this reminds me of a joke I heard once. The joke is that if the resurrection of Jesus was in modern times then Christians would be wearing electric chairs around their necks instead of a cross. Not the best joke but the imagery is there. The connection in my head is that Christians view the cross as a reminder of the guilt that follows us for nailing Jesus to the cross. The dynamo parallels this because it is not a pretty invention. It was very powerful at the time but it is force that we must deal with and Adams must feel some guilt or obligation to the dynamo.

It is unfortunate that the "force" of a woman in this context is directly correlated to her fertility. Following the religious theme, it reminds me of 1 Timothy 2:15 But women will be saved through childbearing--if they continue in faith, love and holiness with propriety. a verse in the Bible that is as equally problematic as this line.

This reminds me the ancient greek conception of philosophy. How it was not just a field of practice but a way of living.

I think there is alot to unpack with this quote... A lot of what Dewey was discussing was the transition in the industrial revolution with students from home learning to external community based learning. The reminds of me the mirra quote-describing the fact that teachers are "conditioned to avoid messiness..." For me, I do not think it is that the teacher is conditioned to avoid messiness, I think rather society (community) is conditioning educational processes so it can better determined what did it wants for all of its children. (Outcomes such as graduation rates or test scores...) I think if we really want to implement connected learning to individualistic outcomes-we need to be prepared to implement it across the board...

Reminds me of our conversation last week in class, about how it is sometimes better for movements to have a singular, unified voice that is delivering the message, as it can provide coherence and validity to the message. But, this could also have the danger of stifling particular voices and needs in the community. So which do you think is the more ideal system to carry a movement forward?

Not sure I agree with this... that is one step but is that the "best hope" ?? reminds me of Du Bois' idea of the Talented Tenth https://en.wikipedia.org/wiki/The_Talented_Tenth

Why do we need to rely on a few "top women" to change the system for the rest? Political, legal and judicial changes are one key aspect but who is to say that just because someone is a woman that they will have feminist issues at heart? Grass-roots changes (and negotiations in the household about responsibilities at home), changes in how communities and local institutions (childcare, etc.) are structured will make a BIG difference too!

This reminds me a lot of what Dr. Joy DeGruy was explaining during the video.

This reminds me of Standardize Testing. Why must the test tell how smart the child is? It doesn't define the child and it should not define their intelligence off of a couple of questions.

Reading this reminds me of the all email messages I get from students in which the sender is labeled as "School" or "SNC email" which throws me off when I search for their archived emails.

This whole section reminds me of the gothic recipe from Walker's Hibernian Magazine for January 1798 ("take an old castle, half of it ruinous")

The title reminds me of the plot of To Kill a Mockingbird. It makes me wonder if what is being written about Joseph Mountain is a accurate representation of his life and this alleged crime.

I also find it interesting that they felt the need to add the details of the profit made from the book to the title page

The repetition of "They Lion" reminds me of hymns and prayers that are used in the Catholic church. I was raised catholic and the prayers often have their own rhythm that can be heard when repeated by a community of churchgoers. These prayers are often meant to be reminders of our original sins or of our dedication to God and They Lion feels like it has a similar effect in this beginning and ending repetition.

This line specifically jumps out to me because this poems seems to reach out and describe a sort of growing rebellion. People who begin rebellions or are a part of a movement are people who have been hurt and people who have seen hurt and abuse of power. "Bow Down" reminds me of a sort of command and "Rise up" shows me that those who were commanded to bow down, decide to rise up and rebel.

This notion of the CRT continuing to live on even after they are discarded reminds me of the Buddhist belief of reincarnation. Reincarnation is the belief that after death the soul will be brought back to earth in a new body/form. In this case we would use soul loosely to refer to the materials/ parts of these machines. The fact that materials from those machines are still in use today is pretty ironic considering new generations don't even know what they are, but still 'use' them. But as the quote goes "There is nothing new under the sun."

This quote reminds me of several different aspects of life. Material things have taken over most humans and it's become a fight over who has the most money, whose car is more expensive, whose house is bigger, and so on. Possessions are worthless if they aren't being used for their proper intentions. In this case, books are meant to appear as if the pages have been abused, but by love for the true beauty and adventure it possess within.

https://www.youtube.com/watch?v=fCmAD0TwGcQ Wow. Just the clouds. This reminds me a bit of the Garfield comic remix, where the text is taken out and the images tell a different story ....

This reminds me of the attacks on the games Doom and Quake after the Columbine shooting in 1999. Those games were immediately disparaged for their violent nature and credited with influencing Klebold and Harris' violent tendencies.

This reminds me of an instance where only two families showed up to our open house. It was extremely discouraging.

This reminds me of Oprah's book club decals, or "Heather's Pick" (Indigo's CEO) decals - while the decal itself doesn't directly communicate an "ideological correctness," it does however, serve as a stamp of approval (that comes from a credible source). Presently, books that are presented with such a decal are more likely to be successful, as they are marketed more effectively.

This reminds me of how people are willing to watch super low-quality pirated films; quality can indeed be a luxury!

I love how this quote, and it feels like this section beautifully describes the responsibilities of an educator, or at least in contrast to the responsibilities reflected in a banking model. It reminds me of an obligation I have to be self-actualizing for the sake of my students, to be self-aware, reflective, and considerate of how I am framing everything, understanding the power of education as an institution. I can't manipulate, but I also can't leave kids without support. That does mean radical democracy, radical in the sense that even in roles where power dynamics have been historically so rigid, and even with children, and especially with the oppressed, we must find ways to break hegemony and share the role of generating knowledge in a radically democratic way.

Reminds me of the Martin Luther King Jr quote, "Injustice anywhere is a threat to justice everywhere". Just because you are not that certain identity being directly impacted does not mean you wont be impacted in the future.

reminds me of those photos of dogs trying to bring a whole tree branch inside a doorway

The stylistic way in which the images are drawn seem almost unsettling. It reminds me a bit of the original drawings from Alice in Wonderland - exaggerated features, grimaces, etc. I think it adds to the dark humor of the comics.

Oldbuck has been living quite a life. His "love" or infatuation for his ladylove have made him crazy. This reminds me of a modern day superhero movie in the ways that everything is so far fetched and completely unrealistic.

This reminds me of the moments in older animation such as Looney Tunes where the character dramatically states, "Goodbye cruel world!" or something similar. Shows that that type of exaggerated humor has been around for a while.

This reminds me of when a baby thinks that covering its eyes means others cannot see it.

This reminds me of in plays where the actors pretend to stab each other.

I'm not sure what this means. This reminds me of the uncanny valley.

This reminds me of Shakespeare, which is probably the most comfortable I am with early modernism. But there is always the, "Going to the woods" or "Go to nature" for the answer theme. It to me seems like another major link between the macro/micro-chasm. In this case he may be alone but crying out to the woods that are going to echo his message, essentially they will communicate his message to the gods/universe. Nature is beautiful and ethereal, so what better way to send a message than to have the woods echo it?

reminds me of Stranger in a Strange Land

Stemming from Hannah's comment above, this particular section reminds me of the film 'The Blind Side'.. a nuclear white Christian family with a white pickett fence that adopts and sympathizes with an abandoned black boy... placing upon him their morals, and religion. Essentially 'providing religious instruction' as noted above.

Reminds me of the current state of USA. During the Obama era, literacy rates increased. Trumps has personal literacy issues which may lead to an overall decrease in US literacy rates: https://www.washingtonpost.com/news/morning-mix/wp/2016/03/18/trumps-grammar-in-speeches-just-below-6th-grade-level-study-finds/?utm_term=.faee0147bf44

This reminds me of a debate we got into in our Design II class last semester, where we were debating over how we define an "artist". Like how do you measure the point where you're no longer scribbling words or lines on a page, but creating a work of art? I wish I had had this to bring up at the time. If the intention is to imitate life, then it is art, and you are an artist.

This chapter reminds me a lot of the impact of dramatic & situational irony in theatre. Both definitions seem to be present throughout part 11.

The notion that King came to the capital to cash a check reminds me of Coates' call for reparations: https://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/ Reparations are not just important for black people in America, but for all Americans to atone for the original sins of this country which is still in search of ways to achieve the greatness its founders envisioned.

The talk of automation and technology that eliminates the role of the human being reminds me of a 1992 article by Steven Katz called "The Ethics of Expediency." Katz argues that the ideology that convinced the Germans during the Holocaust that killing people was okay was an entire rewrite of the cultural definition of the goodness -- that goodness began to be defined by expediency, efficiency, and obedience rather than by respect of human life. Facebook, Google, Amazon, and Apple now have the authority and sway to subconsciously rewrite the way that people view the market -- to convince consumers that something is good simply because it is faster and newer and not because it has a positive effect on the economy or on the lives of the people effected by it.

This definition of autonomy is an important one for education leaders to think about for so many reasons. It reminds me of last month's reading authored by Linda Christensen, where we read about how teachers actually have more space than we occupy. Some teachers see autonomy where others feel confined.

The paragraph that I highlighted explains how the Incan Empire operated. It reminds me of a mixture between the U.S. and England's government where there is a president-like figure at the top, but also his family are the ones who rule over almost like the royal family. The Incan's had a very organized society due to its structure and trust in each other and those are two top reasons why the empire was so successful.

This passage reminds me of the concept of cultural capital, which I think is important to remember as teachers. Although we must me mindful of the previous experiences of students and utilize them to help students succeed, we must remember that we cannot appropriate these experiences.

This type of math sort of reminds me of statistics but in a easier less complex way

All of the coverage and commentary since the excerpts from Wolff's book came out yesterday reminds me of disaster porn.

Reminds me of all the people who watch Fight Club and think Tyler Durden is the hero.

Oh yes! Reminds me of some of my favorite touches at Disney-- like one ride (Soarin) where they pipe in the smell of orange groves!

A good point. This reminds me of conflicts in our own government as well, when political candidates are funded by the super-wealthy who then leverage power when it comes time for votes on legislation...

I think this is an important transition in my essay, because it begins to move from the subject of my paragraph to why it is actually important. I added in the part about the restaurant I worked at last summer, Continental, because I think it's another great example of a specific detail that is unique to me. Additionally, I wanted to include more than just the objects that sit on my desk, so I decided to add this paragraph on the light in my room.

Right from the start we see an example of an ecology a reader could/should(?) recognize in order to better understand context (and potential bias). The spirit of this piece reminds me of Birkenstein and Graff's THEY SAY, I SAY--Webber is entering a conversation that Klinkenborg previously entered, but had started before.

Oracy is a new term. This is a helpful definition. It reminds me of Kelly Gallagher's purposes for writing.

Unlike the original short essay, I try to examine the words "empathy" and "sympathy" in a deeper level. I search for the definitions of these two words and find that they are to some extent related to suffering or sorrow, but they can be comprehended in a broad way. It reminds me of those articles that are closely related to my own life and experiences. I tried to recall my feelings and reactions that I had when I was reading those articles. Then I thought about Carson's article again and explained why I nearly had no empathy or sympathy for her subject of writing. In this way, I was able to bring up the confusing point and smoothly introduce the final question, which may hopefully provoke audiences into thinking seriously about the question.

Wow-- such a delicate dance you must be doing all the time. Reminds me of this beautiful podcast: http://www.radiolab.org/story/121385-bus-nowhere/. Seriously, LISTEN TO THIS IF YOU HAVEN'T ALREADY!!!

Hughes might see this poem as more of a celebration of black culture and an acceptance of that culture and what it means to be part of it. This reminds me of what he said about the young poet and how he saw that man as rejecting this same culture instead of doing what Sterling Brown does here and embracing it.

I love this point. I was reading Christopher Emdin's book for white folks who teach in the hood and this reminds me of his book. He describes that all children come from different backgrounds and different ethnicity's that may be different from what you imagine your class to be. teachers have to be able to accept children background within their class.

This reminds me of the first reading we did about youth activists: our students become activists when they are empowered to tell their own story, rather that the story of their "disadvantage." There is danger, as we know, in a single story. The danger of a single story: TED TALK

In this part of the Rockfish Gap Report, the writer is showing that the individual and the school are separate. This reminds me of how the University will say that certain clubs or groups are not affiliated with the University and do not reflect the institution's views. It's interesting that the basis for this was rooted so long ago.

This aspect of the document reminds me of UVA's policy with regard to Honor Code violations. Rather than a catch-all expulsion or other disciplinary policy, the University makes allowances for students to turn themselves in with lesser consequences and be counseled and tried by their peers through the Honor Committee. Although this wasn't established until later in the University's timeline, it's intriguing to me that this idea of understanding, rather than punishment, as a means for discipline is so deeply rooted in the culture of the University.

Annie Parnell

In the current UVA policy directory, reasons for termination of a professor include a variety of reasons, one of which I was particularly interested: "unacceptable performance after due notice". This statement in the Rockfish Gap Report reminds me of course evaluations that we have been filling out at the end of the semester. I wonder if these are weighed to see if two-thirds of students disprove of a particular professor. If they do not perform their duties properly, why should they continue to teach? UVA has always wanted the best for their students. http://uvapolicy.virginia.edu/policy/prov-014

-Lauren H

Maggie Lavoie

Here, Thomas Jefferson seems to separate morals and religion, in the sense that teaching morals does not require teaching religion. This dissociation reminds me of a discussion about morals and religious beliefs that I had in my Engagement. In my debating Islams Class, we compared and contrasted how three different Presidents (Clinton, Bush, and Obama) approached and addressed the religion of Islam during their Presidencies. Our in-class discussion led us to talking about how during Presidential campaigns, candidates will often state their religious affiliation despite our country’s basis of a separation of church and state. Why, we asked, would candidates do this? We came to the conclusion that there is an inherent implication of morals in holding religious beliefs that is obviously appealing for a candidate to portray about him/herself. So, in the context of ethics at the University, is it possible to completely separate the moral nature of religion from religion itself or, deep down, are they inherently linked?

This part of the Rockfish Gap Report seems a little vague. What are the duties to my peers? Who defines what these duties are? This reminds me of a discussion had in my engagement about the ideologies of Gandhi. Gandhi would argue that students at the university must sacrifice their individuality to have this shared community that Jefferson envisions. This is their duty. However, how much are students willing to sacrifice? Ultimately, few are willing to make the sacrifice as they are afraid others will not do the same.

This reminds me of the mission statement in businesses and organizations. It’s clearly laying out the objectives of what they want students to learn through this university education. While secondary education prepares you for college, college itself is much more long term and supposed to help prepare you for a job and for life. Furthermore, the sentence structure has a patriotic undertone with the emphasis on rights (constitution). The line ‘to observe with intelligence & faithfulness all the social relations under which he shall be placed’ is interesting because it is easy to see their concern a student’s social standing. This depicts their want for students to do well and have a good position in society in a way that will better reflect the University. We see this even now, when UVA advertises its alumni being in high standing positions around the world. ‘To enable him to calculate for himself, and to express & preserve his ideas, his contracts & accounts in writing’ shows UVA’s dedication to preserving ideas in history by wanting to keep everything in writing. In another section of this document, they were looking down on indigenous populations for being backwards thinkers, but they are willing to preserve their own history and culture.

A Glebe was a parcel of land granted to a church, revenues from farming which were used to support the priest and church. If this means that the founders of the University partially funded it by selling church properties, this is fascinating; it reminds me of many statements made by Jefferson and the other founders criticizing religion and Christianity in particular. The fact that the board or town saw fit to sell these lands shows that they believed that education is more valuable than religion, and this would have been a relatively new belief in the western world.

Indicates a high sense of trust in the her son. Reminds me of a Faulkner story from the Sound of Fury collection.

One of the elements of Southern Gothic stories is the decaying landscape and atmosphere. The female protagonist is in black, a symbol of decay and death. It also reminds me of the three old women in "Jordan's end", who are also dressed in black.

The anonymous graves of Union and Confederate soldiers: this reminds me of Ode to the Confederate dead, but this statement also looks as those who shed blood for the Union as nameless peoples. This suggests that the battle for the Southern tradition, slavery had passed and this was no longer the concern of those living in the town.

This quote reminds me of the important Jeffersonian ideal of "lifelong learning," something that is so integral to the University that it is taught to prospective students on tour at UVA. Everyone can learn, no matter how young or old. This is why UVA students are called first years, second years etc. because it implies you are only in your "nth" year of learning, and that there is no cap to these levels of learning.

This passage reminds me of an episode of Rick Steve's Europe I saw recently where he went to the Berlin Wall Museum. There was an interesting exhibit that displayed all of the ways people tried to get across the wall. People tried to strap themselves under cars or hide in luggage. There was a truck on display that had a fake side gas tank where someone could stowaway.<br> There was even a giant slingshot for someone to leap over the wall. It gives us an insight into how badly people wanted to leave.

This reminds me of the quote: "To learn to succeed, you must first learn to fail."

this reminds me of a scene in get out

She seems to love violets and all the things it reminds her of. Saying how god created a beautiful flower.

Reminds me when i was younger and was afraid of monsters.

It is interesting how separate attention was given to the arts and STEM courses/programs, yet how they recognized the importance of both, and their interconnectivity. This reminds me of our different course requirements and how there are several courses that fit into multiple categories. Since we are require to take mathematic and artistic courses it is easier for us to relate different courses to others we take because of the differing yet sometimes convergent ideas shared in each course.

This statement reminds me of ECE 543 Emergent Literacy Course instructor that often states, teachers can no longer remain isolated with their classroom doors shut. Teachers must work with co-workers and other stakeholders to maximize learning experiences for students and others that have stake in the classroom.

Reminds me of Schleiermacher and his 'bring the reader to the author' statement.

This particular paragraph reminds me of the movie the help when Minny goes and works at the young white ladies house and she grows to love her and doesn't want to let her go its like they become "friends" yet Minny is still the help but the young white lady doesn't see her as the help. It's like they use the slaves/ help for their own inner issues or their emotional satisfaction, which is pathetic.

This standardization of human encounter really creates an issue of authenticity. This sentence reminds me of Chic-fil-a's required "my pleasure" every time someone says thank you. Because a vast majority of people know that it is required of employees, and it is often said without sincerity, the standardization decreases the meaning of the interaction.

The way that Jefferson writes about the importance of the "centrality to the white population" as well as other clearly racist or unjust situations comparing white and black men reminds me of my engagement class, Doing Fieldwork. In this class, I am working on a project that analyzes the language of UVa's Title IX and sexual assault policies and how the University communicates these things to first year students. The language of a text is so important when it comes to communicating with an audience. Jefferson was clearly writing this document with the intention that it would only be read by (educated) white males. It is also interesting to see the almost euphemistic language that is used when talking about how the University will be for white men and white men only. With this language, it almost makes this document and Jefferson's demographic ideals seem normal.

It is evident that the utility of academic topics was greatly taken into consideration during the formulation of this document. While French was mentioned to be a very important language during the time, the projected importance of the Spanish language strikes me as being more compelling. While not immediately important, the Spanish language was projected to be significant, and this inspired the founders to at least mention it in this document as a potential critical aspect of a UVa student's education. This reminds me of the New College Curriculum in certain ways because the developers of the curriculum had to decide which aspects of a liberal arts education need to be altered to fit a contemporary and even future society/workforce. In order to make this change, the developers of New College would have had to adopt a similar line of thinking as used by the founders when considering which languages were most important at the time and which languages would be more important as time progressed.

This quote reminds me of how in high school, students spend a good majority of their time questioning what the point of school as a whole is-- why do we take a variety of classes, rather focusing solely on the ones that pertain to what we (think) we want to for the rest of our lives? How can we get the best grades while putting in the least amount of effort? Why do our tests focus so heavily on analysis of our concepts instead of testing facts? In the face of these questions, students then tend to simply get through high school by memorizing their information and then forgetting it after tests, neglecting classes they find “arbitrary,” and simply trying to get through high school rather than enjoying it. The interesting truth of it all, however, is that the entire point of high school is to learn how to learn. High school is an environment for exploration on a smaller scale-- students have a plethora of classes so that they do not go into any college major completely blind to what the topics entail, and they analyze in order to prepare slowly for the “messiness” that is real world applications of concepts. Most importantly, students are being given so much information on such a variety of topics, and they are supposed to digest the information, rather than memorizing and then simply forgetting it all. When you learn how to learn, you go into your life more intrigued by your surroundings and more motivated to work towards an actual career or other goal. Thomas Jefferson believed that learning happens everywhere and anywhere, and this in combination with my aforementioned thoughts prompts me to think-- how can we restructure public high schools in a way that actually fosters a sense of learning rather than showing students simply how to “survive” and “memorize?”

This segment hints nicely towards the idea that education serves as a beacon of hope for those individuals who are less fortunate in their daily lives, who live in uncomfortable, nonoptimal living conditions, or who simply dream of creating better, happier lives for themselves in their futures. America is founded on three predominant ideals-- change, the individual’s ability to take matters into their own hands, and the overall individual growth that stems from change. Americans do not have to live their same types of lives forever, nor do they have to be the same type of person they have always been. Because of this mentality, many individuals are able to mentally cope with their negative living conditions by using their education, and the type of life they wish to establish as a result of it, as their motivating factor. They can hence further push themselves to work as hard as possible in their schooling and to become as intellectual as they can, just so that they can experience a sense of contentedness with their lives. Finding inspiration in other individuals or peers who have become successful as a result of education serves as another motivating factor, since humans like to have concrete evidence of the fact that their efforts are actually being accounted for something positive. Taking this a step further, this reminds me of the overall beauty of education-- that it is never too late to become educated, nor is there such thing as too much education. Throughout normal life, there are single mothers who set out to get a better education in order to provide better lives for their families, immigrants who want to establish themselves and find success in America, young adults who want to grow up and live out their lifelong dreams, middle-aged adults who want to try out new careers or lifestyles-- the types of these individuals are endless. Education ultimately ends up becoming a key element in both attempting to find optimal life satisfaction and figuring out one’s life purpose.

I find myself agreeing with this concept, and actually encouraging it. It reminds me of that phrase "Give a Man a Fish, and You Feed Him for a Day. Teach a Man To Fish, and You Feed Him for a Lifetime." This idea of "enabl[ing]" one to "calculate for himself" and to "preserve" and progress the information given to them, is important for a sustained education. Similar to the quote with the fish, the university aims it's education to give and keep giving for a life time. If they equip their students correctly, this will enable them to this with the right resources. (The repeated use of "him" is a bit off putting, but surely we have progressed since then with our inclusion of more communities).

This is interesting because these lines make the establishment of the university flexible and up for interpretation, much like the later written Constitution. This shows Jefferson understood the need to make clear that things can change. This also reminds me of the discussion we had in our engagement discussion about how you cannot tell for sure if you are advancing in art or science. I do appreciate Jefferson's optimism regarding the future of society.

This quote seems to be extremely Jeffersonian with its emphasis on education and reminds me of one of the goals of UVA which is to develop citizens of our nation. Furthermore, the fact that education has the most vital role in creating happiness in our nation connects to my engagement class, Poverty Counts. Education plays a key role in poverty because people often times do receive enough education in order to get higher paying jobs. As a result, they either work trivial, low-paying jobs or do not work at all. Truly, education plays an important part in the happiness and well-being of an American citizen.

This reminds me of what education reformer Horace Mann said in 1848: “Education, then, beyond all other divides of human origin, is a great equalizer of conditions of men—the balance wheel of the social machinery.” Like Horace Mann said, education can empower people—despite social, ethnic, or gender differences—to ameliorate societal conditions. Although this time period was characterized by racism and sexism, the mentality demonstrated in these lines in the Rockfish Gap Report is a progressive one. In this line, it does not say "white men are the key to the power and happiness of a nation." "Nothing, more than education" it asserts, is key to a nation's prosperity and posterity as well. Jefferson wholeheartedly believed that the values we hold dear, such as democracy and liberty, depend on providing people with a quality education for years to come. In this paragraph of the Rockfish Gap Report, he makes his views on the importance of education abundantly clear to emphasize the necessity of establishing a college that will serve for years to provide high-quality, comprehensive educations that will enable people to partake in bettering society. This article has a little tidbit about Thomas Jefferson's view on education

The language here is interesting as it avoids using the word "slave". It instead describes the people who would work on the university as "officers, servants, and others". In other words, it tiptoes around the word in order to avoid the harsh reality of the situation. In fact, in this entire document, the word "slave" is only used once. And even here it is describing the property of someone else, rather than the university. I think that even though it was generally accepted at the time that slaves would be building this university, these writers still had to be careful with their language in order to get their proposal approved.

https://www.whitehousehistory.org/questions/did-slaves-build-the-white-house

This reminds me of the rhetoric used when building the White House. It was originally planned that Europeans would come to the U.S to build the White House, however this plan and talk quickly changed, and slaves were forced construct this landmark.

This particular sentence reminds me of how it is at church when a powerful and meaningful song is sung.

i think that this should be a goal for all colleges/universities. i think that more majors should be able to connect with one another. this reminds me of the cluster project that is going on at PSU. i think that the more we work to be interdisciplinary, the gap between the two will be smaller

this reminds me of how much goes into an education because it is so much more than just classes, it is volunteering, working jobs, homework, and extra curricular. so much more goes into an education then just classes its more of the experiences where you learn things

Sounds about right to me, reminds me of the saying it takes 2000 hours to get good at something. Keep in mind being a master does not mean you have nothing else to learn

The female protagonist is in black, a symbol of decay and death. It also reminds me of the three old women in "Jordan's end", who are also dressed in black.

The repetition reminds me of Quicksand. He's displaying such a destructive and lethal habit/lifestyle and these individuals that he is describing are continuing to dwell in these self-destructive habits while disregarding their own well-being because it makes them happy ("Paradise Alley"). Helga goes through a similar self-destructive cycle.

It's interesting that throughout this document there is so much emphasis on the "morals" of the students. There seems to be a consensus that morals can be strengthened through education. However, this seems contradictory, since at this time slavery was being practiced, and this document speak of African Americans and Native Americans in a very derogatory manner. How can people have "strong morals" when horrific discrimination and slavery was occurring? This specific quote reminds me of the engagement classes titled "Does reading literature make us more ethical? Really?" as well as "Mortality and Morality." Obviously, there is still an emphasis on developing and strengthening morals in our present University.

Not so subtly, this statement refers to the purpose behind the physical structures at UVA. This reminds me of my Engagement calls "Making the Invisible Visible" in which we went on a tour of the University. We learned that many of the spaces at UVA were "white spaces" and these spaces were tailored specifically to not only keep out people of color, but also to have them entirely out of sight. When I walk around UVA, I often think about how beautiful our campus is, but also about why I think it is beautiful. How were my ideals of beauty constructed? How were the ideals of beauty in the architecture at UVA constructed, and how is the University as a physical site enforcing a system? This sentence, well the paragraph really...makes me question UVA as a place and institution.

This reminds me of the chapter we read in Shady Practices about NGOs and their need to bring back "success stories" to publicly promote donation and public support. This also then shows a systemic side to the NGOs in terms of how they present themselves.

This imagine is jarring obviously, but it also speaks to a kind of banality of war once someone becomes used to it. Throughout this particular passage, Smith emphasizes his normalcy and ordinariness. There was a everyday kind of stoicism that become normal for Londoners at the time. People just had to get on with their lives because there was nothing else to do. In some ways this recounting of the bombing reminds me of a primary text from a few weeks ago where a former child factory worker casually recounts the cruelty he faced as part of his employment.

While Chamberlain proclaimed and justified appeasement as the solution to Germany's lust to expand her territory, based on this statement, I think he, or perhaps some of his advisors had doubts as to how well appeasement would work. If appeasement policies, would have stopped Germany, then why would the state of Britain's military matter? (in the context of an imminent war, although it is wise for nations to have strong militaries) Perhaps Chamberlain knew, but in the desire to prevent another war, he tried to deny the truth about Germany's aggression. In some ways his passionate justification reminds me of the Fifth Harry Potter book, where the ministry of magic spends nearly the entire book denying Voldemort's return, because they feared a renewal of aggression and violence.

Reminds me of William Blake's "The Tyger"

https://www.youtube.com/watch?v=fIgV2O-qRws

This reminds me of the Jihan Gomeshi situation with the C.B.C. Whereby people were caught up in the public persona of the accused, rather than the behaviour of the individual. I think it's challenging for people to separate the two. The fame and accomplishments of the accused should not enter into the equation at all. It's just another example of the abuse of power that can happen when institutions are invested in the public persona of the accused individual, to the point that they will overlook abusive behaviour.

In context, these other dimensions of “online presence” in Higher Education take a special meaning. Reminds me of WPcampus. One might have thought that it was about using WordPress to enhance learning. While there are some presentations on leveraging WP as a kind of “Learning Management System”, much of it is about Higher Education as a sector for webwork (-development, -design, etc.).

this reminds me of the classes that were mandatory for us to take in middle school/high school. it seems like maybe middle school and high school had more of an interdisciplinary approach and college is used to provide information for a narrower interest that is based off of the courses from middle school/high school

This reminds me of the TedTalk we watched a few weeks ago about these "dystopias" we are creating online: https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads

Nice font choice.

• Your alignment still needs some work. It's not centered on my screen.
• Your images need to have a width:100%; and their div containers overflow-x:hidden; This will fix the issue with the horizontal scroll on smaller screens.
• I would change the blue colour with something darker, as it reminds me of the police instead of a luxury hotel.
• The logo on the bottom of the page is massive. Try to make that smaller and align it in the center. This can be done by just adding text-align:center on it's div container, and a value for max-width to the logo (i.e. max-width:200px).

This typography reminds me of the classic/default hyperlinks, and I'm not a fan of the font. Try changing the colour.

Reminds me of @KevinCarey1 describe the original university of Bologna, in his End of College. Don’t have the quote handy (one of many cases where #OpenAccess would allow for more thoughtful discussion), but the gist of that paragraph sounds similar to what @Downes is describing here

The visual metaphor is quite intriguing. For some weird reason, it reminds me of La Jetée.

Reminds me of a Web version of the Raspberry Pi approach to digital making.

This entire scene (continuing into the next page) reminds me of the group conversation scene in Alice where all the animals have finished escaping from the flood and are arguing about how to get dry. The humor uses similar techniques and they both involve a sardonic way of looking at the ridiculous parts of ordinary life.

Peter Pan is caught halfway between worlds. He could be said to be stuck within the portal rather than on one side or another. This reminds me of the white rabbit in Alice in Wonderland and other guide figures in portal fiction, but I can't think of other examples where the guide figure is also (more or less) the main character.

Reminds me of the Labyrinth, where the maze kept changing.

Reminds me of Wizard of Oz, in the sense that there are different locations with different types of characters and/or different fantastical elements. Like how there is Munchkinland and Haunted Forest in Wizard of Oz, here there is the Figs and the Hump.

This reminds me of the end of Alice in Wonderland when Alice is telling her sister and her dreams/adventures in wonderland

This description of Maimie sort of reminds me of Alice from Alice in Wonderland

This part with the trees reminds me of the Wizard of Oz

This kind of 'confusing logic' reminds me of Alice in Wonderland

This quote reminds me of the quote on p 26: "...for to have faith is to have wings."

This reminds me of outside of the box thinking and creative problem solving that is inherent with IDS

This reminds me that I am not using the cookie cutter major. I'm developing something unique to me, it's not an already existing mold, it's my mold, and YES, I agree, it does feel really good.

This reminds me of how in all of the other narratives about Madison Washington was described as very attractive and handsome for a black person.

Why is religion such a hot commodity here? Do they believe the religious morals make the slaves more like them? There's something about this that reminds me of people dressing up their pets. They're trying to make their pets look like them, yet this very thing sets the pets further apart from humans. They become dolls. Is that what the slaves were being reduced to?

This reminds me of the saying "it takes a village to raise a child"; it takes multiple disciplines to solve a problem.

Reminds me of a analogy of stove pipes. Instead of having multiple stove pipes or disciplines, we become integrated, and allow information to flow more easily.

This one the most seems like a pokemon to me. Pokemon names usually are portmateau, and this ogre's name has "katana" in it. These descriptions are written just like pokedex entries too. It talks about their powers, where they live, and how they feed.

This one specifically reminds me of the pokemon Froslass. "When it finds humans or Pokémon it likes, it freezes them and takes them to its chilly den, where they become decorations."

Reminds me of: https://99percentinvisible.org/episode/ways-of-hearing/

Again, reminds me of Jim Groom. Alternatively, also reminds me of the Wobblies (IWW): " . . . we are forming the structure of the new society within the shell of the old."

Your argument reminds me that nonprofit/open resources have such a uphill battle in ways that are analogous to or really isomorphic with co-ops more broadly in late capitalism: for every Park Slope Food Co-op that thrives next door to Whole Foods/Amazon (for now, at least!), there are innumerable scrappy, idealistic small-scale outfits that lose: it's hard to convince folks to pay the tax, so to speak, of $$ and convenience to work within the nonprofit structure's limitations.

Reminds me of this historian’s talk at Pint of Science Montreal 2015. (Sadly, not finding online traces of the event apart from my own section.)

This reminds me of something that was touched on in last week's playlist. Artists almost have to proactively LOOK for music that sounds like what they have just written so they can avoid an accidental copyright suit.

. . . reminds me of the "broken" textures you often find in proletarian/working-class writing, where we can see the shattered/distorted mirror-image of canonical authority . . . or, as Stephen Dedalus opines of his/Joyce's Calibanesque/colonial status: "It is the symbol of Irish art. The cracked looking-glass of a servant." . . an inspiration perhaps for Naipaul's later "mimic men"?

Reminds me of the end of Zora Hurston's "Their Eyes Were Watching God"

this instantly reminds me of Brathwaite's idea of nation language.

This reminds me of the infamous "They're taking out jobs" excuse when in reality those who use this phrase do Not want said jobs that are being "taken."

This reminds me of the Hughes' comment on how it's usually the black artists who are the ones able to retain some of their black identity when progressing in the world. She seems to be a cultrally important icon to african americans everywhere, as it's not just New Orleans that's affected by her songs, but it's also all sorts of places.

This reminds me of the saying "We wear our labels on our backs." The numbers may define the person, characteristic, etc.

It seems like this new government controls emotions, understanding of social experiences, intelligence, etc. This reminds me of Spiderhead and how their little jail system was able to control people and make them all the same; similar to that of robots.

Though brief, this part of the program overview does a good job of stating the goal or aim of CCS with each type of client. It also works effectively on an emotional level.

The inspiring and optimistic style that these are written in reminds me of the beatitudes in the bible. 'Blessed are they that mourn for they shall be comforted.' They begin with a type of person (the meek, pure in heart, etc.l) and then are followed up with a brief outcome (they shall inherit the earth, see God, etc.). In this text the poor will find help and hope, the refugee will be safe, the immigrant accepted, etc.

By using this writing style the writer takes the readers thoughts away from the large and messy issues surrounding each of these topics and makes them think and feel of the person, the "one", as Christ did. Being tied to a church I can see why they took this approach.

Recent immigration news.

Recent refugee news.

https://operationriogrande.utah.gov

This reminds me of the clusters at Plymouth state and how we're moving towards more integrated majors

It reminds you that he wrote this at the end of his life when he was alone and sick. You can feel his sorrow and loneliness as he is rejected from the people he cares about. He welcomes them with open arms and love however, because he is no longer the same as he was before he is turned away in a time when he needs them the most. The desperation is very clear throughout the poem.

The girl's grammar isn't the greatest with everything she says, reminds me of the way the narrator talks in "The Semplica Girl Diaries". Maybe she doesn't have any education?

Reminds me a tad of the thesis in The Information Diet: A Case for Conscious Comsumption by Clay A. Johnson

This reminds me of Russian intervention in the 2016 presidential elections

This is such a great vocabulary tool. It reminds me of a Frayer Model, but there are several differences to note. I love the definition in the student's words- the Frayer has an exact definition but I think this type is more beneficial. The Frayer also includes synonyms and antonyms which could aid in student understanding in this Triple-Entry science journal.

This reminds me of the Mechanical Turk a fake chess-playing machine from the 18th century. This is called a mechanical illusion.

This reminds me of a study that was done, I can't remember the name of it. They took women (ex gang members) and put them in treatment, most went back to the gangs and all the rest who didn't ended up pregnant. Having a child gave them a sense of belonging, a reason to survive despite condition.

Reminds me of how the defalcation of independence has changed from "Life, Liberty, and Property " and now the "Life, Liberty, and the Pursuit of Happiness" and is such an innocent and pure statement that we all should seek happiness and no one should be left out.

This reminds me of something that was brought up in my ENG460 class yesterday, which was the comparison of John White's watercolors of the Algonquian to the engravings of Theodor De Bry. The engravings of De Bry took inspiration from White's watercolors, but he did take some liberties to tweak his engravings in a way that would fit the white idealization more. De Bry's engraving gives off a Renaissance like feel, while White's watercolor is probably closer to what the people depicted in the pieces looked like. I attached the images down below. Top: John White Bottom: Theodor De Bry

This reminds me of the Johnson's novel "The Autobiography of An Ex-Colored Man". The main character is a colored man whose skin is light enough to 'pass' for white. He tends to got back an forth when it suits him, eventually living out the rest of his life as a white man. Through the novel he realizes that he too the easy way out. That it would have been much braver to live has a colored man. The novel also speaks to the 'artist' in him as he is a musician and he deals with being the best "Negro" musician vs. the best musician.

Ugh, listening to this sounds like what white school teachers in the 1800s would be telling there children about Black people. It reminds me of the scene in Django Unchained where DiCaprio's Calvin Candy justified slavery through the debunked science of phrenology.

My first reaction was to be a little bit annoyed with the very short choppy sentences here. But, as I remembered the audience that this is intended for, I felt grateful for the consideration. Being that they use this document to teach young girls/women in schools in Swaziland, South Africa, where contraception is very difficult to come by.

In fact when thought of in this way, maybe some of the word use could have been even more simple. Especially as we read on in the hand out, the document does seem to be slightly heavy on the use of large words. With words like, "neutrality," "symbolize," and "probability," it seems like the document could have been made more accessible if more simple words were used. It reminds me of the rhetoric youtube video we watched in class about Trump's answer to one question. I believe he uses a 4th grade reading level of language on average. While most of us may quickly jump to the conclusion of that being ridiculous. It was actually a tactic that could have gained him some political points among the general public, because there was a huge group of people that could now fully understand him, he could not previously connect to politicians.

This is where audience becomes very important. Here are some photos of the intended audience for this document...

This reminds me of my conversation with Todd Taylor, the ocean engineering teacher, about invasive species and hoe easily ships transfer them

The beginning reminds me of a description of baby Jesus. Considering the role that the Catholic Church plays throughout the story and the victimization of the "home babies", this creates a strong sense of irony throughout the piece.

This reminds me of entertainer Issa Rae who's show I watch really explores such an in depth and variety of situations of race and society.

https://www.youtube.com/watch?v=WxUngY1sIhY

This line reminds me of one of the final lines of The Waste Land when Eliot writes, "These fragments I have shored against my ruins". Both artists share a desire to create something with the strength to save them from their current conditions.

This passage really bothers me. It makes no allowance for the limited access women had to artistic training. It is not a lack of talent but a lack of opportunity that produced fewer female geniuses. This reminds me of Jane Eyre's line about sisters needing as much exercise of their faculties as their brothers. While Sanford acknowledges that women can influence the world by influencing their husbands, this remark about the inherent lack of female talent and intellect is deeply troubling. Perhaps though she is following her own advice of maintaining humility.

While I generally agree with this, I would add that some frameworks can be simply wrong. It reminds me of what a friend of mine in grad school said in response to a student who claimed that there is no right or wrong answer when interpreting literary texts. He replied that there may not be a right interpretation, but there are definitely wrong ones.

Reminds me of Paulo Freire...

Here, we see Heathcliff referred to as "it" 3 times in one sentence. As soon as Heathcliff enters the house as a small child, it is clear that the Earnshaws do not recognize his humanity. Their discussion of him as an "it" reminds me of the objectification that Fanny faced when she went to live with the Bertram's in Mansfield Park. Like Fanny, Heathcliff is thought of as an object not a person. This is even more obvious when he is later described as a "stupid little thing." In addition to being called "it," Mr. Earnshaw's instructions for the boy make it seem as though he is an animal: "was it, and give it clean things, and let it sleep with the children." It sounds as if they are discussing a stray puppy, not a young child. It is interesting that Nelly is instructed to "let" Heathcliff sleep with the other children. Sleep is a biological need and a right that everyone should have, but Heathcliff needs to be allowed to sleep.

Reminds me of pedago.me: http://pedago.me/

For some reason, this reminds me of a kind of precursor to adaptive learning / mastery pathways. I know it is a screening mechanism, but I coudl see how it could be the start of the individualized learning.