- Oct 2016
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www.nytimes.com www.nytimes.com
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Many people viscerally resist the idea of mixing male and female anatomy in multistall bathrooms and locker rooms.
acknowledges the overarching theme
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parity
"the state or condition of being equal, especially regarding status or pay"
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‘‘Try pointing out your physical characteristics if they will help prove that you belong. For example, if you have breasts, try pointing them out to prove that you belong in the women’s room. If you have a deep voice, try speaking to show that you belong in the men’s room.
Doesn't this defeat the purpose of "inclusivity?"
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The clearest visual markers of sex difference many of us see in the course of the day are the signs on public bathroom entrances: MEN on one door, WOMEN on the other.
I think the first topic sentence in the article does a sufficient job at highlighting what the whole article is about. It is straight to the point and intrigues me to read more. Since they stated this so early, it makes me want to read what more the article could possibly say.
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Over time, women have become attached to the camaraderie of the ladies’ room. When girlfriends want to chat, they head there.
How did this start?
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libjournal.uncg.edu libjournal.uncg.edu
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Building upon previous quasi-experimental research conducted at the University of Minnesota that found that flexible, technologically enhanced classroom spaces improved student learning (as measured by course grades) more than taking the same course in a traditional classroom setting (Whiteside, Brooks, & Walker, 2010; Brooks, 2011; Walker, Brooks, & Baepler, 2011), the research presented here goes beyond the established evidence that learning spaces, in fact, do matter and begins the process of explaining how learning spaces matter
links previously stated ideas and dials in on a more direct topic of why the spaces matter thus setting the stage for more in depth analysis
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o examine the impact of differences of physical spaces on what transpires in the classroom, we focus our attention on four groups of variables: classroom activities, content delivery modes, instructor behavior, and student behavior.
Pretty interesting. I feel like this is a very uncommonly thought about topic, I had never considered these categories.
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Numerous data collection methods, such as faculty interviews, class observations, course assignment logs, photo surveys, student surveys, and focus groups, were employed in order to evaluate systematically a number of testable hypotheses in service to the larger research question.
numerous is kind of vague? how can we be sure it's statistically accurate - random sampling etc
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pedagogical
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Holistic landscapes for holistic learning
I'm still confused on what holistic learning is and would like to go over this further in class. Holistic is defined as, "characterized by comprehension of the parts of something as intimately interconnected and explicable only by reference to the whole." http://www.dictionary.com/browse/holistic
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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).
I feel like this is the over arching idea of the essay, that you need a balance of indoor and outdoor space in order to have a healthy educational experience.
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