consider revising, it is a little confusing

maybe cut out recentally and just includde established in 2014

very interesting

possibly move this to the intro

Instead of saying "I believe" make it as a statement,. Like "One thing that would assist a more.... " your evidence will support your claim.

Love the video!

Overall, your paper was very interesting. However, I think that the biggest place for improvement is organization and a stronger introduction. If you have a stronger first paargraph where you outline where your paper is going, then it will be much more organized. Also, try to include stronger transitions between each paragraph.

(Apex).

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Consider making your writing a little more formal and using a more complex thesis. like ' Museums use loaction, techonolgy and colors to attract more visitors and guest.." or something like that. That way you have a very concise and clear thesis.

This sentence is a little awkward, consider revising

Overall, I found the author’s argument for greenspaces quite persuasive. After reading this, even if its not displayed in my responses, I do think that colleges need green spaces. However, I do not think it is as big of a priority as she does. Her conclusion effectively highlights her arguments for green spaces. I also like how she reviewed the cognitive attention points because it was the back bone of her argument. She also makes a point to mention that it will make the university more attractive as well as helping the students. This is one of the strongest points she makes because it is not only a call to action, but she shows the two way benefits of adding green spaces.

Atlsprs17 #vacrr2

The author displays many nice ways to employ green spaces to the campuses, but the author never mentions how the universities are supposed to pay for these. I want to refer to a simple economic principle; “There is no such thing as a free lunch” essentially means that the funds have to come from somewhere. Colleges, like LSU jack up student fee rates making college even more unaffordable to those who are struggling to pay tuition (Woodhouse). Students having to pay for these amenities by increasing student fees makes the campus more exclusive to the upper class. Much like I mentioned above, where in the past colleges were primarily for the rich. As colleges expand the amenities that colleges provide the more expensive and inaccessible college will be.

#Atlsprs17 #vacrr2

I agree with the first definition of nature in which it describes nature as something separate from human influence or touch. Adding green spaces is not really incorporating nature into the campus because it is just some plants, grass, and the sun. Being from the country, nature is when you are in the depths of the woods where there is not a sign of human hand. Green spaces are just a way of tricking the mind to be in nature. In the following paragraphs, the author describes how “green spaces” could reduce direct attention and activate indirect attention; thus, lowering the stress rates of students. However, I feel that green spaces would ultimately be a distraction from a student’s main focus – education. The reason I think this is because students would see the green space as another “hang out” spot, leaving even less time for studying. On the flip side, green spaces would be a relaxing spot for students to go, but I do not think it would contribute to their overall learning. I do agree with the fact that nature is healing. I just do not agree that green spaces are the same thing as nature. I think a better way for students to experience the connection with nature is to actually go to nature. By this I mean that the school could have set days where they provide a shuttle to a nice wooded area or walking trail where students are actually in the middle of nature instead a grass plot. Also, I feel that the cost of running a bus a few times a week would be more cost efficient than building a whole area on campus of green spaces.

Atlsprs17 #vacrr2

The author tries to support the claim that “open space” is just as important as utilities, parking, buildings, and other typical aspects of any building. I think that this idea is a stretch. Green spaces do not determine whether or not a student can go to school. If there were no parking or streets or even a building there would be no college! Green spaces could be a helpful aspect, but I think the author and her source are over reaching by making green spaces essential. If a college has limited funds, then greenspaces would not be the top priority. However, in a more expanded budget, where every student has low tuition, nice dorms, top of the line class rooms then I could see how green spaces could be thought of as an essential. However, this is not the case. Look at the case of Georgia State. The campus just bought Turner Field and at one point, was planning on turning Kell Hall into a green space. However, we have students that fight for parking spaces every day and other students who live in the sub-par piedmont hall. Why does the author think that green spaces are as big of a priority as dorms and parking?

Atlsprs17 #vacrr2

This passage fits nicely with the concept of the Built Environment Project. This is because pf he connection of the past to the present and ho the architecture reflects this idea. In the post- war era of our country, from 1955 to 1970 increase the number of students enrolling into University astronomically. I also think that this increase was due to transition movements such as the civil rights movement and women’s rights movement. This expanded colleges from the rich, white male to essentially anyone with means to go to college. The need for newer buildings was growing, thus making it necessary to integrate the new with the old- much like the city of Atlanta. As college campuses’ student demographics changes, then campuses have to change as well. Another example is the call for safe spaces. As mention in the Washington Post article by Ms. Strauss, students are demanding for safe spaces. One of the reasons for the call of safe spaces is that college student bodies are growing increasingly more diverse, creating an atmosphere for conflict. In the past we can see how the “grass roots” movement in the 1970’s and global warming awareness are two other ideas that changed the shape of college campuses by calling for more “green spaces”.

Atlsprs17 #vacrr2

I would like to address the author's clever use of a Latin root to make their argument more solid. The use the Latin root of "field" to directly connect the idea of greenery to campuses is an effective form of persuasion because it makes it seems that college campuses were meant to encompass nature solely because of its name. However, though the tactic is creative and somewhat effect, I still find the argument weak. The author is trying to compare campuses from the 1700's to modern colleges. The main weakness in this argument is the significant increase in population and the types of students colleges have currently. Colleges historically have been mainly for the wealthy. Maybe the idea of an "ideal community" stemmed from the need of exclusivity from the upper classes. In contrast, college is more accessible for everyone, even people of the lower class. This fact means that Georgia State has more nontraditional and commuter students than ever. I feel that is irrational and impossible to hold modern colleges to that same standard.

Atlsprs17 #vacrr2

RR4

I want to address the quote "1/5 of a student's time is spent in the classroom" because it is quite revealing of the life of a student. This contrasts with the lives of high school students who typically spend 40 hours a week in class. College students really are not in class, so where are they? If they are serious about their education then they are in a quiet place studying, if they aren't you can find them at a dorm party or having a Netflix marathon. Most college students fall somewhere in between. With that being said, I am not sure why the author thinks that a grassy area would be a source of improvement of this. This idea would be more plausible if the green spaces were a dead zone. Most students are attached to their phones, so without self-discipline the stimulation and attention fatigue would more than likely stay the same

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj6-sLWk6rSAhWV14MKHWfcAcwQjRwIBw&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F429249408203771040%2F&psig=AFQjCNGRdRv1zDupSi3hWXtd4NwWhaFmLA&ust=1488074508498612

Atlsprs17 #vacrr2

I find the author's argument to be weak in this paragraph. This is because she fails to recognize that colleges do not follow this model. As cities and campuses grow, they will intertwine. We do not live in the 1700s where cities are miles apart; cities often are side by side. There just not enough space to have the luxury of a closed campus.

Atlsprs17 #vacrr2

RR2

Upon reflection of this passage, I could not help but to think of Georgia State. I started attending Georgia State University in fall of 2013. Since I have started here, there have been some significant changes. For one, parking is an absolute nightmare now. I never really thought about why this change occurred, but after reading this passage I have come to the conclusion is that universities as a whole are growing rapidly. Georgia State obviously has had an influx of students and since Georgia State is historically a commuter school, parking availability is critical ital. The same problem can be observed at UGA. Many students at University of Georgia have to live off campus because of the exclusivity of on campus housing. Because there is such a high demand for housing at UGA, they are able to jack of the prices on sub- par living quarters. Another unforeseen consequence of the rising rate of students that this article did not address or even acknowledge is it is giving colleges the ability to raise tuition, and make college more difficult for students to get into. This ultimately will give students who are have higher status or with superb athletic abilities to get into the bigger, more prestigious colleges.

Atlsprs17 #vacrr2

RR1 The first supplementary reading I used was from the Washington Post’s article So you like the University of Chicago’s rejection of the ‘safe spaces for students? Consider this. The article discussed the reasons why students want safe spaces. The main argument was that students want safe spaces because of the increasing violent times and the more diverse student bodies. The counter argument against safe spaces was that there were for “snowflakes” that could not handle the real world.

The second supplementary reading I used was Are lazy rivers and climbing walls driving up the cost of college? This article was about LSU spending 85 million dollars on student amenities to make it more attractive to potential students. She reveals that the river was paid for by an increase in student fees and that making such additions attract students who are less academically focused.

Atlsprs17 #vacrr2

Overall, I found the article interesting, but a little redundant and difficult to follow. To me, there was not a very clear and logical flow. I also found myself having to reread passages repeatedly in order to understand the points made by the author and it was a mystery trying to figure out what the purpose was throughout the whole passage. With that being said, I also found that the author had some pretty elaborate literary elements that helped make up for the lack of flow. The author was very meticulous in trying to stay on the topic, but he manages to include relevant parts of history to help strengthen the main point that the origin of this particular architectural structure was complex. The author does manage to make his main point concise is that architecture, especially this particular structure has a unique history based upon nature. I explained in reviewing the supplementary reading that nature is important part in shaping architecture and the way a community lives. This same point is reflected when reviewing the history of the dwelling of Cato Howe. The actions of humans moving one culture to another was a reflection of nature and it caused the complex and varying structure seen in the house. Not only is there the nature of humanity, but also the nature of natural disasters. One paragraph, as described by the author showed the remains of a fire that left its everlasting imprint on the structure. Despite the lack of clarity that was present throughout the paper, I still believe that the author was successful in making his main point and forcing the audience to ponder the power of nature as I have.

The supporting text, After Flooding, Some Louisiana Students Face Uncertain School Year by Emily Sharpiro, Catherine Thorbecke and Liz Stark is about the struggles that students faced after a major flood in Louisiana .Governor John Bel Edwards described the flood as “historic” because it left 13 people dead and over 60,000 homes were affected by the flood. The students were unable to return to class because of loss of transportation, school damage and relocation. Many of the students will have to change school completely because their homes were destroyed and they no longer live in the school district. The transportation issues were caused by parents losing their vehicles and there not being enough buses to handle the needs of the students. Students lost their sense of normalcy because of a natural disaster and the community had a change in shape.

Cato Howe was different than the other soldiers because he was black, however, he still was given respect and honor for his time of service like many other servicemen. The main point of this paragraph is to introduce and set the tone for the rest of the reading excerpt. Upon reading the rest of the passage, o realize that the pain point is the struggle that archeologist face when trying to piece together the history of a specific place. The author address one of the main challenge in this particular project – race. This particular spot that is focused on was owned and dwelled by several African American families which created a challenge. Since, at this time, African American people were considered property, their artifacts were essentially nonexistent. The author stresses the importance and practicality of oral tradition with the combination of artifacts and written records in order to form a complete view of a place’s history

I found this paragraph particularly enthralling because it draws the reader’s attention to the fact that the land was “granted but not own”. During this time, African Americans were not treated as equals. African Americans were not allowed to own land, even if they were patriots. I found it cleaver that the author subtly brings the reader’s attention to this aspect of the history without letting it drown out his main point. He stays true to his initial message - the history of this particular area, instead of letting this become an essay about the inequalities faced in early American history. However, by bringing up the point subtly, he draws the reader back to reality of the situation without losing his direction of topic.

The first sentence of this portion the paper tries to bring all the elements of the first few pages together. If the author’s point could be summarized so nicely, why would he include it? After reflecting on this question, I can only assume that the author did it to build suspense and wonder into his rather academic writing. Every author needs an audience, so if he spent all this time on his research for there not to be an audience, it would have been a waste of time. He builds suspense by making the audience question his motives as well as evoking the same emotions he had when he was doing the research himself. The author obviously had a sense of passion and wonderment for this subject, and I believe that all the writing up to this point was to cause the reader to have that same frame of mind.

I found this particular part to be quite interesting. Based on a chance meeting, the excavators were able to fill in a major piece of the puzzle that was missing! An elderly couple ended up being a primary source because the gentleman was able to recall those who lived there giving the historians a vital piece of history. This paragraph, whether or not intentional, stresses the importance of primary sources, oral tradition in conjunction with secondary sources and records. All were needed in order to determine for certain whether or not the house belonged to James Burr at one period of time.

I found this to be a unique feature. Through research, they found that the pottery, based on its design, originated from Africa. The fact of the matter is, humans are a part of nature, thus they are capable of changing the environment around them, just like the natural disasters did in the supplementary reading. In Louisiana, the flooding caused the nature of the school to be change and shaped the lives of many different people. This reflects the idea that this part of the country was shaped by humanity. Humans brought over the African people, along with this piece of pottery. If the would not have slaves brought the pottery from Africa to the West Indies and then to the colony, then, the pottery would have stayed in its original location. Thus, this one piece of pottery ties together an important part of history and allows archeologist to assume that the people whom mainly inhabited this area were primarily from Africa and the West Indies. Also, the pots were buried in dirt. In a strange way, it seems that nature preserved the pots by protecting them with the soft earth instead of letting the elements decay them so that we could better understand the intertwining of cultures.

The author mentions the hybrid languages to help the reader better understand the importance of the architectural find. The hybrid languages, just like the house, are preservation as well as the creation of a new, blended culture. When the African Americans were brought the Americas, they preserved their own way of life and language and incorporated it into culture that still lives today. The building reflects the influence of their African and West Indies ancestors just as the languages do. It gives the reader a greater appreciation for the “handprints” that were left behind by those before them.

This excerpt from chapter 8 ‘s main point is to connect the ways of the slaves to the preservation and structure found in the Burr house. I like how the author makes the point about the slave houses resembling that of those found in Africa. This makes sense because the slaves, which came from Africa, probably had to build their own slave houses. I doubt that the “owners” would have cared much about the dwellings of the slaves and that is why they have their unique structure. The Africans that came over were unintentionally allowed to leave their mark just by building a house for themselves. Since the land owners did not build the houses themselves, they were not able to imprint their own fingerprint onto the structure; thus, leaving it with a mark of African culture.

The author chooses to end his article with an excerpt from Chapter 9 from Parting Ways. The author wants to summarize his findings without being too lengthy. I do not agree that his point was successful because he states that the United States wasn’t a melting pot in the 18th century, nor is it now. By saying this he discredits all the research that he did connecting the Turner- Burr house to Africans and West Indians. The structure was different than those cookie cutter houses of the Anglo-Saxons, which is what made it so captivating. By this one simple statement, in my opinion, he takes all away from it. The fact that the structure was different proves that America was a melting pot, because if it wasn’t, then the Turner- Burr house and the New Guinea settlements throughout Plymouth would not be what they are. The imprints of other cultures create the melting pot that is America and can be viewed in these structures and well as thousands of others spread throughout the country. I think that this melting pot theory is what the Built Environment project is trying to get us to see; that our towns, cities, and individual buildings are all the products of differing people from various cultures and ideas “melted” together just like the Thomas-Burr house.

Atlsprs #vacrr Supplemental Reading Summary:

Louisiana Students Face uncertain school year

First annotation.