Hayden Annotation

“A woman’s place is in the home”

I find this quote to be so limiting and ignorant.

“Good homes make contented workers”

I like this quote, and I can definitely see why it was used often. I’m a lot more productive in my life when things at home are enjoyable.

“How does a conventional home serve the employed woman and her family? Badly”

I don’t think this is necessarily true for all people and all occupations

“Employed mothers usually are expected to, and almost invariably do, spend more time in private housework and child care than employed men;”

This is very true from what I have observed personally

“One study found that 70 percent of adults without access to cars are female”

This is a very interesting statistic, and I would be interested to know how what the case by case analysis of the causes looks like

Bibliography

Georgia Tech (2016). Campus Map. Retrieved from http://map.gatech.edu/pdf/Campus-Map.pdf

Georgia Tech (2016). Georgia Advanced Technology Ventures. Retrieved from http://gatv.gatech.edu/

Advanced Technology Development Center (2016). How We Help – Advanced Technology Development Center. Retrieved from http://atdc.org/how-we-help/

Advanced Technology Development Center (2016). Signature Graduates – Advanced Technology Development Center. Retrieved from http://atdc.org/atdc-companies/graduates/

Advanced Technology Development Center (2016). Technology Business Incubator | ATDC. Retrieved from http://atdc.org/

Advanced Technology Development Center (2016). Track Record – Advanced Technology Development Center.   Retrieved from http://atdc.org/atdc-companies/track-record/

VentureLab (2016). VentureLab.   Retrieved from http://venturelab.gatech.edu/

Hongyu Wang, M. K., Wenjing Shan, Sou Kuan Vong. (2010). The effects of doing part‐time jobs on college student academic performance and social life in a Chinese society. Journal of Education and Work, 23(1). Retrieved from http://www.tandfonline.com/doi/full/10.1080/13639080903418402

Paul, P. (2016, July 19, 2016). Georgia Institute of Technology selects Jennifer Bonnett to head the Advanced Technology Development Center.   Retrieved from http://www.news.gatech.edu/2016/07/19/georgia-institute-technology-selects-jennifer-bonnett-head-advanced-technology

Georgia Tech: Benefits of Business and Academic Separation Part 3

Full time students working a few hours at an on campus jobs during the school year is beneficial to academic performance. According to a study done by Hongyu Wang published in a paper in 2010, there is a direct correlation for students between working a job even part time and academic success. In this context, academic success is measured using a grade point average, or GPA.

Contrary to what one might expect, the separation of academic and work environments on Georgia Tech’s campus is beneficial to both students and businesses.

<< Part 2

Bibliography >>

Georgia Tech: Benefits of Business and Academic Separation Part 2

The designs of the academic and business sides of campus are very different from each other, creating a separation both by location and by design.

 

Sitting areas at GT Student Center

Sitting areas at GT Student Center

The academic side feels much less busy, without much car traffic or noise pollution, while the business side feels much more urban, with heavy vehicular traffic and the noise that accompanies it. The academic side has wide shaded walkways that promote traveling in groups and socializing, sitting areas set up outside for groups to sit and collaborate, and peaceful greenery that is very soothing.

This part of campus was seemingly designed to promote interaction and collaboration, similar to what Alexandra Lange describes in her New York Times published article The Innovation Campus: Building Better Ideas (2016). Lange introduces the idea that collaborative spaces that encourage interaction and working together have a profound positive impact on creativity and innovation, particularly in the STEM fields at universities.

Rays Pizza restaurant at Tech Square

In contrast the business side has many busy intersections, more traditional narrow sidewalks, many restaurants that contribute to an large amount of pedestrian traffic, and an abundance of local businesses with constant traffic in and out. The differences in both ambient environment and physical design create a clear separation between business and academic halves of Georgia Tech. This separation between academic and business interests on campus aides students in the acquisition of real world experience.

<< Part 1

Part 3 >>

Georgia Tech: Benefits of Business and Academic Separation Part 1

Georgia Institute of Technology is a highly prestigious and competitive university in the S.T.E.M. (Science Technology Engineering and Mathematics) fields, and is very innovative in many ways including the design of the physical campus. Georgia Tech was established on October 13, 1885 and opened in 1888 after the construction of Tech Tower. A funny anecdote about the tower is that repeatedly throughout the history of the school, despite best attempts to prevent it, the letter “T” has been stolen from the top of the tower without leaving a trace and many times without the culprit ever being found out. This has become a sort of challenge among the students, though the university does not take kindly to this and will quickly take disciplinary action.

 

Screenshot from Georgia Tech Campus Map

Screenshot from Georgia Tech Campus Map. The small cluster in columns G and H, rows 4 and 5 on the right part of the map contain Tech Square and the business resources on the campus. The large area that takes up the majority of the map is the academic side.

At first glance, the design of Georgia Tech’s campus to contain academic resources on one side and business on the other side appears to separate the work and academic worlds. Upon taking a closer look it becomes apparent that to the contrary, the clear physical separation of the two, when paired with services to bridge the environments, facilitates the acquisition of “real world” experience for students through internships and other work opportunities, which has a positive effect on academic performance.

 

The design of Georgia Tech’s campus to contain academic resources on one side and business on the other side. One side of campus contains the various academic resources, such as classroom buildings, dorm buildings, the wind tunnel used by aerospace students and faculty, counselors, the student center, the cafeteria, and more. On the other side of campus are the various business resources such as the incubator buildings, ATDC also known as Advanced Technology Development Center, Georgia Tech Venture Labs, the Biltmore hotel which now is home to a number of companies, a multitude of restaurants, and locations where multiple job fairs are held frequently. The two parts of campus look and feel very different from each other in the design and environment. In fact, many Georgia Tech students do not even consider the business area to be a part of the campus, even though it is literally part of the physical campus. ATDC is a technology startup incubator located in the Centergy One building at 75 5th Street at Tech Square on Georgia Tech campus. ATDC resides on the second floor of the building, and houses dozens of startup companies at any given time. According to the ATDC track record web page last updated in 2016, the companies started at ATDC have a 90% success evaluated 5 years after graduating the program. Some of their most recent graduates listed on their list of successful businesses page are NextInput, Synapp.io, and Zoompf (ATDC 2016). A series of ATDC newsletters illustrates a sustained desire of businesses at ATDC for Georgia Tech students as interns and employees.

Part 2 >>

Right to the City Annotation

Citizens throughout civil society would become more and more active, radically active; they would increasingly take over governing functions from the state, to the point that they could eventually absorb it (page 146).

This line is a perfect description how governments are overthrown.

modern citizenship takes the form of a contract between the state and the citizenry that specifies, among other things, the rights of citizens (page 146).

the concept of social contract pops up all throughout history

Rather rights are always the outcome of political struggle (Page 146).

This is a very interesting interpretation on “rights” that I have never encountered before

So Lefebvre sees a struggle for new rights and a new contract as initiating a “renewal of political life” that sets us on a path, moving toward a horizon, toward a possible world beyond the state and beyond capitalism (Page 147).

I get the image of an anarchist from reading this

Rather its control of society must emerge spontaneously from below (Page 147).

this reminds me of a phoenix rising from the ashes

 

PURCELL, M. (2014). POSSIBLE WORLDS: HENRI LEFEBVRE AND THE RIGHT TO THE CITY. Journal Of Urban Affairs, 36(1), 141-154. doi:10.1111/juaf.12034

Annotation of “The Innovation Campus”

The best place to start with this publication is the title.

The Innovation Campus: Building Better Ideas

Personally I think this title is very clever. Lange uses a very clever play on words that not only provides a creative title, but also hints at the main idea of the article. The title suggests that not only are ideas themselves built, but by building buildings to facilitate creativity, you can both figuratively and literally build more or better ideas.

[S]tudies have shown that proximity and conversation can produce creative ideas (Par 4).

From my personal experience, this is very true. Inspiration is very much a product of certain experiences or conversations, and while some may be found by observing nature or other systems, a significant amount is a result of interactions with others.

S&G summary

In Kathleen Scholl and Gowri Gulwadi’s article on college campus landscapes, they propose that “the natural landscape of a university campus is an attentional learning resource for its students” (Paragraph 1). Scholl and Gulwadi state that on a college campus, not only must the classrooms be designed to optimize learning, but the entire campus must be facilitative to learning. They state that the majority of learning “takes place throughout the campus,” not just in structured environment of a classroom (Paragraph 2). Scholl and Gulwadi go on to propose that natural spaces on campus have a “replenishing” effect on cognitive and attentional fatigue, as well as “support[ing] student learning experiences” (Paragraph 3).


Article Source: http://libjournal.uncg.edu/jls/article/view/972/777