors, architects, engineers, and suppliers to oversee construction.
This document outlines a group project assignment for a course on the construction industry. The objectives are to understand construction team roles and responsibilities and appreciate various professions. Students must interview a professional from the construction industry, research their role and two projects. They will then create an 8-12 page magazine detailing the professional's company, profile, roles and project descriptions. Submissions include an interview recording and magazine PDF. A peer assessment evaluates each member's contributions and ranks their performance.
This document provides an outline for a video presentation created by social psychology students. It discusses five key concepts from social psychology: impression management, attraction, self-fulfilling prophecy, motivation, and aggression. Scenes from "The Joshua Show" are used to illustrate how each concept applies to interactions between the characters as they try to form relationships.
Project 2 design process research analysisMadeline Liew
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant types, natural elements, and hardscape features through drawings.
- Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection,
The vacant land is located in Jalan Midah 8A, surrounded by residential neighborhoods. It is relatively flat and covered with trees and grass since it has been unused for a long time. The 50m x 70m site is ideal for development as it will benefit nearby residents and has ample space available in a dense residential area located near main roads and condominiums.
This document provides an overview of landscape architecture. It defines landscape architecture as improving the aesthetic appearance of land by changing its contours, adding decorative features, or planting trees and flowers. The scope of work for landscape architects includes master planning, site planning, landscape design, project management, and implementation. Landscape architects work with clients, engineers, surveyors, city planners, and contractors. They are responsible for creating plans and designs, working with clients, partnering with installation professionals, site planning, and environmental planning. Common drawings used include site plans, bubble plans, landscape plans, plot plans, elevations, sections, planting plans, renderings, and perspectives. Examples of landscape projects are also provided.
The document discusses counterfactual thinking and how it can be divided into upward and downward counterfactuals. It provides examples from the author's life where they experienced upward counterfactual thinking through regret over past mistakes like performing poorly on an exam due to poor preparation and failing a class due to an assignment. The author reflects on how they should have prepared earlier for the exam and assignment to avoid these regrets.
Jim saves a girl he likes from an evil mastermind seeking revenge against his father. The comic explores five psychological concepts: pluralistic ignorance, which is when a dangerous situation is not addressed due to an assumption of no danger; impression management, which is consciously or unconsciously influencing others' perceptions; extrinsic motivation, which drives people by tangible rewards rather than intrinsic enjoyment; self-efficacy, referring to one's belief in their ability to perform; and accommodation, which is modifying existing views when new information is encountered. The comic was created by four psychology students to illustrate these concepts.
This document proposes two projects - a neighbourhood park and a supermarket.
For the park project, the proposal suggests building jogging tracks, an outdoor gym, a children's playground, and public toilets to promote a healthy lifestyle. Landscaping would include trees, shrubs, and lavender to connect residents with nature.
The supermarket project proposes a 6-story building with shops on different floors and a rooftop playground and cafe. Parking lots would be built nearby. Professionals needed for the projects include contractors, architects, engineers, and suppliers to oversee construction.
This document outlines a group project assignment for a course on the construction industry. The objectives are to understand construction team roles and responsibilities and appreciate various professions. Students must interview a professional from the construction industry, research their role and two projects. They will then create an 8-12 page magazine detailing the professional's company, profile, roles and project descriptions. Submissions include an interview recording and magazine PDF. A peer assessment evaluates each member's contributions and ranks their performance.
This document provides an outline for a video presentation created by social psychology students. It discusses five key concepts from social psychology: impression management, attraction, self-fulfilling prophecy, motivation, and aggression. Scenes from "The Joshua Show" are used to illustrate how each concept applies to interactions between the characters as they try to form relationships.
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.
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and observations of one plant and animal species.
English presentation 2(green buildings)joshualimlbn
The document discusses plans for improving security in a future city. It proposes upgrading police/army forces through better equipment, training, and salaries. It also suggests educating the public on safety, strictly enforcing laws with heavier punishments, limiting illegal immigration through tighter controls, and fortifying city defenses with strongholds and high-tech screening equipment. The city would aim to be self-sufficient through water management, waste disposal, and renewable energy sources like solar and wind power. Transportation would transition from fossil fuels to electric and magnetic levitation systems. Disaster response would be improved with rapid air transport of rescue teams, robots, food, water, and medicine. Green buildings would implement energy and water conservation practices like solar power, daylighting
This document provides instructions for a process essay assignment. Students must write a 5-paragraph essay describing the steps involved in producing an attractive kitchen utensil sketch. The essay must be 600-800 words, typed in Arial 12 point font with double spacing. It must be informed by research, include a pre-writing draft and cover page, and be submitted by May 11th. The assessment criteria include understanding the brief, organization, use of references, grammar, and mechanics. Suggested references for the essay are also provided.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about a Creative Thinking Skills module offered in February 2014. It includes details such as instructors, module synopsis, teaching objectives, learning outcomes, assessment components and schedule. The module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and problem solving. Students will complete two projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and focuses on developing Taylor's Graduate Capabilities in students.
Project 2 board game project brief march 2015 (1)joshualimlbn
This project involves designing a 3D board game in two parts. Part A is individual and requires researching board games, proposing a 3D game design with description and illustrations. The best proposal will be selected for Part B. Part B is group work to refine the selected game, create packaging and instructions, and organize a Board Game Carnival to present and demonstrate the games. Students will be assessed on their understanding of the brief, creative game design, collaboration, and documentation of the process. The project aims to develop critical and creative thinking skills through hands-on game design.
The document defines and provides information about cones, conical frustums, and how to calculate their volume and total surface area. It explains that a cone tapers from a circular base to a point, and can be a right cone or oblique cone. Formulas are given for calculating the volume and total surface area of cones and conical frustums. Examples are worked through applying the formulas to calculate volume and surface area of different cone and frustum shapes.
This document discusses soil texture and the percentage of sand in soils. Soils are distinguished by observing the percentage of three particle types - sand, silt, and clay - with soils mapped on a soil texture triangle based on their composition.
In our daily life, we are constantly bombarded with websites, applications, and games that push us to exercise, buy products, quit smoking, use the public transport and more…How do they manage to persuade us? How do these technologies motivate us and hijack our decision-making processes?
This talk was originally given at the Pint of Science festival.
Project 2 design process research analysisLeon Lim
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 and must select a residential site to analyze. They must conduct site visits, surveys, and inventory existing site conditions. They then develop conceptual design solutions through site synthesis diagrams.
3. Individual students must also complete a graphic journal with drawings of landscape elements, plants, structures and materials.
Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation. The group work is worth 20% and individual work 10% of the overall grade.
Cl project 2A design process research analysisSongKit96
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
Project 2 design process research analysisJian Leo
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding of brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
Project 2 design process research analysischuenmin
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 for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection, analysis
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.
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.
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.
Project 2 design process research analysisDameerster
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.
CL Project 2 design process research analysisashleyyeap
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 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.
1. Students will visit a natural site and document their experiences and observations through photos, videos, sketches and notes.
2. In groups, students will create an interactive infographic pop-up poster presenting information about the site's ecosystem/habitat.
3. Individually, students will produce a scrapbook journal describing their understanding of the site and observations of one plant and animal species.
English presentation 2(green buildings)joshualimlbn
The document discusses plans for improving security in a future city. It proposes upgrading police/army forces through better equipment, training, and salaries. It also suggests educating the public on safety, strictly enforcing laws with heavier punishments, limiting illegal immigration through tighter controls, and fortifying city defenses with strongholds and high-tech screening equipment. The city would aim to be self-sufficient through water management, waste disposal, and renewable energy sources like solar and wind power. Transportation would transition from fossil fuels to electric and magnetic levitation systems. Disaster response would be improved with rapid air transport of rescue teams, robots, food, water, and medicine. Green buildings would implement energy and water conservation practices like solar power, daylighting
This document provides instructions for a process essay assignment. Students must write a 5-paragraph essay describing the steps involved in producing an attractive kitchen utensil sketch. The essay must be 600-800 words, typed in Arial 12 point font with double spacing. It must be informed by research, include a pre-writing draft and cover page, and be submitted by May 11th. The assessment criteria include understanding the brief, organization, use of references, grammar, and mechanics. Suggested references for the essay are also provided.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about a Creative Thinking Skills module offered in February 2014. It includes details such as instructors, module synopsis, teaching objectives, learning outcomes, assessment components and schedule. The module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and problem solving. Students will complete two projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and focuses on developing Taylor's Graduate Capabilities in students.
Project 2 board game project brief march 2015 (1)joshualimlbn
This project involves designing a 3D board game in two parts. Part A is individual and requires researching board games, proposing a 3D game design with description and illustrations. The best proposal will be selected for Part B. Part B is group work to refine the selected game, create packaging and instructions, and organize a Board Game Carnival to present and demonstrate the games. Students will be assessed on their understanding of the brief, creative game design, collaboration, and documentation of the process. The project aims to develop critical and creative thinking skills through hands-on game design.
The document defines and provides information about cones, conical frustums, and how to calculate their volume and total surface area. It explains that a cone tapers from a circular base to a point, and can be a right cone or oblique cone. Formulas are given for calculating the volume and total surface area of cones and conical frustums. Examples are worked through applying the formulas to calculate volume and surface area of different cone and frustum shapes.
This document discusses soil texture and the percentage of sand in soils. Soils are distinguished by observing the percentage of three particle types - sand, silt, and clay - with soils mapped on a soil texture triangle based on their composition.
In our daily life, we are constantly bombarded with websites, applications, and games that push us to exercise, buy products, quit smoking, use the public transport and more…How do they manage to persuade us? How do these technologies motivate us and hijack our decision-making processes?
This talk was originally given at the Pint of Science festival.
Project 2 design process research analysisLeon Lim
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 and must select a residential site to analyze. They must conduct site visits, surveys, and inventory existing site conditions. They then develop conceptual design solutions through site synthesis diagrams.
3. Individual students must also complete a graphic journal with drawings of landscape elements, plants, structures and materials.
Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation. The group work is worth 20% and individual work 10% of the overall grade.
Cl project 2A design process research analysisSongKit96
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
Project 2 design process research analysisJian Leo
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding of brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
Project 2 design process research analysischuenmin
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 for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection, analysis
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.
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.
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.
Project 2 design process research analysisDameerster
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.
CL Project 2 design process research analysisashleyyeap
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 for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding of brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis 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.
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.
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 for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis techniques.
Project 2 design process research analysisQuo Ming
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection, analysis and
Project 2 design process research analysisLouise Foong
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.
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.
Cl project 2 design process research analysisstactixzz97
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.
Similar to Project 2 design process research & analysis mac 2015 (20)
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.
Project 3 residential landscape project march 2015joshualimlbn
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 including plans, sections and elevations, and a cost estimation and maintenance plan. Students will submit presentation boards with all components and progress drawings. The project aims to teach the landscape design process and representation of ideas. Students will be assessed based on demonstrated understanding, depth of research, graphic communication skills, design ideas, and quality of work.
The document summarizes two community parks - one in Kuala Lumpur, Malaysia called Desa Park City, and one in Estero, Florida called Estero Community Park. Desa Park City was built on an abandoned quarry site and features a mini stream, lake, jogging paths, playground, and shelters. Estero Community Park is located on 55 acres and includes four lakes, an outdoor amphitheater, shelters, and facilities for activities like volleyball, lawn bowling, and dog park. Both parks act as green spaces for public recreation and community interaction.
Project 1 experiential landscape mac 2015joshualimlbn
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.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Project 2 design process research & analysis mac 2015
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: Shazreene Nurjanna Shamsuddin, Noorul Iffa Mohd Nayan
Project 2A
Design Process: Research & Analysis (20% Group Work) + Graphic Journal (10% Individual)
Submission: 16th June 2015 (Week 11)
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 or corner lot 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 . 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 (photostate 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 16th JUNE
2015, at class venue LT 19 at 10am. 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:
7. 2
GROUP ATTENDANCE FOR TUTORIAL
Please bring the group attendance sheet during tutorial and to be attached together with the project brief. Only one per group.
TUTORIAL 1 (WEEK 8 ) TUTORIAL 2 (WEEK 9) TUTORIAL 3 (WEEK 10)
COMMENTS BY TUTOR:
SIGNATURE:
COMMENTS BY TUTOR:
SIGNATURE:
COMMENTS BY TUTOR:
SIGNATURE: