This creative project identifies information significant to golf course design. Its purpose is to compile and illustrate information necessary in making preliminary decisions in golf course design. This is accomplished by presenting an overview on golf and golf courses, design and construction of course components, housing, and amenities.In addition, this creative project presents a case study which applies information on golf course design to Pine meadows golf course development in Muncie, Indiana. / Department of Landscape Architecture

Golf course design, construction and maintenance began as a reflection of the natural landscape. Over time, however, golf course designs and settings sometimes have taken on artificial or unrealistic characteristics. Characteristics such as greens that can be mechanically moved to vary the difficulty of play (Hilton Head Country Club), traditional golf courses developed in the desert, and TPC (Tournament Players Championship) golf courses designed to accommodate additional spectators while limiting vegetation. Most of today's manicured courses also depend on the application of inorganic pesticides and fertilizers, deemed more efficient, but potentially harmful to golfers and the environment.This study examines three things: construction of a nine-hole golf course on a specified site without drastically changing current or natural conditions; on-going restoration efforts by a local area group/organization on that site; and the successful incorporation of additional user groups into the golf course setting.Through the use of four current site categories - Current Vegetation Survey, Slope Survey, Soil Survey, and Potential Hydrology Survey - determinations were made forproper hole location, potential wetland creation, adequate soil conditions for fairway creation, and vegetation succession. Each category was drafted on a clear 24" X 36" mylar sheet with the proposed site boundary drawn at 1"=200'-0" scale (for practical purposes concerning this creative project, the four 24" X 36" mylar sheets were reduced to an 8 1/2" x 11" format.) All four sheets (categories) were layed on top of each other in no particular order to produce a credible guide/map overlay of current site conditions of this sustainable and regenerative golf course design (see Appendix G, A58-A62 for the map overlay process used.) Location and design of the nine fairway holes successfully reflected all but a few of the standard golf layout practices. For example, golf holes to be laid out in a north/south direction, the inclusion of 'dog legs' and hole hazards, avoidance of steep slopes, and adherence to accepted lengths and sizes for greens, fairway holes and distances between holes.Creation of this unique golf course design was also contingent upon its accessibility to additional user groups and reduced golf car usage - unless golfers are physically challenged. These user groups include joggers, walkers, fishermen, cross-country skiers, campers, and hunters (when deemed appropriate.) The final Nine-Hole Golf Course Design Layout sheet included these additional user groups without intentionally interfering with the golfing activity. Thefinal design suggests adequate safety for those additional user groups according to the common precautions taken by golf courses. Such precautions include the location of signage displays to inform golfers of golf course safety policies, and buffer areas to protect persons in areas deemed most susceptible to stray golf shots. Standard golf course safety policies include: play at your own risk, the golfing establishment is not responsible/liable for personal injury induced by stray golf shots, and no joggers or walkers allowed on golf course. Further design study, perhaps, is needed to prevent any remote chance of injury from stray golf balls.To garner reaction towards the more sustainable/regenerative golf course, golfers self-described as average to good were asked to fill out a survey/questionnaire form. Approximately eighty forms were sent via mail and hand delivered to golfing establishments in Muncie, Indiana. Thirty-three responses were received. Results from the survey/questionnaire suggested that golfers would accept most of the aspects concerning natural/organic maintenance practices and the limited use of golf cars, but were concerned with the possibility of slower play due to increased roughs, wetlands and safety hazards. The survey/questionnaire also revealed that golfers had a negative response toward additional costs associated with organic maintenance practices and with safety for additional user groups. Nevertheless, respondents overall were very interested in ideas promoting a more ecologically safe golfing activity. Although the golfers who responded said they would participate on such a golf course setting, until such a golf course is designed and built, it remains to be seen whether they would accept such a venue. / Department of Landscape Architecture

Interest in golf and golf course developments has increased considerably in recent years. The reason for this growth is threefold: babyboomers are now making golf the game of choice; women, who in the past were only allowed to play at restricted times or even banned entirely, can now play at almost any time, and presently account for approximately 50 percent (once only 10 percent) of all new golfers; and young people are beginning to take a keen interest in the game. Today, about 200,000 golfers are playing on approximately 85 golfing facilities within the Lower Mainland. By 2011, it is estimated that 318,000 golfers will be playing on 119 golf courses. With a projected demand of an additional 34 golf courses over the next 15 years, locating suitable golf course development sites may be difficult, as local and provincial authorities are cautious about these 150 acre land uses that cause many land use and environmental conflicts. Golf course developers are commonly confronted with seven main concerns from the public and local government when a new development is proposed. The most heavily scrutinized of these concerns is the loss of agricultural land, the loss of wildlife habitat, and the amounts of chemicals used on golf courses. These are followed by increased water consumption levels, errant golf balls causing injury or damage, unwanted urban growth following these recreational developments, and lost recreational opportunities to non-golfers in the community. To varying degrees, these concerns can stall the golf course planning process, or even cause a municipality to reject an application. The golf course concerns were assessed in this thesis to discern how significant the issues are, and how planners and developers throughout North America are addressing them. The analysis is based on information gathered from public meetings, interviews, municipal planning reports, a general literature review and a case study. The result of the analysis is a set of planning guidelines designed to promote better golf courses. If the planning guidelines outlined in this thesis are followed, future and existing courses can become functional, environmentally sensitive and aesthetic land uses, characterized by: • sites that do not conflict with an Official Community Plan; • land fill sites reclaimed into a working recreational land use with native vegetation and wildlife; • chemical turf care management plans; • comprehensive construction plans to protect against erosion and plant damage; • protection zones for sensitive on-site habitats; • mixtures of native turf grass, plants, shrubs, and trees within the site; • nearby secondary sewage treatment plant to provide effluent for irrigation; • drainage systems that feed excess water into retention ponds for re-use; • designs that provide park and recreation space (where feasible) within the site; • proper setbacks or buffering spaces between the playing areas and nearby housing (where applicable); • multi-teed target-style golf course design layout for all skill levels.

Interest in golf and golf course developments has increased considerably in recent years. The reason for this growth is threefold: babyboomers are now making golf the game of choice; women, who in the past were only allowed to play at restricted times or even banned entirely, can now play at almost any time, and presently account for approximately 50 percent (once only 10 percent) of all new golfers; and young people are beginning to take a keen interest in the game. Today, about 200,000 golfers are playing on approximately 85 golfing facilities within the Lower Mainland. By 2011, it is estimated that 318,000 golfers will be playing on 119 golf courses. With a projected demand of an additional 34 golf courses over the next 15 years, locating suitable golf course development sites may be difficult, as local and provincial authorities are cautious about these 150 acre land uses that cause many land use and environmental conflicts. Golf course developers are commonly confronted with seven main concerns from the public and local government when a new development is proposed. The most heavily scrutinized of these concerns is the loss of agricultural land, the loss of wildlife habitat, and the amounts of chemicals used on golf courses. These are followed by increased water consumption levels, errant golf balls causing injury or damage, unwanted urban growth following these recreational developments, and lost recreational opportunities to non-golfers in the community. To varying degrees, these concerns can stall the golf course planning process, or even cause a municipality to reject an application. The golf course concerns were assessed in this thesis to discern how significant the issues are, and how planners and developers throughout North America are addressing them. The analysis is based on information gathered from public meetings, interviews, municipal planning reports, a general literature review and a case study. The result of the analysis is a set of planning guidelines designed to promote better golf courses. If the planning guidelines outlined in this thesis are followed, future and existing courses can become functional, environmentally sensitive and aesthetic land uses, characterized by: • sites that do not conflict with an Official Community Plan; • land fill sites reclaimed into a working recreational land use with native vegetation and wildlife; • chemical turf care management plans; • comprehensive construction plans to protect against erosion and plant damage; • protection zones for sensitive on-site habitats; • mixtures of native turf grass, plants, shrubs, and trees within the site; • nearby secondary sewage treatment plant to provide effluent for irrigation; • drainage systems that feed excess water into retention ponds for re-use; • designs that provide park and recreation space (where feasible) within the site; • proper setbacks or buffering spaces between the playing areas and nearby housing (where applicable); • multi-teed target-style golf course design layout for all skill levels. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-08T17:39:32Z No. of bitstreams: 1 Jones Quadros da Silva.pdf: 3445562 bytes, checksum: 1bb286f74f0d2a8fa94adb5b5feb0ceb (MD5) / Made available in DSpace on 2015-07-08T17:39:32Z (GMT). No. of bitstreams: 1 Jones Quadros da Silva.pdf: 3445562 bytes, checksum: 1bb286f74f0d2a8fa94adb5b5feb0ceb (MD5) Previous issue date: 2012-01-31 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Desde o surgimento da Educação a Distância (EaD) no Brasil, os marcos regulatórios dessa modalidade de educação tem se modificado bastante. A busca pela qualidade da formação superior, o atendimento às demandas de mercado e às exigências do Ministério de Educação são fatores que nem sempre são articuladas de forma equitativa. Dependendo da região, do nível de competitividade entre as instituições privadas de ensino superior e da cultura local, estes fatores podem entrar em conflito, influenciando diretamente o design dos cursos superiores e, por conseguinte, a qualidade da formação. Além desses fatores que dizem respeito aos aspectos institucionais, dentre os diversos elementos que compõem o cotidiano dos cursos em EaD, a qualidade das interações pode ser apontada como determinante para o desenvolvimento das atividades acadêmicas. Quais os sentidos atribuídos por gestores, professores, tutores e estudantes à qualidade das interações que se produzem no contexto dos cursos superiores em EaD? Como estes sentidos se articulam com o design destes cursos seus regimes de funcionamento, acompanhamento e avaliação das aprendizagens? Por outro lado, no que se refere à cultura digital, o perfil das pessoas que ingressam na EaD é bastante diverso, tanto quanto as motivações que orientam a escolha por essa modalidade de educação, motivações essas nem sempre em sintonia com as exigências técnicas e simbólicas próprias das interações nos meios digitais. Como os sentidos atribuídos à EaD por profissionais e por estudantes justificam a qualidade das interações a distância no contexto de cursos de formação superior? Com base no conceito de ecologia cognitiva, este trabalho pesquisou a produção de sentidos sobre a qualidade das interações na EaD. Para tanto, investigamos os tensionamentos entre os marcos regulatórios da EaD brasileira, o design de cursos de formação superior e os sentidos que gestores, professores, tutores e estudantes atribuem à EaD, a fim de analisar os possíveis efeitos desses tensionamentos na produção de sentidos sobre a qualidade das interações. Ao estabelecer uma relação entre fatores legais, institucionais e a produção de sentidos que surgem no contexto das interações digitais, o presente estudo pretende fornecer subsídios tanto para esfera das políticas públicas da Educação Superior em diálogo constante com a reformulação dos marcos regulatórios quanto para esfera formativa e informativa no sentido de uma maior sintonia entre as exigências técnicas e simbólicas de uma cultura digital emergente e o perfil dos participantes da EaD. / Since the emergence of the Distance Education (DE) in Brazil, the regulatory frameworks of this type of education have changed considerably. The search for the quality in higher education, the achievement of the market demands and of the requirements of the Ministry of Education are factors that are not always articulated in an equitable manner. Depending on the region, the level of competitiveness among private institutions of higher education and the local culture, these factors may conflict, directly influencing the design of university courses and, therefore, the quality of the training. In addition to these factors that relate to the institutional aspects, among the various elements that make up the daily life of the DE courses, the quality of the interactions can be considered as decisive for the development of academic activities. What are the meanings attributed by managers, teachers, tutors and students to the quality of the interactions that occur in the context of higher education courses in DE? How do these senses articulate with the design of these courses - their operating regimes, monitoring and learning evaluation? Moreover, with regard to the digital culture, the profile of the people who enter the DE is quite different, as well as the motivations that guide the choice for this type of education, these motivations are not always in tune with the technical and symbolic interactions that belong to digital media. How do the meanings attributed to DE by professionals and students justify the quality of the distance interactions in the context of higher education courses? Based on the concept of cognitive ecology, the objective of this project is to investigate and to study the production of meanings about the quality of the interactions in DE. In order to do so, we intend to examine the tensions between the regulatory frameworks of the Brazilian DE, the design of university courses and the meanings that managers, teachers, tutors and students attribute to the DE, so as to examine the possible effects of these tensions in the production of meanings about the quality of the interactions. By establishing a relationship between legal or institutional factors and the production of meanings that arise in the context of digital interactions, this study intends to provide subsidies to both public policies sphere of Higher Education - in constant dialogue with the reformulation of the regulatory frameworks – and for the training and informative sphere – regarding a greater harmony between the symbolic and technical requirements of a promising digital culture and the profile of the participants of DE.