Anderson+Short+Annotations



Campus Center for the Environment. (n.d.). Campus Center for the Environment. Retrieved September 13, 2013, from []. UC Davis’ Campus Center for the Environment (CCE) “strives to promote inter-group collaboration and sharing of knowledge, while allowing for groups to maintain self-history”. The CCE helps facilitate environmental clubs’ success at UC Davis through office hours, support services, and promoting collaboration. For example, CCE has office hours and helps environmental clubs at UC Davis to find meeting space. Many links and a description of the CCE’s services are provided on the website. N/A A central organizing body helps campus environmental groups.
 * Short Annotation 1**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * • Colleges with a central environmental organization that helps clubs collaborate and work together (like the ideal SSTF at RPI) can get more done/reach more people.
 * • Having a central website/web portal helps promote environmental clubs and their projects at a specific college.

Commitments. (n.d.). Fossil Free. Retrieved September 17, 2013, from http://gofossilfree.org/commitments/. Colleges, cities, and other places in the US are divesting from fossil fuels. A listing and short description of each college/city/etc. is provided. The short description tells where the college is, what it is about, and links to more information. N/A. This webpage will help me find colleges that likely have a strong environmental movement, so that I can explore them further. On other pages on the same website, there is information on fossil fuel divestment. Divestment is one movement that is gaining supporters throughout US colleges right now. The Top Ten: America’s Coolest Schools. (n.d.). Retrieved September 17, 2013, from [] (and links leading from this webpage). “A professor, a class, even a PowerPoint can change a life.” “One of her ethics professors assigned some unusual homework: As an exercise in critical thinking, students were to document their waste. All of it. ‘There's no such thing as “away,”’ she remembers him saying. ‘When you follow your trash, you ask, “What else could be done with this?”’” ([]) “These schools' shared concern is that it's no longer enough to assume that immersing young people in environmental education will push society in a more sustainable direction. They want to know whether their graduates are making a difference--to measure, in essence, the sustainability of a sustainable education.” ([]) Colleges need to educate students about sustainability and become more sustainable themselves. Many jobs are available on fields relating to sustainability. Regardless of a person’s major, sustainability education is still necessary. This is a webpage by the Sierra Club about colleges and sustainability initiatives relating to colleges. Many links are included on the webpage that lead to information on higher education and sustainability. Topics include the need for environmental education at college and the top ten sustainability colleges by the Sierra Club ranking. N/A More and more colleges are “going green” in increasingly innovative ways that these colleges hope will have an impact on the students’ future.
 * Short Annotation 2**
 * 1. What three quotes points capture the critical import of the text?**
 * • This is a listing of all the colleges and cities in the US that have decided to divest from fossil fuels.
 * • Six colleges are named, the majority small, liberal arts colleges:
 * San Francisco State University Foundation
 * Hampshire College
 * Unity College
 * Sterling College
 * College of the Atlantic
 * Green Mountain College
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Some colleges have already divested from fossil fuels, which likely means that they are leaders in college sustainability
 * Short Annotation 3**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * • Colleges need to become sustainable in order to become competitive
 * • Teaching college students in all majors about sustainability is important

Neilson, S. (n.d.). Pipeline dreams: Why fossil-fuel divestment is easier said than done. Grist. Retrieved September 17, 2013, from http://grist.org/climate-energy/pipeline-dreams-why-fossil-fuel-divestment-is-easier-said-than-done/ “Despite students at 308 college campuses clamoring for divestment, only six schools have agreed to withdraw their investments from harmful energy companies in full — and not one of those has an endowment over $1 billion.” “The short answer is that money is complicated. Most of these bigger schools manage indirect investments, or money that third parties have invested in certain companies and sectors through the university’s financial management team. Many of these third parties are wealthy old alumni and hedge funds, so rerouting their indirect investments is tough (though maybe not quite as tough as living will be for the 40 countries predicted to flood by 2040). Asking them to divest is sort of like asking Kim Jong-Un to pedal a bike across Korea — unlikely to be received or executed well.” Divestment is more challenging for colleges than many students think. Money is not always invested directly by colleges. Most of the money is invested through third parties, so it would be very difficult to keep money from being invested in fossil fuel companies. It is not that colleges don’t want to divest, necessarily; it is more that it would be too difficult. N/A. This article discusses divestment, particularly in more rational and researched terms than more articles. DeMelle, B. (n.d.). Charles Koch Challenged to Debate Prop. 23 by California Student Leader Joel Francis. The Huffington Post. Retrieved September 26, 2013, from http://www.huffingtonpost.com/brendan-demelle/charles-koch-challenged-t_b_771867.html “Student leader Joel Francis challenges Charles Koch to meet him ‘anytime, anywhere in the state before election day’ to explain why Koch is meddling with democracy in a state he doesn't even live in.” “Student climate activists at POWER VOTE CA, a project of the California Student Sustainability Coalition, have issued a ‘No on 23’ pledge for Californians to voice their opposition to this attack on California democracy by out of state oil interests.” A student leader challenged Charles Koch of Koch Industries to a debate over Prop. 23 in California. Prop. 23 would have undone a great deal of the climate legislation in place in California. From Wikipedia: “Official summary: ~ [|http://en.wikipedia.org/wiki/California_Proposition_23_(2010)#Large_corporations]
 * Short Annotation 4**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Achieving sustainability goals for large administrative bodies is difficult
 * Divestment (and most sustainability goals) are very complex
 * Short Annotation 5**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * Suspends State law that requires greenhouse gas emissions be reduced to 1990 levels by 2020, until California’s unemployment drops to 5.5 percent or less for four consecutive quarters.
 * Suspends comprehensive greenhouse-gas-reduction program that includes increased renewable energy and cleaner fuel requirements, and mandatory emissions reporting and fee requirements for major emissions sources such as power plants and oil refineries.”

N/A (Together with the following //Huffington// Post article) Student leaders and environmental groups are able to accomplish change and challenge large corporations.
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Student leaders/organizations can get publicity for their environmental activism

DeMelle, B. (n.d.). Koch Industries Meets College Student’s Prop 23 Debate Challenge With Security Chief. Retrieved September 26, 2013, from [] “Joel Francis, the Cal State-Los Angeles senior and Marine Corps veteran, on Tuesday delivered his debate challenge letter in person to Koch Industries headquarters in Wichita, Kansas. Francis has asked CEO Charles Koch to join him in California for a public debate about Koch's funding of Prop 23, a measure that would roll back California's clean energy investments and job creation efforts.” “Francis said his goal was simple: to meet Charles Koch briefly to hand him the letter inviting him to a public debate "anytime, anywhere in the state of California" between now and election day about why Koch would attack the fastest growing sector in California's struggling economy -- clean energy jobs, which are growing 10 times faster than other sectors.” A student leader from California went to Kansas to give a letter to the CEO of Koch Industries asking the CEO to a debate. The full detail of what happened when Francis visited Koch headquarters is included in this article. Also, Prop. 23 would have undone a great deal of the climate legislation in place in California. From Wikipedia: “Official summary: ~ [|http://en.wikipedia.org/wiki/California_Proposition_23_(2010)#Large_corporations]
 * Short Annotation 6**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * Suspends State law that requires greenhouse gas emissions be reduced to 1990 levels by 2020, until California’s unemployment drops to 5.5 percent or less for four consecutive quarters.
 * Suspends comprehensive greenhouse-gas-reduction program that includes increased renewable energy and cleaner fuel requirements, and mandatory emissions reporting and fee requirements for major emissions sources such as power plants and oil refineries.”

N/A (Together with the above //Huffington// Post article) Student leaders and environmental groups are able to accomplish change and challenge large corporations. Charette, D. (2013, February 15). College Funds Keystone Pipeline Protest Trip. The College Fix. Retrieved September 26, 2013, from [] “While Swarthmore College officials have not budged on student demands for endowment “divestment” from oil companies, its President Rebecca Chopp has extended student activists and members of its Mountain Justice Club quite the olive branch: chartered buses to the President’s Day Tar Sands protest against the Keystone XL pipeline.” “The President’s Office, however, usually only sponsors major academic initiatives or events that reflect the whole campus. But the assumption that the Keystone Pipeline protest is an appropriate campuswide initiative is offensive, according to some conservative students.” Swarthmore College funded a trip to a Keystone Pipeline protest. Some of the conservative/pro-pipeline students were frustrated with their college. The article explains the details beyond the scenario, such as noting the fact that the Swarthmore President’s Office rarely sponsors such a trip. Some conservative students are frustrated that their college supported students attending the protest by sending buses. Students at Swarthmore were encouraged to attend. N/A This article shows what student activists have been able to accomplish.
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Student leaders/organizations can get publicity for their environmental activism
 * Short Annotation 7**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Student activists can tell their colleges what they need and convince the college to help fund them
 * Not everyone at a college agrees with the environmental student activists

Volz, D. (n.d.). Keystone Protesters Hold Peaceful Sit-In at State Department. NationalJournal.com. Retrieved September 26, 2013, from http://www.nationaljournal.com/daily/keystone-protesters-hold-peaceful-sit-in-at-state-department-20130812 “Many in the crowd Monday carried signs identifying themselves as "papas," "mothers," "nanas," and "grandmamas." They spoke about their desire to protect the planet for the sake of their children and grandchildren. Most admitted to never risking arrest before but said the potential environmental impact of the Keystone project was something they could not ignore.” 140 people risked arrest by protesting outside the State Department headquarters in August 2013. They were protesting the Keystone XL pipeline. Instead of arresting people, barricades were put up. The protest was inspired by a speech Obama made. The article includes relevant quotes from people who protested as well as those encouraging people to protest. N/A This article talks about the attitudes of some of the protestors, especially why they were at the protest.
 * Short Annotation 8**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Many protestors are “regular” people
 * Protestors like the ones at this Keystone XL protest want to make the world better for future generations, or at least not let it become worse.

Henn, J. (n.d.). Thousands Rally in DC for Major Keystone XL Protest. Huffington Post. Retrieved from http://www.huffingtonpost.com/jamie-henn/keystone-pipleline_b_2154810.html “More than 3,000 people are expected to join a rally at the White House this afternoon. Together, we'll march around the entire property with a 500 ft inflatable pipeline and host a rally in Freedom Plaza with speakers like 350.org's Bill McKibben, BOLD Nebraska's Jane Kleeb, and other key pipeline fighters from across the country. “ “The media likes to make Keystone XL out as simply a political test, a sign of whether or not the president will side with environmentalists or the fossil fuel industry and their allies. But the fight against Keystone has never just been a political fight: it's a planetary one. Our top climate scientist, Dr. James Hansen, has said that burning the tar sands that would flow through Keystone XL could mean "game over" for the climate. In a rationale world, that would be enough to keep that toxic oil in the ground.” “In our world, it means that we have to fight. The odds are still long -- the fossil fuel industry still has more money than any other industry in the history of money -- but I've got a sense that momentum might be on our side.” Many people went down to DC last November for a rally protesting the construction of the Keystone Pipeline XL. The article discusses the reasoning behind the protests, noting that the Keystone Pipeline and burning tar sands could seriously damage the climate. The media, according to the article, tends to cast the pipeline debate as a political debate rather than a climate one. People need to continue fighting against it as they have been. N/A. Protests are useful tools for gaining awareness, though the media might misunderstand the message. Snyder, J. (2013, February 18). Thousands Protest Keystone Pipeline in Washington March. Bloomberg. Retrieved September 26, 2013, from []. “Thousands of protesters marched to the White House yesterday in opposition to the Keystone XL pipeline, which environmental groups say would worsen the risks of climate change by encouraging development of Alberta’s oil sands.” “The rally should show Obama that he has ‘the support he needs to block this pipeline,’ McKibben said.” “’I think the polluting industries pretty much have Congress locked up in terms of being able to do anything on our own,’ Senator Sheldon Whitehouse, a Rhode Island Democrat who attended yesterday’s rally, said in an interview. ‘That’s one of the reasons today is important—because it reflects the voices of people across the nation that they’re fed up with the barricade in Washington and that this is an issue that can’t be overlooked.’” Thousands of people marched in the White House march last February to protest the Keystone XL pipeline. They hoped that the protest would show Obama that there is support for him //not// to let the pipeline happen. Climate change is an issue many of the protestors have with the Keystone XL pipeline. They organized a march, in part through social media, through the bitter cold to tell President Obama that they supported him not letting the pipeline happen. The protestors hoped that this march would help give the people a voice again. N/A. Many people getting together can accomplish change. This includes young people. Wollan, M., & Harris, E. A. (2011, November 13). Occupy Wall Street Protests Shifting to College Campuses. The New York Times. Retrieved from http://www.nytimes.com/2011/11/14/us/occupy-wall-street-protests-shifting-to-college-campuses.html “As city officials around the country move to disband Occupy Wall Street encampments amid growing concerns over health and public safety, protesters have begun to erect more tents on college campuses.” “Last Wednesday at Berkeley, about 3,000 people gathered on Sproul Plaza to protest tuition increases, and many then set up a camp. Demonstrators linked arms to protect their tents, but police officers broke through and took down more than a dozen tents, arresting about 40 protesters.” “The Harvard encampment, much like the university itself, is highly exclusive. After protesters set up about 30 tents in Harvard Yard last week, university officials closed the gates to the yard, allowing only students with IDs to enter.
 * Short Annotation 9**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * How the media views movements
 * Information on the Keystone XL movement
 * Environmental consequences
 * Short Annotation 10**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * The article has quotes from important people regarding climate change and Keystone XL
 * The article describes a protest that likely included college students
 * Large groups of people can be organized through social media
 * Short Annotation 11**
 * 1. What three quotes capture the critical import of the text?**

“’Securing access to the Yard is necessary for the safety of the freshmen and others who live and work there, for the students who will be sleeping outdoors as part of the protest, and for the overall campus,’ the university’s provost, Alan M. Garber, said in a statement.” Protestors in the OWS movement were moving to college campuses after the cities kicked them out. Even so, police kicked many of the protestors out. College students began occupying their campuses by setting up tents. They were protesting higher tuition rates among other issues; at Harvard, students walked out of an economics class. At many colleges, the campus brought in police to take down the tents and break up the occupation. N/A. This is an article about a student movement. While largely unsuccessful, the students did bring more attention to their problems. Hunt, B. (2009, September 23). SSTF discusses projects for the upcoming year. The Polytechnic, p. 9. Troy, NY. “The SSTF began in the fall of 2007 as a small group of students lobbying for sustainability in Student Government. We branched off, created our own vision, and joined with staff and administrators to form the 90 or so member group we are today.” "Our current projects are too many to list here, but include a green roof on campus, biodiesel for the campus shuttles, a sustainable dorm for students, more efficient renovation and building of new structures, composting, and a farmers’ market on campus. These are just of a taste of what we are working on now." RPI’s SSTF had many project ideas and plans, as well as grant money in September 2009. The Force also had a sizable membership group. Hunt describes the projects SSTF was working on, the number of members, and the hope for a revolving sustainability fund. He suggests that interested students come to meetings with ideas. The fund, once put in place, would be a great way for sustainability ideas to be implemented. N/A. This article concisely explains where SSTF was at the start of the 2009-10 academic year.
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Methods of protest
 * Use of force to break up protests
 * Historic context for occupations led by college students
 * Short Annotation 12**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * RPI students have attempted to pass sustainability measures
 * Projects that were being worked on in 2009 have come to fruition (example: biodiesel in shuttles)
 * Many, many more students used to be involved in sustainability at RPI

Purinton, K. (2009, October 28). Go Green, leave your trays by door. The Polytechnic, p. 11. Troy, NY. "Over the last week I was able to make a few observations that left me with the feeling that students at
 * Short Annotation 13**
 * 1. What three quotes capture the critical import of the text?**

 RPI would not mind going tray free. When questioning students regarding Tray Free, many responded

 with, “I always go tray free.” Besides, I am sure that when you are in the comfort of your own home, you

 do not use a tray. Also, at the beginning of the week, Sodexo was able to keep a cart for the students who chose to go tray free out front. This allowed us to have a valid argument against the tray needed during the dishwashing process."

"Please help SSTF by showing your support forthis initiative in order to communicate to Sodexothe need to make the necessary changes to thedishwashing system. For those of you who enjoyyour trays, please consider an additional few stepsto help RPI go green." RPI students should stop using trays in the dining halls to benefit the environment. The author, a member of SSTF, was working on a tray-free initiative. The author discusses how she talked with students and Sodexo (company that runs RPI dining halls) representatives to learn their opinions on tray-free. She assures readers that it will not make their lives too much harder to go tray-free. Purinton also asks students to make that small sacrifice for the environment. N/A. This article is especially interesting given that some of the dining halls at RPI went tray-free recently. There was a large student backlash on Reddit and other channels. General conclusions seemed to be that this was an example of greenwashing, and that Sodexo should clean up other parts of their act.
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Students trying to create even small changes on campus must deal with a great deal of bureaucracy and student backlash
 * Sustainability initiatives can take a long time to come to fruition

Cummings, A. (2010, July 16). Farmers market brings natural food to RPI. The Polytechnic, p. 8. “From creating a pilot composting program to revamping the single-stream recycling system, to working with parking and transportation to get a car sharing program in place, there are many passionate people here at RPI working to create real change.” “To this end, the market will have its grand opening on September 2, right outside the Union on the 15th Street side, and will be open every Thursday from 10 am–2 pm year round, assuming all goes smoothly. In anticipation of this, we have been conducting a survey and have gotten an overwhelmingly positive response from hundreds of RPI students, faculty, and staff. The vast majority have said that they would like to shop at the market every week and while we don’t necessarily expect that the whole campus will do their shopping there, we do aim to expose the campus to a new way of thinking about food.” Starting an RPI farmers market will greatly help students eat more fresh food conveniently. This short article summarizes the goals of the farmers market, as well as why it is needed and how it will encourage students to eat more sustainably. N/A. Describes an RPI project (it worked relatively well until the person responsible left RPI with no new person stepping up to take charge). Chapman, R., & Meyering, M. (n.d.). Living the New On-Campus Sustainability Experience. Huffington Post. Retrieved from http://www.huffingtonpost.com/richard-chapman/living-the-new-oncampus-s_1_b_3762825.html “A major part of our new on-campus sustainability initiatives focuses on green residence halls, dining facilities and classrooms -- the places where our students spend most of their time on campus.” “First, there needs to be commitment, sponsorship and engagement from the President's office and his senior staff; the campus community must also support sustainability and help drive sustainable initiatives.” “Looking ahead, one of our biggest challenges on campus is institutionalizing sustainability. We'd like students to be even more involved with our food and beverage purchasing, for example, so that they understand our local sourcing. But we're confident that this can happen, because the majority of our students think sustainably and are aware of the environmental implications if we don't work together to build a green campus on a daily basis.” The next step for colleges to achieve sustainability is to green their operations. By greening their operations, colleges will help students live more sustainably and teach them first-hand how to continue to live sustainably post-graduation. Many challenges do await colleges as they become more sustainable. N/A. This discusses colleges’ next steps and what students can do to make their colleges more sustainable. Fairbanks, A. M. (2011, October 13). Occupy Colleges: Student Supporters Of Occupy Wall Street Continue To Show Solidarity. Huffington Post. Retrieved September 26, 2013, from http://www.huffingtonpost.com/2011/10/13/occupy-colleges-occupy-wall-street_n_1008619.html “As with the nationwide walkout held last Wednesday, the students will band together to make their voices heard -- with many expressing frustration over increasing amounts of student loan debt and the rising cost of tuition, in addition to a paucity of jobs for recent graduates.” “’We’re worried about our future and that the middle class won’t exist once we get out of school. Also, the rising cost of tuition is a big concern,’ said Berman, who said his participation in the Occupy Wall Street protests marked his first significant political involvement. ‘We’re just frustrated with America and the whole way our society is run.’” “In terms of Occupy Wall Street's ultimate impact, McAdam notes that while early participation in a movement can help shape young activists, equally important is the historical context of the movement itself. “McAdam studied participants in Freedom Summer -- the 10 week-period in 1964 when civil rights activists, many of them college students, traveled to Mississippi to register black voters -- who later became more politically engaged members of society as a result. “He found that it wasn’t simply their activism that mattered, but the fact that they participated in the movement during the beginning of sixties-era radicalism.” College students, fed up with the situation of high debt and low job probabilities, were organizing their own Occupy movement. The author of this news article also noted that people who are activists during college are more politically active later on. The article provides a lot of quotes from a lot of people, and ties things together neatly. There are the fed up college students, academics who have studied activism, the reasons why the college students are fed up, what the college students are doing, and so on. N/A. This news article discusses student protests. It also mentions several academics who likely have written journal articles on college students and movements. Gillis, J. (2012, December 4). To Fight Climate Change, College Students Take Aim at the Endowment Portfolio. The New York Times. Retrieved from http://www.nytimes.com/2012/12/05/business/energy-environment/to-fight-climate-change-college-students-take-aim-at-the-endowment-portfolio.html “A group of Swarthmore College students is asking the school administration to take a seemingly simple step to combat pollution and climate change: sell off the endowment’s holdings in large fossil fuel companies. For months, they have been getting a simple answer: no.” “The students see it as a tactic that could force climate change, barely discussed in the presidential campaign, back onto the national political agenda.” “No school with an endowment exceeding $1 billion has agreed to divest itself of fossil fuel stocks. At Harvard, which holds the largest endowment in the country at $31 billion, the student body recently voted to ask the school to do so. With roughly half the undergraduates voting, 72 percent of them supported the demand.” Students are trying to get their campuses to divest from fossil fuels, yet there are many challenges. The article starts out with describing a single college (Swarthmore) whose students are trying to convince the college to divest from fossil fuels. They want to get climate change back into the public eye, as well as make their colleges more sustainable. N/A. This //NY Times// article discusses divestment, with its advantages and challenges, in some detail. It points out the similarity to the divestment movement colleges had to put pressure on South Africa to stop apartheid. Salatin, J. (2011, June). Eco-Campus Thinking Beyond “Green” to Truly Sustainable. ACRES: The Voice of Eco-Agriculture, 41(6). Retrieved from http://www.acresusa.com/toolbox/reprints/june11_salatin.pdf “Almost every institution, from corporate to academic, now has some sort of sustainability director. The person hired for this position is supposed to help the organization become more eco-friendly, or at least promote a semblance of green-think. Raising institutional awareness about water usage, natural light, living roofs, local food sourcing and the type of napkins used, these staff members are an impressively persistent lot, often challenging entrenched ways of doing things.” “Once you start viewing the campus as a never-ending set of circles rather than a set of linear activities, all sorts of possibilities surface. As a culture, we’re far more enamored of affixing solar panels to the rooftops than harnessing physical activity to do many of these tasks. I suggest that for too long, energy has been viewed as a problem far out there somewhere, rather than being something we can personally and viscerally solve by greater integration. I’ve never gotten into Walk-a-Thons. Why not collect donations for X number of postholes dug, or square feet of garden beds installed? How about donations for stacking firewood or loading bales of hay? After spending my day in meaningful work, I’m too tired to walk anyway.” “While I’m certainly not naive enough to believe that these suggestions would be enthusiastically endorsed by any campus, I hope that they do at least provide a vision for what could be done over time. A campus utilizing this laundry list of ecological systems will find intellectual stimulation, spiritual fulfillment, and economic payback. Drastically reducing energy costs, growing most of its own food, cutting the grounds keeping budget, and cycling nutrients — that’s just what ecological design does. I think I’d enjoy attending classes on this eco-campus, wouldn’t you? It would be a hoot.” Salatin argues that colleges could become much more sustainable in many ways, from allowing animals to graze to having composting toilets to growing food as landscaping. Sheep used to be allowed to graze on college lawns; why aren’t they allowed now? Salatin also asks college administrators to look into the effects of their changes. Some of Salatin’s suggestions include: edible landscaping for people and other animals, integration of activities, chickens, and composting toilets. N/A. This is one example of someone’s (not a college student) ideas about what a sustainable college would look like. This begs the question: What does a sustainable college look like? What do various groups of students think it looks like?
 * Short Annotation 14**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Info on the RPI farmers market
 * Some of the details on how a project is implemented
 * Short Annotation 15**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Greening operations is important
 * Students working on sustainability at their campuses get first-hand experience, including making new technologies
 * Short Annotation 16**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * College students feel frustrated with the situation the US is in
 * Activism while a college student can encourage people to continue being active politically later in life
 * Look up Doug McAdam (Sociologist at Stanford)
 * Short Annotation 17**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * Students want to get climate change discussed and focused on more
 * Divestment is proving a huge challenge for college students (difficult to get administrations/bureaucracies to become more sustainable)
 * Short Annotation 18**
 * 1. What three quotes capture the critical import of the text?**
 * 2. What is the main argument of the text?**
 * 3. Describe at least three ways that the main argument is supported.**
 * 4. Describe the main literatures that the text draws on and contributes to.**
 * 5. Explain how the argument and evidence in the text supports, challenges or otherwise relates to the argument or narrative that you imagine developing.**
 * 6. List of at least three details or examples from the text that you can use to support the argument or narrative that you are developing.**
 * This article makes me wonder what the ideal sustainable college looks like
 * While this article does not discuss much the social barriers to achieving the radical sustainability ideas Salatin promotes, many do exist. What are they and how can those barriers be crossed?