Project02 briefing
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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.
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Project02 briefing
This document provides instructions for Project Two of a landscape design course. It outlines the requirements for both group and individual tasks. The group task involves forming a group to conduct site inventory, analysis, and synthesis for a real property. This includes surveying the site, documenting existing conditions, evaluating the site, and proposing design solutions. The individual task requires students to create a graphic journal with hand drawings of different landscape elements. Both assignments must be submitted by April 13th and will contribute to the student's overall grade.
CL Project 2
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.
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CL Project 2 Briefing
This document provides instructions for Project Two of a landscape design course. It outlines the requirements for both group and individual tasks. The group task involves forming a group to conduct site inventory, analysis, and synthesis for a real property. This includes surveying the site, documenting existing conditions, evaluating the site, and proposing design solutions. The individual task requires students to create a graphic journal with hand drawings of different landscape elements. Both assignments must be submitted by April 13th and will contribute to the student's overall grade.
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Project02 briefing
This document provides instructions for Project Two of a landscape design course. It outlines the requirements for both group and individual tasks. The group task involves forming a group to conduct site inventory, analysis, and synthesis for a real property. This includes surveying the site, documenting existing conditions, evaluating the site, and proposing design solutions. The individual task requires students to create a graphic journal with hand drawings of different landscape elements. Both assignments must be submitted by April 13th and will contribute to the student's overall grade.
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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.
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This document provides instructions for Project Two of a landscape design course. It outlines the requirements for both group and individual tasks. The group task involves forming a group to conduct site inventory, analysis, and synthesis for a real property. This includes surveying the site, documenting existing conditions, evaluating the site, and proposing design solutions. The individual task requires students to create a graphic journal with hand drawings of different landscape elements. Both assignments must be submitted by April 13th and will contribute to the student's overall grade.
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Architectural Professional Practice - Site الممارسة المهنية المعمارية - الموقع
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تحليل الموقع للمشروعات المعمارية
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1) The Chandigarh College of Architecture (CCA) was established in 1961 in Chandigarh, India by Le Corbusier as part of the Chandigarh Experiment.
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cl project 2 brief
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also produce an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the site. The project aims to develop problem-solving skills through inventory, analysis, and design interpretation of an existing landscape.
Project02 CL
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also create an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the selected site. The project aims to develop small-scale landscape problem-solving and design skills.
Project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also produce an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the site. The project aims to develop problem-solving skills through inventory, analysis, and design interpretation of an existing landscape.
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory diagram, and site analysis diagram. The site inventory records existing site features, while the analysis evaluates the features. Students will also produce an individual site synthesis diagram with design solutions. Submission includes a booklet with the group and individual diagrams. The project is due on October 13th and accounts for 20% of the group grade and 10% of the individual grade.
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Constructed Landscape Project Brief 2
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Cl project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also create an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the selected site. The project aims to develop small-scale landscape problem-solving and design skills.
Project02 briefing
This document provides instructions for Project Two of a landscape design course. It outlines the requirements for both group and individual tasks. The group task involves forming a group to conduct site inventory, analysis, and synthesis for a real property. This includes surveying the site, documenting existing conditions, evaluating the site, and proposing design solutions. The individual task requires students to create a graphic journal with hand-drawn sketches of different landscape elements. Both assignments are due on April 13th for submission.
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hospital case study
1) A hospital provides specialized health care through staff and equipment divided into operational areas.
2) Functional planning norms divide hospitals into categories based on bed count, with guidelines for treatment rooms, wards, and other spaces.
3) Key areas include outpatient departments, inpatient wards, emergency, radiology, operating theaters, and intensive care, each with their own space and connectivity needs to support patient care.
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The document describes the key stages in the drug discovery process, including cellular and genetic target identification, compound synthesis and isolation, high-throughput screening, lead optimization, preclinical testing in animal models and in vitro/in vivo studies, and clinical trials in humans. The flow diagram shows the iterative process moving from early research to identify biological targets through compound development and testing, culminating in clinical evaluation and potential approval of new therapeutics.
1. 10 site analysis
- Attendance is required for the course and is worth 15% of the grade. Students should submit their attendance cards in the orange buckets at the end of each lecture.
- The professor graduated from the University of Michigan in 1971 and has been teaching and practicing landscape architecture since the 1970s.
- Site analysis involves taking an inventory of natural, cultural, and aesthetic features of a site to understand how to best design structures that minimize environmental impacts. This includes factors like climate, topography, soils, vegetation and more.
Architectural Professional Practice - Site الممارسة المهنية المعمارية - الموقع
Architectural Professional Practice - Site الممارسة المهنية المعمارية - الموقع
تحليل الموقع للمشروعات المعمارية
case study of chandigarh college of architecture
1) The Chandigarh College of Architecture (CCA) was established in 1961 in Chandigarh, India by Le Corbusier as part of the Chandigarh Experiment.
2) CCA is located on a 20,000 square meter campus in Sector 12 of Chandigarh and has an enrollment of 200 undergraduate students.
3) The building utilizes north light and ventilation and includes facilities such as studios, workshops, a library and computer lab to support the education of architecture students.
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The document summarizes the landscape and biological attributes of the Taylor's University Lakeside Campus site. It describes the types of plants and trees found on the 27 acre site, including trees like Hopea Odorata, Samanea Saman, and Eugenia Oleina. It also lists various flowering shrubs, groundcovers, and foliage plants. Birds like sparrows are also present. The landscape helps create an attractive environment and positive impression of the university.
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This document discusses the importance of site analysis for architectural design. It explains that site analysis involves taking an inventory of various site elements, including topography, climate, vegetation, and analyzing how they relate to the client's needs. The inventory should gather information about subsurface features like geology and hydrology, natural surface features like slopes and wildlife, and cultural/man-made features like utilities, land use, and circulation. Understanding these site conditions through analysis is crucial for establishing an ideal building location and incorporating local features into a successful design.
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Project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also produce an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the site. The project aims to develop problem-solving skills through inventory, analysis, and design interpretation of an existing landscape.
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This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
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This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also create an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the selected site. The project aims to develop small-scale landscape problem-solving and design skills.
Project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also produce an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the site. The project aims to develop problem-solving skills through inventory, analysis, and design interpretation of an existing landscape.
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This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory diagram, and site analysis diagram. The site inventory records existing site features, while the analysis evaluates the features. Students will also produce an individual site synthesis diagram with design solutions. Submission includes a booklet with the group and individual diagrams. The project is due on October 13th and accounts for 20% of the group grade and 10% of the individual grade.
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This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
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This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Cl project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also create an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the selected site. The project aims to develop small-scale landscape problem-solving and design skills.
Project02 briefing
This document provides instructions for Project Two of a landscape design course. It outlines the requirements for both group and individual tasks. The group task involves forming a group to conduct site inventory, analysis, and synthesis for a real property. This includes surveying the site, documenting existing conditions, evaluating the site, and proposing design solutions. The individual task requires students to create a graphic journal with hand-drawn sketches of different landscape elements. Both assignments are due on April 13th for submission.
Project02 briefing
This document provides instructions for Project Two of a landscape design course. It outlines the requirements for both group and individual tasks. The group task involves forming a group to conduct site inventory, analysis, and synthesis for a real property. This includes surveying the site, documenting existing conditions, evaluating the site, and proposing design solutions. The individual task requires students to create a graphic journal with hand drawings of different landscape elements. Both assignments must be submitted by April 13th and will contribute to the student's overall grade.
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2. Students are required to form groups and select a residential site to analyze. They must document the site context, topography, drainage, vegetation, microclimate, structures, and views.
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This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
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This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
Project 2_Design Process_Research Analysis.pdf
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be evaluated based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality and effectiveness.
Project 2 design process research analysis
This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
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This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution for improving the site based on their analysis. Submissions must include a group site analysis booklet and individual design solution. Students will be assessed on their understanding of the brief, depth of research, graphic communication skills, collaboration, and original design work.
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This document outlines the requirements for Project 2 of the Constructed Landscape course. The project involves analyzing an existing residential property with outdoor space. Students will work in groups to conduct site analysis of a property, including its context, topography, drainage, vegetation, microclimate, structures, and views. Individually, students must provide a conceptual design solution or "site synthesis" diagram. Submissions must include a group site analysis booklet and individual design solution. The work will be assessed based on understanding the brief, research depth and quality, graphic communication skills, collaboration, and design solution originality.
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This story follows Cheok, a member of St. John Ambulance Malaysia who was collecting donations. Cheok suggested visiting Taylor's University because she stereotyped the students as wealthy. However, when she approached students they mostly rejected her due to diffusion of responsibility. Cheok became frustrated and angry at the mismatch between her expectations and reality. Her friend Yin Ji then comforted her, providing social support.
Psycho comic
Po, a fresh graduate, gets a job through an interview despite doubts about his qualifications. Initially, Po works hard and is well-liked, but his colleagues begin doubting his abilities. Po remembers his uncle gained status by currying favor, so Po focuses on buttering up his boss. This causes his boss to promote Po but makes Po disliked by colleagues. In the end, Po wonders if sacrificing relationships was worth the authority and wealth.
Psy journal
1) The document is a collection of journal entries by a student named Cheok Jian Shuang discussing various topics in social psychology, including social facilitation, social loafing, intrinsic and extrinsic motivation, self-fulfilling prophecy, the halo effect, and operant conditioning.
2) In the entries, Cheok provides examples from their personal experiences to illustrate each concept, such as doing better at a simple task like planking when being watched by a friend, being less motivated to contribute to group projects, and rewarding their misbehaving dog with snacks for good behavior.
3) The journals show Cheok's understanding of key social psychology principles and how they observe these principles in their own daily life experiences
Business finalprojectreport
This document outlines a group's plans for a charity drive event selling paracord bracelets. The group aims to raise a minimum of RM2,500 to donate to World Vision. They will sell handmade paracord bracelets of various colors and buckle styles at RM20 each from a stall on the Taylor's University campus. The group will promote the event through posters, social media, and conversations at their stall. They have secured sponsorship of RM300 from parents to fund materials. The group expects the customization option and reasonable pricing will help them meet their fundraising and donation goals.
Epc mural art
The document discusses several murals located in Penang, Georgetown and Petaling Jaya, Malaysia. It provides background information on the artists and organizations involved in creating the murals. The murals aim to raise awareness of social issues through their artistic depictions and use of color, imagery, and concepts like intercultural communication and conflict. Key murals discussed include "Love Me Like Your Fortune Cat", "In A Kopi Tiam Kitchen", and "Singing In The Rain".
English final
This document discusses the history and operations of two Chinese medical halls: Cheng Woh Medical Hall and Keen Hing Medical Hall. It provides background on traditional Chinese medicine and its founder Shen Nung. Both medical halls were established in the mid-20th century and are now run by subsequent generations. The document compares their products, locations, workers, target markets, and strategies for competing with other local halls. It analyzes similarities and differences between the two businesses and provides recommendations for improvements.
English ii finalassignment
This document is a research report submitted by a group of students for their English final project. It summarizes their research on two Chinese medical halls, one located in Penang and the other in Kuala Lumpur. The group conducted interviews at each location and researched the history and practices of traditional Chinese medicine. They analyzed similarities and differences between the halls and presented their findings in a written report and formal presentation.
English 2
This document compares the science fiction franchises Star Wars and Star Trek. Both franchises depict societies consisting of multiple planets and species united under a single government. They feature protagonists who help defeat threats to their societies, using distinctive personal weapons like lightsabers and phasers. While Star Wars focuses more on good versus evil, Star Trek conveys messages about exploration, ethics, and dealing with new situations in a moral way. In conclusion, both franchises have successfully established themselves as iconic through their philosophical messages and heartfelt storylines presented through memorable characters.
Project 1 0115 brief with tgc
This document provides instructions for a group and individual project assignment on family history and culture for a "Culture & Civilization" course. Students must work in groups of two to create a timeline calendar with family tree, and an infographic board highlighting their family's culture and traditions. Individually, each student must produce an A5 information graphic booklet on their family's culture and traditions. The final submission is due on March 5th, 2015 and must include the group timeline, infographic board, individual booklet, and an 8-minute video interview documenting the students' research. Late submissions will result in point deductions.
Lecture01 introduction
This document provides information about a landscape architecture course, including:
- The course is 3 credit hours, with 1 hour of lectures and 2 hours of tutorials per week.
- The two instructors for the course, including their names, locations, education backgrounds, and work experience.
- A brief synopsis of the course content, which will introduce fundamentals of landscape architecture through theories, principles, and real world applications.
- The teaching objectives and learning outcomes, which include understanding different landscape types, landscape drawings, and the role of landscape architects.
Project03 (final project) briefing
This document outlines the requirements and instructions for an individual final project on designing a residential landscape. Students must choose the same site from a previous analysis project. They will prepare presentation boards showing the design process from conceptual to master plans, as well as plant palettes, cost estimates, and maintenance plans. All drawings must be completed by hand and presented on boards by November 24th. The project aims to develop students' design process and small-scale landscape design skills. It is worth 40% of the total grade.
Enbe project2
This document outlines the requirements for a two-part project on designing a better future town. Part A involves individual work submitting an A4 report and video presentation by November 6th. Part B involves group work to design and build a physical model of the town no larger than A2 size and 600mm tall using recyclable materials, and give a 5-minute presentation on December 4th. Groups must document the process, final model, and presentation for their e-portfolio. The project aims to have students consider elements of natural and built environments.
Enbe01
This short document discusses the upcoming activities and tasks for an environmental project. It outlines three main tasks: 1) Creating a documentary video, 2) Developing an informational graphic poster, and 3) Maintaining a scrapbook journal. Details are provided on submission deadlines and requirements for each task, including expected length, content, and whether the task involves group or individual work. Logistics are also covered, such as transportation to a site visit location and preparation sessions to discuss ideas.
Project 2_Design Process_Research Analysis.pdf
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students will work in groups to analyze an existing residential property, documenting site features through surveys, diagrams and photographs. Each student must also submit an individual design concept sketch. The group submission will be assessed based on understanding of the brief, research quality, graphic communication skills and collaboration. Individual submissions will be graded on design solutions and original creative work. Students are expected to gain experience in site selection, analysis and applying design principles to improve outdoor spaces.
Project 2 design process research analysis
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students will work in groups to analyze an existing residential property, documenting location, topography, drainage, vegetation, microclimate, and views. Individually, students must sketch design solutions for improving the site. Submissions require an A3 booklet documenting the group's site analysis and each student's design concept. The project aims to develop understanding of site selection, analysis, and using analysis to inform design solutions. Students will be assessed on demonstrated understanding, quality of research and graphics, collaboration, and original design work.
Project 1 experiential landscape
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.
Constructed landscape project 1
Friendship Park in Kuching, Malaysia and Alga Norte Community Park in Carlsbad, California are two community parks that differ in location, amenities, and activities offered. Friendship Park commemorates China-Malaysia relations and features statues and murals while offering limited activities. Alga Norte Park resulted from 10 years of community support and offers diverse facilities like pools, sports fields, a dog park and skate park, as well as classes and special events. Both parks are located near residential areas and aim to serve the surrounding communities.
Idj 4 book cover
The document provides guidance on creating an interesting cover for an idea journal that reflects one's personality. It recommends including a front and back cover as well as a spine with identifying information. A sample cover layout is shown with dimensions and section for a short introduction. Students are instructed to include a definition of creativity, their most creative achievement, and a reflection on the idea journal module in their journal.
Cts module outline august 2014
This document outlines the module Creative Thinking Skills. The module aims to equip students with critical and creative thinking techniques through lectures, tutorials and self-study. Key activities include individual and group projects on idea generation. Students will maintain an idea journal and develop an e-portfolio. Assessment includes projects, presentations, the journal and portfolio. The module aims to develop students' thinking and problem-solving skills.
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Project02 briefing
- 2. PROJECT TWO: LANDSCAPE PROJECT: SITE ANALYSIS 20% group work + 10% individual Submission Date: Week 11, 13th Oct 2014 No presentation, it is a submission of work only 4 weeks to complete An initial stage of landscape project development Small scale project inventory & analysis Is a “problem-solving process”
- 3. 1.You are required to form a group of 7 to 8 members. Select one leader. 2.You have to choose ONE residence that has LAWN area, and a BASE PLAN (consists of house plan + lawn area). 3.If the base plan is not supplied by the owner, you have to measure everything and produce the base plan in scale. 4.Organize a site visit and do the site survey. 5.Conduct a site inventory and analysis (will be taught in class). 6.Produce the inventory and analysis diagram/drawing. GROUP TASK
- 4. Example of Base Plan Entrance Site boundary Floor plan Existing structure Driveway Window openings Window openings Backyard Front yard North point ** Must be in scale Existing vegetation Roadside
- 5. Example of Base Map
- 6. Site Inventory Site Analysis •Identify and record existing condition. •Named as “data collection”. •Note what it is, where it is. •Analyze the data. •Named as “data evaluation”. •Evaluate or make judgment about worth/importance of the condition. Is it good or bad? Is it functional or not?
- 7. Information needed for SITE INVENTORY AND ANALYSIS: 1.SITE LOCATION AND CONTEXT - Identify location of the house and land uses surrounding it. (e.g; next to main road, at the corner, near to school etc.) -To produce the location plan. 2.TOPOGRAPHY -Identify the existing landform & slope condition. (e.g; is it a flat area or gentle slope etc.) -Identify elevation changes (if any) (e.g; existing step or retaining walls etc.) 3.DRAINAGE -Identify the location of drainage and water spots on land. 4.VEGETATION -Identify existing vegetation (all types of softscape). 5.MICROCLIMATE - Identify direction of sunrise, sunset and wind direction
- 8. 6.EXISTING STRUCTURE -Identify existing structure. (e.g; swimming pool, driveway/porch/garage, steps, fences, pathway, gazebo, fish pond etc.) -Identify location of rubbish bin/dumping spot, cloth line etc. 7.VIEWS -Observe and identify views from inside the house looking out. (e.g; view from hall, or from room etc.) -Observe and identify views from off the site looking on (e.g; views from different sides of the house, views from street, where is the best/ worst views etc.)
- 9. Example of Site Inventory & Analysis Diagram
- 10. Example of Site Inventory Diagram
- 11. Example of Site Inventory Diagram
- 12. Example of Site Inventory Diagram
- 13. Example of Site Analysis Diagram
- 14. Example of Site Analysis Diagram
- 15. Example of Site Analysis Diagram
- 16. 1.You need produce an individual site synthesis diagram. Site synthesis also called as “design solutions”. 2.To scribble/sketch/doodle/draw the design solutions corresponding to the site analysis. 3.Individual design interpretation and decision making, therefore it should be different from others. INDIVIDUAL TASK
- 17. Example of Site Synthesis Diagram
- 18. SUBMISSION REQUIREMENTS Group + Individual Task: 1.A3 booklet of Site Inventory and Analysis (for group) and Site Synthesis (for individual), with a cover page and title block. The title block format will be given. Group and individual booklet should be prepared separately. 2.The material of paper is bond paper (photostat paper). You may use butter paper as progress to be shown during tutorial but it is not to be the final submission. 3.No page limit as long as all content is included. 4.The page layout should be orientated consistently. 5.The booklet should be stapled/comb bound for submission. 6.The diagram should be hand written and hand drawn except for site images. 7.The diagram should incorporate landscape graphics communication (will be taught in class). 8.Submission date is on 13th OCTOBER 2014, at class venue.
- 19. PROJECT GANTT CHART WEEK 7 15/09/2014 WEEK 8 22/09/2014 WEEK 9 29/09/2014 WEEK 10 06/10/2014 WEEK 11 13/10/2014 -Project briefing -Form a group -To discuss site selection -To acquire base plan -Organize site visit Tutorial: -Bring the base plan -Initial data collection (esp. site location & context). -Some images of the site -Data collection checklist Tutorial: -Preliminary site inventory and analysis diagram. -Diagram with graphics & information needed already finalized. -Arrangement or layout design of booklet. Tutorial: -Site inventory and analysis diagram is finalized. -To be compiled after consultation. -Preliminary site synthesis diagram with graphics. Submission time is during tutorial at class venue.
- 20. If you can dream it, you can do it!