This sound recording of the plaza contains most of the sounds I heard while sitting in the plaza taking my notes, including people conversing with one another, car horns, and the sound of people walking by.
This video is an accurate representation of the plaza on a weekdays. However, on Tuesdays and Thursdays, there is a great deal more energy and movement. On Tuesdays and Thursdays, there is usually music playing, sororities and fraternities strolling, and organizations trying to catch the eye of people passing by.
If you walk past the main entrance of Library South, located in Library Plaza, toward Langdale Hall, you will see another common area for students to socialize. This quad area contains a fountain that has the GSU logo in the center of it. Usually, outside vendors come and sell goods such as jewelry and artistic posters.
Local businesses use GSU’s campus to solicit business to students.
PHOTO BY RALPH HERNANDEZ| THE SIGNAL
This quad provides passages ways to Classroom South, Langdale Hall, and a side entrance to Library South as well as more designated smoking areas.
This panorama of Library Plaza captures an overall view of the layout of this exterior environment. The Plaza was designed as an open space where a large number of students can gather, socialize, or simply spend time waiting on their next class to begin. The brick structures that contain tress in them ( located around the top of the blue painted stairs) are often used as seats by students, as well as the structure containing the tree on the right hand side of the panorama. The steps on the far left hand side of the picture lead up to Court land Street, which students can cross in order to get to Student Center East and West. The windows on the right side of the picture belong to Sparks Hall and the brick building in the background is Library South.
CITING A PHOTOGRAPH, PAINTING, OR SCULPTURE FROM A WEBSITE:
Artist’s last name, first name. Title of Work. Date or N.d. if no date. Name of institution that
houses the work or name of private collection. City where institution or collection is located if
available. Title of Website. Web. Date of access in the form of day month year.
Example:
Galante, Nick. Pathfinder-Plus Flight in Hawaii. June 2002. NASA Dryden Flight Research
Center. Photo Collection. Web. 4 August 2006.
Source: https://sites.google.com/a/colgate.edu/colgatevr/citing-images/citing-images-mla
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Clark Miller, Claire Gordon. “Disableb by Design.” How a lack of imagination in technology keeps the world inaccessible to huge numbers of people. N.p., n.d. Web.
Cummins, Susan Kay. “THE BUILT ENVIRONMENT AND CHILDREN’S HEALTH.” n. pag. Web.
Degnore, Roberta et al. “Phipps Plaza West: Evaluation of an Urban Housing Option.” Housing and Society 6.3 (1979): 143–160. Web. 9 Feb. 2016.
Fagan, C, and D Trudeau. “Empowerment by Design? Women’s Use of New Urbanist Neighborhoods in Suburbia.” JOURNAL OF PLANNING EDUCATION AND RESEARCH 34.3 (2014): 325–338. Print.
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Hankins, Katherine B., Robert Cochran, and Kate Driscoll Derickson. “Making Space, Making Race: Reconstituting White Privilege in Buckhead, Atlanta.” N.p., June 2012. Web.
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Jaret, Charles. Homelessness in Metro Atlanta /. Research Atlanta, 1997. Print.
Kern, L. “From Toxic Wreck to Crunchy Chic: Environmental Gentrification through the Body.” ENVIRONMENT AND PLANNING D-SOCIETY & SPACE 33.1 (2015): 67–83. Print.
Lasner, Matthew. “Swingsites for Singles.” Places Journal (2014): n. pag. Web. 1 Feb. 2016.
Linton Joaquin. “Basic Facts about In-State Tuition for Undocumented Immigrant Students.” (2014): 1. Web.
Matloob, Faris Ataallah et al. “Sustaining Campuses through Physical Character–The Role of Landscape.” Procedia – Social and Behavioral Sciences 140 (2014): 282–290. Web. 4 Feb. 2016.
“Sustaining Campuses through Physical Character–The Role of Landscape.” Procedia – Social and Behavioral Sciences 140 (2014): 282–290. Web.
Mayer, Fred. “Campus Image: A Vital Part Of A University’s Brand.”.” Article n. pag. Print.
“PerimeterCtrVisFarrOpt.pdf.” Web. 4 Feb. 2016.
Such, Al. “Grady Memorial Hospital Settles Over Alleged ADA Violations.” Radio/News Outlet. Wabe. N.p., 1–16 Jan. 2016. Web.
Taylor, Wendell C. et al. “Features of the Built Environment Related to Physical Activity Friendliness and Children’s Obesity and Other Risk Factors.” Public Health Nursing 31.6 (2014): 545–555 11p. Web. 4 Feb. 2016.
VIRDEE, SATNAM. RACISM, CLASS AND THE RACIALIZED OUTSIDER. Palgrave Macmillan, 2014. Print.
Webb, Philip. Homeless Lives in American Cities : Interrogating Myth and Locating Community /. First edition. N.p., 2014. Print.
“Zotero.” N.p., n.d. Web. 4 Feb. 2016.
Modes of communication
Rhetoric
Built Environment Description
Annotated Bibliographies
Banfield-Hardaway, Stacey. “Universal Instructional Design: Tools For Creating An Inclusive Educational Experience.” Vermont Connection 31.(2010): 21-28. Education Source. Web. 5 Feb. 2016.
In her article, “Universal Instructional Design: Tools for Creating an Inclusive Educational Experience”, Stacey Banfield-Hardaway, a St. Lawrence University graduate with a B.A. in Sociology and Educational Studies, states that collegiate “campus community members must evaluate the degree to which the campus environment and social climate are welcoming to students with disabilities”. She uses secondary research from a number of creditable sources, such as the World Health Organization and the Center for Universal Design, to increase her ethos throughout the article. The purpose of this article is to “address the needs of students with disabilities and deconstruct prejudice against them”. The author’s intended audience is collegiate administrations who are responsible for constructing an inclusive campus for its students. This source is useful for my purposes because it provides suggestions for how colleges can improve the accessibility and “inclusiveness” of their campuses.
