Ollendorff's name is used as an epithet in H.G. Wells' The Island of Doctor Moreau:[10] "Yesterday he bled and wept," said the Satyr. "You never bleed nor weep. The Master does not bleed or weep." "Ollendorffian beggar!" said Montgomery, "you'll bleed and weep if you don't look out!"

Что такое мысль, мышление? В этом вопросе иногда возникает путаница, поскольку мыслью называют все проявления интеллектуальных способностей. Т.е. любое думание, любую внутреннюю речь называют мыслью. В таком случае мысль свободна в той же мере, как движения больного ДЦП, иначе говоря, там хаос. Но у человека в принципе есть такая способность как мышление. Объяснить что такое мышление сложно в двух словах. Важно, что мышление у человека встречается (как говорил Г.П.) так же редко, как танцы у лошадей.): Мышление свободно, так как оно опирается только на свое собственное содержание. Другое дело, что человеку обычно сложно различить – когда он мыслит, а когда просто думает. Мышление связано с думанием, оно как бы выхватывает его смыслы и делает их своим содержанием – если, конечно, мышление происходит. Я знаю только один способ «держать» мышление – это наблюдение мышления, это очень сложный прием – мыслить и одновременно наблюдать мышление, но он возможен, потому что мышление мы осуществляем полностью сами. Мыслит не голова, не мозг – мыслит «Я», поэтому мышление прозрачно для наблюдения, в нем нет скрытого (как, например, в вещах). Но наблюдение мышления – это способность, которая требует  очень большой тренировки. Нормальный человек может наблюдать только такое мышление, которое происходит очень медленно и последовательно, по шажкам. Но тогда он получает замечательный опыт свободы и достоверности, доверия к мышлению. Если этого опыта нет, или он не осознан, то человек обычно не доверяет мышлению, для него более достоверно чувство.Еще одно важное свойство мышления – это то, что в мышлении люди могут иметь абсолютное взаимопонимание – очевидно, что мышление как говорят психологи «интерсубъективно». Поэтому в мышлении возможна полная свобода общения.

Центральная идея философии свободы – это мышление, как фундамент всего развития человека и человечества. Именно это отличает антропософию от различных визионерских и авторитарных оккультных систем.Поэтому мне представляется необычайно важным при совместном обсуждении «Философии свободы» не просто составить себе общее представление о содержании этой книги, а работать над ней так, чтобы это соответствовало ее содержанию, а именно – это содержание нужно научиться делать предметом мышления, того мышления о котором пишет Штайнер в этой книге.Ограничиться обсуждением разных мнений, образов и ассоциаций которые возникают при чтении этой книги – это означает совсем не понять того, о чем там идет речь. Потому, что у каждого есть свои представления, мифы, образы того, что такое мышление, и очень легко впасть в иллюзию того, что именно об этом говорит Штайнер.Он сам пишет:«Не надо только смешивать две вещи: "обладание мысленными образами" и переработку мыслей посредством мышления. Мысленные образы могут вставать в душе подобно сновидениям или как смутные внушения. Но это не есть мышление»

Истина, позаимствованная от другого скептиком, который с этого момента стал верующим, не обладает духовными свойствами истины, родившейся в размышлении. Это истина внешняя и застывшая. Она приобретает влияние на человека, но неспособна проникнуть в самую глубину его существа, составить с ним одно целое. Живой является только та истина, которая порождена мышлением

Семена скептицизма пустили ростки. В самом деле, современный человек уже не имеет духовного доверия к самому себе. За самоуверенной внешностью он скрывает большую внутреннюю неуверенность. Несмотря на огромную производительность в материальной области, он в своем развитии остановился на уровне ребенка, так как оставил без употребления свою способность к мышлению. Когда-нибудь покажется непостижимым, что наше поколение, столь высоко проявившее себя научными открытиями и изобретениями, в духовном отношении могло пасть так низко, чтобы отказаться мыслить.

Дух века навязывает современному человеку скептическое отношение к его собственному мышлению, чтобы сделать его восприимчивым к истинам, которые он получает из авторитетных источников. Всем этим постоянным влияниям человек не может оказать должного сопротивления, так как он представляет собой сверхзанятое и разбросанное существо, у которого нет сил сосредоточиться. Более того, многообразная материальная зависимость влияет на его умственные способности таким образом, что в конце концов он теряет веру в право иметь собственные мысли.

R. G. Collingwood’s critique of what hecalled ‘scissors and paste’ history – meaning both those who uncritically cited earlierworks, and the use of scissors and paste to cut apart sources on index cards

Engineers from those groups formed the core of the Space Task Group (STG), NASA’s first official foray into space research, and Katherine, who had worked with many of them since coming to Langley, “came along with the program” as the NACA became NASA later that year. While not a member of the STG, she developed an interest in calculating trajectories of spacecraft and satellites.

«Согласно онтологии коллективной мыследеятельности отдельный человек не обладает достаточной энергией для развития; для этого он должен рассматриваться в качестве компонента более сложных, коллективно-коммуникативных, кооперативных систем и процессов. Коллективная мыследеятельность и есть та минимальная онтологическая единица, по отношению к которой может быть поставлен вопрос об индивидуальном развитии и самоопределении. Коллективная мыследеятельность полагается как синхронизированный комплекс пяти процессов: мышления, понимания, действования, коммуникации и рефлексии»

social historian G. M. Trevelyan (1978) put theissue some time ago, ‘Education...has produced a vast population able to readbut unable to distinguish what is worth reading.’

One of W.G. Sebald’s masterpieces, The Rings of Saturn, an indescribable blend of fact and fiction, contains a section about one of his academic colleagues whose office was piled high with notes about Gustav Flaubert.

another long forgotten manual for students, History and Historical Research (1928) by C.G. Crump of the Public Record Office: ‘Never make a note for future use in such a form ... that even you yourself will not know what it means, when you come across it some months later.’

J.H. Plumb once showed me a set of Swift’s works given him by G.M. Trevelyan; it had originally belonged to Macaulay, who had drawn a line all the way down the margin of every page as he read it, no doubt committing the whole to memory.

Maria Kozhevnikov, a neuroscientist at the National University of Singapore and Massachusetts General Hospital

Russ Pariseau

Herbert Benson

Хочу еще раз высказать, на мой взгляд, ключевой тезис о возможности духовного возрождения в современном мире: Для такого возрождение необходимо становление небольших сообществ, иначе говоря, рабочих групп, в которых будет строиться, развиваться возможность диалога, то есть взаимного понимания и участия в духовном и, в первую очередь, мыслительном общении, преодолевающем границы эгоцентризма его участников. Это принципиально не может быть общением, диалогом, в котором участники изначально согласны друг с другом. Наоборот, чем больше разнообразие и противоположность субъективных точек зрения и убеждений, тем более значимо усилие, направленное на возможность диалога. Христианская любовь состоит не в том, чтобы принимать близких по убеждениям, а в способности слышать Другого именно, как другого, а не как свое нарциссическое отражение. Только в этом случае диалог имеет общечеловеческое, а, точнее говоря, человечески духовное значение, а не значение для секты последователей одной идеологии. Только такая группа изначально воспроизводит и преодолевает современную разобщённость и нарциссический индивидуализм.

Most academics continue to insist that it is still – barely – physically possible to limit warming to no more than 1.5°C. There are strong incentives to stay behind the invisible line that separates academia from wider social and political concerns, and so to not take a clear position about this.But we need to clearly acknowledge now that warming will exceed 1.5°C because we are losing vital reaction time by entertaining fantastic scenarios. The sooner we get real about our current situation and what it demands, the better.

G Fund interest rate

DICER1 syndrome is an autosomal-dominant, pleiotropic, tumor-predisposition disorder arising from pathogenic germline variants in DICER1, which encodes an endoribonuclease integral to processing microRNAs (1).

Embryonal rhabdomyosarcoma (ERMS) of the uterus has recently been shown to frequently harbor DICER1 mutations.

DICER1 Syndrome

En somme, les études sur la communication des élèves atteints d’autisme permettent de mettre en évidence l’importance d’un contexte riche en stimulations appropriées (sons et images), mais également une évidente « stabilité » de l’information à décoder, le suivi des émotions des personnages, le rôle de l’imitation dans les apprentissages. Ces résultats encouragent donc l’usage d’outils informatiques adéquats pour améliorer la communication sociale chez les enfants atteints d’autisme.

Nous allons montrer par une courte analyse de quelques études l’impact du travail éducatif informatisé dans l’apprentissage de la communication sociale chez des enfants atteints d’autisme.

На человеческом существовании порой лежит и отпечаток того, что можно, пожалуй, назвать отчаянием. Человек действует - читает, сердится, трудится, исследует, добивается чего-то, зарабатывает деньги - и в последнем отчаянии (иногда безотчетном) он говорит себе, что все это как целое не имеет никакого смысла и, если задается вопрос о смысле целого, то будет правильно заглушить его и отвергнуть как не имеющий ответа и потому бессмысленный". К. Ранер.https://pavel-g-m.livejournal.com/326947.html

Treatment with single probiotic B. infantis didn't impact on abdominal pain, bloating/distention, or bowel habit satisfaction among IBS patients. However, patients who received composite probiotics containing B. infantis had significantly reduced abdominal pain

This fundamental truth (expressed in economic notation as r > g, or "return on capital is greater than economic growth") means that "meritocracy" is a lie: the richest people in a market economy aren't the people who do the best work, it's the people who started off rich.

112,661

A crucial difference between representations of relative error inthese equations compared withEquations 6and7 for the single-facet designs is that three sources of measurement error varianceare separately represented, withpt2ntequaling specific-factor error,po2noequaling transient error, andpto,e2ntnoequaling random-responseerror. Effects fortasks, occasions, and their interaction are includedin the denominator for the D-coefficient but not the G-coefficientbecause those effects can change the absolutemagnitude of scoresbut not their relative differences.

procedural systems like computer software actually represent process with process. This is where the particular power of procedural authorship lies, in its native ability to depict processes.”4 That is, while print, film, and even forms of digital audio broadcasting can attempt to represent genders, sexualities, race, class, objects, and so forth, game worlds “represent process with process

In Georgia a barista from Athens would probably not fit in serving coffee in Americus.

GIFs

It could create incentives for action by conditioning a portion of funds going to states in any future relief packages on states’ adherence to the measures

Lacking strong federal leadership to guide a uniform response, the United States quickly fulfilled the World Health Organization’s prediction that it would become the new epicenter of Covid-19.

Function expressions and arrowsIn JavaScript, a function is not a “magical language structure”, but a special kind of value. The syntax that we used before is called a Function Declaration:

Coalition forces had called on the STC to withdraw from their positions in Aden or face further action. It said it launched its strike against a "threat" to the country's government.

Omar's intentionOmar, who cast one of the 17 dissenting votes, countered with a resolution of her own, supporting the right to boycott foreign governments “to advocate for human rights abroad,” and likening the action to boycotts of Nazi Germany and the Soviet Union.

Coming back to the two ‘FreeSync’ settings in the monitor OSD, they differ in the variable refresh rate range that they support. ‘Standard Engine’ supports 90 – 144Hz (90 – 119Hz via HDMI) whilst ‘Ultimate Engine’ gives a broader variable refresh rate range of 70 – 144Hz (62 – 119Hz via HDMI). We didn’t notice any adverse effects when using ‘Ultimate Engine’, so we’d suggest users simply stick to that option.

If the software is embedded in a Web page, set the browser zoom control to 200% of normal size. Refresh (F5).

Data tables must be rendered with HTML tags.

, Fukuyama is in the position of favoring a democratic political order while arguing that the theories that first justified it, like universal rights and moral and epistemological individualism, were mistaken

This ability to focus one’s attention is essential for effective performance of many of life’s necessary and daily activities, such as acquiring and using selected information; making and carrying out plans; and self-regulation of responses and behavior to meet desired goals (Kaplan & Kaplan, 1982). Direct attention is, therefore, an important cognitive skill required on a daily basis for students processing multiple sources of information, and working towards their academic goals at universities.

Attention Restoration Theory

“natural scenery employs the mind without fatigue and yet exercises it; tranquilizes it and yet enlivens it; and thus through the influence of the mind over the body, gives the effect of refreshing rest and reinvigorating to the whole system

open spaces have not been systematically examined for their potential in replenishing cognitive functioning for attentional fatigued students

increased technology use within today’s multitasking society is likely to hijack a student’s attentional resource placing her/him at risk of underachieving academic learning goals and undermining success at a university

. 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

Through lack of prac-tice and not having others who can speak it, I've lost most of the Paclmco tongue.

Central Committee man

increased technology use within today’s multitasking society is likely to hijack a student’s attentional resource placing her/him at risk of underachieving academic learning goals and undermining success at a university

Learning is a lifelong and year-round pursuit, which takes place throughout the campus, not just fragmented indoors in designated instructional spaces

we propose that the natural landscape of a university campus is an attentional learning resource for its students.

Direct attention requires mental effort and cognitive control for an individual to sustain focus and prevent distracting stimuli from interfering with an intended activity

Many university founders desired to create an ideal community that was a place apart, secluded from city distraction but still open to the larger community, enabling their students and faculty to devote unlimited time and attention for classical or divinity learning, personal growth, and free intellectual inquiry

diverse and evolving needs

The cook is Joe or Carl or Al, hot in a white coat and apron, beady sweat on white forehead, below the white cook's cap; moody, rarely speaking, looking up for a moment at each new entry. Wiping the griddle, slapping down the hamburger. He repeats Mae's orders gently, scrapes the griddle, wipes it down with burlap. Moody and silent. Mae is the contact, smiling, irritated, near to outbreak; smiling while her eyes look on past—unless for truck drivers.

direct and indirect attention and restoration

One way to examine this potential is to consider the entire campus with its buildings, roads and natural open spaces as a well-networked landscape system that supports student learning experiences.

we propose that the natural landscape of a university campus is an attentional learning resource for its students.

permeable

It is this holistic view of a campus’ spatial patterning and the student’s relationship with the natural and built environment or its landscape that is capable of having an effect on student learning

Today the campus open space still remains a significant center for teaching and learning for students in natural resources management, sustainability/ecology, agriculture, forestry, etc. and more recently, a focus on environmental education and sustainable practices

holistic

spatial patterning

These features can help enable and enhance a sense of being away and thereby lead to attention restoration

conceptualization

Defining “nature” can pose a bit of problem however.

Now as climate change is a major scientific and political issue, a renewed commitment to sustainability is evident in campus planning efforts to integrate built and open spaces within “green infrastructure”

Early American colleges and universities were self-sufficient and often built in rural locations with dormitories, dining halls and recreation facilities

1). 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 college experience is a stimulating and demanding time in a student’s life where a multitude of curricular and extra-curricular situations require frequent and heavy use of direct, focused attention and concentration (Wentworth & Middleton, 2014

Americans expect a university campus to look different than other places (Gumprecht, 2007) and that the campus “expresses something about the quality of academic life, as well as its role as a citizen of the community in which it is located”

American higher education institutions face unique twenty-first century changes and challenges in providing good, holistic learning spaces for the diverse and evolving needs of today’s college student

The college experience is a stimulating and demanding time in a student’s life where a multitude of curricular and extra-curricular situations require frequent and heavy use of direct, focused attention and concentration (Wentworth & Middleton, 2014). Thus, university students as a group are at a higher risk of attentional fatigue. Furthermore, increased technology use within today’s multitasking society is likely to hijack a student’s attentional resource placing her/him at risk of underachieving academic learning goals and undermining success at a university

“one fifth of a student’s time is spent in the classroom, contributing about one quarter of the total learning variance

American higher education institutions face unique twenty-first century changes and challenges in providing good, holistic learning spaces for the diverse and evolving needs of today’s college student

Americans expect a university campus to look different than other places (Gumprecht, 2007) and that the campus “expresses something about the quality of academic life, as well as its role as a citizen of the community in which it is located”

we propose that the natural landscape of a university campus is an attentional learning resource for its students.

Position Piece

uch 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.

The preservation of open space is vital to the maintenance and effective functioning of a quality university learning environment

traditional instructional classrooms (where students’ direct attention is most required) that are primarily structured for the visual mode of learning (e.g., whiteboards on designated walls, seating that faces the instructor)

Indoor (mostly built) Views to outside areas or wall photos/ murals Foliage or flowering plants indoors Greenhouse used for botany classes Plants within buildings Living laboratories Indoor fountains, aquariums Size, shape and location of windows Density and proximity of buildings Management of outdoor areas Quality of indoor and outdoor lighting

Traditional campus indoor spaces, by necessity and function, provide ample opportunities for structured learning experiences that draw upon students’ direct attention. However, a student’s learning experience is not often balanced by unstructured or structured opportunities for drawing forth effortless, indirect attention that occur in human-nature interactions (Valles-Planells, et. al, 2014)

Most American universities are situated on large number of acres (up to 28,000 acres) and function like miniature cities in their complexity of urban-natural configurations to provide a dynamic sensory experience

Interaction with natural environments (especially green nature) employs faculties of concentration not normally used – involuntary ones – thus allowing the neural mechanisms underlying directed attention a chance to rest and replenish.

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.” Valles-Planells, Galinan, & Van Eetvelde (2014) define a landscape as a “holistic, spatial, and mental dynamic entity, which is the result of people-place interactions” (p. 1).

As an influential landscape designer of early campuses, Fredrick Law Olmstead worked with the philosophy that the physical landscape features had a direct impact on shaping human behavior, and offer students an active, experiential education versus passive or theoretical learning.

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 (Griffith, 1994).

Today the campus open space still remains a significant center for teaching and learning for students in natural resources management, sustainability/ecology, agriculture, forestry, etc. and more recently, a focus on environmental education and sustainable practices (Painter, et. al., 2013).

The advent of land-grant institutions through the Morrill Act of 1862 required new buildings to be built with laboratories and observatory space for agricultural, technical education, and scientific research (Eckert, 2012; Turner, 1984).

The college experience is a stimulating and demanding time in a student’s life where a multitude of curricular and extra-curricular situations require frequent and heavy use of direct, focused attention and concentration (Wentworth & Middleton, 2014).

Kathleen G Scholl, Gowri Betrabet Gulwadi

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.

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 (Boyer, 1987; Greene, 2013).

Americans expect a university campus to look different than other places (Gumprecht, 2007) and that the campus “expresses something about the quality of academic life, as well as its role as a citizen of the community in which it is located” (Dober, 1996, p.47).

provide visionary and heuristic scenarios for a university of the future, we need a vision for integrating a systemic view of what these integrated campus nature networks would like in the future. In addition, there is a need to conduct more focused and nuanced research on identifying the human-nature mechanisms that lead to (among others) attentional resource benefits.

However, a student’s learning experience is not often balanced by unstructured or structured opportunities for drawing forth effortless, indirect attention that occur in human-nature interactions (Valles-Planells, et. al, 2014).

Therefore, we propose that the natural landscape of a university campus is an attentional learning resource for its students.

Interaction with natural environments (especially green nature) employs faculties of concentration not normally used – involuntary ones – thus allowing the neural mechanisms underlying directed attention a chance to rest and replenish.

After a period of prolonged cognitive demands and mental saturation, difficulties in concentrating, reduced performance on tasks, higher rates of irritability and tension, and more impulsive and hostile behavior may arise

nature or natural environment as the… “physical features and processes of nonhuman origin that people ordinarily can perceive, including the “living nature” of flora and fauna, together with still and running water, qualities of air and weather, and the landscapes that comprise these and show the influences of geological processes” (Hartig, et al., 2014, p. 21.2)

Furthermore there is a subjective component to the concept

there is a need to conduct more focused and nuanced research on identifying the human-nature mechanisms that lead to (among others) attentional resource benefits.

After a period of prolonged cognitive demands and mental saturation, difficulties in concentrating, reduced performance on tasks, higher rates of irritability and tension, and more impulsive and hostile behavior may arise

Interaction with nature, in particular, can help to maintain or restore cognitive function such as direct attention, problem solving, focus and concentration, impulse inhibition, and memory, which can become depleted from fatigue or with overuse

natural scenery employs the mind without fatigue and yet exercises it; tranquilizes it and yet enlivens it; and thus through the influence of the mind over the body, gives the effect of refreshing rest and reinvigorating to the whole system

The inclusion of the automobile on campus resulted in parking lots claiming large areas of natural open space within a “ring road” type of plan, in which vehicles were mostly kept outside the pedestrian oriented campus core

Open space and “zones” for disciplines became far more common than closely clustered buildings previously designed to protect students from the lures of the outside world

increased technology use within today’s multitasking society is likely to hijack a student’s attentional resource placing her/him at risk of underachieving academic learning goals and undermining success at a university

Thus, university students as a group are at a higher risk of attentional fatigue.

in fact, the entire campus, including its open spaces, must be perceived as a holistic learning space that provides a holistic learning experience

American higher education institutions face unique twenty-first century changes and challenges in providing good, holistic learning spaces for the diverse and evolving needs of today’s college student.

American higher education institutions face unique twenty-first century changes and challenges in providing good, holistic learning spaces for the diverse and evolving needs of today’s college student

effective functioning

reconceptualize

Students spend most of their tightly structured learning time indoors

Most American universities are situated on large number of acres (up to 28,000 acres) and function like miniature cities

This ability to focus one’s attention is essential for effective performance of many of life’s necessary and daily activities, such as acquiring and using selected information; making and carrying out plans; and self-regulation of responses and behavior to meet desired goals

that open space must be treated as a scarce resource

climate change

personal growth

American higher education institutions face unique twenty-first century changes and challenges in providing good, holistic learning spaces for the diverse and evolving needs of today’s college student.

Many university founders desired to create an ideal community that was a place apart, secluded from city distraction but still open to the larger community, enabling their students and faculty to devote unlimited time and attention for classical or divinity learning, personal growth, and free intellectual inquiry

Radloff

Before we outline each concept and propose their integration in this paper, we go back in time for a historical perspective of the evolution of campus open space.

Furthermore, increased technology use within today’s multitasking society is likely to hijack a student’s attentional resource placing her/him at risk of underachieving academic learning goals and undermining success at a university

The college experience is a stimulating and demanding time in a student’s life where a multitude of curricular and extra-curricular situations require frequent and heavy use of direct, focused attention and concentration

“expresses something about the quality of academic life, as well as its role as a citizen of the community in which it is located”

Many university founders desired to create an ideal community that was a place apart, secluded from city distraction but still open to the larger community, enabling their students and faculty to devote unlimited time and attention for classical or divinity learning, personal growth, and free intellectual inquiry

Furthermore, increased technology use within today’s multitasking society is likely to hijack a student’s attentional resource placing her/him at risk of underachieving academic learning goals and undermining success at a university (

Although university culture places demands on students’ cognitive abilities, campus natural open spaces have not been systematically examined for their potential in replenishing cognitive functioning for attentional fatigued students

The college experience is a stimulating and demanding time in a student’s life where a multitude of curricular and extra-curricular situations require frequent and heavy use of direct, focused attention and concentration

Learning is a lifelong and year-round pursuit

the entire campus, including its open spaces, must be perceived as a holistic learning space that provides a holistic learning experience

natural landscape of a university campus is an attentional learning resource for its students

enrollments are expected to rise

financial challenges

American higher education institutions face unique twenty-first century changes and challenges in providing good, holistic learning spaces for the diverse and evolving needs of today’s college student

Continued enrollment growth, societal and technological changes, financial challenges, and a need for increased universal and open access create ever more diverse, changing and complex US university systems.

Morrill Act of 1862 required new buildings to be built with laboratories and observatory space for agricultural, technical education, and scientific research

university founders desired to create an ideal community that was a place apart, secluded from city distraction but still open to the larger community, enabling their students and faculty to devote unlimited time and attention for classical or divinity learning, personal growth, and free intellectual inquiry

two concepts that have been addressed in two different domains, bringing them together to help conceptualize future campus planning in relation to student learning.

“one fifth of a student’s time is spent in the classroom, contributing about one quarter of the total learning variance (Radloff, 1998, p. 1).

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 effectiveness (Hashimshony & Haina, 2006

2013 provides us a unique opportunity to reconceptualize the campus landscape of the future as an attentional resource.

Students spend most of their tightly structured learning time indoors

Urban (mostly built) Viewing a roof garden from the windows of a student lounge Mural of a landscape scene on the wall of a tunnel or walkway Outdoor plaza used for art classes Spaces between campus buildings Outdoor water features Green roofs Rain gardens Height of buildings Complexity and ornamentation of façade Sense of enclosure (no blocked views)

Involuntary attention occurs when individuals are presented with stimuli that are “inherently intriguing” (p.124).

Interaction with nature, in particular, can help to maintain or restore cognitive function such as direct attention, problem solving, focus and concentration, impulse inhibition, and memory, which can become depleted from fatigue or with overuse

Defining “nature” can pose a bit of problem however.

miniature cities

Fringe(nature dominant)

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

“nature”

tranquilizes it and yet enlivens it; and thus through the influence of the mind over the body, gives the effect of refreshing rest and reinvigorating to the whole system

that open space must be treated as a scarce resource”

newer campus designs are more amorphous and integrative.

Many university founders desired to create an ideal community that was a place apart, secluded from city distraction but still open to the larger community, enabling their students and faculty to devote unlimited time and attention for classical or divinity learning, personal growth, and free intellectual inquiry

Americans expect a university campus to look different than other places

The college experience is a stimulating and demanding time in a student’s life

Well-designed and connected networks of indoor and open spaces on campuses can be key

Students spend most of their tightly structured learning time indoors

amorphous

Learning is a lifelong and year-round pursuit

Americans expect a university campus to look different than other places

We do suggest that regular cognitive breaks from direct attention in natural settings can help students regulate, replenish, and strengthen cognitive function and ability to prepare for either the next round of classes or improve the effectiveness and efficiency of an independent study period.

increased technology use within today’s multitasking society is likely to hijack a student’s attentional resource placing her/him at risk of underachieving academic learning goals and undermining success at a university

Earth Day

Such an approach also goes beyond advertising the aesthetic value of the campus

reconceptualize

Most American universities are situated on large number of acres (up to 28,000 acres) and function like miniature cities

Urban (mostly built)

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.

Direct attention requires mental effort and cognitive control for an individual to sustain focus and prevent distracting stimuli from interfering with an intended activity

provide more options for regulating learning and restoration cycles

Student-nature interactions during study breaks help restore attention (Felsten, 2009).

Morrill Act of 1862

Everyday campus spaces include other physical design features empirically associated with attention restoration –height of surrounding buildings -the fewer floors the better (Lindal & Hartig, 2013); extent of naturalness of views from windows -more natural the better (Matsuoka, 2010); and proximity-awareness of nearby nature impacts its use and effectiveness

Americans expect a university campus to look different than other places (Gumprecht, 2007) and that the campus “expresses something about the quality of academic life, as well as its role as a citizen of the community in which it is located”

For example, more than two-thirds of the Cornell University campus is open space

his in turn can benefit performance on other tasks, delay gratification, and perhaps even regulate levels of depression and stress. Therefore, providing opportunities for interactions that draw upon involuntary attention could be impactful on university campuses for attentional, fatigued students and their learning mechanisms. 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

“Attentive efficiency can be recovered after a period of rest and regeneration, obtained through the activation of involuntary attention” (Barbiero, Berto, Freire, Ferrando, & Camino, 2014, p. 32).