57 Matching Annotations
  1. Oct 2016
    1. Such an approach also goes beyond advertising the aesthetic value of the campus open spaces for student recruitment purposes to recognizing the entire campus landscape as a learning space and advertising its educational value – that is emphasizes something deeper than what meets the eye

      This reminds me of the Schindler reading. To everyone else a simple object has only one meaning but Schindler exposes the hidden meaning behind everyday objects. In this case, the landscape and open spaces on college campuses are looked upon as something that is just pleasing to the eye but in this reading we discover that their is a deeper meaning for why the landscape and open spaces on college campuses really do exist

    2. Public areas and outdoor learning environments, including nature trails and ecological study areas, lend more opportunities for community interaction and social encounters that foster a sense of belonging, whereas quiet areas provide a place for students to refresh themselves, have a temporary escape, or quiet reflection, affording an enriched and enjoyable campus life
    3. A holistic approach to the built and natural campus spaces and their flexible and permeable boundaries in students’ campus experiences begins to acknowledge that student learning is dynamic, in which one’s ideas are enriched through structured classroom encounters including serendipitous unstructured non-classroom campus encounters

      Allowing for outdoor learning experiences can also enrich the classroom learning experience because people have different experiences outside the classroom and when a student can connect their outdoor learning experience with a conversation that is happening in a classroom is allows new perspectives to be heard in a classroom setting

    4. Such holistic landscapes can impact student learning because they provide multiple everyday opportunities for multi-sensorial, student-nature encounters– an important precursor to activating the attention restoration cycle
    5. A wide range of natural settings in and around a college campus can play a role in student learning and engagement. Perceived greenness of different campus spaces can influence students’ perceived restorativeness in them. Student perception of the surrounding campus landscape and the opportunities it offers for intentional and unintentional learning or recreational engagement/activity might influence their overall campus experience.
    6. Subsequently, we expand the campus ‘learning environment’ to also include a university’s open space, we also include in our definition of nature, the concept of a “landscape.”
    7. By preserving and suitably integrating open spaces into the green infrastructure, universities can add value and quality to the campus environment by: forging a campus identity, creating a sense of community, curbing escalating campus density, serving social and recreational needs, providing environmental benefits, and facilitating fundraising and recruitment of both faculty and students

      To some people open spaces hold no meaning and are looked upon as something that needs to be developed but open spaces do have a purpose

    8. Well-designed and connected networks of indoor and open spaces on campuses can be key, yet typically overlooked catalysts, in student learning and a strong influence on students’ initial and longstanding experiences that promote a sense of belonging to the learning community

      The rhetoric of how campus spaces are designed the way they are

    9. Today’s university must be resilient spaces in which the learning environment encompasses more than technology upgrades, classroom additions, and its academic buildings – in fact, the entire campus, including its open spaces, must be perceived as a holistic learning space that provides a holistic learning experience

      This is important because it not enough to have high tech classroom and the most recent technology on campus but it is the environment of the entire campus space itself has to have learning environment feeling to it

    10. Questions of where, when, how, and with whom today’s college students learn, confront the traditional notions of how university spaces are designed and used for effectivenes

      This is a very interesting question that the author has ask.On our very own campus quad along with other study spots around campus we can see how this question is answered

  2. Sep 2016
    1. The demolition of homes represents a robbing of identity.
    2. he homeless are faced with a reality others avoid recognizing by divorcing themselves from urban space and by providing themselves with a false impression of control by obtaining material signs of wealth and security

      This idea is similar to Schindler's idea. Although we all are vulnerable, people segregate themselves by wealth and leave city spaces to hid the fact that they are just like the 'homeless' people

    3. paradox
    4. The absolute darkness of the tunnel prevents danger from entering it, which explains how it is possible to have the highest feeling of safety in a place that is perceived as most dangerous

      Interesting how darkness can actually provide safety

    5. The tunnel’snot bad. The tunnel’s a good place if you want to find out who you are. But when you find out who you are, you have to move out or the tunnel will eat you up like it ate me up for several years. Like I say, I built everything up around the tunnel. Now I have to learn to build it around myself.”8

      What do you think he means when he says " Now I have to learn to build [the tunnel] around myself?

    6. They are their homes from the very beginning; they are their homes because they physically create them and emotionally invest in the process of home building.
    7. You may drive by here and see that they are shabby, but I think that if you look again you see this person took the time to build a place that could be comfortable for himself. If you saw it up close, you could see that we’d turned it into a home. I’ve come to find out that it puts you more in touch with your spirit, too, because you realize it’s not always about the money; it’s really about getting an idea of who you are...The person who will take the time to build for himself is the person who still has an interest in himself.

      Home being your identity

    8. The homeless do not claim that they have only what is absolutely necessary, but they do not use nature as embellishment symbolizing wealth
    9. The importance of being allowed to self-identify has been neglected when it comes to the discussion of homelessness.
    10. he tunnel as a place of peace and a place that pacifies the consequence of war is an example of mental space that is purposefully created through inhabitants designing and adapting to physical space
    11. , which


    12. the graffiti represents the presence of Humanities
    13. The tunnel responds to space as the product of society by taking in the residents who have been failed by that society

      I find the symbolic meaning of why homeless people live in the tunnel very interesting

    14. residents’ choice to live underground demonstrates that the social problems above ground have forced them into an alternate sphere.
    15. Since the tunnel is shelter from the conflicts above, t
    16. Her photography confronts public unfamiliarity with the transitory lives of the homeless in 1990s New York. In observing tunnel dwellers’ efforts to create homes, Morton also captures outsider attempts to destroy these homes
    17. , but


    18. The fragility of home and identity is universal, but with the homeless population, the vulnerability is far more apparent.

      This is an interesting new perspective. Neither a person with a house nor a homeless person really have a "stable home" but it not so obvious for someone who has a house versus someone who is homeless.

    19. , yet


    20. he homeless community’s complete involvement in home building is also the process of understanding that a home is not permanent, yet the act of constructing these homes c
    1. consider how human users adjust their practices accord-ing to the particular ways the nonhuman materials work

      Topic sentence- introduces what will be discussed in the paragraph

    2. Rather than

      transition word

    3. After

      transition word

    4. jams, you


    5. humans, Latour

      DC, IC

    6. ," for

      IC, DC

    7. , and

      IC, fanboys IC

    8. , which

      IC, DC

    9. For example, the


    10. For instance,

      Intro element

    11. By emphasizing inquiry as a legitimate mode of relating to the world, we can help to cultivate citizens who avoid writing themselves out of the public scene of crisis
    12. I hope that the class also gave them some opportunity to think of themselves as subjects who re-late through question, investigation, and inquiry

      This is similar to what we are doing in our class

    13. Rhetoric is the art, the fine and useful art, of making things mat-ter
    14. inquiry is the endless survey of the networks within which a crisis is embedded
    15. By encouraging subjects whore-late to the world through questions, wonder, inquiry, investigation, archive, we are disallowing subjects who write themselves out of the scene of rhetoric. We are closing down those spaces of exception
    16. but I offer it as a way to provide vocabulary for what actor-network theo-rists call "network tracing"
    17. Public writing in the composition classroom, then, is a process of students "speak[ing] in their own skins to a broad audience with some hope of effectiveness
    18. Rhetorical pedagogies have a deep commitment to helping students make connections with public issues, including helping them to understand how those issues affect them
    19. It's always easier to write about something you feel passionately about.
    20. Boycotting BP does not consider how drilling is spread asymmetrically across many networks, including across international networks that often remain invisible. Although the Deepwater Horizon spill gained much attention at home, even greater oil spills in the Niger Delta have been happening for decades without much awareness
    21. , and


    22. purloin


    1. We often experience our physical environment without giving its features much thought.
    2. features of the built environment that function to con-trol human behavior or hinder access
    3. but


    4. Decisions about infrastructure shape more than just the physical city; those decisions also influ-ence the way that residents and visitors experience the city

      I believe this is a very important sentence because it talks about something similar to what was said in class. In class we looked at sentence structure and learned that if a sentence has no structure it doesn't have any meaning. The same applies to the infrastructure of a city. If the city does not have a strong infrastructure, it doesn't have a meaning to the residents and visitors.