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Q1: project 1 is example of how it's need to be done. I have attach the map needed for the assignment. In Image of the City, Kevin Lynch says that "Urban spaces should be legible. Legibility means the extent to which the cityscape can be ‘read', understood and experienced. People who move through the city engage in wayfinding. They need to be able to recognize and organize urban elements into a coherent pattern. These mental maps consist of five elements - paths edges nodes districts landmarks Many city dwellers cannot define what makes a city a great place to live, but most people can definitely state what makes a bad environment. Kevin Lynch suggests that a lack of attention to any one of these 5 areas results in infrastructure breakdown and therefore urban planners should target these areas in their neighborhood improvement efforts. ASSIGNMENT: Project 1 Part 1: Analyze the University of Maryland Campus and Areas along Route 1 - Select a University of Maryland Campus Plan, which is one of the subareas in the city of College Park. Print out the map on an 8.5" x 11" sheet and indicate the 5 urban elements - paths, edges, districts, nodes, landmarks. List 3 positives and negatives of the current urban plan. Use Google Earth (https://www.google.com/earth/) or maps from the College Park homepage (www.collegeparkmd.gov) as a base. Part 2: Select an Intervention -Based on your personal knowledge and experience of the campus, identify 1 improvement you would make as an urban designer to the campus plan. Part 3: Neighborhood and Area Identification - Locate the spot on a map and include the image in your submission. Part 4: Research and Analysis - explain the necessary change (intervention), describe the effect the change will have on the surrounding area and explain why this intervention will improve the UMD urban plan. Part 5: Visual and Graphic Support - Provide images, sketches and/or documentation from your research of what the change might look like. Your project will be 6 pages long: 1 UMD master plan (8.5" x 11") 3 typed written pages (8.5" x 11") 2 pages of photos, diagrams, images (8.5" x 11")/n Shifa Shaikh Professor Curtis RDEV 250 13 September 2023 Shaikh 1 Project 1 Kevin Lynch's, Image of the City, was a paramount publication in regards to urban planning, with his theory distributing the built environment into several urban elements-paths, nodes, landmarks, districts, and edges. The University of Maryland's campus can similarly be analyzed through the lens of Lynch's theory, delving into both its advantages and disadvantages. The current urban plan of UMD's sprawling 1,340 acre campus maintains a wide array of benefits. One ongoing utility of merit is the construction of the Purple Line, which will supply a system of increased connectivity and integration between the campus and surrounding communities. Moreover, over the past five years, campus development has progressed at a comprehensive scale, with the rapid construction and renovation of academic, research, housing, dining, and athletic facilities on campus to address any insufficiencies, including the A. James Clark Hall, Brendan Iribe Center, Heritage Community, and the E.A. Fernandez IDEA Factory. Lastly, the extensive variety of student residential communities-from residence halls on-campus to apartment complexes fringing the outskirts of UMD-allows for the accommodation of a diverse population on campus, fully furnished with an assortment of amenities, including health, wellness, and dining resources. On the underside of these assets, however, the campus plan has its share of shortcomings as well, outlined within the University of Maryland Campus Facilities Plan, which divides these drawbacks into varying categories. For instance, in terms of infrastructure, a few congregations Shaikh 2 of undersized and outdated buildings on campus may not fulfill today's preeminent research and learning expectations due to physical and functional deficiencies. In order to better satisfy the university's educational standards, these select buildings may be prospective sites for future renovation or redevelopment. For instance, in an article published by The Diamondback, in order to construct the state-of-the-art, ecologically progressive Edward St. John Learning and Teaching Center, UMD demolished Shriver Laboratory and a segment of Holzapfel Hall, two of the campus' more antiquated buildings. In terms of flaws in the campus' sprawling land assets, several districts are lacking in accessible open spaces, including rec fields, malls, quads, and courtyards. Moreover, other land assets are inadequately utilized, such as the area west of McKeldin Library which could be repurposed for infill development–the process of developing vacant, overlooked land in urban areas or other enhancements. Lastly, the lack of mobility is a limitation on campus. This issue is rooted in UMD's expansion following the expeditious increases in enrollment after World War II. Adhering to a suburban model of development that prioritized vehicles and roads, the campus effectively diminished its focus on pedestrian environments and open green spaces. The resulting repercussions seen today include the congestion of vehicles and an insufficient system of connectivity for pedestrian and bike networks across campus. In order to address this deficiency in maneuverability, one intervention I would integrate into the campus plan as an urban designer would be to add a pedestrian and bike bridge extending out of the Regents Drive parking garage and crossing overhead the street. The construction of a bridge overhead Regents Drive, a high-volume arterial street, would present a significant opportunity to enhance the campus' circulation system and establish an approach to mobility centralized around pedestrians. This pathway would serve as a means of safe access to Shaikh 3 the buildings and sidewalks of Regents Drive for those on bikes and scooters, further facilitating an ease of travel. Pedestrian and bike bridges are further instrumental in separating pedestrians and cyclists from vehicular traffic and adding an artistic element to the built environment. A bridge would additionally address the limited range of sight for both pedestrians and vehicles when navigating the street, with large shuttles parked adjacent to sidewalks that obstruct one's vision and can foster endangering situations for pedestrians and commuters alike. Thus, in order to progress with a sustainable pattern of development, UMD must adhere to Lynch's emphasis on the legibility of landscapes. Whether it be emphasizing pedestrian mobility and lessening the congestion of vehicular traffic to refurbishing campus infrastructure, UMD can reinforce this ideology by thoroughly contemplating each decision regarding the campus' growth and advancing towards a common, coordinated vision for the future. Figure 1) Hand-drawn sketch of proposed pedestrian bridge extending from the Regents Drive parking garage to the opposite side of the street. A M 2022.60pgle 8ឃ្ល Shaikh 4 NO PARKING Figure 2) Hand-drawn sketch of pedestrian bridge concept from the opposite angle. Taw es 416 SECU Stadium Tyser Tower Upper Deck Cole Student Activities Building Benjamin P. Mitchell Art-Sociology Gossett Hall Johnson-Whittle A re Arundel 392 Dorchester R2 R20 R3 Union Lane Garage HH een Anne's Varsity Sports Teamhouse St. Mary's D Yahentamitsi|| Dining Somerset McKeldin Library D Stamp Student Union Health Center Bob "Turtle" Smith Stadium At Shipley Field Jimenez Chincoteague Figure 3) University of Maryland Campus Plan O J.Logan & Louise Schutz Football Practice Complex Jull HP Bioscience Research BBPatuxent Microbiology Biology-Psychology Campue DA H.J. Patterson Atlantic Francis Scott Key McKeldin Mall W1 Physical Sciences Complex ESJ Regents Drive Garage Hornbake Library Plant Sciences Woods Shaikh 5 — Industrial Ln J.M. Patterson Chemistry Sumone Toll Physics TT =districts □=nodes (=intervention paths = landmarks - edges/n392 H R3 ten Varsity Sports Teamhouse R2 R20 nion Lane Garage Fieldhouse Dr St. Mary's Stamp Student Union Bob "Turtle Smith Stadum At Shipley Field Health Center McKeldin Library Jimenez Stadium Dr. Jull Logan & Louise Schutz Football Practice Complex BBPatuxent HP Bioscience Research ove Microbiology Bidogy-Psychology Campus Dr H.J. Patterson Sciences Complex McKelain Mall Regents Drive Garage Plant Sciences Hornbake Library Industrial Ln J.M. Patterson Symons Chemistry Toll Physics KK Chemical & Nuclear Engineering Kirwan C. Mitchell Miller Administration Engineering Reckord Armory 1... E.A. Fernandez IDEA Factory 405 Engineering Lab Martin Campus Dr Engineering Recreation Field Imagery Wind Tunnel X UMD Facilities Management | University of Maryland, DCGIS, M-NCPPC, MNCPPC, VITA, Esri, HERE, Garmin, INC... Turner Computer S Instructic Center Iribe CenteSee Answer
Q2: Lab Exercise 8 NAME: 1) Describe what is meant by the term return period? Geog455-49/54 - Urban Site Development Spring 2024 2) What is the runoff coefficient for a 20 acre site where 7 acres are covered by an asphalt parking lot; 11 acres of grass lawns with heavy soils with up to 2% slopes, and 2 acres of grassy lawns with heavy soils and 10% slopes? Use the most conservative values (Higher coefficient values) from Table 9.1 on the last page. 3) Calculate the runoff flow rate for a 1 hour - 10 year design storm event with total rainfall amount of 3.5 inches in 2 hours for the following development types. The site area is 20 acres. Use the most conservative values (Higher coefficient values) from Table 9.1 on the last page. a. Residential: Single Family b. Residential: Multi units Attached c. Industrial: Light Areas 4) Given the following concrete pipe: D = 24”, n = 0.012, and slope = 0.02; what is the flow rate for the following two scenarios (See Figure 21.16): a. Full flow: (y=D) b. Partial full flow: (y = 0.94*D) c. What can you interpret from the results from (a) and (b)? FIGURE 21.16 Nomenclature for pipe flowing partially full. STA 8+ 20 CONST. MH NO. 1 STA 8 + 78.00 LOW POINT 5) From the information provided in Figure 9.12 below answer questions a, b, and c, (See next 2 pages) for a 24-in diameter reinforced concrete storm sewer pipe with wall thickness of 0.30 feet. Figure 9.12 Storm drain clearance. STREET PROFILE S = 0.004 STA 10+23.00 EX WATER MAIN TOP OF PIPE STA 10 + 60.00 CONST. MH NO.2 INV 100.96 a. What is the amount of clearance between the bottom of the storm sewer pipe and the top of the water main crossing at 10+23.00 with top of water main pipe elevation of 98.95 feet? b. What is the amount of cover over the top of the storm sewer pipe at the surface low-point location at 8+78.00 with elevation = 107.30 feet? c. Using the analysis from Q5, what is the maximum flow rate this pipe could carry (Assuming n = 0.012)? Note: calculate this conservatively by assuming the pipe is completely full (D = y)See Answer
Q3: 3) Calculate the runoff flow rate for a 1 hour - 10 year design storm event with total rainfall amount of 3.5 inches in 2 hours for the following development types. The site area is 20 acres. Use the most conservative values (Higher coefficient values) from Table 9.1 on the last page. a. Residential: Single Family b. Residential: Multi units Attached c. Industrial: Light Areas 4) Given the following concrete pipe: D = 24”, n = 0.012, and slope = 0.02; what is the flow rate for the following two scenarios (See Figure 21.16): a. Full flow: (y=D) b. Partial full flow: (y = 0.94*D) c. What can you interpret from the results from (a) and (b)? FIGURE 21.16 Nomenclature for pipe flowing partially full. STA 8+ 20 CONST. MH NO. 1 STA 8 + 78.00 LOW POINT 5) From the information provided in Figure 9.12 below answer questions a, b, and c, (See next 2 pages) for a 24-in diameter reinforced concrete storm sewer pipe with wall thickness of 0.30 feet. Figure 9.12 Storm drain clearance. STREET PROFILE S = 0.004- STA 10+23.00 EX WATER MAIN TOP OF PIPE STA 10+60.00 CONST. MH NO.2 INV 100.96 a. What is the amount of clearance between the bottom of the storm sewer pipe and the top of the water main crossing at 10+23.00 with top of water main pipe elevation of 98.95 feet?See Answer
Q4:10. Given the following information for an equal tangent vertical curve: Length 400.00 feet BVC = Station 10+00, Elevation=1050.00 Grade 1 = -3.00% Grade 2 = +4.00% Calculate the following: SHOW YOUR WORK PVI Station = PVI Elevation= EVC Station= EVC Elevation= Elevation on curve at the PVI Station = Low Point Station= Low Point Elevation=See Answer
Q5: 1. Site Survey Overview 45 mins (break) 2. Desktop Survey Activities 60 mins. (break) 3. Survey Sharing/overlay and Final Reflections 45 mins LUNCH 12-1PM 4. Large Scale Mappings 2 hours Finish MAPPING SHIELDFIELD 2: WORKSHOP RHYTHM MAPPING SHIELDFIELD 2: SITE SURVEY RECAP Global design studio, Vienna Stef Leach Surveying a landscape site is a crucial step in any landscape architecture project. It involves collecting and analysing information about the physical, ecological, cultural, and historical features of a site, as well as its opportunities and constraints. A thorough site survey can help you design a landscape that is responsive, functional, and sustainable. SURVEYING LANDSCAPE "It was really this thing about committing time to a site and kind of getting over our kind of assumptions and our or our ideas about what we think places are like and actually spending time there. And that became crucial in my practice, this idea of committing long durational process..." Alexanderplatz, Berlin ABER ES 2ULT DOCHT Kottbusser Tor, Berlin turnel WNE ON BIU XBIGG SCHNEIDERSLADEN www.schneidersladen.com FLAY 20 +Photoautomat TI Womm front Kaisers asking for Money O Cars, start af 2 light people run out In Front of the You AROFE ist da graver HOME steps den circulating 2 man tired at passing, ACTIONING hone 2 ment still tacked shoujoured by Ry phone. VATER GOVE COMPUTER PROFI 36 Sound of LOVE 9047 misir troof carşisi FLEISCHEREI Sound that YOU ORGY door slams Somewhere. E KAISER'S JUST LJUST DE GRAFFITI & FOTOS O GHETTOBLASTERS RE.K AN SALM SSAYS ACKING BACK Lut VASY am Kotte Germany TERCÜME YAPILIR TURKISCHINDEU BE Rabu OFLANGE BERLIN TÜRKCEM ( DEA RUBIN OFFNUNGSZEITEN: Ma-Fr: 12.00-18.00 Uv Sprinklerzetes to -61-603 Fax:615 15 83, ASI GORE chair base smells of meat "And this is a 2008 project, and it was during this time that I started to get more fascinated about to learn the history of the sites And so I was going into the city archives and I was pulling up the images... Smells of I started to research and think about and look at the site before it went through this massive development. Then I was also looking at images of construction and the different kind of social areas that were throughout the sixties, seventies, eighties and nineties. And during that time you find different kind of waves of protest. So we have a lot of early environmental and antinuclear energy protests. We have punk and squatter movements, as I mentioned, and we have often big Labour Day riots May 1st in Berlin, where it's the workers groups and sort of punk anarchists, and they'd be kind of very tense with police. And so this sort of social history, I also decided I wanted to pull into the works. ... now being ainted So this led to a new phase in my practice where PPP I started redrawing all of those historic images I was finding most often in pencil." Ranken und Konzerne 0212 Iron Curtis M chandran/n • INSTRUCTIONS Manifesto Need just 3 sheet booklet and Draw map using Photo Shop program • Student provided feedback and example • A3 booklet Size ( 3 Sheets) Please check example which is attached 1. mapping shieldfield-critical reflections and conclusions 2. alternative landscape imaginary- critical reflections and conclusions 3.opportunities and constraints 4.concept 5. 5-8 guiding principles (presented as a 'manifesto poster' A3) 6.illustration of spatial strategies 7.Final reflections So pls put up 3 to in one A3 sheets so 3 Sheets are needed as an example file Already a tutor put all things in one sheet 3eafile is already done fake it till you make it -principle and below it, you can explaint the principle Need 8 Principles 3ea2ad35 is completion by a tutor but need to make 3 sheets bookletSee Answer
Q6: DESIGN STUDIO 2: CITY AS LANDSCAPE 1.0 Introduction 1.1 Project Aims To develop an understanding of the city as a landscape and to engage in a process of 'master/action-planning'. That is to say, working across landscape scales to address both the local and planetary context of the city. ● Through a series of studio and site-based workshops you will develop a holistic understanding of the social, cultural, and political ecologies of your site. You will consider the temporal nature of your site and explore the idea of obsolescence in urban landscapes. Informed by your research and experiences of your site and utilising the concept of the 'Landscape Imaginary you will work in groups to develop a collective vision for managing/creating capacity for change in the landscape. Then, working individually you will further explore the potential of this alternative imaginary to develop your own 'Manifesto for managing/creating capacity for change and adaptation in the landscape of Shieldfield. 1.2 Context Master-planning Definitions of a masterplan and of the activity known as master-planning vary, but in general a masterplan is a plan which maps an overall development concept and provides a framework for the provision of future land use, circulation, infrastructure, built form, landscape and urban design, based upon an understanding of place developed through appropriate survey and analysis. Master-planning is a different level of design in that it usually operates at a broader scale. Typically, master-planning scales would be 1:1250 and 1:2500, but the scale chosen will depend upon the size of the site or area to be planned, which can range from a region to a waterfront, a town extension or a university campus. Masterplans are often required when significant environmental assets need protection. Masterplans typically specify governing principles and/or strategies relating to elements such as building massing/heights and orientation, predominant land uses, desirable landscape character, design guidelines, circulation and movement patterns etc. However, they generally do not resolve matters of detailed design. A masterplan should not be thought of as in inflexible process/ document. Many projects involve the production of successive masterplans as circumstances change. Masterplans are often prepared by multi-disciplinary teams and they often embody the values which the client or stakeholders wish to see embodied in the evolving development. For example, they may aim to protect or conserve existing landscapes or buildings, they often identify existing landscape character and suggest where this may need enhancing. They take into account matters of environmental sustainability and resilience and should incorporate green infrastructure strategies. Masterplans are informed not only by the physical context of place, but also by historical, cultural, and social factors, and by planning policies. 'Masterplanning is a problematic term. As Tom Turner has pointed out, a master plan implies the existence of a Master, which in our transdisciplinary world can be misleading. Although there is generally someone leading the project, the master- planning ethos ought to be collaborative. It is also a gendered term, but master- planners can be male, female or may not identify as either. Criticism of the term master plan and the process of 'masterplanning have been further brought into focus in recent years as the profession of Landscape Architecture looks to address its own legacy of systemic racism and colonial practices. As landscape architects push the profession to become more equitable, some landscape architects and planners say it's time to replace the industry-standard term "master plan." (Lee, 2023) A landscape [arts]-led approach? Landscape is a medium which cuts across many different concerns, ranging across issues of health, amenity, play, community, belonging, environment etc., and this suggests that effective plans should be landscape-led. However, as above, the methodologies traditionally employed by Landscape Architects have limitations. In his book 'Ecologies of Inception: Design Potential on a Warming Planet (2022), Simone Ferracina calls into the question the ability of traditional drawing conventions, the language [landscape] architects use to describe the world, to depict the diversity, complexity, and vibrancy of reality. He asks 'How does one draw the humidity condensing onto a windowpane, the smell of wild garlic, or the kneading of dough? How does one draw regimes of maintenance and care, or the slow decay of matter? How are networks of equipmental interdependence depicted? Or how might one represent the memories associated with an old photograph, or the toxicity of a discarded toy? He advocates for 'devising tools and notational systems capable of registering and representing the selected ecologies and events so as to make them worthy of study and attention, turning the drawing into a tool for caring, taking seriously, and making visible for empowering worlds (Ferracina, 2022) In her book 'Art Maps and Cities: Contemporary Artists Explore Urban Space Gloria Lanci argues that beyond measuring and quantifying the city from an abstract viewpoint, where places are coded and categorised, artists have the capacity to insinuate themselves through particularities of the urban space, relieved of the burden to commit with precise and realistic representations. That is what I am referring to as 'cartographies from the ground': maps that tell hidden stories, that register unaccounted moments, that pursue concrete, either real or imagined, viewpoints of the daily life in cities (Lanci, 2022. p2). Through the critical exploration of the 'art map and, in particular, the work of the artist Larissa Fassler, this design brief will invite you to consider how a landscape- led approach to masterplanning might be expanded and made more holistic and plural, by employing a 'landscape [arts]-led approach'. (For the purposes of this brief, we will summarise the process of this landscape[arts]- led approach in a Manifesto, see the Glossary and Brief below for a detailed definition) 1.4 Glossary or Key Words + Concepts Collective (adj) (n): Adjective: Denoting a number of persons or things considered as one group or whole. Noun: A collective body or group. Landscape Imaginary (n): The collective imagination, informed and stimulated by the experiences of the material world (Corner, 2006) Manifesto (n): A written statement declaring publicly the intentions, motives, or views of its issuer. Derived from the word 'Manifest', meaning something that is easy to perceive or recognize. And therefore, a manifesto is a statement in which someone makes Temporalities (plural n): The state of existing within or having some relationship with time. "like spatial position, temporality is an intrinsic property of the object" 2.0 The Site O Shieldfield District, Google Maps Shieldfield is a small district in the east of the city and metropolitan borough of Newcastle upon Tyne, Tyne and Wear, England. It is bordered by the City Centre, Heaton, Byker and Sandyford. The area is bordered to the north, east and west by three rivers, Sandyford Burn, The Ouseburn and Pandon Burn respectively. All of which are now culverted underground. The Central Motorway (A167m) traces the old route of Pandon Burn and separates Shieldfield from Newcastle City Centre. The name Shieldfield is considered to be a reference to a shelter in the forest clearing, derived from Anglo-Saxon sources. The area occupies a plateau of Common Land that was, as noted above, historically encircled by rivers, and sat just outside the City Walls. Its topography made it ideal as both pasture for grazing animals and for growing crops and it remained as Common Land until it was 'enclosed and developed in the 18th century. As the Northeast of EnglandSee Answer
Q7:Develop an understanding of the key concepts, principles, and methodology of geodesign. • Develop an understanding of Geographic Information Systems (GIS) concepts, terms and capabilities. • Translate qualitative and quantitative data to visualize key ecological principles and environmental and social conditions as geospatial data. • Understand the contribution of spatial data to inform design through geodesign approaches. • Demonstrate effective teamwork strategies and learn how to integrate a variety of sources of data and information into the design process. • Demonstrate graphic literacy and learn how to tell a story with maps and data.See Answer

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